Chapter 4

Procedure

Aim
To enable learners to understand sequenced information or directions so that they can successfully
perform oral or written activities safely, efficiently and appropriately.

Objectives
By the end of this unit:
The learners will discuss:
the purpose of the purpose of a procedural text
different uses of written procedural text e.g. directions, itineraries, recipes, rules of
games, manuals, agendas, safety procedures, and a how-to guide
the shorts of imperative and Material processes to instruct someone to do or to
make something
The learners will:
build vocabulary for performing or making something in order
learn to spell the words they collect
The learners will build knowledge of:
the generic structure of procedural text
strategies for categorizing and organizing information
the language features used to convey procedural text
The learners will build handwriting and presentation skills.
The learners will understand the writing process i.e. preparing to write, drafting,
conferencing, editing, proof-reading, and publishing.
The learners will organize their writing materials and equipment effectively.

The teacher will:

Provide reference material for context building and text-modeling e.g. library visit, Internet,
encyclopedias, model texts.

Point of Material

Procedural texts

Generic structure

Goal Materials/ Steps

Ingredients

1
 Directions Itineraries
Agendas

Types of Procedure

Manuals/ Recipes
Instructions Rules of Games

Summary

1. Definition
Procedural text is simply any text that provides instructions in a simple, step-by-step format.
Procedure Text is a piece of text that tells the reader or listener how to do or make something.

2. Social Function
To describe how something is accomplished through a sequence of actions or steps.

3. Structure of the text

1. An introductory statement giving the aim or goal – What is to be done or made by following
this text?
 This will often be summarized in the title. For instructions, this will usually be in the How
to form.
 This may be an introductory paragraph
2. The Resources – What will I need?
 This section lists all the items and equipment needed to complete the procedure
successfully. In instruction writing, this section may also be
titled Materials, Ingredients, Components, Items needed, etc.
 This may be a paragraph
 This step may be left out in some procedures.
3. A sequence of steps in the correct order – How will it be done? (i.e. Goal followed by a series
of steps oriented to achieving the Goal)
This is where the real meat of the writing lies. Students list the process’s steps in a logical
progression that leads the writer from ignorance to competence. This section is often
called The Method or Directions.
 Numbers can be used to show first, second, third, and so on.
 The order is usually important.
 Words such as now, next, and after this can be used.
 The steps usually begin with a command such as add, stir, or push.
4. The conclusion – Has the procedure been completed?
In this section, the reader is usually offered some advice on how to evaluate whether or not
they’ve completed the task correctly. Sometimes this will take the form of a diagram or
illustration which displays what the final result should look like.

2
 5. Language Features
1. Focus on generalized human agents.
Second-person language ("next you mix in...") - this reinforces the fact that the reader is
expected to carry out the instructions;
2. Use of timeless present tense, often Imperative
Present tense - as the reader is likely to attempt the steps while they read, or very soon after;
Imperative commands such as "mix the ingredients" or "do this" - these are verbs that
specifically tell the reader to do an action at that moment;
3. Use mainly of temporal conjunctions (or numbering to indicate sequence)
Time connectives to signpost instructions, such as "first", "next", and "then";
Numbered instructions – this will help the reader to know the order they must follow, and will
also help them keep their place if they're carrying out the instructions as they read;
 As the sentence introducers (sequencers) especially in spoken text:
First … Firstly …
Second … Secondly …
Then … Thirdly …
After that … Afterwards …
Finally … Lastly …
e.g. Firstly, prepare some water!

 As time introducers, especially in written text

… before …
After …
When …
While …
… until …
During …
e.g. While you are boiling the water, grind the chilies, onions and salt
4. Use mainly of Material Processes/ action verbs
An action verb is a word that describes an action.
Example:
Combine flour and baking powder.
Beat eggs, sugar, and vanilla extract in a mixing bowl until light-colored.
Stir in the flour and baking powder mixture
5. Vocabulary-Use technical and specialized terms in a procedural text.
Don’t dumb things down.

