Skip to content
Textbook Guides

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

Solution Manual for English for Careers: Business, Professional and Technical, 11th Edition helps you connect textbook theory with real-world applications.

Preview 16 of 234 pages

See the first 16 pages exactly as they appear in the document.

  1. Page 1
    Read page 1 as text

    Resource Manual to accompany English for Careers Business, Professional, Technical Eleventh Edition Leila R. Smith Roberta Moore

  2. Page 2
  3. Page 3
    Read page 3 as text

    Smith Moore/English for Careers, 11/ e 2 Contents To the Instructor Section I. Program Overview The English for Careers Approach The Instructional Package Suggested Instructional Techniques Course Planning and Evaluation Section II. Unit and Chapter Teaching Notes, Handouts , and Proofreading Answer Key Unit 1: Mastering the Art of Good Writing Chapter 1 References and Resources Chapter 2 The Parts of Speech Chapter 3 Sentence Fundamentals Unit 2: Knowing Your Subject Chapter 4 Nouns: Forming Plurals Chapter 5: Nouns: Forming Possessives Chapter 6: Pronouns: Types and Their Uses Chapter 7: Pronouns: Agreement and Writing Principles Unit 3: Mastering Verbs and Modifiers Chapter 8: Verb: Types, Tenses, and Forms Chapter 9: Subject - Verb Agreement Chapter 10: Adjectives and Adverbs Unit 4: Perfecting Sentence Punctuation Chapter 11: Punctuation: The Comma Chapter 12: Punctuation: The Semicolon, Colon, and Other Marks Chapter 13: Punctuation: The Fine Points Unit 5: Writing for Career Success Chapter 14: Polished Writing Style Chapter 15: Capitalization, Abbreviations, and Numbers Section III. Quizzes and Answer s Section I V. Proofreading Practice Documents

  4. Page 4
    Read page 4 as text

    Smith Moore/English for Careers, 11/ e 3 To the Instructor Each new revision of a successful publication is accompanied by the challenge of what should be changed and what should remain the same. We are excited about this new edition of English for Careers because we have focused on making the changes that are needed for preparing today’s students for tomorrow’s workplace. If you are a user of the current or previous editions, you will find some major differences in English for Careers, Eleventh Edition . These are all outlined in the “To the Instructor” section of the Annotated Instructor’s Edition. The major changes include organization into units that bring more cohesion to the course content, the introduction of new features that bring the “careers” theme into focus in every chapter, and the integration of workplace writing throughout the text so that students are never left asking, “Why do I need to learn this?” about grammar. We are also very excited about this edition’s graphic design, which highlights the instructional features of the program more than any other edition in the past. Students will find it easy 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 supplemental material that can be used for extra practice and for grading and testing is provided in this as well as in the Appendixes of the student text. To work most effectively with English for Careers, Eleventh Edition please read the instructor 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 students improve English for their careers, and that both you and your students will enjoy the process. Leila R. Smith Roberta Moore

  5. Page 5
    Read page 5 as text

    Smith Moore/English for Careers, 11/ e 4 Section I Program Overview

  6. Page 6
    Read page 6 as text

    Smith Moore/English for Careers, 11/ e 5 THE ENGLISH FOR CAREERS APPROACH The winner says, “It may be difficult, but it’s possible.” The loser says, “It may be possible, but it’s too difficult.” The English for Careers approach is one of providing solid instruction in English grammar without getting too deeply into some of the traditional grammar book techniques and terminology that may have served to turn students off in their earlier years of study. It might be best described by a quote from language expert William Safire: “Be neither a language slob nor a language snob.” Although, you will not find sentence diagramming or stodgy grammar and usage 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 to apply themselves until they “get it.” English for Careers students should leave the course feeling that they are winners. The English for Careers approach recognizes that English standards do evolve. The history of English shows that many language constructions accepted as Standard English by most language authorities today were once considered barbarisms. Some English teachers tend to be conservative 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 becomes accepted, we may more readily accept changes in standards for grammar and usage. Today’s students are accustomed to technology - based communication styles and they are constantly exposed to well - educated figures in the media, and especially advertisers, who intentionally and unintentionally use incorrect grammar. Many habits of speech, such as “all throughout,” “return back,” and “There’s several,” have infiltrated everyday usage to the point that they are no longer recognized as mistakes. While acknowledging this reality, English for Careers stresses that a career in the world of business and professions still requires knowledge and use of Standard English and that mastering the language of careers is still essential to success in most workplace settings. This theme is integrated throughout the instruction so that students will appreciate the importance of what they are learning. Standard English is defined as the current usage of well - educated Americans across the spectrum of careers. The terms Standard and non - Standard are preferred because non - Standard English may be considered perfectly acceptable, depending on when and where it is used. With today’s diverse student population, it is helpful to discuss the common use of non - Standard

