Academic Survival Skills 1

["Academic Survival Skills I 151 Writing 4. Introductory strategy used: __________________________________________________ It is possible to see Slumdog Millionaire at the local theater or hear Britney Spears\u2019 latest album Circus at the cafe down the street. It is probable to catch an episode of Lost while flipping the channels on TV. This is not unique to one country, but observable all around the world from Tokyo to Cairo. These are just a few examples of reflections of monoculturalism. \u201cMonoculturalism\u201d is cultural hegemony, which means the dominance of one culture over others. Today these terms commonly refer to American culture and its presence outside of America since American culture appears in many forms, such as movies, music, clothing, and television. Thus, other cultures are dominated by the American pop culture in many different ways. 5. Introductory strategy used: __________________________________________________ For many, life without mobiles phones is as unbearable as life without air. When we forget to take our mobile phones with us, we feel suffocated, unable to continue our routine. It is astonishing to see how fast mobile phone technologies have developed in just about 10 years. This new industry has affected the very fabric of life. In fact \u201cincreasing use of mobile phones has changed the way people communicate and created new social trends and tribes\u201d, as suggested by Analysts Future Laboratory in the first ethnographic survey of mobile phone focusing on behavioral study. With the advent of the new technology, a diverse range of personalities had the opportunity to express themselves creatively in different ways. Therefore, different types of mobile telephone users can be classified as social gatekeepers, piratopians and high street hedonists. 6. Introductory strategy used: __________________________________________________ Yesterday Billy Barnes came home at 3:30 and let himself into his house with the key he carries to school every morning. After fixing himself a snack of five cookies and a glass of Coke, Billy watched television (MTV) for two hours. When the doorbell rang, Billy didn\u2019t answer it. Instead, he peered out the window from behind the living room curtains and waited anxiously until the stranger on his front porch walked away. At 5:30 Billy remembered that he was supposed to call his mother when he got home from school, but when he telephoned her office, she was in a meeting and couldn\u2019t talk to him. Billy is seven years old; he represents a growing number of latchkey children, who spend time alone after school as both parents work. These children pay the price for their working parents through changing their eating habits and study habits. 7. Introductory strategy used: __________________________________________________ During adolescence individuals are most vulnerable and health behaviors play an important role in their future. An adolescent today is bombarded with many behaviors that can affect his future such as smoking, drug use, and sex. These behaviors can carry immediate and severe consequences but there are other health behaviors such as eating choices and physical activity that can carry risks as well. According to Lytle (2005), the number of adolescents suffering from cardiovascular disease, cancer and osteoporosis increased dramatically between 2003 and 2004. Furthermore, 65% of the adolescents currently staying in the Berlin State Hospital are sufferers of obesity and type 2 diabetes (p. 5). In order not to put themselves at risk for many different diseases later in life, adolescents can be cautious about their eating habits and physical activity.","Writing 152 Unit 3: Changing Habits TASK 7 The following introduction paragraph is not effective enough. Identify its problems and improve it. In today\u2019s world television is the global pastime. Since the invention of the television set, people have been spending more of their free time watching television. Many of the television addicts feel that this particular pastime is not a bad one. I am sure that if you look long and hard enough, you can probably find some programs that are educationally motivating. An average person watches 6 hours of TV each day. In this essay I will argue that watching television is a waste of time. Improved version: THE BODY In the body of the essay, the writer presents and develops his or her main points. Each of the body paragraphs explains, clarifies, or illustrates the thesis (main idea) logically. Each body paragraph focuses on one main point: either a previously made point that the writer wants to explore further or a new point that supports the thesis. Body paragraphs expand on the thesis statement and each in turn is clearly focused on a single issue with plenty of supporting details or evidence from concrete and relevant examples to support the main idea. How to develop an idea As you have studied in Unit 1, writers use a variety of supporting techniques to develop their ideas. These techniques are exemplification, explanation, data (facts, statistics, and the like), testimony and anecdotes. When writers do not do research and use any sources while writing, they mostly resort to exemplification and explanation to develop their ideas.","Academic Survival Skills I 153 Writing Cartoon taken from: Schulz, C. (1999). United Features Syndicate, Inc. Retrieved May 12, 2003, from http:\/\/www.snoopy.com a. Development by example An example represents some general group or some abstract concept or quality. We habitually use examples to bring our general and abstract statements down to earth so that our readers will take an interest in them and understand them. As this definition indicates, the chief purpose of examples is to make general specific and the abstract concrete. That is why exemplification is among the most common methods of writing. Examples appear frequently in essays developed by other methods. If the writers had not used examples, we might have only a vague sense of meaning or, worse, we might deduce wrong messages from our experiences. How many examples are necessary? That depends on the subject. Some ideas can be developed with a single extended example that fills in needed background and gives the reader a complete view of the subject from one angle. In contrast, other ideas require multiple examples. This enables readers to see how valid the argument of the writer is. \u2022\t Real Examples: Below is a paragraph offering the reader only hazy generalities. Here the writer fails to develop the main idea because he does not give enough examples. Poor version: Our locally supported TV channel presents a variety of excellent educational shows. First of all, there are useful children programs which inform and foster creativity in children. Some programs may help children learn the alphabet. Some programs encourage creativity in children. Secondly, the shows are informative on a lot of different subjects for adults as well. There are programs that address adults who are interested in collecting items, house repair or agenda for economics. The information they offer makes this local channel well worth the public funds that support it. Below is the revised version of the same paragraph. It explains its point clearly through the use of real examples:","Writing 154 Unit 3: Changing Habits Revised version: Our locally supported TV channel presents a variety of excellent educational shows. First of all, there are useful children programs which inform and foster creativity in children. For example, young children can learn their alphabet and numbers from Sesame Street; imaginative older children can be encouraged to create by watching Kid\u2019s Writes, a show on which four hosts read and act out stories written by youngsters. Secondly, the shows are informative on a lot of different subjects for adults as well. To illustrate, adults may enjoy learning about antiques and collectibles from a program called \u201cThe Collector\u201d; each week the show features an in-depth look at buying, selling, trading, and displaying collectible items. Another beneficial program for adults is \u201cThis Old House\u201d. This program is particularly useful for adults who want to be handy around the home as it gives information on repairs from plumbing to wiring. Those who are money-minded can also benefit from this local channel. For instance, they can profit from the tips dropped by stockbrokers who appear on \u201cWall Street Week\u201d. The information offered makes this local channel well worth the public funds that support it. TASK 8 Analyze the revised version of the paragraph and underline the real examples used by the writer. \u2022\t Hypothetical Examples: Below is another paragraph with hazy generalities. The writer again fails to develop the main idea because he does not give enough examples. Poor version: First, TV channels may serve the purpose of an informed society by showing short, 1 minute broadcasts in between the TV shows. To begin with, TV channels may broadcast warnings which may awaken the public in some certain topics. Another type of short broadcasts could be those that are educational. The last type of 1 minute broadcasts could be the ones that promote certain campaigns or projects. Therefore, when little amounts of money and short amount of time are allocated, TV could be used as one of the most important information sources for the wellbeing of societies. Sometimes, the writers may choose to use hypothetical examples to explain or support the ideas. Below is the revised version of this paragraph developed by hypothetical examples. Revised version: First, TV channels may serve the purpose of an informed society by showing short, 1 minute broadcasts in between the TV shows. To begin with, TV channels may broadcast warnings which may awaken the public in some certain topics. For example, warnings about smoking, drug use may be helpful to inform teenagers about the dangers of these addictions. Or, public can be warned about important social or environmental threats like overpopulation or deforestation. Another type of short broadcasts could be those that are educational. For example, before a popular TV program starts, public may be exposed to common knowledge. Public might be provided with answers to such striking questions like \u201cDo you know the biggest lake on Earth?\u201d or \u201cWhich animal is the most dangerous animal in the world\u201d. Or, tips for healthy life could be given in minutes which would be very educational for people. The last type of 1 minute broadcasts could be the ones that promote certain campaigns or projects. Recycling projects developed by environmentalists or by the government, for example, can be explained and people could be encouraged to take action against unnecessary wastes. Therefore, when little amounts of money and short amount of time are allocated, TV could be used as one of the most important information sources for the wellbeing of societies.","Academic Survival Skills I 155 Writing TASK 9 Analyze the revised version of the paragraph and underline the hypothetical examples used by the writer. While using examples to develop your essay, double check the examples in your rough draft by asking these questions: 1.\t Are all my examples relevant? Each specific example should support, clarify, or explain the general statement it illustrates; each example should provide readers with additional insight into the subject under discussion. 2.\t Are my examples well-chosen? You should select the examples that are the strongest and most relevant. In other words, when you have a number of examples to choose from, evaluate them and then select the best ones to support your point. 3.