blog.ub.ac.idblog.ub.ac.id/.../2012/04/tugas-akhir-bahasa-inggris-repaired.docxweb viewblog.ub.ac.id
TRANSCRIPT
CHAPTER ONECHAPTER ONE
CLAUSE, SENTENCE,CLAUSE, SENTENCE,AND PHRASEAND PHRASE
In trying to understand what is written in an article, it is very important to know
where a sentence starts and where it ends.
CLAUSEA clause is a group of words containing a subject and a verb.
Example :
Seeds of two pumpkin fruits from two different infected plants were planted
and observed for disease transmission up to one-month old seedling.
The analysis :
Seeds of two pumpkin fruits from two different infected plants were planted SUBJECT VERBAL
and observed for disease transmission up to one-month old seedling.
SENTENCEA sentence may consist of one or more clauses.
Example :
Crude sap of infected pumpkin leaf samples was rubbed on the cotyledons of
healthy pumpkin seedlings for mechanical inoculation.
The analysis :
Crude sap of infected pumpkin leaf samples was rubbed on the cotyledons of SUBJECT1 VERBAL1 SUBJECT2
healthy pumpkin seedlings for mechanical inoculation. VERBAL2
PHRASETake Home Mid Exam 1
A phrase is a group of words lacking either a subject or a verb.
Some examples are :
Nominal Phrase
For insect transmission, five infective aphids were infected peer
seedling.
Verbal Phrase
Mosaic disease of pumpkin (Curcubita maxima) has been widely
distributed in South Sulawesi in recent years, and has previously been
reported from other places in Indonesia.
Adjectival Phrase
Infected plants produced abnormal flowers with undeveloped or
incompletely opened petals.
Adverbial Phrase
The research was conducted at the tissue culture laboratory,
Indonesian Center for Agricultural Biotechnology and Genetic
Resources Research and Development from February 2004 to
December 2005.
Take Home Mid Exam 2
Always REMEMBER that :Always REMEMBER that :a Clause : contains one subject + one verbala Phrase : does not contain a subject-verbal
Take Home Mid Exam 3
CHAPTER TWOCHAPTER TWO
CONTEXTUAL REFERENCECONTEXTUAL REFERENCE
In both general and scientific English, words like WHO, WHOM, WHICH,
THAT, WHOSE, ABOUT, WHOM, TO WHICH, WHERE, WHEN, OF
WHOM, OF WHICH, and many more are used to refer to something that have
been said before, or to what is going to be said.
This example is refer to something that has been mentioned whereas :
The high water content indicated the high content of sucrose, organic acid, and
also amino acid which are essential for supporting the development of the
embryogenic calli to form somatic embryos.
The analysis :
are essential for supporting the development of the embryogenic calli to form somatic embryos.
This examples is refer to something that is going to be said :
This means that the calli should be transferred into different growth medium
containing IBA or NAA as suggested by Ibaraki and Kurata.
The analysis :
WHICH
THATThis means
the calli should be transferred into different growth medium containing IBA or NAA as suggested by Ibaraki and Kurata.
Take Home Mid Exam 4
The high water content indicated the high content of sucrose, organic acid, and also amino acid
CHAPTERCHAPTER THREETHREE
DEFINITIONDEFINITIONANDAND
DESCRIPTIONDESCRIPTION
In writing an article on agriculture, anyway in writing any article, the writer
sometimes needs to define a term he is going to use throughout his article, and
he might even feel it necessary to define a process by describing the course of
action(s) it involves. In this chapter, you are shown how to make a fine
definition or description.
DEFINITIONDefining a part of plant involves three things, namely :
naming it,
stating the class it belong to,
describing its function.
Example :
Name : Pruatjan (Pimpinella pruatjan Molk.)
Class : a very important medicinal plant
Function : can be used as aphrodisiac, diuretic, and tonic materials
Definition :
Pruatjan (Pimpinella pruatjan Molk.) is a very important medicinal plant
that can be used as aphrodisiac, diuretic, and tonic materials.
Now assume that A = name; B = class; and C = function. Notice how
definitions using scientific English can be formulated A-B-C or as B-C-A.