  7. Page 7
    Read page 7 as text

    Smith Moore/English for Careers, 11/ e 6 English within families and communities. Depending on the makeup of your class, non - Standard English might take the form of dialects, use of colloquialisms, and various forms of English spoken by students for whom it is a second language. Students should not feel judged for speaking non - Standard English, while at the same time they need to understand the prevalence of standard usage and grammar as an important asset for most careers. They need to understand how 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 of English for Careers, Eleventh Edition is to provide students with the ability to communicate confidently in the workplace and to communicate without fear of appearing uneducated. In other words, to communicate effectively means to become proficient in Standard English. Something for Everybody — A Challenge for All Levels English 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 get information at a reading level below their capacity. For example, according to the Fog Index, the Wall Street Journal is at a 10th to 11th grade level. We all know that well - written business material is easy to read. Some of the best known national news magazines are at even lower grade levels. Stimulating, enriching material does not require a high reading level — but does require a high interest level. English for Careers has always been known for a high interest level because it integrates English instruction with the world around us and adds a dose of humor. We show our students we believe in them. We treat them with dignity as intelligent adults who, like ourselves, appreciate exposure to many facets of our culture. Yet we provide instruction in an easy - to - understand manner. This combination results in improved self - concept about their ability to 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 gets better, the other usually follows. Too many students just do not believe they can succeed or do as well as they would really like; they settle for less in life than they should. These students with previous failures or mediocre achievements in English classes, with your encouragement, can discover that English for Careers is different and that they can succeed. Because they are immediately applying what they learn throughout the course, English for Careers enables students to understand grammar

  8. Page 8
    Read page 8 as text

    Smith Moore/English for Careers, 11/ e 7 and writing better and retain what they learn. Immediate feedback through the self - check exercises is satisfying and encourages students to take control over their own learning. The special features and challenging writing and speaking applications provide incidental learning that will bolster students’ confidence about entering the “real world” where they will face the challenges of today’s workplace. Integrated throughout the text — in examples, exercises, information boxes, and narrative — are references to and information about business and business communication, politics, philosophy, art, literature, international business, and our culture in general. This integration is accomplished without giving the impression of something additional to learn. These features will increase students’ enthusiasm and hold the interest of more advanced students, helping them enjoy a course that could otherwise seem dull. These better educated students appreciate new - found confidence in finally being sure of themselves in usage choices. They can profit from the “Career Connection,” “Communications Connection,” “Writing Practice,” and “Proofreading Practice” exercises. The “Word Power” and “Supplementary Practice Exercises” in the Appendixes help students learn self - reliance and allow them to take control of their own mastery of English through self - study practice and tutorials. When students leave this course, they not only will have acquired the skills necessary to find and correct errors in spelling, grammar, usage, and mechanics. They will also have ample opportunity to improve their speaking, writing, and interpersonal communication skills. Like many college graduates before them, your students are likely to say, “Why didn’t I learn this before!”

  9. Page 9
    Read page 9 as text

    Smith Moore/English for Careers, 11/ e 8 THE INSTRUCTIONAL PACKAGE The Annotated Instructor’s Edition (AIE) The AIE contains everything in the student edition, plus a “To the Instructor” preface, margin annotations 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 a list of the chapter learning objectives, an overview of the chapter content, and a list of the resources available to assist you in lesson planning. The handouts are a mix of grammar rules and guidelines that students might want to keep in a binder for easy reference and supplemental information that is useful and challenging. You may wish to duplicate this material or make it available for students to print. • Course Management Guidelines – Suggestions on teaching and grading the course materials and g uidelines for evaluating the Writing Practice and other writing assignments are provided. • Quizzes and Final Exam – Two or more sets of exercises are provided here for each chapter. They can be used as additional practice to supplement the self - check exercises in the text, or they can be used as quizzes or tests to be graded. The answers are provided on a separate sheet to give you flexibility. A final exam of 100 questions is also provided. • Proofreading Practice and Answer Keys – For the Proofreading Practice, raw documents with errors are included here, giving you the option of having students do the corrections on the 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 chapter can be used to create customized tests.

