U5: ANTHROPOLOGY One Hundred Percent American

Published half a decade before "globalization" became a buzz-word, American

anthropologist Ralph Linton humorously illustrates how everyday routine in
modern America is the sum of years of global human ingenuity.
There can be no question about the average Americans Americanism or his
desire to !reserve this !recious heritage at a"" costs# Neverthe"ess$ some insidious
%oreign ideas have a"read& 'ormed their 'a& into his civi"i(ation 'ithout his
rea"i(ing 'hat 'as going on# Thus$ da'n %inds the unsus!ecting !atriot garbed in
pajamas$ a garment o% )ast *ndian origin+ and "&ing in a bed bui"t on a !attern
that originated in either Persia or Asia ,inor# He is mu%%"ed to the ears in un-
American materia"s: cotton$ %irst domesticated in *ndia+ "inen$ domesticated in
the Near )ast+ 'oo" %rom an anima" native to Asia ,inor+ or si". 'hose uses
'ere %irst discovered b& the /hinese# A"" these substances have been
trans%ormed into c"oth b& methods invented in 0outh'estern Asia# *% the 'eather
is co"d enough he ma& even be s"ee!ing under an eiderdo'n qui"t invented in
0candinavia#
On a'a.ening he g"ances at the c"oc.$ a medieva" )uro!ean invention$
uses one !otent Latin 'ord in abbreviated %orm$ rises in haste$ and goes to the
bathroom 1'here$ in s!ite o% the 2splendor3$ other %oreign in%"uences !ursue
him4# G"ass 'as invented b& the ancient )g&!tians$ the use o% g"a(ed ti"es %or
%"oors and 'a""s in the Near )ast$ !orce"ain in /hina$ and the art o% enameling on
meta" b& ,editerranean artisans o% the 5ron(e Age# )ven his bathtub and toi"et
are but s"ight"& modi%ied co!ies o% Roman origina"s# The on"& !ure"& American
contribution to the ensemb"e is the steam radiator$ against 'hich our !atriot ver&
brie%"& and unintentiona""& !"aces his !osterior#
*n this bathroom$ the American 'ashes 'ith soa! invented b& the ancient
Gau"s# Ne6t$ he c"eans his teeth$ a subversive )uro!ean !ractice 'hich did not
invade America unti" the "atter !art o% the eighteenth centur&# He then shaves$ a
masochistic rite %irst deve"o!ed b& the heathen !riests o% ancient )g&!t and
0umer# The !rocess is made "ess o% a !enance b& the %act that his ra(or is o%
stee"$ an iron-carbon a""o& discovered in either *ndia or Tur.estan# Last"&$ he
dries himse"% on a Tur.ish to'e"#
Returning to the bedroom$ the unconscious victim o% un-American
!ractices removes his c"othes %rom a chair$ invented in the Near )ast$ and
!roceeds to dress# He !uts on c"ose-%itting tai"ored garments 'hose %orm derives
%rom the s.in c"othing o% the ancient nomads o% the Asiatic ste!!es and %astens
them 'ith buttons 'hose !rotot&!es a!!eared in )uro!e at the c"ose o% the 0tone
Age# This costume is a!!ro!riate enough %or outdoor e6ercise in a co"d c"imate$
but is quite unsuited to American summers$ steam heated houses$ and Pu""mans#
Neverthe"ess$ %oreign ideas and habits ho"d the un%ortunate man in thra"" even
'hen common sense te""s him that the authentica""& American costume o% gee
string and moccasins 'ou"d be %ar more com%ortab"e# He !uts on his %eet sti%%
coverings made %rom hide !re!ared b& a !rocess invented in ancient )g&!t and
cut to a !attern 'hich can be traced bac. to ancient Greece$ and ma.es sure that
the& are !ro!er"& !o"ished$ a"so a Gree. idea# Last"&$ he ties about his nec. a
stri! o% bright-colored c"oth 'hich is a vestigia" surviva" o% the shou"der sha'"s
'orn b& 78
th
-centur& Gree.s# He gives himse"% a %ina" a!!raisa" in the mirror$ an
o"d ,editerranean invention$ and goes do'nstairs to brea.%ast# 194
Source: Adapted from the American Mercury (1937)
New Vocabulary
penance =
repentance
alloy = mixture of
two or more
elements usually
fused together
Prefixes /Suffixes
unintentionally
un-American
Compound
Words
Nouns
buzz-word
bathroom
bedroom
bathtub
eiderdown (quilt)
steam radiator
Adjectives
steam heated
(houses)
outdoor
close-fitting
bright-colored
17
th
-century
Grees
steam radiator
!outhwestern
"ast #ndian
Sellin! "ifferences
:;
!ection # $%C&'()&*+ &C,#$#,#"!
$arieties of "nglish
!ngland and America are two countries separated by the same language <G#5# 0ha'=
As 'e"" as di%%erences in vocabu"ar&$
it is a"so !ossib"e to s!ot di%%erences in
grammar and countr&-s!eci%ic
structures in >5ritish> and >American>
varieties o% )ng"ish# O%ten there are no
hard and %ast ru"es+ it is sim!"& a
question o% usage and a resu"t o% ho'
the "anguage has deve"o!ed in each
countr&#
?ates are one 'e""-.no'n e6am!"e:
:@ 0e!tember :AABC :@C@C:AAB <UD =
vs# 0e!tember :@$ :AABC @C:@C:AAB
<U0=# He"!%u" Hint: *t ma& be 'orth
'riting a date out in %u""$ to avoid
con%usion: BC@C:AAB E B 0e!tember
:AABC ,arch @$ :AAB#
&- .atch the following 'ritish expressions with their explanations and/or &merican
counterparts0

