practice 1 The reading mentions, based on three related discoveries, that bread was the first grain-based food.

However, the lecture contradicts that by saying that beer, in fact, was the pioneer in that aspect. The first point made by the reading is that wheat could be grinded, and then be available for use. The lecture, in opposition to that, affirms that wheat would just get moist and sprowd by itself. Another point that the professors uses to cast doubt on the reading is that fermentation was much easier to happen than baking, given that when wheat get moist it is much more natural for that to happen and that putting food into fire with the purpose of eating it was not that straightforward at the time. In conclusion, the points made in the lecture contrast with the reading in the sense that fermentation was much more likely to happen than baking and, besides that, ......For those reasons, the lecture appoints that beer was the first grain-based food. practice 2 In the lecture, the professor made several points about the accuracy of the memories of the Chevalier of de seing. She argues that the memories were not distored or invented, as the reading suggests. First, the reading mentions that while in Switzerland, the chevalier borrowed considerable sums of money and therefore could not be as rich as he wrote in his memories. On the lecture, however, the professor mentions that does not necessarily means that he was poor, because he would sometimes run out of cash and that his richness was chiefly based on real estate properties. Second, the reading is skeptical about the accuracy of the conversations between the Chevalier and Voltaire. According to that, the memoir could not be able to tell exactly what happened because it was written many years after the conversations took place. Anyhow, the professor mentions that the chevalier used to write every night about his conversations on a journal and that he constantly read those notes. Lastly, the reading casts doubt on the chevaliers escape from prison, in which he supposedly escaped through the roof with a piece of metal. According to it, he had many politacally influential friends, so it would not be hard for him to be released. Despite that, the instructor points out that other prisioners had lots of influential friends as well and that no one else escaped. Besides that, according to government documents from that time, the ceiling in which the chevalier supposedly lived under had to be repaired. Therefore, it would not make sense for that to happen hadn't he escaped. In conclusion the points made in the lecture contrast to the reading in relation to the accuracy and reliability of the memories told by the chevalier. According to the lecture, the memories were indeed reliable, as pointed in the previous mentioned examples. _________________________________________________________________________________________

In the lecture, the (professor/teacher/instructor) made several points about... He argues that... However, the reading contends (argues) that... the professors lecture casts doubt on the reading by using a number of points that are contrary to (main idea of the reading) The first point that the (professor/teacher/instructures) uses to cast doubt on the reading is... According to the instructor.... Point 1 differs from the reading in that the reading states .... in conclusion, the points made in the lecture contrast with the reading... the article states that... and provides three reasons of support. However, the professor explains that... and refutes each of the author's reasons. first, the reading claims that... the professor refutes this points by saying that... he states that.... second, the article posits that... however, the professor says that... according to professor... third, the reading says that... the professor opposes this point by explaining that... we also learn that... __________________ The lecture concerns the topic of... The speaker takes the time to explain why... because of this, information presented in the lecture directly contradicts what is states in the text. The reading states that euphemisms, jargon and inflated language may be used to avoid a painful reality, to make something sound extraordinary or to create a specific type of communication between a certain group. However, the professor explains that those kind of language uses are also used to double speak, that is, to mislead, make the bad seem good and deceive or also shifts responsability. First, the reading claims that euphemisms is used to avoid painful reality. The professor refutes this points by saying that when used, it avoids discussions on a important topic and thus deceive people. For instance, he mentions that the state department of the United States, in 1989, used the expression deprivement of life, instead of killing, for double speaking purposes. Second, the article posits that jargon serves as a verbal shorthand that allows a certain group to communicate more effectivelly. However, the instructor says that it can also be used to mislead people. For instance, when a plane crash happens, the airline can say that an involuntary conversion happened, thus

making it harder for people to understand what really took place. Lastly, the reading says that inflated language is used to make things extraordinary. The professor opposes this point by saying that it can also be used to prevent understanding of something of importance. When a nuclear power company says that a rapid oxidation took place, for example, it is misleading people to avoid understanding that a fire happened. Thus, the points made by the professor cast doubt on the reading by saying that euphemism, jargon and inflated language are not as good as it might seem, for it serves as a misleading and deceiving instrument. ____________________________________ Ultimate Guide to Writing Question Number 1 Note taking Reading Opinion (usually in the last line of 1st paragraph) Reason 1 (usually 1st line of 1st parag.) Reason 2 Reason 3 Lecture Opinion Reason 1 Reason 2 Reason 3

Intro: Whats the lecture about? What are the points? Whats the reading about? How does the professor's lecture casts doubt on the reading? Ex 1:. In the lecture, the (professor/teacher/instructor) made several points about... He argues that... However, the reading contends (argues) that... the professors lecture casts doubt on the reading by using a number of points that are contrary to (main idea of the reading) Ex 2:. The lecture concerns the topic of... The speaker takes the time to explain why... because of this, information presented in the lecture directly contradicts what is states in the text. Ex 3:. the article states that... and provides three reasons of support. However, the professor explains that... and refutes each of the author's reasons. 1st Argument: Whats the lecturer first argument? explain. How does it opposed to the reading (state what the reading is about) Ex 1:. The first point that the (professor/teacher/instructures) uses to cast doubt on the reading is...

According to the instructor.... Point 1 differs from the reading in that the reading states .... Ex 2:. first, the reading claims that... the professor refutes this points by saying that... he states that.... Ex 3:. The first argument that the lecturer makes concerns the... He believes... His statements are in opposition with those made in the passage, that... Conclusion: Rephrasing of intro: What does the lecturer arguments against? how does he do that? Ex 1:. in conclusion, the points made in the lecture contrast with the reading Ex 2:. In Conclusion, the lecturer arguments against the techniques presented in the text. He does so by... It is okay to paraphrase in this question Not much info from the reading. The lecture is far more important Do not give personal opinion, even through adjectives and such Important Connectors to use: Opposition: In Contrast to As opposed to Directly/clearly opposes This point contradicts It is the opposite of He/she denies this by Similarity It is consistent with This supports/sustains He/she reinforces this idea by Offers further proof/arguments of validity Markers: Besides Moreover In Addition Furthermore However As well

First Second Nonetheless In spite of/despite of On the other hand One reason Another reason