  10. Page 10
    Read page 10 as text

    Smith Moore/English for Careers, 11/ e 9 The Student Edition The “To the Student” preface explains what the course is about and the layout and features of the book. 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 students at the beginning of the course will orient them to using the text. Each chapter opens with a photo 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 chapter opening spread includes the Career Connection feature, which gives student insight into how the skills they are learning will benefit them in the job market. The topics can be used as a source for class discussion as well as additional research and writing assignments if you choose. • 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 do well and those who can immediately see that they need to dive in and work on learning the material. • Chapter Content – The chapters are divided into major sections that cover key topics. As students complete each major section of a chapter, they are directed to the Chapter Review section to complete a corresponding Worksheet exercise. This allows them to immediately test their understanding. Encourage students to record their scores in the Appendix D Answers to Self - Check Exercises scorecard as they check their answers. When the chapter is completed, they should review their scores and do the corresponding Appendix C Supplementary Practice Exercises.” Each chapter has boxes that summarize the key rules for the topics covered. Point out to students that these are prominently labeled and encourage them to refer back to these as a refresher throughout the course. Some of the summaries are provided as handouts in case students want to keep a binder of important materials. The Checkpoint at the end of each chapter highlights key principles and what students should take away from their learning on the topic. • End - of Chapter and Unit Activities – The Communications Connection feature provides instruction on writing and producing various kinds of business documents and messages, so

  11. Page 11
    Read page 11 as text

    Smith Moore/English for Careers, 11/ e 10 that students have a continuing connection to how the course material relates to writing and speaking applications in the real world of business communications. Writing Practice assignments include developing job search documents, writing business communications, conducting interviews, and preparing oral presentations. Guidelines for evaluation are provided in the next section of this Guide. The Writing Practice assignments can be used to create a teamwork approach to the class. Have students work together on ideas, read their assignments to the glass or within groups, and critique each other’s work before the assignment is turned in for evaluation. Proofreading Practice tests students’ knowledge of the chapter principles and provides the opportunity for incidental learning on a variety of topics as well as exposure to different types of business documents. The “drafts” emphasize errors that are chapter - specific, but also require applying principles learned in preceding chapters. The errors range from the obvious to help weaker students feel a sense of accomplishment to those that challenge the best students. The exercises can be done with pen and paper or you can opt to provide the exercises for correction on the computer or have them do both steps. Proofreading a printout is the best way to spot errors, and we recommend having students get at least some practice with making corrections with a pen and use of the standard proofreading marks (see the inside back cover of the text). Whichever option you choose, it is recommended that you grade students on mastery of the ability to find and correct answers as opposed to their facility with use of the proofreading marks. The Unit Recap and Writing for Your Career activities can be used as homework assignments or test material. It is recommended that you use these applications to evaluate progress for grading. • Self - Study Practice and Tutorials – Appendix B: Word Power is an important component that rounds out the benefits students will gain in the course. The exercises are a fun way for students to boost their confidence in their ability to grasp the language of careers. Review the introduction, which provides guidelines for using the exercises as a team activity. Encourage students to take seriously the vocabulary building opportunity the exercises provide. Appendix C: Supplementary Practice Exercises can be used for drill and practice across the board, which helps students gain mastery of grammar and writing principles, or you can work with students to select the exercises that target their weak areas.

  12. Page 12
    Read page 12 as text

    Smith Moore/English for Careers, 11/ e 11 SUGGESTED INSTRUCTIONAL TECHNIQUES The English for Careers method is an enjoyable and easy way to learn. The content is comprehensive 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 and documents that reflect a broad range of topics that students can relate to. Effective use of color and design helps readers focus on the hierarchy of what is important to each chapter and topic. English for Careers uses motivational artwork depicting successful people in interesting workplace environments and situations to open each chapter. The design uses color and layout effectively to provide a visual cue to help students feel relaxed as they understand and find it easy to follow the instructional pattern. The instructor’s relaxed, positive, and supportive attitude is an obvious plus. The text is designed to accommodate students of varying levels of background in the subject and learning abilities brought to the course. Students who do not immediately understand the principles have plenty of opportunity to practice; students who do understand the principles have a feeling of accomplishment. Changing activities during a class period is a useful technique. A change in methods about every15 minutes helps retain students’ attention and interest. Even changes in physical position to adjust to various activities result in students remaining more alert. Variations might include the following: • Short lecture • Slide show using English for Careers PowerPoint slides • Write short rules and examples on the board; move from one board to another or from board to flip chart; use chalk or grease pens in various colors. • Break up into groups or pairs to discuss “Career Connection” or other features and applications • Point out and discuss items in the textbook, including margin notes in the Annotated Instructor’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. Concentration drops 15 to 30 minutes into any activity. Also, concentration ability slips after eating.

