The Compass: Route To Academic English 2 9786055450670

A sequel to The Compass: Route to Academic English 1, this book is also based on the idea of a constructivist instructio

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The Compass: Route To Academic English 2
 9786055450670

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The Compass: Route to Academic English 2 Meriç Gülcü Gonca Gülen Elif Şeşen Gökçe Tokdemir NÜANS Publishing Mustafa Kemal Mh. 2157. Sk. No:12/A 06530 Çankaya, Ankara, Türkiye Phone: +90 312 419 8096 Fax : +90 312 418 4512 e-mail: [email protected] www.nuanspublishing.com Cover Design & Layout: Burak Elmas Photo Credits: Thinkstock Images, Cartoon by Nicholson from The Australian www.nicholsoncartoons.com.au Every effort has been made to trace all sources of illustrations/photos/ Information in this book, but if any have been inadvertently overlooked, the publisher will be pleased to make the necessary arrangements at the first opportunity. First published 2015 Latest reprint 2020 Printed by Ofset Fotomat, 28367 © Nüans Kitapçılık San. ve Tic. Ltd. Şti. 2015-2020 All rights reserved. No parts of this book may be reproduced, stored in a retrieval system, or transmitted in any form or any means, electronic, mechanical, photocopying, recording, or otherwise, without prior permission in writing from the publisher. ISBN 978-605-5450-67-0

Acknowledgements We would like to express our profound gratitude to our colleagues Figen İyidoğan, Canan Duzan, Yeliz Akel, Aylin Graves, Nil Zelal Şen, Tamay Ergüven Orhan, Elif Özgüvenç, Begümşen Ergenekon, Şahika Tarhan, Oya Sezginer, Yeşim Somuncuoğlu, Meltem İzgören, Cahide Çavuşoğlu, Seyhan Güneşer Göçmen, Filiz Etiz, Derem Çanga, Ceyda Eşit Karagöz, Duygu Güntek, Çiğdem Mekik, Reyhan Atasever, Burçin Hasanbaşoğlu, Ebru Pesek Kutsal, Filiz Emel Dikmen, Üstün Reinart, Nükte Öcal Durhan, Eylem Mengi, Deniz Şallı Çopur, Selin Alperer Tatlı, and Funda Pehlivanoğlu Noyes for sparing their time to give us invaluable feedback as well as support and encouragement whenever we needed throughout the entire writing process of this book. Their careful readings and suggestions propelled us forward with confidence. We would also like to take the opportunity to thank the writers of the previous text books in our department, to whom we are indelibly indebted: Nihal Cihan, Cahide Çavuşoğlu, Vildan Şahin, Selin Alperer Tatlı, Ceyda Eşit Karagöz, Funda Pehlivanoğlu Noyes, Özlem Sığınan, Yeşim Somuncuoğlu, Ayten Doğu Bağcı, Esra Music, Buket Tarakçıoğlu and Şahika Tarhan. It is thanks to their experience and guiding work that we shaped the content of this book. We would gratefully like to acknowledge the colleagues who helped us with the recordings of the listening scripts: Seyhan G. Göçmen, Filiz Etiz, Çiğdem Mekik, Esin Korkut, Murat Aydın, Özgür Köse, Mehmet Ali Yılık, Serkan Algan, Gary Conlan, İrem Soyuer, Robert West, Levent Yılmaz, and Jason Steinberg. Also, we would like to thank Murat Aydın for the technical assistance that he offered. Finally, we would like to express our gratitude to our families for their support, patience and never-ending faith in us.

Meriç Gülcü Gonca Gülen Elif Şeşen Gökçe Tokdemir

The aim of the book A sequel to The Compass: Route to Academic English 1, this book is also based on the idea of a constructivist instruction which integrates the four skills - reading, writing, listening, and speaking following a thematic approach. The premise of this book is that it is nearly impossible to have a command of a language without being able to read, write, listen and speak well in that target language. With this in mind, The Compass: Route to Academic English 2 adopts an approach which helps university students become autonomous learners of English as a foreign language. To this end, the reading texts are accompanied with thematic listening tasks, speaking tasks, writing tasks, and vocabulary building tasks. The concurrence of thematic texts and relevant tasks work hand in hand towards a higher level of competence in using English in an academic context. As the book follows a thematic approach, all the texts and tasks in the book revolve around one main theme: Power. The book approaches the issues related to the theme of "power" from different perspectives where each unit focuses on one specific aspect. The book starts with the concept of "Power and the Individual" and continues to discuss the relationship between "Power and the Nations", "Power and the Media", and, "Power and the Rich". The topics are challenging, controversial and up-to-date, guaranteed to pique the interest of even the most reluctant learner. The book also dwells on developing cognitive skills through tasks involving higher order thinking skills such as analysing, synthesizing, and evaluating ideas. The tasks "Making Connections", "Going One Step Further", and "Your Country under Spotlight" are designed to enhance all these skills by encouraging students to find relationships and to synthesize information. In addition to academic and cognitive skills, the book also helps strengthen the learners' language and vocabulary. To this end, students practice "dealing with long sentences", "collocations", and "vocabulary building and recycling" throughout the book. We sincerely hope that both students and teachers find The Compass: Route to Academic English 2 useful, and enjoy using it.

Meriç Gülcü Gonca Gülen Elif Şeşen Gökçe Tokdemir

Table Of Contents INTRODUCTORY UNIT: VIEWS ON POWER LISTENING

SPEAKING

While-listening Task 1: “Street Survey on the Concept of Power ”

Speaking Task 1: Expression of opinions on power related statements

While-listening Task 2: “Research Findings on the Concept of Power”

Speaking Task 2: Reporting of research findings on power related issues

Listening for the main idea Listening for implied ideas Listening for specific information

LANGUAGE Getting familiar with library related vocabulary

Page 1 RESEARCH SKILLS Researching in the library Researching on the Internet Identifying and selecting relevant sources Evaluating sources for relevance and reliability Identifying reference information

Giving an impromptu speech Giving a team presentation on research findings

Unit 1 POWER AND THE INDIVIDUAL READING

Reading Text: “Mustafa Kemal AtatürkA Commander and an Effective Leader” Previewing Skimming Scanning Identifying points of reference Guessing unknown vocabulary Understanding figurative language Reading between the lines Identifying main ideas

WRITING

Page 21

LISTENING

SPEAKING

Using the target vocabulary learned so far in writing

While-listening Task 1: “Student Presentations on Leadership Types”

Speaking Task 1: Debate on leadership

Writing a reaction paragraph

Listening for specific information

Writing parts of a documented essay CITATION and BORROWING IDEAS

Speaking Task 2: Mini presentation about an effective leader Participating in a discussion Giving a mini presentation

LANGUAGE Dealing with long sentences Identifying word combinations Identifying synonymous words Grouping semantically related words Identifying and using reporting verbs

Identifying the writer’s technique

Unit 2 POWER AND NATIONS READING

Reading Text: “The Changing Face of Power” Previewing Skimming Scanning Identifying points of reference Guessing unknown vocabulary Understanding figurative language Reading between the lines Identifying main ideas Identifying the writer’s technique

WRITING Writing a reaction paragraph Using the target vocabulary learned so far Synthesizing

Page 85 LISTENING

SPEAKING

While-listening Task 1: “Psychological Warfare” Listening and Note-taking Task 1: “Psychological Warfare” Listening and Note-taking Task 2: “Oppression”

Speaking Task 1: Debate on hard and soft power

Listening for specific information Listening and taking notes Identifying signposts in a lecture Identifying parts of a lecture

Speaking Task 2: Mini presentation on a country’s politics Expressing an opinion Participating in a discussion Giving a mini presentation

LANGUAGE Dealing with long sentences Identifying word combinations Grouping semantically related words

Unit 3

Page 123

POWER AND THE MEDIA

READING

WRITING

LISTENING

SPEAKING

Reading Text: “The Media: Voices of the Powerful”

The Argumentative Essay

Listening and Note-taking Task 1: “Interview on media literacy”

Speaking Task 1: Impromptu speech on the concept of media Speaking Task 2: Mini presentation about a current event reported by different sources

Previewing Skimming Scanning Identifying points of reference Guessing unknown vocabulary Understanding figurative language Reading between the lines Identifying main ideas Identfying the writer’s technique

Writing the thesis statement Identifying the difference between expository and argumentative thesis statement

Listening and note-taking

Preparing the pro-con chart Refuting the counter-arguments

Speaking Task 3: Team presentation on the comparison and contrast of different TV channels

Outlining Avoiding logical fallacies

Speaking Task 4: Devil’s advocate

Writing the parts of a documented argumentative essay

LANGUAGE Dealing with long sentences Using structures that introduce counter arguments and refutations Identifying word combinations Grouping words semantically Grouping semantically related words

Giving a team presentation Giving a mini presentation Giving an impromptu speech Expressing an opinion and refuting counter arguments

Unit 4 POWER AND THE RICH

Page 171

READING

WRITING

LISTENING

SPEAKING

Reading Text “It’s a Rich Man’s World”

The Reaction-Response Essay

While-listening Task 1: “Around the Track” Listening and Note-taking Task 1: “Interviews on Globalization”

Speaking Task 1: Reaction to an idea

Dealing with long sentences

Speaking Task 2: Role-play on gold-mining

Avoiding sexist language

Previewing Skimming Scanning Identifying points of reference Guessing unknown vocabulary Understanding figurative language Reading between the lines Identifying main ideas

Analyzing the text with a critical eye Deciding on the reaction pattern Organizing ideas into an outline Writing the reaction-response essay

Listening for specific information Listening for the main idea Listening and note-taking

Speaking Task 3: Impromptu speech on the concept of globalization Giving an impromptu speech Using reaction language Using discussion language

APPENDICES Note-taking questions – “Psychological Warfare” Note-taking questions – “Oppression” Note-taking questions – “Interview on Media Literacy” Note-taking questions – “Interviews on Globalization”

Identifying word combinations

Participating in a debate

Identifying the writer’s technique

APPENDIX - A

LANGUAGE

Page 209 APPENDIX - B

Documented expository essay task Documented outline

Unit 1

Power and the Individual This book is on the theme “power”. People throughout history have changed the world by using their individual power. Therefore, in Unit 1, you will study the concept of “power and the individual”.

Unit 1 In this unit, you will study the following skills:

READING - Previewing - Skimming - Scanning - Identifying points of reference - Guessing unknown vocabulary - Understanding figurative speech - Reading between the lines - Identifying main ideas - Identifying the writer’s technique

WRITING - Writing an expository paragraph - Using the target vocabulary learnt so far in writing - Writing a reaction paragraph - Writing parts of a documented essay

LISTENING - Listening for specific information

SPEAKING - Participating in a discussion - Giving a mini presentation

LANGUAGE - Dealing with long sentences - Identifying word combinations - Identifying synonymous words - Grouping words semantically - Identifying and using reporting verbs

CRITICAL THINKING - Making connections between ideas - Reacting to an idea - Reflecting on an idea - Evaluating different viewpoints - Making predictions

CITATION - Citing reference giving in-text reference giving end-text reference identifying bibliographical information - Borrowing ideas paraphrasing summarizing a paragraph summarizing a long text direct quoting - Coping with plagiarism - Identifying common knowledge 22

READING Getting Started A. Discussion 1. Look at the pictures and illustrations below. What common concept are they trying to convey?

The common concept conveyed in the illustrations above:

2. Make a list of the qualities that you think are important for being an effective leader.

Leadership qualities

3. Using the features in the chart above, write your own definition of leadership OR a leader. Leadership is... An effective leader is...

4. Can we classify people as “leader type” and “follower type”? If yes, what in your opinion distinguishes them?

5. Can you give some examples of effective leaders?

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B. Glancing at the Text 1. Preview the text. What do you think the text is about? Write down what you think the writer will discuss.

2. Scan the text in 1 minute and find which 5 characteristics of Mustafa Kemal Atatürk are listed.

3. Scan the text in 3 minutes and match the following researchers with the paragraphs where they are mentioned. Note that these names may appear in more than one paragraph.

Researcher

Paragraph Number

Researcher

Kinross:

Cloud:

Gawrych:

Handel:

Robinson:

Mango:

Paragraph Number

C. Vocabulary The words in bold in the following sentences will appear in the text, “Mustafa Kemal Atatürk – A Commander and an Effective Leader”. Match the words with their definitions provided in the box below. 1. It was due to the triumphant army, which was passionate about winning the victory of the country’s independence, that they now have a respected place in today’s political arena. 2. With his outstanding success in managing the times of crises and rebellions, the previous president was much admired by his contemporaries who saw him as a role model. 3. The UN was designed as an association of sovereign states; that is, it is a unification of powerful and independent countries. 4. Countries that pursue only their own interests are doomed to be recalled in the future as nations that are distant and indifferent to world peace. 5. An honorable army would rather die than succumb to the enemy.

a. to continue doing an activity or trying to achieve something over a long period of time b. having gained a victory or success c. to lose the determination to oppose something; to accept defeat d. self-governing e. people who lived or were in a particular place at the same time as someone else

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D. Dealing with Long Sentences Below are some long sentences taken from the text “Mustafa Kemal Ataturk- A Commander and An Effective Leader”. Read and answer the following questions by using the strategies you have learned. a. Dividing the sentence into chunks b. Crossing out the extra details c. Eliminating unknown vocabulary d. Subject-verb identification

1. He narrates that Mustafa Kemal, when commanding the 19th infantry Division, taking the initiative, moved his division to Conkbayırı without awaiting approval from higher headquarters, in anticipation of the main attack occurring in that area (p.322). a. When did Mustafa Kemal move his division to Conkbayırı without awaiting approval from higher headquarters, in anticipation of the main attack occurring in that area? b. What did Mustafa Kemal do when commanding the 19th infantry Division? c. What was the initiative that Mustafa Kemal took? d. Why did Mustafa Kemal decide to move his division? 2. During a speech in the city of Konya on the anniversary of the victory in the Inonu Campaign, Mustafa Kemal described his guiding principle in any battlefield, be it military or political, in these words, “Victory is won by the man who says victory is mine, success belongs to him who starts by saying I will be successful and can then say I have succeeded”. a. When did Mustafa Kemal describe his guiding principle? b. What was Mustafa Kemal’s guiding principle? c. To Atatürk, who can win victory? 3. In 1919, after being discharged from the Ottoman Army due to his call for a sovereign Turkish State, Mustafa Kemal developed a war strategy that judiciously balanced political and military spheres as warranted by changing circumstances. a. When did Mustafa Kemal develop a war strategy that judiciously balanced political and military spheres as warranted by changing circumstances? b. Why was Mustafa Kemal discharged from the Ottoman Army? c. What happened in 1919? d. What kind of a war strategy did Mustafa Kemal develop?

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TEXT Read the text below and do the exercises that follow.

Mustafa Kemal Atatürk A Commander and An Effective Leader A ruined land on the edge of a precipice …bloody battles with various enemies… years of struggle and then, respected at home and abroad, a new country, a new society, a new state, and to achieve these, ceaseless reforms – this is, in a word, the Turkish Revolution. 1 Great men are usually judged by their accomplishments, and as one of them, so was Mustafa Kemal Atatürk. Atatürk’s accomplishments were many. His enduring monument, the democratic, economically dynamic Republic of Turkey has been celebrating its independence for over eight decades. Many years after he passed away, he stands as an inspiring and triumphant figure, and Turks still respect Atatürk as the leader who set them on the path.

2 Some of Atatürk’s contemporaries are criticized for the dead ends into which they led their people. Cheered by American and European admirers, these leaders succumbed to fashionable fads, developed messiah complexes, and unleashed violence to have their way both at home and abroad. Unlike them, Atatürk avoided the traps and he did not idealize dictatorship or institutionalize it as a governing method. He did not claim to be infallible. He rejected empty slogans and ideological shortcuts. He engaged in no deception of himself or the people he led and faced the world honestly. He did not run everything himself, and knew how to delegate to the point that, particularly in his later years, he took little part in the day-to-day running of the country and its armed forces. In his article “Atatürk in his Lifetime and Today”, Mango (2000) explains, as one of the Turkish biographers put it, the basic ideas, the new ideas came from Atatürk, their implementation he left to others.