A-B-Cis / aremay be
defined as
Take Home Mid Exam 5
Now, let us take the example :
Pruatjan
(Pimpinella
pruatjan
Molk.)
a very
important
medicinal
plant
can be used as
aphrodisiac,
diuretic, and tonic
B-C-A
Now, let us take the example :
a very
important
medicinal
can be used as
aphrodisiac, diuretic,
and tonic materials.
Pruatjan
(Pimpinella
pruatjan
Molk.)
A B Cwhich / that
is / aremay be
defined as
which / that
is / aremay be
defined asB C Awhich / that
which / that
is / aremay be
defined as
DESCRIPTIONProcesses can be explained by defining what happens during their course of
action, or by using a general statement.
Example :
Somatic embryogenesis is a regeneration process of somatic cells that
develop by division to form complete embryos analogous zygotic embryos.
in short :in short :
the paragraphs usually start with a definition.the definition is then explained in the following
Take Home Mid Exam 6
Take Home Mid Exam 7
CHAPTER FOURCHAPTER FOUR
IMPERSONAL PASSIVESIMPERSONAL PASSIVES
When the writer wants to bring into prominence the thing to which the action is
being done, he will use the passive in which the thing is put at the beginning of
the sentences.
Examine the following active and passive sentences, and note that the passive
sentences contain some form of the verb to be and past participle.
Generally, passive sentences in scientific writings are characterized by the lack
of a “by” phrase. This is assumed to be related to the fact that what is important
to the development in science is what has been found out and not so much who
found out.
Example :
ActiveActive We can use a unit called a soil profile to describe soils
PassivePassive A unit called a soil profile can be used to describe soils
ActiveActive When we wish to compare two soils, we examine their profiles
PassivePassive When we wish to compare two soils, their profiles are examined
ActiveActive We can define a soil as having an individual profile
Passive Passive The soil can be defined as having an individual profile
A unit called a soil profile can be used to describe soils. So when we wish to
compare two soils, their profiles are examined, and each soil can thus be defined
as having an individual profile.
Take Home Mid Exam 8
CHAPTER FIVECHAPTER FIVE
PARALLEL STRUCTUREPARALLEL STRUCTUREANDAND
PAIRED CONJUNCTIONSPAIRED CONJUNCTIONS
PARALLEL STRUCTUREOne use of a conjunction is to connect words or phrases that have the same
grammatical function in a sentence. This use of conjunctions is called
PARALLEL STRUCTURE. The single conjunctions used in this pattern
are, among others, AND, BUT, OR, and NOR. They are also referred to as
coordinating conjunctions.
Example :
The cotyledons were inoculated by distilled water instead of crude sap.
The cotyledons were then washed from carborundum with distilled water
and inoculated pumpkin seedlings were kept in cages in a shaded place.
The analysis :
The cotyledons wereinoculated by distilled water instead of crude sap.
The cotyledons were then washed from carborundum with distilled water and inoculated pumpkin seedlings were kept in cages in a shaded place.
The activities are different. The actors in the two clauses are the same. The
clauses can be made into new sentence using a parallel structure. Remember
that because the actors are the same in the two clauses, the actor can only
be mentioned once in the new sentence.
The result will be :
AND
Take Home Mid Exam 9
The cotyledons were inoculated by distilled water instead of crude sap and
then washed from carborundum with distilled water and inoculated pumpkin
seedlings were kept in cages in a shade place.
PAIRED CONJUNCTIONIn English, you can find paired conjunctions carrying the same function as
single ones.
Some example of paired conjunctions are : BOTH… AND…
NOT ONLY… BUT… ALSO
Example :
Both transmission methods, mechanical and aphid vector inoculations could
be used to transmit the mosaic disease to healthy pumpkin seedlings.
Take Home Mid Exam 10
CHAPTER SIXCHAPTER SIX
Relationship showing timeRelationship showing time
In a procedure text, the description of processes makes use of words of phrases
such as first[ly], then, the next step, the next stage, subsequently, finally to
introduce each stage.
AFTER, BEFORE, WHEN, AS SOON AS, WHILESome examples are :
After
After 2 months in that acclimatization period, the covers were gradually
opened until the chambers were uncovered.
Before
However, sometimes root formation emerged before shoot elongation.
