ffi

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On a December afternoon in 1903, a fire broke out in Chicago's lrn- 1

quois Theater. According to aa eyewitness:

Somebody had yelled "Fire!". , " The horror in the theater was beyond
all deseription. . . . There r.r'ere nat enough fue-escape ladders, and
maqi people fell or jumped to death on the street below. But it rvas
inside the house that the greatest loss of life occurred, especiall_v on
rhe srainvays" (schultz t964)
The theater did not br"rrn down. Firefighters arrived quickly after
lhe alarrn and put out the flames so fast that no more than the seat
c{Jverings were burned. Horvever, 602 people diecl, and many more were
injured. Panic, not the fire itself, caused the tragedy.
A similar disaster occurred on a July morning in 1990 in the holy
cirv of Mecca, Saudi Arabia. Thor.rsands of Muslim pilgrims were u,alk-
ing through a 600-yard-long tunnel when the lights accidentally wenr
*Ltt. Panic started a stampede of people pushing their way tlrrough the
l*anel and 1,426 people were killed.
The people in the lroquois Theater and the Mecca tunnel behaved
as people ,often do r,vhen faced with unexpected and dangerous situa-
tj*ns such as fires, earthquakes, and floods: they panicked. Panic is one
cf the more extreme types of collective behavioi it is a useless response
to a serious threat o. Jrng... It generaily involves fligirt, but iL is a spe-
cial kind of flight. In many situations, flight is a rational response: it is
per{ectly sensible to run away from a burning house or an approach-
ing car. ln panic behaviol however, the flight js in'ational and unhelp-
fu1. It follows a loss of self.control, and it increases, rather than
reduces, danger to oneself and others.
 Just becal.lse there is a cravrd and a threat does not mean that there
will be a panic. There are $evsral crnditions that can lead to th* devel-
*prrrent *f a panic. Firsf, the peaple must really believe that there is a
serioux danger. Second, there must be intense fear *f the danger This
fear is ffiade w$r$e if the people involved think they will be trapped *r
unable tn escape. Third, there must b* s*rne individuals whc- hu* u
rtatnral tendency to panic. Typically, these ars people whose desire t*
$ave themselves fflakes them ign*r* the fate cf others sncl of the dan-
Serou$ *onsequences *f thnir panic. Fourth, the perple in the cr*w,d
must increase each other's terror by their w*rd.s and actians" Finally,
there must be a lack of c*aperation among people.
Panic sornetimes takes fhe f.srrn cf nqass hysteria. This is when
nu"merous people engage in wild ar fr*nzied a*tivity withaut chccking
the sffirce of th*ir fear, Sne famous cas€ *ccurred in lg38 when Orscn
l'Velles' radic play War o{ the Wor&s was broadcast. peup}e heard an
announcernent that *reatures from the planet Mars had invaded Earth,
and even before the broadcast had ended, at lea*t a milli*n nf the 6
million trist*ners had panieked. Many prayed, cried, or ran from their
hrmns, kantic tn escape death from the Martian$. Some hid in cellars
beneath their h*rns$. Y*ung men trjed to rescue girlfriends. Parents
woke their slcepring children. Feople t*lephoned fuiends to say goodbye.
Not every*ne pdnicked, though" $ome people faund the br*adcast just
tt:o fantastic to believe. Sorns recngnized that the br*adcast was piob-
ably a dramatic per{*ffinance or look*d .rp rad.ia prosrarn guides to
check what it was they were listening t*.
 Growing Up
Male or Fernale

ffiffigruffiFruffi ilp #*vg Aru* *gffiLs

l"***orn babies d* not knorv if they are bays ar girls, irut it d.oes nat
:;rk* them long to find o*t. Therv ver3r qr-ricki-"- learn the r,rray thai their g*xd*r,,qw! s

;,-:';;*t_v expects ryales and fernales ta behave a:rd think. That is, lh*}: irh.e' rv*y th at s +t i * r3*

:.iexprtls rnal*s ai i*na:*l

:.,:;:ln: their gend*r rOtre$,
,,.i'to behavs;nd ihinh
Fr*rn lh* m*ment *f bi*h, b;rbjcs ar:e usuallv tr:eated ncccrding tcr
.l*ir gr.ne3*r: In the United States and in m$ny olher countries, bah_v
a.,,,, , lend tr: be dr*ssecl in pinh clorhing and baby br:ys in blue. Baby
-1i' 'Lris
are hanciied mcr* genlly than b*ys, Girls aie cuddlecl and kissed
: -- '..,;w'1+i"
-:.; .i,* ht"r-"-* are baunced a:'*und and lifted high in the air. Girls nr* giv*n
ii.i $,:-ik r.r'h*r'*as bcys ar* giv*n cars, tnrcks, and building bli:cks" ngath-
M= . qr1, il1i*& a lot abou{ h*rv pretty their li*le girls should iook, hut rhey
,F=31r t ".;';+,,efu$
L:oncern ed abou t thein I ilttre boy's' app*aranf e.
iiiii iiiti-:r . . 'fuei"l they start tc talk, child-ren are taught the dillelence {retr.'"'een

i : :::'*nces jn the \.\,av parents talk lo their childr:err. Parenrs usc uolds
@:rf+ii;i#ffi f**lings and emorir:ns m$r:e with girls than rvir.h b*ys, and, by
Y , ' ry I ,"ills rtse thcse rvords more fhan bnvs do. Furtlrennore, mothe:'s
.r,=: ':,'.,.{'r tirlh e{iffcrenthi beca*s* of iheir socialieatinn. Mothers tend
i: .. .; r;or"* politelt {"Coulclyou lurn off t}re T\', plcase?") ancl far}rels
ffi7r.:i=N ars*: mcle r{irect ianguage {'oTuru off rhe TV.") B3r age 4, girtrri
"*" ;, #&& #strls har,e lea::ned to imitette the*e convs:salional slyles.
:;: :-.- ': rrle generaliy taught ta be "ladvlikc" - poliLc and gentle. Tlre.r'
lill$ifi;;it' i;]i,-:r:* :i]r"x,fht tl: ::ei1. uu *thers
* especiali.v mal*s * f*r help. They are
illlLlllil\ ;diiir;iri,i,rrl. {# fxpress their emotians &:eehr Giris iearn rhe impr:*ance of Society teachr: girit
}1llilurd#l,lqr*'ru: ,a'e:rr They may *ven learn that tirey nrust rely m*r"e *n their the imporhnc* *{
-:l .' iran *:n th*ir intelligence t{i altract ruen. Eo3-s, on the *ther
;11:, t - beauty and iamily.
,...''.
Socieg te*ches boys
lsarn about cars and to
like sports.
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t* hand, are taught to i:ehavq "like men," Bo_trs ar* also encauraged tt: be
lndependenl and strong and ta avCIid being "fiian:a's boys." TLrey are
tcild that boys d*n't cryr If they put on makeup and rvear dresses ilur-
ing play their parents ar"e horr:ified" Therefore, l:*;is gr-cu' up with a fear
af being feminl.ne, and, as young.men, tr1.'t* keep up a "machn" image.
They nray alsn devslop a negatit'e at*tride torvar<l w*:men in adult life
{Elkin and Handcl 1988; Pctr.r'er and Shanks 19S9).
Parents also har,e differ*nt social expe*tatir:n* of daughters and s*ns.
Daughters, mcrc thsn sons, are socialized io thin& mcrre abr:ut the fam-
il1; for example, tn remember: birthdays, tc $pend time rvith the family
on holidavs, and, rvhen they get olcier, to provide car"e for sick famil.v
membei's and relativcs. Sons arc not expect*d fi: do th*.se things. Thel'
are expected lr"r be mr:re interested in the world outside the family and
m*re indeper:dent c:f t,he family in s*cial actil.ities. Dar-rghtcr,s are ai.so
rhought to need more protection than sr:ns. F*r example, parents fllay
make their daughte.rs come home earlier ar night and forbid them to gn
to places that the3' mighr iet their $on$ go to. .$uch protectiveness ofte{
encourages girls to be ]css acuive in exploring their environmenr.
:i,' 1.,- r :.::.; In recent yezrrs, though, there has been a trcnd in many par-ts ol the
u,orld 10 more gender-neutral socialization. Yolrng por'*nr*, iernale pro-
fessjonals, and rvell-educated parents, in particular; are more likely ro
flJ116
socialize their chilcli'en into more equal gender roles. However, this is nr:l
alwa-vs an easy task. One stucll'o{ pat'ents r.tho rvarrted to br"ing up rheir
children in a nonscxist way forrnd that it \A,as vela/ difficulr to do. The par.
ents complained abou{ trry st{}res being fil1ed rvith gender-s1re*ilie tsys -
war lo)'ri for bo3.s and domestic toln f*r girls. They also cnmmented that
.
ra,hile they rnight be able to giv* th*ir children g*ncler-neutral lovs thenr-
".
selves, jt'was diificult to get r"elatives and friends to da this. Almost all
the children in the study r:*rred anrl played rvith genderspecific t*ys given
to them by other people. ?he parents also $*und it hard r*: fight. against
the gender lcssons i:f borks, the peer group, and school.
"{i ch*ose linking r.vords ij:r:nr the chart tr: compiele th*se sentences.
L Aclults tenrl t* talk about girl babies a$ "s1.\,e*1," ,.pretiy,,, or ,'char.nring.,,
, ihe_y speak of boy bal:ies as ,,hands*fi:r*,', .'Lough," and ,,strong.,,
2 Bovs are exp*cted to prefer playing cutdoors. girls are expecled
to lik* plaS'ing indoors \,l'ith doll$ ancl ?rerusekeeping tl;1,,s.
,$ $arne moder-n parents n:iglrl *nc$u:rage their daughrer ro pla-v rtith cars,
they mighr encourage thejr son to play rvith dolls.
4 Parenl'l rvho think their unbom child is a br:y tend io think of if as slrring,
if thev thinh it is a g!.r:1, th*y think of it as grar:eful and gentle.
s children's baolis often present siereorvped gender rolcs. *, movi**
tencl fo sJ:ou, women a$ caregivers and men as adventrrers.
1t!=

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6 In scme families, hoys gir:ls are expected to d* iad

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 In paragraph 2 of the texi, the zigzag method is used to describe differences in
how boys and girls are treat€d. The paragraph below inclucles the same
inforrnation, but uses the linear method instead, Cr:mplete the paragraph with
r.r'ords or plrrases from the text.
Fr:om the mament of birth, babies are usually h'eated according to rheir gencler.
In the United $tates and in many other countrie$, babv girls tend to be dressed in
pink clothing. Th*y are gently, cudclled, and kissed a great
deal and as toys. Mothers think a lot about how prerry their
little girls should iaok. Baby bays, in confrast, are . They are
not handled as gently as girls and are bounced around and
, Boys are given cars, trucks, and building blocks as toys.
Another difference is that mofhers are less

A' Read the paragraph below. Discuss u'iih a parlner u'hethei: the zigzag nr linear
method is used.
?hor:ne {1993) fi:und a number af differences in-the r.r,.ay bcys and girls interact rvith
tleir same-sex friends. First, girls eng*ge in more cfi)pcrative kinds of play, for example,
jumping rope or practicing dance steps together. Girls aiso tend to sa-"- "Let's , . . " ol:
"Why don't \ee . . . " ts geflerate this play. In conirast, boys engage in cornpetitive r<rugh-
and-tumble play and physical fighting. Boys also like tc appear tough by making verbal
threats {for example, "1'm gonna punch you"). These kinds of threat$ are sometirnes
:nade in anger but they are also made in the spirit of play. Secand, girls like to spenc{
time with onlSr eine or two best fCends, whereas boys tend more to hang arnund rryith a
larger group of casual #iends. Third, when there is conflict among friends, girls talk
aboul the undesi-rabie behavior of playmates behind their backs rather than to thejr.
*aces. As a result, a conflict between girls can take a k:ng time to be resolved. Bavs, on
th* olher har:d, are more direct and confrontalional, sn their conflicts are often over
quite quickly.