3 Mustafa Kemal Atatürk’s remarkable leadership provided the base for a modern, democratic Turkey. He was a forwardlooking leader with faith in the concept of a Turkish Republic. He led Turkey on a path toward modernization, with a series of innovative reforms, all geared towards setting Turkey on a Western course. Therefore, to Mango (2000): 26

There is much to justify Turkey’s reverence for [Atatürk]. He is the force that allowed Turkey to rise from the ashes of defeat and emerge as a vibrant new nation. Without [Atatürk’s] vision, without his ambition and energy, without his astonishing boldness in sweeping away traditions accumulated over centuries, today’s Turkey would not exist and the world would be much poorer (para.5). And all this success lies in his effective leadership skills. Thus, vision, courage, rhetorical skills, determination, and integrity are the five prominent characteristics of Mustafa Kemal’s leadership.

Vision 4 In Leadership: Enhancing the Lessons of Experience, it is argued that leaders can be distinguished by “their vision and values” (Hughes, Ginnett, & Curphy, 2006, p.290). Mustafa Kemal had a clear vision. His vision was to change Ottoman Turkey, which was seen as the “sick man of Europe” at the time, to a sovereign, democratic, self-reliant, secular and a modern Turkish State. This vision was a call for a total revolution encompassing political, social, and technological changes, which may have started from the point of military defense because Turkey occupied an area long coveted by Great Powers (Robinson, 1963). Mustafa Kemal knew that the Turkish War of Independence was the first step towards the achievement of this vision. His aim was to have his country enter the mainstream of universal human civilization. Independent statehood was the framework within which civilized standards should be established.

5 After independence was achieved, his desire to fulfill his vision was not completely satisfied. His next goal was to create a modern Turkey. In just 15 years, he introduced sweeping

reforms to modernize the nation: the Arabic script was replaced with the Latin alphabet; government and education were separated from religion; schools and universities, too, became modernized. the legal system was overhauled on the basis of secular models; women were given equal rights under the law; hats replaced the traditional headgear- fez - and women were discouraged from wearing the veil. Thus, Turkey embraced contemporary innovations in many walks of life.

Courage

reserved disposition in private, Mustafa Kemal was an eloquent and fluent public speaker. Throughout his nationbuilding journey, he articulated his vision and his strategy to his supporters with clarity and passion. He also had the gift of being able to tailor his messages to the situation and the audiences. He used this ability to inspire his troops in the battlefield to fight the enemy at all costs. Kinross (1965, pp. 94-95) points out that “knowing the patriotic fighting spirit of the Turks, Mustafa Kemal knew how to arouse Turk’s blood”. This is how Mustafa Kemal and the Turkish soldiers saved the Gallipoli Peninsula.

6 Handel (1996), in his book Masters of War–Classical Strategic Thought, points out that according to Jomini, bravery is another critical characteristic of a leader. Mustafa Kemal’s courage in the battlefield is renowned. Gawrych (1988) refers to an incident during the Dardanelles Campaign. He narrates that Mustafa Kemal, when commanding the 19th Infantry Division, taking the initiative, moved his division to Conkbayırı without awaiting approval from higher headquarters, in anticipation of the main attack occurring in that area. Yet, success resulted from this bold and very risky move, but not without Mustafa Kemal inserting himself into the battle to rally his men, who had lost courage, with the words: “There is no flight from the enemy. There is only fighting with the enemy. If you have no ammunition, then you still have your bayonets.” Such courageous words sparked his troops into regaining their confidence and holding to their position under attack in the face of death.

7 Mustafa Kemal demonstrated courage throughout the Gallipoli Campaign. Robinson (1963, p. 245) explains that during the battle of Anafarta Ridge, “Mustafa Kemal was constantly at the extreme front, helping to wheel guns into position, getting up on the skyline among the bullets, and sending his men into attacks in which they had very little hope of survival”. Robinson’s argument is most visible in one of Atatürk’s memorable utterances: “I do not order you to attack. I order you to die. In the time which passes until we die, other troops and commanders can take our places to fight the invaders.” Right after the commander addressed them, the soldiers got up from the ground and ran into the gunfire.

8 During the Turkish War of Independence, Mustafa Kemal fought side by side with his troops to achieve, in his words, “Either Victory or Death”. Lord Kinross (1965) acknowledges Mustafa Kemal’s courage in the battlefield and observes that “Mustafa Kemal’s own evident readiness to die for the defense of his country…. made others ready to die at his orders” (p. 94).

Rhetorical Skills

9 Rhetorical skills, which can be considered another crucial factor in leadership, assist leaders in inspiring their followers and help them to communicate their vision. Although silent and of a

10 Mustafa Kemal’s rhetorical skills also played an important role in preparing the ground for the Turkish War of Independence, mobilizing the whole nation for this war and later on rebuilding Turkey as a republic. He frequently used the National Assembly as a platform to share his vision with the Turkish people and to motivate them to participate in the big struggle towards liberation. In fact, his effectively worded messages have outreached his time through Nutuk (1927) which still gives inspiration to and serves as a guide book for the Turkish youth.

Determination

11 According to Viscount Slim, “willpower and firmness, which are elements of determination, are the most critical characteristics of a leader” (as cited in Hughes et al., 2006, p. 15). Mustafa Kemal was determined to succeed. During a speech in the city of Konya on the anniversary of the victory in the İnönü Campaign, he described his guiding principle in any battlefield, be it military or political, in these words, “Victory is won by the man who says victory is mine, success belongs to him who starts by saying I will be successful and can then say I have succeeded”.

12 Mustafa Kemal demonstrated his determination for success during the Turkish War of Independence, which lasted for four years. In 1919, after being discharged from the Ottoman Army due to his call for a sovereign Turkish State, Mustafa Kemal developed a war strategy that judiciously balanced political and military spheres as warranted by changing circumstances. In 1920, he established the National Assembly, through which he gained support from the nation for his independence campaign. This Assembly also granted Mustafa Kemal the authority to act as the Commander-in-Chief of the Turkish Army in the battle against the invading forces. Despite the enormous size of these challenges, he pursued his plan for independence decisively, without being disheartened by grave resource limitations and serious political obstacles.

13 Integrity Integrity which makes followers trust the leader can be cited as a fundamental feature of a leader. Cloud makes it clear that “integrity,” as he uses the term, is much more than mere honesty. To Cloud, a leader with integrity creates and maintains trust, is

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On the whole able to see and face reality, embraces negative realities and solves them, causes growth and increase, and achieves meaning in life (as cited in Lewis, 1967). Mustafa Kemal was strictly loyal to his values and his declared vision. According to Robinson (1963), Mustafa Kemal was motivated by great ideals and not merely by a desire of personal power. Being loyal to these ideas, Mustafa Kemal gained the trust of the Turkish people.

15 Great leaders are required to lead their troops in war and their societies in peace. While commanders have legal authority over their subordinates, effective leadership requires the ability to inspire others to willingly participate in the achievement of a shared vision set out by the leader and to assist them throughout that transformational journey.

16 All in all, Mustafa Kemal possessed all five main characteristics of a 14 Lewis (1967) points out that following his victory in the Turkish War of Independence, there were many distractions, which at that time might have dissuaded Mustafa Kemal, a war-hero. These included the lost Ottoman provinces in Europe and Asia and some provinces of the fallen Russian Empire, where around 20 million Turkish-speaking people lived. Mustafa Kemal was not distracted by those hardships, but he had the integrity to stick to his declared vision and ideals.

leader: vision, courage, rhetorical skills, determination, and integrity. And these characteristics were apparent in his achievements. Mustafa Kemal transformed a dying empire to a new nation, and on this path he carved his name in the nation’s mind and history as the Commander-in-Chief who led the Turkish troops to victory and the Turkish nation to liberty. Dictators and authoritarian rulers who were Atatürk’s contemporaries have few defenders today, but Atatürk continues to command respect as the father of his nation and be a source of inspiration to others. Hence, there are lessons in the history of Atatürk not only for today’s new leaders, but for those who profess to be supporting and helping them as well as those who judge and criticize them.

REFERENCES Gawrych, G. (1988). Kemal Ataturk’s politico-military strategy in the Turkish War of Independence 1919–1923: From guerilla warfare to the decisive battle. In S. Potter (Ed.), The Journal of Strategic Studies (pp.320-327). New York, NY: Routledge. Handel, M. (1996). Masters of war: Classical strategic thought. London, England: Frank Cass. Hughes, R., Ginnett, R., & Curphy, G. (2006). Leadership: Enhancing the lessons of experience (5th ed.). Singapore, Singapore: Irwin McGraw-Hill. Kinross, L. (1965). Ataturk: The rebirth of a nation. London, England: Morison and Gibb. Lewis, B. (1967). The emergence of modern Turkey (2nd ed.). London, England: Oxford University Press. Mango, A. (2000, September 24). Atatürk in his lifetime and today. Retrieved from http://www.ataturksociety.org/ asa/voa/mango.html Robinson, R. (1963). The first Turkish Republic: A case study in national development. Cambridge, MA: Harvard University Press.

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Working through the text A. Text Comprehension 1. Underline the sentence in which the main idea of the text is stated explicitly. 2. How was Mustafa Kemal different from his contemporaries? Name two differences.

3. The phoenix is a mythological bird which is believed to set fire to itself when it completes its lifespan. Nonetheless, each time it dies, it is reborn from its ashes and thus symbolizes rebirth. Where in the text does the writer implicitly create a metaphor of a phoenix? Explain.

4. Atatürk’s dream of transforming Ottoman Turkey, “the sick man of Europe”, involved two phases. Explain these two phases by giving examples from the text.

5. What did Atatürk do to make his soldiers willing to become martyrs?

6. Other than courage, which characteristic of Atatürk is exemplified in the following words? “I do not order you to attack. I order you to die. In the time which passes until we die, other troops and commanders can take our places to fight the invaders” (par. 7).

7. Atatürk not only spoke fluently and passionately but also knew how to

8. Read paragraph 12 and write (T) next to the true inferences, (F) next to the false ones and (NI) next to the statements if there is no such information in the text. a. Mustafa Kemal’s war strategy put more emphasis on military victories. b. Mustafa Kemal declared himself as the Commander- in- Chief of the Turkish Army in the battle against the invading forces. c. Mustafa Kemal was not discouraged by lack of resources and political problems. d. At the time when he was discharged from the Ottoman Army, he tendered his resignation. 9. Which component of Cloud’s understanding of integrity in paragraph 13 is illustrated in the example Lewis gives in paragraph 14? 10. Your Reaction: - Do you agree/disagree with the ideas in the text? Why? Give your reasons. - Can you think of any other characteristics of Atatürk which make him a leader?

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B. Vocabulary I. Find a word or an expression from the text for each definition below. 1. to suddenly let a strong, uncontrollable and usually destructive force have its full effect (par. 2): 2. great respect and admiration for someone or something (par. 3): 3. the way of life or set of beliefs, ideas, and methods accepted by most (par. 4): 4. to repair or replace the necessary parts in a system that are not working correctly (par. 5): 5. done in a sensible and careful way (par. 12): 6. people who have a lower position and less authority than someone else (par. 15):

II. Using the contextual clues in the text, guess the meanings of the following words, and write down their definitions or synonyms. 1. enduring (par. 1): 2. infallible (par. 2): 3. accumulated (par. 3): 4. renowned (par. 6): 5. disposition (par. 9): 6. tailor (par. 9): 7. dissuaded (par. 14): 8. command (par. 16):

III. The words below are taken from the text. Find the words that are synonymous /close in meaning and group them. boldness (par. 3)

limitations (par. 12)

struggle (par. 10)

bravery (par. 6)

encompassing (par. 4)

distractions (par. 14)

hardships (par. 14)

embraced (par. 5)

obstacles (par. 12)

challenges (par. 12)

courage (par. 3)

IV. Go back to paragraphs 6 and 7 in the text and underline the words that are related to the concept of “war”.

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C. Collocations The following are some verbs used in the reading text. Fill in the blanks with the appropriate prepositions to form meaningful word combinations. 1. to play a role

for in

by

something

2. to stick

something

3. to have faith

something / someone

4. to call

something

5. to be loyal

to from

something / someone

6. to be distracted

something / someone

7. to result

something

8. to prepare the ground

something

D. Reference Words Determine what the following words / phrases from the text refer to. 1. their (par. 2): 2. this bold and very risky move (par. 6): 3. this ability (par. 9): 4. These (par.14):

WRITER’S TECHNIQUE Analyze the writer’s technique and fill in the chart below.

Purpose to inform

to entertain

to narrate

to persuade

to criticize

to describe

Audience specify:

Method of Development process analysis

exemplification

problem solution

cause / effect

compare / contrast

persuasion

classification

definition

examples

facts / data

authority’s opinion

descriptions

definitions

explanations

personal experience

subjective

write two adjectives:

description

Supporting Techniques

Writer’s Tone and Attitude objective

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Making Connections In the text “Mustafa Kemal Atatürk- A Commander and an Effective Leader”, the writer lists five characteristics of leadership: vision, courage, rhetorical skills, determination, and integrity. Look at the quotations by Atatürk below and match them with the leadership characteristics that are mentioned in the text. There may be more than one answer. 1. “The day will come when I shall have realized all these reforms which you today consider as dreams. The nation to which I belong will believe in me.” (1907)

2. “The problem is not one of dying. It is to bring our ideals to realization before we die.” (1906)

3. “The successes which our army has gained up to now cannot be regarded as having achieved the real salvation of our country. These victories have only prepared the ground for our future victories. Let us not be puffed up with military victories. Let us rather prepare new victories in science and economics.”

4. “Let me remind that the seeking of an opportunity to rest and sleep may cause not only us but our whole nation to be deprived of such rest forever.” (Dardanelles Campaigns,1915)

5. “Every soldier who combats here, by me, should absolutely realize that in the accomplishment of the honorable mission entrusted on us, we shall retreat not even one step.” (Dardanelles Campaigns, 1915)

6. “You defeated not only the enemy there, but the adverse fortunes of the nation, as well.” (Sakarya Field Battles, 1921)

7. “There is no nation which could prosper without the support of moral principles.” (1919) 8. “This nation has not lived without her independence. She will not and cannot live without it. Liberty or death!” (1915)

32

LISTENING Getting Started A. Discussion a. Other than Atatürk, which leaders completely changed the course of their nation’s history?

b. Below are some adjectives that can be used to describe leaders. Place a (+) and / or (-) next to the words depending on whether they have positive or negative meanings. committed decisive dictatorial egotistical

ambitious arrogant brutal humanitarian

c. Below are some quotes by famous leaders of world history. Read the quotes and decide which adjectives in the box above would describe each leader. Discuss.

1

2

“Make the lie big, make it simple, keep saying it, and eventually they will believe it.” Adolf Hitler

3

“It’s better to lead from behind and to put others in front, especially when you celebrate victory when nice things occur. You take the front line when there is danger. Then, people will appreciate your leadership.”

4

7

“I look forward to a future in which our country will match its military strength with our moral restraint, its wealth with our wisdom, its power with our purpose.” John F. Kennedy

5

Napoleon Bonaparte

Joseph Stalin

8

9

“Democracy is beautiful in theory; in practice it is a fallacy.”

Benito Mussolini

“Our principal purpose in this life is to help others. And if you can’t help them, at least don’t hurt them.”

Dalai Lama 6

“Few things are brought to a successful issue by impetuous [urgent] desire, but most by calm and [cautious] forethought.”

"Ideas are far more powerful than guns. We don't allow our enemies to have guns, why should we allow them to have ideas."

Nelson Mandela

modest power-hungry self-confident visionary

goal-oriented rational idealistic insightful

“There are many things we do not want in this world. Let us not just mourn for them; let us change them.” Ferdinand Marcos

10

“We cannot be sure of having something to live for unless we are willing to die for it.”

Ernesto Che Guevara

“In wartime, truth is so precious that she should always be attended by a bodyguard of lies.” Winston Churchill

33

d. Now that you have seen leaders with different characteristics, in groups discuss what kind of leadership styles there might be.

B. Vocabulary You will hear the words in the table below in the listening “Student Presentations on Leadership Types”. Group the following words under the related categories. *followers

* land

*crown

* faith

*Cherokee

*peasant

*holy book

*Medieval

* king

*tax

*chief

*religious

Tribe

Monarchy

*labour

Prophet

Feudal

While-Listening 1: Student Presentations on Leadership Types Listen to the mini talks on “Leadership Types” and do the exercises that follow. PART 1: Deniz’s mini talk (on Max Weber’s taxonomy of leadership) Fill in the table below.

Type of Leadership

34

Explanation

Examples

leaders with charismatic authority

1

2

3

based on the right to rule because of birth or class

4

5

6

leaders in bureaucracies

PART 2: Can’s mini talk (on Howard Gardner’s classification of leadership) 1. How do direct leaders influence their followers? Explain. Give one example of such leaders.