Elements of English Learning

A. Listening – Speaking Element

(source:[Link]

Ice Breaking
3
Activity 1
Watch and listen to the video. Then answer the following questions.
1. What does the video tell us?
2. What does the writer intend to write the text?
3. Which of is not the main ingredients we need to make spaghetti sauce?
4. Which of the followings is not the optional material needed in making spaghetti sauce?
5. How many steps are there to make spaghetti sauce?

Let’s Listen
Activity 2
Listen to the dialogue and decide whether the following statements are T (True) or F (False).
1. Jennifer has a lot of free time. T/ F
2. Chris knows a lot about castles in Scotland. T/ F
3. They have all the ingredients they need. T/ F
4. The chicken is already cooked. T/ F
5. Chris understands everything Jennifer says. T/ F
6. Jennifer uses large pieces of chicken for the recipe. T/ F
7. There are some carrots in this recipe. T/ F
8. It all takes less than an hour to prepare. T/ F

Activity 3
Listen and complete the following dialogue.
Jennifer : Yeah, that's a fair deal. Now, have you bought all the [[1]] … you need?
Chris : Chicken, pastry, [[2]] …, onions and carrots.
Jennifer : Is the chicken [[3]] … already?
Jennifer : Right, first put [[4]] … in a saucepan and melt it. Then add some flour.
Jennifer : [[5]] … it all together over the heat.
Jennifer : Add a [[6]] … and pepper and about two cups of chicken broth.
Jennifer : Add the chicken next. [[7]] … it into small pieces...
Jennifer : You can slice the mushrooms and chop the onions into very [[8]] ….
Jennifer : Let it all [[9]] … for about five minutes.
Jennifer : ...put it in the oven and [[10]] … it for about 40 minutes.

TEST INSTRUMENT OF THE FIRST MEETING

Let’s check your competence
Formative assessment-1
Listen to the following text and answer the questions that follow.
Open the Moodle and do the assessment

Let’s speak
TEST INSTRUMENT OF THE SECOND MEETING
Let’s check your competence
Formative assessment-2
Write down a procedure text about how to do or how to make something. Your procedure text must be
original, have at least 10 steps. There are some gambits to perform your procedure, such as greetings,
offering, getting someone’s attention, thankfulness, and leave-taking. Make a group of three or four.
The steps:
1. Look for the source and interview him/ her (asking about his/ her name, his/ her occupation, his/ her
tips to be success, and steps to carry out the procedure)
2. Write the narration
3. Write the procedural text which consists of goal, materials/ ingredients, steps.
4. Present the procedure in front of the classrooms.
Rubric on Speaking
(attached on the other sheet)
B. Reading –Viewing Element
4
 (source: [Link] [Link]

Let’s discuss

Aim How to Make Jelly

/
Goa
l
List Materials: WORDS
of You will need one packet of SHOWING
mat jelly crystals, a 500 ml ORDER
erial jug, 250 ml of boiling
s water, 200 ml of cold
water, and a bowl.
Seq Steps:
uen First, empty the contents
VERBS
ce of a packet of jelly crystals
AS
of into the jug. Second, add COMMAN
step boiling water. Then, stir D
s well until crystals dissolve.
Next, add the cold water
and stir. After that, Pour
mixture into a bowl. Last,
refrigerate until firm.

Let’s read
Activity 4
Read the following text and complete the table.
How to win the debate
1. Speak in a clear voice. You will need to
assess the environment in which the
debate is held before you can know which
speaking volume will be most effective. If

5
 there is a mic you are expected to use, you should check its volume before
beginning your speech. Smaller rooms can benefit from a warm, conversational
tone, while large presentation halls may require a louder than normal speaking
voice.
2. Adopt a suitable appearance. You will also be judged on how you integrate
your body language with your speech. Identify emotional shifts in your speech
and match these with the appropriate posture and gestures.
3. Take notes during the oppositions time. For you to properly refute inaccurate
information, rebut a point, or address a counterargument, you will need to
address specific points in your opposition's case. Check the other team's
statistics against your own and jot down any information that seems false,
incomplete, or misportrayed.