Ch<r<rseeither the iinear or: the z"igzag method of *rganization to rvrite a paragraph
c*:mpar:ing and conffastiag the social lives of teenage boys and girls in your
c*{inhT. Her:e are some possible topic sentences f*r }rour paragraph:
* ImX {name of country) teenage boys and girls have very different social lives.
* There are many differ*nces in the way teenage boys and girls sacialize in X.
e Apart from a few important dlfferences, adolescest boys and girls have similar
social lives in X.

ffi,'whange your paragraph with a partner and see if you can teil which
era'.'ganizatieinal pattein your partner used: zigzag or linear.
ffiew* frrufl$-aiffiruflffi *p criLTilJffiK
-: ;';:nr rirat you are alone wjth a person that you love and who loves
\ ,- trr.,rr are holcling his or her face in your hands as you look into iris
'-;rrl e.res. Slowly yoll mo\,e vour lips torvar<l your partner's, and the
xn* ** .vou share a passionate kiss"
I , bbu probably think of kissing and the feelings that go with it as
.
lls-xt+'rs;:z",ai To a sociologist, kissing
and many other common beharriors
' ',1:l,1, t:,u{tura.i rather than natural. We are not brorn r,r,ith the knorvledge
+; f:,:u to kiss and rvhar it means to kjss. Instead, we learn this as part
t,,,.,,,..,f
a,.r:r cultu.re.

€'tu* mmmm$m6 sw$twne *f

tt&txx* is a very pou'erful force in our lives. It deterrnines many of the
em$*a*re
: *i,;*eriences we have and the meanings we give to thern. But u,"hat
, everythirrg humans are
cexctly is culture? To the sociologist, culture is everything that \ve are
socialized to do, think, use;
vi:rtialized to do, think, use, and make. &luch of r.vhat humans think ;
r and make
 i

s*dety
i a coJlection of indiw:duals
isharing a common culture
and living in'ihe sane
J
I geographical te rritary
and do is lear"ned from the society they live in. Because humans live
in gmups and communicate with each othel thev pass r:n rvhat they,
know and believe to their children and fo each other.
They pass on, for example, ideas about what they believe is imp*r.
tant or not important in life, what lhey see as normal and abnoimai
behavio,l and what they believe to be right and wrong, All rhese ideas
form the culture of the particurar sacieiy they live ii, and guide the
behar.ior of the memberc of that sociery.
t),. i

Va*u*s
vatues are socially shared ideas abour what we consider to be good,
desirable, or impcrtant in life. we show what we value bv how we live
our lives. For example, if we value money we are likelv io spend a lot
of time thinking or warrying about it, and looking for ways ro get more.
If many people ln a saciery value mone51 this *iu tr* reflected in the
arnount of attention that the sociefy gives to it (for example, in its news-
papers). The values of a socie{r form the basis of its rules, or nonns.

Nryrrns
Na'rms define what is socially acceptable or unacceptable behavior in
particular social situations. wlien we violate ot go uguirrst social norrns,
there may be sorne kind of negative .onreqr,*rr.e. That is, there may
be a penalty or punishment to discou.ug* ,, from acting this way
again. Most of us are not even aware of marry behayiars as social
norms. we think they are natural. Kissing is a good exarnple. we usu-
ally know r.r'hat is acceptable and what is not about who we kiss, how
we kiss, and q"hen and where. {see the boxed text on page 3l far some
interesting examples,) Many nonn$ are not very serious ar all. These
are somefimes called folk;wa.ys. Fol*:rvays are customs that mcrnbers of
a gr{)up are expected to follow ts show courtesy to others. For exam-
ple, saying "exc*Se me" when yr-ru burp is an American folkway. Thank-
ing someone if they $ay you have done a job weli is annthen lf we vic-
late these weak nnrms, nobodSr will punish us. They might think u,e are
peculiar or impolite, but that is all.
Norms vary greatly from one society to another throughout the
world. consideq, for exarnple, the rvide variety of ways that members
of different cultures perfo.rm daily activities such as eating and dress-
ing. clothing mles varlr {rcm r.l.ear:ing n*thing except perhaps some
jewelry io covering the body completely kom head to to*. very srrong
no1'ms that prohibit or forbid a certain activity are called tsboos. cer-
tain faods, fnr examplei are taboo in some societie.s - pork in Jewish
and Mu"rlim communities, beef in Hindu communities.
Norrns also change considsrably over time. ln the seventeenth cen-
tury; i:: the united states and Europe, peopre were not allowecl to kiss
r+*me * rhange. At one in pubiic. A man caught kissing was likelv to have been pur in stocks
titu.icissing in public and rirliculed publicly. Today, it is not at all unusual to see lovers kiss-
' aaw:s' ing in puhlic.
 You are violating the
law ifyou exceed the
speed limit or drive
while under the
influence of alcohol.

',,\W'ffiv & *c?d Eaws

social norms that provide the standards of mo5al behavior for
.,1i:ir:;,t't:; atre
i
J:. rp or societ\,. They can car.ry a severe penalq.for violation. Some-
i.1*#u*,, lhese penaldes are infomal rather than legal. For example,
161r-\ft,;r"4h there are no laws against middle-aged men dating adolescent
I 6ilsi*. 1'*;ssuming the relationship is nonsexual), there are mores in our
I'ritdr:*r*. *gainst this behavior. If a man did this, he could expect to get a
te+*rii ,:

, ,l*m'ry negative reaction from other people. Most mores, however; are
itil.{,f!.!:!i;,

iili liiili.ji :l$xss

r*:lizecl in lwiting and enforced by the government. That is, there are
:{Kl i i i::
i$* t* make people uphold them. In the United States and rnany other
#'$liiL,r :i'ri',{}il$?aries, for example, there are laws that allow the state to take chil-
iijitti:tnt:,:.
'.d*q,lil arruar\r flsm their parents if their parents do not care for them prop-
t
'ii
i ,:, ,;!ffi;"
,',,!;;:,:
TTtere are also laws in many countries that very strongly encourage
:fs'': i* to diive safely by specifiiing penalties for driving while dnink.

t;il:,

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:i;:,i'a
&ftsn yffiffi r*md
T*sk tr urunEnsrANDlNG KEy rERMs tN THE TExr

Find explanations and exampies of the following terms in the text to cornplete the chart
(using note form).

Term Explanation Examples

Values Socia/ly shored ideas aboul "€xcuse rne
- ofter burping
whaf is good "Thonk you
- after 1ob we//
done

Norms

Folkways

Taboos

Mores K*sng - whaf is occeptab/e

anC whot' is not
&tesd €5e*i f**E*wir*g €*N* ev*rig**x: by a i"*rs$c?" s€rxe**l*f **f g*:* {}xfq-}r* {,i*iv*s'gi*e *ne*
*i3$c?'*r t?e* qu*s*i*xg *!xnf {qr*l*w, ax} ru{}Y 3,VeA*?K g$?{} ?F€gS 1V{}RKSt{Egg"

Xfeasc*aa*}' XNper&*re*e; {}x€*rd L:xivers{ay

l'ry: l:ertrr g*ing tc; b* aJ:}* t* e'r::it* ??t): **tir* pr**a;:p3i*a€ii:r-1, nix,' S*veilr sia-y, :::-v
**g::c* pr*gra:;"lr:r* *:act *ther *xp*riences ;:i jrrst t=ne ?:i*g p*st. fler:*e, lh* f**reg *f
xt3.' x'ritixg *iltr ?:* *i: th* natrer* *{ t**ciaing ax* 1*arni:;g that's rx:iq:.re t* *xf*:<tr axd
*.th*;' si:::iiar ii:stitreti*ns - i+hirh :':"!a-r b* attra*tive t* rc.*"n_l'- *'f _-vr-;r: **i lh*:*
Qldr*< n*t*: &{.1'*xp*ri**':** ka:.* in a !*rg* part, t* qf* *'ith t}:e e1*gr*i: ia
b*3r::.a" .*:a_y
PhiS*s*ph-v, }3*i!iics ax* &**r:*ffiies {pf}tt} :,t&i*h I }:ar'* t*.k*n" S* stusi*nts r*arling
*:?]:*r s*hj**ts, pa*1**iari3.' th* s*is:e** s*i:j**-ls :r,.itr} *3*;ar13, ]:ave * riiffer*nt
"cxpe?:i*il**" '1

a. ?3c* elase* $ise

*::r* *{ ?k* ::-:*st i:}3p{}rta:?t fa*etE r*{ sl:K?* *f th* t*p r:*iversiti** ar*r*.*d t?:* ;t*rlil is
'{:i:t*
s*:al? laii*ria? r:lass si;*s. W}:iist i:: t}:* irst 3***r, *}:* *l*ss siz*s lna,v b* as lxrge *s
S*:* pe:s**s, i:: r:":-r.' subscqut nt tr'*ars: t*:e class siz*s n*r* **ei: fi{} ff}i}:* th*n g
;?c15*::s.

{* f**t {*r **r*ri:: *xhj*ct* la.h.l*h *r* *}**ti1"*s, *.!t., I t**:k "**v*1*p:t.lcni E**:refi3ir$*,
{ ili"lr3 :*t**l tut*ria} s*ssi*xs" TL* s:::*1} c?as* sie*s }:ad e*rtai* i:xp'li*ati*ns f*r
stel**l:ts. F*;: *x*;xpl*, it will ** l*ry <iifficlatri iu: *r'ad* dr::ing 3.r:xr ?:cr*elr*rk
r*a*i*gs fiir it'31 i**k r*aiX3' slxpid :a&*:a ,{}11 &r* atiemptixg t* carn' *ut a *.is*r:*s?*::
wi"f:fu -1.*elr txtr:r. Yr:* lrili *bvi*xsi_-" r***ii.* * tr*i *f "g)*:'$*fiai att**ti*i:", :ra:rt*d c]::
q:th*r'",is*. .1

nn a*1*Jitir:n, t?:* s:xa1l *1*.ss six*s rgili *s:s*r* lh:;.t 3'** will fual,* t* speak xp i::e th*
,:tr**r. &sia.v: *lilde:r*s l:avs a t**d**r",''t* b* **id, quian *netr f;:.irtry x*x*parti*ij:ativ* in
fh* classr*r:r*. H*r**-r:*r, :.t**n t*-:* *ia*sr**m is <ix13' ti:* sis* *f s sar**xts. ti:er*'s
r*ai}_v r,,*ry. ?ittl* spa*c i* 3ai<1* ir*m th* tatr:r" { h*:.e a3*'a_-vs 3:e*n r*gard*C as x {airiy
:,**;11 st**.**t i::. pri:xary and. s**a:a:**.r3; s*i,:ci"l?s. F€*r+*v*::, avh*n 3 ra.ag at *xf*r<3, ;:-r3'
E**i:*r::ics t-t*r aeluail,3' rl'r*rt* i* *:;q] *:f Ki--v i*r*: rep*:'tx ih*t .l1 *'*.* t*c qraiet a:ld
lt**d*d +-.
Lt"* parti*i;:;at* {11i|lng ilrir}i']xl r{iscl:ssi*as!