British American
7 /mon$ hes ta.ing the ,ic.e& out o% &ouF a No dum!ing#
: Gh& are &ou so stro!!&H b A !eriod <!unctuation=#
B Ghat does the sign sa&ing Ino ti!!ing ne6t
to the roadside meanH
c
?essert in genera"#
J Ghat does a 2%u"" sto!3 re%er to in 5ritish
)ng"ishH
d You are becoming di%%icu"t$ obstinate$ or
irritab"e#
5 Pudding e Hes !u""ing &our "egC !utting &ou on#
'- ,he text below was written by a pu11led "nglishman in &merica- 2ill in the gaps with the &merican
counterparts of the 'ritish "nglish terms-
O.a&$ here * am in America and the& have changed m& "anguageF * as. &ou 'h&H
* thought * s!o.e )ng"ish# A!!arent"& not9
Ghen * arrived here entering the hote" on the ground floor * 'as corrected and
in%ormed * 'as on the 7= first floor# A%ter getting out o% a ta"i 'hich is a :=99 $
getting m& suitcase %rom the boot$ sorr& B= 99 o% the ta"i$ sorr& J= 99$ * 'as
cab
route
cand&
Iegg!"ant and
Krench %ries
:8
UK US
-our -or
-se -(e
-re -er
-""- -"-
-ogue -og
-ense -ence
!u(("ed as to the direction ta.en 'hich turned out to be 5= 99# Then * bought
some sweets to che' and had b"an. "oo.s %rom the sho!.ee!er ti"" it c"ic.ed: *
meant ;= 99# And then * 'anted 8= 99 not biscuits#
*n the restaurant * %e"t again "i.e an a"ien to m& o'n tongue$ ordering a snac. o%
Iaubergine and chips+ this 'as a"so 'rong: L= 99 'as the right mi6# Hmmm$
an egg!"ant is a Di'i %ruit in )ng"and#
A%ter the mea" do &ou thin. an&bod& 'ou"d give me the billH No$ the& said$ no
one ca""ed 5i"" 'or.ed there# Then * heard someone as. %or the @= 99 to !a&
%or their mea"+ it arrived and o%% the& 'ent# * tried the same and$ he& !resto$ *
!aid %or m& mea"F <N#5# A che#ue in )ng"and is a ban.ing term#=
chec.
trun.
coo.ies
%irst %"oor
!ection ## )&3G(&G" 2%C(!
"mbedding thoughts
1
A subordinate c"ause that begins 'ith a question 'ord <e#g# who, which, where= or the 'ord that is
ca""ed a re"ative c"ause# You can use it to modi%& a noun or !ronoun <i#e# to identi%& or give more
in%ormation about it=# Here are some e6am!"es %rom the te6t$ 'ith re"ative !ronouns in bold:
$ or sil% whose uses were first discovered by the &hinese.
'e"t, he cleans his teeth, a subversive !uropean practice which did not invade America until the
latter part of the eighteenth century.
You can sometimes reduce a de%ining re"ative c"ause to create a more concise st&"e# You cannot reduce
a non-de%ining c"ause#
)#g# ...linen, (which was) domesticated in the 'ear !ast*
$in a bed (which was) built on a pattern that originated in either Persia or Asia +inor
Remember that non-de%ining re"ative c"auses are used to su!!"& additiona" in%ormation about the noun$
'hose identit& or re%erence is a"read& estab"ished# You can a"so use it to comment on the 'ho"e
situation described in a main c"ause#
&- #n the following sentences4 relati5e pronouns are missing- "dit them by inserting the relati5e pronouns
and commas4 where suitable4 namely in non-defining relati5e clauses-
7# The man bought a"" the manuscri!ts b& Derouac is rich#
:# The& 'ere sure to visit the to'n "ocation 'as un.no'n#
B# Kran. invited ,ar& he had met in Dorea at the !art&#
J# The 'riter name he cou"d not remember signed his boo.s at the boo.sho! &esterda&
evening#
5# 0he a"'a&s 'anted to go to a !"ace she cou"d s!ea. her native tongue#
'- #nsert the relati5e pronouns who4 whom4 whose4 that or (in) which where necessary-
*t is c"ear that throughout the histor& o% anthro!o"og&$ scho"ars have ada!ted their notions o% cu"ture to
suit the dominant concerns o% the da&$ and the& 'i"" no doubt continue to do so# Litt"e is to be gained$
there%ore$ %rom attem!ts to "egis"ate on the !ro!er meaning o% the term# *t is su%%icient to note that
'hatever the sense 7# 99 it ma& be em!"o&ed$ the conce!t o% cu"ture entai"s a ver& high "eve" o%
abstraction# *n other 'ords$ cu"ture is not something :99 'e can ever e6!ect to encounter Ion the
ground# Ghat 'e %ind are !eo!"e B 99 "ives ta.e them on a Mourne& through s!ace and time in
environments J 99 seem to them to be %u"" o% signi%icance$ 5 99 use both 'ords and materia"
7
Kor %urther 'or. on sentence grammar$ access URL: htt!:CC'''#ccc#commnet#eduCsensenC!art7C%iveCinde6#htm"
:L
arte%acts to get things done and to communicate 'ith others$ and ; 99$ in their ta".$ end"ess"& s!in
meta!hors so as to 'eave "ab&rinthine and ever-e6!anding net'or.s o% s&mbo"ic equiva"ence#
Ghat 'e do not %ind are neat"& bounded and mutua""& e6c"usive bodies o% thought and custom$
!er%ect"& shared b& a"" 8 99 subscribe to them$ and L 99 their "ives and 'or.s are %u""&
enca!su"ated# The idea that humanit& as a 'ho"e can be !arce""ed u! into a mu"titude o% discrete
cu"tura" ca!su"es$ each the !otentia" obMect o% disinterested anthro!o"ogica" scrutin&$ has been "aid to
rest at the same time as 'e have come to recogni(e the %act o% the interconnectedness o% the 'or"ds
!eo!"es$ not Must in the era o% modern trans!ort and communications$ but throughout histor&# The
iso"ated cu"ture has been revea"ed as a %igment o% the Gestern anthro!o"ogica" imagination# *t might be
more rea"istic$ then$ to sa& that !eo!"e live culturally rather than that the& live in cultures.
Adapted from &ompanion !ncyclopedia of Anthropology, Routledge, ,--., p.
!ection ### ,"6, !,*(C,(*"
)isting
Listing can re%er to an& essa& in 'hich &ou !ut &our in%ormation in a !articu"ar order# This order cou"d
be a sim!"e descri!tion <e#g# genera" to s!eci%ic C most to "east im!ortant C to! to bottom C centre to
!eri!her&=$ based on time$ i#e# a >chrono"ogica"> order <e#g# historica" events C stor&-te""ing=$ or based on
stages in a !rocess <e#g# an industria" !roduction "ine C research methodo"og&=#
&- 2ollowing are some tips for taing an in-class essay exam- 7ut the paragraphs in a logical order under
their respecti5e headings and rewrite the text as a description8 insert logical connectors suggesting
se9uence such as first(ly), then, next, finally-
A. Preparation b
B. Outlining the Exam
- ?econstruct the )ssa&
Nuestion
- /reate an Out"ine j
!. "riting the Essa#
a# /raw connections bet'een authors> arguments and course themes# Ghat are the arguments
concerning a !articu"ar to!ic and ho' do the& re"ate to c"ass themesH Ho' are the authors>
arguments simi"ar or di%%erentH /an &ou grou! the authors according to their stancesH
b# Review course materia"s# Loo. over "ecture notes and readings# 0ummari(e the course themes and
the authors main arguments#
c# 0hin% about ho' &ou 'i"" organi(e &our res!onses# ?eve"o! out"ines <intro$ bod&$ conc"usion=
structuring &our ans'ers to !otentia" questions# Ghat are !otentia" thesis statements and 'hat
evidence do &ou need to su!!ort those argumentsH
d# +emorize# ,emori(e .e& terms and %acts <events$ names$ dates= that &ou thin. 'i"" be most he"!%u"
in ans'ering !otentia" questions# Organi(e conce!ts using the course out"ine#
e# &onsider !otentia" e6am questions# 5rainstorm on ho' the instructor might !ose questions that
dra' together c"ass themes# ?ra' on "ectures and authors> arguments to ans'er these questions#
%# 1udget &our time according to the re"ative !oints assigned to each question# *% &ou stic. to &our
time a""ocation$ &ou .no' &ou"" have time to %inish$ 'hich 'i"" re"ieve some o% the stress#
g# Read questions and instructions care%u""&# The !rimar& question is a question that as.s &ou to ma.e
an argument using course materia"s# 0econdar& questions o%ten !rovide guide"ines to 'hat ideas or
conce!ts &ou"" describe %or use in &our argument#
h# &reate main !oints# Oot do'n a number o% !oints that 'i"" serve as the basis o% &our res!onse to the
!rimar& question and each sub-question# *denti%& 'hat &ou 'i"" describe or e6!"ain to ma.e &our
argument c"ear# Organi(e &our !oints in a coherent manner#
i# 2rite &our thesis# ,a.e it sim!"e$ straight-%or'ard and c"ear#
M# 1rainstorm su!!orting evidence# *nc"ude .e& terms$ theories$ authors$ events$ etc# in &our out"ine#
:@
.# 1e concise and clear# ?on>t 'orr& about creating beauti%u" 'riting# *nstead ma.e sure &ou
demonstrate .no'"edge o% the to!ic and direct"& address the question#
"# Avoid "ength& introductions# Get straight into &our main argument# There is no rea" need to stress
about some .ind o% attention getter$ Must dive right in#
m# 3ollow the out"ine# ?ont introduce ne' !oints or stra& %rom &our argument#
n# 4se %ey terms# 5e sure to de%ine them because this is the on"& 'a& &our teacher .no's that &ou
rea""& understand the conce!ts and didnt Must thro' them in#
o# Avoid e"cuses# ?ont 2!ad3 &our ans'er$ that is e"aborate on the obvious# ?ont Must 'rite
ever&thing &ou .no' on a to!ic i% it is not re"ated to the e6am question#
!# /ont stress about e6act quotations# *% &ou have a c"ear understanding about an author or authors
'riting$ !ara!hrase it or ma.e an ine6act quote# ?o be sure to give credit to the author#
q# Review your essay. Ta.e a %e' minutes to re-read and correct#
!ection #$ :#!C(!!#%3 ,%7#C!
?iscuss the %o""o'ing 'ith a !artner#
a# Gh& do !eo!"e needC %ear changeH Ho' do !eo!"e ma.e changes in their "i%est&"es or
imageH Have &ou ever done something that invo"ved a maMor changeH *% so$ 'hatH
b# Ghat do &ou thin. has been the maMor change during &our "i%etimeH Gh&H Ho' has
&our "i%e been a%%ected b& itH
!ection $ W%*;#3G W#,< ,<" #3,"*3",
/u"ture shoc. is ver& natura" occurrence 'hen trave"ing to a ne' cu"ture# Dee!ing an o!en
mind and being %"e6ib"e 'i"" he"! &ou adMust#
& &ccess listening acti5ity at (*)0 http0//www-esl-lab-com/shoc1/shoc1-htm4 then the ''C
page on culture shoc at (*)0 http0//www-bbc-co-u/dna/h=g=/&=>?>@AB - &nswer the following
9uestions0
7# Ghat is cu"tura" shoc.H
:# Gho coined the termH
B# Ghat are the stages o% cu"ture shoc.H
J# Ghat is reverse or re-entr& cu"ture shoc.H
5# List some strategies %or co!ing 'ith cu"ture shoc.#
' (se the #nternet resources mentioned abo5e and the picture below to tell about your own
experience with culture shoc- #f you ha5e not had it so far4 as somebody else and tell his or
her story-
BA
U;: ANTHROPOLOGY A /u"tura" ,a! o% the Gor"d
Trust$ to"erance$ individua" %reedom$ se"%-e6!ression$ activist !o"itica" orientations: these are
!recise"& the attributes that the !o"itica" cu"ture "iterature de%ines as crucia" to democrac&#
This ma! re%"ects the %act that a "arge number o% basic va"ues are c"ose"& corre"ated
and can be described b& t'o maMor dimensions o% cross-cu"tura" variation#
The Gor"d Pa"ues 0urve&s !rovide a com!rehensive measurement o% a"" maMor
areas o% human concern$ %rom re"igion to !o"itics to economic and socia" "i%e# T'o
dimensions dominate the !icture: the 0raditional5 6ecular-rational and the
6urvival56elf-e"pression va"ues# These t'o e6!"ain more than 8AQ o% the cross-
nationa" variance in a %actor ana"&sis o% ten indicators and are strong"& corre"ated
'ith scores o% other im!ortant orientations#
The %irst dimension re%"ects the contrast bet'een societies in 'hich re"igion is ver&
im!ortant and those in 'hich it
is not# A 'ide range o% other
orientations are c"ose"& "in.ed#
0ocieties near the traditiona" !o"e
stress the im!ortance o% !arent-
chi"d ties and de%erence to
authorit&$ a"ong 'ith abso"ute
standards and traditiona" %ami"&
va"ues$ and reMect divorce$
abortion$ euthanasia$ and suicide#
The& have high "eve"s o%
nationa" !ride$ and a nationa"istic
out"oo.# *n contrast$ societies
'ith secu"ar-rationa" va"ues have
the o!!osite !re%erences on a"" o%
these to!ics#
The second maMor dimension
o% cross-cu"tura" variation is
"in.ed 'ith the transition %rom industria" societ& to !ost-industria" societies$ 'hich
brings a !o"ari(ation bet'een 0urviva" and 0e"%-e6!ression va"ues# The
un!recedented 'ea"th accumu"ated in advanced societies during the !ast generation
means that an increasing share o% the !o!u"ation has gro'n u! ta.ing surviva" %or
granted# Thus$ !riorities have shi%ted %rom an over'he"ming em!hasis on economic
and !h&sica" securit& to'ard an increasing em!hasis on subMective 'e""-being$ se"%-
e6!ression and qua"it& o% "i%e# 5ut moderni(ation is not "inear - 'hen a societ& has
3ew
$ocabulary
deference
o#erwhelmin!
7refixes
correlated
unprecedente
d
!uffixes
comrehensi#e
measurement
sur#i#al
#ariance
5ariation
orientation
deference
Compounds
cross-cultural
cross-national
self-exression
ost-industrial
ost-materialist
arent-child
(ties)
out !rous
well-being