2. How do indirect leaders influence their followers? Explain. Give one example of such leaders.

3. Why can George Bush Senior be considered an ordinary leader?

4. Ho Chi Minh was a/an

leader because he blended an already existing message,

“independence from colonial powers”, with

.

5. What are the characteristics of a visionary leader?

6. Which leader is suggested as a visionary leader?

PART 3: Selin’s mini talk (on leadership types in the era of modern mass politics) 1. Why would revolutionary leaders be considered enemies of the state?

2. What might happen if revolutionary leaders get into power?

3. Determine whether the following statements are true (T) or false (F). a. Nationalist-reformist leaders fight for independence from colonial rule. b. Nationalist-reformist leaders aim to cause chaos in political and social life. c. Nationalist-reformists’ only aim is to achieve independence. 4. What is the speaker’s criticism of elected leaders?

5. Hereditary leaders are considered “great” not because of but because of

. 35

Making Connections 1. Hereditary leaders, which is one of the types of modern leadership understanding, resemble Weber’s . 2. When Weber’s leadership types are considered, which group do the following fall under? a. Religious leaders like the Pope: b. Members of the Royal Family: 3. What is the main distinction between revolutionary leaders and nationalist- reformist leaders?

4. Your Country under Spotlight: Think about the politicians (past and present) of your country. Which leadership type would you associate them with? Explain your reasons.

Going one step further by speaking Now that you have read and listened to ideas on leadership, it is time for you to participate in a debate. The dilemma you will be discussing in the debate is : Are leaders born or made? - Get together with your group members. - Read the debate questions assigned to you by your teacher and get ready to support your view by answering these discussion questions. - Do research to better support your view. - Share your views with the other group in a whole class debate.

LEADERS ARE BORN How might one’s social class / status which s/he is born into help him or her become a leader? Which inherent personal traits help someone become an effective leader? Which physical / social / emotional / mental characteristics necessary for leadership cannot be acquired? Think of the leaders who have become leaders by birth. In what circumstances does gender play a role in one’s becoming a leader?

YOUR NOTES:

36

LEADERS ARE MADE How can education help someone be a good leader? Can someone’s personal experience make him or her a leader? If yes how? In what way can one’s social network / social status / economic welfare lead him/her become a leader? How can training help someone gain leadership skills? How can one’s managerial positions / posts / responsibilities help him or her become a leader?

YOUR NOTES:

While presenting your arguments, you may use the following expressions:

Useful Expressions: Debate Language To express an opinion In my opinion,… I think/believe/feel that… It seems to me that… As far as I’m concerned… Not everyone will agree with me, but… For me… (Un)Like X, I believe… While it may be true that…, I still think it is… I absolutely believe that… Without a doubt,… is I’m quite convinced that… To argue against something That may be true but … Maybe, but … Yes, but don’t forget … But don’t you think … To express total agreement I totally agree with you. That makes sense to me. That’s what I think about it, too. I can’t agree with you more.

To express total disagreement I don’t agree. I disagree with… I don’t see it that way. I’m afraid I have to disagree with you. On the contrary,… To express partial agreement/disagreement Yes, but… Yes, but on the other hand… You may have a point but… You’re right to some extent but… Well, I’m not so sure about that… That may be true, but… To interrupt Excuse me for interrupting but… That’s true, but … Yes, but … Sorry to interrupt but I would like to make a point. I would like to make a point here. I’d like to ask a question. I have a question for… I would like to comment on that.

37

Going one step further by speaking 1. Choose a leader / powerful person / role model / idol who has influenced masses. The person you choose can be a politician, actor/actress, artist, designer, scientist, philosopher, sports person, CEO and the like. 2. Prepare a 2-3 minute presentation. 3. Include ALL the points given below in your presentation.

Introduction: - Greetings (“Good morning / afternoon”) - Your full name - Your topic (“Today I will be talking about…”) - A biography of 3-4 sentences - The reasons why you chose this person - The reasons why s/he is important

Body: - How s/he changed the world - The leadership qualities s/he has - Support your ideas by giving examples from his/her life (ie. when/where/how s/he exemplified those leadership qualities)

Conclusion: - Summarize the main points (“Today, I have talked about…”) - Thank the audience and invite questions (“Thank you for your attention. Do you have any questions?”)

Going one step further by writing A. Write a well-organized expository paragraph of 150-200 words discussing one of the topics below: - What are the characteristics of a toxic/destructive leader? - Which is the most important factor in leadership: Traits or Experience? - What are the effects of education on one’s becoming a good leader? B. Read the quote below and write a well-organized reaction paragraph of 150-200 words in response to the idea. “Be not afraid of greatness: some are born great, some achieve greatness, and some have greatness thrust upon them.” William Shakespeare, Twelfth Night In your paragraph, use at least 3 of the following words you have studied in Unit 1: triumphant contemporary power hungry pursue encompass visionary dictatorial unleash 38

reverence mainstream judiciously subordinate battle egotistical struggle goal-oriented

arrogant enduring infallible to play a role in tailor hardship brutal decisive

OUTLINE YOUR OUTLINE:

PARAGRAPH YOUR REACTION PARAGRAPH:

WORD COUNT:

Recycling Vocabulary through speaking - Below are the new words you learnt in Unit 1. - Pair up with another student. - Ask the questions below to each other. - Use the underlined words in bold while answering questions to revise the target vocabulary. STUDENT A 1. Can you give examples of sportspeople who have given triumphant performances in their fields? 2. What made your favourite leader ( in politics / art / science / technology) different from his contemporaries? 3. What makes states sovereign? 4. Are you the kind of person who pursue their dreams or do you succumb to fate? 5. What kind of actions of politicians unleash rage and provoke protests? Can you give examples from your own country?

STUDENT B 1. Do you think the new generation has reverence for old traditions? 2. What are the major flaws of mainstream education in your country? 3. Are there any institutions in your country that need to be overhauled? If yes, give some examples. 4. Do the politicians in your country make decisions judiciously? Support your answers by giving examples. 5. How can managers encourage their subordinates?

39

CITATION In the text “Mustafa Kemal Atatürk – A Commander and An Effective Leader”, the writer reports not only his own ideas but also makes use of the opinions or the research findings of others. In order to be credible, writers often use citation techniques in academic writing.

TASK 1 Before delving into citation techniques, analyze the text “Mustafa Kemal Atatürk – A Commander and an Effective Leader” and answer the questions below: 1. Which information about researchers is given in parantheses? Give examples from the text. 2. Are the items in all paranteses the same? Explain by giving examples. 3. What do the items in parantheses stand for? 4. Why do writers need to include paranthetical information? 5. Is the information presented in parantheses enough for readers to access the sources? Why / why not? 6. How can readers who want to read more about the topic access the sources borrowed in the article? 7. Are the sources cited in parantheses (in-text references) and the ones listed under the title “references” (end-text references) the same sources? 8. Why don’t writers cite all the information regarding sources as in-text references? Why do they list the sources they use in end-text references? 9. What is the relationship between the in-text and end-text references?

40

The diagrams below show the main characteristics of citation:

CITATION Borrowing others’ ideas by indicating the source

What is citation?

Paraphrasing - a restatement of an idea while retaining the meaning but changing the exact wording

Summarizing - a short restatement in your own words of the main points in a passage, an article, or a book

To show different points of view To support our ideas To be more credible in giving information

Why do we cite?

Processes Quotes Research results

Books Journals Encyclopedias

Direct Quoting - a word-for-word transcription of what an author says

What do we cite?

Definitions Descriptions Statistical information Data

Online sources Dictionaries Theses / Dissertations

From where do we cite?

How do we cite references?

Online journals e-books e-references

In-text Reference or In-text Citation End-text Reference or End-text Citation

APA MLA CMS

What are the most common styles of citation?

Once you have completed your research, you need to integrate the findings of your research into your essay. While doing this, you need to remember that whenever you use others’ ideas and/or research, you must give both in-text and end-text references. If you do not cite what you have borrowed, it is academic dishonesty. Proper documentation helps the reader to distinguish your ideas from the ones you have borrowed. What Information Should be Cited? 1. All direct quotations 2. All paraphrases 3. All summaries

4. All facts and statistics that are not common knowledge 5. All translations 41

Common Knowledge It is sometimes difficult to decide what is to be cited and what is common knowledge.

TASK 2 Examine the following sentences and discuss which one is common knowledge and why. 1. Mark Zuckerberg is the founder and the CEO of Facebook. 2. Mark Elliot Zuckerberg, who was born on May 14, 1984, has been the chairman and chief executive of Facebook, Inc. since April 2013 and his personal wealth is estimated to be $33.1 billion as of July 2014.

Important Reminder

At times that you refer to statistical or factual information, you have to clarify where you took them from for your reader; in other words, you must cite the sources that you used. However, if the borrowed information is “common knowledge”, you do not have to cite it.

What is Common Knowledge? Any information that an educated reader would consider correct without feeling the need to check it for reliability can be considered common knowledge. This includes: - General information that most people know (e.g. World War I took place between the years 1914-1918.) - Information shared by a cultural group (e.g. Atatürk was born in Salonika in 1881.) - Knowledge shared by the members of a certain field (e.g. The Leader-Member-Exchange Theory in political science describes how leaders, over time, develop different exchange relationships with their various followers.) However, sometimes it might be hard to decide what is to be considered common knowledge since what may fall under the category of common knowledge for one group or culture may not be so for another. Therefore, what information needs to be cited depends on who you are writing to, the subject, and the level of the writing.

The best advice is: when in doubt, cite your source!

What is NOT Common Knowledge? - All statistics, data, figures - References to studies done by others - References to specific facts the average reader would not know about unless s/he had done research

Important Reminder

Remember that even if a piece of information is common knowledge, you need to cite the source if you use the exact sentence or a paraphrase of it!

To conclude, one needs to use common sense and think carefully when determining what is to be considered “common knowledge” when writing in academic context. Some pieces of information like facts, statistics and, data must always be cited no matter how “commonly known” they are. To be on the safe side, you may consider citing the source rather than assuming that it is common knowledge if you have any doubts.

TASK 3 Analyze the statements below and put a tick next to the items that state common knowledge. Discuss the reasons with your classmates. 1. 76% of the American men sent to Vietnam were from lower-middle, working class backgrounds. 2. World War II took place between the years 1939 and 1945. 3. Barrack Obama is the first elected African-American president of the USA. 4. Hitler was born on 20th April, 1889 at the Gasthof zum Pommer. 5. The 1789 French Revolution was a period of political and social upheaval in the history of France during which the French government underwent radical changes.

42

How to Cite References? After identifying what to cite, now it is time to see how to cite your references. There are various styles of documentation. These styles differ from each other, and they are used by different disciplines. Three most commonly used styles to cite sources in academic papers are as follows: APA: American Psychological Association MLA: Modern Language Association CMS: The Chicago Manual of Style In this book, you will study the conventions of the APA style, by means of which you need to document your sources both as in-text and end-text references.

Giving In-Text Reference According to the APA conventions of academic writing, there are two components of giving reference. One of them is in-text reference, the purpose of which is to briefly identify sources for readers and enable them to locate the source of the cited information in the Reference List. In- text reference includes the following: the author’s last name, the year of publication and the page number or paragraph number where the borrowed information is found. However, it should be noted that the page / paragraph number is included ONLY in direct quotations. Therefore, there is no need to use the page / paragraph number in paraphrases and summaries. As the name “in-text reference” suggests, citations are placed within sentences and paragraphs so that it is clear what information is being quoted, paraphrased or summarized and whose information is being cited.

BRIEF GUIDELINES FOR GIVING IN-TEXT REFERENCE Depending on your choice, you can place the writer’s surname, the publication year, and the page/ paragraph number in different places in your sentence.

TASK 4 The following examples are taken from the text “Mustafa Kemal Atatürk – A Commander and an Effective Leader”. Identify whether the sentences below are direct quotations (DQ) or paraphrase/summaries (P/S). 1.

Lord Kinross (1965) acknowledges Mustafa Kemal’s courage in the battlefield and observes that “Mustafa Kemal’s own evident readiness to die for the defense of his country…. made others ready to die at his orders” (p. 94).

2.

Robinson (1963, p. 245) explains that during the battle of Anafarta Ridge, “Mustafa Kemal was constantly at the extreme front, helping to wheel guns into position, getting up on the skyline among the bullets, and sending his men into attacks in which they had very little hope of survival”.

3.

In Leadership: Enhancing the Lessons of Experience, it is argued that leaders can be distinguished “by their vision and values” (Hughes, Ginnett, & Curphy, 2006, p. 290).

4.

Gawrych (1988) refers to an incident during the Dardanelles Campaign. He narrates that Mustafa Kemal, when commanding the 19th Infantry Division, taking the initiative moved his division to Conkbayırı without awaiting approval from higher headquarters, in anticipation of the main attack occurring in that area.

5.

This vision was a call for a total revolution encompassing political, social, and technological changes, which may have started from the point of military defense because Turkey occupied an area long coveted by Great Powers (Robinson, 1963).

43

TASK 5 Complete the formulas below by looking at the examples in Task 4. For direct quotations (DQ) 1. Writer’s Surname + ( 2.

) + DQ + ( +(

3. DQ + (

, ,

). ) + DQ.

,

).

For paraphrase / summaries (P/S) 4. Writer’s Surname + ( 5. P / S + (

) + P / S. ,

)

TASK 6 Analyze different ways of giving in-text reference by examining the sentences in Task 4 and decide whether the sentences below are True (T) or False (F)

1. When giving in-text reference for a direct quotation, you need to give the writer’s surname, year of publication and the page number. 2. When giving in-text reference for a paraphrase / summary, you need to give the writer’s surname, year of publication, and the page number. 3. The writer’s surname must always appear in parentheses. 4. You need to write the year of publication immediately after the writer’s surname. 5. When giving in-text reference for a direct quotation, you can give the page number at the end of the sentence. 6. As long as you give the year of publication, where it appears in the sentence does not matter.

Basics of In-text Citation So far, you have learned the basic principles of giving in-text reference. However, you may encounter different cases which require the use of other citation rules. Below are examples for such cases:

Page / paragraph number: a. If the information is on a single page, put “p.” before the page number (applicable only for direct quotations). e.g.

According to Viscount Slim, “willpower and firmness, which are elements of determination, are the most critical characteristics of a leader” (as cited in Hughes et al., 2006, p. 15).

PAGE NUMBER

44

IN-TEXT REFERENCE FOR DIRECT QUOTATION:

IN-TEXT REFERENCE FOR PARAPHRASE / SUMMARY:

(as cited in Hughes et al., 2006, p. 15)

(as cited in Hughes et al., 2006)

b. If the information is on more than a single page, put “pp.” before and a hypen (-) between the page numbers (applicable only for direct quotations). e.g.

Kinross (1965, pp. 94-95) points out that “knowing the patriotic fighting spirit of the Turks, Mustafa Kemal knew how to arouse Turk’s blood”. This is how Mustafa Kemal and the Turkish soldiers saved the Gallipoli Peninsula.

PAGE NUMBER(S)

IN-TEXT REFERENCE FOR DIRECT QUOTATION:

IN-TEXT REFERENCE FOR PARAPHRASE/SUMMARY:

( Kinross, 1965, pp. 94-95)

( Kinross, 1965)

c. If there is no page number, indicate the paragraph number with the abbreviation “para.” (applicable only for direct quotations). e.g.

“Toxic leadership is a combination of self-centered attitudes, motivations, and behaviors that have adverse effects on subordinates, the organization, and mission performance” (Wilson, 2014, para. 3).

PARAGRAPH NUMBER(S)

IN-TEXT REFERENCE FOR DIRECT QUOTATION:

IN-TEXT REFERENCE FOR PARAPHRASE/SUMMARY:

(Wilson, 2014, para. 3).

(Wilson, 2014)

d. If there is no page or paragraph number, but a subtitle given, count the paragraphs under the nearest heading and put the heading in quotation marks. e.g.

“Empirical studies have found mixed results on the efficacy of the toxic leaders” (Brown, Kuchler, & Jones, 2013, “Toxic Leaders and Social Environments,” para. 4).

PARAGRAPH NUMBER(S)

IN-TEXT REFERENCE FOR DIRECT QUOTATION:

IN-TEXT REFERENCE FOR PARAPHRASE/SUMMARY:

(Brown, Kuchler, & Jones, 2013, “Toxic Leaders and Social Environments,” para. 4)

(Brown, Kuchler, & Jones, 2013)

45

Publication year: If there is no date of publication, put “n.d.” in the place of year of publication. e.g.