\t Are there enough examples to make each point clear? How many examples does your argument need? A list of specific examples? Or just two extended examples? Note that it is better to risk overexplaining than to leave your reader confused or unconvinced. b. \t Development by explanation As one of the basic development techniques, explanation helps writers to discuss the topic in more detail more clearly. However, writers may sometimes have difficulties in how to further explain an idea. A possible way to prevent writer\u2019s block might be to prepare a very detailed outline before starting to write. Sometimes, nevertheless, writers need to elaborate more on the topic despite having written an outline. In such a case, it may be helpful to ask some of the following questions: What does it mean? How? Why? When? In what way? In which cases? Could the discussion be compared to something similar? These questions may guide the writer to see the topic from different angles. Writers may further clarify their explanations by using examples. TASK 10 The paragraph below is supported with explanations. Read the paragraph below and underline the explanations that develop the major supports. \u2026 Secondly, the habit of reading novels in their original language is beneficial as readers have the opportunity to read the original copies of the novels which are free from the possible problems caused by translation. First of all, when readers read in the original language, they do not have the risk of misunderstanding the plot caused by wrong translation. Although most novels, especially best sellers, are translated by translators who are experts in their field, there may still be cases when the idea might be misinterpreted by the translator. This happens especially when the translator does not examine the novel in detail in terms of tone and point of view. That is, a direct translation might not always have the same meaning since the sentences should be interpreted according to the overall tone and point of view of the novel. Thus, sometimes translators might be mistaken in their interpretation even though they might be perfectly competent in the original language, which, in return, prevents the reader from understanding the novel correctly. Secondly, when people read novels in the original language, cultural terms or idioms are directly passed through the text to the reader. There are cases when specific cultural items do not have an equivalent in the language it is translated into. For example, \u201cbagel\u201d in American culture and \u201csimit\u201d in Turkish culture are similar but what Turkish people associate with simit is different from what Americans associate with bagel. Thus, these two terms, when used as translations of each other, may mislead the reader\u2026","156 Unit 3: Changing Habits Important When opening the discussion with explanations or examples, writers get into specific details and Reminder may lose focus. Therefore, try to stay focused by linking the supports you used to the overall main idea of the paragraph. In the paragraph above, for example, the parts \u201cwhich, in return, prevents the reader from understanding the novel correctly\u201d and \u201cthus, these two terms, when used as translations of each other, may mislead the reader\u201d link the details to the overall main idea, which is \u201creaders might be misled due to translation problems\u201d. \u201cMy most important UNITY AND COHERENCE piece of advice to all you would-be To ensure a well-written essay, you need to pay attention to unity and coherence: writers: When you write, try to leave How to maintain unity in an essay out all the parts All of the sentences clearly relate to the main idea of the paragraph, and thus the thesis statement. readers skip. Writers can achieve this by producing a well-organized and detailed outline. In general, think of essay unity in terms of the diagram below. Elmore Leonard Writing The sentences in the paragraph support the paragraph\u2019s topic sentence; the paragraph, in turn, supports the thesis statement. TASK 11 Analyze the outline below and spot the problems of unity. Thesis Statement: Nowadays, many people prefer shopping malls to stores scattered around the street because of mainly three reasons. Body 1: Includes stores A.\t Big number of stores 1.\t Armada 2.\t Ankamall B.\t Variety of stores 1.\t Department stores 2.\t Stores selling a single type of products 3.\t Supermarkets","Academic Survival Skills I 157 Writing Body 2: Provides entertainment facilities A.\t Entertainment facilities for children 1.\t Arcade games 2.\t Stores selling childcare products B.\t Entertainment facilities for adults 1.\t Cinema 2.\t Bowling Body 3: Creates a consumer culture A.\t Financial burden on families 1.\t Unnecessary purchases 2.\t Expensive clothing B.\t Psychological dissatisfaction among teenagers 1.\t Peer pressure 2.\t Attractive shop windows How to maintain coherence in an essay In Unit 1, you were introduced to the ways to maintain coherence in paragraphs. No matter how coherent a paragraph stands alone, it is always just one small part of a larger whole - the essay itself. In order to do its part in the whole operation, a paragraph must connect smoothly with the parts around it. As the beginning of a paragraph signifies a shift to another phase of your subject, you should make your train of thought clear to the reader by showing the relationship between this new phase and the phase discussed in the preceding paragraph. There are several devices for creating this connection between paragraphs. These devices help to keep the thought flowing smoothly from paragraph to paragraph in the same way that linking words and transitions keep the thought flowing from sentence to sentence. Some frequently used connective devices are: \u2022\t Paragraph Hooks To hook paragraphs together solidly, writers sometimes repeat in the first sentence of a paragraph a key word used in the preceding paragraph. Using key words helps the reader understand the link between paragraphs. For example: In addition to alcohol addiction, TV series also encourage the formation of street gangs. The other technique that writers use to make a connection between paragraphs is to use a direct reference. This can be achieved by summarizing the main idea of the preceding paragraph in a short phrase in the first sentence. For example: TV series not only lead to alcohol addiction by depicting alcohol as a part of normal life, but also encourage the formation of street gangs by showing such communities as powerful and legitimate.","158 Unit 3: Changing Habits \u2022\t Linking devices Most of the connectives listed for use in linking sentences may also serve as transitional expressions between paragraphs. The following connectives are commonly used in this way: In addition, On the other hand, First \/ Second\/ Third, Besides, Similarly, Next, Moreover, Therefore, Finally Likewise, In fact, Clearly, then Furthermore, Indeed, Another X is\u2026.\/One other X is\u2026 \/ The other X is\u2026 TASK 12 Analyze the essay \u201cDo It!\u201d and discuss how coherence is maintained within and between paragraphs. Underline the expressions that help maintain coherence. Writing Do It! Some do it to music, some while watching television; others do it in the privacy of their own homes, others in gyms. For some, they do it in the morning, others at night. No matter where or when, many people all over the world do it, and that is exercise. However, unfortunately, in the rush of modern life, some fail to make room in their lives for exercising. Yet, this healthy habit offers such great benefits that regular aerobic exercise needs to be integrated to one\u2019s daily routine. The most significant effects of regular aerobic exercises are on cardiovascular and pulmonary functions, skeletal fitness and emotional fitness. Probably the most well-known effect of aerobic exercise can be achieved in a relatively short period of time, and that is improved cardiovascular and pulmonary functions. When a person exercises long and hard enough, the heart pumps faster and blood is circulated well throughout the body. Since the heart is a muscle, exercise serves to strengthen it. As the heart becomes stronger, a person\u2019s stamina improves, as well as her energy level. The same is true for the lungs. It does not take long to reap these benefits. A person can get such results within a few weeks just by walking briskly for 30 minutes three or four times a week. Another physical benefit of regular aerobic exercise is skeletal fitness. It takes longer to achieve, but it is well worth the effect, particularly for women. Exercise can help prevent the crippling bone degeneration called osteoporosis. Osteoporosis is a gradual process of loss of bone mass that occurs naturally as people age, but it can be halted by regular aerobic exercise. Exercise actually helps increase bone mass and is said to be the best preventive measure to take to avoid osteoporosis. Just as regular exercise can help people achieve cardiovascular and skeletal fitness, it can also help people improve their emotional fitness. As for the advantages, exercise reduces stress. It does this in different ways. By improving one\u2019s overall fitness, aerobic exercise makes a person more capable of handling stress because he is less tense. When exercising, blood circulation improves and people burn off the adrenalin that stress causes the body to produce. Another way that exercise helps people handle stress is that after sufficient aerobic exercise, the body produces beta-endorphins, which are natural stress-relieving chemicals. In addition to helping people cope with stress, exercise can also help to alleviate depression. In conclusion, a regular aerobic exercise not only helps one\u2019s most vital systems function properly, but also helps maintain emotional balance. Apart from these, it does not require that much time or effort to become a healthier person as all these changes can be observed within weeks. Instead of watching television so much, people would be better of cycling or walking in order to lead a healthier life.","Academic Survival Skills I 159 THE CONCLUSION In the concluding paragraph, summarize the main points stated in the introduction paragraph with different wording briefly and repeat the overall main point. Use one of the following strategies below to end your essays. CONCLUDING STRATEGIES \u2022\t Use a quotation \u2022\t Suggest solutions \u2022\t Make a recommendation \u2022\t Make a prediction \u2022\t Give a warning \u2022\t Ask a provocative question \u2022\t Call to action \u2022\t Make an analogy \u2022\t Discuss the results WHAT TO AVOID IN A CONCLUSION Writing \u2022\t Do not simply repeat or restate your main idea. \u2022\t Do not introduce a new idea that needs further development. \u2022\t Do not announce what you have done. (For example, \u201cIn this paper X has been discussed\u201d) \u2022\t Do not end in an abrupt manner. (Your conclusion should flow smoothly and logically). Some useful linkers to use in concluding paragraphs: On the whole, \t To sum up,\t As a consequence,\t Therefore,\t It seems then, All in all,\t\t In summary,\t Consequently, In conclusion,\t Thus,\t\t TASK 13 Read the following conclusion paragraphs and decide which of the concluding strategies are used in each. 1. \t Concluding strategy used: ____________________________________________________________________________ On the whole, it is an undeniable fact that most women in modern societies have become consumers rather than producers of many household items, including food and clothing. It seems that instead of being angry about all that packaging or being irritated by all those commercials, they go after them. This is quite worrying as the quality of the \u201cmental environment\u201d begins to fade. It is time we all stood up and saved the one and only world we have. It is not the responsibility of one group but everybody\u2019s. To begin with, home economists should hold meetings to educate women about purchasing decisions. Through events such as \u201cFarm and Home Week\u201d, they should offer exhibits and lectures that inform the public about healthy consumerism. Students and professors in the departments of household economics should urgently evaluate products by considering such factors as quality, cost, durability, safety, and ease of use to determine the best products for consumers.","Writing 160 Unit 3: Changing Habits 2. Concluding strategy used: __________________________________________________ To sum up, workaholic behavior has become one of the new habits of work life. Taking your work home with you, fearing that a lack of hard work will get you fired, and letting your personal relationships suffer from the long hours you put in are three indicators of workaholic behavior. Workaholism is just like a fire that starts with an initial spark and becomes uncontrollable if not managed carefully. In a moderate amount, it keeps you safe and warm but if you let lose, it will possess you and burn you. 3. Concluding strategy used: __________________________________________________ Consequently, during the last decade the food and nutrition situation in developing countries has changed dramatically. For better or worse, urbanization and globalization have altered the diet and nutrition in both rural and urban areas. In many developing countries, a persistent level of under- nutrition exists both in rural areas and in urban slums due to less access to food needed for an active and healthy life. On the other hand, over-nutrition, or eating too much, has emerged among the middle-income groups. It is essential to have a better understanding of how people deal with their food in developing countries, in order to plan and implement food and nutrition. Especially children should be educated about good eating habits. Like reading and writing, brushing teeth, and hand washing, learning good food habits should be taught as a life skill that can help them live a healthy, satisfying life. 4. Concluding strategy used: __________________________________________________ All in all, it is clear then, that some techniques can be used to encourage people to recycle and that it may be disappointing to expect people to adopt the habit of recycling all of a sudden. Incorporating the uses of recycling into the curricula of primary and high schools, using media to advertise recycling, and enacting laws that force people to recycle are useful techniques to push people to think twice before throwing waste to the bins. Since recycling was promoted as an integral part of waste management policy across the United States, the results have been truly promising. Some recent statistics show that when Americans have taken waste management approach to heart and have adjusted their recycling habits accordingly, they have seen positive outcomes. Between 1960 and 2000 paper recycling rates have increased from 16.9% to 42.8% while overall metal recycling rates increased from 3.5% to35.9% (Greenpeace, 2003, para. 7). These results show that with the right techniques, nothing is impossible. 