Direct Speech and Indirect
Speech
Human Motivation
Grammar in the Real World
A What makes people work hard at their jobs? Read the article about
employee motivation. What type of reward is particularly effective in
motivating workers?
B Comprehension Check Complete the chart. Check (✓) whether
each reward is external or internal.
External Reward Internal Reward
1 Pay raise
2 Feeling successful
3 Freedom to work independently
4 Good salary
5 Good grades
C
Notice
Find similar sentences in the article and complete the
sentences below.
1 Lionel Messi
, “Money is not a motivating factor…
My motivation comes from playing the game I love.”
2 Daniel Pink, the author of a book on motivation,
an audience once that Google was a great example of a company that
supported autonomy.
3 Pink
the audience that Google News and Gmail had
been created during this free time.
Each sentence tells what someone says. Which sentence gives the actual
words of the speaker? How do you know?
1
248
UNIT
ACADEMIC
WRITING
Argumentative
writing using
graphs and tables
for support
17
Direct Speech and Indirect Speech
Human Motivation 249
Motivation is the desire to do something. Soccer
star Lionel Messi said, “Money is not a motivating
factor… My motivation comes from playing the game I
love.” Messi meant that he enjoys playing soccer more
than making millions of dollars. Can that be true? What
other factors are important in motivating people?
Many psychologists believe that there are two types
of rewards that affect motivation: external rewards and
internal rewards. External rewards are rewards that
someone gives you. A pay raise is a common external
reward. A good grade at school is also an example of
an external reward. Internal rewards are connected to
the feelings people have about the work they do.
The satisfaction you get when you do something well is
an internal reward. Researcher Frederick Herzberg
(1923–2000) studied motivation in the workplace
for many years. Herzberg said that employers must
think about factors that affect employees’ feelings
of satisfaction. Herzberg explained that working
conditions and relationships among co-workers affect
workers’ motivation. Therefore, employers need to
create an environment that makes employees feel safe,
valued, and accepted.
Some studies on workplace motivation have
focused on autonomy, which is the freedom to work
independently. This is an important internal reward.
Daniel Pink, the author of a book on motivation, told
an audience once that Google was a good example
of a company that supported autonomy. One day each
week, Google engineers focus on their own ideas.
Pink informed the audience that Google News and
Gmail had been created during this free time.
Research also shows that appreciation is a
powerful reward. In his book
The 1001 Rewards and
Recognition
1
Fieldbook
, Bob Nelson described a study
on the effects of appreciation on motivation. The study
asked, “What motivates you?” Workers ranked the
importance of 65 motivating factors. Nelson indicated
that appreciation for their work ranked fi rst for
the workers.
The subject of worker motivation is complex.
People expect fair pay for their work. However,
research shows that people fi nd internal rewards more
meaningful than a high salary.
1
recognition: special positive attention
WORKPLACE
5
10
15
20
25
30
35
40
MOTIVATION
250 Unit 17 Direct Speech and Indirect Speech
Direct Speech
Grammar Presentation
Direct speech repeats people’s exact words. Lionel Messi said, “Money is not a motivating
factor. … My motivation comes from playing the
game I love.”
2.1 Forming Sentences with Direct Speech
Direct speech consists of a reporting
clause and a person’s exact words.
reporting clause
Lionel Messi said, “Money is not a motivating factor.”
The most common reporting verb
is said. Use a comma after the verb.
Our manager said, “Treat the customers like family, and
they will come back.”
To quote speech, use quotation
marks and a capital letter to begin
the direct speech. End the direct
speech with punctuation inside the
quotation marks.
My colleague said, “We are going to lead the company
in sales next year!”
The reporting clause can also
come at the end or in the middle
of direct speech. Notice that the
verb can also come before the
subject in the reporting clause
when the reporting clause comes
at the end or in the middle.
“The company pays its workers fairly,” the president said.
“We didn’t do well this year,” said Liz, “so we
won’t get a sales bonus.”
Use the verb asked to quote a
question.