When
When 367 seeds of two fruits of infected pumpkins were planted, none of
the seedlings showed mosaic symptoms.
As soon as
As soon as the young shoot appears above the surface of the ground, then
it begin the process of photosynthesis.
While
Take Home Mid Exam 11
High transmission rates up to 100% were found for mechanical
inoculation, while aphid transmission resulted in a low transmission rate.
UNTILExample :
Gas samples were collected every 4 days until 52 days of incubation.
THEN, DURING, THROUGHOUT, PRIOR TO, IFSome examples are :
Then
The explants should be planted on suitable medium to induce
embryogenic callus formation, then the calli must be transferred to a
regeneration medium to promote germination of the somatic embryos.
During
Distilled water (so ml per bottle) was added to flood the soil and the
bottle was tightly stoppered, therefore, there was an empty headspace of
70 ml in the bottle in which CH4 and other gases produced during the
incubation accumulated.
Throughout
Throughout the time that dormant seeds are inactive they use very little
air.
Prior to
They were indirectly transferred into media containing 2.0 ppm 2,4-D
and 0,3% casein hydrolysate prior to the IBA/NAA media.
If
Take Home Mid Exam 12
This is important if we want to determine the soil characteristics that control CH4 production because not all soils contain sufficient carbon source.
Take Home Mid Exam 13
CHAPTERCHAPTER SEVENSEVEN
Relationship showingRelationship showing CONSEQUENCECONSEQUENCE
The relationship showing cause and effect between two English clauses is
generally shown by conjunctions like consequently, therefore, thus, since, and
so, as a result, and hence.
The conjunctions showing a relationship of consequence can be divided into two
group depending on the type of clause it precedes. Study the following table.
BEGINNING A CAUSEBEGINNING A CAUSE CLAUSECLAUSE
BEGINNING A RESULTBEGINNING A RESULT CLAUSECLAUSE
assince
becauseif
due to the fact thatconsidering that
etc.
consequentlytherefore
thusand sohence
as a resultas a consequence
consequentlyetc.
Example :
The soil profile was shallow
The soil could not give the roots sufficient anchorage.
Analysis :
Cause clause : The soil profile was shallow
Result clause : The soil could not give the roots sufficient anchorage
Way oneThe soil profile was shallow, and so the soil not give the roots sufficient anchorage.
Take Home Mid Exam 14
Way two As the soil profile was shallow, the soil not give the roots sufficient anchorage.
Way three The soil profile was shallow, therefore, the soil not give the roots sufficient anchorage.
Way four The soil profile was shallow. Therefore, the soil not give the roots sufficient anchorage.
Way five The soil profile was too shallow for the soil to give the roots sufficient anchorage.
Way six The soil profile was not deep enough for the soil not give the roots sufficient anchorage.
Way seven The soil could not give the roots sufficient anchorage because the soil profile was shallow.
Take Home Mid Exam 15
CHAPTERCHAPTER EIGHTEIGHT
Relationship SHOWINGRelationship SHOWING OPPOSITIONOPPOSITION
Study the sentences below :
1. It was reported that organized structures resembling the early stages of
embryogenic calli were formed on medium containing 2,4-D.
2. These did not develop beyond the globular stage.
These two sentences can be joined into a new sentence by using a single or
paired conjunction showing opposition as shown in the seven ways below.
Analysis :
1It was reported that organized structures resembling the early
stages of embryogenic calli were formed on medium containing 2,4-
D, but these did not develop beyond the globular stage.
2
even though / Although / Though it was reported that organized
structures resembling the early stages of embryogenic calli were formed
on medium containing 2,4-D, these did not develop beyond the globular
stage.
3It was reported that organized structures resembling the early stages of
embryogenic calli were formed on medium containing 2,4-D, but these
did not develop anyway beyond the globular stage.
4It was reported that organized structures resembling the early stages of
embryogenic calli were formed on medium containing 2,4-D, but these
still did not develop beyond the globular stage.
5 It was reported that organized structures resembling the early stages of
Take Home Mid Exam 16
embryogenic calli were formed on medium containing 2,4-D, yet these
still did not develop beyond the globular stage.
