METU / SFL Spring 2022

DBE INTERMEDIATE GROUP

RHO16 (Student’s Copy)
TEXT I
A Education is the history of the theories, methods, administration and problems of schools and other
agencies of information, both formal and informal, throughout the world from ancient times to the
present. Education denotes the methods by which a society passes its knowledge, culture and values
from one generation to the next. The educated individual develops physically, mentally, emotionally,
morally and socially. The work of informal education may be accomplished by an individual teacher,
the family, a religious institution or any other group in society. Formal education, on the other hand, is
usually carried out by a school, an agency that employs men and women who are professionally
trained for this task.
B The oldest known systems of education in history had two characteristics in common: they taught
religion, and they promoted the traditions of the people. In ancient Egypt, the temple schools taught
not only religion but also the principles of writing, the sciences, mathematics and architecture.
Similarly, in India, much of the education was carried out by priests. India was the fountainhead of the
Buddhist doctrines that were taught in its institutions to Chinese scholars, who, in turn, spread the
teachings of Buddha to the various countries of the Far East. Education in ancient China stressed
philosophy, poetry and religion, in accordance with the teachings of Confucius, Laozi and other
philosophers. It was valued by all levels of the society: the Chinese civil-service examination system,
which originated more than 2,000 years ago and was used in China up until the 20th century, made it
possible to select the best scholars for important posts in the government.
C At the beginning of the 20th century, education was greatly influenced by the writings of the Swedish
feminist and educator Ellen Key. (a) Her book The Century of the Child (1900) was translated into
many languages and inspired progressive educators in various countries. Progressive education was a
system of teaching based on the needs and potentials of the child, rather than on the needs of society
or the principles of religion. (b) It had existed in idea and in fact under other names throughout
history and had appeared in various forms in different parts of the world. In America, the philosopher
and educator John Dewey brought progressive education forward by influencing educators all around
the world. The activity program which was derived from his theories stressed the educational
development of the child in terms of individual needs and interests. It became the major method of
instruction for many years in primary schools in the United States and other countries. (c) Although
progressive education was the commonly used method, there were a considerable number of learners
attending schools designed to support self-direction at that time.
D The 20th century was marked by the expansion of educational systems in the West, as well as by the
emergence of new school systems after World War II, in the developing nations of Asia and Africa that
had recently become free of European colonial rulers. Since that time, the idea of providing
compulsory basic education has become nearly universal, but there are still large numbers of children,
perhaps 50% of those of school age in certain parts of the world, who are not attending school. In
response, the United Nations Educational, Scientific and Cultural Organization (UNESCO) has launched
several literacy campaigns and other educational projects. The aim is to increase the number of
schools in developing countries, to put every child into school and to eliminate illiteracy. Some
progress has been seen, but it is obvious that much more time and effort are needed to produce
universal literacy. According to a recent report by the United Nations Children’s Fund (UNICEF), 130
million children between the ages of 6 and 11, including 73 million girls, go without basic education
worldwide. Girls and women apparently comprise two thirds of the world’s illiterate population.
Discrimination is a major barrier to educating girls and women, but the rewards of overcoming this
problem are great: it has been demonstrated that educated women contribute more to the economic
and political life of their countries and have fewer (and healthier) children than uneducated women.
However, unfortunately, although the 1948 Universal Declaration of Human Rights established the
right to education as a human right, more than 850 million people – about one sixth of the global
population – entered the 21st century unable to read or write, says UNICEF.

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 Mark the alternatives that best answer the questions or complete the statements about the text.
1. According to paragraph A, what is the difference between formal and informal education?
a) While formal education contributes to the sharing of knowledge, informal education is a method by which
a society passes on its culture and values.
b) Formal education is carried out by professionals, whereas informal education may be performed by any
member within the society.
c) Formal education contributes to the development of individuals in various aspects, but informal
education focuses on moral and social development.

2. According to paragraph B, which of the following is true?

a) The ancient temple schools in Egypt taught only religion.
b) The Egyptian, Indian, and Chinese education systems were different from one another.
c) The Indian institutions of education helped to promote Buddhist principles in the Far East.

