Solution Manual for English for Careers: Business, Professional and Technical, 11th Edition

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Resource Manualto accompanyEnglish for CareersBusiness, Professional, TechnicalEleventh EditionLeila R. SmithRoberta Moore

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Smith Moore/English for Careers, 11/e2ContentsTo the InstructorSection I.Program OverviewTheEnglish for CareersApproachThe Instructional PackageSuggested Instructional TechniquesCourse Planningand EvaluationSection II.Unit and Chapter Teaching Notes,Handouts, and Proofreading Answer KeyUnit 1: Mastering the Art of Good WritingChapter 1 References and ResourcesChapter 2 The Parts of SpeechChapter 3 Sentence FundamentalsUnit 2: Knowing Your SubjectChapter 4 Nouns: Forming PluralsChapter 5: Nouns: Forming PossessivesChapter 6: Pronouns: Types and Their UsesChapter 7: Pronouns: Agreement and Writing PrinciplesUnit 3: Mastering Verbs and ModifiersChapter 8: Verb: Types, Tenses, and FormsChapter 9: Subject-Verb AgreementChapter 10: Adjectives and AdverbsUnit 4: Perfecting Sentence PunctuationChapter 11: Punctuation: The CommaChapter 12: Punctuation: The Semicolon, Colon, and Other MarksChapter 13: Punctuation: The Fine PointsUnit 5: Writing for Career SuccessChapter 14: Polished Writing StyleChapter 15: Capitalization, Abbreviations, and NumbersSection III.Quizzesand AnswersSectionIV.Proofreading PracticeDocuments

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Smith Moore/English for Careers, 11/e3To the InstructorEach new revision of a successful publication is accompanied by the challenge of what should bechanged and what should remain the same. We are excited about this new edition ofEnglish forCareersbecause we have focused on making the changes that are needed for preparing today’sstudents for tomorrow’s workplace. If you are a user of the current or previous editions, you willfind some major differences inEnglish for Careers, Eleventh Edition. These are all outlined inthe “To the Instructor” section of the Annotated Instructor’s Edition. The major changes includeorganization into units that bring more cohesion to the course content, the introduction of newfeatures that bring the “careers” theme into focus in every chapter, and the integration ofworkplace writing throughout the text so that students are never left asking, “Why do I need tolearn this?” about grammar.We are also very excited about this edition’s graphic design, which highlights theinstructional features of the program more than any other edition in the past. Students will find iteasy to follow the pattern of the instruction as it is laid out in each chapter, and they will find the“recaps” at the end of the five units both challenging and rewarding. A wealth of supplementalmaterial that can be used for extra practice and for grading and testing is provided in thisas well as in the Appendixes of the student text.To work most effectively withEnglish for Careers, Eleventh Editionplease read theinstructor and student prefaces in the Annotated Instructor’s Edition. Pay special attention to“What’s New in the Eleventh Edition.” We are certain that this text will help your studentsimprove English for their careers, and that both you and your students will enjoy the process.Leila R. SmithRoberta Moore

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Smith Moore/English for Careers, 11/e4Section IProgram Overview

