Academic Communication for Business & Economics 代写
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Academic Communication for Business & Economics 代写
Academic Communication for Business
& Economics
Week 3 Part B
Language Focus
1. The establishment of educational grants and
programs are important for future stability.
2. Research reveal that it these initiatives are the most
effective solution.
3. The significant consequences of this policy is further
highlighted in the current rates of enrolment.
4. Several trends illustrates how these programs are
best implemented.
Language Focus
1. The establishment of educational grants and
programs are important for future stability.
2. Research reveal that it these initiatives are the most
effective solution.
3. The significant consequences of this policy is further
highlighted in the current rates of enrolment.
4. Several trends illustrates how these programs are
best implemented.
Language Focus
Subject-Verb Agreement
? Every clause must have a ‘subject’ (the ‘who’ or ‘what’) and a
‘verb’ (what they are doing).
? The subjects are either plural or singular, countable or ‘mass’
? Research reveals… vs. research reveal…
? The consequences suggest… vs. the consequences suggests
? The verbs must be modified to match the ‘number’ of the
subject; you need to ensure you know which ‘noun’ is the
subject.
? The establishment of educational grants and programs…is/are
Language Focus
Subject-Verb Agreement
? Every clause must have a ‘subject’ (the ‘who’ or ‘what’) and a
‘verb’ (what they are doing).
? The subjects are either plural or singular, countable or ‘mass’
? Research reveals… vs. research reveal…
? The consequences suggest… vs. the consequences suggests
? The verbs must be modified to match the ‘number’ of the
subject; you need to ensure you know which ‘noun’ is the
subject.
? The establishment of educational grants and programs…is/are
Language Focus
1. The establishment of educational grants and
programs is important for future stability.
2. Research reveals that it these initiatives are the most
effective solution.
3. The significant consequences of this policy are
further highlighted in the current rates of enrolment.
4. Several trends illustrate how these programs are
best implemented.
Business Report
Business Report
Purpose & Structure
Business reports are a management tool designed to support
decision-making processes by addressing the needs of a particular
problem or situation. In general, the purpose of a business report is
to gather information on an issue, outline the factors contributing to
the issue and the outcomes resulting from the issue, examine
currently available and potential solutions to respond to the issue,
and demonstrate analytical reasoning skills for identifying and
“weighing-up” solutions and outcomes. Reports typically review
multiple perspectives on an issue and do not align to one single
“correct” answer, but rather present several possible solutions.
Business Report
Purpose & Structure
These informative texts require writers to effectively structure
language at both the macro and micro-levels simultaneously. Within
the issue stages of a business report (i.e., discussion and
outcomes), students are required to integrate data that illustrates
and supports the information presented through the inclusion of a
data diagram and an appropriately staged data commentary.
Business Report
Purpose & Structure
When examining an issue, it is important to explore the literature (research) outlining
the current debate to comprehensively map the contributing factors and subsequent
factors related to the issue. A business report has four key stages to accomplish
these aims:
1. Executive Summary: states the purpose or aim of the report. Provides
background details relevant to the situation and previews the report structure
2. Issue Discussion (contributing factors): Identifies the problem and states 2-3
contributing factors which have caused the issue.
3. Issue Outcomes (consequences/effects): States 2-3 points of consequence,
each providing a brief summary of one of the subsequent effects of the issue
Note: a data diagram and data commentary will be integrated into the Issue
Discussion or Issue Outcomes stages to support the information being
presented.
4. Recommendations: states 2-3 action-oriented, concise, realistic and feasible
recommendations to respond to the issue being researched.
Stage Text
Execu,ve Summary
Execu,ve Summary
This report inves-gates the impact of educa-ng girls and the significant issues rela-ng
to low a8endance and reten-on. Research reveals that educa-on reduces poverty,
both directly through increased economic opportunity and indirectly, through lower
birth rates and the resul-ng lower economic strain (Herz & Sperling 2004). Educa-on
for females is especially important as girls are rou-nely discriminated against and
excluded from educa-onal and economic opportunity, resul-ng in high rates of
premature death, disease and poverty (Lawson 2008). When examining the issue
globally, it is important to consider that of the 104 million children aged 6-11 not
enrolled in school each year, 60 million are girls (UNESCO 2003, as cited in Herz &
Sperling 2004, p. 2). These numbers are significant in light of the World Bank’s (2001
as cited in Kristof & WuDunn 2009, p. xx) findings that “investment in girls’ educa-on
may be the highest-return investment available in the developing world”.
This report examines the key causes to low female school enrolment and reten-on,
the outcomes and impact of educa-ng girls and possible solu-ons to ensure girls have
increased access to educa-on.
Business Report
Business Report
Stage Text
Execu,ve Summary
Briefly states the
purpose or aim of the
report
Execu,ve Summary
This report inves-gates the impact of educa-ng girls and the significant issues rela-ng to low
a8endance and reten-on.
------------------------
Research reveals that educa-on reduces poverty, both directly through increased economic
opportunity and indirectly, through lower birth rates and the resul-ng lower economic strain
(Herz & Sperling 2004). Educa-on for females is especially important as girls are rou-nely
discriminated against and excluded from educa-onal and economic opportunity, resul-ng in
high rates of premature death, disease and poverty (Lawson 2008). When examining the issue
globally, it is important to consider that of the 104 million children aged 6-11 not enrolled in
school each year, 60 million are girls (UNESCO 2003, as cited in Herz & Sperling 2004, p. 2).
These numbers are significant in light of the World Bank’s (2001 as cited in Kristof & WuDunn
2009, p. xx) findings that “investment in girls’ educa-on may be the highest-return investment
available in the developing world”.
This report examines the key causes to low female school enrolment and reten-on, the
outcomes and impact of educa-ng girls and possible solu-ons to ensure girls have increased
access to educa-on.
Business Report
Stage Text
Execu,ve Summary
Briefly states the
purpose or aim of the
report
~~
Provides background
on the issue
~~
Execu,ve Summary
This report inves-gates the impact of educa-ng girls and the significant issues rela-ng to low
a8endance and reten-on.
-------------------------
Research reveals that educa-on reduces poverty, both directly through increased economic
opportunity and indirectly, through lower birth rates and the resul-ng lower economic strain
(Herz & Sperling 2004). Educa-on for females is especially important as girls are rou-nely
discriminated against and excluded from educa-onal and economic opportunity, resul-ng in
high rates of premature death, disease and poverty (Lawson 2008). When examining the issue
globally, it is important to consider that of the 104 million children aged 6-11 not enrolled in
school each year, 60 million are girls (UNESCO 2003, as cited in Herz & Sperling 2004, p. 2).