  13. Page 13
    Read page 13 as text

    Smith Moore/English for Careers, 11/ e 12 Thus, action breaks and varied activities are especially important during classes after lunch or dinner. Some suggested activities: o Play a word game o Have students give short oral presentations about social and work experiences involving communication (written or oral) o Have students get up to write short answers or sample sentences on the board o Have a minute of free - movement dancing to a ’20s jazz tape (such as the score to The Sting ) o Do reaching/stretching exercises or engaging in some other activity that requires movement and that can be done without leaving the room Teamwork and Grading Routinely have students work in small teams for about 10 to 30 minutes. Groups may be permanent for the entire course or changed periodically. Encourage team members to help one another and to feel responsible for one another’s understanding of the work. • Have students do the Worksheets, review the Communications Connection, work together on ideas for the Writing Practice or “Writing for Your Career” assignments. Most team time should be spent working together, rather than doing problems silently and then comparing answers. • For online students, post weekly discussion topics to the class bulletin board. Do the exercise — 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 use and the number of points or grade they can earn for a project. Each team member present for the full 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 the beginning. Periodically the roles should rotate so that each member of the group gets to experience each role. o Group leader keeps the team on target.

  14. Page 14
    Read page 14 as text

    Smith Moore/English for Careers, 11/ e 13 o Recorder / reporter keeps track of answers if a written response or oral report is required; he or she writes it on the board, reads answers to the class, or forwards it to the 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 and pick up papers. • Size of teams: To deal with absences or withdrawals from the class, you might start with teams of five, some of which may end up with three, still a workable group. Teams of four may also be formed and regrouped midcourse if necessary. During the first team session, members share personal information, develop rapport and team spirit, and exchange email and phone numbers. Then the instructor gives a short, easy task to demonstrate teamwork Among the values of periodic cooperative learning experiences are: • Students are actively involved in learning, which improves retention, rather than sitting back 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 required work for understanding the assignment. • Students who collaborate on work - related topics are better prepared for workplace teamwork, a skill needed in many jobs.

  15. Page 15
    Read page 15 as text

    Smith Moore/English for Careers, 11/ e 14 COURSE PLANNING AND EVALUATION A large number and wide variety of activities in the text and supplements are included so that you can select those that match your students’ ability and the length of the course. The details of your grading system and assignments will be based on how you choose to use the self - check and instructor - evaluated exercises, what you use as tests (Quizzes, Testbank questions, or your own material), and what additional assignments you give. In a career - oriented course, grades may be considered from the same perspective as pay for a day’s work. It is businesslike and professional for English for Careers students to ask for details about the grading system. An absolute grading system based on achievement, not on a curve, is preferable. Students should know during the first week of the course what they need to do for a particular grade. Yes, they should consider learning important and not be solely concerned with credits and grades. In the same way, employees should care about the contribution they make and with the intrinsic rewards of doing a job well. However, it is entirely realistic to consider the rewards and how best to earn them when it comes to the necessary work for high achievement. Remind students that improving their English ability in this course means improved performance in many other classes as well as on the job. The following charts and grading scales list the instructor - evaluated assignments and test to help you plan and track your evaluation. The Writing Assessment Tool is a general guideline for evaluating writing assignments. You might choose to give more or less weight to the criteria listed, according to the amount of course time spent on each. Suggested Quiz Grading Scale 25 = A+ 24 = A 23 = A - 22 = B+ 21 = B 20 = B - 19 = C+ 18 = C 16 = D+ 17 = C - 15 = D 14 = D Quiz Grades Dropped ____, ____ Total Quiz points _____

  16. Page 16
    Read page 16 as text

    Smith Moore/English for Careers, 11/ e 15 Quiz and Assignment Schedules Text Assignments UNIT 1 EXERCISE DUE DATE Chapter 1 Writing Practice Proofreading Practice Chapter 2 Writing Practice Proofreading Practice Chapter 3 Writing Practice Proofreading Practice Unit 1 Recap Writing for Your Career UNIT 2 EXERCISE DUE DATE Chapter 4 Writing Practice Proofreading Practice Chapter 5 Writing Practice Proofreading Practice Chapter 6 Writing Practice Proofreading Practice Chapter 7 Writing Practice Proofreading Practice Unit 2 Recap Writing for Your Career

218 more pages in the full document

Unlock it once and it stays in your library, ready to chat with or turn into flashcards.

Unlock the full document

More English study materials

See all

Study this document with CramX

Once it is in your library, every tool can work from it.