Tii*t c*rtai:ri1" 5-:ia,vs *.* imp*:tant par* i:: li*reilag *::€'s qxick thixki;lg s1qi31* as u.*trl as
th* xbilit3,'t* *xp;:*ss *r.l€u.q th*xgi:ts ila t?:e *tr*arcst &1i;.:?:?*;:s.

*: Tir* 3]rirp*s* r:f t]-:* arli*i* is l* ta3l< ab*nt :

2:;X:: cl*tsta:t{ilrtg ch*r**l*risti* x:f eqlu*atisxt i:: *x'f*rd is:
g: "lbe '*&s'*xt*g** *f rt* a sessi*r-is i*:
4: ?l:* disaClaratagc *f I t{} i, $essi*i:s is:
g: A **ra::::*r: pr*}-r}*::r *f Asia:-: s*.de::ts ir: tr:t*riais is:
*: Tiie:t:..atj:*r's hi6g*st pr*-b3*r* ii; *xf*rci rt'as:
?: .A***r*i::g tr: thc a*N!:q:i:, i tis k::p*::la*.t tr: ei*r'*}*p:
 4" Tx{*rials

a: ***:xapar* €?a* *rgSmxeisa€i*xa c!f,stelcfies *€ C*s&e:?iels *sad {}x€*rd,

e" 1;VIE:*{, as:ec3?.disrg t<* tlxe at"a€kara.u *re aia* Epex**S€s *f e*a:e?yixLg :x? {}d*rd?

g; X&'Xaat pr*€e}*xae& c*.ca s<lcxa* *ta:desats *€*z&* &*r&ss x*€ *xfclrd?

Telt*rials ar* pr*i:abtrv ti:e rcs:st in:p*r€*nt xsp**t *f,*n*us a*;ar1*rxic *xperiea** at *xf*r<l. llatcriais
ar* s*h*d*!*lL t* b* ?:a'ic* * r+e*k, *r:* {*r *a*}: sr:bje*t it'}a?ck is ?:eii:g tatrie* *:r €l"i* t*r:::" Ther*; ar*
S tcrffis e ,1€ar, ar;d S r*;e*lis for *a**r t*r*:" S*, *l'*r3, 1*rT::, tr'X be i:aving :6 le.it*ri;*s a ter:x, E *a
.i{*.*r:c}1?1i*s"
si,i3., "*rga:risati*:":ai anci. an*tk*r S <>33 sa-:'; "}'{r}s'a} Fhil*s*ph3.' {ilthicsj".
$* *&at's s* tc::gia a?:**t tla* tr:t*r:als, l-'r*side.a th* fact that it's a tin3'" *iass? il: :::*st ri**,,"erslti*s
i'lri a".lere *f, th* iral*rs lr,iXl <1* $*y:ie "icaehi:rg"" str:d**ts r+'11i be takr*g x*tes
t*lq::"iatrs ar* :a'trr*r*
a*d ?he,1, rn*v be ::equireet tq: d* s{}:?:c q**sti*:e**:ri1*ansr,?er t:.** h*i:;:rcr.e'*rk. *v*r at {}xf*rd, th*::e's
little *r i!# *:ri*ai t*achi:tg d*:e* di-lrixg fxt*ria1s.
Wi:al's t--1,pl*afu ei*n* is t?:at all st****ts lr.ill l:av* 1* ilr*F*r* llri *ss&\ *n a ;:*rti*xlar ?cpi* pri*r't*
*:r* tl-lt*ri*} ***qsi**. The *$sa\ q*e*ti*ra *n<1 {*ngth.v rm*i::g l*s! r+*xlqi. }ra:'* X;*** prr:lide* ic} t?r*
previ*r'rs ci€ck" ?ke Srst lr.e*X'.'s flli*nal r.a::e.re as ql":i?* ;l sb**k ?*r' ri:s l":ecaus* i :r'as t* pr*par* ac
n'fai!i;r*" *f Fren*i:l Forarth R*pr:?:i:* *.ith *bs*lxt*}3' ** *.1** ai:*ct Fl*ncl* pcXiti*al
*ssa-v *:: th*
histill,l' {n rvr:xld har.* th**g&t C}:ar1** d* *a;:l.l* exs a *iraracier f.r*ryt Ast*rlx!} - ** pri*r tips,
}e*t*r**, ci*ss*s i,)r ilreprLr:ati*:: i:g th* ?r;i*rs" n&1tk c;xl_-v the :'eae3?xg l:st as a g*id*, rrr*'11 pilf*:
t}:r*tlgh tl:e r*}*r,ar,:t ]:cxlk$ ti: *i:*rr: *l:t *n *csa3' {:': pr*parati*n f*r l}:* fr:t*ria} i:: tlre f*?l*rving
lte*k"
**pexeiing *ia tk* tut*r, 3'*u raig?:t 3:* r*q:-iir*ei t* r**d tlee *ssa,v **-t a-l*aac3 d*l"ixg tke tutr:i'ials a::si
*ix:i] y*$rs*1f ?c; $*ffie scrj*e$ ::ivi*;e*ti*:r]::r t]:e trit*r a*d f*}i*t+ tr:t*r1a3 r:aal*s ri*ring tk* r** h*;i-:r'
sessi**:s. Fl:t j;r $*;3]* :':"a?:1:rsi:, a;:e}. ya* a:e elc>n* f*r! ?h* exer*is* is r*p**t*d *";i** a ls,e*k, iiil*
tbat r:r*a::s a t<rta] *f tS €*sa-y$ el€:*ry i*rea;. ?hat's * ?*t *:f *s$a-x'$ t* llait*, **xsid*::ii:g t&i:3 l:r<;s?
liclir**rsiti*s *::X3," r*qxir* l-e t*r*: *brnl$ iaibeit. ]ik*lr't* b* ?*ng*r *x*s] i:asld** in *.s "pr*jr*!.$*'"
,7,,L

l'tr'hat's ii:* ritrli:r:ai* *ffects *f su*h a tut*rial svst*rir?

1l's pr*3:*h1.r. t}:e ultin:ate re::sicn *f ;a*ti*sp*r:* fe*dixr$ as ?i:*r*'s *etcail"v hardl3' *;r_v
'?*a*.hixg"" *sp**i*!tr:t si::*e X {a:'ld I'*: pr*tty sugr* i att*n*ed *}{}T* }*ct*r*s ?ha:: m-v feltrq:rv
***rseer*rt*s.? att*nd*r1 *r:l-v a *:i*imal *r**li:rt *f i**tr:r**" Hr'*ry'thing i* tr: J:* qiis**l'*a'*d *a
-1,r>:;r *rti; tl:r**gh ail th* rel*:axt readlng *at*rials. Tu€*:iaX* *r* *:r?5. a::l**nt t:tr*r:e as
"dis****i*trr'u to e$s:r]:* that v*u a::* {:n the right track, anci. t* pe;lxt *r:t c*riai;} rn{}rf
p*rtln**t p*:l*ts *n a p:lrti**iar tr:;:ic" lt:nake* y*r: r*t?:*at*ly r*s*r:r*efaa?"
"f?r* syst*;:: *akes :,'*i,ir i:rai;: rE*rk ths harel*si b**a;:se, \'€T' ,rfiFi"!, r cu st*rt fr*;v: ai:s*k:t*
c*r* t* be**c;i::g <;J*a*sf exa::r: r***-v {'*:r that partic*X*r t*pi*, a?l &'iahi$ a p*ri*d r:f ei**
::**1q.

t,_
. Your writing techniques and skills improves tremendously as you are required to produce
top quality essays in the shortest possible time (usually just a couple of hours, beeause you'd
have spent the rest of the prior week gathering and browsing the reading materials). And I
can tell you from experience, this is one of the greatest assets to possess when rnriting
repcrts, analyses, presentations and proposals.
. Your reading skills as well as the ability to sieve out key and relevant information is honed
to near perfection, because some ToYa (or so) of reading materials are not directiy relevant
(or are repetitive) and it's important to be able to tell them apart from the relevant points
early. Otherwise, you'll never finish the reading list (some books on their own may take 3
weeks to complete!). You have only one week after all, not to mention that you'd still have to
produce the essay.
. The active tutorial classes and the openness of debate aiiows one to hone your expression
and detrating skills, for not only you need to know what you are talking about, you will also
need to know how to express it such that your tutor and course mates can understand y-ou.

For some, such a system wiil be extremely stressful for practically everything is reliant on the
self, and there's reaily a lot of reading and writing to do. On the flip side, and one of the key
reasons why I really reaily enjoyed my time over at Oxford is that the sy'stem provided me total
independence to how I want to do my work, organise my time and most importantly, the space
to "think", for there's only 5-6 hours worth of officiai lesson time a week (average of 3 hours of
lectures, and 2-3 hours of tutorials).
The system is a complete contrast to say, National University of Singapore (NUS) which I had
the privilege of attending for z weeks before I took off to Oxford. The time-table at NUS is
almost perpectually packed where students rush from iecture halls to tutorial rooms and back
to lecture halls on a daily basis. If I don't recall r'r'rongly, there's some z4-Jo hours of official
lesson time a week for a Bachelor of Arts degree at NUS (and they have longer term time of ro-
L2 weeks).
This is not to say that the Oxford tutoriai system should be adopted by all universities. Certain
students perform ra'ell in the NUS-type environment, whiie people iike me definitely feel more
"liberated" with the Oxford system. I know that in NUS, students are likely to be "screaming"
that a lecturer is not doing his/her job if he/she did not provide lecture notes or handouts to
accompany the lectures. He or she may even be reprimanded. However, at Oxford, no lecturer
worth his sait will provide handouts during a iecture for you wiii be expected to listen and pick
out the relevant points for your own consumption.
So at the end of the day, if you have a keen interest in chaiienging your thinking and writing
skills with a lot of self-effort, then Oxbridge universities will definitelybe the place for you.
 lr S:
t:::#.::

f-
1
Differer..ces in aqe, g,i

i. dress, and rruays of iirti

I greeting :how tha.i i:ftJ
i;:ff;
l.*.:i lhese l\'^''o grauPs of lr:',f:i
:
people belong to
u;l:,. t:M
dilft:ront subcultures. :i.M
lrf lr*il#,r
r;.i$," ' !:.w.
:.i.

f]ffi
"
II l,i

:i'i|ii#t r#
i.:l.i;rrl.:;r1 l:$,
jr'ai,; rlli ;J i':l{t,
)':tJ
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ffi s'^* mt:"{J il,rtiffi f,i$ J:\&,i ffi {iJ $_,g'"$

lill
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frrilr.tt.'i:i cr.,lrrpIe:.; . \,ve r:a nr.ii ilrll itr:l*iig ii.r ti stlirilr.rlrltr6.liJ gtr]r-iLr. 'i;i
ft'lrisl ol ils bi.'.ltlng It) rrilll'r1i. Jr,u-rr llriLrli 1'or- ii i.r'lor.nr:li.
-r'.i.r l,rei**."- io. Eaclr
li ail iJ.rL: !r;-oLLps i..
ill:lt i>l rircse has irs 1.,r.,11 r.';1111ss, belie Ls, o,.',.t
E
Lr*t.,r,.",- 'iil
ior':;.3r--nrctiniel lhe r';,ritrcs, belieis, anri brl:;rvilr.s oi or.re
co'llir:r ri,!ih .:]r

lhlrse r-'it:ti-ir.rlhcr, Fol etztrir;:ii.:,

_r,oLt h;r.,;r.t pr.",balt1f,,,xpcri*tra*J at s._,{tri, g
|oint vouI liic a ct.'r-rftjil Ltr:ir.r,,,,cr.r Lite cr_tllLiii.ri,,u.lu,,., ir.nd r:'tl-tcct;r^
1rr $::
,,,1:

iiors r;1' .\'{r.r r- pilr'frls rind rhDsr- of 1,.r,rr^

llerli llri)iip. h-r rlrc ngy{._c()crion,
rr,'i-r r\'iil lr.ri-rh *t lirrr r{}l;crr r:;i ,;t.il;t.:i.i.ltt.r tr,,.r,
t
oi. lullrLi.i.r r,,.ill.r!n *rltLrrr..r. .!,
i
'lrtrr: i.r,iil ;-r.l-er1 '!.
|111;1.:ii l!ri: gtliir:r;r-rtcr-ron ol t,.irirs.