Mr. Smith asked, “What do you hope to accomplish in
this job?”
Grammar Application
Exercise 2.1 Statements in Direct Speech
A Rewrite the quotations about motivation as direct speech. Sometimes more than one
answer is possible.
1 in my experience, there is only one motivation, and that is desire –Jane Smiley
Jane Smiley said, “In my experience, there is only one motivation,
and that is desire.”
2
A
B
C
Human Motivation 251
Direct Speech and Indirect Speech
2 the ones who want to achieve and win championships motivate themselves
–Mike Ditka
3 the ultimate inspiration is the deadline –Nolan Bushnell
4 motivation is the art of getting people to do what you want them to do because
they want to do it –Dwight D. Eisenhower
5 I’m a great believer in luck, and I find the harder I work, the more I have of it
–Thomas Jefferson
6 great work is done by people who are not afraid to be great –Fernando Flores
7 nothing great was ever achieved without enthusiasm –Ralph Waldo Emerson
8 you miss 100 percent of the shots you don’t take –Wayne Gretzky
9 the journey of a thousand miles begins with a single step –Lao Tzu
B Over to You Choose two of the quotations, and write a sentence that explains what
each one means.
When Jane Smiley said, “In my experience there is only one motivation, and that
is desire,” she meant that the only real motivation is wanting to do something.
C Pair Work Share your sentences with a partner. Discuss whether you agree or disagree
with your partner’s interpretation.
252 Unit 17 Direct Speech and Indirect Speech
Exercise 2.2 Questions in Direct Speech
A Read the transcript of an online discussion about motivating employees. Then rewrite each
question as a direct speech question. The information in parentheses tells you where to put
the reporting clauses – at the beginning or end of the sentences.
Working Today
Today, motivational expert Camila Valdez is here to answer your questions.
Claire
Is money the best way to get employees to work harder?
(1)
Camila
No. Studies show that appreciation and recognition are the best ways.
Pedro
Do you have guidelines for rewarding employees?
(2)
Camila
Try to match the size of the reward to the size of the accomplishment.
Roxana
When should you give the rewards?
(3)
Camila
It’s really best to give them as soon as possible after employees have
accomplished something.
Hong
What are some ways to motivate employees?
(4)
Camila
Give rewards that fi t your employees’ working style.
Chelsea
Can you give an example of what you mean?
(5)
Camila
Certainly. For example, give a more fl exible schedule to working parents.
They will feel more focused at work because they will be able to take care
of their home-related responsibilities.
1 (beginning) Claire asked, “Is money the best way to get employees to
work harder?”
2 (end)
3 (beginning)
4 (end)
5 (beginning)
B Over to You Ask two classmates these questions: Would money motivate you to
work harder? Why or why not? Then write a short report on your interviews with direct
speech statements and questions.
I talked to Anne and Mike. I asked, “Would money motivate you to work harder?”
Anne said, “No, it wouldn’t.” I asked, “Why not?” Anne said, “I work to please myself.
That’s my reward.” Then I asked Mike, “Would money motivate you to work harder?”
Mike said, “Yes, it would.”
Human Motivation 253
Direct Speech and Indirect Speech
Indirect Speech
Grammar Presentation
Indirect speech tells what someone says in
another person’s words. Indirect speech is also
called reported speech.
Lionel Messi said, "Money is not a motivating
factor." (direct speech)
Lionel Messi said that money was not a
motivating factor. (indirect speech)
3.1 Forming Indirect Speech
An indirect speech statement consists of a
reporting verb such as say in the main clause,
followed by a that clause. The word that is
optional and is often omitted when speaking.
She said, “The boss is angry.” (direct speech)
She said (that) the boss was angry. (indirect
speech)
3.2 Tense Shifting in Indirect Speech
After a past verb in the reporting clause, the verb form in indirect speech usually changes.
The verb shifts to express a past time.
direct speech
She said, “The boss
is
angry.”
He said, “She
is enjoying
the work.”
They said, “The store
closed
last year.”