These numbers are significant in light of the World Bank’s (2001 as cited in Kristof & WuDunn
2009, p. xx) findings that “investment in girls’ educa-on may be the highest-return investment
available in the developing world”.
----------------------------
This report examines the key causes to low female school enrolment and reten-on, the
outcomes and impact of educa-ng girls and possible solu-ons to ensure girls have increased
access to educa-on.
Business Report
Stage Text
Execu,ve Summary
Briefly states the
purpose or aim of the
report
~~
Provides background
on the issue
~~
Previews the report
structure
Execu,ve Summary
This report inves-gates the impact of educa-ng girls and the significant issues rela-ng to low
a8endance and reten-on.
-------------------------
Research reveals that educa-on reduces poverty, both directly through increased economic
opportunity and indirectly, through lower birth rates and the resul-ng lower economic strain
(Herz & Sperling 2004). Educa-on for females is especially important as girls are rou-nely
discriminated against and excluded from educa-onal and economic opportunity, resul-ng in
high rates of premature death, disease and poverty (Lawson 2008). When examining the issue
globally, it is important to consider that of the 104 million children aged 6-11 not enrolled in
school each year, 60 million are girls (UNESCO 2003, as cited in Herz & Sperling 2004, p. 2).
These numbers are significant in light of the World Bank’s (2001 as cited in Kristof & WuDunn
2009, p. xx) findings that “investment in girls’ educa-on may be the highest-return investment
available in the developing world”.
--------------------------
This report examines the key causes to low female school enrolment and reten-on, the
outcomes and impact of educa-ng girls and possible solu-ons to ensure girls have increased
access to educa-on.
Business Report
Stage Text
Issue Discussion
Preview the discussion of
how the issue has come to
exist.
Iden-fies 2-3 contribu-ng
factors/causes that have led
to the current issue.
Presents each factor in a
numbered, bullet-point
format, each providing a
brief summary and
ra-onale of the
contribu-ng factor
Issue Discussion
Inadequate access to and enrolment in school for girls is a complex global issue linked to several
factors precluding girls from equal educa-onal and economic opportunity. The main causes of
low female a8endance and school reten-on are:
1. Gender Discrimina-on Mindset
The leading factor inhibi-ng educa-on for girls is gender discrimina-on. Gender discrimina-on
is more pervasive than simply limi-ng access to educa-on. For example, as a result of
immuniza-on preferences for boys, young girls in India are fify percent more likely to die from
preventable disease (Kristof & WuDunn 2009, p.xvi). This same mindset ofen precludes young
girls from a8ending school past a certain age. For example, anecdotal evidence reveals that in
many cultures, parents are willing to pay negligible school fees (e.g., $13 a year) for young boys
but not for girls (Kristof & WuDunn 2009).
Stage Text
Issue Discussion
(cont’d)
Preview the discussion of
how the issue has come to
exist.
Iden-fies 2-3 contribu-ng
factors/causes that have led
to the current issue.
Presents each factor in a
numbered, bullet-point
format, each providing a
brief summary and
ra-onale of the
contribu-ng factor
This discrimina-on is further exacerbated by the ‘opportunity costs’ related to educa-ng girls. In
addi-on to the direct cost of educa-on (i.e., fees, textbooks, etc.) ‘opportunity costs’ are ofen
insurmountable for many girls. Opportunity costs include the ‘would be’ economic gains of
employing girls in voca-onal or domes-c work rather than sending them to school. Furthermore, in
many cultures, girls are expected to leave school to care for the home as a type of appren-ceship for
their prescribed roles as wives and mothers (Lawson 2008).
2. Medical Obstacles
Low a8endance rates and reten-on can also be a8ributed to medical condi-ons that have readily
available solu-ons. For example, intes-nal worms frequently spread through regional areas, causing
130,000 deaths each year from anemia and intes-nal obstruc-on (Kristof & WuDunn 2009, p. 171).
Notably, anemia is par-cularly deleterious to menstrua-ng girls and thus impacts girls’ enrolment
more than boys (Hotez et al. 2009, p.1572; Kristof & WuDunn 2009, p. 171). Similarly, approximately
31 percent of homes in the developing world obtain insufficient iodine from food and water.
Inadequate iodine in pregnant woman causes brain damage and may reduce a child’s IQ by 10-15
points (Shrestha 1994 as cited in Field, Robles & Torero 2008, p.6). Significantly, research shows that
the cogni-ve impact of iodine insufficiency is par-cularly severe in female fetuses, further
disadvantaging young girls throughout developing regions of the world (Field, Robles & Torero 2008,
p. 52).
Business Report
Business Report
Stage Text
Issue Outcomes
Preview the
discussion of the
issue’s impact.
States 2-3 outcomes
of the issue being
examined, presented
in a numbered,
bullet-point format,
each providing a brief
summary of the
issue’s consequences
Issue Outcomes
Academic Communication for Business & Economics 代写
Although the direct impact of limi-ng girls’ access to educa-on is imprecise, there is extensive
evidence illustra-ng the posi-ve impacts of educa-ng girls. The following research summarises
key outcomes and benefits to educa-ng girls:
1. Fer-lity Reduc-on
High fer-lity rates and pregnancies in younger females correlate with maternal mortality and
child deaths. However, increased educa-on for girls reduces the number of births and ensures
safer delivery. Breierova and Duflo’s (2004) study examines school a8endance in Indonesia and
iden-fies a strong causa-on between increased a8endance, later marrying ages and fewer
subsequent children (pp. 6-7). Similarly, Osili and Long’s (2007) study of primary educa-on
expansion in Nigeria concludes that for each addi-onal year of primary educa-on, a girl is likely
to have on average .26 fewer children (p. 39). Figure 2 below illustrates the impact female
educa-on has on fer-lity rates in key developing regions.
Business Report
Stage Text
Issue Outcomes Cont’d
Embedded Data
Diagram & Commentary
(follows the appropriate
structure and is
relevantly and
appropriately integrated
into the text: loca-on
statement & summary ^
highligh-ng statement ^
interpreta-on ^
concluding statement
Figure 2 Post-Primary Educa-on Leads to Drama-c Declines in F ERTILITY (Herz & Sperling
2004, p. 27)
Figure 2 (Post-Primary Educa-on Leads to Drama-c Declines in Fer-lity) shows the
average number of children per woman according to educa-on and geographic loca-on.