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Smith Moore/English for Careers, 11/e5THEENGLISH FOR CAREERSAPPROACHThe winner says, “It may be difficult, but it’s possible.”The loser says, “It may be possible, but it’s too difficult.”TheEnglish for Careersapproach is one ofproviding solid instruction in English grammarwithout getting too deeply into some of the traditional grammar book techniques andterminology that may have served to turn students off in their earlier years of study. It might bebest described by a quote from language expert William Safire: “Be neither a language slob nor alanguage snob.” Although, you will not find sentence diagramming or stodgy grammar andusage rules that most trained communicators ignore today, you will find a middle-of-the-road,practical approach to on-the-job communication that encourages students to work hard and toapply themselves until they “get it.”English for Careersstudents should leave the course feelingthat they are winners.TheEnglish for Careersapproach recognizes that English standards do evolve. Thehistory of English shows that many language constructions accepted as Standard English by mostlanguage authorities today were once considered barbarisms. Some English teachers tend to beconservative in language usage and resist change more than some more liberal language scholars.If we keep in mind the modern evolution of language and how quickly the unacceptable becomesaccepted, we may more readily accept changes in standards for grammar and usage. Today’sstudents are accustomed to technology-based communication styles and they are constantlyexposed to well-educated figures in the media, and especially advertisers, who intentionally andunintentionally use incorrect grammar. Many habits of speech, such as “all throughout,” “returnback,” and “There’s several,” have infiltrated everyday usage to the point that they are no longerrecognized as mistakes. While acknowledging this reality,English for Careersstresses that acareer in the world of business and professions still requires knowledge and use of StandardEnglish and that mastering the language of careers is still essential to success in most workplacesettings. This theme is integrated throughout the instruction so that students will appreciate theimportance of what they are learning.Standard Englishis defined as the current usage of well-educated Americans across thespectrum of careers. The termsStandardandnon-Standardare preferred because non-StandardEnglish may be considered perfectly acceptable, depending on when and where it is used. Withtoday’s diverse student population, it is helpful to discuss the common use of non-Standard

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Smith Moore/English for Careers, 11/e6English within families and communities. Depending on the makeup of your class, non-StandardEnglish might take the form of dialects, use of colloquialisms, and various forms of Englishspoken by students for whom it is a second language. Students should not feel judged forspeaking non-Standard English, while at the same time they need to understand the prevalence ofstandard usage and grammar as an important asset for most careers. They need to understandhow lacking command of good grammar and standard business English can stunt career growth,often without the worker ever being overtly told that this is the problem.Taking all this into consideration, the goal ofEnglish for Careers, Eleventh Editionis toprovide students with the ability to communicate confidently in the workplace and tocommunicate without fear of appearing uneducated. In other words, to communicate effectivelymeans to become proficient in Standard English.Something for Everybody—A Challenge for All LevelsEnglish for Careers,Eleventh Edition, is designed to help you work with all levels of students.The reading level of the text has been evaluated at 7th to 8th grade because people prefer to getinformation at a reading level below their capacity. For example, according to the Fog Index, theWall Street Journalis at a 10th to 11th grade level. We all know that well-written businessmaterial is easy to read. Some of the best known national news magazines are at even lowergrade levels. Stimulating, enriching material does not require a high reading level—but doesrequire a high interest level.English for Careershas always been known for a high interest levelbecause it integrates English instruction with the world around us and adds a dose of humor. Weshow our students we believe in them. We treat them with dignity as intelligent adults who, likeourselves, appreciate exposure to many facets of our culture. Yet we provide instruction in aneasy-to-understand manner. This combination results in improved self-concept about their abilityto succeed in your course. One of the greatest barriers to high-performance learning is a self-limiting belief. Improved self-concept and communication skills work together. When one getsbetter, the other usually follows.Too many students just do not believe they can succeed or do as well as they would reallylike; they settle for less in life than they should. These students with previous failures ormediocre achievements in English classes, with your encouragement, can discover thatEnglishfor Careersis different and that they can succeed.Because they are immediately applying whatthey learn throughout thecourse,English for Careersenables students to understand grammar

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Smith Moore/English for Careers, 11/e7and writingbetter and retain what they learn. Immediate feedback through the self-checkexercisesis satisfying and encourages students to take control over their own learning.Thespecial features andchallenging writing and speaking applicationsprovideincidental learningthat will bolster students’ confidence about entering the “real world” where they will face thechallenges oftoday’s workplace.Integrated throughout the text—in examples, exercises, information boxes, andnarrative—are references to and information about business and business communication,politics, philosophy, art, literature, international business, and our culture in general. Thisintegration is accomplished without giving the impression of something additional to learn.These features will increase students’ enthusiasm and hold the interest of more advancedstudents, helping them enjoy a course that could otherwise seem dull. These better educatedstudents appreciate new-found confidence in finally being sure of themselves in usage choices.They can profit from the “Career Connection,” “Communications Connection,” “WritingPractice,” and “Proofreading Practice” exercises. The “Word Power” and “SupplementaryPractice Exercises” in the Appendixes help students learn self-reliance and allow them to takecontrol of their own mastery of English through self-study practice and tutorials. When studentsleave this course, they not only will have acquired the skills necessary to find and correct errorsin spelling, grammar, usage, and mechanics. They will also have ample opportunity to improvetheir speaking, writing, and interpersonal communication skills. Like many college graduatesbefore them, your students are likely to say, “Why didn’t I learn this before!”