5. Concluding strategy used: __________________________________________________ As a consequence, it is highly debatable if interactive music players will someday change the way we listen to music. It seems that the interactive music players with which the listener can add, change or remove different elements of music have their own proponents and opponents. While some are for the idea that music should be the job of the musicians only, there is a huge crowd supporting listeners\u2019 interference with music. This debate might last for a long time and as Somunkiran (2004, p. 11) says \u201conly time will tell if the grand jury, made up of millions of music listeners all over the planet, will agree to change how they used to listen to their favorite songs\u201d.","Academic Survival Skills I 161 Writing 6. Concluding strategy used: __________________________________________________ Thus, instant messaging, which has become a normal everyday behavior, has been very influential on causing language deformation and forming new communication patterns. Despite risks of manipulation of the written discourse, internet users and young people especially, gravitated to the social and playful exchange tool, and instant messaging has become a communication phenomenon. To many, instant messaging does not feel like technology; it is rather unremarkable, a fact of life, and a way of being in the world. Young people accept that they favor instant messaging over other forms of written communication. It is reasonable to expect that soon people will have problems in producing texts with formal register, correct spelling and correct punctuation. 7. Concluding strategy used: __________________________________________________ In conclusion, eating fast food can present serious health risks to its consumers by making them become obese over a period of time or contract a food borne illness. The next time you go to a fast food restaurant think twice before ordering. Remember you may not know what you are eating. You may be eating a hamburger that contains meat from one to hundreds of different cows or fries that have added flavors made of chemicals to taste better. Or you may be drinking soda which is almost pure sugar. Remember that consuming too much sugar and fat leads to high cholesterol levels in blood and diabetes. TASK 14 Read the conclusion paragraph below and write a possible introduction paragraph for the essay that has such a conclusion. In conclusion, the impact of television on children\u2019s cognitive skills depends on the type of programs they watch, the amount of time they watch television, and the age of the children. Lynn James (2003) points out that \u201cchildren between age three and age five are at a critical phase in brain development for areas controlling language and other cognitive skills, so the extent and type of television they view at these ages can be highly influential of the development of the neural networks\u201d (p. 35). Thus, parents who would like to raise children with high academic skills should let their children watch carefully constructed educational programs aimed at their age level. They should not permit them to be desperate addicts of shows designed for purely entertainment purposes. Introduction:","Writing 162 Unit 3: Changing Habits TASK 15 Read the introduction paragraph below and write a possible conclusion paragraph for the essay that has such an introduction. Adolescence is a stage in life that has many biological, cognitive and sociocultural changes. This stage in life is when individuals are most vulnerable and health behaviors play an important role in their future. An adolescent today is bombarded with many behaviors that can affect their future such as; smoking, drug use, and sex. These behaviors can carry immediate and severe consequences but there are other health behaviors such as eating choices and physical activity that can carry risks as well. According to Lytle (2005), the number of adolescents suffering from cardiovascular disease, cancer and osteoporosis increased dramatically between 2003 and 2004. Furthermore, 65% of the adolescents currently staying in the Berlin State Hospital are sufferers of obesity and type 2 diabetes (p. 5). In order not to put themselves at risk for many different diseases later in life, adolescents should adopt a more active lifestyle in which they pay utmost attention to their eating habits and physical activity. Conclusion: THE TITLE Writers often decide on the title of their paper after completing the first draft. It is usually after editing the essay that the writers settle on the final title. Titles should be written with three criteria in mind: \u2022\t Accuracy: The title must accurately communicate what the paper is about and reflects the controlling idea of the essay. \u2022\t Attractiveness: The words should catch the reader\u2019s eye. \u2022\t Conciseness: The title should consist of a few carefully selected key words or a question.","Academic Survival Skills I 163 Sample 1: Bad Habits This title is simply too vague. \u201cBad Habits\u201d is a very general subject. What particular aspect of the topic will the paper address? What is the writer\u2019s attitude toward her\/his subject? What position will the writer take on the subject? Sample 2: What are the effects of consumer culture on the lifestyles of teenagers and how can these effects be minimized? This title is not focused and not concise. That is, this is a very long title and it seems to outline two different papers. Thus, it is not an effective title. Sample 3: Television: Bonding Ties or Breaking Ties? This title is acceptable, since it is focused, concise and attractive. REVISING AND EDITING THE ESSAY One must write Writing and rewrite till When you finish writing your essay, you need to see it again; that is, you need to revise it. Revision one writes it involves a whole process of rethinking and reshaping the content and restructuring the draft right. to improve it at all levels: essay, paragraph, sentence and word. In addition to modifications of content and organization, you should improve it linguistically and eliminate unnecessary words A. R. Ammons unless they have a specific purpose. When you feel that the revised draft of your essay has suitable content, clarity, unity, coherence, development, and organization, you are ready for the final stage of the writing process: editing and proofreading. Editing involves the correction of spelling, punctuation, and grammar. Proofreading involves reading the final draft for any typing errors. An academic text that is rich in content but poorly edited is likely to be downrated by even the most forgiving reader or teacher. You may use a checklist to help you revise and edit your essay. TASK 16 Using the checklist below, examine the following essay and discuss if it is well-written. Title \u2022\t Is there an attractive title which gives the main idea of the essay? Introduction \u2022\t Does the introduction go from general to specific? \u2022\t Has the writer used an effective introductory strategy? \u2022\t Has the writer written a clear thesis statement at the end? Body Paragraphs \u2022\t Has the writer written a clear topic sentence in each paragraph? \u2022\t Are the paragraphs in a logical order? \u2022\t Has the writer adequately supported each topic sentence with different supporting techniques? \u2022\t Has the writer used appropriate transitional words?","Writing 164 Unit 3: Changing Habits Conclusion \u2022\t Has the writer summarized the paragraphs or restated the thesis? \u2022\t Is there a solution, suggestion, prediction, or warning? Language \u2022\t Has the writer checked the essay for sentence clarity? \u2022\t Has the writer made use of a variety of vocabulary items? \u2022\t Has the writer conformed to the conventions of formal writing? Why People Save Books Many people who like to read also save the books they have read. Walking into any home, one is likely to see anywhere from a single bookshelf to a whole library full of all kinds of books. There are even such passionate collectors that have libraries with shelves reaching up to their ceiling and a ladder for climbing up to the high books. Most of the time, the books collected for many years are rarely opened again, yet kept vigilantly on the shelves, dusted and lined up neatly. But why do people save their books? There may be several reasons, but three stand out. One reason people save their books is to use them as reference material. People whose job training included studying various textbook materials may save some of those books for further reference. A doctor, for instance, may keep his Gray\u2019s Anatomy and his pharmacology books; an English teacher may hold on to The Norton Anthology of British Literature and other anthologies and novels for reference; a lawyer usually keeps her case books. However, it is not only the professionals who save their books. People who like to cook keep recipe books. Those interested in electronic equipment hold on to their books about stereos, computers, videotape machines, and the like. Many families keep encyclopedias and almanacs handy for their children to use for school. Having your own reference book available is so much more convenient than running to the library every time you want to check a text. Another reason some people save books is to make a good impression. Some think that a library full of the literary classics, dictionaries, and books about art, science, and history make them look well read and therefore sophisticated. Yet, such impression may be inaccurate. Some have never bothered to read the majority of those books at all. In fact, a few people even have libraries with fake books. Also, some people like to reveal to visitors their side range of tastes and interests. They can subtly reveal their interests in Peruvian art, Indian music, philosophy, or animals without saying a word. While some people may keep books for practical reference and for conveying impression, there is a deeper reason. People who enjoy reading have discovered the magic of books. Each book, whether it is The Treasury of Houseplants or Murder on the Orient Express, has transported the reader to another place. Therefore, each book really represents an experience from which the reader may have grown or learned something. Sitting in the study room, one will most likely realize that s\/he is surrounded by his adult life. A father, for instance, will appreciate The Standard First Aid and Personal Safety manual each time he looks at the bookshelf and feel more assured remembering how he consulted them when his son fell from his bike. Or a literature professor who learned the oral history of Western civilization with Bulfinch\u2019s Mythology can remember her link with other times and people. Likewise, all the novels she has have become part of the mosaic of her life, and she may celebrate her memories as she moves her fingers on them. In short, saving books makes people feel secure as they hold on to what books have given them. To sum up, the reasons why many people save books center on the need to use them as reference material, to make a good impression and to cherish the emotional bond. In fact, security is at the bottom of all these reasons since it is a secure feeling to know you have information at hand when you need it. There is a kind of security, even though it may be false, in knowing you make a good impression. Finally, books that you have read and kept envelop with you a warm and cozy cloak of your life.","Academic Survival Skills I 165 WRITING THE FINAL DRAFT After revising and editing the first draft of your essay, you are ready to produce the final draft of your paper. As you are required to type the final draft on the computer, it is necessary to pay attention to the following points. Appearance \u2022\t Use A4 paper to write \/ print your assignment. \u2022\t The assignment needs to be handed in a file. Your paper should include: \u2022\t