4. Show your negative points in a positive light. Framing can drastically change
the way information is interpreted by an audience, and if you have the last
word, framing can be an effective tool to change a negative opinion to a positive
one. You may want to re-frame the obvious counterexamples that the
opposition is likely to use, so that you have a strong refutation partially
prepared.
5. Argue your proposition with conviction. For your proposition to be accepted,
you will need to convince the jury that your plan (motion) is the way to go. This
will require you to defend it against the opposition while making points in favor
of your proposition.
6. Meet the opposition requirements. Classically, debate has objectives that are
considered strong proof of a superior argument. Though these can take many
different forms, there are three customary ways to win a debate as the
opposition:
 Prove that the problem solved by the motion does not exist.
 Prove that the motion proposed does not solve the problem.
 Prove that the motion is not the appropriate way to solve the problem
and/or that the plan proposed brings more negative consequences than
benefits.
7. Bring a new point to attention. This is especially useful if you are the third
speaker, as it can shift attention away from other, more important points you
have raised. This can also return attention to the main thrust of your argument.
However, you should not make any new arguments at this point, as this is
oftentimes judged negatively. Though you are still allowed to attack or defend
any argument from a new perspective.
8. Rebut the opposition. Identify and take note of the key arguments of the other
team. Unraveling these will earn you points in refutation and put the other
team on the defensive. You will need to refute the arguments of the other side
while rebuilding any of your own points.
(source: [Link]

Tick () the traits of a great debater

Tick
No. Traits
()
He speaks in a tone that is friendly, honest and free from anger or
1.
frustration.
He understands the audience he is speaking to and tailors his words to
2.
fit and challenge the juries and the audience.
3. He does not communicate enough with his team.
He compiles an outline of supporting arguments, potential rebuttals
4.
and closing remarks designed to persuade the judges and the audience.

6
 He tries and convinces the opponents he’s arguing with to change their
5. mind on the spot, and he tries to ‘win’ the argument by ‘crushing’ his
opponents.
He resists from attacking opponents but instead uses charismatic
6.
gestures and phrases to gain the trust of the juries and the audience.
He often interrupts other debaters and attacks them rather than an
7.
idea.
He uses facial expressions that are direct such as eye-contact and hand
8.
gestures.
He never tries to manipulate and defend positions or actions that he
9.
knows are not correct or true.
He does not only study material in support of his own case, but he also
10.
thoroughly analyzes the expected argument of his opponent.
Activity 5
Observe the text and answer the questions that follow.

(source: [Link]

1. What is the text about?

2. What is the type of product is it?
3. How many batteries are needed to operate the remote control? Explain it!
4. What will happen if you set the batteries in the wrong position?
5. How to increase the sensitivity of the remote control?
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6. How to control the toy car with remote control?
7. How to stop the speed of the toy car?
8. What should you do to drive the toy car easily?
9. What should you do if the vehicle runs irregularly?
10. What should you do if the vehicle does not run?

Activity 6
7 Drone Safety Rules You Need to Know
When it comes to learning how to fly a drone, there are
many rules and regulations, especially if you are flying in
different countries. However, the FAA released a list of
drone safely rules that should be followed by any drone
pilot, whether they’re flying recreationally or commercially.
Unless you have written permission and/or permits to do so
(except for the last rule), they go as follows:
1. Do not fly above 400 feet.
It’s very easy to do this, especially if you’re flying outside of restricted areas.
Flying above 400 feet, especially on a commercial job, is just not safe. Depending
on where you’re filming, this can also put aircraft or wildlife in danger. Regardless
of how great the shots could look, stick below 400 feet.
2. Never allow your drone to fly outside of visual sight-lines.
This goes hand-in-hand with the first rule. Typically, if you are flying above 400
feet, you can’t spot your drone. This goes for distance as well, or any weather
that limits vision.
3. Do not fly over groups of people or stadiums
A big issue with drones are how they threaten privacy. It’s important to not fly
over groups of people, large crowded spaces or events. It’s also important to not
fly over stadiums, which can cause security and safety concerns for spectators.
4. Never fly within five miles of an airport
This is one of the most important rules on this list. Flying drones within five miles
of an airport is strictly prohibited. Even a small drone can cause major damage to
an aircraft, which can put its passengers and crew at risk.
5. Never fly near emergency response sites
Flying drones near an emergency response site like an evacuation or natural
disaster is another major restriction. No footage is worth getting in the way of
first responders doing their job.
6. Do not fly near other aircraft
This is an obvious rule, and should always be followed. Even if you don’t see the
aircraft, if you hear it, bring your drone down. It’s always better to be safe than
sorry.
7. Never fly under the influence
Finally, never fly under the influence. This might seem like a no-brainer, but there
are people that do disobey this rule. Regardless of how you feel, if you’ve
participated in any drinking or other activities, refrain from flying your drone.
(source: [Link]