Collocations
national ride
unrecedented
wealth
B7
com!"eted industria"i(ation and starts becoming a .no'"edge societ&$ it moves in a
ne' direction$ %rom 0urviva" va"ues to'ard greater em!hasis on 0e"%-e6!ression
va"ues#
This emerging dimension invo"ves the division bet'een ,ateria"ist and Post-
materia"ist va"ues$ re%"ecting va"ues !rioriti(ing environmenta" !rotection$ to"erance
o% diversit& <inc"uding mass !o"ari(ation over to"erance o% out grou!s such as
%oreigners$ ga&s and "esbians= and rising demands %or !artici!ation in economic and
!o"itica" decision ma.ing# The shi%t to se"%-e6!ression va"ues a"so com!rises a ne'
!ers!ective on chi"d-rearing: em!hasis on hard 'or. gave 'a& to imagination and
to"erance as im!ortant va"ues to teach a chi"d# This goes 'ith a rising sense o%
subMective 'e""-being that conducive to an atmos!here o% to"erance$ trust and !o"itica"
moderation# Kina""&$ societies that ran. high on se"%-e6!ression va"ues a"so tend to
ran. high on inter!ersona" trust#
6ource7 htt!:CC'''#'or"dva"uessurve&#orgCha!!inesstrendsC 89.9:.;99:
ad#anced
societies
riorities shifted
quality of life
interersonal
trust
7reposition
use
conduci#e to
shift to
tend to
tolerance of
!i#e way to
ran$ (high) on
!ection # $%C&'()&*+ &C,#$#,#"!
!imilarity and difference0 Common mistaes
&- Circle the best option for the context-
7# There is a great 999 bet'een the 0raditional5 6ecular-rational and the 6urvival56elf-
e"pression va"ues#
a# di%%erence b# di%%erent c# di%%er
:# *t is im!ossib"e to 999 bet'een them#
a# di%%erentiate b# di%%er c# di%%erent
B# *n 999to traditiona" societies 'here re"igion is ver& im!ortant$ modern societies do not stress its
im!ortance##
a# contrasting b# contrast c# contrar&
J# There have been man& 999 va"ues in Gestern societies#
a# simi"ar b# a"i.e c# simi"arit&
5# The !riorities are simi"ar 999 our o'n#
a# to b# in c# 'ith
!imilarity and difference0 &dding 5ariety to academic writing
'- !tudy the following table and chec any unnown words-
!imilarity / "9ui5alence :ifference / #ne9uality
$erbs 3ouns &dCecti5es $erbs 3ouns &dCecti5es
accord (with)
conform (to)
corresond (to)
echo
equate (to/with)
mirror
arallel
resemble (to)
counterart
analo!y
equality
arity
affinity
(between/
with)
resemblance
(in)
comarison
(with)
ali$e
analo!ous (to)
comarable (to)
consistent (with)
equi#alent (to)
identical (to)
interchan!eable
(with)
indistin!uishable
(from)
a$in (to)
contradict
contrast (with)
de#iate (from)
differ (from)
differentiate
di#er!e (from)
#ary
be at a #ariance
(with)
discreancy
disarity
di#ersity
di#er!ence
distinction
(in) contrast
(to)
discrete
disarate
di#erse
di#er!ent
distinct (from)
dissimilar (to)
B:
C- Circle the option a4 b4 c4 or d4 that best completes each sentence-
7# * thin. &ou are dra'ing a 999 bet'een the t'o arguments#
a# di%%erence b# distinction c# variation d# deviation
:# Ghat 'ou"d be the 999 qua"i%ication in &our countr&H
a# equiva"ent b# same c# simi"ar d# corres!onded
B# There is un%ortunate"& a 999 bet'een &our e6!ectations and the rea" thing#
a# di%%erence b# variance c# discre!anc& d# di%%erentiation
J# ?ont &ou thin. she bears an uncann& 999 to his %irst 'i%eH
a# resemb"ance c# simi"arit& c# a%%init& d# ana"og&
!ection ## )&3G(&G" 2%C(!
Comparison and contrast clauses
&- )ea5ing out the phrase it does not matter if where necessary4 Coin the following pairs of sentences
using the conCunctions gi5en in bracets-
7# Romanians are determined to ma.e u! %or the "ost time during the communist regime# *t does not
matter ho' "ong it might ta.e# <however=
However lon it miht ta!e" #omanians are determined to ma!e up for the lost time durin the
communist reime
:# There is an increasing em!hasis on se"%-e6!ression va"ues in the &ounger generation# The societ& at
"arge is sti"" tradition-oriented# <in spite of the fact that=
B# Romanian societ& has a"most com!"eted industria"i(ation# *t has not im!roved much the qua"it& o%
"i%e# <although)
J# * shou"d not 'or. %or a Romanian boss i% * 'ere &ou# *t does not matter i% he o%%ers &ou high 'ages#
<even if=
5# The& sti"" thin. that the surve&s are !hon&# *t does not matter i% so man& researchers 'or.ed on
them# <despite=
7osition of lining words and phrases
'- *ewrite each of the following sentences using the words gi5en- .ae any necessary changes to
punctuation-
7# Peo!"e in this countr& have no mone&$ but the& are ver& ha!!&# <even=
$ven if people in this country have no money" they are very happy%
:# The 'ea"th has accumu"ated "ate"&$ but there sti"" are ver& man& !oor !eo!"e# <neverthe"ess=
B# A ne' vie' as to chi"d-rearing has risen$ but the maMorit& do not ta.e it into consideration#
<'hi"e=
J# *n s!ite o% the "ac. o% basic democratic va"ues$ * sti"" thin. the countr& is on its 'a& to a
better "i%e# <and &et=
5# *t ma& sound incredib"e$ but Romanian com!uter scientists are considered among the best
in the 'or"d# <as=
C- 'elow4 there is a note summary of the structure of a contrasting paragraph- *ead it from the ;ey
section it and tae notes by using the hints-
BB
(nderstanding human cultural difference
$mplications !ogniti%ist approach !onnectors Phenomenological approach
onto"ogica"
status o% the
human bod&
bod&R !assiveC
instrumenta"

on the other
hand
bod& R activeC intentiona"
stabi"it& o%
cu"tura" %orm
stabi"it&R

the %ormerC
the "atterC b&
contrast
meaning o% the
'or"d
meaning R
!ection ### ,"6, !,*(C,(*"
Writing a compare and contrast essay
=

Academic 'riting ma.es use o% a !rocess o% ana"&sis in 'hich authors com!are and contrast as!ects o%
t'o things in order to "earn more about both# The tab"e be"o' com!rises brie% notes on severa" cu"tura"
di%%erences bet'een North American countries#
:
You can %ind a thorough !resentation o% this t&!e o% academic essa& at URL:
htt!:CC'''#unc#eduCde!tsC'c'ebChandoutsCcom!arisonScontrast#htm"
BJ
&- Write a @DD-word compare and contrast essay on aspects of your choice by using one of the
patterns suggested below-
!ection #$ &C&:".#C !7"&;#3G
%*&) 7*"!"3,&,#%3
#ntroduction
A"" !resentations have a common obMective# Peo!"e give !resentations
because the& 'ant to communicate:
to inorm
to train
to persuade
to sell
A success%u" !resentation is one o% the most e%%ective 'a&s o%
communicating &our message# *n addition$ because )ng"ish is so
'ide"& used in internationa" business and education$ a 'or.ing
.no'"edge o% the vocabu"ar& and techniques used in an )ng"ish
"anguage !resentation is a va"uab"e asset#
Gatch the Po'erPoint !resentation o% this to!ic to %ind out more detai"s about ho' to ma.e a
success%u" !resentation#
B
!ection $ W%*;#3G W#,< ,<" #3,"*3",
& &ccess (*)0 http0//elc-polyu-edu-h/C#))/tools/presplan-htm and use the application to
prepare a fi5e-minute presentation on a topic selected from the list below-
?
Koreign "anguage instruction shou"d begin in .indergarten# ?iscuss#
/hi"dren shou"d never be educated at home b& their !arents# ?o &ou agree or disagreeH
/hi"dren "earn best b& observing behavior o% adu"ts and co!&ing it# To 'hat e6tent do
&ou agree or disagree 'ith this statementH
To 'hat e6tent shou"d universities %unction as training grounds %or em!"o&mentH
)ducation is the sing"e most im!ortant %actor in the deve"o!ment o% a countr&# ?o &ou
agreeH
Ghat are the %actors re"ated to academic success in universit& studentsH
?o the bene%its o% stud& abroad Musti%& the di%%icu"tiesH Ghat advice 'ou"d &ou o%%er
to a !ros!ective studentH
B
Kor %urther in%ormation and e6am!"es$ access URL: htt!:CC'''#ue%a!#comCs!ea.ingCs!.%ram#htm and URL:
htt!:CCe"c#!o"&u#edu#h.C)APCAudio-visua"C # Pideo c"i!s can be do'n"oaded 'ith 6ave lin% as$
J
Kor other suggestions o% to!ics$ &ou can access URL: htt!:CC'''#'rite%i6#comCargumentCto!ics#htm
7# Kirst com!are$ then
contrast <or vice versa=#
Kocuses on the com!arison and contrast instead o% on the t'o ideas being com!ared
and contrasted#
:# Kirst do one idea$ and
then do the other#
/om!are and contrast ideas b& treating one idea thorough"& be%ore ta.ing u! the
second one#
B# On"& com!are or
on"& contrast#
Griters 'ho onl# compare t'o ideas sometimes brie%"& mention the contrast in the
introduction and then move on so that the& do not "ead readers to thin. the& cannot
ma.e re"evant distinctions# Griters 'ho onl# contrast ideas sometimes brie%"&
summari(e simi"arities in the conc"usion so the& do not "eave the im!ression that the&
are thin.ing in o!!osites#
B5
U8: 0O/*AL GORD Povert& and )conomic *nMustice
2True com!assion is more than %"inging a coin to a beggar# *t comes to see that an edi%ice 'hich
!roduces beggars needs restructuring#T ,#L# Ding$ A!ri" J$ 7@;8$ Ne' Yor. /it&# ?iscuss#
Povert& has man& com!"e6 causes$ inc"uding "o' 'ages$ a "ac. o%
Mobs$ racism$ se6ism$ and other %orces be&ond individua" contro"# Kor the !ast
BA &ears$ the %ight against !overt& and inMustice has been an u!hi"" batt"e#
*ndeed$ maMor economic dis"ocations and victim-b"aming !ub"ic !o"icies have
a%%ected the ca!acit& o% the three traditiona" sources o% income - marriage$
mar.ets$ and the state - to !rotect !eo!"e %rom !overt& even 'hen the& 'or.
hard and !"a& b& the ru"es# The resu"ts inc"ude mounting rates o% !overt&$
hardshi!$ and socia" !rob"ems - a"" o% 'hich %a"" into socia" 'or.>s domain#
&ounting Po%ert# *n :AA5$ 7:#;Q o% the !o!u"ation 'as !oor$ u!
%rom its a""-time "o' o% 77#BQ in :AAA# )ven the higher A%rican American
<:J#@Q= and Latino <:7#LQ= rates and the "o'er /aucasian <L#BQ= rates rose
above their a""-time :AAA "o's# ,ean'hi"e$ the American ?ream$ the !romise
that 'or. !a&s$ %aded %or the 'or.ing and midd"e c"ass# *n :AAJ$ 8#L mi""ion
!eo!"e aged 7; or o"der s!ent at "east :8 'ee.s either 'or.ing or "oo.ing %or a
Mob but earned be"o' !overt&-"eve" 'ages in com!anies that !rovided %e'
basic bene%its such as hea"thcare or !arenta" "eave# Than.s to ta6 cuts and
cor!orate 'e"%are$ inequa"it& a"so reached ne' highs#
&ounting 'ardship Povert&$ in turn$ ta.es its to"" on !eo!"e>s "ives#
*n :AAJ$ JAQ o% !oor and 7JQ o% non-!oor %ami"ies %aced %ood$ hea"th$ or
housing insecurit&$ considerab"& more %ami"ies o% co"our than /aucasian
%ami"ies# The situation has 'orsened over time# Krom 7@L8 to :AA5$ the
number o% !eo!"e "ac.ing %ood securit& rose %rom B7 to B5 mi""ion+ those
'ithout hea"th insurance soared %rom B7 to J;#5 mi""ion 'hi"e the number o%
househo"ds !a&ing more that BAQ o% their income %or rent Mum!ed %rom B7Q
<7@8L= to J@Q <:AA5=# These "osses 'ere %urther com!ounded b& a "ac. o%
socia" investment in "o'-income communities e6!osing !eo!"e to: crumb"ing
neighbourhood in%rastructures <e#g#$ abandoned housing$ !oor schoo"s$ "ac. o%
services$ unem!"o&ment=+ inter!ersona" vio"ence <e#g#$ battering$ ra!e$ chi"d
abuse=+ and communit& vio"ence <e#g#$ gang %ights$ drive-b& shootings$
survei""ance$ !o"ice bruta"it&$ se6ism$ and racism=#
&ounting Social Problems 0ocia" 'or.ers .no' %irsthand that
!eo!"e con%ronted 'ith chronic de!rivation andCor harsh "iving conditions
o%ten %ee" unsa%e$ insecure$ and !o'er"ess# Ge a"so .no' that !eo!"e co!e
'ith the des!erate condition b& harming themse"ves <e#g#$ se"%-medication$
dro!!ing out o% schoo"$ unsa%e se6$ ine%%ective !arenting$ inabi"it& to ho"d a
Mob$ "ac. o% se"%-care$ and suicide= andCor others <e#g#$ crime$ assau"t$ battering$
3ew $ocabulary
flin! % throw smth&
carelessly
soar % increase raidly
coe % deal successfully
with a difficult roblem
!pecialist terms
economic dislocations
ublic olicies
sources of income
mountin! rates of o#erty
below o#erty-le#el
wa!es
basic benefits
healthcare
arental/ (sic$) lea#e
unemloyment
chronic deri#ation
social/ self-ad#ocacy
ositi#e/ ne!ati#e coin!
social/health/financial
assistance
"xpressions
they ha#e ta$en their toll
% amount/ extent of loss
B;
ra!e$ homicide=# 0ocia" 'or.ers have the .no'-ho' and the !ro%essiona"
ob"igation to he"! !eo!"e undo negative co!ing and !romote !ositive co!ing$
both se"%-advocac& <e#g#$ see.ing needed socia"$ hea"th$ and %inancia"
assistance= and socia" advocac& <e#g#$ communit& activism=#
Given socia" 'or.>s "ocation bet'een the c"ient and societ&$ 'e can either
"eave so"ving !overt& to the economists or Moin the %ight %or economic Mustice#
194 0ome %ear that ma.ing individua" and socia" change a %undamenta" !art o%
our 'or. !o"itici(es a !revious"& obMective and a!o"itica" !ro%ession# Yet$ it is
%ar better to address these issues e6!"icit"& than to !retend the& do not e6ist# *n
the 'ords o% ,artin Luther Ding$ Or#$ TOur "ives begin to end the da& 'e
become si"ent about things that matter#T
6ource7 Adapted from +imi Abramovitz7 Poverty and !conomic <n=ustice
or destruction
wor$ ays % it is worth the
effort
uhill battle % effort
to $now first hand %
directly from the source
to ha5e the now-
how = to ha5e the
(technical)
nowledge and sill
to do smth-
!ection # $%C&'()&*+ &C,#$#,#"!
There are severa" 'a&s o% %orming 'ords 'ith o!!osite meaning: negative !re%i6es and su%%i6es
<insecure$ !o'erless=$ "e6ica" devices <lac% of=$ or 'ords 'ith negative meaning <deprivation=#
&- *ead attenti5ely the text and find examples of each category- What are the most commonly used
meansE
a= 9999999999999999999999999999999999999999
b= 9999999999999999999999999999999999999999
c= 9999999999999999999999999999999999999999
'- (sing academic/ specialised 5ocabulary- *ead (twice) the following text on the profession of social
worer in its entirety from the ;ey section- ,hen try to fill in the blans with the missing words-
*ndeed$ man& 'ou"d sa& that our !ro%ession$ more than an& other$ is engaged in 'or.ing 'ith !oor
!eo!"e-those 'ithout hea"th insurance$ those 'ho "ive in SSSSS 'ith bro.en in%ra-structures and no
su!ermar.ets$ those 'ho "ive on the basicSSSSS SSSSS !rovided b& 0u!!"ementa" SSSSS SSSSS $ and
those 'ho have never %e"t the dignit& o% having a SSSSS # 0ocia" 'or.ers see %irst-hand the debi"itating
e%%ect o% !overt& on those strugg"ing to !atch together meager SSSSS to !a& a"" the bi""s# 0ocia" 'or.>s
concern 'ith !overt& is SSSSS to the !ro%ession>s SSSSS SSSSS o% Mustice# As such$ s!ecia" attention is
given to those 'ho are not on"& !oor$ but are members o% grou!s that o%ten are SSSSS %rom !ath'a&s
to se"%-su%%icienc&$ such as 'omen$ chi"dren$ and the SSSSS i""# 0ocia" 'or.ers a"so see the resi"ience
and SSSSS o% those 'ho deve"o! SSSSS SSSSS and SSSSS to !rob"em-so"ving in 'a&s that other SSSSS
entre!reneurs might env&# SSSSS %rom socia" 'or. and other disci!"ines have SSSSS 'hat it ta.es to
get !eo!"e out o% !overt& and to .ee! !eo!"e %rom %a""ing into it# Ge .no' it ta.es a combination o%
education$ su!!ort$ SSSSS and o!!ortunit&# Ge .no' that it ta.es a 'e""-structured services-de"iver&
s&stem guided b& SSSSS and com!etent SSSSS SSSSS SSSSS$ NA0G$ :AAB
'elow there is some of the language we use for expression causes and effects-
(E)BS
Lac. o% adequate resources may cause/ can lead to
can result in
!overt& and inMustice
can give rise to
,uch o% the instabi"it& stems from the economic e%%ects o%
the 'ar
*nter!ersona" and communit&
vio"ence
caused by/ resulting from
produced by/ stemming from
*OU*S