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Smith Moore/English for Careers, 11/e8THE INSTRUCTIONAL PACKAGEThe Annotated Instructor’s Edition(AIE)The AIEcontains everything in the student edition, plus a “To the Instructor” preface, marginannotations and additional examples, and filled-in answers to the text exercises.This Guide includes the following materials in print-ready format.•Teaching Notes and Handouts–The section provides alist ofthe chapter learningobjectives, an overview of the chapter content, and a list of the resources available to assistyou in lesson planning.The handouts are a mix of grammar rules and guidelines that studentsmight want to keep in a binder for easy reference and supplemental information that is usefuland challenging. You may wish to duplicate this material or make it available for students toprint.•Course Management Guidelines–Suggestions on teaching and grading the coursematerials and guidelines for evaluating the Writing Practice and other writing assignmentsare provided.•Quizzes and Final Exam–Two or more sets of exercises are provided here for eachchapter. They can be used as additional practice to supplement the self-check exercises in thetext, or they can be used as quizzes or tests to be graded. The answers are provided on aseparate sheet to give you flexibility. A final exam of 100 questions is also provided.•Proofreading Practice and Answer Keys–For the Proofreading Practice, raw documentswith errors are included here, giving you the option of having students do the corrections onthe computer. The Answer Key shows corrected words in bold print.•PowerPoint Slide Presentations–This package can be used to supplement class lectures.Each chapter presentation highlights key points with example sentences.•Testbank–Objective questions for each chaptercan be used to create customized tests.

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Smith Moore/English for Careers, 11/e9TheStudent EditionThe “To the Student” preface explains what the course is about and the layout and features of thebook. Students are told the purpose for each text feature and given suggestions for success.•Chapter Opening Layout–All chapters have the same format, so a preview with studentsat the beginning of the course will orient them to using the text. Each chapter opens with aphoto collage depicting people in a variety of business, professional, and technical careers.The chapter opening page also provides a list of explicit learning objectives. The chapteropening spread includes the Career Connection feature, which gives student insight into howthe skills they are learning will benefit them in the job market. The topics can be used as asource for class discussion as well as additional research and writing assignments if youchoose.•Pretest–At the start of each chapter, students can test their prior knowledge of the topic.This is a self-check exercise, which should provide motivation for both the students who dowell and those who can immediately see that they need to dive in and work on learning thematerial.•Chapter Content–The chapters are divided into major sections that cover key topics.Asstudents complete each major section of a chapter, they are directed to the Chapter Reviewsection to complete a corresponding Worksheet exercise. This allows them to immediatelytest their understanding. Encourage students to record their scores in the Appendix DAnswers to Self-Check Exercises scorecard as they check their answers. When the chapter iscompleted, they should review their scores and do the corresponding Appendix CSupplementary Practice Exercises.”Each chapter has boxes that summarize the key rules for the topics covered. Point outto students that these are prominently labeled and encourage them to refer back to these as arefresher throughout the course. Some of the summaries are provided as handouts in casestudents want to keep a binder of important materials. The Checkpoint at the end of eachchapterhighlights key principles and what students should take away from their learning onthe topic.•End-of Chapter and Unit Activities–TheCommunications Connectionfeature providesinstruction on writing and producing various kinds of business documents and messages, so