Complete the following sentences based on the text above.

8
 1. It’s hazardous to fly drone above 400 feet as….
2. You can’t control and see your drone if….
3. When you fly drone over groups of people…
4. It’s dangerous to fly drone around airport since….
5. Emergency response sites must be clear from drone….

TEST INSTRUMENT OF THE THIRD MEETING

Let’s check your competence
Open the Moodle and answer the questions correctly

Rubric on Reading
(attached on the other sheet)

C. Writing – Presenting Element

Let’s write and present

(source: [Link]

Activity 7
Let’s write and present your work
Choose one of the following pictures and write down the procedure.

1. How to connect set box to TV?

(source: [Link]

2. How to upload video to YouTube?

9
 (source: [Link]

3. How to prevent juvenile delinquency?

(source: [Link]

4. How to use AI (Artificial Intelligence) application in your lives?

(source: [Link]

5. How to set table?

10
 (source: [Link]

1) Rubric on Writing
(enclosed on the other sheet)

2) Peer Assessment
(attached on the other sheet)

D. Alternative Project
Individual/group Project
Activity 8
Choose one of the following aims. Write the materials and the directions to do or act them in
sequence. Give your procedural pictures. Discuss it in group of three or four.
1. How to solve conflicts among the members of
your family?
2. How to prepare exam well and effectively?
3. How to patch the flat tire?
4. How to adapt to the different teachers to be a
smart student?
5. How to tidy your room to be cozy one? (source:
[Link] )

Summative Assessment

a. Multiple Choice
TEST INSTRUMENT OF THE FOURTH MEETING
Let’s check your competence
Open the Moodle and answer the questions correctly
Choose the right answer by crossing A, B, C, D, or E.

b. Matching/True-False
Matching
Activity 9
Match the pictures with the right instructions.
How to prepare the lancing device?
No. Pictures Instructions
1. Turn the black part of the endcap dial to set the puncture
depth. It’s best to start with level 1 or 2. You can set it to a
higher level if you do not get a big enough blood drop.
2.
Twist the white band to the left to lock the endcap on.

3. Twist the white band on your lancing device to the right to

unlock the endcap.

11
 4.
Pull the endcap straight off.

5. Hold the lancet by round tab. Firmly push it into the

center of your lancing device until it cannot go in any
more.
6.
Put the endcap back on your lancing device in the
unlocked position.

7. Carefully twist the round tab 3 times. Be careful not to

bend it. Pull the tab off and set it aside to use later. You
should see a small needle where tab was.
(source: [Link]
meter)