!overt&$ ###
The most li%ely causes o% U are !oor diet and "ac. o% hea"th care#
A consequence o% chronic de!rivation is a %ee"ing o% insecurit&#
B8
0ocia" advocac& is an im!ortant factor in he"!ing !eo!"e undo negative co!ing#
,an& other variab"es have an influence on !overt& "eve"s#
Another reason why Us are considered to be im!ortant is that ###
P)EPOS$+$O*A, P')ASES
A great number o% !eo!"e
become !oor
owing to/ because of
as a result of
'rong economic
!o"icies#
Adapted from http755www.phraseban%.manchester.ac.u%5causes.htm.
C- ,he Fword cloudG shows the most fre9uently used
words in the article- Choose 1D and build a summary of
what you ha5e read-
!ection ##
)&3G(&G" 2%C(!
7urpose and reason clauses
&- *ewrite the sentences using a more formal connecting expression from the box to replace because of-
,here might be more than one possible answer-
than.s to as a resu"t o% o'ing to due to as a consequence o% given
7# 5ecause o% maMor economic dis"ocations$ sources o% income have been diminished#
:# Rates o% !overt& increased because o% irres!onsib"e !ub"ic !o"icies#
B# *nequa"it& reached ne' highs because o% ta6 cuts and cor!orate 'e"%are#
J# 5ecause o% "ac. o% socia" investment$ "o'-income communities 'ere e6!osed to severe socia"
!rob"ems#
5# Peo!"e o%ten %ee" unsa%e$ insecure$ and !o'er"ess because o% chronic de!rivation#
'- Hoin the following pairs of sentences using to, in order to, so as (not) to (I infiniti5e) and so that, in
order that (I modal 5erb)-
7# 0ocia" 'or.ers use their e6!ertise# The& 'ant to he"! !eo!"e co!e 'ith hardshi!s and !overt&#
:# 0he turned on the radio# 0he 'anted her mother to hear the "atest ne's on !ension bene%its#
B# Last &ear$ )6eter Universit& researchers carried out a nationa"-sca"e stud&# The& 'anted ever&bod&
to "earn about maMor socia" !rob"ems in the area#
J# +encap has recent"& organised a %und-raising cam!aign# The& 'ant to reduce the e%%ects o% chronic
de!rivation on &oung chi"dren#
5# 0he 'rote a good master dissertation# 0he 'anted to !rove that she 'ou"d be an e6ce""ent socia"
'or.er#
C- *ewrite these sentences to include a negati5e purpose clause using to avoid-
7# A!!"icants shou"d "earn about the s&stem because the& do not 'ant to be denied socia" securit&
disabi"it& bene%its#
:# A%ter he "ost his Mob$ he subscribed to severa" socia" net'or.s because he did not 'ant to become
socia""& iso"ated#
B# The association advocates the disab"ed chi"drens attending mainstream education because it does
not 'ant them to con%ront socia" e6c"usion#
J# The "ecturer high"ighted the socia" status o% 'omen in *ndia because she did not 'ant her audience
to %ace simi"ar issues#
BL
www.wordle.net
5# Kran. has 'ritten a boo. on ne' socia" identities because he did not 'ant grou! discrimination to
be misunderstood#
:- ,hin of something in your life which has0
7# caused &ou a "ot o% !rob"emsC troub"es#
:# given &ou a "ot o% ha!!iness#
B# !rovo.ed a %ee"ing o% anger in &ou#
J# resu"ted in embarrassment %or &ou#
B@
!ection ### ,"6, !,*(C,(*"
0o"utions cannot be suggested un"ess a !rob"em is %u""& ana"&sed$ and this invo"ves a thorough
understanding o% the causes and !ossib"e e%%ects
&- *ead and discuss the following essay outline- !uggest additional de5elopments-
&'hat are the causes and principal effects of the increase in fast(food consumption in #omania)&
7attern !ample %utline
*ntroduction o% genera" to!ic
0!eci%ic areas to be covered in this
essa&
'ac$!round to traditional (omanian diet) and recent chan!es
*his essay will co#er first causes) then effects
Essa# section i </auses=
/ause 7
a= subsection
b= subsection
/ause :
a= subsection
b= subsection
Causes of increased fast-food consumption
Changes in commercial practice
a) Power of ad#ertisin!
b) +oss of local shos
Changes in lifestyle
a) +on!er wor$in! hours
b) *wo wor$in! arents
Essa# section ii <)%%ects=
)%%ect 7
a= subsection
b= subsection
)%%ect :
a= subsection
b= subsection
)%%ect B
a= subsection
b= subsection
"ffects of increased fast-food consumption
Vitamin deficiencies
a) subsection
b) subsection
Obesity
a) subsection
b) subsection
Loss of food culture
a) subsection
b) subsection
!onclusion
0ummar& o% main !oints <and "oo. to
%uture=
Conclusion
,ncrease in fast-food consumtion !enerally % ne!ati#e (ossible chan!es
to imro#e diet in the future)
'- !elect one of the following topics and write a ADD-word essay- ,he sample outline refers to more than
one cause and more than one effect-
A
)6!"ain the e%%ects o% stress on &ou# Kocus b& "imiting to a s!eci%ic situation#
Ghat are the e%%ects o% te"evision on stud& habitsH
Gh& are &ou such a goodC!oorCmediocre studentH
Ghat are some o% the e%%ects o% overcro'dingH
Ho' can one individua" have an e%%ect on the environmentH
*s the media a re%"ection o% societ&>s i""s or does it cause societ&>s i""sH
Ghat are the causes o% i""iterac&H
C- +ou may chec your essay against the following criteria0
7# ?oes the introductor& !aragra!h contain an interesting "ead and a concise thesis statementH
:# ?o at "east t'o documented resources 'ith !arenthetica" documentation and accurate bib"iogra!h&
su!!ort the evidenceH
B# ?oes the bod& o% the essa& c"ear"& su!!ort the thesis statement 'ith %acts and detai"s that
adequate"& estab"ish the casua" re"ationshi!H
J# Are a!!ro!riate signa" 'ords usedH
5# ?oes the conc"uding !aragra!h restate the thesis in a c"ear and convincing mannerH
;# Have mista.es <s!e""ing$ grammar$ vocabu"ar&= been s!otted and e"iminatedH
5
You can %ind %urther essa& to!ics on URL: htt!:CC'''#goodessa&to!ics#comCcause-e%%ect-essa&s-to!ics#htm"
JA
!ection #$ :#!C(!!#%3 ,%7#C!
7ersonal opinion
Ghat do &ou thin. about !eo!"e receiving 'e"%areH
0hou"d the government %und the 'e"%are s&stemH
?o &ou %ee" sorr& %or !eo!"e 'ho "ive on the streetH Are !eo!"e 'ho "ive on the street
necessari"& "a(&H
!ection $ W%*;#3G W#,< ,<" #3,"*3",
Writing about graphs is an im!ortant stage in !resenting in%ormation$ 'hether in 'ritten or
ora" %ormat# 5e"o' there are t'o sites !roviding in%ormation on 'riting about gra!hs and a
sam!"e descri!tion# 0tud& them attentive"& and then do the tas.s#
URL: htt!:CC'''#'rite%i6#comCgra!hsCusqassign7Cinde6#htm
URL: htt!:CC'''#admc#hct#ac#aeChd7Ceng"ishCgra!hsC'ritingaboutgra!hs#htm
& ,he chart shows the percentage of
#nternet users by age between 1BB> and
=DDD- 2ill in the blans from the box on the
following page-
This bar chart indicates the !ercentage o% <7=
SSSSSSSSSSSSSSSSSS %rom 7@@L to the &ear
:AAA# The users are divided into %our grou!s:
those "ess than 75$ those bet'een 7; - BA
&ears$ those bet'een B7 to 5A &ears and
%ina""& those 5A and above# There are severa"
%eatures that 'e can ta.e note o% according to
<:= SSSSSSSSSSSSSSSSS and the <B=
SSSSSSSSSSSSSSSSSSS#
Turning to the <J= SSSSSSSSSSSSSSSSSSS$ it is c"ear that the !eo!"e aged 7; to BA <5=
SSSSSSSSSSSSSSSS the greatest !ercentage o% internet users# This age grou! <;=
SSSSSSSSSSSSSSSSSSS %or an average o% J8 !ercent o% a"" users# The second highest <8=
SSSSSSSSSSSSSSSSS o% users 'as the B7 to 5A &ear o"ds 'hose average <L= SSSSSSSSSSSSSSSSSSSS
at B@# The other t'o grou!s scored <@= SSSSSSSSSSSSSSSSSSSSSSSSSSS"ess in terms o% the <7A=
SSSSSSSSSSSSSSS o% a"" users#
Loo.ing at the time !eriod %rom 7@@L to :AAA$ %or the 7; to BA &ear o"ds there 'as a <77=
SSSSSSSSSSSSSSSSSSS in their usage o% the internet# *n 7@@L$ the& <7:= SSSSSSSSSSSSSSSSSSSSSS 5B
!ercent o% a"" users$ but this mar. <7B= SSSSSSSSSSSSSSSSSSSSSS b& the &ear :AAA to B8 !ercent# *n
terms o% "o' end users$ the 5A and above age grou! started o%% in 7@@L at : !ercent$ but <7J=
SSSSSSSSSSSSSSSSSSSSSS increased to @ !ercent in :AAA#
To sum u!$ the overa"" !icture te""s us that the !ercentage o% 7; to BA and B7 to 5A &ear o"ds <75=
SSSSSSSSSSSSSSSSSSSSSgradua""& 'hi"e the !ro!ortion o% "ess than 75 &ear o"ds and the 5A and
above age grou! <7;= SSSSSSSSSSSSSS increased#
J7
stood signi%icant"& made u!
share age grou!s steadi"&
decreased !ro!ortion registered
*nternet users dro!!ed s"ight"&
time !eriod accounted gradua""&
dec"ined decrease considerab"&
substantia""&
' Complete the sentences
a# *n 7@@L$ "ess than one *nternet user in t'ent& 'as SSSSSSSSSSS
b# The maMorit& o% users in 7@@L 'ere SSSSSSSSSSS
c# /hi"dren SSSSSSSSSSSSSSS %or on"& :Q o% users in 7@@L#
d# 5et'een 7@@L and 7@@@$ the !ro!ortion o% chi"dren using the *nternet SSSSSSSSSSS#
e# The !ercentage o% o"der adu"ts using the internet SSSSSSSSSSSSSSSSS bet'een 7@@L and
7@@@#
%# Overa""$ there 'as a stead& SSSSSSSSSSSSSSSSS in the !ercentage o% 7;- BA &ear o"ds
using the *nternet#
g# 5& :AAA$ o"der users SSSSSSSSSSSSSSSSSS ten !ercent o% the tota" number#
h# Together$ chi"dren and o"der users com!rised a"most SSSSSSSSSSSSSSSS o% the tota"
number o% *nternet users#
C !tudy the graph and then fill in the gapped text-
7referred .eans of Communication
*he two ie charts illustrate -JJ modes of
communication for six forms of .JJ in a sur#ey
underta$en in two /" . classes) one male and the
other 0JJ) at A"12 in 3ebruary .445& A brief
descrition follows&
3irst) the 6JJ emer!es as the most oular
mode for males with a roortion of .78& ,t ran$s
almost as hi!h) at ..8 with females) but is tied in their
case with 5JJ& *ext messa!in! also ran$s hi!h with
men) 9JJ allot it -8 more& :-mail and instant
messen!er are close 7JJ and fourths in oularity)
scorin! -78 and -98 resecti#ely for men) .-8 and
-;8 for their counterarts& +ast) male students !i#e
the fax only -48) and letters e#en less) 78< females
re#erse the same ;JJ&
*o =JJ) references for the six -4JJof
communication are almost --JJfor the sexes& 'oth
fa#our -.JJ by telehone and text messa!e the
most) e-mail and instant -0JJthe second most) and
letter and fax the -6JJ& *he only minor -5JJ is that
women refer communicatin! by letter and men by fax-
J:
UL: 0O/*AL GORD
0o"utions to the Unem!"o&ment Prob"em
Unem!"o&ment is a measure o% the number o% !eo!"e registered as "oo.ing %or 'or. but
'ithout a Mob#
,uch o% the discussion on %inding so"utions to the unem!"o&ment !rob"em has
centred on the !ivota" ro"e o% %aster economic gro'th and cuts in rea" 'ages# The
%ormer is vie'ed as a means o% generating more Mobs 'hereas the "atter is a
reaction to the vie' that through their demands %or higher 'ages$ some grou!s o%
'or.ers have !riced themse"ves out o% a Mob# Ho' much gro'th and ho' "arge a
%a"" in rea" 'ages 'ou"d be required to reduce the si(e o% the unem!"o&ment
!rob"em both remain matters %or debate# Ottosen and Thom!son <7@@;= suggest
an overhau" o% the Nationa" Labour Re"ations Act in the United 0tates as a 'a& o%
!reventing unions %rom de"ivering the mono!o"istic 'ages and %ringe bene%it
!remiums that raise business costs and "ead to unem!"o&ment# 0uch !ro!osa"s are
o%ten ver& di%%icu"t to im!"ement# 0imu"ations b& Gu& ?ebe""e and Oames
Pic.er& <7@@L= %or the Austra"ian "abour mar.et are suggestive o% manageab"e
'age cuts on"& i% the unem!"o&ment target is not set too "o'# 0uch advice is not
ver& encouraging# ,an& researchers a"so be"ieve that the "eve"s o% economic
gro'th required to ma.e a maMor di%%erence to the unem!"o&ment !rob"em are
un"i.e"& to be sustained b& most economies#
/ountries cou"d ta.e other a!!roaches to he"! reduce their unem!"o&ment rates
<Ottosen and Thom!son 7@@;=# Kirst$ the methods o% accumu"ation and
dissemination o% in%ormation on avai"ab"e Mobs and 'or.ers cou"d be im!roved#
Ottosen and Thom!son have suggested %o""o'ing the 0'edish mode"$ in 'hich