According to the figure, uneducated women birth an average of seven children each. In
contrast, women with seven or more years of educa-on average 2-4 fewer children (Herz
& Sperling 2004, pp. 26-27). This disparity suggests that even a basic educa-on
significantly contributes to lower fer-lity rates and could result in lower overall medical
issues and the economic costs associated with high birth rates. The impact of educa-on
on fer-lity rates is especially relevant in these developing regions where girls are ofen
further disadvantaged due to poor medical infrastructure and neonatal care.
Business Report
Stage Text
Issue Outcomes
Cont’d
2. Economic and Social Opportunity
Educa-ng girls contributes to both individual and macro economic growth. Several
studies examine the economic impact of educa-on and conclude that for each addi-onal
year of schooling, a girl’s wage will increase by 10% (Malhotra et al. as cited in Lawson
2008, p.6). These wage increases are partly the result of white-collar or public sector
employment and the subsequent increased earning poten-al of such work in comparison
to voca-onal labour (Lawson 2008, p. 6). On a larger scale, female educa-on “is linked to
higher produc-vity, higher returns on investment, higher agricultural yields, and a more
favourable demographic structure”, sugges-ng that female educa-on is integral to long-
term economic growth (Lawson 2008, p. 1).
Business Report
Stage Text
Recommenda,ons
recommenda-ons
succinctly foreground the
resolu-on to the issue (i.e.,
how to remediate) and
introduces 2-3
recommenda-ons that are
presently used to combat
(respond to) the issue
presented in a numbered,
bullet-point format, each
providing a brief summary
of the merits and impact
Recommenda,ons
Increasing school a8endance and reten-on for girls requires a strategic approach:
1. Strategic Medical Support
Research indicates that when deworming prac-ces are introduced, school absenteeism
can decrease by 25 percent and students show increased alertness and studiousness
(Kristof & WuDunn 2009, p. 171). However, these prac-ces are not widespread and,
fueled by the prolifera-on of gender inequality aqtudes, the administra-on of
deworming medicines ofen priori-ses boys over girls, further precluding girls from
effec-ve educa-on.
Another simple, yet significant, solu-on for increasing girls’ educa-on is the provision of
iodine tablets for pregnant women in impoverished countries. Iodized oil capsules can be
given biannually to women who may become pregnant at a negligible cost of fify cents
and research has found that daughters borne to women in related medical trials
“performed markedly be8er in school and were significantly less likely to be held back a
grade” (Kristof & WuDunn 2009, p. 173).
Business Report
Stage Text
Recommenda,ons
Cont’d
recommenda-ons
succinctly foreground the
resolu-on to the issue (i.e.,
how to remediate) and
introduces 2-3
recommenda-ons that are
presently used to combat
(respond to) the issue
presented in a numbered,
bullet-point format, each
providing a brief summary
of the merits and impact
2. Incen-vizing A8endance
One unique strategy for increasing girls’ educa-on is incen-vizing a8endance and reten-on.
For example, the Oportunidades ini-a-ve implemented in Mexico provides cash grants to
families who ensure their children regularly a8ended school, medical checkups and health
educa-on lectures (Skoufias 2005). The grants range according to the level of educa-on with
the highest grants dispersed for a girl a8ending high school, the age at which girls’ dropout
rates are highest (Skoufias 2005, p.3). Independent audits of the ini-a-ve applaud the
program, no-ng that children “have increased their school enrolment, have more balanced
diets, are receiving more medical a8en-on, and are learning that the future can be very
different from the past” (Kristof & WuDunn 2009, p. 174).
Similar to the Oportunidades program is the World Food Programme (WFP) in Africa which
distributes food to local schools and provides addi-onal take-home ra-ons for girls with high
a8endance as an inducement for con-nued educa-on (Gelli 2006). While these programs
are cost effec-ve, averaging only ten cents per child per day, the WFP reports there are
approximately 50 million addi-onal children who could benefit from these programs if fundi
ng could be procured (Kristof & WuDunn 2009, p. 174).
Business Report
Text Language Features
This report inves-gates the impact of educa-ng girls and the significant issues
rela-ng to low a8endance and reten-on.
Research reveals that educa-on reduces poverty, both directly through
increased economic opportunity and indirectly, through lower birth rates and
the resul-ng lower economic strain (Herz & Sperling 2004). Educa-on for
females is especially important as girls are rou-nely discriminated against and
excluded from educa-onal and economic opportunity, resul-ng in high rates of
premature death, disease and poverty (Lawson 2008). When examining the
issue globally, it is important to consider that of the 104 million children aged
6-11 not enrolled in school each year, 60 million are girls (UNESCO 2003, as cited
in Herz & Sperling 2004, p. 2). These numbers are significant in light of the
World Bank’s (2001 as cited in Kristof & WuDunn 2009, p. xx) findings that
“investment in girls’ educa-on may be the highest-return investment available
in the developing world”.
This report examines the key causes to low female school enrolment and
reten-on, the outcomes and impact of educa-ng girls and possible solu-ons to
ensure girls have increased access to educa-on.
Business Report
Text Language Features
This report inves-gates the impact of educa-ng girls and the significant issues
rela-ng to low a8endance and reten-on.
Research reveals that educa-on reduces poverty, both directly through
increased economic opportunity and indirectly, through lower birth rates and
the resul-ng lower economic strain (Herz & Sperling 2004). Educa-on for
females is especially important as girls are rou-nely discriminated against and
excluded from educa-onal and economic opportunity, resul-ng in high rates of
premature death, disease and poverty (Lawson 2008). When examining the
issue globally, it is important to consider that of the 104 million children aged
6-11 not enrolled in school each year, 60 million are girls (UNESCO 2003, as cited
in Herz & Sperling 2004, p. 2). These numbers are significant in light of the
World Bank’s (2001 as cited in Kristof & WuDunn 2009, p. xx) findings that
“investment in girls’ educa-on may be the highest-return investment available
in the developing world”.
This report examines the key causes to low female school enrolment and
reten-on, the outcomes and impact of educa-ng girls and possible solu-ons to
ensure girls have increased access to educa-on.
Explicitly names the type of text
Business Report
Text Language Features
This report inves&gates the impact of educa-ng girls and the significant issues
rela-ng to low a8endance and reten-on.