True-False
Tips for building a trustworthy online shop
2. Use a professional shop design
The design of your shop is the first thing visitors notice. It not
only includes the look and feel of the shop, but also
its usability. Start by choosing a layout that is visually
appealing and professional-looking.
3. Offer perfect product pages
In addition to your homepage, your product pages are critical to building customers’
trust.
There are a few must-haves that every product page should include:
 Detailed product descriptions, divided into sections to make them easy to read
 A wide range of product photos taken from different angles and distances
 Information about product availability (is the item in stock?)
 Information about shipping costs, including your returns policy
 Recent product reviews
4. Be transparent and accessible.
If you want your customers to see your business as honest and serious, make sure you
communicate your brand, values and purpose to them. Many visitors will click over to
your ‘About us’ page to learn the personal story behind your products.
5. Showcase customer satisfaction
Another key factor for making your online shop trustworthy is ‘social proof’. This involves
publishing product ratings and reviews written by existing customers. Their opinions give
potential customers a clearer view of whether they can trust your shop.
6. Guarantee data security
If you want to see how serious an online shop is, look at how they handle (and
communicate about) data security.
You should also abide by the principle of data minimization. That means you only collect
the information you need to process and ship the customer’s order. It’s often smart to
allow customers to place an order using a guest account instead of requiring them to
create a user account.
7. Ensure payment security
Payment security is absolutely essential for building trust with your customers. That’s
why you must offer secure payment methods and comply with the highest payment
security standards.
8. Offer customers-friendly payment methods
The payment methods you offer in your shop have a major influence on consumer trust.

12
 It’s essential that you offer your customers a selection of payment methods.
Increasingly, online consumers also expect the option to ‘buy now, pay later’.
9. Make transactions simple and transparent
Make sure that your ordering process is easy to navigate. The last thing you want to do is
surprise the customer with unexpected information during checkout—especially related
to the price. When a customer is confronted with a higher price than they expected, they
may doubt the legitimacy of your shop. The same applies if you are not transparent
about your shipping prices before the customer starts the checkout process.
(Adapted: [Link]

Activity 10
Tick () if the statements are TRUE, and cross () if the statements are FALSE
No. Statements T F
1. The shop appearance must be interesting to attract the shoppers.
The shop owner must present the product features in his/ her
2.
homepage.
The shop owner neglects the importance of information about his/
3.
her products.
The products offered must be fabricated by the well-known
4.
manufactures.
Product ratings and reviews from the customers make them trust with
5.
the product offered.
6. The shop owner may expose the customers’ data security.
Customers have to obtain secure payment method to pay the
7.
products they purchased.
The shop owner must compel the customers to order the products by
8.
using their own account.
The flexibility to select the payment methods affects the customers
9.
trust with the shop.
The transparence of price during the checkout guarantees the
10.
customers to purchase and pay the product.

c. Jumbled Sentences
Activity 11
Look at the pictures and rearrange the following tips into the right order.
Get started with these seven tips for boosting your heart health:

Figure 1 Figure 2 Figure 3

Figure 4

Figure 5 Figure 6 Figure 7

13
 Manage stress.
Get good quality sleep.
Maintain the healthy weight.
Do regular exercise at least 30 to 60 minutes of three times a week.
Get regular health screenings.
Stop smoking or using smokeless tobacco.
Eat a heart-healthy diet.

d. Cloze Test (Cloze Procedure)

Activity 12
Read the following text and complete it with the right words from the table.
strenuous calories loss steady content
unprocessed nutrient drink beneficial plenty of

The following tips may help people stay on track and maximize the benefits of
intermittent fasting:
Staying hydrated. (1) … lots of water and calorie-free drinks, such as herbal
teas, throughout the day. This can help ensure you get enough electrolytes,
sodium, and potassium chloride.
Avoiding thinking about food. Plan (2) … distractions on fasting days to avoid
thinking about food, such as catching up on paperwork or going to see a movie.
Resting and relaxing. Avoid (3) … activities on fasting days, although light
exercise such as yoga may be (4) ….
Making every calorie count. If the chosen plan allows some calories during
fasting periods, select (5) …-dense foods that are rich in protein, fiber, and
healthful fats. Examples include beans, lentils, eggs, fish, nuts, avocado, and (6)
… meats.
Eating high-volume foods. Select filling yet low calorie foods, which include
popcorn, raw vegetables, and fruits with high water (7) …, such as grapes and
melon.
Increasing the taste without the calories. Season meals generously with garlic,
herbs, spices, or vinegar. These foods are extremely low in (8) … yet are full of
flavor, which may help to reduce feelings of hunger.
Choosing nutrient-dense foods after the fasting period. Eating foods that are
high in fiber, vitamins, minerals, and other nutrients helps to keep blood sugar
levels (9) … and prevent nutrient deficiencies. A balanced diet will also
contribute to weight (10) … and overall health.
(source: [Link]

e. Essay/short essay.
Essay
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Activity 13
Read the text carefully and answer the following questions.