Mob centres have a nation'ide$ integrated database o% Mobs$ em!"o&ers$ and
avai"ab"e em!"o&ees# This cou"d reduce the time s!ent b& an average 'or.er on
the unem!"o&ment ro"" and thus reduce the unem!"o&ment rate# 0econd$
unem!"o&ment agencies cou"d tighten their Mob search and Mob acce!tance
requirements# Third$ there cou"d be im!rovements to the education and training
!rovided to &oung !eo!"e$ 'ith a greater %ocus on vocationa" s.i""s# Kina""&$
countries need to ensure that their 'e"%are s&stems do not !rovide disincentives to
'or.# Austra"ia$ %or e6am!"e$ has strengthened the T,utua" Ob"igationT
requirements <e#g#$ ta.ing !art in Gor. %or the ?o"e !roMects= that e"igib"e Mob
see.ers must meet in order to avoid "oss o% !art o% their income su!!ort#
There ma& a"so be a ro"e %or unem!"o&ment !rograms that target various
grou!s o% Mob"ess !ersons# /aro" Gest <7@@J= surve&ed the unem!"o&ment
!rograms aimed at reducing c&c"ica"$ %rictiona"$ seasona"$ and structura"
unem!"o&ment in the United 0tates# 0ome o% these !rograms aim to change
!eo!"e to match e6isting Mobs 'hi"e others create Mobs to match e6isting 'or.er
s.i""s# The change in %ocus over time and the short duration o% man& !rograms
ma.e eva"uation di%%icu"t# ,an& !rograms a!!ear to do "itt"e more than reorder
the "ine o% unem!"o&ed !eo!"e$ though obvious"& the& have the !otentia" to %u"%i"
an equit& %unction in the "abour mar.et# Oohn Piggot and 5ruce /ha!man <7@@5=
suggest that "abour mar.et !rograms can be a cost-e%%ective means o% managing
the !oo" o% unem!"o&ment#
A number o% other so"utions to the unem!"o&ment !rob"em have been
advanced in the "iterature# Kor e6am!"e$ 'or. sharing$ ear"& retirement$ and
reduced migration have been discussed# These !o"icies a%%ect the "abour mar.et
b& reducing the su!!"& o% "abour# Ho'ever$ the& have not 'on a great dea" o%
su!!ort among economists#
6ource7 http755family.=ran%.org5pages5,>;>54nemployment-6olutions-4nemployment-Problem.html
3ew $ocabulary
(wa!e) cut%reduction
frin!e
(benefits)%additional
equity%shares of
stoc$ in a cororation
7refixes/ !uffixes
unemployment
simulation
mana!eable
disincenti5e
Compound
nationwide
database
cost-effecti#e
Word family
emloy
emloyer
emloyee
unemloyed
unemloyment
!pecialist
5ocabulary
unemloyment roll/
rate
welfare system
labour mar$et
suly of labour
economic !rowth
>ob requirements/
see$ers
structural
unemloyment
(early) retirement
JB
!ection # $%C&'()&*+ &C,#$#,#"!
(seful 5ocabulary to refer to problem and solutions
&- 2ill in the following table with the information re9uired-
"ord Part o speech &eaning- s#non#ms
crisis
im!act
so"ve
!redicament
e%%ect
disturbing
serious"&
adverse
a"ternative
conc"usion
(seful expressions
'- (se the following expressions to write problem/ solution and possible results sentences for four of
the following current social issues0 (cyber)crime4 pollution4 rainforests, famine, AIDS4 elderly people-
e#g# <Prob"em= One 'a& to dea" 'ith unem!"o&ment C <0o"ution= is %aster economic gro'th#
The resu"t o% this 'ou"d be an increasing number o% Mobs#
0te!s
,easures
shou"d
must
cou"d
be ta.en so as to
in order to
to
so"veC overcomeC
combat9
dea" 'ithC eradicate9
One !ossib"e
Another
An a"ternative
'a& to so"veC overcomeC
combat9
dea" 'ithC
eradicate
this !rob"em
the !rob"em o%9
Peo!"e
Governments
Ge
shou"d %ocus
theirC our
attention on 'a&s
cou"d ta.e other
a!!roaches
to so"veC overcomeC combat the !rob"em o%
to im!rove the situation o%
to reduce the im!act o%9 on societ&
*% ste!sC measures 'ere ta.en to9
*% attem!ts 'ere made to address the !rob"em9
the e%%ectC resu"tC consequence 'ou"d
be9
The e%%ectC consequenceC resu"tC
outcome
o% <V nounC -ing= 'ou"d be9
7#
:#
B#
JJ
J#
!ection ## )&3G(&G" 2%C(!
&- *ewrite the following sentences using the words in bracets without changing the meaning-
7# The environmenta" damage caused b& %actories is quite "i.e"& to become more e6tensive i%
adequate measures are not im!osed# <!robab"&=
9999999999999999999999999999999999999###
:# *t is high"& !robab"e that the number o% burg"aries in the area 'i"" increase i% the number o%
!atro"s is reduced# <a"most certain"&=
9999999999999999999999999999999999999###
B# The !ub"ic 'i"" !robab"& react negative"& to an& decisions b& the government to increase
ta6es# <bound to=
9999999999999999999999999999999999999###
J# Research %indings con%irm that it is rather un"i.e"& that the !rob"em o% the over!o!u"ation
'i"" be so"ved over the ne6t %e' decades# <!robab"& not=
9999999999999999999999999999999999999###
"xamples of sentences that suggest a problem and solution pattern
A"though there are maMor obstac"es %or 'omen 'ho see. entr& into to! management !ositions$
these can be overcome# *ou would e+pect an e+planation of the o,stacles (pro,lems) and how
these can ,e overcome (solutions)%
Those 'ho rent a!artments must %ind 'a&s to dea" 'ith "and"ords 'ho are o%ten unres!onsive to
tenants> needs# *ou would e+pect an e+planation of the solutions to the pro,lem already stated.
,u"tinationa" cor!orations have %ound 'a&s to re%ute accusations that the& are e6!"oiting the
"abour %orce in third-'or"d countries# *ou would e+pect some solutions to ,e offered and"
pro,a,ly" an e+planation of the accusations%
'- <ere is a sample paragraph with problem and solution pattern- *ead it and fill in the information0
Parents o%ten have di%%icu"t& determining ho' much a""o'ance to give their chi"dren# One reason %or
this is that the& are torn bet'een be"ieving their chi"dren shou"d have an o!!ortunit& to budget their
mone& and the %ee"ing that their chi"dren 'i"" not use their a""o'ance 'ise"& and 'i"" continue to as.
%or additiona" mone&# Parents a"so have troub"e deciding 'hat to inc"ude in the chi"d>s "ist o% items that
the a""o'ance must !a& %or# The resu"t o% such di"emmas is that chi"dren are o%ten given too "itt"e or
too much a""o'ance$ 'ith "itt"e c"ear guidance about ho' is it to be s!ent# The ru"es .ee! changing#
One 'a& to so"ve this !rob"em is %or !arents and chi"dren to con%er regu"ar"& about ho' a""o'ance is
being s!ent and to estab"ish c"ear guide"ines$ 'ith revisions being made ever& so o%ten as the chi"d>s
needs and interests change#
The !rob"em that is stated isSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSS
SSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSS
The cause<s= given %or the !rob"em is <are=: SSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSS
SSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSS
The e%%ect<s= o% the !rob"em is <are=: SSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSS
SSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSS
J5
The so"ution<s= o%%ered is <are=: SSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSS
SSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSS
!ection ### ,"6, !,*(C,(*"
,he K!ituation-7roblem-*esponse-"5aluationL (!-7-*-") essay-
*t aims at e6amining a !rob"em and discussing t'o or more !ossib"e res!onses or so"utions#
The essa& ends 'ith a Mudgement eva"uating these so"utions#
)6amine care%u""& the %o""o'ing situation:
1eyond the positive economic aspects for households, widespread engagement of Romanians in
labour migration has several negative conse#uences, particularly on the lives of affected families.
Perhaps the most problematic issue is the temporary abandonment of minors by their labour migrant
parents. At the beginning of the ,--9s, only one member of the household tended to migrate, meaning
that only one family member (usually the father) was absent. 6ince then the number of women
engaged in labour migration has increased. 'ow it is common for couples to migrate, leaving minor
children behind without direct parental supervision. 0hese children are not necessarily abandoned*
rather, parental roles are assumed by relatives, neighbours or friends. ?owever, the lac% of direct
parental supervision has led to a rise in social problems among children and adolescents, and the
authorities in charge of child protection have been forced to formulate policies to monitor the
situation. At the end of ;99., appro"imately .9,999 children were identified by the 'ational Authority
for the Protection of &hildren@s Rights as being at ris% because one or both parents were wor%ing
abroad* in one third (;,,A99) of these cases, children had been deprived of both their parents.
6ource7 http755www.focus-migration.de5Romania.;B,B.9.htmlCDLE,Retrieved ;:.,9.;99:
&- &nalyse it according to the following grid0
0ituation: SSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSS
Prob"em: SSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSS
Res!onseCso"ution: SSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSS
)va"uation: SSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSS
'- (se the outline below to build up a @DD words essay on F.igration of *omanian )abour 2orce and #ts
#mplications for the 3ew Generation-G
$ntroduction o% genera" to!ic <situationC!rob"em=
s!eci%ic areas to be covered in this essa& <res!onsesCeva"uation=
+he Situation
?escribe it
Ghat caused itH
+he Problem
?escribe it
+he )esponse or Solution
?escribe a res!onse$ V evidence
?escribe an& a"ternative res!onses$ V evidence
+he E%aluation-!onclusion
Ghich is !erha!s the best res!onseH
Ghat might be the resu"t o% a!!"&ing each res!onseH
Kina" statement
Adapted from 2hite, R. and Arndt, F. (,--,) Process 2riting, London7 Longman.
6ource7 http755www.efl.arts.gla.ac.u%5&ampusGnly5essays5;.web.htm
J;
!ection #$ :#!C(!!#%3 ,%7#C!
Have &ou ever been abroadH Have &ou heard o% the Gor. and Trave" !rograms %or studentsH
Ghat do &ou thin. are the advantagesC disadvantages o% such a !rogramH *s it o. to have a Mob
at a"" 'hi"e attending universit&H
!ection $ W%*;#3G W#,< ,<" #3,"*3",
"or.ing holida#s$ gap #ear jobs and %olunteer wor. programmes abroad. Ghether it>s a
ga! &ear !rogramme$ vo"unteer o!!ortunit&$ bac.!ac.ing tri!$ 'or.ing ho"ida& or career
brea. the Gor. W Trave" /om!an& o%%ers ull support pac.ages.
Access URL:
htt!:CCeuro!ass#cede%o!#euro!a#euCeuro!assChomeChornavC?o'n"oadsC)uro!ass/PC/PTem!"a
te#cs!
and 'rite do'n &our /P according to the )uro!ean /P Tem!"ate in order to a!!"& %or a 'or.
and trave" !rogramme#
5& accessing URL: htt!:CC'''#coe#intCTC?GJCPort%o"ioCHLR)W,RCmainS!agesC"eve"s#htm"
&ou 'i"" be ab"e to get %ami"iarised 'ith the )uro!ean Krame'or. %or Languages and its
descri!tors %or "anguage "eve"s#
Kina""&$ access URL:
htt!:CCeuro!ass#cede%o!#euro!a#euCeuro!assChomeCvernavC)uro!asssV?ocumentsC)uro!assVLa
nguageVPass!ort#cs!
and create &our )uro!ass Language Pass!ort#
J8
ANN)U 7 *,PROP*NG GRA,,AR
%bCecti5e .aterial 7age / (nit
-& Acti#e and assi#e #oice ?ichael Vince) !ntermediate Language "ractice
(ichard Side) @uy 1ellman) #rammar and Vocabulary for Cambridge
Advanced and "roficiency
httA//elc&olyu&edu&h$/cill/ea/.446/u0/assi#e#oice&htm
httA//owl&en!lish&urdue&edu/handouts/!rammar/!Bactass&html
httA//www&unc&edu/dets/wcweb/handouts/assi#e#oice&html
Cnits -9) -7
Cnit -
.& Particiles) !erunds and
infiniti#es
?ichael Vince) !ntermediate Language "ractice
httA//owl&en!lish&urdue&edu/handouts/!rammar/!B#erbals&html
(ichard Side) @uy 1ellman) #rammar and Vocabulary for Cambridge
Advanced and "roficiency
Cnits 6.)60
Cnits -6) -5
0& 2onditionals) 1ishes ?ichael Vince) !ntermediate Language "ractice
httA//elc&olyu&edu&h$/cill/ea/.446/C6/!;4ex-conditionalclauses&htm
(ichard Side) @uy 1ellman) #rammar and Vocabulary for Cambridge
Advanced and "roficiency
Cnits -0--5