6
It was reported that organized structures resembling the early stages of
embryogenic calli were formed on medium containing 2,4-D.
Nevertheless / Nonetheless / However / On the other hand / In
contrast / On the contrary, these did not develop beyond the globular
stage.
7
It was reported that organized structures resembling the early stages of
embryogenic calli were formed on medium containing 2,4-D,
nevertheless / nonetheless / however / on the other hand / in
contrast / on the contrary, these did not develop beyond the globular
stage.
Take Home Mid Exam 17
CHAPTER NINECHAPTER NINE
RELATIONSHIP SHOWINGRELATIONSHIP SHOWING EXAMPLIFICATIONEXAMPLIFICATION
Study the two sentences below :
1. A corresponding decrease in soil Eh indicates the depletion of subsequent
oxidants.
2. Nitrate is reduced to N2O and N2 in an Eh ranging between +250 to +350
mV.
These two sentences can be joined into a new sentence by using a single or
paired conjunction showing exemplification as shown in the four way below.
Analysis :
1A corresponding decrease in soil Eh indicates the depletion of
subsequent oxidants. For example, nitrate is reduced to N2O and N2
in an Eh ranging between +250 to +350 mV.
2A corresponding decrease in soil Eh indicates the depletion of
subsequent oxidants, for example, nitrate is reduced to N2O and N2 in
an Eh ranging between +250 to +350 mV.
3A corresponding decrease in soil Eh indicates the depletion of
subsequent oxidants. For instance, nitrate is reduced to N2O and N2 in
an Eh ranging between +250 to +350 mV.
4A corresponding decrease in soil Eh indicates the depletion of
subsequent oxidants, for instance, nitrate is reduced to N2O and N2 in
an Eh ranging between +250 to +350 mV.
Take Home Mid Exam 18
CHAPTER TENCHAPTER TEN
RELATIONSHIP SHOWINGRELATIONSHIP SHOWING EXPLANATIONEXPLANATION
Look at the following statements, and see how the paired conjunctions, such as
“that is to say”, “in other words”, “this indicated that”, and “this means
that” are used to express a relationship of explanation.
Example :
The proportion of preanthesis vegetative 15N redistributed to the grain with fast
development of water deficits was similar to that retained in the straw.
Less N was lost with rapid water deficit compared with slower development.
Analysis :
The proportion of preanthesis vegetative 15N redistributed to the grain with fast
development of water deficits was similar to that retained in the straw. That is
to say / in the other words / this indicated that / this means that less N was
lost with rapid water deficit compared with slower development.
Take Home Mid Exam 19
CHAPTERCHAPTER ELEVENELEVEN
RELATIONSHIP SHOWINGRELATIONSHIP SHOWING ADDITION : REINFORCEMENT +ADDITION : REINFORCEMENT +
SIMILARITYSIMILARITY
There are instances in which the writer of an article wants to tell his readers that
some information needs to be added to the information he has stated earlier. In
adding the information, the writer may use :
Reinforcement, or
Similarity.
You will have a clearer understanding about the difference between the two if
you follow closely the explanations below.
ADDITION SHOWING REINFORCEMENTThe writer, in this case, tries to inform his readers that there is more to say
about the subject. There are more characteristics he can provide of the
subject. And to stress this, he reinforces the point he has made earlier about
the subject by adding more attributes / characteristics about the subject.
Example :
Quantification of nodule and root primordia inside the roots at an early stage
(5 days after inoculation), using a microscope with 60-time magnification,
gave more direct data compared to observation of the emerging nodules.
By using the rhizotron system, the intact roots can be easily released from
the soil matrix, and hence nodule primordia can be quantified from whole
root systems.
Analysis :
1Quantification of nodule and root primordia inside the roots at an
early stage (5 days after inoculation), using a microscope with 60-
Take Home Mid Exam 20
Take Home Mid Exam 21
time magnification, gave more direct data compared to observation
of the emerging nodules. In addition, by using the rhizotron system,
the intact roots can be easily released from the soil matrix, and
hence nodule primordia can be quantified from whole root systems.