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Smith Moore/English for Careers, 11/e10that students have a continuing connection to how the course material relates to writing andspeaking applications in the real world of business communications.Writing Practiceassignments include developing job search documents, writing businesscommunications,conducting interviews, and preparing oral presentations. Guidelines forevaluation are provided in the next section of this Guide.The Writing Practice assignmentscan be used to create a teamwork approach to the class. Have students work together onideas, read their assignments to the glass or within groups, and critique each other’s workbefore the assignment is turned in for evaluation.Proofreading Practicetests students’ knowledge of the chapter principles and providesthe opportunity for incidental learning on a variety of topics as well as exposure to differenttypes of business documents.The “drafts” emphasize errors that are chapter-specific, but alsorequire applying principles learned in preceding chapters. The errors range from the obviousto help weaker students feel a sense of accomplishment to those that challenge the beststudents. The exercises can be done with pen and paper or you can opt to provide theexercises for correction on the computer or have them do both steps. Proofreading a printoutis the best way to spot errors, and we recommend having students get at least some practicewith making corrections with a pen and use of the standard proofreading marks(seetheinside back cover of the text). Whichever option you choose, it is recommended that yougrade students on mastery of the ability to find and correct answers as opposed to theirfacility with use of the proofreading marks.The Unit Recap and Writing for Your Careeractivities can be used as homeworkassignments or test material. It is recommended that you use these applications to evaluateprogress for grading.•Self-Study Practice and Tutorials–Appendix B: Word Power is animportant componentthat rounds out the benefits students will gain in the course. The exercises are a fun way forstudents to boost their confidence in their ability to grasp the language of careers. Review theintroduction, which provides guidelines for using the exercises as a team activity. Encouragestudents to take seriously the vocabulary building opportunity the exercises provide.Appendix C: Supplementary Practice Exercises can be used fordrill and practice acrossthe board, which helps students gain mastery of grammar and writing principles, or you canwork with students to select the exercises that target their weak areas.

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Smith Moore/English for Careers, 11/e11SUGGESTED INSTRUCTIONAL TECHNIQUESTheEnglish for Careersmethod is an enjoyable and easy way to learn. The content iscomprehensive and includes what students need to know to speak and write Standard English.Like previous editions, the content takes a broad approach, with quotes, example sentences anddocuments that reflect a broad range of topics that students can relate to. Effective use of colorand design helps readers focus on the hierarchy of what is important to each chapter and topic.English for Careersuses motivational artwork depicting successful people in interestingworkplace environments and situations to open each chapter. The design uses color and layouteffectively to provide a visual cue to help students feel relaxed as they understand and find iteasy to follow the instructional pattern.The instructor’s relaxed, positive, and supportive attitude is an obvious plus. The text isdesigned to accommodate students of varying levels of background in the subject and learningabilities brought to the course. Students who do not immediately understand the principles haveplenty of opportunity to practice; students who do understand the principles have a feeling ofaccomplishment.Changing activities during a class period is a useful technique. A change in methods aboutevery15 minutes helps retain students’ attention and interest. Even changes in physical positionto adjust to various activities result in students remaining more alert. Variations might includethe following:•Short lecture•Slide show usingEnglish for CareersPowerPoint slides•Write short rules and examples on the board; move from one board to another or fromboard to flip chart; use chalk or grease pens in various colors.•Break up into groups or pairs to discuss “Career Connection” or other features andapplications•Point out and discuss items in the textbook, including margin notes in the AnnotatedInstructor’s Edition and Student Edition•Provide a short “action break” every 15 to 25 minutes. Surprise “mini vacations,”especially if they are playful, improve concentration and class morale. Concentrationdrops 15 to 30 minutes into any activity. Also, concentration ability slips after eating.