3. Paragraph B states that the Chinese could make appropriate choices for governmental posts using _____.
a) 2,000-year-old methods
b) the teachings of Confucius
c) a civil-service examination system

4. Which underlined sentence does not fit in paragraph C?

a) (a)
b) (b)
c) (c)

5. According to paragraph C, what did progressive education emphasize?

a) the needs of the learner
b) the needs of the society
c) the principles of religion
6. Which of the following is NOT an aim of UNESCO’s educational projects?
a) To fight illiteracy
b) To make basic education compulsory
c) To provide basic education for children
7. According to paragraph D, why are there more illiterate women in the world than men?
a) Women are subject to discrimination all around the world.
b) The female population is higher than the male population.
c) Educating women produces hardly any financial rewards.

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 TEXT II
A By the early twentieth century, the key consumer markets for products such as sweets, soap and tobacco
had already become flooded. Though advertisers had developed strategies such as expanding consumer
spending through increasing credit, they also turned to advertising messages to help increase sales. As
early as 1908, when The Psychology of Advertising by Professor Walter Dill Scott was published, advertisers
began to dwell on human behavior and motivation which could unlock the consumer's mind through
persuasive treatment. New approaches to persuasiveness were grouped and systematized in the 1920s
into “reason-why” and “atmosphere” advertising techniques.
B The reason-why technique was designed to stimulate demand by constructing a reason for purchases, such
as helping to save time, being modern, or being socially acceptable. Reason-why ads were used to
differentiate the product from others on the market, as in an example from the 1960s: “Make sure it's
Cadbury's because no other chocolate can possibly give you the proper, creamy, Cadbury taste.” The idea
was that consumers were essentially logical and made their decisions based upon reason. In an expanding
market, there is no reason to try to make appeals other than reason-why because consumers continue to
buy, but once competition rises and the market flattens, advertisers need to find new appeals. Atmosphere
advertising, on the other hand, was meant to evoke non-rational responses such as sexual desire and
patriotism from consumers and was useful when the market became saturated and advertisers needed a
competitive advantage.
C a) ■ These approaches tried to get to the essence of what advertising is all about, and consequently solve
all of the problems of advertising. In reality, advertisers used a combination of the two. b) ■ Therefore,
advertisers began to use suggestion and setting, which aimed to associate the new brand with traditional
and cozy settings such as nature and the family. c) ■
D A later version of the reason-why advertisement of the 1920s was the Unique Selling Proposition (USP)
developed by US agency boss Rosser Reeves in the 1950s. This, too, was based on rational consumer
decisions, but more explicitly tried to find the fundamental quality of advertising. Rosser Reeves specified
that each advertisement must make a proposition to the consumer. Each advertisement must say to each
reader, "Buy this product, and you will get this specific benefit — one that another product does not
offer." It must be unique — either a uniqueness of the brand or a claim not otherwise made in that
particular field of advertising. The proposition must be so strong that it can move the mass millions — pull
over the new customers to your product. A USP could be achieved through the packaging, such as a unique
bottle shape or a boiled sweet double wrapped to keep in the freshness. The greatest strength of the
approach was that it re-emphasized the basic communications principle that to be effective, advertising
must emphasize difference.
E Reason-why and USP are still used today in different settings, especially for new products. (a) In order to
determine whether reason-why or USP is appropriate for any given brand, marketers must undertake
extensive research of the category as well as consumers. However, the speed with which goods lose their
difference means that other ways are needed to differentiate the product, such as the emotional sell and
the advertising brand image. (b) David Ogilvy, one of the biggest exponents of the power of the “brand”
to influence consumer-buying decisions, asserted that products could be differentiated on the basis of
“brand”. A new brand has to differentiate itself through a separate product feature or benefit, or, more
often (if there is no difference), to develop a separate personality so that the brand is remembered as
quite distinct. Yet, building a brand does not only involve establishing difference. It also involves
establishing familiarity. (c) Even if you are not a Coca-Cola addict, you may turn to Coke in a store because
you are so familiar with its design and its name and packaging. Any new brand that comes on the market
has the weight of “familiarity” to fight against.