Your full name \u2022\t Your section \u2022\t The date \u2022\t A title Title Your title should be centered at the top of the page. \u2022\t The title is capitalized except for words like prepositions (e.g. \u201cof \u201d, \u201cfrom\u201d, \u201cto\u201d), \u2022\t conjunctions (e.g. \u201cand\u201d, \u201cfor\u201d, \u201cbut\u201d), and articles (e.g. \u201cthe\u201d, \u201ca\u201d, \u201can\u201d). Only capitalize such words if they are the first word of the title or subtitle (e.g. An Analysis of Identity: The Echoes of Self in Bram Stoker\u2019s Dracula). Spacing Writing \u2022\t Your paper should be double-spaced so it is easier to read and write comments. (to do this on MS WORD: under \u201cFORMAT\u201d go to \u201cPARAGRAPH\u201d, the \u201cLINE SPACING\u201d should be set to \u201cDOUBLE\u201d.) \u2022\t There should be one space after each punctuation mark but no space before. Font \u2022\t A standard writing is 12 in size and Times New Roman in font. General Computer Tips: \u2022\t SAVE, SAVE, SAVE your documents as often as possible. You do not want to lose your work, so do not risk having to write everything over again (if you push the \u201cCONTROL\u201d key at the same time as the letter \u201cS\u201d, you will automatically save your document). \u2022\t Use SPELL CHECK to help you. It will automatically tell you what your spelling mistakes are by underlining them in red. (To do this on MS WORD: Under \u201cTOOLS\u201d go to \u201cSPELLING AND GRAMMAR\u201d). Your language needs to be set to English for your Spell Check to work. (You can set your language from the \u201cTOOLS\u201d menu). Keep in mind that Spell Check will not catch all your mistakes so make sure you proofread for spelling afterwards. \u2022\t One way to enhance your writing and develop your vocabulary is to use the \u201cTHESAURUS\u201d on your computer. For example, if you have used the word, \u201cdevelop\u201d, too much, the Thesaurus will give you a list of synonyms that you can use in place of it. (expand, enlarge, progress, elaborate, and the like) [to use the Thesaurus on MS WORD: select the word you want a synonym for, press \u201cSHIFT\u201d key, and the \u201cF7\u201d key at the same time]. Note that you should pay attention to using the most suitable equivalent among the alternatives. Remember: \u2022\t Having computer problems is not an excuse for late work. DO NOT leave your paper to the last minute.","166 Unit 3: Changing Habits In Brief: Having studied the conventions of academic writing in paragraph and essay levels, let\u2019s now compare the organization of these two. (Introductory statements) Thesis Statement Writing Topic sentence Topic sentence 1 Major support A Major 1 (minors) \t Minor a Major support B \t Minor b (minors)\t \t Topic sentence Major 2 Major support A \t Minor a (minors) \t Minor b Major support B (minors)\t Concluding Sentence Conclusion Adapted from: Ba\u011fc\u0131, A., Music, E., S\u0131\u011f\u0131nan, \u00d6., Tarak\u00e7\u0131o\u011flu, B., & Tarhan, \u015e. (2006). English for academic purposes II (2nd ed.). Ankara: METU Press. Swales, J. M., & Feak, C. B. (1994). Academic writing for graduate students: A course for non-native speakers of English. Michigan: The University of Michigan Press. Wyrick, J. (1990). Steps to writing well. London: Holt, Rinehart and Winston, Inc.","4U N I T Changing Generations In Unit 3, you studied how people\u2019s habits have evolved in time. This evolution eventually results in a change in people, and this unit focuses on changing generations.","4U N I T Changing Generations","In this unit, you will study the following skills: Reading: Speaking: n\t Previewing n\t Giving reasons n\t Using graphic organizers n\t Identifying main ideas Language: n\t Guessing unknown vocabulary n\t Identifying points of reference n\t Identifying word combinations n\t Making inferences n\t Identifying introduction techniques n\t Identifying conclusion techniques n\t Identifying supporting techniques n\t Identifying the writer\u2019s technique \t \u2022\t Identifying purpose \t \u2022\t Identifying audience \t \u2022\t Identifying different points of view \t \u2022\t Identifying tone \t \u2022\t Identifying style \/ register Writing: Critical thinking: n\t Writing a reaction paragraph n\t Making connections between ideas n\t Writing an expository paragraph n\t Reacting to an idea n\t Using the target vocabulary n\t Reflecting on an idea n\t Evaluating different viewpoints learnt so far in writing n\t Making predictions Listening: Study skills: n\t Listening for specific information n\t Understanding long sentences","UNIT 4 Changing Generations READING GETTING STARTED A. Discussion Read the following phrases and decide whether they are associated with the children of the past or the present. Knitted sweaters Hopscotch Renting video cassettes Converse Checkers Mobile phones Mp3 players Sudoku Pen friends Chat friends Sesame Street Home parties Ribbons Marbles Play station The Phantom Tasmanian Devil Cassette players Lucky Luke Mc Donald\u2019s-parties Harry Potter Children of the past Children of today","Academic Survival Skills I 171 B. Vocabulary The words in bold in the following sentences will appear in the text, \u201cKids Today\u201d. Using the context, match the words with the definitions in the box below. 1.\t ____________ The accelerated growth in children may be due to a hormonal disorder. 2.\t ____________ Moral inertia reveals itself most obviously in children who do not react to violence on TV. 3.\t ____________ Usually parents are fed up with their children\u2019s non-stop inquiry of almost anything, since they sometimes find it difficult to provide answers. 4.\t ____________ According to the results of the survey, 50% of the kids are overwhelmed by the number of programming choices and do not know what they want to watch when they turn on the TV. a.\t a tendency not to make moral decisions b.\t faster than usual or sooner than one expects c.\t confused due to emotions or perceptual stimuli d.\t asking questions\t C. Glancing at the Text 1.\t What introduction technique(s) does the writer use in the first paragraph? 2.\t Which conclusion technique(s) does the writer use in the final paragraph?","172 Unit 4: Changing Generations TEXT Read the text below and do the exercises that follow. Kids Today 1\t I come home from work at 7:00 and I am living in a desensitized world where such welcomed to a familiar scene. Tessa, my behavior is seen normal. Statistics from a 6-year-old daughter, is relaxing in front of variety of sources indicate that during the TV. She calls \u201cHey Dad! Come here! Look at past decade there has been a dramatic rise in this!\u201d Walking into the room, I find her and the number of violent crimes committed by her favorite toy Yasmin of the Bratz dolls young people (Frank, 1994, p. 374; Uniform who has recently been one of our family Crime Reports, 1996, p. 9). At the same time, members as Tessa is among the followers studies of teenagers\u2019 values and beliefs have of this new craze. While holding Yasmin shown that over the past fifteen years there has in her hand, she is watching the birth of a been a significant decline in the percentage baby. The depiction of the birth is explicit. of young people who are willing to endorse The cameras and microphones capture the key values such as honesty, politeness, entirety of the moment as the baby emerges generosity, and concern for others as being from the birth canal and enters the world very important (Bibby & Posterski, 1992, p. outside the womb. Watching Tessa, I can tell 27; Artz & Riecken, 1995, p. 56). One could she is deep in thought. After another minute characterize our current social landscape as of watching, Tessa, without comment, raises one of moral inertia in a time of accelerated her arm, points the TV\u2019s remote at the screen technological change. and switches to a seven o\u2019clock news report. 4\t This much of easy access to information There she finds the latest news of terrorism can well be described as consumption of and war. Tessa stares in silence for a moment information. As children surf the Internet and then again, without comment, raises her or flip from channel to channel on the arm and clicks her way to another channel. This time she has landed upon the Itchy and television, their engagement with the Scratchy cartoon show. Itchy, the rat, jams information encountered along the way a lit stick of dynamite down the throat of usually remains at the surface level. Such Scratchy, the cat. The dynamite explodes shallow information does little to promote and bits of the cat splatter all over the screen. enthusiasm for inquiry or deep processing Upon this scene, I catch Tessa laughing of information. Ironically, in an information uproariously. It is now 7:05. age whose motto is \u201cgetting connected\u201d and becoming part of the \u201cglobal network\u201d, 2\t In five minutes Tessa has witnessed a our real life links with tradition and baby\u2019s birth, gazed upon one of the horrific connectedness to home, family, and school outcomes of war and has laughed as one appear to be waning. character blows another to bits. She has 5\t Clearly, in the 21st century, information consumed all this content in the space of five minutes. Given the fact that an average is seen as consumable. And yet, what is child spends about 3 hours a day in front not clear is whether the new generations of TV, imagine what else children might be are collectively any wiser, or even more exposed to. important, any more compassionate, caring, or tolerant as a result of our exposure to all 3\t As a teacher and researcher who has explored the digital information available to them. youth violence and worked with digital A number of studies indicate we live in an technologies for over a decade, I cannot help age of moral inertia, if not outright decline. but wonder where our continually expanding use of technologies will take us. This much As I think about where we are heading as of excessive information and exposure to any kind of violent acts may result in children\u2019s a society, the metaphor I keep thinking is that of being collectively lost in a digital labyrinth.","Academic Survival Skills I 173 6\t Another concern we may have about today\u2019s 8\t From a child\u2019s perspective, this is life as it kids is that they are becoming an army of tiny should be. Many experts, though, say more consumers which is also a result of exposure is actually less--that too many gifts is no gift to information. In modern countries, children at all. Schor\u2019s research shows that higher recognize logos by 18 months, according to consumer involvement by children can lead Boston College economist Juliet Schor (2004, to depression, low self-esteem and worse p. 11), and, by 2, many ask for products by relationships with parents (Schor, 2004, p. brand name. Some parents report that Baby\u2019s 12). Health experts say the have-it-all attitude first word was not \u201cmama\u201d or \u201cdada\u201d but \u201cCoke\u201d factors into the record levels of childhood \u2013which makes sense considering that the obesity. And, says Edward Hallowell (2002), average child sees some 40,000 commercials a author of The Childhood Roots of Adult year. It is quite clear that in this land of plenty, Happiness, \u201cproviding too much is the single many families are overwhelmed by their kids\u2019 biggest mistake that parents make,\u201d helping possessions. New poll numbers published in turn out \u201cpeople who go through their adult the Times Magazine show that 70 percent of lives chronically dissatisfied\u201d (p. 23). If kids have everything at the age of 9 or 10, what is parents believe kids are too focused on buying there to look forward in life? things (Sachs & Schor, 2004, para. 5). 