THE COMPASS: Route to Academic English 1 adopts a constructivist and learner-centred instruction by integrating the four skills- reading, writing, listening, and speaking- using a thematic approach. All the texts and tasks in the book revolve around one main theme: Change. THE COMPASS: Route to Academic English 1 looks at the theme of “change” from different views and each unit dwells on one specific aspect of the concept, starting with the concept of “Changing the Self” and gradually moving towards a broader topic: “Changing Generations”. Key Features: designed for tertiary-level learners develops four skills in language introduces the conventions of academic discourse teaches paragraph and essay writing basics encourages students to be better writers and speakers enhances cognitive skills facilitates higher order thinking skills helps learners analyse, synthesize and evaluate ideas provides a variety of speaking and writing tasks addresses students’ affective domain with the contemporary and controversial issues presents different language skills recycles the skills covered Navigating the rough patches in the academic landscape is a tough experience...All you need to survive is... “THE COMPASS”! www.nuanskitabevi.com

3. This book is designed with the ultimate aim of developing tertiary-level learners into autonomous learners of English
as a foreign language. To achieve this end, this book adopts a constructivist instruction; it integrates the four skills-
reading,writing,listening,andspeaking-usingathematicapproach.
Throughout the book, a variety of relevant, coherent and thematic tasks build on each other towards higher
competence in using English in an academic context through thematic reading texts. Along with the thematic flow of
the book, each unit presents different language skills and recycles the ones covered in the previous units. The reading
textsareaccompaniedwiththematiclisteningtasks,speakingtasks,writingtasks,andvocabularybuildingtasks.
The book aims at developing not only language skills but also cognitive skills through tasks involving higher order
thinking skills such as analysing, synthesizing, and evaluating ideas. The tasks “Making Connections”, “Going One Step
Further”, “Reaction”, and “Your Country under Spotlight” are designed to enhance all these skills by encouraging
studentstofindrelationshipsandtosynthesizeinformation.
In addition to academic and cognitive skills, the book also helps strengthen the learners’ language and vocabulary. To
this end, students practice “dealing with long sentences”, “collocations”, and “vocabulary building and recycling”
throughoutthebook.
All the texts and tasks in the book revolve around one main theme: Change. The book looks at the theme of “change”
from different views and each unit dwells on one specific aspect of the concept. The book starts with the concept of
“Changing the Self” and gradually moves towards a broader topic: “Changing Generations”. The texts in the book are
carefully selected to appeal to students with different backgrounds and perspectives. With the contemporary and
controversialissuesraised,thebookaimstoaddressstudents’affectivedomainaswell.
The aim of the book
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Hasanbaşoğlu Elif
Şeşen
Gökçe Tokdemir
We hope that both students and teachers will enjoy using The Compass: Route to Academic English 1.

4. READING WRITING LISTENING LANGUAGESPEAKING
Table Of Contents
READING
READING
WRITING
WRITING
LISTENING
LISTENING
LANGUAGE
LANGUAGE
SPEAKING
SPEAKING
“Quotes on Change”
Reading Text 1:
Reading Text 1:
“Your Masterpiece-
Yourself”
“Online Identities”
Reading Text 2:
Reading Text 2:
“Transhumanism”
“Social Media: The New
Power of the Public
Sphere”
The paragraph
The Reaction Paragraph
“The Morning Show”
“Social Media and
Changes in
Communication”
Listening Task 2:
“Transhumanism and
the Authentic Self”
Oral Synthesis on Genetic
Engineering
INTRODUCTORY UNIT
CHANGING THE SELF
CHANGING COMMUNICATIONS
Finding the relationship
between ideas
Previewing
Skimming
Scanning
Guessing Vocabulary
Asking for clarification
Asking questions
Expressing an opinion
Asking for clarification
Asking questions
Expressing an opinion
Giving presentations
Practicing debate
language
Practicing debate
language
Using comparison and
contrast language
Writing a quote on the
concept of “change”
Identifying explicit /
implicit main ideas
Separating major details
from minor details
Outlining
Identifying patterns of
organization
Identifying supporting
techniques
Writing a concluding
sentence
Maintaining coherence
Maintaining unity
Listening for specific
information
Listening for specific
information
Listening for specific
information
Listening for the main
idea
Listening for the main
idea
Listening for the main
idea
Expressing opinions
Giving a mini-
presentation
Understanding long
sentences
Dealing with long
sentences
Dealing with long
sentences
Topical vocabulary
Collocations
Collocations
Listening Task 1:
Listening Task 1:
Listening Task 1:
Speaking Task 1:
Speaking Task 1:
Speaking Task 1:
Speaking Task 3:
Presentation on “changes
in one’s life”
Discussion on plastic
surgery
Discussion on the concept
of “change”
Discussion on plastic
surgery
Presentation on Social
Media Tools
Debate on Smart Drugs
Debate on Fake Identities
in the Social Media
“Resistance to Change”
Speaking Task 2:
Speaking Task 2:
Speaking Task 2:
Identifying Points of
Reference
Strengthening the use
of dictionaries
Unit 1
Unit 2
Page 1
Page 11
Page 59