The manager said, “The group
has done
good work.”
indirect speech
She said that the boss was angry.
He said that she was enjoying the work.
They said that the store had closed last year.
The manager said that the group had done good
work.
The following forms usually change in indirect speech.
direct speech
He said, “The department
will add
three
new managers.”
She said, “They
are going to hire
more
people soon.”
The teacher said, “The students
can work
harder.”
Their manager said, “Money
may not be
very important to them.”
indirect speech
He said that the department would add three
new managers.
She said that they were going to hire more
people soon.
The teacher said that the students could work
harder.
Their manager said that money might not be
very important to them.
3
A
B
254 Unit 17 Direct Speech and Indirect Speech
3.2 Tense Shifting in Indirect Speech (continued)
The forms of should, might, ought to, and could are the same in direct and indirect speech.
direct speech
The boss said, “He
should go
home.”
indirect speech
The boss said that he should go home.
Do not change the form of verbs in
general truths or facts.
She said, “Martin Luther King, Jr. was a great man.”
She said (that) Martin Luther King, Jr. was a great man.
not She said that Martin Luther King Jr. had been
a great man.
: Tense Shifting in Indirect Speech: See page A11.
Grammar Application
Exercise 3.1 Tense Shifts in Indirect Speech
Read the quotes about a psychology course. Then rewrite each quote as indirect speech.
Sometimes more than one answer
is possible.
1 The professor said, “Psychology 101 includes a unit on
motivation.”
The professor said that Psychology 1
0
1 included
a unit on motivation.
2 A student said, “The class is discussing motivation and
personality this week.”
3 The professor said, “The class is reading about Abraham H. Maslow’s theories
on motivation.”
4 One student said, “I’m learning a lot in the class.”
5 Another student said, “I don’t understand the lectures.”
6 The teaching assistant said, “The readings have great practical value.”
C
D
Human Motivation 255
Direct Speech and Indirect Speech
To
From
Subject
First Class Meeting
Hi Jake,
Here’s what happened in class today. The instructor welcomed us, and then she said
Motivating Adult Learners was for people who teach adult learners.
1
She said that participants in the course were going to learn all
about motivating adult learners.
2
3
4
5
6
Exercise 3.2 Modals and Future Forms in Indirect Speech
Read the excerpt from a lecture on how to motivate adult learners. Then complete
the email. Rewrite each sentence from the lecture as indirect speech. Sometimes more than
one answer is possible.
Welcome to Motivating Adult Learners. This class is for people who teach adults.
Participants in the course are going to learn all about motivating adult learners.
The course will rely heavily on participants’ own experiences. Students should come to
class prepared to discuss their own experiences. We may occasionally have guest speakers.
The course will include presentations, homework, and weekly quizzes. There will be three
papers and two oral presentations. Participants can substitute an oral presentation for one of
the papers.
256 Unit 17 Direct Speech and Indirect Speech
Indirect Speech Without Tense Shift
Grammar Presentation
Indirect speech usually includes a shift in verb
tense. However, in some cases the form of the
verb does not change.
The president announced that she was going
to start an employee program next year.
The president announced that she is going to
start an employee program next year.
4.1 Keeping the Original Tense in Indirect Speech
You may use the tense in the original direct
speech clause when you report statements that
are still true now, such as:
Facts or general truths
Habits and routines
Actions in progress
He said, “A pay raise is a common reward.”
He said that a pay raise is a common reward.
Leo said, “Our meetings always begin on time.”
Leo said that their meetings always begin on time.
Eve said, “I’m studying hard for the exam.
Eve said that she is studying hard for the exam.
: Tense Shifting in Indirect Speech: See page A11.
4.2 Using Present Tense Reporting Verbs
Use a present tense verb in the reporting clause
when what was said relates to the present and is
still important at the moment of speaking.
Keep the same tense as in the quote.
Everybody always says, “Employees need to
be motivated.”
Everybody always says that employees need to
be motivated.