According to Jackson (n.d.), “leadership is a process of social influence” (para. 5).

PUBLICATION YEAR

IN-TEXT REFERENCE FOR DIRECT QUOTE:

IN-TEXT REFERENCE FOR PARAPHRASE/SUMMARY:

(Jackson, n.d., para.5).

(Jackson, n.d.).

One work by one writer: When you refer to a source with one writer, write the surname of the writer and the publication year in parentheses. If you prefer to use the surname outside the parentheses as a part of the sentence, just include the year of publication in the parentheses. You should also include page / paragraph numbers if the borrowed information is a direct quotation. e.g.

Robinson (1963, p. 245) explains that during the battle of Anafarta Ridge, “Mustafa Kemal was constantly at the extreme front, helping to wheel guns into position, getting up on the skyline among the bullets, and sending his men into attacks in which they had very little hope of survival”.

ONE WORK BY ONE WRITER

IN-TEXT REFERENCE FOR DIRECT QUOTATION:

IN-TEXT REFERENCE FOR PARAPHRASE/SUMMARY:

( Robinson, 1963, p. 245)

( Robinson, 1963)

One work by two writers: When you refer to a source with two writers, if the writers’ names are in parentheses, put an ampersand (&) between the two. However, if the writers’ names are outside the parentheses, use “and” in between. e.g.

Programs for helping leaders and would-be leaders to become more emotionally intelligent have mushroomed in recent years (Herman & Mellers, 2000).

Herman and Mellers (2000) state that programs for helping leaders and would-be leaders to become more emotionally intelligent have mushroomed in recent years .

ONE WORK BY TWO WRITERS

46

IN-TEXT REFERENCE FOR DIRECT QUOTATION:

IN-TEXT REFERENCE FOR PARAPHRASE/SUMMARY:

(Herman & Mellers, 2000, p. 23)

(Herman & Mellers, 2000)

One work by multiple writers: When you refer to a source with three or more writers, you do not need to list all the surnames each time you cite the source. The first time you cite the source, list all the surnames putting an ampersand (&) before the last one. From then onwards, write only the surname of the first writer and “et al.” which means “the others” in Latin. a. The first time it is mentioned: e.g.

In Leadership: Enhancing the Lessons of Experience, it is argued that leaders can be distinguished by “their vision and values” (Hughes, Ginnett, & Curphy, 2006, p. 290).

In Leadership: Enhancing the Lessons of Experience, Hughes, Ginnett, and Curphy (2006, p.290) argue that leaders can be distinguished “by their vision and values”. b. From the second time onwards: e.g.

“Once a leader displays a particular full range leadership behavior, followers react in a way that either motivates or demotivates them” (Hughes et al., 2006, p. 290).

Hughes et al. (2006, p. 290 ) explain that “once a leader displays a particular full range leadership behavior, followers react in a way that either motivates or demotivates them”.

ONE WORK BY MORE THAN TWO WRITERS

IN-TEXT REFERENCE FOR DIRECT QUOTATION:

IN-TEXT REFERENCE FOR PARAPHRASE/SUMMARY:

1st time mentioned: (Hughes, Ginnett, & Curphy, 2006, p. 290)

1st time mentioned: (Hughes, Ginnett, & Curphy, 2006)

2nd time mentioned: (Hughes et al., 2006, p. 290)

2nd time mentioned: (Hughes et al., 2006)

Works with no identified author: a. If the source you use has no author but is the work of an organization, you can give the name of the organization instead of the writer’s surname. e.g.

“Under the Charter, the Secretary-General is appointed by the General Assembly upon the recommendation of the Security Council. Mr. Ban's predecessors as Secretary-General were: Kofi Annan (Ghana) who held office from January 1997 to December 2006” (United Nations, 2013, para. 1).

WORKS WITH NO IDENTIFIED AUTHOR BUT THE WORK OF AN ORGANIZATION

IN-TEXT REFERENCE FOR DIRECT QUOTATION:

IN-TEXT REFERENCE FOR PARAPHRASE/SUMMARY:

1st time mentioned: (United Nations, 2013, para. 4)

1st time mentioned: (United Nations, 2013)

2nd time mentioned: (UN, 2013, para. 4)

2nd time mentioned: (UN, 2013) 47

b. If the source you use has no author, use double quotation marks (“ ” ) around the title of an article. e.g.

“If you Google the word leader, you get more than 300 million hits. On Amazon, there are 480,881 books today whose topics have to do with leaders” (“An Effective Leader”, 2000, para. 7).

WORKS WITH NO IDENTIFIED AUTHOR

IN-TEXT REFERENCE FOR DIRECT QUOTATION:

IN-TEXT REFERENCE FOR PARAPHRASE/SUMMARY:

(“An Effective Leader”, 2000, para. 7)

(“An Effective Leader”, 2000)

Secondary sources: If the information you want to borrow appears as a borrowed source in the source you have at hand, you should refer to both writers using “as cited in”. e.g.

According to Viscount Slim, willpower and firmness, which are elements of determination, are the most critical characteristics for a leader (as cited in Hughes et al., 2006).

IN-TEXT REFERENCE FOR DIRECT QUOTATION:

SECONDARY SOURCES

48

(as cited in Hughes et al., 2006, p. 222)

IN-TEXT REFERENCE FOR PARAPHRASE/SUMMARY:

(as cited in Hughes et al., 2006)

Giving End-Text Reference

The second component of giving references is end-text reference. Compared to an in-text reference, an end-text reference provides a more detailed account of the sources that have been used in the essay. The aim of giving endtext reference is to provide the reader with all the necessary information in case s/he wants to make use of the same source. Note that any source cited in the text with parenthetical reference must also appear in the end-text reference. As you can understand from the name, end-text reference is listed under the title “References” at the end of your essay. BRIEF GUIDELINES FOR GIVING END-TEXT REFERENCE - All the sources cited in the text should appear on the reference list. - The title of the reference list should be “References” and should be centered on the page. - The reference list should begin on a new page. - The list of works should be arranged alphabetically by the authors’ surnames. - The entries should be double-spaced. The first line should be flushed with the left margin, and all subsequent lines should be indented five spaces from the left margin. The below given reference list taken from the text “Mustafa Kemal Atatürk – A Commander and an Effective Leader” is an example reference page.

REFERENCES Gawrych, G. (1988). Kemal Ataturk’s politico-military strategy in the Turkish War of Independence 1919–1923: From guerilla warfare to the decisive battle. In S. Potter (Ed.), The Journal of Strategic Studies (pp.320-327). New York, NY: Routledge. Handel, M. (1996). Masters of war: Classical strategic thought. London, England: Frank Cass. Hughes, R., Ginnett, R., & Curphy, G. (2006). Leadership: Enhancing the lessons of experience (5th ed.). Singapore, Singapore: Irwin McGraw-Hill. Kinross, L. (1965). Ataturk: The rebirth of a nation. London, England: Morison and Gibb. Lewis, B. (1967). The emergence of modern Turkey (2nd ed.). London, England: Oxford University Press. Mango, A. (2000, September 24). Atatürk in his lifetime and today. Retrieved from http://www.ataturksociety.org/asa/voa/mango.html Robinson, R. (1963). The first Turkish Republic: A case study in national development. Cambridge, MA: Harvard University Press.

THINK : What kind of sources are listed in the Reference List above? Put a tick next to the sources the writer has used. Explain how you distinguish the different types of sources. Book

Journal article

Book by more than one author

Internet article

Newspaper article

Analyze the following sources which are documented both in in-text and end-text formats.

49

Basics of end-text reference: BOOK WITH ONE WRITER As end-text reference: Initials of the author’s first name

Year of publication

City of publication

State code/ country

Publisher

Ayling , S. E. (1966). Portraits of power. New York, NY: Barnes & Noble. Author’s surname

Name of the book

Book with one writer End-text reference:

Ayling , S. E. (1966). Portraits of power. New York, NY: Barnes & Nobles.

In-text reference for direct quotation:

(Ayling, 1966, p. 56)

In-text reference for paraphrase / summary:

(Ayling, 1966)

BOOK WITH TWO WRITERS Book with two writers End-text reference:

Atkinson, R. H., & Longman, D. G. (2003). Power and leadership. Boston, MA: Thomson Heinle.

In-text reference for direct quotation:

(Atkinson & Longman, 2003, p. 192)

In-text reference for paraphrase / summary:

(Atkinson & Longman, 2003)

BOOK WITH THREE OR MORE WRITERS Book with three or more writers

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End-text reference:

Hughes, R. L., Ginnett, R. C., & Curphy, G. J. (2006). Leadership: Enhancing the lessons of experience (5 th ed.). Singapore, Singapore: McGraw-Hill.

In-text reference for direct quotation:

1 st time mentioned: (Hughes, Ginnett, & Curphy, 2006, p. 290) From the 2 nd time onwards: (Hughes et al., 2006, p. 290)

In-text reference for paraphrase / summary:

1 st time mentioned: (Hughes, Ginnett, & Curphy, 2006) From the 2 nd time onwards: (Hughes et al., 2006)

BOOK WITH EDITOR(S) Book with editor(s) End-text reference:

Burke, R. J., & Cooper, C. L. (Eds.). (2006). Inspiring leaders. New York, NY: Routledge Tailor and Francis.

In-text reference for direct quotation:

(Burke & Cooper, 2006, p. 45)

In-text reference for paraphrase / summary:

(Burke & Cooper, 2006)

CHAPTER OR ARTICLE IN A BOOK As end-text-reference: Surname of the writer

Book’s year of publication

Name of the article

Names of the book’s editors

King, M. L. (2007). Three ways of meeting oppression. In S. Bachmann & M. Barth (Eds.), Between worlds: A reader, rhetoric and handbook (5th ed.). (pp. 237-240). New York, NY: Pearson and Longman. Name of the book

How many times the book has been edited

Page numbers of the article

Chapter or article in a book End-text reference:

King, M. L. (2007). Three ways of meeting oppression. In S. Bachmann & M. Barth (Eds.), Between worlds: A reader, rhetoric and handbook (5th ed.). (pp. 237-240). New York, NY: Pearson and Longman.

In-text reference for direct quotation:

(King, 2007, pp. 237-238)

In-text reference for paraphrase / summary:

(King, 2007)

Also, keep in mind the following rules: 1. Give location (city and state or if outside of the United States, city and country) 2. If two or more publisher locations are given, give the location first listed, or if specified, the location of the publisher’s home office. 3. When giving the publisher’s name: a. Write out the names of the associations, corporations, and university presses, b. Omit terms such as “Publishers”, “Co.”, and “Inc.”. c. Keep the words “Books” and “Press”. Ex: New York, NY: McGraw Hill Johannesburg, South Africa: Unisa

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ARTICLE IN A JOURNAL As end-text reference: Names of writers

Journal’s year of publication

Name of the article

Name of the journal

Lewis, C., & Robinson, W. ( 2005 ). The authoritarian personality. The Journal of Psychology, 40 (4), 470-501.

Issue number of the journal

Volume number of the journal

Page numbers of the article

Article in a journal End-text reference:

Lewis, C., & Robinson, W. ( 2005 ). The authoritarian personality. The Journal of Psychology, 40 (4), 470-501.

In-text reference for direct quotation:

(Lewis & Robinson, 2005, pp. 470-471)

In-text reference for paraphrase / summary:

(Lewis & Robinson, 2005)

Note that the name of the journal and volume number should be italicized.

INTERNET ARTICLE As end-text reference: Author’s surname

Date of publication/release on the Web

Name of the article

Mango, A. (2000, September 24). Atatürk in his lifetime and today. Retrieved from http://www.ataturksociety.org/asa/voa/mango.html

Web address of the site where the article was found

Internet article

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End-text reference:

Mango , A. (2000, September 24). Atatürk in his lifetime and today . Retrieved from http://www.ataturksociety.org/asa/voa/mango.html

In-text reference for direct quotation:

(Mango, 2000, para. 3)

In-text reference for paraphrase / summary:

(Mango, 2000)

INTERNET ARTICLE WITH NO DATE Internet article with no date End-text reference:

McGrath, T. (n.d.). Is war inevitable?.Retrieved from http://www.phillymag.com/articles/is_war_inevitable/page3

In-text reference for direct quotation:

(McGrath, n.d., para. 5)

In-text reference for paraphrase / summary:

(McGrath, n.d.)

INTERNET ARTICLE WITH NO AUTHOR Internet article with no author End-text reference:

All power corrupts. (2014). Retrieved from http://freepressjournal.in/all-power -corrupts/

In-text reference for direct quotation:

(“All power corrupts”, 2014, para. 1)

In-text reference for paraphrase / summary:

(“All power corrupts”, 2014)

ONLINE MAGAZINE ARTICLE Online Magazine Article End-text reference:

Kohler, S. (2014, September). Why do we lie? Psychology Today, 10(6). Retrieved from http://www.psychologytoday.com/blog/dreamingfreud/201409/why-do-we-lie

In-text reference for direct quotation:

(Kohler, 2014, para. 8)

In-text reference for paraphrase / summary:

(Kohler, 2014)

ONLINE NEWSPAPER ARTICLE Online Newspaper Article End-text reference:

Sherrard, C. (2014, September 12). Ex-Alliance leader hits out at rewriting of his political contribution. Daily Mirror. Retrieved from http://www.mirror.co.uk/news/ uk-news/ian- paisley-dead-former-first-4210048

In-text reference for direct quotation:

(Sherrard, 2014, para.5)

In-text reference for paraphrase / summary:

(Sherrard, 2014)

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Important Reminder

While writing end-text references, you need to be very careful with the punctuation, capitalization and italicization. You are not expected to memorize the conventions of end-text referencing; when you need to prepare a reference list, refer to: a. The explanations above for the basics b. The Publication Manual of the APA c. www.apa.org

TASK 7 Look at the following end-text references and match them with the descriptions provided in the box below.

a. book by more than one author

f. reference book with no author or editor

b. article from a newspaper

g. translated work

c. chapter in an edited work

h. book by one author

d. article from a journal

i. edited book with no author

e. article in a magazine

j. website

1. Calfee, R. C., & Valencia, R. R. (1991). APA guide to preparing manuscripts for journal publication. Washington, DC: American Psychological Association. 2. Stock, G., & Campbell, J. (Eds.). (1998). Leadership styles. New York, NY: Oxford University Press. 3. Domhoff, G. W. (2005). How the power elite dominate government. In D. Egan & L. Chorbajian (Eds.), Power: A critical reader. (pp. 101-110). New Jersey, NJ: Pearson Prentice Hall. 4. Roy, A. (1982). Power struggle in a changing world. British Journal of International Relations, 141, 171-177. 5. Edelman, E. (2006, June 19). Three legacies: Atatürk, İnönü, and Özal, and the making of the U.S.-Turkish relationship. Retrieved from http://www.defenselink.mil/policy/sections/public_statements/ speeches /usdp/edelman/2006/june_19_2006.html 6. Greenberg, G. (2000, August 13). Portraits of power. New Yorker, 36-41. 7. Merriam-Webster’s collegiate dictionary (10th ed.). (1993). Springfield, MA: Merriam-Webster. 8. Laplace, P. S. (1951). A philosophical essay on probabilities (F. W. Truscott & F. L. Emory, Trans.). New York, NY: Dover. (Original work published 1814) 9. Political leaders of the twentieth century. (1993, July 15). The Washington Post, p. A12. 10. De Lissovoy, N. (2008). Power, crisis, and education for liberation. New York, NY: Palgrave Macmillan.

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TASK 8 Analyze the given end-text references and do the task below. 1. Surname of the author

9. Publisher’s name

2. Name of the organization

10. Place of publication

3. Name of the editor

11. State code/country

4. Name of the translator

12. Date of publication

5. Title and subtitle of the article

13. Publication date for e-books and e-articles

6. Title of the periodical (journal)

14. Date of release, online posting, or latest revision

7. Page numbers of the article

15. URL, electronic address

8. Issue and volume number

16. Title of the book

a. 1. Calfee, R. C., & Valencia, R. R. (1991). APA guide to preparing manuscripts for journal publication. Washington, DC: American Psychological Association. b.

a.

b.

c.

2. Stock, G., & Campbell, J. (Eds.). (1998). Leadership styles. New York, NY: Oxford University Press.

a.

b.