5. READING WRITING LISTENING LANGUAGESPEAKING
Unit 4
READING WRITING LISTENING LANGUAGESPEAKING
Unit 3
Reading Text 1:
Reading Text 1:
1. Transitions
2. Prefixes and Suffixes
3. Roots
4. Commonly Made Mistakes to be Avoided
5. A Brief Guide to Punctuation
6. Grammar
“The Future of Reading
in Online Revolution”
“Kids Today”
Essay writing
Reading Text 2:
Reading Text 2:
“The Eyes Have It:
Guess Who Controls
the Future of TV”
“Boomerang Kids Rely on
their Parents: Is it a
Positive Trend?”
The Reaction Paragraph
Expository Paragraph
Writing
“Radio Poll on Reading
Devices and Books”
“Generations Moving
Through Time”
“Technology, Changing TV
Habits, and Content”
“Changing Families”
CHANGING HABITS
CHANGING GENERATIONS
APPENDICES
Expressing an opinion
Practicing debate language
Giving presentations
Expressing an opinion
Giving presentations
Writing the essay:
- Characteristics of formal
and informal writing
- Writing the introduction
paragraph
- Writing the body of
an essay
Writing the conclusion
paragraph
Pre-writing stages:
- Writing the thesis
statement
- Outlining
Listening for specific
information
Listening for specific
information
Listening for the main
idea
Listening for the main
idea
Listening for implied
ideas
Listening for implied
ideas
Dealing with long
sentences
Dealing with long
sentences
Collocations
Collocations
Listening Task 1:
Listening Task 1:
Listening Task 2:
Listening Task 2:
Speaking Task 1:
Speaking Task 1:
Role-play on Traditional
Books vs. Electronic
Books/Devices
Role-play on Generational
Differences
Presentation on
Game-changing Trends
in Different Disciplines
Role-play on the Concept
of Delaying Adulthood
Presentation Reporting
the Results of a Mini
Survey
Speaking Task 2:
Speaking Task 2:
Speaking Task 3:
Understanding figurative
speech
Identifying the writer’s
technique
Distinguishing between
a fact and an opinion
Reading between the lines
Marking inferences
Interpreting graphs
Page 97
Page 167
Page 201
Unity
Coherence
Writing the title
Revising and editing the
essay
Writing the final draft

6. Views on "Change"
Introductory Unit

7. Changing the Self
This book is on the theme: "change".
The starting point of change is the individual.
Therefore, in Unit 1, you will study the concept of "changing the self".
11
Unit 1