$urfua*ita"*-r*x
A sirJrr,rirlfrrr'* is rlrr: r:r.ijtlllr,: l;f r,'ire g1.c,L1ir r.r,irhirr a sccieLri
sni.rr-r-rlru*s
,ir'i'rratr ,,i ,i i.ii ,'' ,,rltr.,tt itii{ llt..r .i:FL,i lro:1. ilt:rr J,ir.st..
,l,,;:,"i;,
i,ilirltt \,-,.). l.,i iilst;.,,.r....,, iJt.-r Itiigiit <tiil.,r rfi o. l-r;ir.j,'ri,, l,;..,,,..,,.
I tliigit>rt, r';lir-iet, tli i-lollr-]rr. Sul--r-:rilluils irtclr_rfle r,.;ir.i<lris
,,o,rinl, ..'i",';;:,
iir'-c, ilnd r-r'Orii)rrii: !-r'{r.if}s. gciliri.ting,.l irLLr-c- rhan Oltt- subcujrr,rc
ca'
cr{:ilir-: :i{rinirlof lire peisrilriil crrrrilrlls lr,.; fai.s ri;iil-r.. A ci}.tJrt(}l) rxai't_
plc fr.ir-.v.'-iil!. pcl;plt is r',,ircrr Ilre lalLrer; oi'Lhr,.,,,Llrh :-irLrculriir.c
c'ri-
lli.:t ii"i llr litr r'ali.rr.ts iri:iric,Lher'(irr r::,:imytie, l.aiiiLl, relig-iou.r dl
ot- eco-
iitt*-t ic: ) s i.tl-.cr-i I I i rre. f;
',1'hr::r'oirch:irrbi-:rrliurc s
is.nr: r;i tire llrr"gr:sl:,,ubi:liirur-iri irr tht uniicel 1
g l.
t:
51ri1ec i-rri1;:-1',;rni,l r','1:ilc_it is rr ](:rcoaliiizabic,.rui.:criitr"ri.i. ii arsr: repI.e,
ie$ts ilrriri-1.dii'fcr^i:nt irrllrrli:ccs. wi ihin ir ,,rr,: irlri.l iriinr..r $ il
i:rt;r,rps rli,L
._-J
l.
;:ir-01 s.'re1ir.*c.'; r-eitr"re,:i l{i ;r$ "trib.rs."
SL_,ll'lr:gi.ri.s sr,1,,gr:st t_h:rl
;il
lcCnii-9.t'i'5 ii;:i o ;illr;,lr,s lreett ;:ltr;,ri:tr-rd ir.; i,l"iL."-r
ilj ar. \\ ii\, ,-'*pr*rn;,-rr,
irltlirtii.'". \,liltll is lrltiti-i;rgl11g lbt:r;L tilr {_.ilr..i-iit-rl ri:riiit..:lilrr.:u]1lri.e;r,.,ci
"f,
ils :1.:

llii-.rs, is th;rt ii jr ilir.. fit-st genei.lrion olr,i.rLrti; to itciong,,', :!

g-lolr..,f tt.ibcs; I

T
I
1,.
il,

---r rl ti rla I Cira riql TC}E

il-
il
wfr7{
;:-
y;.!:,4i1-

ffi
fr,l:'1Ll

V,ir
 :.,a.tt/t
vi
tal
:::::,::l
thiil is, th.'conrr-non FcatLrres bctt,een lnemi;ci.\,ii, llrese
tr-rbe:, lrart
'a.a:::.z:,
..;,/iiti

;'.li
c..ssecl rlli.nal
rr'r-i.daries aircl ha'e become gk.rbal.
A rcpori (,,Tec.,
*o.cl," MrjoPa.t'crs I996) basecl orr i*rcr-r,ic*.s..r.,itil I0,000 i:,P*
rc.-nager.s
at'oiinci Li-ie u'ol-l{,r f'or-rlrr.1 thal Lcer}agel's {icinr
Chiria, lndia, Carr:,iria, ;rnd Cr.lsta Rica sharr.c
countr-irs 1s cliFler.erri as
i_-r_rlni.nclr srrbcriltlu,cs,
#
b;rsed r:ri .ql.h:i11r bi-r-riiricast tcler.i-cion srrorr,s, i,Vli
rr-roi,.,ies, .intcr.natir-rnar pop
mrrsir: stars, r'icco g;r*'ri, anci ini-er:r.ti.iral spr:i-Ling
er';'rrion r,,l- -r.orith is tirr- llrsr r.o rc;illr.exper.icncc
heroes. Trris gen_ W
rhtr global Thev
:'irr sr{)u'ins trp r.virh ri:chnolour: that }iecps rhcrrr iri
touclr'ill:ige.
ir,ith gl,-rb;rl
infl'errrces. i. re.ir;:. r:l clotlring, nrusic, aititude3,
.i:11 acti'ities.
F'x:r*iple:l of globar .r.'or-rrh subcurrrrres i*ci*c1e W
Lrrosc ba.secr on ;:;,
Ah'ic:rn-Arr-re:r'ican r,r-l-{ispanic*Anrericap srrcct :7
crrrlr.rre, those r.eIaLred t.r
str){)i-is sr-iclr as sr-lriirr;: or.' skak:bo;,irciing. soJrrr rLiichecj
ur tc, particuleii- i,ffii
st.1';lc:3 ojrrltLsicr, arrrl i,rrjrerg rinJ<ecr to ..., :)i
i,r plssiun fr:r compr-lters. Trris iert- t+l,/.,:
lL:r srcLlp ai-c -conr(ti,'re.s c:rlreci "r.rcl'c]s" i-rr' "ne
r,he:ir1s" bccanse they i
speld irll tlreii iinre oi.r ihc- lntri:net. Ll;,rih tribr jias c'oh,eci jts #
kecl: i:r-r:rnl:ing so tr,at '*,'
:iil
sir'le's ot'ralri, di'err,:-irrrj nurlic, srvjcs,,i,hich lM
rrrel
zr,llll r, ili l'[cr'rrrrt fi^'nt the r r.ri'sIiriir ti.il
'c'i;.rin '.Lrcrogr1 *.
]

{u.*$ts iilti
i/,/
'I'lre t'oirl cult is rLscrr rr,'clesciibr;r ryirle var.ieti. or,groups, sonie :il
cu lt of r. l:

r','hiuh ha,,'e;r ].eli-riiuus or clir:rsi-rcligiogs 6:;sis, anrl orher.:;.'l- aa:aalii:

ri tult i; a subculture with rviric6 ar"e

b::sed nroi'c r-rLr .: iilesryic or tir,:rapv 01, srnre
' a cirari;matic learier and a ki'ri. ;\cc:r.;l.cliiro t. socioi-
r;qisrs.'Lhi:r-c iir-c sonld ci)nlnr.'{'actr-,rs i.,
phircscphy ihai offers all c'li:,, T'|a".,, oir^iu"s harre a l!1//.1
r.:liat"ismatic ;i
.\,oi.i'*- a'd niclclle_class iollou,ing, ancl a
lc'-ar.lcri; ;A
nenrbers a totally ner,v wa1
pliilosc,phr' rhat r[tf,::r's'iai'1_r,
ri'irrlire.s rL tcitallv i.re\\i tr\rii:ircr r;L-.-]tr...,pt* ,r,r,"
, ii+e.
'rf j'riii r'r !i,. irrr',,f: ."r u,,irrl thiorrtrr.,
r]-"r:i-,J rrrier., ,r,., t*.,r iri*sat isfiefi
,,r'i1lr tirrnrseh.r,:,i or rhc rr,cirlci :rr-oi:n11
tlrerr,. Lirrlit;r ilre faoi,"olr"o u.,
l'--:r: lil<el.r'' ihcse ilal's tc.i.ir ririer of the
cstahrishecl'rrerigioi,rr, ;, ,.,r.,.i
lir-c cier-:li.iir1t, r:specia1l.r, an.iong \,(.)i,r.* peolrle.
're:;'bc'ship-c
sr'r: t',rii1s 1:,-i',,: ber,n :icc.seci of r.nii-rci e:onrl-r,,r a'cl br.zrinrr,ashing
tt--'h*iclries Io iltii'act il*cl ireep ne*, rrelrbcrs.
{.}ni, e.r-culii:t cie_scribecl
thc nri'cl conr'ol iechrriqr-res she er;r*r.i,.rr-icr,d: ,,,At
irrsi ne*, r.ecruits zu.e,
shor.iered r,r'itjr;lffr:ctiorr zrlcl crorlpliineir.rr$ ,it!2

- tlis is i<1ov,,,
irt,::ibi'g.'Brri rlrr..ri rhr: Jgr,r: rulns soui; rrrrci. ihe ne\\;iror'ers rruil.f]ncl
as,6vr._ ;il
tlterrrseives in:r cii'tlt.rrl-r-,,-',;Jrlc rilto arr, lLrr.liirg
itbr-tsc. It is a classic
riis.l'icntation tecll;rique. ll is rtal eirrotion;rl l-rcll,
l;r-rt *,he, vLlLl ;r.e
joiiring irr tlie:ibr^ts:c, yr.lr-r think ii is i:ielpiiig pei:p1r_..rGre.,,
f llS;.
Sorte sor:io1o;:-i:t: rpi':stir_:,n llri: ideit tjrat cLrlis !;eep
their. rnenr6crs
tlr|orrgll i-rincl conirol ;rnd l:ir';iinr.r'a.llri_Lrg rei:hnirlLrr:s. TheV
sav this idea
is Fopulzrr br:c;ruse r't lenoves ihe rusp{rnsibilii-r, fuc,r1 :+
ihe rn,1r'irt.rul
rtternbers. T'hev acrr:r..'pi llr;it sornc cuits pur enrrr-rtr,,.,,
i'ic1u;ils, bllt;iigitc that the lcchllicr,rr:s cair be
1r,_..,,,* orl rn,li_
resisr,:tl. Er.jc1.:rlr:c,i tlris
is flr;r1 e'errruallt' irr'st peopie ir:a-,,f ,:;,ilr.s'f 1trrcir'rrrr.r
ii.cc r.rri [.