3. Roy, A. (1982). Power struggle in a changing world. British Journal of International Relations, 141, 171-177.

a.

b.

4. Edelman, E. (2006, June 19). Three legacies: Atatürk, İnönü, and Özal, and the making of the U.S.-Turkish relationship. Retrieved from http://www.defenselink.mil/policy/sections/public_statements/ speeches/usdp/edelman/2006/june_19_2006.html. c.

a.

b.

5. Laplace, P. S. (1951). A philosophical essay on probabilities (F. W. Truscott & F.L. Emory, Trans.). New York, NY: Dover. (Original work published 1814) c.

a. 6. United Nations News Center. (2014). Peace means dignity, well-being for all, not just absence ofwar –UN officials. Retrieved from http://www.un.org/apps/news/story.asp?NewsID= 48669&Cr=culture+of +peace&Cr1=#.VBVJllfkog8 55

TASK 9 Write the end-text reference by using the information given below.

1.

2.

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3.

4.

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5.

NECESSARY BIBLIOGRAPHICAL INFORMATION FOR APA While researching, make a habit of noting the necessary information. This will help you while writing the end-text reference of your essay. You may want to fill in the charts below to record the reference information needed. For a book Name of the author Name of the editor Name of the translator Title and subtitle of the book Title and subtitle of the article Publisher’s name Place of publication and state code/country Date of publication Call number Edition For an Article Name of the author Name of the editor Name of the translator Title and subtitle of the article Title of the periodical (journal) Date of issue Page numbers of the article Issue and volume number For Electronic Sources Name of the author / organization Title Publication date for e-books and e-articles Date of release, online posting, or latest revision URL, electronic address 58

BORROWING IDEAS In academic writing, you are expected to support your ideas accurately to make them convincing to the reader. Writing about your own experience will not convince people all the time, but reference to an authority in a newspaper, magazine article, or a book that supports your argument will make your ideas more valid. There are three methods of borrowing ideas:

BORROWING IDEAS

Paraphrasing - a restatement of an idea while retaining the meaning but changing the exact wording - used when borrowing maximum two or three sentence-long information

Summarizing - a short restatement in your own words of the main points in a passage, an article, or a book - used when borrowing information from various sources ranging from the length of one paragraph to an article or even a book

Direct Quoting - a word-for-word transcription of what an author says - used when the original has a memorable, clear or economical language

Language Focus Understanding the Writer’s Viewpoint and Using Reporting Verbs When borrowing ideas, you will need to use reporting verbs to integrate these ideas into your own paper. Below is a list of verbs that you can use to integrate the ideas that you borrow from other sources.

add admit affirm agree argue assert believe claim comment

confirm contend criticize declare demonstrate deny dispute emphasize endorse

highlight illustrate imply indicate insist note observe point out reason

reject report respond show state suggest support think underline

When citing sources, interpreting the original writers’ viewpoints correctly is an important skill as this helps you discuss your subject more knowledgeably. After analyzing the viewpoints raised in the original sources, you should choose the right reporting verbs. Since these reporting verbs are not synonyms, pay attention to choose the right one to give your intended meaning. You may want to use a dictionary to choose the correct verb.

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TASK 10 Match the following reporting verbs with their definitions.

a. state b. illustrate c. assert d. highlight e. comment f. imply g. point out h. criticize i. insist j. endorse k. claim l. compare m. dispute n. reject

1. to refuse to accept an offer, suggestion, or request 2. to state that something is true, even though it has not been proven 3. to formally give a piece of information or your opinion 4. to tell someone something that they did not already know or had not thought about 5. to express formal support or approval for someone or something 6. to state an opinion strongly 7. to look at something and make a point which reflects an opinion, viewpoint or criticism 8. to describe or examine similarities 9. to look at something and show what is wrong / false / incorrect / in need of improvement or change 10. to say that something is not correct or true 11. to suggest that something is true, without saying this directly 12. to make the meaning of something clearer by giving examples 13. to say firmly and often that something is true 14. to attract attention to or emphasize

TASK 11 To see the difference in meaning, look at the following examples and answer the questions.

a. Johnson (2007) suggests that people who see themselves as confident are in fact confident, because they are aware of their strengths. b. Johnson (2007) discusses whether people who see themselves as confident are in fact confident, because they are aware of their strengths. c. Johnson (2007) argues that people who see themselves as confident are in fact confident, because they are aware of their strengths. d. Johnson (2007) states that people who see themselves confident are in fact confident, because they are aware of their strengths.

1. In which case is Johnson’s belief strong? 2. Which two verbs simply describe or report a fact? 3. Which two reporting verbs indicate a value judgment?* (* Value judgments are not statements of fact. They are subjective opinions, assessments or beliefs about how good or bad something is.) 4. In which case is Johnson’s belief weaker and more hesitant?

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Types of Reporting Verbs: So far you have learned that: 1. Some reporting verbs show that authors believe strongly in what they say. These are called strong reporting verbs. 2. There is a group of verbs that writers use to show that they may believe something, but they still wish to be hesitant. These are called tentative reporting verbs. 3. A third group of verbs is used to describe or report what writers say as a statement of fact. These are called neutral reporting verbs.

TASK 12 Label the following reporting verbs as S (Strong), N (Neutral) or T (Tentative). If necessary, you may refer to a dictionary.

1. deny

7. compare

13. explain

2. state

8. believe

14. illustrate

3. insist

9. show

15. report

4. suggest

10. support

16. assert

5. highlight

11. criticize

17. refute

6. argue

12. imply

18. claim

Formality Level of Reporting Verbs: You should also note that academic papers should be written in a formal style which means that reporting verbs should be formal, too. Avoid using informal verbs such as the ones in the sentences below:

1. Leslie (2002) mentions that leading figures in art are mostly acknowledged after they pass away. 2. In her latest study on goal-setting, Matt (2008) comes up with some possible solutions to overcome frustrations that people have when they face a difficulty on their way. 3. Simon (1999) says that “The quickest and most effective way to influence the minds is through giving speeches that touch the hearts of the audiences”. 4. Aitkin (2011) reckons luck is fascinating when considered part of risk and chance. 5. Brown (2008) looks into the role of team-work in achieving targets in work places.

TASK 13 Replace the informal reporting verbs used in the sentences above with the formal ones given in the box.

examine

argue

propose

emphasise

believe

1. “Mention” can be replaced by: 2. “Come up with” can be replaced by: 3. “Say” can be replaced by: 4. “Reckon” can be replaced by: 5. “Look into” can be replaced by: 61

Paraphrase As you paraphrase, you write the information that you borrow by using different wording, that is to say, you “rewrite” or “rephrase” it by keeping the original meaning. You may choose to paraphrase any material that you think is sophisticated, abstract, or that you think might be hard to understand for the reader because of its language. Using your own words and changing the grammatical structures as much as possible are the two key elements of a successful paraphrase. A paraphrase is usually close to the original material in terms of its length and does not leave out any detail. In order not to plagiarize, you need to begin your paraphrase by referring to the author and / or title of the article. Also, give parenthetical reference (in-text reference) clarifying the surname of the writer and the year of publication properly. A paraphrased material is in similar length to the original material since all the ideas are kept. The basic difference is that the language of the original is changed with your own language and style- using different vocabulary items and grammatical structures. However, it is important to note that every detail is included and the meaning is kept as it is. When changing grammar, depending on the difficulty level of the text, you may divide the longer sentences into shorter ones, join shorter ones with sentence connecters, or make other grammatical changes. It is the tendency of most readers to skip some texts when they find it hard to understand. However, paraphrasing can be used as a tool to understand the main idea of a difficult passage. Paraphrasing a passage using your own words gives you the chance to spot the points that you understand and the ones that you don’t. So, it is clear that paraphrasing is an effective tool to grasp the meaning and learn a subject.

How to Paraphrase - Make sure that you understand the source passage. - Set the original aside and write your own paraphrase without referring to it (write what you understand). - Paraphrase as much as possible by writing the text in your own style, making the necessary changes in the wording and grammar. - Compare your paraphrase with the original to make sure that you included all the ideas and you did not change the meaning. - Rearrange your own sentences so that they read smoothly. Sentence structure and even sentence order need not be based on those of the original. - Do not forget to include an in-text reference in your paraphrase.

SAMPLE PARAPHRASES Examine the following paragraph and its paraphrases. Which one(s) can be acceptable? Discuss and give your reasons.

Original: Although in theory, elections are supposed to prevent criminal or venal candidates from winning or retaining office, in practice voters frequently elect such candidates. This surprising pattern is sometimes explained by reference to voters’ underlying preferences, which are thought to favor criminal or corrupt candidates because of the patronage they provide.

Banerjee, A., Green, D., McManus, J., & Pande, R. (2014, February 6 ). Are poor voters indifferent to whether elected leaders are criminal or corrupt? A vignette experiment in rural India. Retrieved from http://www.hks.harvard.edu/fs/rpande/papers/ Banerjee%20et%20al.%202014_PolComm.pdf

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1. During elections, people, quite interestingly, have the tendency to vote for political candidates with criminal or venal backgrounds for governmental positions in contrast to the expected duty of favoring politicians who have concern for ethics. The cause for this surprising trend sometimes lies beneath the backing they might expect to receive from those politicians (Banerjee, Green, McManus, & Pande, 2014). 2. In practice, voters are likely to elect criminal or venal candidates although elections are expected to prevent such politicians from taking governmental positions. 3. Banerjee, Green, McManus, and Pande (2014) argue that contrary to our general expectations, in elections people vote for politicians with questionable pasts or criminal records and see them eligible for political duty. This can be explained by the civilians’ subconscious admiration for these people owing to the backing they might expect to receive from those politicians. 4. Although in theory, elections are supposed to inhibit criminal or corrupt candidates from winning or holding office, in practice voters usually choose such candidates. This astonishing pattern is sometimes explained by reference to voters’ underlying inclinations, which are thought to prefer criminal or dishonest candidates because of the protection they provide (Banerjee, Green, McManus, & Pande, 2014).

Answer: Paragraphs 1 and 3 are acceptable paraphrases because the writer not only changed the vocabulary and structure of the sentence, but also included in-text reference, whereas the 4th one is mostly lifted from the original and the second one is not acceptable as it lacks proper documentation and important information.

TASK 14 Read the following paragraph and its paraphrases. Decide which one is better and discuss why.

Original passage: Nobody called him Abe -at least not to his face- because he loathed the nickname. It did not befit a respected professional who had struggled hard to overcome the limitations of his frontier background. Frankly, Lincoln enjoyed his status as a lawyer and politician, and he liked money, too, and used it to measure his worth. By the 1850’s, thanks to a combination of talent and sheer hard work, Lincoln was a man of substantial wealth. He had an annual income of around $5,000 -the equivalent of many times than today- and large financial and real-estate investments. ©Marianne A. Buehler & The Rochester Institute of Technology

Buehler, M.A. (n.d.) Paraphrasing and summarizing exercise. Retrieved from https://library.rit.edu/instruction/dl/cptutorial/phraseexercise.html

1. No one used Lincoln’s nickname, Abe, because he detested it. It did not go with a lawyer and politician who had worked to get away from the restrictions of his country heritage. Lincoln liked his new position, and his wealth, and used it to gauge his status. By mid-century, his skill and labor had made him a fairly wealthy man. He had a yearly income of approximately $5,000- equal to several times of that now - and hefty business and land commitments (Buehler, n.d.). 2. By the middle of the century, Lincoln enjoyed life as a well-respected lawyer and politician, having acquired a position of status and wealth that was well removed from his early “frontier background”. He now was bringing in $5,000 a year, and had substantial “financial and real estate investments”. As a consequence, he disliked being called Abe because of its association with his rural heritage (Buehler, n.d.).

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TASK 15 Read the following paragraphs and paraphrase them. 1. When people succeed, they should not get too distracted by their ego. Success does not make people invincible or more worthy than others. Similarly, when people don’t get desired results, their preconceived views may need to be tweaked, so they should be willing to change their thinking.

Greenberg, M. (2012, June 19). Five essential skills for leadership in the 21st century. Retrieved from http://www.psychologytoday.com/blog/the-mindful-self-express/201206/five-essential-skills-leadershipin-the-21st-century

2. The servant leader facilitates goal accomplishment by giving its team members what they need in order to be productive. This leader is an instrument that employees use to reach the goal rather than a commanding voice that moves to change. This leadership style, in a manner similar to democratic leadership, tends to achieve the results in a slower time frame than other styles, although employee engagement is higher.

Greenleaf, R. K. (n.d.). The servant as leader. Retrieved from https://greenleaf.org/what-is-servant-leadership/

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3. Few reasonable men and women would praise Benito Mussolini as a good man who helped his country. However, even those who have nothing but contempt for him would admit that Mussolini’s treatment of the Mafia did benefit Italy and the Italians. Practically in the first years of the regime Mussolini was intolerant of any other authority except for his own. Therefore, he tried to wipe out the Mafia by initiating a campaign in Sicily since a successful campaign would strengthen him as the new leader, legitimizing and empowering his rule. In 1925 Mussolini sent Prefect Cesare Mori to Sicily to defeat the Mafia. He organized many raids with the help of the police who were no strangers to violence, and he imprisoned many mafia members. The outcome of the “Mori Operation” is that the regime consolidated its power and changed Sicily. However, despite Mussolini’s successful crusade against the Mafia in the 1920s, the underground organization survived, and in just twenty years Sicilian gangsters commanded tremendous influence in Europe and America.

Drake, S. (2010, September 9). Mussolini. Retrieved from http://www.h-net.org/reviews/showrev.php?id=29352

Summary A summary is not very much different from a paraphrase except for the fact that it is shorter than the original since it leaves out the details. In a good summary, writers include only the main idea and the major supports and leave out all the minors, examples and explanations. Yet, similar to a paraphrase, the wording and the language structure should be changed and in-text reference should be properly given in order to avoid plagiarism. Writers should also pay attention not to add their personal comments as they summarize. You should begin your summary by clarifying who the writer and what the title is. You should also give in-text citation (writer’s surname, publication year). Different from paraphrasing, you can summarize texts of any length.

SHORT-TEXT SUMMARY How to Summarize When summarizing a well-organized paragraph: - Read the source and understand it well. - Condense the main idea and major supports into one or two sentences. - Exclude the minor supports and concluding sentence(s). Be precise. - Do not include your comments. - Paraphrase the original. - Do not forget to include an in-text reference in your summary.

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TASK 16 Examine the following paragraph and its summaries. Which one is better? Discuss and give your reasons.

Original passage: Every election season, political candidates shell out thousands and even millions of dollars on televised campaign advertisements. But how effective are political advertisements in influencing our candidate choices? Televised ads have a strong effect on voting preferences at first, but these effects do not last long. TV ads have a strong effect on voter preference or opinions about the candidates in the first week after individuals view the ads, a slightly smaller effect a week later, but they have virtually no effect after that. In fact, only two weeks after having viewed the ad, the TV ad has virtually no effect on voter opinion.

Carpinella, C. (2011, May 27). How effective are political campaign advertisements?. Retrieved from http://www.psychologyinaction.org/ 2011/05/27/how-effective-are-political-campaign-advertisements/ 1. The televised ads have a strong effect on voting preferences initially but these effects do not last long and have virtually no effect after two weeks (Carpinella, 2011). 2. Carpinella (2011) concludes that televised political ads are effective in the short-run in shaping the choices of voters. But the effectiveness of advertisements gradually decays over time. 3. Televised political ads are effective in the short-run in shaping the choices of voters. But the effectiveness of advertisements gradually decay over time. 4. Television is the best tool to affect the decision of the voters as the message is memorable for a long time (Carpinella, 2011).

TASK 17 Read the following paragraphs and summarize them in one or two sentences.

1. Training programs in general dwell on the importance of self-confidence. Yet, sometimes people find the motivation they are looking for in something else: There are those whose success stems not from self-confidence but rather the feeling of inadequacy. As they feel incompetent, they always try to push themselves harder and harder, forcing themselves to reach their fullest potential. This theory has been argued extensively in the writings of Edmund Wilson, a famed critic and a writer. To illustrate his case, Wilson mentions the names of Karl Marx and Edna St. Vincent Millay who owe their worldwide fame to the inner voice that told them that they have to do better.

