Module 5 - Functional Value – Additional

Practice of Text Analysis

Text “Why Multiculturalism Is Wrong”
Read the text “Why Maulticulturalism Is Wrong” (p.90-92 of the course book) and answer the following
questions based on it:

 What is the main topic of the text?

 What is the topic and main idea of each paragraph?
 What is the general idea of the text?
 What is the type of the text?
 What is the primary purpose of the author in this text?
 What is the tone of the author?
 What is the context of the text?
 What is the functional value of each of the following ideas?
A. “In the Netherlands, ‘multicultural’ is systematically used as the opposite to ‘equality’.” (paragraph 2)
B. “A multicultural society is a society where African immigrants clean toilets, and upper-middle-class
ethnic Dutch are the lawyers, pilots, surgeons and bankers.” (paragraph 2)
C. “Wherever they go, they will be enclosed in their culture of origin.” (paragraph 3)
D. “For instance, in Amsterdam local politics, Turks are assumed to be Muslims.” (paragraph 4)
E. “The answer is obvious: birth.” (paragraph 5)
F. “… simply labeled them ‘Arabic’…” (paragraph 5)
G. “… that is clearly not very ‘diverse’ …” (paragraph 9)

Facultad de Ciencias Sociales | Departamento de Lenguas y Cultura

1 Universidad de los Andes | Vigilada Mineducación

Reconocimiento como Universidad: Decreto 1297 del 30 de mayo de 1964.
Reconocimiento personería jurídica: Resolución 28 del 23 de febrero de 1949 Minjusticia.
 Text “No Challenge Is More Important”
Read the text “No Challenge Is More Important” (p.93-95 of the course book) and answer the following
questions based on it:

 What is the main topic of the text?

 What is the topic and main idea of each paragraph?
 What is the general idea of the text?
 What is the type of the text?
 What is the primary purpose of the author in this text?
 What is the tone of the author?
 What is the context of the text?
 What is the functional value of each of the following ideas?
A. “One imagined a day when the schoolroom doors would be open to al American children, and our public
schools would ‘receive double the notice now paid to them’.” (paragraph 1)
B. “I hope we will dedicate ourselves as a nation to giving all our children the world-class education they
need.” (paragraph 2)
C. “…. the schools aren’t what they used to be…” (paragraph 3)
D. “So, we know what works, and we know what to do.” (paragraph 3)
E. “And, it’s pretty simple.” (paragraph 3)
F. “We must insist that students, teachers, and principals meet the highest standards for excellence…”
(paragraph 3)
G. “You can call this approach ‘accountability plus’ or you can call it ‘investment with strings’.” (paragraph
4)
H. “This twin approach – investing in our schools and holding them accountable to the highest standards –
is already producing a learning revolution in schools from Chicago to Miami to Houston.” (paragraph 4)
I. “Congress should pass my education accountability act.” (paragraph 6)
J. “… that means public school choice in every state and more charter schools…” (paragraph 7)

Facultad de Ciencias Sociales | Departamento de Lenguas y Cultura

2 Universidad de los Andes | Vigilada Mineducación

Reconocimiento como Universidad: Decreto 1297 del 30 de mayo de 1964.
Reconocimiento personería jurídica: Resolución 28 del 23 de febrero de 1949 Minjusticia.
 Text “Who Is Responsible for Intelligence Failures”
Read the text “Who Is Responsible for Intelligence Failures” (p.96-98 of the course book) and answer
the following questions based on it:

 What is the main topic of the text?

 What is the topic and main idea of each paragraph?
 What is the general idea of the text?
 What is the type of the text?
 What is the primary purpose of the author in this text?
 What is the tone of the author?
 What is the context of the text?
 What is the functional value of each of the following ideas?
A. “… those acts of terror, the worse mass murders in US history …” (paragraph 2)
B. “It is not true…” (paragraph 3)
C. “Perhaps we should check these guys out.” (paragraph 4)
D. “… had the FBI followed through on those warnings, they might very well have uncovered the al-Qaida
terrorist network…” (paragraph 7)
E. “… they rented an apartment, got driver’s licenses, opened bank accounts and took flying lessons – all in
their own names…” (paragraph 11)
F. “By then it was too little, too late.” (paragraph 12)
G. “We should demand no less of the FBI and CIA.” (paragraph 14)
H. “The best way to prevent future terrorist attacks is to fire those responsible for the last ones.” (paragraph
14)

Facultad de Ciencias Sociales | Departamento de Lenguas y Cultura

3 Universidad de los Andes | Vigilada Mineducación

Reconocimiento como Universidad: Decreto 1297 del 30 de mayo de 1964.
Reconocimiento personería jurídica: Resolución 28 del 23 de febrero de 1949 Minjusticia.