Grammar Application
Exercise 4.1 Keeping the Original Tense in Indirect Speech
Read the quotes from a business meeting. Then rewrite the quotes as indirect speech.
Use the same tense as the direct speech. Sometimes more than one answer is possible.
1 “We are trying to improve our new marketing plan.”
–the marketing manager
The marketing manager said that we are trying
to improve our new marketing plan.
4
Human Motivation 257
Direct Speech and Indirect Speech
2 “The client loves it.” –the manager
3 “We have always solved these problems in the past.” –Janet
4 “Staff satisfaction has been very important.” –Janet
5 “Tomorrow, we are going to have a half-day training session on giving
constructive feedback.” –Rodrigo
6 “We will all work together, as a team.” –Rodrigo
Exercise 4.2 Using Present Tense Reporting Verbs
A Complete the sentences. Use the correct form of the verbs in parentheses.
1 My father always says that money
makes (make) the world go round.
2 My friend Amanda insists that a good night’s sleep
(be) more important than studying.
3 My aunt says that she
(enjoy) doing the work more
than making money.
4 My friend says that he
(enjoy) having autonomy
at work.
5 My colleague says that it
(not / be) always easy to
stay motivated.
6 My manager says that you
always (should / ask) questions if
something is not clear.
B Pair Work Discuss the sentences in A. Do you agree with the statements?
258 Unit 17 Direct Speech and Indirect Speech
Other Reporting Verbs
Grammar Presentation
Although say is the most common reporting verb,
many other verbs can introduce indirect speech.
The president explained that our company’s
workers deserved higher pay.
The president told us that our company’s
workers deserved higher pay.
5.1 Other Reporting Verbs
Tell is a common reporting verb.
Always use a noun or object
pronoun after tell.
The president said that he was doing a great job.
The president told him that he was doing a
great job.
You can use these verbs in place
of say: admit, announce, complain,
confess, exclaim, explain, mention,
remark, reply, report, state,
and swear.
“The workers need recognition,” said the manager.
The manager admitted that the workers needed
recognition.
When used with an object, the
object comes after to.
He swore to us that he’d be on time in the future.
You can use these verbs in place
of tell: assure, convince, inform,
notify, and remind. Always use a
noun or object pronoun with
these verbs.
The president told the managers, “All workers need to
be creative.”
The president reminded them that all workers need to
be creative.
: Reporting Verbs: See page A11.
5
A
B
C
Commonly used reporting verbs in formal
writing include claim, explain, find, show, state,
and suggest.
The author claimed that internal motivation was
more effective than external motivation.
The results of the study showed that money
was not always an effective way to motivate
employees.
DATA FROM THE REAL WORLD
Human Motivation 259
Direct Speech and Indirect Speech
Grammar Application
Exercise 5.1 Other Reporting Verbs
Complete the excerpt from an email about a presentation on cultural differences in
motivation. Circle the correct verbs.
Wei
said / told
(1)
me that he had attended a presentation on the cultural
differences that affect motivation. He
said / told
(2)
that an expert on motivation
gave the presentation. He
said / told
(3)
me that the expert was Dr. Ghosh.
He
reminded / mentioned
(4)
me that we had read one of her articles in class.
Anyway, Dr. Ghosh
said / informed
(5)
the group that the typical workplace
included people with various cultural backgrounds. She
explained / reminded
(6)
that these workers had different expectations. She
informed / explained
(7)
the
group that these workers often had different motivations.
At the same time, Dr. Ghosh
reminded / remarked
(8)
that there was no one
way to motivate all workers. She
admitted / reminded
(9)
that in multicultural
settings, it was even more complicated.
She
stated / reminded
(10)
the group that managers shouldn’t make
generalizations about cultures. She
assured / remarked
(11)
that the “human touch,”
getting to know employees as individuals, was the best way to motivate them.
260 Unit 17 Direct Speech and Indirect Speech
Exercise 5.2 More Reporting Verbs
A Listen to the conversation about a presentation on cultural differences in classrooms.