9\t Where our wanderings within this labyrinth 7\t What brought about such a big change of information and product consumption in such a short time? It occurred in part will take us no one knows. However, while we because most parents are no longer home wander, we must continue to wonder about during the day. Working and perhaps single, the things we encounter. As teachers and many trade treats for togetherness. Cheaper parents, we should ask questions about the technology has also made it easier to give- underlying messages and values embodied in -and give in. And kids know what they the material we encounter. Are the messages want: Advertisers spend some $15 billion a and values congruent with where we have year telling them what\u2019s hot. But the biggest come from and where we think we should reason is that every generation believes its be headed? After considering the answers sons and daughters should have a larger life to these questions, we should encourage than the one before. More opportunities, children to question what they encounter or more experiences, more stuff (McNeal, 1999, why they buy. Doing so not only helps us maintain a connectedness to where we have p. 58). come from, but to a larger whole. REFERENCES Artz, S.,& Riecken T. (1995). A study of violence among female adolescent students in a suburban school district. In Stopping the violence: changing families, changing futures. (pp. 55-71). Vancouver and Ottawa: BC Institute on Family Violence and The National Clearing House for Family Violence. Bibby, R.,& Posterski, D. (1992). Teen trends.Toronto, ON: Stoddart. Frank, F. (1994). Violent youth crime. In Canadian social trends: A Canadian studies reader, 2, 373-376. Hallowell, E. M. (2002). The childhood roots of adult happiness: Five steps to help kids create and sustain lifelong joy. Toronto : Random House Publishing Group. Sachs, A. , & Schor, J. (2004, October 4). Junk culture. Time. Retrieved December 12, 2004, from http:\/\/www.time.com\/ time\/magazine\/article\/0,9171,995267,00.html Schor, J.B. (2004). Born to buy: The commercialized child and the new consumer culture. New York: Scribner. McNeal, J. (1999). The kids\u2019 market: Myths and realities. Ithaca, NY: Paramount Market. Uniform crime reports. (1996). British Columbia Ministry of the Attorney General. Victoria, BC.","174 Unit 4: Changing Generations WORKING THROUGH THE TEXT A. Text Comprehension 1.\t What is the significance of the five minutes that Tessa spends in front of the TV? Explain. 2.\t What makes the writer think that our current social landscape is faced with moral inertia? 3.\t What is the irony between the motto of the information age and the reality? 4.\t Why does the writer describe people in the information age as being \u201ccollectively lost in a digital labyrinth\u201d in paragraph 5? 5.\t One reason for parents\u2019 buying things for their kids and thus making them \u201ctiny consumers\u201d is that __________________________________________________________________________________ _________________________________________________________________________________________________________ 6.\t Fill in the chart below. Reflections of over-consumption On children\u2019s present life On children\u2019s adult life 7.\t What suggestions does the writer make to parents and teachers in the last paragraph? Do you agree with the writer? Do you have any other suggestions? 8.\t Read the following excerpt. Which idea in the text does the excerpt reflect? \t\t Kids are big business\u2026 [T]hey will influence $670 billion worth of parental purchases. By comparison, the 2005 U.S. military budget is $417.5 billion. \u201cWhen marketers think of kids, they should think of KIDS--Keepers of Infinite Dollars,\u201d writes children\u2019s marketing guru James McNeal in his book The Kids Market (Kulman, 2004, p. 49).","Academic Survival Skills I 175 B. Vocabulary I.\t Find a word or an expression from the text for each definition below. 1.\t detailed presentation of something through _____________________ pictures or words (par.1):\t 2.\t emotionally insensitive (par. 3):\t _____________________ 3.\t to support (par.3):\t _____________________ 4.\t harmonious with; compatible with (par. 9):\t _____________________ II.\t Using the contextual clues in the text, guess the meanings of the following words, and write down their definitions or synonyms. 1.\t Given (par.2)\t :______________________________________________________ 2.\t shallow (par.4)\t : _____________________________________________________ 3.\t waning (par. 4)\t : _____________________________________________________ C. Reference Words Determine what the following words \/ phrases from the text refer to. 1.\t this new craze (par. 1):\t _______________ 2.\t many (par. 7):\t _______________ 3.\t it (par. 8):\t _______________ 4.\t doing so (par. 9):\t _______________ D. Between the Lines Answer the following questions. Refer back to the text if necessary. 1.\t Is the writer critical or supportive of children\u2019s living in an information age? Justify your answer. 2.\t What is the aim of the writer\u2019s writing this text? a.\t He wants to inform the reader about kids today in the information age. b.\t He wants to criticize kids today in the information age. c.\t He wants to entertain readers. d.\t He wants to narrate his children\u2019s experience in the information age. 3.\t Who do you think this text is written for?","176 Unit 4: Changing Generations Focusing on Identifying the Writer\u2019s Technique: a Skill The questions in the previous exercise helped you to identify the writer\u2019s technique. One of the requirements of being a critical reader is to judge a text clearly and fairly so as to comprehend the meaning fully, which is not possible without an understanding of the writer\u2019s technique. There are five components that determine the writer\u2019s technique: Purpose Writers may have different intentions when writing a text. The purpose of writers influences not only their decisions about language and style but also their format and organization. An understanding of purpose will help readers to understand the text more easily. Readers might be exposed to texts with different purposes: INFORM: TEACH PERSUADE: CONVINCE \u2022\t Explain a point, process, or a \u2022\t Influence the reader to think or feel concept like the author does \u2022\t Clarify an issue, problem, or \u2022\t Promote the author\u2019s opinions or event judgment \u2022\t Give information about ideas, \u2022\t Encourage the reader to take some experience, people, or events kind of action DESCRIBE: PORTRAY AUTHOR\u2019S PURPOSE CRITICIZE: JUDGE \u2022\t Give vivid details THE REASON FOR WRITING \u2022\t Evaluate strengths \u2022\t Create mental pictures and weaknesses of a of what is being topic or a person written about ENTERTAIN: AMUSE NARRATE: TELL \u2022\t Have fun \u2022\t Give an account of an event or an \u2022\t Laugh with the author experience Audience In addition to purpose, writers identify their audience before starting to write so that they can modify their style of writing accordingly. Thus, texts written for different audiences vary in terms of their styles. Texts addressing a specific group of people, for example, might be difficult to comprehend for others as specific terms or terminology might be unfamiliar to them. The audience of a text can be various:","Academic Survival Skills I 177 \u2022\t general audience \u2022\t specific audience (e.g. teenagers, women, men, educated people, drug addicts, travelers, people of a specific profession, people with a specific hobby, \u2026) Point of View Writers\u2019 own beliefs and ideas often determine how they look at a given subject. Not all texts have a clear point of view; it is possible for a text to be objective and purely informative. Understanding a text well requires understanding the point of view, which might be explicitly or implicitly given in the text. A text might be: \u2022 communist\t \u2022 liberal\t \u2022 feminist \u2022 racist\t \u2022 conservative\t \u2022 religious Cartoon taken from: Wassman, R., & Rinsky, L.A. (1997). Effective reading in a changing world (2nd ed.). New Jersey: Prentice Hall. Tone The attitude, state of mind and feeling that a text conveys determines the tone of the text. A text can have multiple tones and can even change its tone as the writer\u2019s ideas develop. Sometimes readers need to analyze the figurative language and inferences to be able to identify the tone. A text might be: \u2022\t Objective \/ subjective\t \u2022\t Optimistic \/ pessimistic\t \u2022\t Negative \/ positive \u2022\t Serious \/ lighthearted \t \u2022\t Hostile\t \u2022\t Critical \u2022\t Confused\t \u2022\t Ironic\t \u2022\t Sarcastic \u2022\t Angry\t \u2022\t Hateful\t \u2022\t Humorous \u2022\t Mysterious\t \u2022\t Loving\t \u2022\t Sympathetic \t\t \u2022\t Satiric","178 Unit 4: Changing Generations Below are the tones which many students find problematic: SOLEMN \u2022\t Uses formal language \u2022\t Dignified and grave attitude \u2022\t Used in eulogies and important matters of state SERIOUS OR NEUTRAL HUMOROUS \u2022\t Focuses on matter important to author \u2022\t Amusing or comical \u2022\t Straightforward and objective \u2022\t Typically found in textbooks, newspapers WITTY \u2022\t Sophisticated, clever writing and magazine articles CRITICAL TONE SATIRIC \u2022\t Judges what is good or MANNER IN WHICH \u2022\t Does not state directly what AUTHOR EXPRESSES bad about a subject HIS OR HER FEELINGS is meant \u2022\t Can be positive or \u2022\t Often uses exaggeration OR ATTITUDE \u2022\t Ridicules to show negative Often there is more than \u2022\t Typically found in disapproval one tone \u2022\t Often includes irony, editorials, magazine articles, and books sarcasm, wit, and humor CYNICAL SARCASTIC \u2022\t Believes humankind is selfish and corrupt \u2022\t A direct, personal attack \u2022\t Words are often angry and pessimistic \u2022\t Purpose is to hurt and belittle \u2022\t Words are often harsh and bitter IRONIC \u2022\t Says the opposite of what is really meant \u2022\t Can be in the language or in a situation \u2022\t Found in many forms of writing \u2022\t Often added to other tones","Academic Survival Skills I 179 Point of view and tone may sometimes seem confusing. Keep in mind that a writer with a Important feminist point of view may write with a serious or sarcastic tone depending on her purpose and Reminder audience. Register \/ Style of Writing The style of a text is the words used and how the writer puts them together. Vocabulary and structure are determinants of style: \u2022 Vocabulary Whether the writer uses jargon, technical words, words having emotional appeal, adjectives, slang, idioms, or informal vocabulary. \u2022 Structure Whether the writer uses complex or simple grammar structures, short or long sentences, or repetitive sentences. The way language is used in communication varies depending on certain factors, such as context, purpose, and audience. Certain styles are more appropriate at times than other styles. The style of a text is shaped according to its purpose and audience. Depending on these various factors, the language adopted in a piece of writing can be formal or informal, technical, simple or sophisticated, straightforward or implied, academic or non-academic. Adapted from: Alperer, S., E\u015fit, C., Noyes Pehlivano\u011flu, F., S\u0131\u011f\u0131nan, \u00d6., & Somuncuo\u011flu, Y. (2005). English for academic purposes I. (Rev. ed.). In C. E\u015fit, & F. Noyes Pehlivano\u011flu (Eds.). Ankara: METU Press. Wassman, R., & Rinsky, L.A. (1997). Effective reading in a changing world (2nd ed.). New Jersey: Prentice Hall. TASK Read the following excerpts and analyze each in terms of writer\u2019s technique. Choose the best alternative(s) for purpose, audience and tone of the excerpts. 1.\t There was a time when parenting was a simple job. Not easy, but fairly straightforward: You had kids, you provided them with food, clothes, shelter, an education, and a decent sense of right and wrong, then you pushed them out into the world, hoping that at the very least they wouldn\u2019t be a burden on society. Sounds cool right? Alas, such parenting is dead! And this change has turned out to be something of a disaster, at least in terms of producing, you know, well-adjusted human beings. In fact, when you think about the outcome, today\u2019s parents are the worst in history! There are out of control kids everywhere. Parents simply don\u2019t care. Or try to discipline their children for that matter. They think giving them everything and not establishing any rules or boundaries is the way to go. Parents let their kids get away with everything, then defend them when they do something wrong. In the end, the kids never learn to treat somebody with respect or how to take responsibility for their actions. Moreover, current generation of college","180 Unit 4: Changing Generations students is the most narcissistic ever. When you talk to students, you get responses like, \u201cIf I ruled the world, it would be a better place,\u201d \u201cI think I am a special person\u201d and \u201cI can live my life any way I want to.\u201d Isn\u2019t this narcissism or what! Purpose: to entertain \/ to inform \/ to criticize Audience: general \/ specific Tone: angry \/ humorous \/ authoritative 2.\t As quickly as time flies by, it will soon be four decades since I first held you as a tiny baby, my bundle of joy, in my arms. How fast you changed into a toddler, merging even more quickly into a little boy, later escalating into a teenager, and finally fulfilling the goal of becoming a man. In all of those seasons, there were times for planting, harvesting, building, crying, laughing, mourning, dancing, embracing, keeping silent, speaking up, loving, and feeling peace. Further with each season came the creation of memories and changes for both of us\u2026But my love for you has always stayed the same. Purpose: to entertain \/ to explain \/ to share feelings Audience: general \/ specific Tone: nostalgic \/ cheerful \/ cruel 3.