Brown, J. (n.d.). Resilience. Retrieved from http://www.mindtools.com/pages/article/resilience.htm

2. Even though they know that their individual act has but a minute influence, civilians are usually more than eager to participate in politics. One reason for this enthusiasm is because it is not physically challenging to perform the act; in fact, sending a check or signing a petition is not very burdensome. Secondly, people participate in politics when they care about the possible consequences. For instance, in the 1960s African-Americans took part in passive resistance campaigns and demonstrations to obtain civil rights that were denied to them. Another reason for joining political activity can be increased literacy levels; the more educated people are and the higher standards of living they have, the more willing they are to take part in political activities. Finally, changes in political legislations have increased political participation; whereas in the past certain laws and taxes used to prevent the underprivileged from voting, today many groups can enjoy the benefits of political activity without facing legal restrictions.

Why do people vote?.(2013, August 25). Retrieved from http://www.politics.org/Voting

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3. The greater a leader’s power, the greater is the potential for abuse. There are several explanations for why concentrated power is so dangerous. First, power makes it easier for impetuous, egotistical people to pursue their objectives without taking the needs of others into consideration. They are inclined to rationalize their actions by claiming that their personal rights and interests have priority over obligations to others. Second, those in power protect their status by attacking those they are intimidated by. By means of using propaganda and slander, they weaken their enemy. Third, powerful leaders are susceptible to prejudiced judgments, so usually such people make almost no attempt to find out their followers’ opinions and feelings. Powerful people believe that they are worthy of their high rank since weak people aren’t as proficient as they are. Fourth, possessing power makes individuals less tolerant to criticism from others. Therefore, such criticism is frequently silenced and the criticizer is banished.

Power. (2013). Retrieved from http://c2.com/cgi/PowerorAuthority.

LONG-TEXT SUMMARY How to Summarize a Long Text The summary ofthe an article text is text usually thean length of one paragraph. While piece. summarizing a long - Read through entire or original to get understanding of the whole text, consider the following steps: the important ideas which you can usually find in the Reread and underline or highlight introduction and conclusion sections.

- Once you locate the thesis statement, or the main idea, which governs the entire text, you need to locate the topic sentences of all the remaining paragraphs and include them in your summary. - In a well-organized paragraph, write your summary which includes only the main points essential for the text. - Keep the author’s original sequence of ideas. - Be sure to include clear transitions among the ideas so that the reader can understand the connections. - Do not include your comments. - Paraphrase the original. - Do not forget to include an in-text reference in your summary.

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TASK 18 Examine the following text and its summaries. Which one is better? Discuss and give your reasons.

When Do We Prefer Male Over Female Leaders? The preference for physically formidable leaders may help explain the nearly universal advantage that men, who throughout human history have been larger and stronger, hold over women in the acquisition of executive leadership power…. This formidability argument fits nicely with findings in current research. First, in social interactions, people establish social hierarchies quickly, often based on “first-glance impressions” occurring prior to any verbal interaction. In particular, we humans are surprisingly good at assessing a person’s physical formidability in terms of strength and fighting skills. Second, people tend to prefer more dominant leaders when threat is greater. This is consistent with research showing that individuals with greater physical stature are more likely to be perceived as capable and competent. It also jibes with findings that individuals with greater physical stature are more likely to be respected and feared by potential opponents. Further, people tend to prefer individuals with greater physical stature as economic and political allies and, therefore, as group leaders.These behaviors are consistent with research showing that the social rank of chimpanzees and other primates often depends on the social rank of their allies. This concept of dependent rank suggests that individuals know who a powerful ally will support in a conflict and the likely outcome of the conflict, so the powerful ally’s presence sends a cue to his or her associate’s opponent to submit to the associate before the conflict starts. Third, archeological evidence suggests that males have been physically larger and stronger than females in all human hominid ancestors dating back 3-4 million years. Fourth, and finally, research indicates that males are preferred over females during between-group competition and that males are more effective at increasing group effort than females during this type of competition. Of course, this fits with evidence that throughout history males have been more likely to serve as combatants in wars and other intergroup conflict than females.© Gregg Murray Murray, G.(2012, September 30). When do we prefer male over female leaders?. Retrieved from http://www.psychologytoday.com/blog/caveman-politics/201209/when-do-we-prefer-male-over-female-leaders

1. Research has shown that the tendency to favor physically impressive leaders may be the reason why men, who are stronger by nature, dominate executive leadership positions. Firstly, people rank others under “‘first-glance impressions’” which are formed earlier than impressions that would be created after oral interaction. Secondly, people want to rely more on physically impressive leaders when they feel that they are in greater danger as they equate this impressiveness with capability. Thirdly, it has been archeologically proven that males have been physically superior to females. Finally, males are more likely to boost group performance in competitions and thus perceived to be better candidates than females for leadership (Murray, 2012). 2. The preference for physically formidable leaders may be the reason why men, who throughout human history have been larger and stronger, hold over women the advantage in the acquisition of executive leadership power. First, in social interactions, people establish social hierarchies quickly, often based on “‘first-glance impressions’” occurring prior to any verbal interaction. Second, people tend to prefer more dominant leaders when threat is greater. They are also more likely to be respected and feared and more likely to be welcomed as allies. These behaviors are in line with research showing that the social rank of chimpanzees and other primates often depends on the social rank of their allies. Third, archeological evidence suggests that males have been physically more powerful than females in all human hominid ancestors dating back 3-4 million years (Murray, 2012). 3. Research suggests that physically formidable males have better chance than women to hold the advantage in the acquisition of executive leadership power. First, people are influenced by “‘first-glance impressions’” which are formed earlier than verbal interaction. Although this is generally the case, many people may reject that they have such a tendency. Second, people are inclined to favor more dominant leaders when threat is bigger. We are generally fooled by the misconception that physical strength mirrors emotional well-being. Third, archeological evidence has shown that males have been physically stronger than females in all human hominid ancestors; which was, perhaps, necessary back then. Fourth, and finally, research indicates that males are favored more during between-group competition and that males are more effective at encouraging the group performance at times of competition.

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TASK 19 Read the following texts and summarize them in one paragraph. 1.

Leadership Theories Leadership has been described as a process of social influence in which one person can enlist the aid and support of others in the accomplishment of a common task. In other words, leadership is a process that involves influence with a group of people toward the realization of goals. How does this process evolve? How do people develop this unique characteristic? To explain this, there has been a wide and ever growing variety of theories three of which seem to stand out. One of the theories, the trait theory, postulates that people are either born or not born with the qualities that predispose them to success in leadership roles. That is, that certain inherited qualities, such as personality and cognitive ability, are what underlie effective leadership. There have been hundreds of studies to determine the most important leadership traits, and while there is always going to be some disagreement, intelligence, sociability, and drive (aka determination) are consistently cited as key qualities. Skills theory is another well-known leadership theory. Skills theory states that learned knowledge and acquired skills/abilities are significant factors in the practice of effective leadership. Skills theory by no means disavows the connection between inherited traits and the capacity to be an effective leader – it simply argues that learned skills, a developed style, and acquired knowledge, are the real keys to leadership performance. It is of course the belief that skills theory is true that warrants, all the effort and resources devoted to leadership training and development. The final commonly accepted theory of leadership is the path-goal theory. This theory is about how leaders motivate followers to accomplish identified objectives. It postulates that effective leaders have the ability to improve the motivation of followers by clarifying the paths and removing obstacles to high performance and desired objectives. The underlying beliefs of path-goal theory (grounded in expectancy theory) are that people will be more focused and motivated if they believe they are capable of high performance, believe their effort will result in desired outcomes, and believe their work is worthwhile. There is no doubt that people are born with certain qualities. Yet, it is also equally true that innate traits inevitably become fully interwoven with a person’s acquired knowledge and skills. When these skills and knowledge are used to set goals, they are even more valuable. Not everyone can have innate qualifications for leadership but these theories are still promising as they suggest that everyone may have a chance to improve their potential.

Wolinski, S. (2010, April 21). Leadership theories. Retrieved from http://managementhelp.org/blogs/ leadership/ 2010/04/21/ leadership-theories/

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2.

Strong Leaders Strong leaders affect attitudes. Attitude is everything -there is nothing more powerful than a “Hooah! Can do!” attitude. One can teach an individual technical skills and a job but cannot teach attitude. Individuals make that decision and bring their attitudes to the work center each and every day. Our attitudes can become a powerful force multiplier that affects our productivity, safety, effectiveness, and view of our profession. Leaders’ attitudes can have a powerful effect, not only on themselves but also on the entire organization. Indeed, all organizations reflect the attitude of their leaders. Therefore, it is important to remember that leaders are responsible for setting the tone- for affecting the attitudes of their people. Strong leaders focus on the big rocks. If everything is important, then nothing is important. If every task is a crisis and every project has equal importance, then nothing is really important. Leadership effectively balances our many mission requirements with scarce resources (funds, personnel, tools, time, and floor space) and makes tough decisions about our priorities. We must decide on our top issues and work them first. Strong leaders display courage. I don’t just mean courage during combat; I am talking about the daily courage to do the right thing -moral courage. Some say that moral courage involves standing up for what a person believes in or knows is right. Others say it requires telling the truth in spite of the consequences. Still others declare that moral courage entails doing what’s right in the face of adversity instead of turning the other way- the easier choice. One of our Air Force core values, “integrity first,” provides the foundation for building strong leadership and moral courage. Some of our toughest leadership decisions concern people and disciplinary cases, all of which, of course, involve at least two sides. Leaders review the facts of the case, consider inputs from supervisors and commanders, and receive advice from the judge advocate general. Ultimately, however, the commander must weigh all the facts and make the tough decision. Strong leaders carefully consider all the facts, lean on their moral courage, and make the right decisions. Ashley, B. (2008, June 1). The ABCs of strong leadership. Air & Space Power Journal. Retrieved from http://www.airpower.maxwell.af.mil/airchronicles/apj/apj08/sum08/ashley.html

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Direct Quotation We use direct quotations when the language of the quotation is memorable or when the language structure is so clear and economical. In other words, it might be a better idea to directly quote when we feel that putting the quotation in our own words will make the meaning less effective. Quoting is not a method of saving time and energy for the writers when they have difficulty in paraphrasing. It is true that experts’ opinions add much to the value of your work by increasing the credibility; however, you should not forget that the essay that you produce is your own work. Therefore, for the most part, you should use your own language and include your own ideas, comments, inferences and draw your own conclusions. Information that you cite from other materials should be mostly used as summaries or paraphrases, which both require you to restate the ideas by using your own words. Borrowing ideas mostly as quotations will lead you to lose the originality of your work, and thus you may lose your voice. Hence, it is of utmost importance to limit the use of quotations: you should quote only when it is necessary and when you believe that it will make your essay more effective.

HOW TO QUOTE To produce an effective essay, you should choose the quotations carefully, present them accurately and link them to the rest of your paper effectively. You can achieve this by following the steps below: 1. Limit the use of direct quotations. Avoid borrowing long chunks of texts. You can prefer to summarize or paraphrase in many instances rather than quoting. Borrow the ideas as quotations when they are short, easy to remember and so well-said that changing the wording would make them sound less effective. If you can successfully rewrite the information in your own words without reducing its impact, then do not quote. Do not forget that a successful essay is one that revolves around your own opinions, observations and conclusions and that it is not a mere compilation of what other people say about the topic. 2. Integrate direct quotations into your essay. Quotations should not look isolated in the essay. Successful writers are those who can help their readers follow their work easily. So, do not simply drop quotations into your essay forcing your readers to make the connections. Remember that quotations should not be isolated sentences that are not linked to the rest of the essay, but they should be effectively integrated into the text. Using the following two elements will help you to achieve this: A signal that a quotation will be introduced which generally clarifies the name of the author and/or gives reference to the work. An assertion which shows the relationship of the quotation to your essay. Most of the time, both of these elements are to be found in one single introductory sentence, as you can see in the following example. In this example you can also see how the writer uses a transitional phrase to link the quotation smoothly to the introductory sentence.

In his “The Atatürk I Knew”, John F. Kennedy (1963) explains his personal opinion of the great Turkish leader [signal] and gives detailed account of Atatürk’s rationality and value of others’ opinions [assertion]. The leader’s “primary concern was not to tell us what he was thinking but to learn what we thought, to hear the country’s various voices” (p. 286). He maintains that after hours of conversation, Atatürk would arrange what had been said, and produce a clear and logical synthesis. You can also place the signal after the assertion, again with a connecting word or phrase. Rationality and appreciation of others’ opinion were surely the characteristics of the great Turkish leader, Atatürk [assertion]. As [signal] Kennedy (1963) observes, “His primary concern was not to tell us what he was thinking but to learn what we thought, to hear the country’s various voices” (p. 286). He maintains that after hours of conversation, Atatürk would arrange what had been said, and produce a clear and logical synthesis. 71

Below are the rules of giving direct quotations.

APA RULES FOR DIRECT QUOTATION Technique and the Symbol

Explanation

Short direct quote (less than 40 words)

- Put a comma after the reporting phrase. - Put double quotation marks before and after the words quoted.

Example Milton Rokeach (1968) defines ideology as, “an organization of beliefs and attitudes– religious, political, or philosophical in nature – that is more or less institutionalized or shared with others” (pp. 123-124).

“” Longer quotations (40 words or more)

Ellipsis Points

... Or

.... Square Brackets

[ ]

- Put a colon after the sentence or phrase that introduces the long quotation. - Write the quotation on a new line. - Indent the entire quotation from the left margin (i.e., put in block form). - Do not use quotation marks at the beginning or end. - Type it in double space, as the rest of your essay.

- Use a 3-dot, spaced ellipsis (. . .) to indicate material omitted within a sentence. Use a 4-dot, spaced ellipsis (. . . .) for entire sentences omitted -- the first dot represents the period at the end of the sentence before the omission starts. - If you need to add words to the original in order to explain it OR if you need to change the original to make it fit into the structure of your writing, put square brackets around the words you have added.

Charisma is the term commonly used in the sociological and political science literature to describe leaders who by force of their personal abilities are capable of having profound and extraordinary effects on followers. Weber (1905) defines the charismatic leader as a person who: leads by infusing energy and eagerness into their team members. This type of leader has to be committed to the organization for the long run. If the success of the division or project is attributed to the leader and not the team, charismatic leaders may become a risk for the company by deciding to resign for advanced opportunities. It takes the company time and hard work to gain the employees’ confidence back with other type of leadership after they have committed themselves to the magnetism of a charismatic leader. (p. 47)

Weber continues pointing out that charismatic authority is essentially unstable and transitory. Once a new order is institutionalized, charisma fades. Original Text:

Franklin Roosevelt, who served as the governor of New York before becoming president, used Al Smith's New York Plan as a model for the New Deal. Edited Quotation:

Nelson Jones (1998) observes, "Franklin Roosevelt … used Al Smith's New York Plan as a model for the New Deal" (p. 28). Original Text:

Simon Bolivar was among the most renowned military leaders. Quotation:

Wong (1994) notes that “Simon Bolivar [is] among the most renowned military leaders” (p. 68). Original Text:

“Like Washington, he succeeded in defeating a much stronger colonial power; and like Washington, he belongs to all of us who love liberty”. Quotation:

Knapp (2007) compares the two leaders as, “Like Washington, he [Simon Bolivar] succeeded in defeating a much stronger colonial power; and like Washington, he belongs to all of us who love liberty” (p. 27).

Pointing a language mistake in the quotation

[sic] Quotation within a quotation

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- Use [sic] (meaning “so” or “thus”) to indicate that the mistake is in the source you are quoting and is not your own. - Write sic in the square brackets and in italics.

- Start your own quotation with double quotation marks, as usual. - When you come to the embedded quotation, this time use a single quotation mark – to frame both the beginning and the end of the embedded quotation. - Finish your original quotation with double quotation marks–even if it means putting 3 quotation marks consecutively.

Original Text:

Truman, whose demeanor was very different from that of the patrician Rosevelt, was a folksy, unassuming president. Quotation:

McCollough (1992) shows the difference between the two presidents by pointing out, “Truman, whose demeanor was very different from that of the patrician Rosevelt [sic], was a folksy, unassuming president” (p. 5). Original Text:

There appears to be a set of traits that endows an individual with the “right stuff”. These traits are important “preconditions” giving an individual the potential to be an effective leader. Quotation:

Stogdill (1974) explains, “There appears to be a set of traits that endows an individual with the ‘right stuff’. These traits are important ‘preconditions’ giving an individual the potential to be an effective leader” (p. 98).