Research reveals that educa-on reduces poverty, both directly through
increased economic opportunity and indirectly, through lower birth rates and
the resul-ng lower economic strain (Herz & Sperling 2004). Educa-on for
females is especially important as girls are rou-nely discriminated against and
excluded from educa-onal and economic opportunity, resul-ng in high rates of
premature death, disease and poverty (Lawson 2008). When examining the
issue globally, it is important to consider that of the 104 million children aged
6-11 not enrolled in school each year, 60 million are girls (UNESCO 2003, as cited
in Herz & Sperling 2004, p. 2). These numbers are significant in light of the
World Bank’s (2001 as cited in Kristof & WuDunn 2009, p. xx) findings that
“investment in girls’ educa-on may be the highest-return investment available
in the developing world”.
This report examines the key causes to low female school enrolment and
reten-on, the outcomes and impact of educa-ng girls and possible solu-ons to
ensure girls have increased access to educa-on.
Explicitly names the type of text
Research verbs used appropriately
to describe the func&on of the text
Business Report
Text Language Features
This report inves&gates the IMPACT of educa-ng girls and the significant issues
rela-ng to low ATTENDANCE and RETENTION .
Research reveals that EDUCATION REDUCES POVERTY , both directly through increased
economic opportunity and indirectly, through lower BIRTH rates and the
RESULTING lower economic STRAIN (Herz & Sperling 2004). E DUCATION for females is
especially important as girls are rou-nely discriminated against and excluded
from EDUCATIONAL and economic opportunity, RESULTING IN HIGH RATES OF PREMATURE
DEATH , DISEASE AND POVERTY (Lawson 2008). When examining the issue globally, it
is important to consider that of the 104 million children aged 6-11 not enrolled
in school each year, 60 million are girls (UNESCO 2003, as cited in Herz &
Sperling 2004, p. 2). These numbers are significant in light of the World Bank’s
(2001 as cited in Kristof & WuDunn 2009, p. xx) findings that “ INVESTMENT in girls’
EDUCATION may be the highest-return INVESTMENT available in the developing
world”.
This report examines the key causes to low female school ENROLMENT and
RETENTION , the outcomes and IMPACT of educa-ng girls and possible SOLUTIONS to
ensure girls have increased ACCESS to EDUCATION .
Explicitly names the type of text
Research verbs used appropriately
to describe the func&on of the text
NOMINALISATION = LEXICALLY DENSE
CONSTRUCTIONS
Business Report
Text Language Features
This report inves&gates the IMPACT of educa-ng girls and the significant issues
rela-ng to low ATTENDANCE and RETENTION .
Research reveals that EDUCATION REDUCES POVERTY , both directly through increased
economic opportunity and indirectly, through lower BIRTH rates and the
RESULTING lower economic STRAIN (Herz & Sperling 2004). E DUCATION for females
is especially important as girls are rou-nely discriminated against and excluded
from EDUCATIONAL and economic opportunity, RESULTING IN HIGH RATES OF PREMATURE
DEATH , DISEASE AND POVERTY (Lawson 2008). When examining the issue globally, it
is important to consider that of the 104 million children aged 6-11 not enrolled
in school each year, 60 million are girls (UNESCO 2003, as cited in Herz &
Sperling 2004, p. 2). These numbers are significant in light of the World Bank’s
(2001 as cited in Kristof & WuDunn 2009, p. xx) findings that “ INVESTMENT in
girls’ EDUCATION may be the highest-return INVESTMENT available in the developing
world”.
This report examines the key causes to low female school ENROLMENT and
RETENTION , the outcomes and IMPACT of educa-ng girls and possible SOLUTIONS to
ensure girls have increased ACCESS to EDUCATION .
Explicitly names the type of text
Research verbs used appropriately
to describe the func&on of the text
NOMINALISATION = LEXICALLY DENSE
CONSTRUCTIONS
ra-onale supported with referenced
evidence (external & direct voice) -
Balance of Voice type
Business Report
Text Language Features
This report inves&gates the IMPACT of educa-ng girls and the significant issues
rela-ng to low ATTENDANCE and RETENTION .
Research reveals that EDUCATION REDUCES POVERTY , both directly through increased
economic opportunity and indirectly, through lower BIRTH rates and the
RESULTING lower economic STRAIN (Herz & Sperling 2004). E DUCATION for females
is especially important as girls are rou-nely discriminated against and excluded
from EDUCATIONAL and economic opportunity, RESULTING IN HIGH RATES OF PREMATURE
DEATH , DISEASE AND POVERTY (Lawson 2008). When examining the issue globally, it
is important to consider that of the 104 million children aged 6-11 not enrolled
in school each year, 60 million are girls (UNESCO 2003, as cited in Herz &
Sperling 2004, p. 2). These numbers are significant in light of the World Bank’s
(2001 as cited in Kristof & WuDunn 2009, p. xx) findings that “ INVESTMENT in
girls’ EDUCATION may be the highest-return INVESTMENT available in the developing
world”.
This report examines the key causes to low female school ENROLMENT and
RETENTION , the outcomes and IMPACT of educa-ng girls and possible SOLUTIONS to
ensure girls have increased ACCESS to EDUCATION .
Explicitly names the type of text
Research verbs used appropriately
to describe the func&on of the text
NOMINALISATION = LEXICALLY DENSE
CONSTRUCTIONS
ra-onale supported with referenced
evidence (external & direct voice) -
Balance of Voice type
CAUSE & EFFECT NETWORKS ( I . E .
REPACKAGED CONJUNCTION , E . G ., IF YOU
EDUCATE PEOPLE , THEY WILL NOT BE AS
POOR ; IF YOU DO NOT EDUCATE GIRLS , THEY
WILL DIE PREMATURELY , BE SICK AND BE
MORE POOR )
Business Report
Text Language Features
Issue Discussion
Inadequate access to and enrolment in school for girls is a complex global issue linked to
several factors precluding girls from equal educa-onal and economic opportunity. The main
causes of low female a8endance and school reten-on are:
1. Gender Discrimina-on Mindset
The leading factor inhibi-ng educa-on for girls is gender discrimina-on. Gender
discrimina-on is more pervasive than simply limi-ng access to educa-on. For example, as a
result of immuniza-on preferences for boys, young girls in India are fify percent more likely to
die from preventable disease (Kristof & WuDunn 2009, p.xvi). This same mindset ofen
precludes young girls from a8ending school past a certain age. For example, anecdotal
evidence reveals that in many cultures, parents are willing to pay negligible school fees (e.g.,
$13 a year) for young boys but not for girls (Kristof & WuDunn 2009).
This discrimina-on is further exacerbated by the ‘opportunity costs’ related to educa-ng girls.