\t This emphasis on independence may be a function of a growing need among parents to foster a sense of efficiency in children. As parents increased the amount of time they devoted to paid work, there was an accompanying challenge they faced in contending with the demands of the household in the \u201coff hours.\u201d In order to meet these growing demands, parents have had to adopt the principles of Taylorization in the home (Hochschild, 1997). Although originally \u201cTaylorization\u201d is used in the professional context to promote worker performance, these principles of efficiency have \u201cjumped the fence\u201d and made their way into the home as a way for mothers, fathers and children to carry out the necessary tasks efficiently in the limited amount of time allotted. Calendars, palm pilots, pagers and cell phones are used to manage the home schedule in order to ensure the successful accomplishment of the day\u2019s activities. Endless lists, multiple schedules and recurring deadlines give rise to a home atmosphere that often mirrors the workplace with value placed on planning, accomplishment and efficiency. The culture of parenting is at one level a modified work culture that emphasizes the effective and efficient performance of parents. Purpose: to inform \/ to persuade \/ to criticize Audience: general \/ specific Tone: mocking \/ sentimental \/ serious 4.\t I recently drove my folks to Hudson, Wisconsin, where more than 200 relatives gathered to celebrate a distant member\u2019s 80th birthday. During the drive from Minneapolis, mom spoke of her high blood pressure, stiff joints, and arthritic knees. Dad relived the \u201clast time we went to Hudson\u201d, reciting the names of those loved ones who have since died, reminding us at intervals that it is \u201ctough to get old\u201d. When we drove into the parking lot, the hall was bursting with music, dancing, and a crowd of hand-waving, cheek-pinching Italian mamas and papas. Purpose: to entertain \/ to persuade \/ to narrate Audience: general \/ specific Tone: lighthearted \/ contradictory \/ arrogant","Academic Survival Skills I 181 GOING ONE STEP FURTHER by writing Read the excerpt below and write a well-organized reaction paragraph of 150-200 words in response to the ideas in it. Discuss whether you agree and\/or disagree with the writer by giving your reasons. In your paragraph, use at least 5 of the following words you have studied so far: desensitized accelerated congruent with enduring overwhelmed convention waning to emerge to endorse to compete with somebody shallow to take pleasure in something inquiry to stand for somebody moral inertia craze Gone are the days that the children will come home, drop their books, and go play with the neighborhood children. Now age-old pastimes such as tag and jump rope are now on childhood\u2019s list of endangered species, being driven out by television, computer games, and parents\u2019 fears about letting their children play outside. In the past, my friends and I would play a range of games such as kick the can, jacks, marbles, and hide and seek. No thought was given to what might happen to us and nothing did. We learned to negotiate when choosing sides and know when to stop teasing so the teased child wouldn\u2019t cry (or not cry so much). Were there fights and loud arguments? Of course there were, that is how we learned our social skills. With no adults around we had to work it out ourselves. This is how we played in the city. These social skills were necessary and evolved in even the shyest children, as they learned that they would be selected and be part of the group and feel important. In this case, I can proudly say we practiced \u201cno child left behind\u201d. The heightened awareness of strangers trolling after our children has resulted in adult supervised play. Now we watch our children get together in adult supervised organized play with the adult doing the picking and telling the children what to do. Where are the games that the children play in which they can develop their social skills? Is it any wonder that cooperative learning is a tough concept for the student to handle? You must have social skills if you want the students to work together. I find these social skills sorely lacking and worry about this generation as they approach adulthood. Adapted from: Chaz, J. (2008). What happened to our children\u2019s social skills? Retrieved April 17, 2008, from http:\/\/chaz11.blogspot.com\/2008\/03\/what-happened-to-our-childrens-social.html","182 Unit 4: Changing Generations Your Outline: Your reaction paragraph: The writer \u2026 Word count: ___________________","Academic Survival Skills I 183 READING GETTING STARTED A. Discussion I.\t Below is a questionnaire examining your inclinations after university graduation. Answer the questions and discuss your answers with your classmates. 1. What is your priority after graduation? Number them from 1 to 6, 1 being the most important. n getting married\t n moving to another city n getting a job\t n doing a master\u2019s \/ doctorate degree n doing military service\t n other (please specify) n taking some time off\t _______________________________________________ 2.\t In your opinion, at which age should a person get married? n younger than 20\t n after 40 n between 20-25\t n Never because ____________________________ n between 25-30\t n between 30-40 (explain briefly) 3.\t In your opinion, what is the ideal age for having a child? n younger than 20 \t n after 40 n between 20-25\t n Never because ____________________________ n between 25-30\t n between 30-40 (explain briefly) 4.\t \u201cI think finding a job soon after graduation will be easy\u201d. \t n Yes \t n No 5.\t Would you consider living with your parents after graduation? \t n Yes \t n No","184 Unit 4: Changing Generations II.\t Now read the following excerpts and compare them with your answers. What is the priority for these young people? What are their future plans? Mia Engelman (23):\t I earned Francesca Valente (22): Matt Twyman (25):\t my bachelor\u2019s degree in legal I received my BA on I graduated in December studies in June. I wanted to earn psychology in December. with a degree in physics. some money before I could really I graduated one semester I wanted a cooldown work out what I wanted - you early, so it was my freebie period to decide what I know. So I moved to New York. semester. I didn\u2019t feel the really wanted. So I went to But jobs and living arrangements need to have a real job New Zeeland with my girl got so tangled. There was no way right at that moment. So friend and stayed there I could afford unemployment in I wanted to do something for about three months. the Big Apple! So I came home, got totally different. And I I know I\u2019ll end up doing a job at a law office and now I am came to Japan! Now I something strongly related saving. Next year I\u2019ll move to South am teaching high school to physics, but I just don\u2019t America. Try my luck there and English for the Japanese feel ready yet. Right now work for a non-profit organization. government in Nabari. I am working as a yoga I still want to pursue an academic I don\u2019t know what the instructor \u2013 just to pay career though. Graduate school future holds for me, but I the bills. Getting married? in public policy is also part of the definitely want to have a Hmm, maybe one day \u2013 plan. post-graduate degree. but not anytime soon! B. Glancing at the Text Preview the text. What do you think the relationship between the excerpts and the text is?","Academic Survival Skills I 185 TEXT Read the text below and do the exercises that follow. It's Time to Grow Up - Later 1\t Today\u2019s twentysomethings won\u2019t have the lives 4\t The case of Shana Finkelstein, a graduate from their parents had. And that\u2019s OK by them. They\u2019re the University of Massachusetts exemplifies going to school longer, delaying marriage and this trend perfectly well. Shana had a degree children,job-hoppingandapartment-swapping. in communications and legal studies but she is changing her mind \u201cdaily\u201d about going to They\u2019re also moving back home after university law school for her master\u2019s degree. She is also to save money, traveling faraway places to work toying with becoming an event planner. Until and generally taking \u201cme\u201d time to decide what she decides, Finkelstein is a waitress at The Cheesecake Factory in Cambridge. \u201cI\u2019m not in they want their futures to be. Experts say these a rush to get to a job that I may or may not kids aren\u2019t more like their parents\u2019 generation like,\u201d she says. \u201cI\u2019m 22. What\u2019s the rush? At this point, I don\u2019t really know what I want to do.\u201d and there\u2019s a clear explanation: It takes longer to grow up these days. 2\t Recent findings show a sharp decline in the 5\t Researchers, sociologists and psychologists percentage of young adults who have finished say there\u2019s a new phase of life \u2013 only recently school, left home, gotten married, had a child acknowledged \u2013 that covers this gap between and reached financial independence, which adolescence and adulthood. To define are considered typical standards of adulthood. this newly emerging period, James C\u00f4t\u00e9, a sociologist at the University of Western In 2000, 46% of women and 31% of men had Ontario has coined the term \u201cyouthhood\u201d. reached those markers by age 30, vs. 77% C\u00f4t\u00e9 explains, \u201cThere is a world-wide shift in of women and 65% of men at the same age what it means to be an adult. The traditional adulthood of duty and self-sacrifice is in 1960, says Jeffrey Jensen Arnett (2004), a becoming more and more a thing of the past.\u201d development psychologist (para. 6). 3\t \u201cWhat I\u2019m talking about is very widespread and 6\t Observing the difference between their generation and that of their children, the parents across countries and not peculiar to a single lament that something went wrong while raising country,\u201d says Frank Furstenberg Jr., a University them up. Their highly educated, seemingly of Pennsylvania sociologist who headed the sophisticated, media-literate and worldly kids research team. \u201cIt isn\u2019t just an aberration. It\u2019s just don\u2019t seem very mature compared with become normal behavior.\u201d where they were at the same point in their lives. \u201cWe were in a hurry to graduate, get out, get a job, get married. I didn\u2019t know there was anything else you could do,\u201d says Finkelstein\u2019s mother, Abby. She is 48 and was married at 23. \u201cThese kids are not in a hurry to do those big things.\u201d \t It\u2019s Tougher to Climb to the Top 7\t In fact, it\u2019s not the parents but rather the dynamics of the society that obliged the young generation to postpone adulthood. In the 1970\u2019s, a bachelor\u2019s degree* could launch a career and support a family. Not anymore. Now, graduate school** is almost a necessity and that means a delay in entering the \t workforce.","186 Unit 4: Changing Generations 8\t In this down economy, there\u2019s also stiffer longer. Also, with longer life spans, people competition for jobs, and the chances of finding will be on the job into their golden years, a a satisfactory job is much harder than it used time when they should rest and enjoy their to be. That means, financial independence is retirement. but a dream for many. So not being financially autonomous, the young feel the need to return 10\t \u201cThis is a generation that has grown up in the safe and always-welcoming \u201chome\u201d. Thus, an accelerated culture, and this culture has this new generation is named as \u201cboomerang forced them to delay adulthood,\u201d says David kids\u201d by some. According to Twentysomething Morrison, president of Twentysomething Inc. Inc., a market researcher that tracks youth \u201cNow that they have their independence, they trends, 65% of this year\u2019s graduates expect to are going to squeeze every bit of that sponge live with their parents after earning degrees before they settle down\u201d. (English, 2008, para. 7). 9\t Since this generation does not follow the path of their parents and postpone \u201cgrowing up\u201d, sociologists expect their prolonged \t *\t bachelor\u2019s degree: the degree received after four years of university or professional school adolescence to be solidified by the economic education decline and jobs replaced by technology, which may mean job preparation will take \t **\t graduateschool:a school giving post-bachelor degrees such as master\u2019s or doctorate REFERENCES Arnett, J. J. (2004). Achieving \u201cadulthood\u201d is more elusive for today\u2019s youth; transition to \u201cadulthood\u201d is occurring at a later age. Retrieved June 6, 2008, from www.asanet.org\/cs\/root\/topnav\/press\/adulthood English, B. (2008, January 13). The boomerang kids: Struggling to make ends meet, adults are moving back in with their folks. Retrieved February 5, 2009, from http:\/\/www.twentysomething.com\/bostonglobe1_13.htm WORKING THROUGH THE TEXT A.