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 Mark the alternatives that best answer the questions or complete the statements about the text.
1. It is stated in paragraph A that in the early 20th century, __________.
a) advertising mainly focused on sweets, soap, and tobacco
b) the idea of “persuasiveness” was not popular among advertisers
c) advertising techniques based on behavior and motivation gained importance

2. According to reason-why advertising, which of the following is NOT a reason for buying a product?
a) increasing competition in the market
b) conforming to social standards
c) making rational choices

3. Which of the following is true about atmosphere advertising?

a) It was designed to cope with competition.
b) It encouraged consumers to think carefully.
c) It suggested a motive for purchasing a product.

4. Where in paragraph C does the following sentence belong?

However, new products could not rely on just these ads.
a) a
b) b
c) c

5. It is stated in paragraph D that USP aims to persuade consumers about ________.

a) the qualities of a brand
b) the unique benefit of a product
c) the importance of packaging

6. Which underlined sentence does not fit in paragraph E?

a) (a)
b) (b)
c) (c)

7. According to paragraph E, we understand that there is a need for brand advertising because ________.
a) brands need to differentiate themselves from their competitors
b) consumers dislike familiarity and similarity
c) in time, brands begin to differentiate

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 TEXT III

A Cultural imperialism, a term first created in the 1960s, refers to cultural hegemony, or the cultural
domination of other nations, specifically as practiced by the United States through widespread
consumer ideology. Critics of the U.S. point to the abundance of U.S. cultural products available in other
countries, particularly media products, such as music, television, movies, news, and technology, and they
argue that the great number of U.S. cultural exports and their influence threaten the cultures of other
nations and communities. In fact, with the growing popularity of the Internet, many countries that are
worried about an unregulated flow of information and interference with individuals’ private lives
have approved policies to control the amount and types of information on the Internet. By doing so,
they aim to eliminate possible threats to their culture and identities from dominant nations. Those who
oppose these measures state that the leaders of these countries are opposed to freedom or
development. However, those in favor of regulation believe that their culture and identity may be
under attack.
B Herbert Schiller, an expert in communications, states that although the advent of an information
society and innovations such as the Internet have been announced as democratic, in reality, both
information and technology are controlled by a wealthy elite. Schiller further claims that within Marxist
theory, this is explained in terms of the "core" versus "periphery" argument, which proposes the
existence of global imbalances between "core" and "periphery" nations. Core nations, such as the United
States, are those with political power and economic advantages, while the periphery nations are
poor, so-called Third World nations. a) ■ Periphery nations are thus unconscious consumers of core
values, ideology, and assumptions fixed firmly in the information they receive. b) ■ Like Schiller, those
who support the theory of cultural imperialism point to the numerous U.S. television shows and
McDonald's restaurants found worldwide. c) ■
C On the other hand, the opponents of the theory of cultural imperialism argue that this theory is too
simplistic because it does not account for internal dynamics within societies, and it views culture as
deterministic and static. The theory regards the "dominated" group or nation as passive and lacking
opposition. However, the opponents argue that rather than being dominated by U.S. culture and
media, people in non-industrial cultures tend to transform the intended meanings to ones which better
suit their own cultural background. Thus, they argue that rather than becoming "Americanized" for
example, Asian societies have "Asianized" U.S. cultural exports such as McDonald's.
D Other critics argue that although cultural imperialism may indeed be a factor in the export of certain U.S.
media products, the Internet is a different matter. They argue that the Internet, unlike other media,
has no central authority through which items are selected, written and produced. Instead, with the
Internet, information can be widely spread from anywhere and from anyone, meaning that information
is transmitted multi-directionally. The Internet is not a tool for cultural imperialism; on the contrary, it
allows individuals to participate using their own languages, which enables them to preserve and
celebrate their own cultures. It is argued that the Internet, rather than promoting cultural imperialism,
may in fact promote multiculturalism.