TASK 20 The following extracts are taken from the text “Mustafa Kemal Atatürk – A Commander and an Effective Leader”.Match the citations with the suitable explanations by refering to the end-text-references below. a. Quotation with omitted words b. Secondary citation from a book c. Paraphrase / summary of an article from a book d. Secondary citation of a book with more than 3 or more writers (previously mentioned in the text) e. A quotation more than 40 words taken from an Internet article f. A direct quote of a book with 3 or more writers (mentioned for the first time) g. Paraphrase / summary of an Internet article

REFERENCES Gawrych, G. (1988). Kemal Ataturk’s politico-military strategy in the Turkish War of Independence 1919–1923: From guerilla warfare to the decisive battle. In S. Potter (Ed.), The Journal of Strategic Studies (pp.320-327). New York, NY: Routledge. Handel, M. (1996). Masters of war: Classical strategic thought. London, England: Frank Cass. Hughes, R., Ginnett, R., & Curphy, G. (2006). Leadership: Enhancing the lessons of experience (5th ed.). Singapore, Singapore: Irwin McGraw-Hill. Kinross, L. (1965). Ataturk: The rebirth of a nation. London, England: Morison and Gibb. Lewis, B. (1967). The emergence of modern Turkey (2nd ed.). London, England: Oxford University Press. Mango, A. (2000, September 24). Atatürk in his lifetime and today. Retrieved from http://www.ataturksociety.org/asa/voa/mango.html Robinson, R. (1963). The first Turkish Republic: A case study in national development. Cambridge, MA: Harvard University Press.

1. In his article “Atatürk in His Lifetime and Today”, Mango (2000) explains, as one of the Turkish biographers put it, the basic ideas, the new ideas came from Atatürk, their implementation he left to others. 2. Lewis (1967) points out that following his victory in the Turkish War of Independence, there were many distractions, which at that time might have dissuaded Mustafa Kemal, a war-hero. 3. He led Turkey on a path toward modernization, with a series of innovative reforms, all geared towards setting Turkey on a Western course. Therefore, to Mango (2000): There is much to justify Turkey’s reverence for [Atatürk]. He is the force that allowed Turkey to rise from the ashes of defeat and emerge as a vibrant new nation. Without [Atatürk’s] vision, without his ambition and energy, without his astonishing boldness in sweeping away traditions accumulated over centuries, today’s Turkey would not exist and the world would be much poorer. (para. 5)

And all this success lies in his effective leadership skills. Thus, vision, courage, rhetorical skills, determination, and integrity are the five prominent characteristics of Mustafa Kemal’s leadership ability. 4. In Leadership: Enhancing the Lessons of Experience, it is argued that leaders can be distinguished by “their vision and values” (Hughes, Ginnett, & Curphy, 2006, p. 290). 5. To Cloud, a leader with integrity creates and maintains trust, is able to see and face reality, embraces negative realities and solves them, causes growth and increase and achieves meaning in life (as cited in Lewis, 1967).

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6. Lord Kinross (1965) acknowledges Mustafa Kemal’s courage in the battlefield and observes that “Mustafa Kemal’s own evident readiness to die for the defense of his country…. made others ready to die at his orders” (p. 94). 7. According to Viscount Slim, willpower and firmness, which are elements of determination, are the most critical characteristics for a leader (as cited in Hughes et al., 2006).

In Brief When to Paraphrase: - To clarify a short passage - To emphasize the main points When to Summarize: - To present the main points of a lengthy passage / article / book - To eliminate unimportant points When to Quote: - To capture another writer’s particularly memorable language - To capture another writer’s clearly and economically stated language

TASK 21 Read the extracts below and answer the questions that follow. 1. Some people believe that leaders do not always shape their people. They hold the view that sometimes, the people who follow them have an effect on the approach that the leaders use. History cites some examples of this trend. For example, as Drucker (1939) maintains, "it was not Hitler who made himself a demi-god; it was the masses who pushed himself on this pedestal" (p. 562). Definitely this is a controversial claim which is highly criticized by many contemporary scholars. a. Why does the writer choose to quote? Would there be any change in the effect created by the quotation if it were paraphrased instead? Why / why not?

2. The question is whether charisma is necessary to build a great company that will last. The answer is... probably not, for a number of reasons: First, charisma, by definition, is non-transferable. When the charismatic person is gone, so is the charisma. Here is how Max Weber (1947), the German sociologist who introduced the term “charisma” into the social sciences, defined the term:

a certain quality of an individual personality, by virtue of which he is set apart from ordinary men and treated as endowed with supernatural, superhuman, or at least specifically exceptional powers or qualities. These are not accessible to the ordinary person, but are regarded as of divine origin or as exemplary, and on the basis of them the individual concerned is treated as a leader. (pp. 358-359) In other words, charismatic authority is embodied in the individual alone, rather than, say, the office, and is therefore not transferable. Steve Jobs’ charisma leaves Apple with Steve Jobs. a. Why does the writer choose to quote? Would there be any change in the effect created by the quotation if it were paraphrased instead? Why / why not?

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3. Learning/improving leadership skills requires critical thinking on your part. No one person, past, present or future, has all the answers of how to improve leadership skills. Porter (2006) explains that you need to evaluate the available information, take a bit from here and a bit from there, apply it to your situation and, develop it further in time. The result will be at least slightly different from what you started with because you have added the flavor of your own life experiences and knowledge. He likens leadership to “a living organism, growing and changing all the time” (p. 113) to which you are contributing with your experiences. a. Why does the writer choose to quote? Would there be any change in the effect created by the quotation if it were paraphrased instead? Why / why not?

b. Why does the writer prefer to paraphrase some part of the borrowed information?

TASK 22 Use different techniques of borrowing information by practicing writing in-text and end-text references. Note that the given reference information that follows each excerpt is in random order; use this information to write your intext and end-text references in APA format. 1.

What most leaders seem to have in common is the ability to reawaken primitive emotions in their followers. Leaders, particularly those who are charismatic, are masters at manipulating certain messages. Followers, when under the spell of certain types of leaders, often feel powerfully grandiose and proud, or helpless and acutely dependent. From an article Narcissism and Leadership: An Object Relations Perspective by Danny Miller and Manfred FR Kets de Vries, 2007, http://www.insead.edu/facultyresearch/research/details_chapters.cfm?id=17402i (Note that this paragraph is taken from para. 5)

Paraphrase:

End-text reference:

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2.

The potential for damage from a leader with charismatic appeal is evident. Such a leader is mirror hungry and has narcissistic needs for continual approval from others. Coupled with personalized power needs, a charismatic appeal can be destructive. From an article by John M. Post in the Journal Political Psychology, issue 7, 1986, titled Narcissism and the Charismatic Leader-Follower Relationship. 675-676. (Note that this paragraph is taken from p. 675.)

A quote inserted in a paraphrase:

End-text reference:

3. Narcissism is closely linked to charisma and the personalized use of power, and involves dominance, grandiosity, arrogance, entitlement, and the selfish pursuit of pleasure. Many authors argue narcissism is correlated with destructive leadership. In extreme cases— Hitler, Stalin, Saddam Hussein — “malignant narcissism” is associated with hyper- aggressiveness and sadistic, exploitative personal relationships. Narcissistic leaders are selfabsorbed, attention-seeking, and ignore other’s viewpoints or welfare. They often claim special knowledge or privilege and demand unquestioning obedience and their sense of entitlement often leads to self-serving abuses of power, and their leadership style is typically autocratic. From an article by Art Padilla, Robert Hogan, Robert B. Kaiser in 2007, titled The toxic triangle: Destructive leaders, susceptible followers, and conducive environments https://www.peterberry.com.au/files/hogan_research_articles/journal_ articles/the_toxic_triangle___destructive_leaders_vulnerable_followers_and_conducive_environments.pdf (Note that this paragraph is taken from page 181.)

A quote inserted in a paraphrase:

End-text reference:

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TASK 23 TEST YOURSELF Fill in the blanks using words or phrases in the boxes to complete the information on how to quote, paraphrase, and summarize information. Use each item in the box only once. I. QUOTING

structure

striking

square-brackets

double quotation marks

distort

quotation marks

single quotation marks

punctuation

grammar

ellipsis points

words

40 words

In quoting, you use not only another author’s ideas or material but also that author’s exact (1),

(2) and

(3). Writers quote sources rather than paraphrase them when the original wording is particularly

(4) or when they

are afraid they might

(5) the information if they express

it in other words. When quoting: - Put

(6) on either side of the quoted material.

- If the information borrowed appears as a quotation itself, use

(7)

on either side of the quoted material. - When you think that you do not need all the words in the original source, you may skip a few words in a sentence, or even a few sentences in a paragraph. To show where you left material out, use

(8).

- If it is necessary to insert a word or two into the quoted material in order to clarify the quotation for the reader or to make it fit the

(9), use (10).

- If the quotation is more than

(11), separate the quoted

lines from your own text by indenting the entire quote on the left. Do not use

(12).

II. PARAPHRASING

words

style

length

fit

words

sentence structure

wording

ideas

language

Paraphrasing is using your own

(1) to report someone else’s material or ideas.

A paraphrase allows you to use another writer’s material to support a point you are making in your own work without using the other writer’s exact when you want to change the

(2). You will probably use paraphrasing (3) or the

either to make it easier to understand or to make it of writing. Unlike a summary, a paraphrase is usually about the same but both the

(7) and the

a paraphrase. However, make sure that you do not change the

(4) used in the original, (5) better into your own piece (6) as the original, (8) of the original must be changed in (9) stated in the

original text.

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III. SUMMARIZING

special terminology examples long

words main points ideas

structure linkers

Writers summarize the information to be borrowed when it is too

(1)

or too complicated to paraphrase. While summarizing: - Change both the

(2) and the

completely. You can only keep - Leave out all the

(3) (4) the same as in the original.

(5) because a summary must include only the (6) of the summarized part.

- Do not include your own - Use

(7). (8) to make your summary coherent.

Plagiarism So far, you have studied the conventions of borrowing information. Unless you follow the above given rules, you will commit plagiarism. The word plagiarism is derived from the Latin plagiarius, meaning kidnapper. In academic context, plagiarism is a form of intellectual dishonesty or theft. To pass off someone else’s ideas or words as your own is to plagiarize.

“Imitation is not inspiration, and inspiration only can give birth to a work of art, the least of man’s originale manation is better than the best of a borrowed thought.” Albert Pinkham Ryder

TASK 24 Look at the cases below and decide whether they are examples of plagiarism or not. Put a cross (X) next to the ones which you think are plagiarized.

1. A student handed in an essay that had been written and submitted by someone else in a previous semester of the same course. The student claimed that the course was repetitive in that the teachers asked the students to write about the same topic every semester. She thought it was unnecessary to write an essay that had already been written very well and which had received a high grade anyway. 2. A student submitted the same essay that she had written in the previous semester. The student said that she found writing essays unnecessary and irrelevant to her future academic studies and that her schedule was overloaded anyway with student union activities and other more important lessons. “Moreover”, she claimed, “it is my essay. I wrote it myself”. 3. Two students handed in the same essay in two different sections of the same course. One of the authors is the original writer of the essay, which according to her teacher was a well-organized and developed essay. The original writer claims that she thought the other student would just see her essay as a model to write his own essay. The other student said that he realized that the topic he had chosen originally for his essay was too narrow and he could not find any sources to support his ideas. He did not have enough time to find another topic and write an essay on it, so instead he submitted his friend’s essay as his own. 4. A student handed in an essay which was taken directly from the Internet. He says that the teacher did not give him enough information about the assignment; hence, the essay he had originally written had to be discarded. He had no time to rewrite his own essay. Moreover, he needed a high grade from this course in order to get on the honor’s list.

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5. A student has borrowed information from many sources. He provided both in-text references and bibliography (with minor format mistakes); however, the phrases he borrowed were not paraphrased and the direct quotes had no quotation marks. The student claimed that he had not been aware that it would take him so long to write the essay, find sources, and integrate them effectively. Moreover, he stated that “the original author said it so well…I could not have said it better if I wanted to anyway”. 6. A student has borrowed information from many sources in his essay. He has paraphrased quite well and has included some quotations that have no quotation marks. However, he has not cited any of the sources. He claims that he did not know that he had to cite references and that his teacher either did not show him how to or that he may not have attended the lesson in which referencing was taught. He understands now that what he has done was wrong and he is prepared to rewrite the essay.

Plagiarism is: - Quoting or paraphrasing material without citing the source of that material. - Quoting a source without using quotation marks - even if you do cite it. - Downloading any kind of written material or a part of it from the Internet. - Copying or using work done by another student. - Citing sources you did not use. - Giving the same essay/paper for more than one class. - Concealing the extent to which you borrowed from a source. - Changing words but copying the sentence structures of a source without giving credit to the author.

Why do some students fall into the trap of plagiarism? Because of: - Putting off research until the last minute - Manipulating the technology (easy access to a variety of sources) - Not regarding oneself as a competent writer - “Dreaming” of the possible highest grade - Considering plagiarism normal and common - Not knowing the rules of proper citation - Not being able to distinguish between paraphrasing and plagiarism - Being highly influenced from the source - Losing bibliographical information - Being unclear about the task

How to avoid plagiarism: - Be confident and value your opinion. - Make sure that you fully understand the task. - Do not be afraid of asking questions to your instructor. - Start the research in advance. - Always note the reference information. - Be careful while paraphrasing / summarizing. - Do not share your assignment with others! (You will be responsible, too.) - Prepare in-text and end-text references carefully. - Use your time efficiently. - Remember that plagiarism is an academic “crime”.

“If you must write, the words you use should be your own. Don't plagiarize or take 'on loan'. There is always someone somewhere with a big nose who knows.”

Morrissey

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TASK 25 In the previous book of the series, The Compass: Route to Academic English 1, you studied writing expository essays where writers aim at giving information or sharing ideas regarding a certain topic. Now that you have learned basics of citation, you are ready to produce an expository essay by borrowing ideas from other sources. Below you will find a model student essay outline and some excerpts that would support the ideas. Study the outline and the excerpts below. Analyse the relationship between them and determine where in the outline the excerpts can be inserted.

Thesis Statement: The two key features of a sports coach are his / her expertise and ability to motivate the team members. Topic Sentence 1: An effective sports leader increases the team’s performance with the help of his expertise in the field. Major support 1: Having vocational training Minor support 1: Having received special training / education on the field Minor support 2: Following the recent developments, studies, and technologies in the field Major support 2: Having experience Minor support 1: Having better problem-solving skills Minor support 2: Being able to evaluate needs of individual team members Topic Sentence 2: An effective sports coach is good at motivating the team members Major support 1: Providing the team with a direction Minor support 1: Setting goals Minor support 2: Using incentives like awards or punishment Major support 2: Providing the team with effective feedback Minor support 1: Giving positive feedback Minor support 2: Criticizing when necessary with a non-threatening approach

Excerpt 1 Effective teams invest a great amount of time and effort exploring and agreeing on the purpose that gives them direction. In contrast, failed teams rarely develop a common purpose. From: Taborda as cited in Duygulu E, & Ciraklar, N. (2008, February 18). Team Effectiveness and Leadership Roles. http://mpra.ub.uni-muenchen.de/7245/ (Note that this excerpt is taken from page 3.)

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Excerpt 2 If coaches want to ensure positive outcomes from their athletes, the immediate reward could be given after each desired performance. From: Barker cited in Papsideris, J. (2013, July 6). Championship team building. Sport Pshychology Today. http://www.sportpsychologytoday.com/sport-psychology-for-coaches/championship-teambuilding-part-two/ (Note that this excerpt is taken from paragraph 5.)

Excerpt 3 Adjusting strategies and suggesting new tactics during a game can only be possible if the team leader has insights about possible risks and foresees next moves; which in return, may totally change the fate of the game. This is what novice coaches may not possess as sole theory is not what players need at critical times. From: Lu, A. (2005). Basketball Training and Coaching. http://www.fiba.com/pages/eng/cl/news/p/latest.html (Note that this excerpt is taken from paragraph 11.)

Excerpt 4 A strong team atmosphere can only be ensured by encouraging equality among individual members. From: Siddle, E. (2012, December 7). Favouritism among athletics. http://papyrus.greenville.edu/2012/12/favoritism-among-athletics/ (Note that this excerpt is taken from paragraph 2.)

Excerpt 5 Coach education should be an on-going process. It needs to explore new knowledge and ways of thinking and to be less concerned with guarding old ideas. From: Schempp cited in Cushion, C. (2001). The Coaching Process in Professional Youth Football: An Ethnography of Practice. http://bura.brunel.ac.uk/handle/2438/5138 (Note that this excerpt is taken from paragraph 1.)