\t Text Comprehension 1.\t Infer what the writer means by \u201ctaking \u2018me\u2019 time\u201d in paragraph 1. 2.\t Shana\u2019s case exemplifies \u201ctoday\u2019s twentysomethings\u201d because _________________________________ ________________________________________________________________________________________________________ . 3.\t According to C\u00f4t\u00e9, what characterized being an adult in the past?","Academic Survival Skills I 187 4.\t What can be inferred from the following sentence in terms of the writers\u2019 approach to today\u2019s twentysomethings: \t\t \u201cTheir highly educated, seemingly sophisticated, media literate and wordly kids don\u2019t seem very mature\u201d (par. 6) 5.\t What are the \u201cdynamics of the society\u201d that forced the young generation to postpone adulthood? 6.\t a.\t Why does the writer compare \u201cthe twentysomethings\u201d to a \u201cboomerang\u201d in paragraph 8? b.\t Your Country under Spotlight Can the young adults in your country be regarded as \u201cboomerang kids\u201d? Why \/ Why not? 7.\t What are the future implications of growing up late? 8.\t What does the writer mean by the following sentence? \t\t \u201cNow that they have their independence, they are going to squeeze every bit of that sponge before they settle down.\u201d (par. 10) 9.\t What supporting techniques does the writer use in the text?","188 Unit 4: Changing Generations B. Vocabulary I.\t Find a word or an expression from the text for each definition below. 1.\t to express sorrow, mourning, or regret ___________________________________________ often demonstratively (par. 6): \t 2.\t to make compact, hard, or firmly fixed (par. 9):\t ___________________________________________ II.\t Using the contextual clues in the text, guess the meanings of the following words, and write down their definitions or synonyms. 1.\t peculiar to (par. 3):\t ________________________________________________________________________ 2.\t aberration (par. 3):\t ________________________________________________________________________ 3.\t phase (par. 5):\t\t________________________________________________________________________ 4.\t autonomous (par. 8):\t ________________________________________________________________________ 5.\t prolonged (par. 9):\t ________________________________________________________________________ C. Reference Words Determine what the following words \/ phrases from the text refer to. 1.\t those markers (par. 2):\t ____________________________________ 2.\t that (par.6):\t ____________________________________ 3.\t those big things (par.6):\t ____________________________________ D. Between the Lines 1.\t Identify the writer\u2019s technique. Refer back to the text if necessary. \u2022\t Purpose: \u2022\t Audience: \u2022\t Tone: 2.\t Refer back to the introduction paragraph of the text. Decide whether the language is formal or informal. Justify your answers by writing down the features that make the paragraph formal or informal. Provide one example for each feature. The paragraph is formal \/ informal One example from the text because of the following features: Note: Refer back to characteristics of formal writing in Unit 3.","Academic Survival Skills I 189 GOING ONE STEP FURTHER by speaking As a whole class, discuss how the changes in the lifestyle of \u201ctwentysomethings\u201d can change family life. Justify your opinions by giving reasons. You may use the following expressions: Useful Expressions: Giving reasons \u2022\t The reason why \u2026 \u2022\t Because \u2026 \u2022\t Because of that \u2026 \u2022\t That\u2019s why \u2026 \u2022\t That\u2019s the reason why \u2026 \u2022\t For this reason \u2026 LISTENING GETTING STARTED A. Vocabulary I.\t Below are some words used in the context of a \u201cfamily\u201d. Match the words in the two columns. 1. Couple a. Brother \/ Sister 2. Spouse b. Partners 3. Sibling c. Daughter \/ Son 4. Children d. Husband \/ Wife II. A.\t Below are sentences divided into two parts. Match the parts to make meaningful sentences with the help of contextual clues and collocations.","190 Unit 4: Changing Generations 1.\t ______ Researchers state that in Turkey, a.\t matrimonies is to protect both the women\u2019s the division of and children\u2019s rights. 2.\t ______ Parents have difficulty in giving the b.\t a family with the outbreak of global decision to break up financial and economic crisis. 3.\t ______ It has become even harder to c.\t in as many people today are opportunist sustain and money-oriented. 4.\t ______ The secret of successful relationships d.\t a marriage when their children are young. is love, investing e.\t labor between men and women in crop 5.\t ______ Recent research shows that only production varies considerably from region about 40 percent of cohabiting to region. 6.\t ______ One reason why civil law does not f.\t investments usually grow up to be acknowledge religious marriages as legal more confident, autonomous and happy individuals. 7.\t ______ According to psychologists, children facing higher levels of parental g.\t couples ended up marrying within four to seven years. 8.\t ______ It has become rather difficult to find someone you can confide h.\t in one another, and mutual understanding. B. Now below, make a list of the collocations you matched above. 1.\t 5. 2.\t 6. 3.\t 7. 4.\t 8. C. Below are sentences divided into two parts. Match the parts to make meaningful sentences with the help of contextual clues and collocations. 1.\t ______ Each time you are with another a.\t up to be individuals suffering from severe family, you will realize that there are many psychological traumas. ways to rear b.\t after their children during daytime. 2.\t ______ How to bring c.\t up a child has always been a contentious 3.\t ______ When parents are abusive or issue where prevailing social norms have rejecting towards their children, children dictated the outcome. grow d.\t of themselves because they are so busy with 4.\t ______ Parents around the world are doing their children. their best to raise e.\t a child, and that fathers and mothers 5.\t ______ With the entrance of women into approach parenthood in quite different the workforce, many mothers rely on baby- ways. sitters to look f.\t their children to become responsible adults 6.\t ______ Many mothers forget to take care by teaching them the values they think are important.","Academic Survival Skills I 191 D. Now below, make a list of the collocations you matched above. 1.\t 4. 2.\t 5. 3.\t 6. E. Make a list of the verbs that are synonymous. WHILE LISTENING: Changing Families Listen to the lecture, \u201cChanging Families\u201d, and do the exercises that follow. 1.\t In the past, the term, \u201cfamily\u201d, traditionally used to refer to __________________________________ _________________________________________________________________________________________________________ ________, but now there are different family types such as (write three): a. b. c. 2.\t Fill in the chart below. The three major changes in traditional gender roles a. b. c. 3.\t What two indicators show that marriage is no longer expected to be a lifetime partnership? a. b. 4.\t Today's marriages are healthier and stronger because there is more emphasis on ________ ______________________________________________________________ and ______________________________________ ________________________________ than ___________________________________________________________________ so women today view their husbands as _________________________________________________________ _________________________________________________________________________________________________________ ________________________________________________________.","192 Unit 4: Changing Generations 5.\t Fill in the chart below. Reasons for a childfree lifestyle a. b. c. 6.\t There are mainly three differences between the parents of the past and those of today: a. b. c. GOING ONE STEP FURTHER by writing Write an expository paragraph of 150-200 words discussing one of the topics below: \u2022\t What could be the reasons for the changing role of women in today\u2019s society? \u2022\t What could be the effects of the changing role of today\u2019s women? \u2022\t What could be the factors that changed the division of labor in the family? \u2022\t What could be the factors that changed the structure of families \/ societies? In your paragraph, use at least 5 of the following words you have studied so far: autonomous to sustain a family phase desensitized peculiar to congruent with the division of labor prolonged to break up a marriage to look after somebody cohabiting couples moral inertia to invest in to have the power to do something to confide in to take pleasure in something","Academic Survival Skills I 193 Before writing the paragraph, make an outline below: Your Outline: Your expository paragraph: Word count: ___________________","Study Skills Study Skills Understanding Long Sentences When you have difficulty in understanding a passage, just reading further will often make the passage clearer. Sometimes, however, comprehension of an entire passage depends on your being able to understand a single sentence. Sentences that are very long, sentences that have more than one meaning, or sentences that contain difficult grammatical patterns often cause comprehension problems for readers. Although there is no easy formula that will help you to arrive at an understanding of a difficult sentence, the main point you need to keep in mind is to try to determine what makes the sentence difficult. e.g. Among policymakers and the public, there is widespread fear today that the family is falling apart; much of that worry stems from a basic misunderstanding of the nature of the family in the past, which is the idea that the institution of family lacks the strength and ability to cope with and fight against broad social and economic changes. The general view of the family is that it has been a stable and relatively unchanging institution through history and is only now undergoing changes; in fact, change has always been characteristic of it since the beginning of this fundamental unit that constitutes the society. a.\t If the sentence is very long, break it into smaller parts. To do this, consider the transitions and\/or punctuation marks as these signals may help you decide where to divide the sentence into parts. e.g. Among policymakers and the public, there is widespread fear today that the family is falling apart. Much of that worry stems from a basic misunderstanding of the nature of the family in the past, which is the idea that the institution of family lacks the strength and ability to cope with and fight against broad social and economic changes. The general view of the family is that it has been a stable and relatively unchanging institution through history and is only now undergoing changes. In fact, change has always been characteristic of it since the beginning of this fundamental unit that constitutes the society. b.\t Also, if the sentence is very long, try to determine which parts of the sentence express specific details supporting the main idea. Often clauses which are set off by commas, or introduced by words like which, who and that are used to introduce extra information or to provide supporting details. e.g. Among policymakers and the public, there is widespread fear today: that the family is falling apart. Much of that worry stems from a basic misunderstanding of the nature of the family in the past: which- is the idea that the institution of family lacks the strength and ability to cope with and fight against broad social and economic changes. The general view of the family is that it has been a stable and relatively unchanging institution through history and is only now undergoing changes. In fact, change has always been characteristic of it since the beginning of this fundamental unit. that This unit constitutes the society.\u00ad\u00ad","Academic Survival Skills I 195 Study Skills c.\t If the sentence contains a lot of difficult vocabulary or irrelevant items, they may hinder comprehension. Try crossing out such items. e.g. (Among policymakers and the public), there is widespread fear today: the family is falling apart. Much of that worry stems from a basic misunderstanding of the nature of the family in the past: the institution of family lacks the strength and ability to cope with and fight against broad social and economic changes. The general view of the family is that it has been a stable and relatively unchanging institution through history and family is only now undergoing changes. In fact, change has always been characteristic of it family since the beginning of this fundamental unit. This unit constitutes the society. Now the sentence reads as follows: e.g. There is widespread fear that the family is falling apart. That worry stems from a misunderstanding of the nature of the family: it lacks the ability to cope with social and economic changes. The general view of the family is that it has been a stable and relatively unchanging institution and family is only now undergoing changes. In fact, change has always been characteristic of .family TASK Read the following sentences carefully. The questions that follow are designed to test your comprehension of complex grammatical structures. 