Complete the sentences with the words you hear.
David What happened in class today?
Mira We had a guest speaker. He
told us
(1)
about the importance of motivation in
the language classroom. He
(2)
there are two kinds of
motivation: intrinsic and extrinsic.
David Right. Last week, the professor
(3)
there were two different
types, and she gave examples.
Mira Yes. So anyway, the speaker
(4)
he had done a study of
students in Japan and students in the United States. He
(5)
both groups had native-speaking English teachers. He
(6)
the purpose of the study was to see whether the teachers’ remarks had a negative
effect on the motivation of the Japanese students.
David What did he find out?
Mira He
(7)
the study found four ways in which the teachers’
behavior had a negative effect on Japanese students’ motivation.
David Did he give any examples?
Mira He
(8)
classroom discussion is one area where there are
key differences. He
(9)
in the Japanese classroom, students
generally listen more and talk less.
David And as we know from our reading, Porter and Samovar
(10)
in the U.S. classroom, some students speak up spontaneously, and that a lot of
teachers encourage discussion.
Mira Right. So, he
(11)
when a teacher criticizes a Japanese group
for not participating, it has a bad effect on motivation.
B Listen again and check your answers.
Human Motivation 261
Direct Speech and Indirect Speech
C Over to You Compare the behavior of American and Japanese students to students
from another culture that you are familiar with. Use sentences with indirect speech.
The speaker said that in the Japanese classroom, students listen more and talk
less. That is true in my culture, too. Students show respect that way.
Avoid Common Mistakes
1
For verbs such as
admit
,
announce
,
complain
,
explain
, and
mention
, the object pronoun
comes after the preposition
to
.
to us
He explained us the objective.
2
Change the form of the verb in indirect speech in most cases.
had
He claimed that they followed the directions.
3
Use beginning and ending quotation marks with direct speech.
"
"
The director said, All designers may work from home on Fridays.
Editing Task
Find and correct the mistakes in the paragraphs about a memorable event.
One of the highlights of my life happened through an experience at work.
It started when my manager announced us some interesting news. He said, I am
starting a company band. Then he asked, “Who wants to join?” I mentioned him that
I had played guitar for many years. He said, You should definitely try out.
On the day of tryouts, I was a little nervous because everyone played extremely
well. After I auditioned, the manager thanked me and explained me that he will let
me know soon.
I forgot about it, so I was very surprised when I got a phone call from my
manager a few days later. He said, You can play lead guitar. I said, Wow! That’s great!
After that, the band practiced a few times a week. A few months later, we played
at the company party. We were nervous, but we played well. The president of the
company spoke to me later and said I have a lot of talent. I was embarrassed by his
compliment, but I said I am proud to play for the company. I will never forget
that experience.
6
to us
5
10
262 Unit 17 Direct Speech and Indirect Speech
Academic Writing
7
In this writing cycle (Units 17-20), you will write an argumentative essay that uses graphs or
tables to answer the prompt below. In this unit (17), you will analyze an essay with graphs and
then brainstorm ideas about the topic.
Argumentative Writing Using Graphs and Tables for Support
Using what you know about the job market, what is a good choice for a career path with
a secure future? Include information from graphs or tables to support your choice.
Exercise 7.1 Preparing to Write
Work with a partner. Discuss the questions.
1 Is it important to have a college degree? Why or why not?
2 College tuition in the United States is very expensive. Do you think the benefi ts of a degree
outweigh the costs? Why or why not?
3 A founder of Netscape, an early Internet search company, has said that people who earn a
degree in a non-technical fi eld like literature will probably be working in a shoe store upon
graduation. Do you agree or disagree? Why or why not?
Exercise 7.2 Focusing on Vocabulary
Read the sentences. Then match the words in bold to the definitions.
1 Steve Jobs, one of the founders of Apple Inc., said that quality was more important
than quantity.
2 Business leaders disputed the government’s claim that the number of jobs had grown.
3 The successful campaign against buying the corporation’s products illustrates the power of
the consumer.
