Re-write the following paragraphs in better style.

5. Complete the following description of the table below.

Marriage and divorce rates per 1,000 population Country Marriage rate Divorce rate Britain 10.7 3.4 United States 8.6 4.7 Turkey 8.0 0.5 Iran 7.8 0.5 Japan 6.2 1.8 Russia 5.2 3.2 Spain 5.2 0.8 South Africa 4.0 0.9 The a . . . . . . . . . . . . . . . shows the wide variations in marriage and divorce rates in a b . . . . . . . . . . . . . . . of countries. The c . . . . . . . . . . . . . . . rate varies from 10.7 per thousand in d . . . . . . . . . . . . . . . to 4.0 in South Africa, while the divorce e . . . . . . . . . . . . . . . ranges from 4.7 in the United States to 0.5 in Turkey and f . . . . . . . . . . . . . . . It appears that in the United States more than g . . . . . . . . . . . . . . . of all marriages end in divorce, while in Turkey the h . . . . . . . . . . . . . . . is less than 10. This suggests that in countries such as the United States and Britain the high marriage rate may be a i . . . . . . . . . . . . . . . of the high divorce rate. 6. When referring to visual information in the text, the word figure is used for everything such as maps, charts and graphs except tables. Figures and tables should be numbered and given a title. Titles of tables are written above, whereas titles of figures are written below the data. As with other data, sources must be given for all visual information. Table 4: Gender balance in the School of Computing 1996–2000 Year Men Women 1996 109 34 1997 112 45 1998 125 41 1999 108 56 2000 118 72 Source: Author If you are writing a lengthy work, such as a dissertation, you will need to provide lists of tables and figures, showing numbers, titles and page numbers, after the contents page.

7. Complete the description of the table above.

Table 4 shows ………… Student Introduction Accuracy is only one aspect of the total fabric of good writing. Few teachers will be concerned by one minor mistake with a preposition or a plural in a sentence. But if a student is making mistakes in every other word there is likely to be serious loss of meaning, and their teacher may be unable to mark the work fairly. Many of the most common errors are highlighted in Part 1 Unit 16 Proof-Reading. Non-native speakers of English tend to have problems of accuracy which relate to their mother tongue. Japanese speakers, for example, find it difficult to use articles because these are not found in Japanese. It is clearly unrealistic for such students to aim at 100 accuracy in their written work, but equally it is important to aim to improve accuracy in order to compete with native-speaker classmates. The components of Accuracy in Writing have been chosen on the basis that they regularly cause difficulties and confusion in students’ writing. These units are not intended to replace a standard grammar reference book; instead they assume a good basic knowledge of English grammar and focus on those areas of concern to the writer, rather than the speaker, of English. As in Part 2, the units are arranged alphabetically. Students may already be aware of their weaknesses and want to focus on the relevant units, or they may seek specific assistance after getting feedback on an essay. There are also two tests of accuracy in the Writing Tests which students can use to pinpoint their weak areas.

3. Accuracy in Writing