1.\t I disagreed then as now with many of my father\u2019s judgments, but always respected him and this book is a welcome reminder of his big, honest, friendly, stubborn personality. How does the author of this sentence feel about his father? a.\t He dislikes him but agrees with his ideas. b.\t He considers him to be a disagreeable person. c.\t He disagrees with his ideas but respects him. d.\t He disagreed with him then but agrees with him now. 2.\t My discovery of Tillie Olsen was a gift from my sister; years ago she gave me her copy of Tell Me a Riddle because she liked the stories and wanted to share the experience. What do we know of Tillie Olsen? a.\t She is a friend. b.\t She likes stories. c.\t She gives gifts. d.\t She\u2019s an author. 3.\t My grandfather, who owns The Green Tiger Press, believes that the relatively unknown works of great children\u2019s illustrators are sources of vast beauty and power, and is attempting to make these treasures more easily available.","Study Skills 196 What\u2019s the goal of the writer\u2019s grandfather? a.\t To publish more children\u2019s books b.\t To develop powerful stories c.\t To make children\u2019s illustrations more easily available d.\t To encourage artists to become children\u2019s illustrators 4.\t Just before his tenth birthday, John received a horse from his father; this was the first of a series of expensive gifts intended to create the impression of a loving parent. Why did John receive the horse? a.\t Because he was 10 b.\t Because his father loved him c.\t Because his father wanted to seem loving d.\t Because his father wouldn\u2019t be able to give him expensive gifts in the future 5.\t Few phenomena in history are more puzzling than this one: that men and women with goals so vague, with knowledge so uncertain, with hopes so foggy still would have risked dangers so certain and tasks so great. What historical fact is puzzling? a.\t That people had such vague goals b.\t That people took such great risks c.\t That people had foggy hopes and uncertain knowledge d.\t That people completed such great tasks Adapted from: Baudoin, E. M., Bober, E. S., Clarke, M. A., Dobson, B. K., & Silberstein, S. (1993). Reader\u2019s choice (2nd ed.). Michigan: The University of Michigan Press. See Appendix 8 for the answers to the tasks above.","U N I TCONCLUDING Changing Life Throughout the book, you have gained insight about changes in the self, communication, habits and generations. As the last part in the book, this unit will give you a broader perspective on recent changes in different areas of life.","CONCLUDING Changing Life UNIT READING The following texts are samples representing changing trends in different areas of life. Read the texts and discuss the questions that follow. THE NEW FACE OF EDUCATION 1\t The world is changing rapidly in all areas \u2014 in the environment, in the economy, in technology and in education. While it is important to spend time pondering the implications of such change, perhaps it is more important to consider the implications of the changes to education. The education system should be the key platform that enables young people to develop the necessary skills required to prepare for the changing world. That is why education in the 21st century is now witnessing significant changes to further equip students with these skills. 2\t Historically, the learning process has taken place within the infrastructure of institutions such as schools, university campuses, and technical colleges. The need to be part of such institutions was driven by the notion that to access information and knowledge, a learner had to be present where the teacher was. The development of information and communication technology (ICT) has increasingly allowed educational institutions to be more transparent, providing a freedom for the learner to explore sources of information outside his institution, even outside his country. Technological networks, actual or virtual, have started to link schools and colleges, which has made the conveying of knowledge much easier. Everywhere there are emerging virtual institutions, new educational alliances \u2013the ones between corporate companies and universities, and those between different countries-, on-line teaching, and distance learning. Many people today earn online degrees with the help of these online learning opportunities. 3\t By helping the creation of online courses, our knowledge society, coupled with ICT, has allowed teachers to focus more on combating the increasing social isolation that our society faces. Schools are increasingly becoming activity centers where students work in groups on real-world projects, go on trips, and participate in the community. Schools actively provide opportunities for social interaction, teach the skills required for successful interaction with other individuals, and help students learn how to work together and to be a functional part of society. 4\t The conventional school is now evolving into a sort of student or community center, where students are engaged in a variety of activities and projects. There is a tremendous range of activities, but they are not as purely academic as they used to be because the academic side of schooling is no longer behind the walls. It is just a few clicks away\u2026 Adapted from: Farrell, G. (2001). The changing faces of virtual education. Retrieved April 2, 2008, from http:\/\/www.col.org\/colweb\/site\/pid\/3335","Academic Survival Skills I 199 Moser, S. C. ( 2000). 21st century trust. Paper presented at The Knowledge Society: Changing the shape of education for the 21st Century, Strasbourg, 8-16 September 2000. Retrieved April 2, 2008, from http:\/\/www.21stcenturytrust.org\/educat.doc Schank, R. C. (2000, January). A vision of education for the 21st century. THE Journal, Retrieved March 29, 2008, from http:\/\/www.thejournal.com\/articles\/14552_3 DISCUSSION QUESTIONS for education 1.\t What are the differences between the past and present styles in education? 2.\t What was the function of the teacher in the past educational method? How is it different from today? 3.\t What is the function of technology in today\u2019s educational system? 4.\t Is technology an advantage or disadvantage for students \/ teachers? 5.\t Do you think teachers will be replaced by computers in the future? Why\/not? 6.\t What are the advantages and disadvantages of distant education? THE NEW FACE OF MORAL VALUES 1\t Most people today display an optimism about the new generations living in a richer, more technologically advanced world and believe that as they grow, they will be healthier with a longer life expectancy. All that said, there\u2019s also a remarkable pessimism about the moral decline they are bequeathing to the next generation. A new cultural-values survey of 2,000 European adults performed by the polling firm of Fabrizio, McLaughlin & Associates for the Culture and Media Institute reveals that a strong majority, 74 percent, believes moral values are weaker than they were 20 years ago. 2\t Why the pessimism? Are we really becoming more unethical? Experts who believe so assert that while we all have a great consensus on the importance of classic virtues like truthfulness, thrift, industry, and charity, we often fail to follow through. They show the survey of Fabrizio as evidence, because one-fourth or one-third of survey recipients in this survey admitted they would cheat on restaurant checks, tax returns, and break laws they considered outdated. Also, they draw attention to the increasing number of academic dishonesty incidents in universities. 3\t This move towards unethical practices has led to the need to raise awareness of the urge of ethical behavior. So ethics are making a comeback. More and more private corporations and governmental institutions are now realizing that ethics are not checked at the door when entering the workplace. They are incorporating ethics into their training in the hope that the community will take note of the ethical nature of a business. Many universities are also doing their best to address this issue by heavily applying the teaching of ethics so that young minds will take this information into the workforce and understand that ethics need to be applied there as well as in the private sector. 4\t Undoubtedly the world is approaching an era when people are breaking ties with ethics, but the good news is that we are not totally ignorant of this picture and are somehow trying our best to help ethics survive. Adapted from: Bozell, B. (March 9, 2007). The numbers on moral decline. Townhall Magazine, Retrieved April 1, 2008, from http:\/\/www.townhall.com\/columnists\/BrentBozellIII\/2007\/03\/09\/the_numbers_on_moral_decline Curry, M. (2004). Ethics in the workplace. Retrieved April 4, 2008, from http:\/\/www.business-marketing.com\/store\/article- businessethics.html","200 Concluding Unit: Changing Life DISCUSSION QUESTIONS for moral values 1.\t Which moral values were considered to be important in the past? How about today? 2.\t What can be the reasons for this change? 3.\t What could be done to improve the understanding of ethics and morals? 4.\t What are the advantages and disadvantages of training of ethics? THE NEW FACE OF ENVIRONMENT 1\t Human impact on the natural world is both more apparent and more widespread than ever before. Almost 40% of the Earth\u2019s surface has been converted to cropland or pasture and half of the tropical forests have been destroyed or degraded. Past productive pasturelands are turning into deserts at an alarming rate while low-lying coastal areas appear to be threatened by flooding from the effects of global warming. Power plant and automotive emissions create widespread air pollution. Fresh water is declining in quality and quantity. Globally, an estimated three unique plant and animal species go extinct every hour. Plant species that form a natural pharmacological laboratory are disappearing with the tropical rainforests. 2\t However, the environmental consciousness that has been a growing concern over the last few years in particular is a promising step to start reversing this destruction \u2013 at least to some extent. Developing energy-saving and low pollution products in order to reduce damage and contamination is now the common goal of the electronics industry. Today, the sciences of ecology and environmental science, rather than any aesthetic goals, provide the basis of unity to most serious environmentalists. 3\t As concerns about climate change moved more into the mainstream, various groups have refocused their efforts. Environmentalist groups are organizing large demonstrations and using all the advantages technology has to offer to extend environmental awareness. This green trend has triggered a major public responsiveness campaign among famous icons as well. The celebrities now choose to buy hybrid cars, producers shoot prominent films and documentaries on natural catastrophes, and rock stars watch the movement closely with a series of consciousness-raising stadium concerts like Live Earth. \t But where does Turkey stand in this environmental consciousness? 4\t Being the fastest growing country in the OECD with a population over 70 million, Turkey now faces the challenge of balancing its recent growth with environmental development. During the last decade Turkey has made significant advances in the energy, industry and tourism sectors. However, most of the necessary environmental infrastructure has yet to be created in urban and industrial areas and The Kyoto Protocol is still waiting to be signed. 5\t As a result of uncontrolled urbanization, and high population growth rates, Turkey is now struggling with air, water and soil pollution, as well as losing its precious flora and fauna. Recently Turkey has begun to feel the burning breath of climate change as well. With the drought the country has faced over the few years, and the high population, it is also difficult to meet the water and energy needs of the public. 6\t However, the environment is not a priority in our country despite the major crisis waiting ahead of us. Unless the network of specialists, scientists and NGOs is strengthened, and unless ministries and relevant institutions responsible for nature conservation instigate detailed projects and cooperate to raise public awareness on the impending threat, Turkey is condemned to appreciate the value of its environment after it is completely lost."]