34.,$ ChargitLq Socieijc:r

r'i
ffililfl" ;r/ )::.!::.a:.:= :
i.a
a:

li .it'J.l!',:.::,:'::::::::;ji,l:l
a:-:::L | : .:: "1;ii:tl

ltti)
,:::..=i

fll
l
:t;l:'l,l: ll | : .:.-a:=1|ir:1,
':i,l t;

,
.
 r*5V { READING FSR &ETA,L
I.)lsi:trss irr a srrrajJ gl..lr1t:

t bert'^g-irru r(.i iL rLirrLrer irubr:ultrll"es

1.1,"*,iljr 'f craLrse sonlrrr.)1re perr.s.,naJ

? has :i g.lob:rl vor-itir cr_rltur.e cttr.c ;lb.r_r[/

i-lclr.r,
3 l,,Vlrai rrr.e soilte |nr:t'r.s tlt;:t al.e cotnl'o*
io all cr_rlts?
4 Wirr, rlo peopJe sta.r, jn cr,tlls J,or. ;is loi.rg
a, tlr.r, clr.ri

:: 't'
Task wffifr$r,jG EXpAf{DEs DFFt,\j!T,opd % ..7:;:'
"{ ,

Expancleri clefinilions give lhe niearrirrs-

ol {er.rns bv plrricling longet.
explanarioirs rand/or L-xanlples. Such
defi*ticns are ;"'.i
of acaclcrnic texts" Rer.ierv the examples in ";;";J?;lr*"..
f hapre, ;, ;; lI;*';;:i;"r.
J t'vr-ite an r:x1:;rtlcltci definiLion .t.si.tls.trlri*rg
ir-r t*'o <>r.i.liree seuterce.q. I'cJr-rcle the
Iiriloiving u,oldg:
grot.lps rraluc.s bch;rviors ct,ir jlict

J tr\tr-itc an expallclcci clef iiion ts{: t;rt..tlh ,sttbr:Ltltrffr: in trr,r:r c>r.

j :terirr{e three senrclrces.
t i:c iol lr ,rr i ng rr or.rlr:

Lr:ibes global inlltrencc tcchn,Llolv

write ;rn expanded cleiirLirion rtf culr in ir.ic or rhrec scntcnqes. J'cli-rcle ti.re
lbllo'wing n,ords:
quasi-r'i-'iigioLrs cliar-isntatic le;rclers miclclle cjzrss irrailq,aslino.

{ cr.rtirpa'e vor-rl"clefinitions *'il}r a pir.}'tirer'. see

if vou carl
his or Trt..r- rl--{l'i1 i.'s :rrid edit an; grfir-}':r- mistaires.
he11: r,or-'^ p;irrr}cf ir'pro.e

I,SsH .$ pER5Sr.,'At,ztrdG THE

T$pte
Ilisclr,ss \\ritit vour cl:rss tr..l rr:llat ertcnt beior.o- fo a global c:r-rilrrr.e. 'I'hinl< aboul
'rrclr tliirrlic lit: 'or-i
,' tht r:lclthes voLt \\,er,r
the procltrr:1.s .\irlu rjstl
, tite rnusic vnu listen l_o llrc: moi'ies aiid 'i'\r shorvs vou rvari:i.r
' the loocl )iou e:rt ilre spoi^ls f.itu enjo.y

{lirjtLn-al Ch:rnge Z0l

 {tee se spad, f $rder
orh cr cout llon nr etl.rod of ur giinizing an e
./i n
ssali is }:v ciurse and eftect. In a cause ancl
effect cssay -vou discr-iss the reasons oi .,u.,r",
for scl'ething, and then vou discuss
the rr sult:..
rhc follo-'vi[g] ilic oliill'lpies of typir-:al carise and efi.e ct essay exanrination q'estio*s.
socioiogy: Discuss the causes of the rising divorce
rate in mocern society.
Environrnenral Srudies: Discuss the causes of
elobal warming
Business and Economrcs: Discuss NAFTAT
ani it, eff*cts on'the r..J.s. economy-
Hisrory: Discuss rhe reasons behind the farJ of co'rmunism
in Eastern Europe.
Psychology. Expiain rhe high suicide rate jn Scandinavja.

hlrlr:ed' cilitstl :rrrd ellect (it'hicll can also bn called reason

and restrlt) is o'e olthe
rlost-trsed fnrtrls ol orgarrization iu acaclenric u,riting, jn
this sectiol, vou r,l.ill lealn
abr-,,rt irvo dilfcruirt r4rays fo rorrite ;rbout carlscs iirirl
efier:rs.

{}rgwnixatd*rc rhers a|c basicaliy trvo rrrain \\a)'s tu organize a calrsc and
jzatiori ancl "chaiii" organizaliotr effect essay:,,brock,,orga-
frtr {*rase awd tt . Iu b'fock organiuttion, you first discuss all
cf the
Effi*{ #rder :i,]::: ::,rilt1:* fill one, r\A.o, rhrec, or rnore paragraphs, dependi'g on rtre number
or catrsesJ' l hun 'l'otl discttss ail of the effects toget-irei
as a liiock. hlchain orgonizi--
tiora, you cliscusl; a rirst cause and its eff'ect, a
sec,;nd cause ancl its effect, anci a third
cause and it-c efj'ccr. tJsi-r;illy: each ne,"v cause
is the resr_rlt of the preceding effec;t.
Discr-rssio' .f e *crr nel'v cause a.ci its eilbct begins
with a *ew paragraph. AJI the para_
grapirs arc linked in a "chailr.,,

t TVAFTA: North Arnerican Free lliade Agleernent, a lracle

agreement arnong canada, Iv{exico,
and the Unirerj Statcs.

BLOCK CHAIhJ

lntroducrion

ist Cause

2nd Cause

Transition Paragraph

3rd Cause
Effect

Conclusion Conclusion

The rype of caltse and effect organizatiorr you chonse wili ciepend on your topic.
Some topics are rnore easily organized one way, anci some the other way. A chain pat-
lern is usuailY easier if tire causes and eIl'ects are very closely interrelated. The chain
pattern also works better with smaller topics. With larger topics, and when there is no
direct cause and effect relationship, the block sffle is usially easi.er. some topics
require a combination of block and chain organization, as in the model essay below.

&larh In block organization, there is otien a short paragraph rhat separates the "causes" part
Orgarei,znt'iam from the "effects" part. This is calied a transition paragraph. The purpose of a transi-
stith Treresitian tion paragraph is to conciude tirc lirst part of the essav and introduce the second part.
It is not alwavs necessi{-ry to v,'rite a transition paragraph, but it is }relpful .uvhen your
Paragraphs
topic is long and cornplex. If tire transition paragraph is only one sentence, as in the
foliolt'ing model, t-trai seltence cor-Lld be the end of one paragraph or the beginning of
the next paragraph.
{ffiK;rryfrffi M/omen's Liberation
Cause attd ElJect Fssa.y Since the middle of this eentur"y, women around the world have been seeking
('Bktck 0rganizatiorq greater independence and recognition. No longer content with their traditional
roles as housewives and mothers, wornen have joined togerher !o €reate the
women's liberation movement. While the fore es behind ehis inrernational
s movement vary from culture to culture and from lndividual to individual, the basic
causes in the United States can be traced to three even(s: the development of
effective birth-control methods, the invention of iabor-saving devices for the home,
and the adventz of World War il'

The first cause of rhe liberation of women was the development

of effectrve
and
ta birth-conrrol methods, freeing women from the endless cycle of childbearing
women
rearing. As a result of having a choice as ro when and if to bear
chlldren,

acquired the freedom arrd the time t.o puTsue ittle|ests oucside of the home.
o{ birth control, women could delay having children or
Because of the development
avoid having them alcogether; consequently, women had the opportunity
to acquire

an education and/or pursue a career-

Anorher event was the development of mechanized labar-saving devices
for the horne, resulting in mcre leisure time and freedom folwomen. For
example,fifty years ago, a housewife spent an ave!'a8e of tweive to fourteen
hours per rlay doing housework. Due to the invention of machines such as
cleaners, washing machines, and dishwashers, a horrsewife can
now ial<e
vacuun-t
care of her daily housework in about five hours'
The final event that, ar least in rhe Uniteci States, gave impetusr to the
liberation of women wasWorldWar 11. During the war, most men were
serving in
the nrilitary. consequently,wornerl had to fili the vacancies in the labor force.
{or
25 Women by the thousands went to work in factories and tool< over businesses
their absent husbands.This was a Sreat change for the nlajority of American
women, for they discovered that they could weldz airplane parts and
manage

businesses as well change diapers and bake bread'

These three evenrs planred the seeds of great change in society, and the
effects

of this change are being felr. ar all leveis: in the fanrill in business, and in government.
orre of the biggest effects of rhe greater inciependence of women today is
being felt in the home.The traditionai husband-wife relationship is undergoing
a

learning to
radical transformation.3 Because so rrany worn€n are working, men are
caring for children. ln most
share the household tasks of cooking, cleaning, and
o{ the money, and the wife still does
35 American families, the husband still earns most
most of the housework. F.levertheless, the chiid-rearing system in the United States

is charrging as a result of wonten's increasing participation in the away-from-home

to
work force.The number of mothers going out to jobs tripi':d fronl 1950 co 1987
reared by paid
nlore than twelve nrillion; as a result. millions of children are being
instead of
childcare workers in infant, preschool, and after-sch,:ol daycare programs
by their mothel's at home
The effects of women's liberation are being lelt not orrly in rhe home but also
at the job site. ln l986,aimost 48 million women age l6 ancl over were employed'
This nunrber represenis 44 percent of the total paid work force in the United
Scates. Most women still work in low-paying, low-strtus occuortions
as sect'etlt'ies'

salesclerks, elementary school teachers, and heaithcare 'o,rcrkers. Howeven in the

last two decades. more women have entered the new high-cechnology induscries;

by l986,for exarnple,34 percent o{ all computer prograrnffiers were women'

There has also been a slow but steady increase in the numi:er of women
who have
entered the
risen to executive and nranagerial positions in business and who have
tradirionally maie professions of architecture, engiireering, medicine, and
law.

3
I impetlrs: stjrnulatioi] raclical transformation: e.\trenle change
'weid, iuirt trtetel px;1* 115'ip11 ltr';rt
 tilri4rter {} Pat{trl:s tf ilssav Or:garizalion

politics and governmenr ar-e stiil olh*r' areas lhal are feeling the effeets of the
I
I
I

women,smovenlent.A.ithoughtheUnitedlit;itcscJc,csn,tappearre'.rdytoaccepta
rhe v'icrlrl' A'rnerican women
wornan president as have soine other natiotts arnuric
pLri;lic o{flc,: in increasing riitrnbers,.I.he
tl are being ele.:ted and apooirrred to high
United States has ivcrnen cabinela tneilbers, worlen scnatfJi's anCi CongresSw.nien'
*,o*ungovernors.'lndwomen!.naycl.s.lnl98,},Ger;iidineFerr}rowasthe
,:f vile presi'Jent,the {ir"st woman so
Llemr:cratrr i:arry's nominee'; for dre cffice
nominated. but slrc '#as n'ii elr:cted'
independence'
in rcnclurion. wome n in rhe Unite d Stales are acqr.liring Ereale!'