4 There is some ambiguity in the law, so it is diffi cult to know if the company did anything wrong.
5 This new technology has the potential to change how students learn about science.
6 According to economists, the more you consume something, the more your enjoyment of it
will diminish. In other words, you will never enjoy it as much as you do when you fi rst buy it.
7 The consequences of the economic crash extend beyond the city to the whole country.
a
(v) to disagree with
b
(n) the state of being unclear or having more than one possible meaning
c
(n) people who establish an organization
d
(v) to decrease in size or importance
e
(v) to go further
f
(n) the possibility to develop and succeed
g
(n) an example that explains something
Brainstorm Organize Write Edit
Direct Speech and Indirect Speech
Human Motivation 263
Benjamin Franklin, one of the founding fathers of the United States, once
said, “An investment in knowledge pays the best interest.” These days, a college
education is a signifi cant investment, so it makes sense to consider carefully whether
it is worth the time and money. In good economic times and bad, and in spite of
its rising cost, the answer appears to be “yes.” Figure 1, from the Organization for
Economic Cooperation and Development (OECD), shows that around the world the
number of people getting a college education is rising steadily.
A college education has a broad and positive impact. People with a college
degree are by far the most likely to enter and remain in the labor force. In OECD
countries, average participation in the labor force for those who never completed
high school is about 59%. The OECD reports that for those with a high school
degree, the fi gure is about 76%, and for college graduates, it is about 84%. They
also state that college graduates earn more than those with only a high school
degree. In the United States, a new high school graduate earned on average
less than $30,000 per year in 2017, whereas those with a college degree made
over $52,000. Over a lifetime, that difference adds up to about a million dollars.
Figure 2 illustrates that the impact of a college degree on income in selected
OECD countries can be dramatic.
The consequences of getting—or not getting—a college education extend
beyond income. There is a strong association between education and health.
Chronic
1
diseases, such as heart disease and diabetes, pose the greatest risks to
public health in developed countries today. These diseases are caused, at least
partly, by lifestyle choices, such as poor diet or smoking. In general, people with
higher levels of education make healthier lifestyle choices and have greater access
to high-quality healthcare.
It is evident that a college degree provides an economic advantage, but not all
degrees have the same earning power. Most analysts suggest that degrees in STEM
fi elds (science, technology, engineering, and math) have the greatest potential
impact on future income. In the United States, a college graduate with, for example,
a chemical engineering degree can expect to earn about $70,000 annually,
whereas a graduate with a literature or art degree may be lucky to get $36,000
for an entry-level position. Marc Andreessen, the founder of the internet company
Netscape, once declared that someone who studies a non-technical fi eld like literature will probably end up “working in a shoe store.”
Yet, technical knowledge alone may not be suffi cient for success. Steve Jobs, one of the founders of Apple, famously claimed, “It’s
technology married with liberal arts … that yields the results that make our hearts sing.” Other major employers in the technology fi eld agree.
Industry leaders say that employees from the liberal arts are often good at managing ambiguity, unlike engineers, who tend to see situations in
black and white. Liberal arts graduates can see a problem from multiple perspectives.
It is interesting to note that the income gap between liberal arts and STEM graduates gradually diminishes as they continue in their careers.
In fact, liberal arts degrees are quite common among the world’s most highly paid workers. About one-third of the directors of Fortune 500
companies have a liberal arts background. Students, parents, politicians, and industry leaders may argue over which are the most valuable
degrees, but the value of a college degree in general cannot be disputed.
1
chronic (adj) lasting for a long time, especially something bad
What Is the Value of a
College Education?
5
10
15
20
25
30
35
40
60
50
40
30
20
10
0
Canada
United Kingdom
United States
Germany
Japan
Mexico
OECD average
Poland
South Korea
Spain
Turkey
2000
2017
Figure 1 Percentage of Population (25–64) with a College Education
Source: Organization for Economic Cooperation and Development (OECD),
Online Education Database, retrieved September 13, 2019, from https://stats.
oecd.org/Index.aspx. See Digest of Education Statistics 2018, table 603.20.