2
Quantification of nodule and root primordia inside the roots at an early
stage (5 days after inoculation), using a microscope with 60-time
magnification, gave more direct data compared to observation of the
emerging nodules, in addition, by using the rhizotron system, the intact
roots can be easily released from the soil matrix, and hence nodule
primordia can be quantified from whole root systems.
3
Quantification of nodule and root primordia inside the roots at an early
stage (5 days after inoculation), using a microscope with 60-time
magnification, gave more direct data compared to observation of the
emerging nodules. Moreover, by using the rhizotron system, the intact
roots can be easily released from the soil matrix, and hence nodule
primordia can be quantified from whole root systems.
4
Quantification of nodule and root primordia inside the roots at an early
stage (5 days after inoculation), using a microscope with 60-time
magnification, gave more direct data compared to observation of the
emerging nodules, moreover, by using the rhizotron system, the intact
roots can be easily released from the soil matrix, and hence nodule
primordia can be quantified from whole root systems.
5 Quantification of nodule and root primordia inside the roots at an early
stage (5 days after inoculation), using a microscope with 60-time
magnification, gave more direct data compared to observation of the
emerging nodules. Furthermore, by using the rhizotron system, the
intact roots can be easily released from the soil matrix, and hence
nodule primordia can be quantified from whole root systems.
6Quantification of nodule and root primordia inside the roots at an early
stage (5 days after inoculation), using a microscope with 60-time
magnification, gave more direct data compared to observation of the
emerging nodules, futhermore, by using the rhizotron system, the
intact roots can be easily released from the soil matrix, and hence
nodule primordia can be quantified from whole root systems.
7
Quantification of nodule and root primordia inside the roots at an early
stage (5 days after inoculation), using a microscope with 60-time
magnification, gave more direct data compared to observation of the
emerging nodules. Further, by using the rhizotron system, the intact
roots can be easily released from the soil matrix, and hence nodule
primordia can be quantified from whole root systems.
8
Quantification of nodule and root primordia inside the roots at an early
stage (5 days after inoculation), using a microscope with 60-time
magnification, gave more direct data compared to observation of the
emerging nodules, further, by using the rhizotron system, the intact
roots can be easily released from the soil matrix, and hence nodule
primordia can be quantified from whole root systems.
9
Quantification of nodule and root primordia inside the roots at an early
stage (5 days after inoculation), using a microscope with 60-time
magnification, gave more direct data compared to observation of the
emerging nodules, also, by using the rhizotron system, the intact roots
can be easily released from the soil matrix, and hence nodule primordia
can be quantified from whole root systems.
ADDITION SHOWING SIMILARITYThe writer, in this case, tries to inform his readers that there is more than one
subject having the same characteristic / attribute or property. And to realize
this, he provides his reader with additional information about the point he
has made earlier about the attribute by adding more subject bearing the same
attribute.
Take Home Mid Exam 22
Example :
Fresh weight of calli induced from the leaves was higher (0.10-0.36 g)
than those from the petioles (0.08-0.18 g).
Dry weights of calli from the leaves were higher (0.01-0.03 g) than those
from the petioles (0.005-0.018 g).
Analysis :
1
Fresh weight of calli induced from the leaves was higher (0.10-0.36
g) than those from the petioles (0.08-0.18 g). Similarly, dry weights
of calli from the leaves were higher (0.01-0.03 g) than those from
the petioles (0.005-0.018 g).
2
Fresh weight of calli induced from the leaves was higher (0.10-0.36 g)
than those from the petioles (0.08-0.18 g). Likely, dry weights of calli
from the leaves were higher (0.01-0.03 g) than those from the petioles
(0.005-0.018 g).
3
Fresh weight of calli induced from the leaves was higher (0.10-0.36 g)
than those from the petioles (0.08-0.18 g). In the same way, dry
weights of calli from the leaves were higher (0.01-0.03 g) than those
from the petioles (0.005-0.018 g).
4
Fresh weight of calli induced from the leaves was higher (0.10-0.36 g)
than those from the petioles (0.08-0.18 g). Dry weights of calli from the
leaves were also higher (0.01-0.03 g) than those from the petioles
(0.005-0.018 g).