l,&tr i t i m g flsc/*ea e'rye*e $ rr csf fe; aas

I'v(lillel1 in tlic lJtiitctl
$, l,Vhich palragr.iirils disrilss Itlc tiillscs rll thc libr-:railon ol
States? ir,lirictr paragxiph*q ciiscuss ttric r:ifr:ctsi
ldhat is thc frrilctic; ii ihe parr,grairir tii.rt hCgir-ls c|r line
29?
?"
cfi'ccts,0tji'rstcallses?
s" Docsthetliesisstatcl.ncnllistiiothiiil.lsu-(anr'l
the r:onclirsiOn rcvitrtr'ilctll ciiilrils iinii EfTCCts' or ir-lst
eitTects?
e" *"*O
(ill rvgt1le n'g iibel ation' illl in thC l;i;;r':s
ffiHffiww Taking C?[iSe$ aild sltercll'; i'rotrl lhe ltlilcitl r:5liil'ri
belo#tr., s1'-uri ttrr: "block" orgl.ttriz.aiicital ratICt.il ci'thc
cssai'"
!3 b ck 0 r guntzo t'i ort .fa r
{,ut/sa nntl Effect }rrfu
t I

iFITF,CDLJCTIOiT
----r
I

(
i
l
- __,.,__]
I

c,quS15
I

I
-*-.1
I

B("}DY

EFFICT5

acabinet: gr0itir ,rl 1,.r:rtpk.: rviil; irrc trr:a;js 0i'rltilMitn.'ri-ris cli tire gt-:t't':rnltt'':tti irirrl i..,lii.r
ridii:e rlre I)ri \i.ju;ll r)! lri 1r '-'ilr,:rlSlil
s g,*vrrttor: li:gh,.sL:r!'licirl r \ :r r :!lL
iL' 'Llrilil it't ti"'t",'
" ionrilree: l'('l:(Jll !r)'riPil

Md.
 Part II \!t'iting an Hsstw

'fhe other orgauizational pattern that yttrt might ilse to t"*rite abottt causes and effects
tfuairc
$rg*ref,zat'i*tt is "c1ai1" orgaliz-ation, ciescribcd on paFles l3{i*l31. lJsing special structrtre n'ords,
cagses anci eJTecis are linkeci {r-r ear,:lt other in a logical chirin. One eveni causes a sec-
ond errent, $,hich in tllrn callses a thir.d event, \\41ich itt tuln ca[ses ir tbrtrt]r event, irnd
so on. The follolr.irrg shori essay describes a sinplc cfuain rear:tion.

$"SKmffiW 5&D
(,1.r t Lstt rt t r d l:l{edl .!:',!d.t' When wlnter arrives" some people get sad, even suicidal.
(C lttlt r 0r1y r t r I zrtl rtrt )
r Doctors have recently started to study tlre causes of a rnedrcal Cisorder that
they have appropriately named SAD, or seasonal affective disorder" People whn
suffer from SAD become very depressed during rhe winter nronths'Their
depression appears to be rhe resuir of a decrease in the amount of sunlight they
are exposed to. Doctors theoriee that decreaseC sunlighL affects the production of
melatonin. a hormone manufactured in the brain, and sercrtonin, a chemical that
helps cransmit nerve impulses. Depression may result from the ensuingr imba.lance
of these two substances in the body. Also, doctors believe that a decrease in the ,f
-
amount of sLrnlight the body receives nray.!au.lP a djsturbance in the bodys natural
clocl<2 which could, in turn, resuir rrr symp[oms suct i's teihaigy,tooe.ai;til;**
weight gain, anxiety, anc irritabiiity-all signs of depression.
Since absence of lighr seems to be the cause of this disorder, a daily dose of
light appears ro be rlre cure. Doctors advise piitients to sit in front of a special light
rs box that simulatesa natural light for a few hours every day'
ln conclusicn, the depressive effect of iow :unlight levels may help explain the
high suicide rate in the Scandinavian councries. and more importantly, it may suggest
a renredy:5 When the days grow short, turn on the lights

Wrf.ting Te t hni t1u e fi a.ae s td ons

I" \\'hat callses th"e davs lo gro\{davsi'

sllorter?
2. What is the effect of shorter
3" \Vhat docs this c:aLtse?
4. Wl"rat oiJ rer change lcsltlts ftotn ir citrcreirsc irt lhe atncrili of light?
$- !\4rat is dtc linetl rcsult?

r{ffird-dffiffre Fill in the boxes to compiete thcr floivchart, l{hich illustrates ilre ceruse and effect chain
descrlbed in the rnodel essay "SAL]."
t 1rgd t ti;ntlon Jor
(lhrtn
Lause trnrl Effect Arder

I
ensuing: [ullorvirrg tnt,',1.'fl i;rl11i
'3 natural clock: normal cycle rli'sleep and tvakefitlrles:
lethargy: ir-i ttctiv'ilv; ti re ti t tess
a
simr{ates: glrres the etTect of; irritates
5
rernedv: cLtt.e
 tlhapter 9 jlatterns of EssaY Organizatiott

\\]N'tr l R I

-t
G"Jirt',r0"*u it.nt

l---*---_*_
l"tir"tS ;rsieepir-rg, urcight gain' ;rnxietry' irritabiiity

division' there are

signals that sllcr'v tinre orclr:l anil 'Ilogical
d',g.usE sted ]usi as tl-rere are tlilnsiti(lll are called cause and
cause artil eflttct rclatirrrrships hey
lvorcls and phrases that show
EJfe$ StnwtuYe probabl-v i;'rrniliiir t'vith murnv of thenr'
effecl stl'Lrctute '"riords i"t] u"
Words

rhe first effect .'

asaresult,.'.
the next reason
rherefore,. ' '
because of...

carlses anri e{Tects' Remctrlber

that a callse is
inlporiallt t{r (listillglliiir b('t\vct.ll
Tl is
thc icrircitl fot' srtnri'tltjnu it lt;'rIpt'tt*
;j;;. An eltect is the re'sith of something; it
hai;Pens later'
by crrtting down trees
CAUSE People clear Iand for agriculture

*
EFFECT The toPsoi16 washes awaY'

of another efTect'
of events, irn effect ltccotle s thr: caust:
Rcm,-:nriter also that irt a chain on 'fire example above:
becom"' of siill ;inottrer. effect' atrd so
and tirat effcc:t 't*'t"ti'" that lolior"'-s'
;;;;"-;"pt"rileci into {he catise and efiecl chaitr

6 ttf earth thai is t-llosl llutl:ient-rich

for agricultltre
topsoil: toP la-ver'
 Cliapter 9 Fatterns of Essay Organization

tron the chnr ts on pages 136 anil 13? t' wr-ite sentences'
prac{ice using strllctul e worcls

S'IEP 1 Decic,lel,vlric}rSeilt()lrceillear:hitnrrlsaC:]l-lseandrcrhichisaneffect.\'Vrite
sentcnce'
;;;;.",,;" or E for elle ct next t{r eachinto a llel'v sentence that shor{s a cause
i" item
(,rruse trnd l)lfecl S HP 2 Combine the sentertccs "otth
SlrLtchte \litrcls andetTectre}atk'irrstrip'Uscactiffi:rentStrllctureWordclrphraseineachneltl
I"ru",,"*, ancl cilclc tht wr--rrd

ExamPle
increastng
wolnen frorr lung cancer is
E Tne death race anrong
are smoking mote
-tl vVornen
er*arc-gtrtav$4-u a Le:-ybev / carhJewli a!!'-
@=agal,gDloru
tUyA sAISC!,ia rne;etenL
-
uY -
wJi:wrtn4*caYPBt-
! iil=9rl ale, -\rtle-d cattL rete-ol-wQ Y Y

*t^ ^t^ c_ac$ffi trlqr s,,---.

6&tr9:9-9gI--oa-u:ut
-=*-,.r--t-a nations'
irr indusirializecl
1. '-.'--'-.- Cancer is incles'sin€i are increa,sfilg in Lhese
Arr pollution and t'he use ol chernicals in food
-,,---
counttles

ai Nhe bol,Lcm of the ocea'n

a. _-** Tbe saltiesl v'/aLel is found slnks'
t'hearr fresh wa,ter,
Salt water, being d€nser

Heat energ5r is carried by

eLeclrons'
s.
-=* Metats have ma'rLy free-moving eleclrons
MeLalsare good concluclors of heat''

Some lrusinesses lrave

flexible workjng hours'
4, ,--,-*
ProductivitY has increased.
Absenteeism has declined.

t,he aLmosphere'
g. Radiat'ion escaped ]Iilo shell
potrer Plarrl had no confinement
The ChelnotrYl nr-rclear
-*

plani safetv rules'

6" operaLors a'l lhe chernobvl il:l"i:::*
a' meiidown
----_--- ;;;;uclea'r reaclor under'rrrent
 -**-T

Wtitirrg an ltssav

wa,rm -waler
?. -*- During a v.realher phenonrelror: known a6 El Nino. a maSS of
flor,rrseaslwardaclossthePacificCce;:'ntov'ratdSoubhAmerica'
:r,s much a's ]0.F,
The lemperatr.rre of the r,r'-aler off N]re coa,gl ol Peru rises

8"_ Ir'rleather a,round lhe wcrld changes.

Durin$ an E1 Nlfio, Nhe jet slreantr blc;ws in :u 'llJferenl paLLern

9._--- Heavy rains fall in soine areas of lir-a world-

Dev asla,Lin$ fl c.rods ani rnr-r d slides happen'

[0" Thousands of PeoPle sufler slarvalior:.

Drought hapPens in otiier pa,rts of lne world.
-,

essay that discusses it in

Choose orre of lhe suggestetl topics rhirl folioll, ant:i r'vrite an
llsc eitirer bior;k clt r'-Jtaitl organizatign or a combination of
terlns of cause and effect.
paragraph bet'"veerl
blrth. trf ygu u.se biock organizarion, be sttre ttt itrst:i't ii tt:ansifion
tire tlvo blocks in the bocll' of the essity'
Foll<.rw these stePs t0 sLiccess:

t. t&f ite,vour thesis slatelllellt al thc top of voLrr ilaper'

you prefer'
a Brainston.rr by r.rsing otle of the preuriting tcchniques that
Iiillt: Divide youl papel into tr'rro cc.rlunlrs. Lisf tire causes in the first colurrln
ancl the etfer:ts itr tl-ie second coltttlrtl"
and effect'
3" Tlren brainstoim foL idcas and cletails Io slrpport eaclt cause
4. !\rilte an oi,rtliitc frottl yor'tr bl:ritlstot'nring acti\''it\/'
of cause and
5, tVrite your: first r-rl.. gl.r cirati f'r:orn tr'ottr otttlitle flt irrrc to usc avariety
a ilansition expression'
eff'ect structur-" ,"oiciu, and begin each paragraph r'r'iti'r
6" R;;i* your rotlgh clraft as Vo.t 1l0"* leirncii. Ask a clttssmate to check your f inal
essay agaitrst the Peer Editing Checklist oil piige 12"

T*fiir Saggcsfdoras

Rising clivorcc rirte C'end el d isclitlination

Orre tlire ol pcrllrrtion (air, waler, soil) Incteasitrg lili:' expectancy in a countrv
Irrilatiort Wolicl reftgees
Str:ess Any scientilic caLlse and elfect
AnV social, eL'oli.rll1ic, or political phenotrenot't stlcit as Slobai l'r'arming,
-

problem in lrilother couiltrv or thc- l:11 l\iilro, erc.

lJnited Sl-ittt::;

tiet stream: high-speed, bigh-altitude itir-ctrtle nt

 &u1
rir"r\tr\ d"! *4P e"% e
il Iry*J#se $iEH g#
E
A"*##
Tfl.{truKtf\t6 A80UT Tt{E ESpAe
Lc*k at this picture and the picrules on
pages 6l a;rd 64. They are from stol'ies that
have been t*id to cliildren in English-speak-
ing countries firr inrndreds r"rf }'ears. In E:rg-
lish, these stories are called fairy tales.

