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