Cnit 5
6& (elati#e clauses ?ichael Vince) !ntermediate Language "ractice
httA//elc&olyu&edu&h$/cill/ea/relati#eclauses&htm
(ichard Side) @uy 1ellman) #rammar and Vocabulary for Cambridge
Advanced and "roficiency
Cnits .5).9

Cnit --
5& (eorted Seech ?& Vince) !ntermediate Language "ractice
(ichard Side) @uy 1ellman) #rammar and Vocabulary for Cambridge
Advanced and "roficiency
Cnits --) -.
Cnit -0
5& 2onnecti#ity httA//dets&!allaudet&edu/:S+/comconnecti#es&htm P&05 D ;4
C&-54 - -50
9&Sentence structure (E#er#iew) httA//elc&olyu&edu&h$/cill/ea/.446/u-/sentencetyes&htm


a& simle sentence httA//!rammar&ccc&commnet&edu/!rammar/c!i-
shl/quiz&l/sentenceBtyesBquiz&htm
httA//owlet&letu&edu/!rammarlin$s/sentence/sentence0&html
httA//www&ccc&commnet&edu/sensen/art-/se#en/index&html
b& comound sentence
c& comlex sentence

7&*ime) *enses F Asects
(E#er#iew)
httA//www&lan!ua!elin$&ru/e/tefl/tense&h
httA//!rammar&ccc&commnet&edu/!rammar/tenses/tenseBframes&htm
httA//www&ccc&commnet&edu/sensen/art-/two/index&html
httA//www&en!lisch-hilfen&de/en/exercisesBlist/zeitformen&htm
a& simle resent F resent continuous ?& Vince) !ntermediate Language "ractice Cnits .) 0
b& simle ast F ast continuous) ast
erfect
?& Vince) !ntermediate Language "ractice Cnits 6)5
c& simle future F future continuous ?& Vince) !ntermediate Language "ractice Cnits ;)=
d& resent erfect F simle ast ?& Vince) !ntermediate Language "ractice Cnits 9)7
e& simle ast) resent erfect F
ast erfect&
2onsolidation
?& Vince) !ntermediate Language "ractice
httA//www&en!lisha!e&com/#erba!e/#erbtenseintro&html
httA//www&en!lish-6u&de/!rammarBexercises&htm
2onsolidation -
:) ,
:) ,
JL
;&?odals F 2ommunicati#e
uroses (E#er#iew)
?& Vince) !ntermediate Language "ractice
httA//www&en!lishclub&com/!rammar/#erbs-modals&htm