Discuss re,ith vonr class:

I What r3pe of people do you think rl:e
characters in the picLures are? (for
e;<ample, good, bad, strong, rveakJ
2 When you w*re a child, did ,r'our stcrybooks have picures like these? Did rhev
have chai:aclers like these?

3"1 Tell a parlner abaul one fairj tale t'ou remember irom childhood. Wl:o u,er-e the
characters and what r,vere tl:iev like? what happeneri in the story? q.

Bu!iln$ru6 VS€ltBt"lL,ARY: l"fiAHrulroG

These lvords are flequently tound jn children's stories:

heroine hero ha::dsome prince princess dragcn
magician wilch heast rvicked forest m0nster
lbiry godmother: stepmother evii rescue crr.tel
br:ave slAy tower cottage castle t*rn lnto
Place the rryords abr;ve under the corect headings belorr,: Use your dictkrnar-y to help vou.

Wcrds to Nonhurnan
People describe people cr:eatures Places Ar:tions

*^z g

tR6,"ftW'# r#ffi#
f{ow read the text "Fairy-Tale Lessons for Girls." When you finish, lurn ic the ksks <in
page 63.
ffi wruruwx*&uffi L#ss#rds Fffiffi ffi{ffirs

Snce up*n a {im*, the::c rs'an a beauti{irl yl:ur:S gill uiho 1io**d l'ith
h*r father and rvicked stepm*ther. Ev*n though r]:e lvas kind-
Izeaz1.s* afid r,vcrked very hard, her slepm*thei. was ve;;y cmel 1ri her
arrcl macic 1t*: tlt> ail the har:dest u,olk. Oue dag sh* u,sls or.:t c*liect-
iag lvor:cl in lhe farest, r^,heri shc nret a hand*o** v*r,r:g r:la$ . . .

Cax y*r: gues$ h*r,v this slr:ry *nds? Most of us read many st*rics ljke
the one abcve when rve were children, and u.e knorv hnrv rhev will end.
ln rhese stories, rh* female heroines are usuatrlv verv bcauiiful. Becu.ro.'
rhe heroines are bcaurifui, they mali]' rhe l:anclsorne prince ar the end
of tlre storyr. ]|1*i. bearrry l= pre.ent*d in a rvay rhat linis gr-roclne.ss u,ith
b*al"rly. **od giri* and g**d wornsn a:'e bear-lli{rl. Bad girls and baci
ld.'r:I??*n *r* ugly, They are also p<,rrverful and $trilng,
Th* fevnal* characters shar* r":ther features. ?hr beaurifil her*in*s
are alsr: usnallv verv quiet and passii,e. They do nnt saT ver-v much. lf
the-v do, thev are usr:ally answeling quesrions. Thcy rarelv ask qr,res-
ti*ns rhenrseltes, and they rarely take acii<ln ancj make decisjons. ihev
spend a lct of their rime indoors cooking and cleaning for rhe mal*u
in the storv. l{hi1e rhey are doing this, th* rnale* are ha'ing a vd-v excit-
ing time * having great adventures and fa*ing cianger a{. svery firrrr. In
ane analysis of gender roles in children'.s books, males outnumbered
l"emales b3.' a ratio *l i I to I {Weitzman cr al. tr972 in Cidclens 1989.
p. 163). This srudv alsu {'cund lhat u'omen r,r'ho were not wives and
:nothers were irnagiliarv creatures slrch as rvilches or faii.r gaclmotir-
ers. No \vomen in the bcoks analyzed i:ad an occuparir:n outslde the
lrr-in:e. By conlrast rh,: men rvere depicted in a lerrge range of roles as
fighter-s, policeman, jr.rclges, kings, and so on. More recenr srudier; show
sorne implovemenl in the balance of male an<l fenTale charactcrs, ancl
in thcir roles anci occupations. Even so, most stuclies show thar males
slill appear ntore freqr"renrly in c*ntral rnles, titles, ancl pictures.
 ,

;k 3 ApptYtru* wHAY Ysu KSAP

Rcad this fair-v story,r
Rapuneal
I-ong l*ng aga, e g*od ma:: and hi's rl'ife lived hap-
a u'r:od' f{ext
;iti" u TiutL *,rtLg* al th* ertg*
-ol garden belang-
e1*or 1{i the ccirtage. \'va$ & w*nd*i-fu'l
ing to a lt'itch. One darl' rlre lvi{e fellvery ili' She
k**w rhar lhe nnly thing thal rvuuld cure her lvas al"I
her'b cali*cl "rapurizel" fi^om the u'itch's garden-
Every nigh* the h*sband vvoutrrl *iimb into the gar-
den nnd take some r:f the herb' But one nighl the
rvitch caught }:im. Tlx witch said that she rvould let
him hnr.'* ihc .herb lbr hici sick r'vife if he prcmised to
-sir,e her their {irst-hs}rn chiid. The man lvas so
\{ola
rvif* *ral he agre*d' The u'jfe became
t- l*"1 ahout
his
i it'eit socn afl*r and hacl a beauliLrl baby girl'
i Deslrire lirc cr:uple's teart an* cries, the rvitch imrne-
diately took the bahY at'a-v.
ehe baby, whr: the witch named Rapunze'I, gi:e!\'
into a bear.rtiful yu$ng girl, but rvhen she iryas 12
the wi{c}r l**ked }r*r up at the lop o[ a high, high
;;;;J;d;t; ;t- {or'*sr s* Lhat no man.\\'oukl ever see hnr andandrvanr lo martw her'
g*pr***t Lu* r,*"o lorrely and afren usecl io sit at thc winik:lv sing t* {}re birrl*'
to torve,' she u''quld ca]l *rr{, "Rapunzel'
fur* ao' *,lren the witr:il took loori t]:e
golden hai:: at:cl the
Raprmrcl, let clown y*ur: hair." Rapunzel r.v*uicl let dorvn i:er lerng
u,itclr would climb up, {}ne da1 a prince hearil r"he singing' He *arv lh* r1'it'cl'r and
h**.,i her calling oui ro Rapxrizei io leL her up' the rvitch had ga::e' lu r*peated
ltfier
her rragls and w,as on:+ ro up the eol{ten hair in the san:e r't'ay JV}1n *"rrv met'
n"pu"r"f "tl*Uar,.i th. hanclsr>me pt'ince irnnreclielcl5 lell in lolc' The
prin** came day afuer rlay i$ st:e Rapu*zel'
One da-v the r.'o'itcir f*:und oul ab+rtl the princ* and flew intr: a
r.age. She cut olT Rapunzel'.s hair: anel t*cik her deep itito ltrre
f*r*st.
princ* tr: the tfirlrer, ttrt* u''ii.ch
uril l** hcr there. Wh*n rhe r'*tr.irned
let dorvn furpunzei's hair and caught the pri:rc*' She *r*rd' fuirn au1
of the rvindorv alci he {s11 i{;1'{l blinded }rims*lf #r1 s0lne prickiy
bushes. Af{er many tlavs, as hc la'ancleled lcst and al*ne in
the
rvrx:ris he heard R.apunzel'.s srveet vcile. Wh** Rerpunzei sErr't ltirn,
sh.e kissed and hugg*d. hirn. Her tea:s fell *n Siis
eyes- and ffiddenlv
h* could see again" The prince to$k Rapunzei t* ?iis fatht:* paliice
,orh".* they mJr::ierl anrl"iir.ed happilv t*gerh*r f*:: the rest
r:f lhcir
lirc*. The n'ick*cl wilch lvas n€vrr ge*u again'

{}r
Fincl *xampies of an-v t::aditiona'l ste::eot3rp*s o{'fctr:al*s
\ rr:rk rvjth a tr)a1"fncr.
inerles msntioned in the text.

&l fiiscuss with *re class:

harmftrl fr:r Y*r-rng Pet:Pl*?
I Do yot, belierre thal images lihe these stere{'4/pes are
i Wt'r-" *r rvhv n*l?
Taslq 3 wHffiilfi A prnguAstvE TExr
Think of a traditional chiidren's $tory you know" Writ* two paragraphs arguing for or
against the view that the str:ry includes demaging stere*types for girls or boys. Follcw
the steps belarv ta organize your writing ancl use the "Frog Frince" **u*v
$teps
Paragraph 1
* k:troduce the topic by giving
the st*ry's name and your
p*int of view.
* Say i.r'hat ths story is about.
Paragraph 2
u Give two *r three points to
sllppoft your view; use
Iinking words such as frsf,
setand, etc,, t0 link y**r
arguments.
' If possible, includs an
argum€nt for lhe opposirrg
point of view, and say whv
you d* n$t agree with it.
* Write a $entence to sr.rm up
vour uew
yo,r, model:
"*
?h* Frog prince
?rince" by thi Brofhers #rrrnm ts s
frsdifionol /a/e thaf prasenfs ct v€ry hcrmfu/
7he sfory is atsul o beoulifuf
yaung princess whb loses o spaciol go/Can holl in a
deep pond, anC pramises fo /ove an uq/y frog if he
wi// go in fhe pond lo gel it. She brea*s her
promise ss soon os she gefs fhe bal/ back, however,
and is crue/ lo the frog. She changes her behovior
on/y when her,{ather flnds out oio# the promise
and {orces har fo kaep i/. /n the end, the frog turns
out' fo ba o hondsome prince who lakes her awoy
to be m*rrisd ond /it e hrypi/Sr ever o{fer
Tha princess is o very b*d madsl fur young girls.
{rrst sha is very *-uef to fha *og unfil sie leqons
he is a princa. Sacond, she daes nof kaep her
promisa fo fhe {r*g unt'il her {othar {orcas her.
Third eren though she hos &*aq sa cruel fhe prince
falfs in lave wifh her. mighf argue t'hat il
would be nafaral {*r b y*ung gid f# dislikd an ug/y
{rog ond fhst this ex€uses hor bod behsvior &ut /
d* nof / ba/iere fhot tha slory shows your?g
glrls that if"fhey ore Aeaufi{ul, unkindness is
accepfa&/e, snd rsn even /s*d fa happinass.
 {#,

,,,..:at ..;;..;;vj4t
,,,.ri

iil;:);;iilil:.1i;iiii';ii, i

.!::::::::':ii':: t, a:a:aar-tar.a.:..it r..a4al

:" ": 'r,

,',' -:'''"" l:'
', ii' . j ffi
tr
W

THINKING AtsOUT THH TOPIC :

'tr Read these predictions for- ll-re futr-rle. Which do vou think r.r,ill happen rvithil the
a
next 100 r,cars? t.
p

t Thc avertlge life e.tpeclancv in incluslri;ilizecl countries r,,,i11 be about 100 _veari
2 T'herc u'ill be comptltelizeci robots th;rt looh, act, and tl-rink like hurnans.
3 Mant, parents r,rrill have babies by cloning (gepeticall-1, cop1,.ing) then-rselves.
4 It rvill take abor-tt one hour to cor.r-rplete an air- journey that nour Lakes trventv
hours.
5 \Vc urill program olrr cars to find tlteir.n,ay to rvhere we want to go
6 Nobod-v r.rrill rvork lu.il-tir'e (approximatelv lir-tv rrours a *,eek). f

7 We rvill do all our sl'roppirrg i'rom home bv computer.

8 Books ,,,,,i11 not exist.
9 The u'oi-ld ..vill be governecl b.r :r single organizatior-r.
10 Tl-rere r.rrill be no \,vars.
t t People rvill tlavcl to the irro.r-r and othcr pla.ets for- r,acations.
t2 \Me ruill discor,,er' liite on otller planets.