Balancing your professional and personal life can be challenging, but

it's essential.
1. Accept that there is no ‘perfect’ work-life balance.
Don’t strive for the perfect schedule; strive for a realistic one. Some days, you
might focus more on work, while other days you might have more time and
energy to pursue your hobbies or spend time with your loved ones. Balance is
achieved over time, not each day.
2. Find a job that you love.
Although work is an expected societal norm, your career shouldn’t be
restraining. If you hate what you do, you aren’t going to be happy, plain and
simple. You don’t need to love every aspect of your job, but it needs to be
exciting enough that you don’t dread getting out of bed every morning.
3. Prioritize your health.
Prioritizing your health first and foremost will make you a better employee and
person. You will miss less work, and when you are there, you will be happier
and more productive. Prioritizing your health doesn’t have to consist of radical
or extreme activities. It can be as simple as daily meditation or exercise.
4. Don’t be afraid to unplug.
Cutting ties with the outside world from time to time allows us to recover from
weekly stress and gives us space for other thoughts and ideas to emerge.
Unplugging can mean something simple like practicing transit meditation on
your daily commute, instead of checking work emails.
5. Take a vacation.
Sometimes, truly unplugging means taking vacation time and shutting work
completely off for a while. Whether your vacation consists of a one-day
staycation or a two-week trip to Bali, it’s important to take time off to physically
and mentally recharge.
6. Make time for yourself and your loved ones.
While your job is important, it shouldn’t be your entire life. You were an
individual before taking this position, and you should prioritize the activities or
hobbies that make you happy.
7. Set boundaries and work hours.
Set boundaries for yourself and your colleagues, to avoid burnout. When you
leave the office, avoid thinking about upcoming projects or answering company
emails. Consider having a separate computer or phone for work, so you can
shut it off when you clock out. If that isn’t possible, use separate browsers,
emails or filters for your work and personal platforms.
8. Set goals and priorities (and stick to them).
Set achievable goals by implementing time-management strategies, analyzing
your to-do list, and cutting out tasks that have little to no value.
(source: [Link]

1. What is mainly told in the passage?

2. Tick () if the statements are TRUE and cross () if the statements are FALSE based on the text.
Tick Cross
No. Statements
() ()
Attempting to be always perfect will help a worker achieve
1.
his goals.
2. One must be able to divide his time for work and personal

15
 life in balanced way.
3. Enjoying job you do will make you excited and delighted.
4. The healthier your body is, the more productive you will be.
Doing extreme exercise improves the degree of the body
5.
health.
Withdrawing from outside world for a while provides us
6.
more time to think new thoughts and ideas.
Daily commute to work can enjoyable while checking work
7.
emails.
8. Vacation will restore physical and mental fitness.
Job will be part of our entire life, that’s why it is very
9.
important.
We must be able to separate time for working and socializing
10.
to avoid breakdown.

3. How can you enjoy your job?

4. What should you do to be a better employee and person?
5. How to escape from the weekly stress?

Short essay
Activity 14
Complete the following sentences based on the text.

(source: [Link]

1. It harmful to drive a car when you take this medicine because….

2. Mixing alcohol with this medicine can affect….
3. When a patient doesn’t really know how to take this medicine…
4. Pharmacist usually provides patients….

16
 5. The overdose of acetaminophen use is hazardous because….

f. Any possible assessment

Activity 15
Observe the diagram and tell how you manage a team.
Write your work on your paper sheet.