Cnits -;)-=






a& exressin! certainty / ossibility
b& exressin! obli!ation / necessity
c& exressin! ability
d& as$in! for ermission
e& exressin! deduction
a& ma$in! requests /
recommendations/ offers
6& Nouns and articles ?& Vince) !ntermediate Language "ractice Cnits 00-05
5& "eterminers and ronouns ?& Vince) !ntermediate Language "ractice Cnit 09
9& Ad>ecti#es and Ad#erbs ?& Vince) !ntermediate Language "ractice Cnits 07) 0;
J@
ANN)U : D)Y TO )U)R/*0)0
Unit /0 Sociolog# American 1amilies
* A 7 e$ : d$ B a$ J b$ 5 c# B 0uggested ans'ers: !ro-%ami"&$ chi"d-centred+ %u""-time earner+ home
o'ner+ 9 ! 7 %ed u!$ : head on$ B "aid bac.$ J one out 5 unheard o%$ ; cut u!$ 8 o%% chance$ L
outstri!$ @ ongoing$ 7A bac.u!#
** A Suggested answers 7 /uring these same years, Americans became again a property-holding
people* ,ecause per-capita consumption rose bris%ly, Americans contrived to channel it into family-
centred purchases.
: The ethos o% uni%ormit& and obedience !assed into the civi"ian ethos o% the 7@5As and the mi"itar&
man 'as trans%ormed into Tthe cor!orate manT or Tthe organi(ation manT o% !ost'ar manageria" "i%e#
B *t 'as thought o% as a sim!"e time$ 'hen the American !ub"ic 'as com%ortab"e economica""& and the
2American ?ream3 'as a rea"it& %or man& !eo!"e# J *t is hard to !redict ho' science is going to turn
out2 i% it is rea""& good science$ it is im!ossib"e to %orete""# 5 On the other hand$ Thomson understood
that the most stri.ing as!ect o% this %ami"& stor& 'as change so$ a"though he 'as a student o% 0mith$ he
bro.e %rom his master and inter!reted it di%%erent"&# B 7 0/K$ : P0$ B 0/K$ J 0/K#
*** A 7 be%ore$ that is+ : Kirst$ 0econd$ Third$ so that$ Kourth$ Ghen$ Thus$ Kina""&$ in order#
! Listening !aragra!h: Although television has consistently privileged the family as the "normal" and
most fulfilling way to live ones life, its programs have often presented multiple and contradictory
messages. At the same time that a sitcom featured Hune &leaver wondering what suit to buy the
1eaver, a documentary or news program showed the underside of family abuse or the severe poverty
in which some families were forced to live. 1ecause television draws on an enormous stable of
representational traditions and creative personnel, and because the industry has attempted to appeal
to large nationwide audiences the medium never presents one simple message. <nstead it is in the
relations among different programs and genres that we begin to get a view of the range of
possibilities. 0hose possibilities have, of course, been limited by larger social ideologies such as the
racism or homophobia which affects the #uality and #uantity of shows depicting non-white and non-
heterose"ual households. /espite these on-going e"clusions however it is evident that the family on
television is as full of mi"ed messages and ambivalent emotions as it is in real life.
Unit 3 Sociolog# All# &cBeal 4 )ole &odel5
$ A a 0$ b G$ c G$ d 0$ e G# B 7b$ : a$ B d$ J c# ! 7 as!ect$ : emotiona"$ B strugg"ing$ J on target$ 5
series# 6 7 Ro"e mode"$ : negative$ B %o""o'$ J !arents$ 5 mode"#
$$ A A""& has 'it$ charm$ and a !"easing !ersona"it&# A""& and her co""eagues "earned to %ace
!ro%essiona" di%%icu"ties e%%ective"& and to co!e success%u""& 'ith %ami"& issues# The& 'anted three
things out o% "i%e: to become success%u" !ro%essiona"s$ to %ind their sou" mate$ and to "earn about "i%e#
Her husband$ she thought$ 'ou"d be a bri""iant strategist$ a caring mentor$ and a 'ise %riend# A""&>s *N
is higher than her %riend>s# B 7 The& 'i"" 'atch the sho' either toda& or tomorro'# : Gomen enMo&
both raising their chi"dren and going to 'or.# B Her co""eague is both .ind and !atient# J A""& is not
on"& ta"ented but a"so charming# 5 )ither she begins "oo.ing %or a sou" mate no' or ris.s never %inding
him# ; The soa! o!era 'as not on"& ver& "ong but a"so du""# 8 A""& shou"d either eat more or e6ercise
"ess# L The series is both interesting and e6citing#
! 7 A""&s co""eagues 'a".ed out o% the o%%ice$ do'n the a""e& and across the street# : Gomens
motivation to succeed in career seems to be greater than their husbands# B The media %ocussed on
5A
%eminist issues$ A""&s !ossib"e im!act on the audience and o%%ering a good ro"e mode"# J The& 'or.ed
care%u""&$ quic."& and quiet#
$$$ B J$ 8$ 7A$ 5$ @$ L$ ;$ B $ 77# :$ 7#
Unit 7 Sociolog# &c6onaldi8ation
$ A Kirst co"umn do'n: a""ocate assess$ com!"&$ determine$ e6!ect$ e6!ose$ ho!ed$ use+ second co"umn
do'n: te""$ in%orm$ is attem!ting$ Musti%&$ to achieve$ to deve"o!$ to discover$ to use$ veri%&# B 7 /oca-
co"onisation : ,c?oMo$ B ,c?egree$ J ,cNe's$ 5 ?isne&%ication# !. 7 Ge engaged sta%% in the
initiative b& using "unchtime meetings# CGe used "unchtime meetings to engage sta%%# :# Ge pro%ided
better data on ho' !eo!"e used the %aci"ities b& documenting 'hen the& attended# B# The counci"
recognised that it needed to manage sta%% better to de%elop and deli%er this service# 0o$ it set u! a
restructuring tas.%orce#
** A 7 George Rit(er$ a socio"ogist teaching at the Universit& o% ,ar&"and$ is the author o% a series o%
studies 'hich surve&ed maMor tendencies o% modern socia" theor&# : Gide"& read %or their
com!rehensiveness these studies are regu"ar"& u!dated in successive editions# B The revie'ed stud&
o%%ers a Icareer re!ort o% im!ortant deve"o!ments# J *ronica""&$ the obMect is to "oo. %or ne'$
innovative 'a&s to create an e6!erience that is e6act"& the same no matter 'hat ,c?ona"d>s &ou 'a".
into$ no matter 'here it is in the 'or"d# 5 Re%using to %o""o' the ru"es$ the 'or.er "eaves the !ic."es or
s!ecia" sauce o%% a hamburger$ thereb& ma.ing %or un!redictabi"it&# ;# Peo!"e %ee" great com%ort
.no'ing that ,c?ona"d>s o%%ers no sur!rises# 8 )ssentia""&$ the )gg ,c,u%%in in Ne' Yor. 'i"" be
identica" to those in /hicago and Los Ange"es# L He !oints out that Ra& Droc$ the %ounder o%
,c?ona"d>s$ a!!"ied the !rinci!"es deve"o!ed b& Henr& Kord to the !re!aration and serving o% %ood#
$$$ A 7 !rocess <+c/onaldization=$ sho!!ing ma""s+ : ca"cu"abi"it&$ em!hasis on the quantitative
as!ects9$ <!ortion$ si(e$ cost=$ service$ <time9to get the !roduct=+ B 46A 0oday$ b"and$ instant ne's+
J 2bigger is better3$ !eo!"e order9# #
Unit 9 Social Ps#cholog# +he &ilgram Experiment
* A 7a$ :a$ Bb$ Ja+ B 7 obedience$ con%ormit&+ : con%orming+ B non-con%ormit&+ J con%orm+ 5
con%ormit&+ ; <non-=con%ormists$ con%orm$ non-con%ormism+ 8 authorit&+ L authoritarianism$
authoritarian#
** A 7 ,i"gram set an e6!eriment at Ya"e Universit& to test ho' much !ain ordinar& citi(ens ordered
b& an e6!erimenta" scientist 'ou"d in%"ict on others# : ,i"grams e6!eriments sho' that Na(i crimes
are not di%%icu"t to understand$ suggesting that the maMor %actor 'as the human 'rong !ro!ensit& to
obe& authorities# B ,i"grams e6!eriment 'as re!eated do(ens o% times 'ith man& di%%erent grou!s o%
!eo!"e but the resu"ts 'ere a"'a&s the same: most !eo!"e 'i"" obe& e6terna" authorit& over the dictates
o% conscience# J Recent research on obedience to authorit& over conscience has suggested that
obedience is not inevitab"e# 5 0herman$ a !s&cho"ogist$ conducted an e6!eriment that !roved that
mora" re%"ection and discussion %ound in the best t&!es o% education can strengthen the !o'er o%
conscience over authorit&$ substantia""& enhancing choices o% ethica" qua"it&#
*** A The question o% 'hat constitutes T"anguage !ro%icienc&T and the nature o% its cross-"ingua"
dimensions is a"so at the core o% man& hot"& debated issues in the areas o% bi"ingua" education and
second "anguage !edagog& and testing# Researchers have suggested 'a&s o% ma.ing second "anguage
teaching and testing more TcommunicativeT <e#g#$ /ana"e and 0'ain$ 7@LA+ O""er$ 7@8@b= on the
grounds that a communicative a!!roach better re%"ects the nature o% "anguage !ro%icienc& than one
'hich em!hasi(es the acquisition o% discrete "anguage s.i""s# B 0uggested !aragra!h: ?istinction
5et'een /on%ormit& and Obedience - At this !oint a distinction must be made bet'een the terms
obedience and con%ormit&# /on%ormit&$ in !articu"ar$ has a ver& broad meaning$ but %or the !ur!oses
o% this discussion$ * sha"" "imit it to the action o% a subMect 'hen he goes a"ong 'ith his !eers$ !eo!"e o%
his o'n status$ 'ho have no s!ecia" right to direct his behavior# Obedience 'i"" be restricted to the
action o% the subMect 'ho com!"ies 'ith authorit&# /onsider a recruit 'ho enters mi"itar& service# He
scru!u"ous"& carries out the orders o% his su!eriors# At the same time$ he ado!ts the habits$ routines$
and "anguage o% his !eers# The %ormer re!resents obedience and the "atter$ con%ormit&#
57
Unit 9 Anthropolog# One 'undred Percent American
$ A /e, 3d, :a, 7b, 9c. B 7 %irst %"oor$ : cab$ B trun.$ J cab$ 5 route$ ; cand&$ 8 coo.ies$ L
Iegg!"ant and Krench %ries$ @ chec.#
$$ A 7# The man 'ho bought9+ :# 9to visit the to'n "ocation$ 'hich 'as un.no'n+ B# Kran.
invited ,ar&$ 'hom he had met in Dorea$ at the !art&+ J# The 'riter$ 'hose name he cou"d
not remember$ signed9+ 5# 0he a"'a&s 'anted to go to a !"ace 'here she cou"d s!ea. her
native tongue# B 7# in 'hich$ : that$ B 'hose$ J 'hich$ 5 'ho$ ; 'ho$ 8 'ho$ L in 'hich#
$$$
A. Preparation b a e c d
B. Outlining the Exam g %
- ?econstruct the )ssa&
Nuestion
- /reate an Out"ine i h M
!. "riting the Essa# m " . n ! o q
Unit ; Anthropolog# A !ultural &ap o the "orld
$ A , a, ; a, 8 b, A a, B a. - ,b, ; a, 8 c, A a.
$$ A , Although Romanian societ& has a"most com!"eted industria"i(ation$ it has not im!roved much the
qua"it& o% "i%e# : *n s!ite o% the %act that there is an increasing em!hasis on se"%-e6!ression va"ues in
the &ounger generation$ the societ& at "arge is sti"" tradition-oriented# B Ho'ever "ong it might ta.e$
Romanians are determined to ma.e u! %or the "ost time during the communist regime# J * shou"d not
'or. %or a Romanian boss i% * 'ere &ou even i% he o%%ers &ou high 'ages# 5 ?es!ite the %act that so
man& researchers 'or.ed on them$ the& sti"" thin. that the surve&s are !hon&# B 7 )ven i% !eo!"e in
this countr& have got no mone&$ the& are ver& ha!!&# : The 'ea"th has accumu"ated "ate"&#
Neverthe"ess$ there sti"" are ver& man& !oor !eo!"e# B Ghi"e a ne' vie' as to chi"d-rearing
has risen$ the maMorit& do not ta.e it into consideration# J Romania "ac.s basic democratic
va"ues and &et * sti"" thin. the countr& is on its 'a& to a better "i%e# 5 As incredib"e as it ma&
sound$ Romanian com!uter scientists are considered among the best in the 'or"d# ! 0cri!t
The most %undamenta" division in current a!!roaches to understanding human cu"tura" di%%erence
seems to "ie in the o!!osition bet'een the so ca""ed Icognitivist a!!roach and the
I!henomeno"ogica"# +hree implications o% the contrast deserve !articu"ar em!hasis# The %irst re%ers
to the ontological status of the human body# *n the cognitivist !ers!ective$ the bod& is understood as a
!assive instrument in the service o% cu"tura" reason$ de"ivering sensations %or !rocessing b& the mind
and$ in turn$ e6ecuting its commands# Kor the !henomeno"ogist$ on the other hand$ the bod& is active$
intentiona" rather than instrumenta"$ not something that is used b& the cu"tura" subMect but rather the
ver& %orm o% the subMects !resence as a being in the 'or"d# 0econd$ and stemming %rom this$ the
stability of cultural form is seen to "ie$ in the %ormer vie'$ in the intergenerationa" transmission o%
"inguistica""& coded$ conce!tua" in%ormation <much as the stabi"it& o% bio"ogica" %orm is attributed to
the inheritance o% genetica""& coded in%ormation=# *n the "atter vie'$ b& contrast$ cu"tura" %orm is seen
to be he"d 'ithin the current o% human re"ationshi!s: 'hat each generation contributes to the ne6t are
not tem!"ates or schemata %or the organi(ation o% e6!erience$ but rather the s!eci%ic conditions o%
deve"o!ment under 'hich successors$ gro'ing u! in a socia" environment$ acquire their o'n
embodied s.i""s and dis!ositions# Third$ i% 'e 'ou"d see. to %now what the world means for the
people who live in it$ the cognitivist a!!roach directs us to attend to their menta" re!resentations$
'hereas the !henomeno"ogica" a!!roach directs our attention to bodi"& .inaesthesis# Kor one the
conce!t$ %or the other the !er%ormance$ is the starting !oint o% ana"&sis#
5:
$mplications !ogniti%ist approach !onnectors Phenomenological approach
onto"ogica"
status o% the
human bod&
bod&R !assiveC
instrumenta"