Take Home Mid Exam 23
Reinforcement :Reinforcement :ONE SUBJECT → ONE ATTRIBUTES
Similarly :Similarly :ONE ATTRIBUTE →
Take Home Mid Exam 24
CHAPTERCHAPTER TWELVETWELVE
RELATIONSHIP SHOWINGRELATIONSHIP SHOWING CONDITIONSCONDITIONS
In daily life, one may observe symptoms in the environment, based on which he
makes and diagnosis. These are all made in his head. When he wants to
communicate the symptoms he observed with other people he needs to
formulate the symptoms into a well-worded observation. Similarly counts for
the diagnosis made.
Some examples :
The waxes are microcrystalline, and the crystallines represent excluded
volumes for the diffusion of solutes and water because they are inaccessible.
Diffusion is restricted to amorphous regions and to crystal/cutin interfaces.
Still in his mind, he can make a DIAGNOSIS :
Diffusion in microcrystalline of solutes and water is one of the important.
O B S E R V A T I O NO B S E R V A T I O NSolutes and water is one of the important the result diffusion of microcrystalline
which is restricted to amorphous regions and to crystal/cutin interfaces.
C O N C L U T I O NC O N C L U T I O NThis show that diffusion is restricted to amorphous regions and to
crystal/cutin interfaces.
This is indicates that diffusion is restricted to amorphous regions and to
crystal/cutin interfaces.
This is an indication that diffusion is restricted to amorphous regions and
to crystal/cutin interfaces.
This is a sign that diffusion is restricted to amorphous regions and to
crystal/cutin interfaces.
This mean that diffusion is restricted to amorphous regions and to Take Home Mid Exam 25
crystal/cutin interfaces.
We may include that diffusion is restricted to amorphous regions and to
crystal/cutin interfaces.
So, diffusion is restricted to amorphous regions and to crystal/cutin
interfaces.
Therefore, diffusion is restricted to amorphous regions and to crystal/cutin
interfaces.
G E N E R A L I Z A T I O NG E N E R A L I Z A T I O NIf the waxes are microcrystalline, and the crystallites represent excluded
volumes for the diffusion of solutes and water, diffusion is restricted to
amorphous regions and to crystal/cutin interfaces.
When waxes are microcrystalline, and the crystallites represent excluded
volumes for the diffusion of solutes and water, diffusion is restricted to
amorphous regions and to crystal/cutin interfaces.
R E C O M M E N D A T I O NR E C O M M E N D A T I O NSolutes and water is one of the important the result diffusion of microcrystalline
which is restricted to amorphous regions and to crystal/cutin interfaces
This show that diffusion of microcrystalline because they are inaccessible
The deficiency should be corrected by diffusion such as solute and water
P R E D I C T I O NP R E D I C T I O NIf diffusion of microcrystalline because they are inaccessible
The deficiency should be corrected by diffusion such as solute and water
If diffusion of microcrystalline (will be) they are inaccessible
The deficiency can be corrected by diffusion (should be) restricted to
amorphous regions and to crystal/cutin interfaces
If diffusion of microcrystalline (will be) they are inaccessible
In order to correct this deficiency diffusion (should be) restricted to
amorphous regions and to crystal/cutin interfacesTake Home Mid Exam 26
If diffusion of microcrystalline (will be) they are inaccessible
In order to remedy this deficiency diffusion (can be reduced) restricted to
amorphous regions and to crystal/cutin interfaces
Always Keep in Mind !Always Keep in Mind !
the word IF is only used in making
GENERALIZATION +
Take Home Mid Exam 27
CHAPTERCHAPTER THIRTEENTHIRTEEN
COMPARATIVE SENTENCESCOMPARATIVE SENTENCES
Comparative sentences are used to compare the characteristics of two or more
subjects. The attributes of the subjects are compared in several ways, some of
which are shown in the examples bellow.
The table below shows mechanical and aphid vector transmission of the
pumpkin mosaic virus
Example :
InoculationInoculation MethodMethod
no. of inoculatedno. of inoculated pumpkin seedlingspumpkin seedlings
no. of infectedno. of infected pumpkin seedlingspumpkin seedlings
mechanical 18 18
aphids 20 6
control 19 0
Analysis :
m e c h a n i c a lm e c h a n i c a lThe nominal of Mechanical in inoculated pumpkin seedlings is same with
in a heavy clay soil.
a p h i d sa p h i d sThe nominal of Aphids in inoculated pumpkin seedlings is higher than
that in infected pumpkin seedlings.