Aims

Selection Planning

Roles
Team leader Liaison

Support Evaluation

Action

Self-Reflection

1. Teacher’s reflection
(attached on the other sheet)

2. Student’s reflection
(enclosed on the other sheet)

Words to Memorize

Sequence – v. put in order; arrange in order

Itinerary – n. travel plan; a guide books for travellers
Imperative – n. verb form expressing a command; a mood that expresses an intention to influence the
listener’s behavior; verb inflections that express how the action or state is conceived by the speaker
Ignore – v. disregard something; give little or no attention to; know nothing about something; neglect
Thrive – v. flourish or grow vigorously
Resist – v. fight against; withstand the force of something
Urge – n. an instinctive motive; the psychological feature that arouses an organism to action toward a
desired goal
Fire – v. call forth (emotions, feelings, and responses); make or cause to be or to become
Tempt – v. provoke someone to do something through (often false or exaggerated) promises or
persuasion.
Troll – n. bit; lure
Harassing – v. annoying continually or chronically
17
Full-fledged – adj. having experience; having knowledge or skill from observation or participation
Bully – n. someone who intimidates people, usually those who are weaker or smaller; a cruel or brutal
fellow
Evidence – n. anything that can be used to prove something; knowledge acquired through study or
experience or instruction.
Trust – v. the trait of believing in the honesty and reliability of others
Risk – n. an action that holds a chance of danger or failure; a source of danger; a possibility of incurring
loss or misfortune
Boredom – n. the feeling of being displeased and discontent
Appreciate – v. recognize with gratitude; be grateful for
Console – n. a scientific instrument consisting of displays and an input device that an operator can use to
monitor and control a system (especially a computer system)
Assess – v. evaluate or estimate the nature, quality, ability, extent, or significance of
Integrate – v. make into a whole or make part of a whole
Shift – n. the action of changing something, the act of changing one thing or position for another
Appropriate – adj. suitable for a particular person, place, condition, etc.
Rebut – v. argue against something; overthrow by argument, evidence, or proof
Light – n. a particular perspective or aspect of a situation; a way of regarding situations or topics etc.
Proposition – n. a proposed plan of action, a detailed suggestion; a proposal offered for acceptance or
rejection; something proposed (such as a plan or assumption)
Conviction – n. an unshakable belief in something without need for proof or evidence; any cognitive
content held as true
In favor of – prep. Supporting a person or an idea, proposal, etc. that you believe is right
Thrust – n. disapproval expressed by pointing out faults or shortcomings
Unravel – v. to free from complication or difficulty; make plain or clear; solve
Extend – v. to stretch out; draw out to the full length
Rod – n. a stick, wand, staff, or the like, of wood, metal, or other material; a long thin implement made
of metal or wood
Gear – n. equipment consisting of miscellaneous articles needed for a particular operation or sport etc.;
a mechanism or group of parts performing one function or serving one purpose in a complex machine
In accordance to – prep. in agreement with, accord, correspondence, consistent with
Still – adj. not in physical motion; remaining in place or at rest; motionless, stationary
Alignment – n. an adjustment to a line; arrangement in a straight line.
; the correct positioning of something.
Restricted – adj. private, and only certain people who are authorized can access or use those things;
limited to persons authorized to use information, documents, etc., so classified
Footage – n. a section of film or video that's been shot or recorded; film that has been shot
Refrain – v. resist doing something
Alert – adj. fully aware and attentive; wide-awake; keen
Prerequisite – adj. a required prior condition
Substitution – n. the act of putting one thing or person in the place of another
Violation – n. a breach, infringement, or transgression, as of a law, rule, promise, etc.
Twist – v. turn in a different direction
Trustworthy – n. something can be believed in — it's completely reliable.
Legitimacy – n. lawfulness by virtue of being authorized or in accordance with law
Distraction – n. drawing someone's attention away from something;
Strive – v. attempt by employing effort; endeavor, reach, or strain for something above or beyond
Pursue – v. to chase after someone or something; to follow in pursuit.
Restrain – v. to hold back, which is exactly what have to do if, after weeks of dieting, you found yourself
face to face with a dessert case filled with pies, cakes, and cookies.
Foremost – adj. holding the highest position or rank;
Liaison – n. a relationship, a link between people or groups who aids communication; a channel for
communication between groups

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