In addi-on to the direct cost of educa-on (i.e., fees, textbooks, etc.) ‘opportunity costs’ are
ofen insurmountable for many girls. Opportunity costs include the ‘would be’ economic
gains of employing girls in voca-onal or domes-c work rather than sending them to school.
Furthermore, in many cultures, girls are expected to leave school to care for the home as a
type of appren-ceship for their prescribed roles as wives and mothers (Lawson 2008).
Business Report
Text Language Features
Issue Discussion
Inadequate access to and enrolment in school for girls is a complex global issue linked to
several factors precluding girls from equal educa-onal and economic opportunity. The main
CAUSES of low female a@endance and school reten&on are:
1. Gender Discrimina-on Mindset
The leading factor inhibi-ng educa-on for girls is gender discrimina-on. Gender
discrimina-on is more pervasive than simply limi-ng access to educa-on. For example, as a
result of immuniza-on preferences for boys, young girls in India are fify percent more likely to
die from preventable disease (Kristof & WuDunn 2009, p.xvi). This same mindset ofen
precludes young girls from a8ending school past a certain age. For example, anecdotal
evidence reveals that in many cultures, parents are willing to pay negligible school fees (e.g.,
$13 a year) for young boys but not for girls (Kristof & WuDunn 2009).
This discrimina-on is further exacerbated by the ‘opportunity costs’ related to educa-ng girls.
In addi-on to the direct cost of educa-on (i.e., fees, textbooks, etc.) ‘opportunity costs’ are
ofen insurmountable for many girls. Opportunity costs include the ‘would be’ economic
gains of employing girls in voca-onal or domes-c work rather than sending them to school.
Furthermore, in many cultures, girls are expected to leave school to care for the home as a
type of appren-ceship for their prescribed roles as wives and mothers (Lawson 2008).
Foreground the secFon funcFon
(“the main causes of <<the issue>>
are:”)
Business Report
Text Language Features
Issue Discussion
Inadequate access to and enrolment in school for girls is a complex global issue linked to
several factors precluding girls from equal educa-onal and economic opportunity. The main
CAUSES of low female a@endance and school reten&on are:
1. Gender Discrimina,on Mindset
The leading factor inhibi-ng educa-on for girls is gender discrimina-on. Gender
discrimina-on is more pervasive than simply limi-ng access to educa-on. For example, as a
result of immuniza-on preferences for boys, young girls in India are fify percent more likely to
die from preventable disease (Kristof & WuDunn 2009, p.xvi). This same mindset ofen
precludes young girls from a8ending school past a certain age. For example, anecdotal
evidence reveals that in many cultures, parents are willing to pay negligible school fees (e.g.,
$13 a year) for young boys but not for girls (Kristof & WuDunn 2009).
This discrimina-on is further exacerbated by the ‘opportunity costs’ related to educa-ng girls.
In addi-on to the direct cost of educa-on (i.e., fees, textbooks, etc.) ‘opportunity costs’ are
ofen insurmountable for many girls. Opportunity costs include the ‘would be’ economic
gains of employing girls in voca-onal or domes-c work rather than sending them to school.
Furthermore, in many cultures, girls are expected to leave school to care for the home as a
type of appren-ceship for their prescribed roles as wives and mothers (Lawson 2008).
Foreground the secFon funcFon
(“the main causes of <<the issue>>
are:”)
Subheadings succinctly summarise
the salient points in lexically
dense subheadings
Business Report
Text Language Features
Issue Discussion
Inadequate access to and enrolment in school for girls is a complex global issue linked to
several factors precluding girls from equal educa-onal and economic opportunity. The main
CAUSES of low female a@endance and school reten&on are:
1. Gender Discrimina,on Mindset
The leading factor inhibi-ng educa-on for girls is gender discrimina-on. Gender
discrimina-on is more pervasive than simply limi-ng access to educa-on. For example, as a
result of immuniza-on preferences for boys, young girls in India are fify percent more likely to
die from preventable disease (Kristof & WuDunn 2009, p.xvi). This same mindset ofen
precludes young girls from a8ending school past a certain age. For example, anecdotal
evidence reveals that in many cultures, parents are willing to pay negligible school fees (e.g.,
$13 a year) for young boys but not for girls (Kristof & WuDunn 2009).
This discrimina-on is further exacerbated by the ‘opportunity costs’ related to educa-ng girls.
In addi-on to the direct cost of educa-on (i.e., fees, textbooks, etc.) ‘opportunity costs’ are
ofen insurmountable for many girls. Opportunity costs include the ‘would be’ economic
gains of employing girls in voca-onal or domes-c work rather than sending them to school.
Furthermore, in many cultures, girls are expected to leave school to care for the home as a
type of appren-ceship for their prescribed roles as wives and mothers (Lawson 2008).
Foreground the secFon funcFon
(“the main causes of <<the issue>>
are:”)
Subheadings succinctly summarise
the salient points in lexically
dense subheadings
ra,onale supported with referenced
evidence (indirect & external voice) -
Balance of Voice type
Business Report
Text Language Features
Issue Discussion
Inadequate ACCESS to and ENROLMENT in school for girls is a complex global issue linked to
several factors precluding girls from equal EDUCATIONAL and economic opportunity. The main
CAUSES of low female ATTENDANCE and school RETENTION are:
1. Gender D ISCRIMINATION Mindset
The LEADING factor inhibi-ng EDUCATION for girls is gender DISCRIMINATION . Gender DISCRIMINATION
is more pervasive than simply limi-ng ACCESS to EDUCATION . For example, as a result of
IMMUNIZATION preferences for boys, young girls in India are fify percent more likely to die from
PREVENTABLE disease (Kristof & WuDunn 2009, p.xvi). This same mindset ofen precludes
young girls from a8ending school past a certain age. For example, anecdotal evidence reveals
that in many cultures, parents are willing to pay negligible school fees (e.g., $13 a year) for
young boys but not for girls (Kristof & WuDunn 2009).
This DISCRIMINATION is further exacerbated by the ‘opportunity COSTS ’ related to educa-ng girls.
In addi-on to the direct COST of EDUCATION (i.e., fees, textbooks, etc.) ‘opportunity COSTS ’ are
ofen insurmountable for many girls. Opportunity COSTS include the ‘would be’ economic
GAINS of employing girls in voca-onal or domes-c WORK rather than sending them to school.
Furthermore, in many cultures, girls are expected to leave school to care for the home as a
type of APPRENTICESHIP for their prescribed roles as wives and mothers (Lawson 2008).