The nominal of Aphids in infected pumpkin seedlings is lower than that in
inoculated pumpkin seedlings.
The Aphids content of inoculated pumpkin seedlings is higher than that in
infected pumpkin seedlings.Take Home Mid Exam 28
The Aphids content of infected pumpkin seedlings is lower than that in
inoculated pumpkin seedlings.
Inoculated pumpkin seedlings have a higher Aphids content than infected
pumpkin seedlings.
Infected pumpkin seedlings have a lower Aphids content than inoculated
pumpkin seedlings.
The Aphids content of inoculated pumpkin seedlings is 20 whereas that of
infected pumpkin seedlings is 6.
The Aphids content of infected pumpkin seedlings is 6 whereas that of
inoculated pumpkin seedlings is 20.
c o n t r o lc o n t r o lThe nominal of control in inoculated pumpkin seedlings is higher than
that in infected pumpkin seedlings.
The nominal of control in infected pumpkin seedlings is lower than that in
inoculated pumpkin seedlings.
The control content of inoculated pumpkin seedlings is higher than that in
infected pumpkin seedlings.
The control content of infected pumpkin seedlings is lower than that in
inoculated pumpkin seedlings.
Inoculated pumpkin seedlings have higher control content than infected
pumpkin seedlings.
Infected pumpkin seedlings have lower control content than inoculated
pumpkin seedlings.
The control content of inoculated pumpkin seedlings is 19 whereas that of
infected pumpkin seedlings is 0.
The control content of infected pumpkin seedlings is 0 whereas that of
inoculated pumpkin seedlings is 19.
Take Home Mid Exam 29
CHAPTERCHAPTER FOURTEENFOURTEEN
FACTS AND FIGURESFACTS AND FIGURES
DEALING WITH NUMBERSIn presenting a study result to an audience, the speaker normally makes use
of number. For speakers of English as a foreign language, there are matters
dealing with numbers that have to be taken into consideration. Some of them
will be discussed in this chapter in detail.
1 The use of the word AND in numbers occurs only between
hundreds and tens. Therefore, we say
For example :
three hundred and twenty for 320
one thousand two hundred and thirty for 1230
However, there is a difference between British and American English in the
way the numbers are spoken. American English does not use AND between
hundreds and tens.
Thus it would be :
three hundred - twenty for 320
one thousand two hundred - thirty for 1230
In delivering his speech, the speaker is advised to use only one English type
throughout his presentation.
2 A number of hundreds or thousands is never spoken in the plural
form.
We do not say :
three hundreds (and) twenty for 320Take Home Mid Exam 30
one thousand two hundreds (and) thirty for 1230
But we must say :
three hundred (and) twenty for 320
one thousand two hundred (and) thirty for 1230
3 Decimals are indicated by a point (.), and not by a comma (,).
Numbers after decimals are spoken separately.
We do not say :
ninety-one point ninety-two for 91.92
three point one hundred eighty-nine for 3.189
But we must say :
ninety-one point nine two for 91.92
three point one eight nine for 3.189
Millions and thousands are indicated by a comma (,).
For example :
six hundred fifty four million three hundred twenty one thousand for
654,321,000
A zero following a decimal point is spoken as O, the same as the letter of the
alphabet.
We do not say :
thirty-one point zero three for 31.03
five point zero three one for 5.031
But we must say :
thirty-one point o three for 31.03
five point o three one for 5.031
4 Percentages (%) are spoken as percent with the stress on the
second syllable.Take Home Mid Exam 31
We must say :
twenty-one percent for 21 %
twenty-one point three percent for 21.3 %
twenty-one point o four percent for 21.04 %
5 When expressing totals we can say the following.
For examples :
She is a rich woman because she have much money totaled 234.5
million in 2020.
She is a rich woman because she have much money came to 234.5
million in 2020.
She is a rich woman because she have much money stood at 234.5
million in 2020.
She is a rich woman because she have much money was 234.5 million
in 2020.