8. In this unit, you will study the following skills:
READING
- Previewing
- Skimming
- Scanning
- Identifying points of reference
WRITING
- Writing an organized paragraph:
Identifying explicit / implicit main ideas
Separating major details from minor details
Outlining
Identifying patterns of organization
Identifying supporting techniques
Writing a concluding sentence
Maintaining coherence
Maintaining unity
- Using the target vocabulary learnt so far in writing
LISTENING
- Listening for specific information
- Listening for the main idea
SPEAKING
- Expressing an opinion
- Asking for clarification
- Asking questions
- Debating
- Making oral syntheses
LANGUAGE
- Identifying word combinations
- Dealing with long sentences
CRITICAL THINKING
- Making connections between ideas
- Reacting to an idea
- Reflecting on an idea
- Evaluating different viewpoints
- Making predictions
Unit 1
12

9. Changing Communications
In Unit 1, you studied the concepts of “changing the self” and adoption of new identities.
contribute to changing identities.
59
In this unit, you will see how the new online communication technologies
Unit 2

10. 60
In this unit, you will study the following skills:
READING
- Skimming
- Scanning
- Identifying points of reference
- Guessing unknown vocabulary by:
Identifying cognates
Using contextual clues
Transferring world knowledge
Identifying parts of a word
- Strengthening the use of dictionaries
Monolingual dictionaries
Bilingual dictionaries
Thesaurus
Dictionary of collocations
WRITING
- Writing a reaction paragraph
- Using the target vocabulary learnt so far in writing
LISTENING
- Listening for the main idea
- Listening for implied ideas
SPEAKING
- Giving a mini presentation
- Participating in discussions
LANGUAGE
- Identifying word combinations
- Dealing with long sentences
CRITICAL THINKING
- Making connections between ideas
- Reacting to an idea
- Reflecting on an idea
- Evaluating different viewpoints
- Making predictions
Unit 2

11. Changing Habits
In Unit 2, you studied how people use online technologies
to communicate. In this unit, you will study how
technology changes our habits.
97
Unit 3

12. 98
In this unit, you will study the following skills:
READING
WRITING
- Previewing
- Scanning
- Identifying main ideas
- Guessing unknown vocabulary
- Identifying points of reference
- Understanding figurative speech
- Making inferences
- Distinguishing between a fact and an opinion
- Reading between the lines
- Interpretting graphs
- Essay writing
- Writing a reaction paragraph
- Using the target vocabulary learnt so far in writing
- Listening for main ideas
- Listening for specific information
- Listening for implied ideas
- Giving a mini presentation
- Participating in a discussion
- Identifying word combinations
- Dealing with long sentences
- Making connections between ideas
- Reacting to an idea
- Reflecting on an idea
- Evaluating different viewpoints
- Making predictions
Pre-writing Stages:
Writing the essay:
Revising and editing the essay
Writing the final draft
- Writing the thesis statement
- Outlining
- Characteristics of formal and informal writing
- Writing the introduction paragraph
Identifying the introductory strategies
- Writing the body of an essay
How to develop an idea
- Writing the conclusion paragraph
Unity
Coherence
- Writing the title
LISTENING
SPEAKING
LANGUAGE:
CRITICAL THINKING:
Unit 3

13. Changing Generations
In Unit 3, you studied how people’s habits have evolved in time.
This evolution eventually results in a change in people,
and this unit focuses on changing generations.
167
Unit 4

14. 168
In this unit, you will study the following skills:
READING
WRITING
- Previewing
- Identifying main ideas
- Guessing unknown vocabulary
- Identifying points of reference
- Making inferences
- Identifying figures of speech
- Identifying introduction techniques
- Identifying conclusion techniques
- Identifying supporting techniques
- Identifying the writer’s technique
- Writing an expository paragraph
- Using the target vocabulary learnt so far in writing
- Listening for implied ideas
- Listening for specific information
- Listening for the main idea
- Giving reasons
- Giving a mini-presentation
- Identifying word combinations
- Dealing with long sentences
- Making connections between ideas
- Reacting to an idea
- Reflecting on an idea
- Evaluating different viewpoints
- Making predictions
Identifying purpose
Identifying audience
Identifying different points of view
Identifying tone
Identifying style / register
LISTENING
SPEAKING
LANGUAGE:
CRITICAL THINKING:
Unit 4