Foreground the secFon funcFon
(“the main causes of <<the issue>>
are:”)
Subheadings succinctly summarise
the salient points in lexically
dense subheadings
ra,onale supported with referenced
evidence (indirect & external voice) -
Balance of Voice type
EXTENSIVE USE OF NOMINALISATION =
LEXICALLY DENSE CONSTRUCTIONS
Business Report
Text Language Features
2. Medical Obstacles
Low a8endance rates and reten-on can also be a8ributed to medical
condi-ons that have readily available solu-ons. For example, intes-nal
worms frequently spread through regional areas, causing 130,000 deaths
each year from anemia and intes-nal obstruc-on (Kristof & WuDunn 2009, p.
171). Notably, anemia is par-cularly deleterious to menstrua-ng girls and
thus impacts girls’ enrolment more than boys (Hotez et al. 2009, p.1572;
Kristof & WuDunn 2009, p. 171). Similarly, approximately 31 percent of
homes in the developing world obtain insufficient iodine from food and
water. Inadequate iodine in pregnant woman causes brain damage and may
reduce a child’s IQ by 10-15 points (Shrestha 1994 as cited in Field, Robles &
Torero 2008, p.6). Significantly, research shows that the cogni-ve impact of
iodine insufficiency is par-cularly severe in female fetuses, further
disadvantaging young girls throughout developing regions of the world (Field,
Robles & Torero 2008, p. 52).
Business Report
Text Language Features
2. Medical Obstacles
Low a8endance rates and reten-on can also be a8ributed to medical
condi-ons that have readily available solu-ons. For example, intes-nal
worms frequently spread through regional areas, causing 130,000 deaths
each year from anemia and intes-nal obstruc-on (Kristof & WuDunn 2009, p.
171). Notably, anemia is par-cularly deleterious to menstrua-ng girls and
thus impacts girls’ enrolment more than boys (Hotez et al. 2009, p.1572;
Kristof & WuDunn 2009, p. 171). Similarly, approximately 31 percent of
homes in the developing world obtain insufficient iodine from food and
water. Inadequate iodine in pregnant woman causes brain damage and may
reduce a child’s IQ by 10-15 points (Shrestha 1994 as cited in Field, Robles &
Torero 2008, p.6). Significantly, research shows that the cogni-ve impact of
iodine insufficiency is par-cularly severe in female fetuses, further
disadvantaging young girls throughout developing regions of the world (Field,
Robles & Torero 2008, p. 52).
Subheadings succinctly summarise
the salient points in lexically dense
subheadings
Business Report
Text Language Features
2. Medical Obstacles
Low a8endance rates and reten-on can also be a8ributed to medical
condi-ons that have readily available solu-ons. For example, intes-nal
worms frequently spread through regional areas, causing 130,000 deaths
each year from anemia and intes-nal obstruc-on (Kristof & WuDunn 2009, p.
171). Notably, anemia is par-cularly deleterious to menstrua-ng girls and
thus impacts girls’ enrolment more than boys (Hotez et al. 2009, p.1572;
Kristof & WuDunn 2009, p. 171). Similarly, approximately 31 percent of
homes in the developing world obtain insufficient iodine from food and
water. Inadequate iodine in pregnant woman causes brain damage and may
reduce a child’s IQ by 10-15 points (Shrestha 1994 as cited in Field, Robles &
Torero 2008, p.6). Significantly, research shows that the cogni-ve impact of
iodine insufficiency is par-cularly severe in female fetuses, further
disadvantaging young girls throughout developing regions of the world (Field,
Robles & Torero 2008, p. 52).
Subheadings succinctly summarise
the salient points in lexically dense
subheadings
ra,onale supported with referenced
evidence (indirect & external voice)
-Balance of Voice type
Business Report
Text Language Features
2. Medical Obstacles
Low ATTENDANCE rates and RETENTION can also be a8ributed to medical
condi-ons that have readily available SOLUTIONS . For example, intes-nal
worms frequently spread through regional areas, causing 130,000 DEATHS
each year from anemia and intes-nal OBSTRUCTION (Kristof & WuDunn 2009, p.
171). Notably, anemia is par-cularly deleterious to menstrua-ng girls and
thus impacts girls’ ENROLMENT more than boys (Hotez et al. 2009, p.1572;
Kristof & WuDunn 2009, p. 171). Similarly, approximately 31 percent of
homes in the developing world obtain insufficient iodine from food and
water. Inadequate iodine in pregnant woman causes brain DAMAGE and may
reduce a child’s IQ by 10-15 points (Shrestha 1994 as cited in Field, Robles &
Torero 2008, p.6). Significantly, research shows that the cogni-ve IMPACT of
iodine INSUFFICIENCY is par-cularly severe in female fetuses, further
disadvantaging young girls throughout developing regions of the world (Field,
Robles & Torero 2008, p. 52).
Subheadings succinctly summarise
the salient points in lexically dense
subheadings
ra,onale supported with referenced
evidence (indirect & external voice)
-Balance of Voice type
EXTENSIVE USE OF NOMINALISATION =
LEXICALLY DENSE CONSTRUCTIONS
Business Report
Text Language Features
Issue Outcomes
Although the direct impact of limi-ng girls’ access to educa-on is imprecise,
there is extensive evidence illustra-ng the posi-ve impacts of educa-ng girls.
The following research summarises key outcomes and benefits to educa-ng
girls:
1. Fer-lity Reduc-on
High fer-lity rates and pregnancies in younger females correlate with maternal
mortality and child deaths. However, increased educa-on for girls reduces the
number of births and ensures safer delivery. Breierova and Duflo’s (2004) study
examines school a8endance in Indonesia and iden-fies a strong causa-on
between increased a8endance, later marrying ages and fewer subsequent
children (pp. 6-7). Similarly, Osili and Long’s (2007) study of primary educa-on
expansion in Nigeria concludes that for each addi-onal year of primary
educa-on, a girl is likely to have on average .26 fewer children (p. 39). Figure 2
below illustrates the impact female educa-on has on fer-lity rates in key
developing regions.
Business Report
Text Language Features
Issue Outcomes
Although the direct impact of limi-ng girls’ access to educa-on is imprecise,
there is extensive evidence illustra-ng the posi-ve impacts of educa-ng girls.