6 Fractions are spoken like this :
five sixths for 56
six sevenths for 67
7 Spoken currencies come AFTER the figure.
For example :
$2.69 : two dollar sixty-nine
two dollar sixty-nine cents
Rp 125 : one hundred-twenty five rupiahs
8 Mathematical symbols are read like the following :
SYMBOLSYMBOL SPOKENSPOKENTake Home Mid Exam 32
5 + 3 five plus three
7 - 3 seven minus three
5 x 7 five times seven
10 : 2 ten divided by two
75seven to the power of fiveseven to the fifth powerseven raised to the fifth power
103 ten cubed
√9 the square root of nine3√125 the cube root of one hundred-twenty five
3 + 3 = 6 three e plus three equals six
X > Z X is more than ZX is greater than Z
W < Y W is less than YW is smaller than Y
A ≥ B A is more than or equals BA is greater than or equals B
E ≤ F E is less than or equals FE is smaller than or equals F
9 Approximations are particularly useful when describing graphs
which are not designed to give exact information but rather to show an
overall picture.
1 Rates and ratios are usually spoken or written as follows.
For example :
The Java has a population density of 200 inhabitants per square kilometer,
while that of Sumatra is only 50 per square kilometer.
USING SIGNALSIn presenting our idea(s) we may use signal to tell our readers or listeners
what we are going to say or write next.
Take Home Mid Exam 33
The sample picture can see in attachment, Regeneration of Pimpinella
pruatjan Through Somatic Embryogenesis, page 63, figure 1.
Analysis :
PRESENTATIONPRESENTATION TYPE OFTYPE OF SIGNALSSIGNALS
Good afternoon, ladies and gentlemen. GreetingsToday, I’m going to talk about fresh weight of 1 month calli of pruatjan from several medium formulations.
Introducing the presentation
First of all, let’s look at media planting. Sequencing.Referring to media.
As you can see from the bar graph, leaves weight on media D is higher than leaves weight on media B.
Inviting to focus on the visual.
Now, if we turn to another media, we can see that petioles weight on media O is lower than petioles weight on media L.
Sequencing.Changing the topic to another media.
Finally, let’s look at leaves weight on media M. that is highest weight overall.
Sequencing.Changing the topic to another media.
In conclusion, we can see that every media give different weight on leaves or petioles. Concluding.
Well, that is all I would like to say about fresh weight of 1 month calli pruatjan from several medium formulations.
Closing.
Any comments? Or inquiries? Eliciting questions.
DESCRIBING TRENDSThere are common expressions used to describe trends, upward or
downward movements which may be very great or only very slight. Some of
the most common expressions used to describe trends are :
PURPOSEPURPOSE EXPRESSIONSEXPRESSIONSto indicate upward movement
noun form verb forma risean increase
to riseto increase
Take Home Mid Exam 34
a b c
d
-a climba jump
to go upto climbto jump
to indicate downward movement
noun form verb forma falla dropa declinea decrease
to fallto dropto declineto decrease
to indicated stability and fluctuation
a. to level out, to level offb. to remain stablec. to fluctuated. to reach a peak
d
a b c
Intensifiers and softeners can be expressed in sentences like the following :
Sales were slightly lowerSales dropped slightlyThere was a slight drop in sales
Productivity was dramatically higherThere was a dramatic increase in productivityProductivity rose dramatically
PURPOSEPURPOSE INTENSIFIERS /INTENSIFIERS / SOFTENERSSOFTENERS
A difference / change of fractionally higher
in the second quarter
in the Jatiroto plant last month
Take Home Mid Exam 35
less than 5%fractionally lowermarginally highermarginally lower
A difference / change ofbetween 5% and 10%
slightly higherslightly lower
A difference / change ofbetween 10% and 50%
somewhat highersomewhat lower
A difference / change of50%
considerably higherconsiderably lowersubstantially highersubstantially lower
A difference / change of>50%
a great deal higher / lowerfar higher / lowermuch higher / lowerdramatically higher / lower
Preposition are also used in the context of trends. Note the following
examples :
The percentage rose from 60% to 80%
The figure fell from 80 to 60
The figure fell by 20
There was a fall of 20
Take Home Mid Exam 36
Take Home Mid Exam 37