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Mark the alternatives that best answer the questions or complete the statements about the text.
1. According to paragraph A, many countries _____ in order to protect their culture against threats from dominant
nations.
a) interfere with individuals’ private lives
b) approve policies to control the Internet
c) emphasize the large amount of foreign products

2. Where in paragraph B does the following sentence belong?

According to this perspective, information flows from the core to the periphery.

a) a b) b c) c

3. In paragraph B, Herbert Schiller states that ____.

a) periphery nations consciously adopt the values of core nations
b) periphery nations are supposed to be the dominant nations
c) the rich have control over information and technology

4. According to the opponents of the theory of cultural imperialism, _____.

a) the theory puts too much emphasis on the internal dynamics within societies
b) poor and non-industrial nations are passive consumers of U.S. media products
c) non-industrial nations transform foreign values and products to fit their own culture

5. According to paragraph D, some critics do not believe that the Internet promotes U.S. cultural imperialism
because _____.
a) people can use their own language while using the Internet
b) items to be posted on the Internet are selected by a central authority
c) the information on the Internet is not always transmitted multi-directionally

6. It can be inferred from paragraph D that the Internet _____.

a) may lead periphery nations to abandon their own cultures
b) may enable core nations to impose their culture on periphery nations
c) may promote equality among the cultures of core and periphery nations

7. The writer’s attitude towards cultural imperialism in the text is mainly ______.
a) indifferent b) objective c) judgmental

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ACTIVE VOCABULARY LIST

 denote (v) methods/danger/dissatisfaction

 promote (v) traditions/an understanding of the culture/cultural imperialism/products
 spread (v) the teachings of Buddha/rumours/the virus
 progress (n)
progressive (adj) education/educators/social policies
 derive (v) the program from Dewey’s theories/income from donations
 expand (v)
expansion (n) of educational systems/trade/industry
 emerge (v)
emergence (n) of new school systems/a new virus
 compulsory (adj) education/military service
 launch (v) a campaign/a new service/a project
 literacy (n) X illiteracy (n)
launch literacy campaigns
 eliminate (v) illiteracy/a possibility/a disease
elimination (n) of illiteracy
 comprise (v) two thirds of the world’s illiterate population/60% of the class
 discriminate (v)
race/sex/national origin/age discrimination (n)
 demonstrate (v) the size of the problem/the importance of strategic planning

ACTIVE VOCABULARY LIST

 dwell (v) on human behavior/past experiences

 persuade (v)
persuasion (n)
persuasive (n) treatment/arguments
 stimulate (v) demand/public interest/the economy
stimulation (n)
 differentiate (v) the product from others
 make an appeal (n) for action/donation/unity
 evoke (n) non-rational responses/memories
 become saturated (adj)
 the essence (n) of what advertising is all about/the argument/life
 explicit (adj) X implicit (adj)
explicit directions/references
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 explicitly (adv) X implicitly (adv)
 the fundamental (adj) quality of advertising/human rights/principles of democracy
 make a proposition (n)
 an exponent (n) of the power of brand/the new technique/free trade

ACTIVE VOCABULARY LIST

 dominate (v) other nations/the region/the meeting/the game

domination (n)
dominant (adj)
 abundance (n) of US cultural products/food/plastic bags
abundant (adj)
 regulate (v)
regulation (n)
regulated (adj) X unregulated (adj)
unregulated flow of information/markets
 interfere (v)
interference (n) with individuals’ private lives
the government’s interference in the strike
 approve (v)
approved (adj) policies/methods
 eliminate (v) possible threats/possibilities/ diseases
elimination (n)
 oppose (v) / be opposed (adj) to measures/the new testing system/ the tax reform
opponent (n)
 take/oppose measures (n)
 propose (v) the existence of global imbalances/changes/a boycott of the meeting
proposition (n)
 conscious (adj) X unconscious (adj)
unconscious consumers of core values/needs/desires
 account for (v) internal dynamics within societies/the high staff turnover/the cases of cancer
 promote (v) cultural imperialism/ economic growth/the use of alternative energy sources
promotion (n)