Discuss vour opinions r.i,ith the ciass.

5K!MMIruG
Read the first aitd l:rst paragraphs of the tert, the first scrrltence of each paragraph, and
the title oi' the boxetl terrt. Nou,vou should be ablc to complete this sl-rort ,.r.lr,1u6, o,
tlrc tcrt.
Thcr future will definitei,v brirr_q clrarrge to orlr. lives. We can look for signs in the
1 - -- (par" 1) to help us predict rirhat the future rnight bc like. These
signs
incluclc 2. . chanses (pal 2), 3 . trends (par. 3), and aclvances
jn 4 (par. 4) ancl 5 (pat.. 5). Hotrrever, \\/e can neyer be
6 abor-rt the fi-rtLrle (par-. 5). One eirea of activity thal hr-rmans are likely to
continuc is thc sear-ch for lifc on other 7., -. (boxecl text).

'i, I lr

i'.1".-.!:".;
: !i, !i'
;1-lrj i
!ri-^,,'

Nou' read the tcxt "Irtto thcr Ftttr,rle ." Wher:i vou linislr, turn to the tasks on page 233.
 ffi f;ru?s re*tr pr,$"rqJmx

No matter which generation or which society we belong to,

we can all
expect to see gr"eat changes during our lives, and we can
all expect our
children and grandchiidren to live in a differ-ent rvorld from
the one we
know" change is inevitable, but it is not random. There
are patterns of
change and there are signs in the present of wrrat the
future wiil bring.
Demography, the science of popuration c'mposition
and change,
can help us to predict what our lr,orld r,vill be like. one prediction
for
the United States is based on the fact that 'uvorking adults
and the eld-
erly will make up a larger part of the population and the yo'ng
will be
a smailer part. some (such as Thio IggT) preclict that this
is likelv to
mean iess crime and more employment oppor-tunities because
of fewer
youth' It could also mean that, with more empioyed
and eiderry adults,
society r,vill be more consen'ative. A conservative society
may encour_
age unsympathetic attitr-rdes to criminals, to the poor,
or to other dis-
advantaged groups in the community. other results of
consenatism
might be resistance to the efforts of women and minorities to gain What changes
social and economic ecluality. i future bring?
Todays social trends are a signpost to tomorrow,s worlcl.
Thicr
(1997) comments on the increasing focls on ,,rights,,
and girr", a long
list of examples inclucling criminal rights, arrimli rights, ihe rlght
to
privac-y, and the right to own a gun. He sees this
as a consequence of
a more individualistic focus in society, He suggests that with a'
increase in demands for indirridual rights, there will be less
concern f'r
the goocl of the society as a u,hole, and thus an increase in conflict
betrveen different groups. others predict more religious
activity as peo-
ple tr-y to make sense of their ljves. This is based on the huge
increase
in churc:h attendance in tJre i 990s and an increasing interest in non-
traditional religions and cults.
Popular discussions of the future verry often focus on the way
tech_
nology will affect our lirres * cars that drive themselver, .o*p,r"rerized
robots that think like humans, ancl vacations on the moon.
some of these
pr-edictions may sound like absolute fantasy. Howeve4
if the developments
of recent vears are any indication, they are probably not. orly
ten years
ago, most of us thought electronic shopping, computerized
body iarts,
and virtual rezrlit-v games were science fiction. Now these things
ur"'h.r..
science is a very important indicator of the future. Every scientific
advance or discovery gives us a clue abor_rt what the future rvill
hold
for s.cietv. Perhaps tlre most amazing scientific discovery in recent
times was the birth of Dolly the sheep. Dolly rvas the firsi successful
cloned animal * that is, she was the first animal ever to be created from
a single adult cell. she is an exact copy of her biological molher. since
Dollys birth, there has been debate about what this means for: society
in the firture - because if we can clone sheep, we can surely clone
humans' Sonre think that there are already signs that sr-rch things will
eventr-ra]ly happen. For example, couples in the united states
who cant
or don't want to have children by natural methods can now select the
 hui--ilar eg-{ ancl sfierrr lhe-1, vrirnL
tirrr,rlLgh cafaiggues, aLrriiotapes,
even con-r*llrle. t-ri:iler s1;siems. or
tlrc;ournlist h's ;.,,rr.rr;;;;,"rb.a"._
a liozc. e*"'br1'. is a ]itric nroru
irrg
c,mplicatecl t.an
honr. clelii,crt,a - i,ui"rl,urtonarly
,oi so clitferer.rr iogisticaliv,,
[:::]li irli!,u,,
rhiriking aborrr tlre-[lrr.re is p.rt
of bcing hurna'. trt is encllessly
fasc:in:rtl'g' part of thc fascin;rri"" r
ir irr* ,rurtrir-rg is er,er certain. rrven
;.,r'eciicrir-rrs baser, ,r;r sLlcrlces such as
cicnrographics nlav t'rn c_rut
b'- i'r'r'ori-q br:cause of to
devel.pme'ts. The onlv .c.rtrrer
factors ;.r.;-;, rechnologir:^I or poriricar
sur-e- tni"g i;-J.,^rl i,.,
rridr-ral in socict.y, tJrings th" iiirure, for: rhc indj-
r,r,ilj be aii+.r."t.'"

l-ife on other planets

\Vill rhc l-rr{ur.c brirrc. Lhc ansiici
Io rlre qrrc.tjorr ,,lq i_rrryonc
els.:
lliur.c?, Srrrr.cr.s urci- rht frr, .f*.ri,l'rl,.rr,;1";
'rrr
Lhc popurarion in irr.e L:riifcd ,""*i,,, i"l,
0,..r""-u"r]*r:e- in thc exisrence or riJr:
on otlr.'r plantrs. Since lgOO rl.,e,*"h,,r__ir"_,,
'' searrrr for. E.x*a-Te.r:e'rriat tnrgirffi o;liu"rij p*iects. *";: :;,::"rrl;;
Tire..niost,.. rr :

;::;"-"';'01ffi,fl:,11,..:*'1'# *;s;la,oll* ;e.i'o*'";*..ta],,,,

'sEr p,,rect.
Rar'\r,rris
i;-CI,ffiifi;'iffil]."Jlrul
ivo*rd socistrr' ljpe;if .vq :clisctil,er*c1:ertraterre.c*iar,
'{gw (l9gn), one ol,
ffi#
il," p, ,,ie. 1"ii,..."i_ scienrisls \\er1rs,1ife}.i
..li "r,,,
thete re;rr*r''is:r ci'iJizarion o*,
, adranced.than r^re are; wil.l .i.r,'i;;;;t;;;
m'rio's -vear:srr'erre,,.::.:
'f j{,.rie
l;Oierr"Jarici,"r:ts,,rrrffe11
fihd:,,
' qur rhar iill' o'ur- *'niehrcli ir1e"F
,:r
' r,;;;;;"1; been,trr*'grrr of?
,u,i{1.'cu]ture sr.rnivi if ,we ii"Jlhiil"ffi or,irnitile,palaeolir}lia,.,
Ho,",r, .:,... a::'ai
..:aa:.=

con-rpa :l-ith oq;,,nerufrunLr,. r,', iar,,,

, ,tribg
a:.aa4

mig'rr sp,und.*rrr,.,r,,,
, fetchecl, but:rve,shrirtU'nl:a1r,filif:rt#.ir'i.ks.,:,hori,er,er,ienlote;t!,:.:,:,
:::::::
:rnd*be rrllllrctl ro p'r1 the prug.""
l-)c-qpiLe rhis'i:k ii,s"enrs.*",aoin
;;;;.rctr: if: rr-ecess*11..,r,,,,.:1 ,,_,:,., :...:=
-iiilll
it.,.r-ru.,,r,i,r ."rli,r,l*''," rr.
b1' thi nossibirir.]. ,r:.i+';;t;*er
t 'iagci11a'ted'
sealclr u,'ill c.,6ntirtrre ,I . .: l planers and, rhht,rhei .,i,r

:1;//t1
a.a:':=

il
,- ..l r

'i:ffii
,-,;iii.:t
"ls anyone else
out there? "
 ,at?ii..li

T'-xs$t ff rAfr,rGrlAGF Foe{.FS: vEREs ro [-rsn ruusrEAD oF ,,sAV,"

Aru* "WR!TH- idd

r..
you rvill r;flcn hare lo reler to rr.hal pcoplc
i'uriiilS assignrnents,
.

have written, cir-he. exactl;'or in vo*r'orvn (ror erarrple, x savs

'r'or.ds
tltat ' ' - or'X *'r'rlcs rrutt...), J{,-rre that the ierb is usuarly;,r';;;;;r:
er"r[ tensl,, urrless a specific time is r.eferrcd to (lot.example,
- trt Iggl,
SnLitlt .:aiil LluLt. or Irt lg9S, Sntirlt n,role tltat.,.). '
You cau arid inreresr ro lour r',r.itirrg b;,;;;.;,;;s usins
orher
rerkrs insread ol say and ruri/e, ftlr.exanrple:
agte* al.guc assert belicvc
i.l'if.tc-gi1}'txeq1 $i1,3,gjee,r:. dig.cuss cstirnate
1ir;.,,i1e4p,!.ai1r. r1, i$rnt{y..,.:.,. Xist,.r,'..,.:.-, poitrt Lo
pr"eclic'{. queslion ii$co:; sfate
sLrggesr f hink lvalixLr':r'.

Lool< back ar the lext artcl LLrrclerlinc the verbs used insreacl
of sal or y,i.ire.

Use rire cofrect fo'ri of one of the rrcrbs in thc box above }l
to corlprete these
sentellccs. (Tnerc ma\/ be more Lhan one possiFrle ansu,er.)
.i*
I ln l!197, rhc \,Aiorlcl Healrir Organrzation
tll;rt tltcrc u'ou1d ,,:,

increasc irr lrcnr.l clisease ancl r-riher ,,lil,estr,le " illnersses.

Z The ti'ritels [or,v nrany pzrst pr:eclictior-rs have been \.r,rons.
3 Irt Ic)77 , a well-lcno,,vt-l cotnplltcl. erectrtirre tlrlrl tlrere rr',1.
lto rrsc ioi ltonre complltcts.
* .\ ilrrribr'r ul s. ir.rrrists thal nrachines are beginning to cqfri::
tl-re human race. Others , lrucl -ar rlritt irrrrrr;rrir n,ill alrra-r. ..
in conlr'ol.
5 Somc mcdiczLl cxpcl'ts that Lhe plircLice of, cloning ralses n:.:.:-
clistLu-bing issr-rcs.
6 The urrrtlr a nrintber of imporliint factors to considerr u,hc::
cliscrrssine the fr_rture oi compu Lr-rizcd lccit nologv.
/ t tte I'L-\L-t1t-cltt,r's ., hon tirev came to their conclusions ilboul
in.rpo-ssibilitr.. cil lifc on othcr pl anets.
I Cc,rrrtlunic:rticln expert.r that ai'tiflcia1 intelligencc r,r,ill cliar:lt
cvel'l :rspect o1' our- lives.
9 Tlie u,riter. ll-rat rve il,i, ner_d to thinh'ery carefuilt, as a
spccies abor,rt the conscqLrelrcrL:s oI orrr scienLific achierrernents.
1() Thc clemoc-r.ilpiter.s that it r,iill take about eightv vcars lor l
*''r'lri Popui:rtio' ro stop ir-rcreirsing a'cl begi, tt,r stabilize.