The following research summarises key outcomes and BENEFITS to educa&ng
girls:
1. Fer-lity Reduc-on
High fer-lity rates and pregnancies in younger females correlate with maternal
mortality and child deaths. However, increased educa-on for girls reduces the
number of births and ensures safer delivery. Breierova and Duflo’s (2004) study
examines school a8endance in Indonesia and iden-fies a strong causa-on
between increased a8endance, later marrying ages and fewer subsequent
children (pp. 6-7). Similarly, Osili and Long’s (2007) study of primary educa-on
expansion in Nigeria concludes that for each addi-onal year of primary
educa-on, a girl is likely to have on average .26 fewer children (p. 39). Figure 2
below illustrates the impact female educa-on has on fer-lity rates in key
developing regions.
Foreground the sec&on func&on
Business Report
Text Language Features
Issue Outcomes
Although the direct impact of limi-ng girls’ access to educa-on is imprecise,
there is extensive evidence illustra-ng the posi-ve impacts of educa-ng girls.
The following research summarises key outcomes and BENEFITS to educa&ng
girls:
1. Fer,lity Reduc,on
High fer-lity rates and pregnancies in younger females correlate with maternal
mortality and child deaths. However, increased educa-on for girls reduces the
number of births and ensures safer delivery. Breierova and Duflo’s (2004) study
examines school a8endance in Indonesia and iden-fies a strong causa-on
between increased a8endance, later marrying ages and fewer subsequent
children (pp. 6-7). Similarly, Osili and Long’s (2007) study of primary educa-on
expansion in Nigeria concludes that for each addi-onal year of primary
educa-on, a girl is likely to have on average .26 fewer children (p. 39). Figure 2
below illustrates the impact female educa-on has on fer-lity rates in key
developing regions.
Foreground the sec&on func&on
Subheadings succinctly summarise the
salient points in lexically dense
nominalisa,ons
Business Report
Text Language Features
Issue Outcomes
Although the direct impact of limi-ng girls’ access to educa-on is imprecise,
there is extensive evidence illustra-ng the posi-ve impacts of educa-ng girls.
The following research summarises key outcomes and BENEFITS to educa&ng
girls:
1. Fer,lity Reduc,on
High fer-lity rates and pregnancies in younger females correlate with maternal
mortality and child deaths. However, increased educa-on for girls reduces the
number of births and ensures safer delivery. Breierova and Duflo’s (2004) study
examines school a8endance in Indonesia and iden-fies a strong causa-on
between increased a8endance, later marrying ages and fewer subsequent
children (pp. 6-7). Similarly, Osili and Long’s (2007) study of primary educa-on
expansion in Nigeria concludes that for each addi-onal year of primary
educa-on, a girl is likely to have on average .26 fewer children (p. 39). Figure 2
below illustrates the impact female educa-on has on fer-lity rates in key
developing regions.
Foreground the sec&on func&on
Subheadings succinctly summarise the
salient points in lexically dense
nominalisa,ons
ra,onale supported with referenced
evidence (indirect, external & direct
voice) -Balance of Voice type
Business Report
Text Language Features
Issue Outcomes
Although the direct impact of limi-ng girls’ access to educa-on is imprecise,
there is extensive evidence illustra-ng the posi-ve impacts of educa-ng girls.
The following research summarises key outcomes and BENEFITS to educa&ng
girls:
1. F ERTILITY R EDUCTION
High fer-lity rates and pregnancies in younger females correlate with maternal
mortality and child deaths. However, increased educa-on for girls reduces the
number of births and ensures safer delivery. Breierova and Duflo’s (2004) study
examines school a8endance in Indonesia and iden-fies a strong causa-on
between increased a8endance, later marrying ages and fewer subsequent
children (pp. 6-7). Similarly, Osili and Long’s (2007) study of primary educa-on
expansion in Nigeria concludes that for each addi-onal year of primary
educa-on, a girl is likely to have on average .26 fewer children (p. 39). Figure 2
below illustrates the impact female educa-on has on fer-lity rates in key
developing regions.
Foreground the sec&on func&on
Subheadings succinctly summarise the
salient points in lexically dense
nominalisa,ons
ra,onale supported with referenced
evidence (indirect, external & direct
voice) -Balance of Voice type
REPACKAGED CONJUNCTION
Business Report
Text Language Features
Issue Outcomes
Although the direct IMPACT of limi-ng girls’ ACCESS to EDUCATION is imprecise, there
is extensive evidence illustra-ng the posi-ve IMPACTS of educa-ng girls. The
following research summarises key outcomes and BENEFITS to educa&ng girls:
1. F ERTILITY R EDUCTION
High FERTILITY rates and pregnancies in younger females correlate with maternal
mortality and child DEATHS . However, increased EDUCATION for girls reduces the
number of BIRTHS and ensures safer DELIVERY . Breierova and Duflo’s (2004) study
examines school ATTENDANCE in Indonesia and iden-fies a strong CAUSATION
between increased ATTENDANCE , later marrying ages and fewer subsequent
children (pp. 6-7). Similarly, Osili and Long’s (2007) study of primary EDUCATION
EXPANSION in Nigeria concludes that for each addi-onal year of primary EDUCATION ,
a girl is likely to have on average .26 fewer children (p. 39). Figure 2 below
illustrates the IMPACT female EDUCATION has on FERTILITY rates in key developing
regions.
Foreground the sec&on func&on
Subheadings succinctly summarise the
salient points in lexically dense
nominalisa,ons
ra,onale supported with referenced
evidence (indirect, external & direct
voice) -Balance of Voice type
REPACKAGED CONJUNCTION
EXTENSIVE USE OF NOMINALISATION =
LEXICALLY DENSE CONSTRUCTIONS
Business Report
Text Language Features
Issue Outcomes
Although the direct IMPACT of limi-ng girls’ ACCESS to EDUCATION is imprecise, there
is extensive evidence illustra-ng the posi-ve IMPACTS of educa-ng girls. The
following research summarises key outcomes and BENEFITS to educa&ng girls:
1. F ERTILITY R EDUCTION
High FERTILITY rates and pregnancies in younger females correlate with maternal
mortality and child DEATHS . However, increased EDUCATION for girls reduces the
number of BIRTHS and ensures safer DELIVERY . Breierova and Duflo’s (2004) study
examines school ATTENDANCE in Indonesia and iden-fies a strong CAUSATION
between increased ATTENDANCE , later marrying ages and fewer subsequent
children (pp. 6-7). Similarly, Osili and Long’s (2007) study of primary EDUCATION
EXPANSION in Nigeria concludes that for each addi-onal year of primary EDUCATION ,
a girl is likely to have on average .26 fewer children (p. 39). Figure 2 below
illustrates the IMPACT female EDUCATION has on FERTILITY rates in key developing
regions.