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Smith Moore/English for Careers, 11/e12Thus, action breaks and varied activities are especially important during classes afterlunch or dinner. Some suggested activities:oPlay a word gameoHave students give short oral presentations about social and work experiencesinvolving communication (written or oral)oHave students get up to write short answers or sample sentences on the boardoHave a minute of free-movement dancing to a ’20s jazz tape (such as the score toThe Sting)oDo reaching/stretching exercises or engaging in some other activity that requiresmovement and that can be done without leaving the roomTeamwork and GradingRoutinely have students work in small teams for about 10 to 30 minutes. Groups may bepermanent for the entire course or changed periodically. Encourage team members to help oneanother and to feel responsible for one another’s understanding of the work.•Have students do the Worksheets, review the Communications Connection, work togetheron ideas for the Writing Practice or “Writing for Your Career” assignments. Most teamtime should be spent working together, rather than doing problems silently and thencomparing answers.•For online students, post weekly discussion topics to the class bulletin board. Do theexercise—either orally or in writing—in cooperative groups or individually.•Have students work on Appendix A vocabulary building activities in groups.•Go over the Worksheet exercises together.If you wish to grade the team activities, let students know in advance the criteria you will useand the number of points or grade they can earn for a project. Each team member present for thefull session gets the same points. The overall grade made include points earned this way,although team points should be only a small percentage of the total grade.•Team Roles:Some or all of these roles may be assigned or team-selected at thebeginning. Periodically the roles should rotate so that each member of the group gets toexperience each role.oGroup leaderkeeps the team on target.

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Smith Moore/English for Careers, 11/e13oRecorder/reporterkeeps track of answers if a written response or oral report isrequired; he or she writes it on the board, reads answers to the class, or forwards it tothe instructor for online courses. The names of participants should also be recorded.o“Gopher”will “go for” the teacher with questions, look up information, submit andpick up papers.•Size of teams:To deal with absences or withdrawals from the class, you might start withteams of five, some of which may end up with three, still a workable group. Teams offour may also be formed and regrouped midcourse if necessary. During the first teamsession, members share personal information, develop rapport and team spirit, andexchange email and phone numbers. Then the instructor gives a short, easy task todemonstrate teamworkAmong the values of periodic cooperative learning experiences are:•Students are actively involved in learning, which improves retention, rather than sittingback and listening—or not—to a lecture.•Students having difficulty may understand explanations better from a peer.•Students are conscious of letting down team members if they have not done the requiredwork for understanding the assignment.•Students who collaborate on work-related topics are better prepared for workplaceteamwork, a skill needed in many jobs.

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Smith Moore/English for Careers, 11/e14COURSE PLANNING AND EVALUATIONA large number and wide variety of activities in the text and supplements are included so thatyou can select those that match your students’ ability and the length of the course. The details ofyour grading system and assignments will be based on how you choose to use the self-check andinstructor-evaluated exercises, what you use as tests (Quizzes, Testbank questions, or your ownmaterial), and what additional assignments you give.In a career-oriented course, grades may be considered from the same perspective as payfor a day’s work. It is businesslike and professional forEnglish for Careersstudents to ask fordetails about the grading system. An absolute grading system based on achievement, not on acurve, is preferable. Students should know during the first week of the course what they need todo for a particular grade. Yes, they should consider learning important and not be solelyconcerned with credits and grades. In the same way, employees should care about thecontribution they make and with the intrinsic rewards of doing a job well. However, it is entirelyrealistic to consider the rewards and how best to earn them when it comes to the necessary workfor high achievement.Remind students that improving their English ability in this course means improvedperformance in many other classes as well as on the job.The following charts and grading scales list the instructor-evaluated assignments and testto help you plan and track your evaluation. The Writing Assessment Tool is a general guidelinefor evaluating writing assignments. You might choose to give more or less weight to the criterialisted, according to the amount of course time spent on each.Suggested Quiz Grading Scale25 = A+24 = A23 = A-22 = B+21 = B20 = B-19 = C+18 = C16 = D+17 = C-15 = D14 = DQuiz Grades Dropped ____, ____ Total Quiz points _____

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Smith Moore/English for Careers, 11/e15Quiz and Assignment SchedulesText AssignmentsUNIT 1EXERCISEDUE DATEChapter 1Writing PracticeProofreading PracticeChapter 2Writing PracticeProofreading PracticeChapter 3Writing PracticeProofreading PracticeUnit 1RecapWriting for Your CareerUNIT 2EXERCISEDUE DATEChapter 4Writing PracticeProofreading PracticeChapter 5Writing PracticeProofreading PracticeChapter 6Writing PracticeProofreading PracticeChapter 7Writing PracticeProofreading PracticeUnit 2RecapWriting for Your Career

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