on the other
hand
bod&R activeC intentiona"
stabi"it& o%
cu"tura" %orm
stabi"it&R
-intergenerationa"
transmission o%
"inguistica""& coded$
conce!tua" in%ormation
- tem!"ates or schemata
%or the organi(ation o%
e6!erience
the %ormerC
the "atterC b&
contrast
- he"d 'ithin the current o% human
re"ationshi!s
- the s!eci%ic conditions o%
deve"o!ment under 'hich
successors$ gro'ing u! in a socia"
environment$ acquire their o'n
embodied s.i""s and dis!ositions
meaning o% the
'or"d
meaningR their menta"
re!resentations
- the conce!t
Ghereas+
Kor one9 %or
the other
bodi"& .inaesthesis
- the !er%ormance
Unit < Social "or. Po%ert# and Economic $njustice
$ A a= negati%e preixes0 inMustice$ dis"ocations$ insecurit&+ unem!"o&ment+ unsa%e+ insecure+
!o'er"ess+ ine%%ective+ un!o"itica"# b= lexical de%ices0 "o' 'ages+ "ac. o% Mobs$9+ "ac.ing+ "o'-
income communities c= words with negati%e meaning0 victim-b"aming+ hardshi!+ %e'+ ta6 cuts+
'orsened+ crumb"ing <in%rastructures=+ abandoned <housing=+ vio"ence+ gang %ights+ shootings+
bruta"it&+ se6ism+ racism+ de!rivation+ des!erate <condition=+ suicide+ negative# B 0cri!t: <ndeed, many
would say that our profession, more than any other, is engaged in wor%ing with poor people-those
without health insurance, those who live in communities with bro%en infra-structures and no
supermar%ets, those who live on the basic incomes provided by 6upplemental Security .ncome" and
those who have never felt the dignity of having a /o,% 6ocial wor%ers see first-hand the debilitating
effect of poverty on those struggling to patch together meager resources to pay all the bills. 6ocial
wor%s concern with poverty is lin!ed to the professions ethical norm of =ustice. As such, special
attention is given to those who are not only poor, but are members of groups that often are e+cluded
from pathways to self-sufficiency, such as women, children, and the mentally ill. 6ocial wor%ers also
see the resilience and creativity of those who develop alternative economies and approaches to
problem-solving in ways that other economic entrepreneurs might envy.
#esearchers from social wor% and other disciplines have demonstrated what it ta%es to get people out
of poverty and to %eep people from falling into it. 2e %now it ta%es a combination of education,
support, resources and opportunity. 2e %now that it ta%es a well-structured services-delivery system
guided by committed and competent professionals% 0romotin $conomic Security through 6ocial
'elfare 1eislation" 'A62, ;998
$$ A 7 O'ing to maMor economic dis"ocations$ sources o% income have been diminished# : Rates o%
!overt& increased as a consequence o% irres!onsib"e !ub"ic !o"icies# B *nequa"it& reached ne' highs
due to ta6 cuts and cor!orate 'e"%are# J As a resu"t o% "ac. o% socia" investment$ "o'-income
communities 'ere e6!osed to severe socia" !rob"ems# 5 Given chronic de!rivation$ !eo!"e o%ten %ee"
unsa%e$ insecure$ and !o'er"ess# B 7 0ocia" 'or.ers use their e6!ertise to he"! !eo!"e co!e 'ith
hardshi!s and !overt&# : 0he turned on the radio so that her mother ma& hear the "atest ne's on
!ension bene%its# B Last &ear$ )6eter Universit& researchers carried out a nationa"-sca"e stud& in order
that ever&bod& might "earn about maMor socia" !rob"ems in the area# J +encap has recent"& organised a
%und-raising cam!aign so as to reduce the e%%ects o% chronic de!rivation on &oung chi"dren# 5 0he
'rote a good master dissertation in order to !rove that she 'ou"d be an e6ce""ent socia" 'or.er# ! 7
5B
A!!"icants shou"d "earn about the s&stem in order to avoid being denied socia" securit& disabi"it&
bene%its# : A%ter he "ost his Mob$ he subscribed to severa" socia" net'or.s so as to avoid becoming
socia""& iso"ated# B The association advocates the disab"ed chi"drens attending mainstream education
%or them to avoid con%ronting socia" e6c"usion# J The "ecturer high"ighted the socia" status o% 'omen
in *ndia %or her audience to avoid %acing simi"ar issues# 5 Kran. has 'ritten a boo. on ne' socia"
identities in order to avoid misunderstanding o% grou! discrimination# ($ ! The t'o !ie charts
i""ustrate 7preerred modes o% communication %or si6 %orms o% :media in a surve& underta.en in t'o
H? : c"asses$ one ma"e and the other Bemale$ at A?G/ in Kebruar& :AA5# A brie% descri!tion
%o""o's#
Kirst$ the Jtelephone emerges as the most !o!u"ar mode %or ma"es 'ith a !ro!ortion o% :8Q# *t ran.s
a"most as high$ at ::Q 'ith %ema"es$ but is tied in their case 'ith 5text messaging# Te6t messaging
a"so ran.s high 'ith men$ ;who a""ot it 7Q more# )-mai" and instant messenger are c"ose 8thirds and
%ourths in !o!u"arit&$ scoring 78Q and 7;Q res!ective"& %or men$ :7Q and 7LQ %or their counter!arts#
Last$ ma"e students give the %a6 on"& 7AQ$ and "etters even "ess$ 8Q+ %ema"es reverse the same
Lpercentages#
To @conclude$ !re%erences %or the si6 7Amodes o% communication are a"most 77identical %or the
se6es# 5oth %avour 7:communicating b& te"e!hone and te6t message the most$ e-mai" and instant
7Bmessenger the second most$ and "etter and %a6 the 7Jleast# The on"& minor 75dierence is that
'omen !re%er communicating b& "etter and men b& %a6#

Unit > Social "or. Solutions to Unemplo#ment
$ A
$$ A 7 The environmenta" damage caused b& %actories 'i"" !robab"& become more e6tensive i%
adequate measures are not im!osed# : The number o% burg"aries in the area 'i"" increase
a"most certain"& i% the number o% !atro"s is reduced# B The !ub"ic is bound to react negative"&
to an& decisions b& the government to increase ta6es# J# Research %indings con%irm that the
word part o speech meaning
crisis noun serious !rob"em
im!act noun$ verb *n%"uence$ e%%ect
so"ve verb 'or. out$ reso"ve
!redicament noun troub"e$ !rob"em
e%%ect verb$ noun cause
disturbing adMective shoc.ing$ troub"ing
serious"& adverb rea""&
adverse adMective negative$ bad
a"ternative adMective$ noun otherC choice <'a&=
conc"usion noun ending
5J
!rob"em o% the over!o!u"ation 'i"" !robab"& not be so"ved over the ne6t %e' decades# B
Prob"em stated is Parents often have difficulty determining how much allowance to give their
children# /ause<s= given %or the !rob"em is <are=: one reason - hesitation between belief children
should learn how to budget and disbelief that they will use it wisely+ a"so - indecision as to list of items
for allowance# )%%ect<s= o% the !rob"em is <are=: the resu"t E too much5 little allowance5 no clear
guidance# 0o"ution<s= o%%ered is <are=: to so"ve E confer regularly with children#
55