Foreground the sec&on func&on
Subheadings succinctly summarise the
salient points in lexically dense
nominalisa,ons
ra,onale supported with referenced
evidence (indirect, external & direct
voice) -Balance of Voice type
REPACKAGED CONJUNCTION
EXTENSIVE USE OF NOMINALISATION =
LEXICALLY DENSE CONSTRUCTIONS
Repor&ng verbs used appropriately to
situate the evidence in Indirect voice
references
Business Report
Text Language Features
Recommenda,ons
Increasing school a8endance and reten-on for girls requires a strategic approach:
1. Strategic Medical Support
Research indicates that when deworming prac-ces are introduced, school
absenteeism can decrease by 25 percent and students show increased alertness
and studiousness (Kristof & WuDunn 2009, p. 171). However, these prac-ces are
not widespread and, fueled by the prolifera-on of gender inequality aqtudes, the
administra-on of deworming medicines ofen priori-ses boys over girls, further
precluding girls from effec-ve educa-on.
Another simple, yet significant, solu-on for increasing girls’ educa-on is the
provision of iodine tablets for pregnant women in impoverished countries. Iodized
oil capsules can be given biannually to women who may become pregnant at a
negligible cost of fify cents and research has found that daughters borne to
women in related medical trials “performed markedly be8er in school and were
significantly less likely to be held back a grade” (Kristof & WuDunn 2009, p. 173).
Business Report
Text Language Features
Recommenda,ons
Increasing school a8endance and reten-on for girls requires a strategic approach:
1. Strategic Medical Support
Research indicates that when deworming prac-ces are introduced, school
absenteeism can decrease by 25 percent and students show increased alertness
and studiousness (Kristof & WuDunn 2009, p. 171). However, these prac-ces are
not widespread and, fueled by the prolifera-on of gender inequality aqtudes, the
administra-on of deworming medicines ofen priori-ses boys over girls, further
precluding girls from effec-ve educa-on.
Another simple, yet significant, solu-on for increasing girls’ educa-on is the
provision of iodine tablets for pregnant women in impoverished countries. Iodized
oil capsules can be given biannually to women who may become pregnant at a
negligible cost of fify cents and research has found that daughters borne to
women in related medical trials “performed markedly be8er in school and were
significantly less likely to be held back a grade” (Kristof & WuDunn 2009, p. 173).
Subheadings succinctly summarise
the salient points in lexically dense
nominalisa,ons
Business Report
Text Language Features
Recommenda,ons
Increasing school a8endance and reten-on for girls requires a strategic approach:
1. Strategic Medical Support
Research indicates that when deworming prac-ces are introduced, school
absenteeism can decrease by 25 percent and students show increased alertness
and studiousness (Kristof & WuDunn 2009, p. 171). However, these prac-ces are
not widespread and, fueled by the prolifera-on of gender inequality aqtudes, the
administra-on of deworming medicines ofen priori-ses boys over girls, further
precluding girls from effec-ve educa-on.
Another simple, yet significant, solu-on for increasing girls’ educa-on is the
provision of iodine tablets for pregnant women in impoverished countries. Iodized
oil capsules can be given biannually to women who may become pregnant at a
negligible COST of fify cents and research has found that daughters borne to
women in related medical trials “performed markedly be8er in school and were
significantly less likely to be held back a grade” (Kristof & WuDunn 2009, p. 173).
Subheadings succinctly summarise
the salient points in lexically dense
nominalisa,ons
ra,onale supported with referenced
evidence (indirect, external & direct
voice) -Balance of Voice type
Business Report
Text Language Features
Recommenda,ons
Increasing school ATTENDANCE and RETENTION for girls requires a STRATEGIC APPROACH :
1. S TRATEGIC Medical S UPPORT
Research indicates that when deworming PRACTICES are introduced, school
ABSENTEEISM can decrease by 25 percent and students show increased ALERTNESS
and STUDIOUSNESS (Kristof & WuDunn 2009, p. 171). However, these PRACTICES are
not widespread and, fueled by the PROLIFERATION of gender INEQUALITY aqtudes,
the ADMINISTRATION of deworming medicines ofen priori-ses boys over girls,
further precluding girls from effec-ve EDUCATION .
Another simple, yet significant, SOLUTION for increasing girls’ EDUCATION is the
PROVISION of iodine tablets for pregnant women in impoverished countries. Iodized
oil capsules can be given biannually to women who may become pregnant at a
negligible COST of fify cents and research has found that daughters borne to
women in related medical trials “performed markedly be8er in school and were
significantly less likely to be held back a grade” (Kristof & WuDunn 2009, p. 173).
Subheadings succinctly summarise
the salient points in lexically dense
nominalisa,ons
ra,onale supported with referenced
evidence (indirect, external & direct
voice) -Balance of Voice type
EXTENSIVE USE OF NOMINALISATION =
LEXICALLY DENSE CONSTRUCTIONS
Business Report
Text Language Features
Recommenda,ons
Increasing school ATTENDANCE and RETENTION for girls requires a STRATEGIC APPROACH :
1. S TRATEGIC Medical S UPPORT
Research indicates that when deworming PRACTICES are introduced, school
ABSENTEEISM can decrease by 25 percent and students show increased ALERTNESS
and STUDIOUSNESS (Kristof & WuDunn 2009, p. 171). However, these PRACTICES are
not widespread and, fueled by the PROLIFERATION of gender INEQUALITY aqtudes,
the ADMINISTRATION of deworming medicines ofen priori-ses boys over girls,
further precluding girls from effec-ve EDUCATION .
Another simple, yet significant, SOLUTION for increasing girls’ EDUCATION is the
PROVISION of iodine tablets for pregnant women in impoverished countries. Iodized
oil capsules can be given biannually to women who may become pregnant at a
negligible COST of fify cents and research has found that daughters borne to
women in related medical trials “performed markedly be8er in school and were
significantly less likely to be held back a grade” (Kristof & WuDunn 2009, p. 173).
Subheadings succinctly summarise
the salient points in lexically dense
nominalisa,ons
Academic Communication for Business & Economics 代写
ra,onale supported with referenced
evidence (indirect, external & direct
voice) -Balance of Voice type
EXTENSIVE USE OF NOMINALISATION =
LEXICALLY DENSE CONSTRUCTIONS
Repor&ng verbs used appropriately
to situate the evidence in Indirect
voice references
Academic Communication for Business & Economics 代写