Figure 2 Level of Earnings Relative to Education
Source: OECD (2019), Education and earnings: Level of earnings relative to
median earnings, by educational attainment, OEC.Stat, https://stats.oecd.org/
Index.aspx?DataSetCode=EAG_EARNINGS, accessed on August 1, 2019.
At or below the median income
More than 2x the median income
United
States
Turkey
Slovakia
Portugal
Korea
Mexico
France
Czech
Republic
Chile
Germany
Australia
0 10 20 30 40 50 60 70 80
Percent of population with a college degree
264 Unit 17 Direct Speech and Indirect Speech
Exercise 7.3 Comprehension Check
Read the text on page 263. Work with a partner. Discuss the questions.
1 Summarize the main argument of the text.
2 What benefits of a college degree are mentioned in the text?
3 According to Figure 1, what three countries had the highest percentage of citizens with a
college education?
Exercise 7.4 Noticing the Grammar and Writing
Work with a partner. Complete the tasks.
1 Underline the first sentence. Why does the writer use a quote to introduce the topic?
2 Find another quote in the text. How does the writer introduce the quote?
3 Look at Figure 1. What is the writer’s purpose in using this graph?
4 Look at Figure 2. What is the writer’s purpose in using this graph?
5 What is the source of the information in the graphs?
Understanding and Using Graphs and Tables
Information in academic texts is often presented through graphs and tables.
Writers include these to support their ideas or argument. It is important to
understand and interpret the information in your graphs and tables, and to
draw inferences and conclusions for your reader.
Exercise 7.5 Applying the Skill
Work with a partner. Ask and answer the questions about the information in Table 1.
Table 1. The 100 Best Jobs in the U.S., with Median Salary
Rank Job Title Median Salary
1 Software Developer $101,790
4 Dentist $165,120
14 Surgeon $208,000
28 IT Manager $139,220
42 Lawyer $119,250
62 Hairdresser $24,850
66
Medical
Assistant
$32,480
76 High School Teacher $59,170
88 Massage Therapist $39,990
Source: U.S. News and World Report 2018
1 What information does the table present?
2 What can you infer from the table?
3 In addition to salary, what other factors do you think make a job a “best job”?
Human Motivation 265
Direct Speech and Indirect Speech
My Writing
Argumentative Essays with Graphs or Tables as Support
In argumentative essays, writers present their position, reasons, and
supporting evidence. Evidence used in graphs and tables should come from
credible sources, such as educational or research institutions, government
websites, and respected news organizations.
Exercise 7.6 Brainstorming Topics and Ideas
1 Work with a partner. Make a copy of the chart and complete it.
• Column 1: Write the names of three careers.
• Column 2: Write relevant information from the reading, Table 1, and other credible
sources you find. Include the name of the source in parentheses.
• Column 3: Make notes about the career and the information you found.
Career Information (Name of Source) Notes
2 In your opinion, which of the careers is the best choice for a financially secure future? Why?
Using Reporting Verbs to Introduce Evidence
Writers use reporting verbs to introduce evidence. Reporting verbs also
show readers how the writer feels about the evidence. Neutral reporting
verbs show a more neutral feeling towards the evidence.
The report said that the number one skill employers are looking for
is flexibility.
Strong reporting verbs show a strong feeling towards the evidence.
The report asserted that the number one skill employers are looking for
isflexibility.
Neutral reporting verbs: advise, accept, acknowledge, recognize,
encourage, interpret, analyze, examine, investigate, consider, evaluate
Strong reporting verbs: argue, assert, convince, emphasize, indicate,
persuade, refute, show, state, stress, support, warn
Exercise 7.7 Applying the Skill
Use the information from Exercise 7.6 to write a paragraph that asserts which career would best
lead to a secure future. Include a topic sentence, at least two reasons for your argument with
supporting details and evidence, and a concluding sentence. Use at least one reporting verb to
introduce evidence.