Excerpt 6 It is clearly observed that when praised by sport coaches for successfully accomplishing a required activity, team members tend to feel competent, leading them to engage in the activity in a more volitional and autonomous fashion and preventing them from feeling helpless and demotivated. From: Mouratidis, A., Vansteenkiste, M., Lens, W., Sideridis G. (2008). The Motivating Role of Positive Feedback: Evidence for a Motivational Model Sport and Physical Education. Journal of Sport & Exercise Psychology, 30, 240-268 (Note that this excerpt is taken from page 261.)

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TASK 26 Below is an essay written in line with the outline you studied above. The introduction, the first body paragraph and the conclusion are provided for you. Analyze the written essay and: a. Insert the relevant excerpts into the first body paragraph by using different citation techniques. Use a paraphrase and a summary when borrowing ideas from excerpts. b. Write the second body paragraph inserting the other relevant excerpts. Use a direct quotation and two paraphrases when borrowing ideas from excerpts. c. Write the end-text reference indicating the sources you used.

The Actor Raising the Spirit: The Coach “Winning takes talent, to repeat takes character.” These are the words of the legendary basketball coach John Wooden who is ranked first among the top reputed leaders in sports of all times. As his quote implies, continuous success is what matters more in sports than individual victories. This happens when team members play for the team and not for themselves, and when team spirit creates a productive environment. This can only be possible if the team is lead by an effective coach. Although a sports coach can simply be defined as the person who is involved in the direction and training of a team, he or she is actually more than that and requires certain qualifications. The two key features of a sports coach are his/her expertise and his/her ability to motivate team members. To begin with, an effective sports leader increases the team’s performance with the help of his expertise in the field. Expertise is firstly related to vocational training. If the coach of the team receives special training regarding the field, he or she can be better equipped with theory. A soccer coach, for example, learns about coaching models, the methodology of gaming, formations and how to improve players’ performances through attending coaching schools. Vocational training, however, is not limited to being trained at schools as continuous interest in the developments would make the coach more adaptive to changing practices. Thus, following the recent developments, studies, and technologies in the field is crucial as well. (insert a paraphrase here)

Besides formal instruction, what an effective coach needs is, undoubtedly, experience. Experience enables leaders to have better problem solving skills. (insert a summary here)

Being able to evaluate the needs of individual team members is also a skill that coaches can gain through experience. This important asset makes coaches delve deeper into the psychology of sportspeople. Therefore, when experience is built up on instruction, coaches will acquire both theoretical and practical knowledge which their teams can highly benefit from. (Now, write the second paragraph)

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On the whole, being an effective sports coach is a tough job as it not only requires expertise but also the ability to boost the motivation of the team. The coach is the teacher who transfers skills and instruction. The coach is the force which ignites the flame that pushes the players to be eager during a game. Sometimes, he is the most feared; sometimes, he is the shoulder that players rest on at hard times. In any case, the coach is the leader that shapes both the fate of the game and the lives of the players. Big applause for dedicated coaches who take on this hard job!

REFERENCES:

Now that you have studied the conventions of documentation, refer to Appendix B-1 for another sample documented expository essay task.

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The Compass: Route to Academic English 2 Meriç Gülcü Gonca Gülen Elif Şeşen Gökçe Tokdemir NÜANS Publishing Mustafa Kemal Mh. 2157. Sk. No:12/A 06530 Çankaya, Ankara, Türkiye Phone: +90 312 419 8096 Fax : +90 312 418 4512 e-mail: [email protected] www.nuanspublishing.com Cover Design & Layout: Burak Elmas Photo Credits: Thinkstock Images, Cartoon by Nicholson from The Australian www.nicholsoncartoons.com.au Every effort has been made to trace all sources of illustrations/photos/ Information in this book, but if any have been inadvertently overlooked, the publisher will be pleased to make the necessary arrangements at the first opportunity. First published 2015 Latest reprint 2020 Printed by Ofset Fotomat, 28367 © Nüans Kitapçılık San. ve Tic. Ltd. Şti. 2015-2020 All rights reserved. No parts of this book may be reproduced, stored in a retrieval system, or transmitted in any form or any means, electronic, mechanical, photocopying, recording, or otherwise, without prior permission in writing from the publisher. ISBN 978-605-5450-67-0

Acknowledgements We would like to express our profound gratitude to our colleagues Figen İyidoğan, Canan Duzan, Yeliz Akel, Aylin Graves, Nil Zelal Şen, Tamay Ergüven Orhan, Elif Özgüvenç, Begümşen Ergenekon, Şahika Tarhan, Oya Sezginer, Yeşim Somuncuoğlu, Meltem İzgören, Cahide Çavuşoğlu, Seyhan Güneşer Göçmen, Filiz Etiz, Derem Çanga, Ceyda Eşit Karagöz, Duygu Güntek, Çiğdem Mekik, Reyhan Atasever, Burçin Hasanbaşoğlu, Ebru Pesek Kutsal, Filiz Emel Dikmen, Üstün Reinart, Nükte Öcal Durhan, Eylem Mengi, Deniz Şallı Çopur, Selin Alperer Tatlı, and Funda Pehlivanoğlu Noyes for sparing their time to give us invaluable feedback as well as support and encouragement whenever we needed throughout the entire writing process of this book. Their careful readings and suggestions propelled us forward with confidence. We would also like to take the opportunity to thank the writers of the previous text books in our department, to whom we are indelibly indebted: Nihal Cihan, Cahide Çavuşoğlu, Vildan Şahin, Selin Alperer Tatlı, Ceyda Eşit Karagöz, Funda Pehlivanoğlu Noyes, Özlem Sığınan, Yeşim Somuncuoğlu, Ayten Doğu Bağcı, Esra Music, Buket Tarakçıoğlu and Şahika Tarhan. It is thanks to their experience and guiding work that we shaped the content of this book. We would gratefully like to acknowledge the colleagues who helped us with the recordings of the listening scripts: Seyhan G. Göçmen, Filiz Etiz, Çiğdem Mekik, Esin Korkut, Murat Aydın, Özgür Köse, Mehmet Ali Yılık, Serkan Algan, Gary Conlan, İrem Soyuer, Robert West, Levent Yılmaz, and Jason Steinberg. Also, we would like to thank Murat Aydın for the technical assistance that he offered. Finally, we would like to express our gratitude to our families for their support, patience and never-ending faith in us.

Meriç Gülcü Gonca Gülen Elif Şeşen Gökçe Tokdemir

The aim of the book A sequel to The Compass: Route to Academic English 1, this book is also based on the idea of a constructivist instruction which integrates the four skills - reading, writing, listening, and speaking following a thematic approach. The premise of this book is that it is nearly impossible to have a command of a language without being able to read, write, listen and speak well in that target language. With this in mind, The Compass: Route to Academic English 2 adopts an approach which helps university students become autonomous learners of English as a foreign language. To this end, the reading texts are accompanied with thematic listening tasks, speaking tasks, writing tasks, and vocabulary building tasks. The concurrence of thematic texts and relevant tasks work hand in hand towards a higher level of competence in using English in an academic context. As the book follows a thematic approach, all the texts and tasks in the book revolve around one main theme: Power. The book approaches the issues related to the theme of "power" from different perspectives where each unit focuses on one specific aspect. The book starts with the concept of "Power and the Individual" and continues to discuss the relationship between "Power and the Nations", "Power and the Media", and, "Power and the Rich". The topics are challenging, controversial and up-to-date, guaranteed to pique the interest of even the most reluctant learner. The book also dwells on developing cognitive skills through tasks involving higher order thinking skills such as analysing, synthesizing, and evaluating ideas. The tasks "Making Connections", "Going One Step Further", and "Your Country under Spotlight" are designed to enhance all these skills by encouraging students to find relationships and to synthesize information. In addition to academic and cognitive skills, the book also helps strengthen the learners' language and vocabulary. To this end, students practice "dealing with long sentences", "collocations", and "vocabulary building and recycling" throughout the book. We sincerely hope that both students and teachers find The Compass: Route to Academic English 2 useful, and enjoy using it.

Meriç Gülcü Gonca Gülen Elif Şeşen Gökçe Tokdemir

Table Of Contents INTRODUCTORY UNIT: VIEWS ON POWER LISTENING

SPEAKING

While-listening Task 1: “Street Survey on the Concept of Power ”

Speaking Task 1: Expression of opinions on power related statements

While-listening Task 2: “Research Findings on the Concept of Power”

Speaking Task 2: Reporting of research findings on power related issues

Listening for the main idea Listening for implied ideas Listening for specific information

LANGUAGE Getting familiar with library related vocabulary

Page 1 RESEARCH SKILLS Researching in the library Researching on the Internet Identifying and selecting relevant sources Evaluating sources for relevance and reliability Identifying reference information

Giving an impromptu speech Giving a team presentation on research findings

Unit 1 POWER AND THE INDIVIDUAL READING

Reading Text: “Mustafa Kemal AtatürkA Commander and an Effective Leader” Previewing Skimming Scanning Identifying points of reference Guessing unknown vocabulary Understanding figurative language Reading between the lines Identifying main ideas

WRITING

Page 21

LISTENING

SPEAKING

Using the target vocabulary learned so far in writing

While-listening Task 1: “Student Presentations on Leadership Types”

Speaking Task 1: Debate on leadership

Writing a reaction paragraph

Listening for specific information

Writing parts of a documented essay CITATION and BORROWING IDEAS

Speaking Task 2: Mini presentation about an effective leader Participating in a discussion Giving a mini presentation

LANGUAGE Dealing with long sentences Identifying word combinations Identifying synonymous words Grouping semantically related words Identifying and using reporting verbs

Identifying the writer’s technique

Unit 2 POWER AND NATIONS READING

Reading Text: “The Changing Face of Power” Previewing Skimming Scanning Identifying points of reference Guessing unknown vocabulary Understanding figurative language Reading between the lines Identifying main ideas Identifying the writer’s technique

WRITING Writing a reaction paragraph Using the target vocabulary learned so far Synthesizing

Page 85 LISTENING

SPEAKING

While-listening Task 1: “Psychological Warfare” Listening and Note-taking Task 1: “Psychological Warfare” Listening and Note-taking Task 2: “Oppression”

Speaking Task 1: Debate on hard and soft power

Listening for specific information Listening and taking notes Identifying signposts in a lecture Identifying parts of a lecture

Speaking Task 2: Mini presentation on a country’s politics Expressing an opinion Participating in a discussion Giving a mini presentation

LANGUAGE Dealing with long sentences Identifying word combinations Grouping semantically related words

Unit 3

POWER AND THE MEDIA

Page 123

READING

WRITING

LISTENING

SPEAKING

Reading Text: “The Media: Voices of the Powerful”

The Argumentative Essay

Listening and Note-taking Task 1: “Interview on media literacy”

Speaking Task 1: Impromptu speech on the concept of media Speaking Task 2: Mini presentation about a current event reported by different sources

Previewing Skimming Scanning Identifying points of reference Guessing unknown vocabulary Understanding figurative language Reading between the lines Identifying main ideas Identfying the writer’s technique

Writing the thesis statement Identifying the difference between expository and argumentative thesis statement

Listening and note-taking

Preparing the pro-con chart Refuting the counter-arguments

Speaking Task 3: Team presentation on the comparison and contrast of different TV channels

Outlining Avoiding logical fallacies

Speaking Task 4: Devil’s advocate

Writing the parts of a documented argumentative essay

LANGUAGE Dealing with long sentences Using structures that introduce counter arguments and refutations Identifying word combinations Grouping words semantically Grouping semantically related words

Giving a team presentation Giving a mini presentation Giving an impromptu speech Expressing an opinion and refuting counter arguments

Unit 4 POWER AND THE RICH

Page 171

READING

WRITING

LISTENING

SPEAKING

Reading Text “It’s a Rich Man’s World”

The Reaction-Response Essay

While-listening Task 1: “Around the Track” Listening and Note-taking Task 1: “Interviews on Globalization”

Speaking Task 1: Reaction to an idea

Dealing with long sentences

Speaking Task 2: Role-play on gold-mining

Avoiding sexist language

Previewing Skimming Scanning Identifying points of reference Guessing unknown vocabulary Understanding figurative language Reading between the lines Identifying main ideas

Analyzing the text with a critical eye Deciding on the reaction pattern Organizing ideas into an outline Writing the reaction-response essay

Listening for specific information Listening for the main idea Listening and note-taking

Speaking Task 3: Impromptu speech on the concept of globalization Giving an impromptu speech Using reaction language Using discussion language

APPENDICES Note-taking questions – “Psychological Warfare” Note-taking questions – “Oppression” Note-taking questions – “Interview on Media Literacy” Note-taking questions – “Interviews on Globalization”

Identifying word combinations

Participating in a debate

Identifying the writer’s technique

APPENDIX - A

LANGUAGE

Page 209 APPENDIX - B

Documented expository essay task Documented outline

Unit 2

Power and Nations In Unit 1, you studied the concepts of leadership, and the power of the individual. Unit 2 takes a broader perspective and analyses the relationship between power and nations.

Unit 2 In this unit, you will study the following skills:

READING - Previewing - Skimming - Scanning - Identifying points of reference - Guessing unknown vocabulary - Understanding figurative speech - Reading between the lines - Identifying main ideas - Identifying the writer’s technique

WRITING - Writing a reaction paragraph - Using the target vocabulary learnt so far in writing - Paraphrasing - Synthesizing

LISTENING - Listening for specific information - Listening and taking notes - Identifying signposts in a lecture - Identifying parts of a lecture

SPEAKING - Expressing an opinion - Participating in a discussion - Giving a mini presentation

LANGUAGE - Identifying word combinations - Grouping words semantically - Dealing with long sentences

CRITICAL THINKING - Making connections between ideas - Reacting to an idea - Reflecting on an idea - Evaluating different viewpoints - Making predictions - Synthesizing

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SYNTHESIZING A. Discussion 1. a. Leaders use their power to grant the superiority and well-being of their countries. To achieve this, they make use of various strategies. Below is a list of these strategies. Examine the list and add any other strategy you can think of. Weapons

Military force

Oppression

War

Language

Brain-washing

Cultural hegemony

Propaganda

Economic exploitation

b. Consider “power” a continuum. How would you place the above-listed concepts on the continuum of power? Locate the concepts from the most to the least explicit. Notice that the most explicit display of power is given as “war”.

EXPLICIT DISPLAYS OF POWER

SUBTLE FORMS OF POWER

war

2. As seen above, “war” is the most explicit display of power. Why do you think countries engage in wars? 3. What might be the negative / positive outcomes of war? 4. Do you think that humans are innately programmed to destroy one another? Can war be an instinct? Why / why not? 5. Will wars stop one day? Why / why not? If yes, how?

B. Collocations Read the following sentences on war and decide which of the alternatives provided below completes the sentence best. 1. By then, Europe had been war for nearly two years. a. within b. at 2. These veterans understood what it meant to be a. in b. by 3. Should women fight a. in / on 4. We could go on a. doing

war, what it meant to be far from home.

war the frontlines? b. during/for wars to protect our foreign supplies. b. fighting

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5. Some people believe that humans a. make b. create 6. Many countries are a. waging

war as they are by nature aggressive.

war on terrorism. b. pursuing

7. The military has not lost its ability to fight and a. earn b. win 8. We a. lost

wars.

this war as soon as we started it. b. missed

9. Britain and France a. declared / on

war Germany in 1939. b. announced / to

10. Quite a few women went war, and quite a few were killed. a. for b. to 11. All measures are taken to prevent a. an outbreak of b. a start of 12. The economy, ravaged a. by

war in the future.

war, collapsed. b. with

13. One of the anti-war films to denounce war was All Quiet on the Western Front. a. the fear of b. the horrors of 14. The country was a. in a state of

war. b. having the time of

15. It becomes increasingly difficult war, to distinguish “legitimate” violence from “illegitimate” violence. a. in the process of b. in times of 16. In 1962, the world seemed to be nuclear war. a. on the brink of b. in the corner of

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Making Connections Below are some quotations on war. Examine them and combine two of the quotes you choose by finding similarities or differences between the two. To do this, use one of the linkers below to show the relationship between the ideas.

While

Whereas

However

Contrary to

Similarly

Likewise

Not only… but also

Both … and…

1. “There never was a good war or a bad peace.” Benjamin Franklin 2. “We make war that we may live in peace.” Aristotle 3. “Can anything be stupider than that a man has the right to kill me because he lives on the other side of a river and his ruler has a quarrel with mine, though I have not quarrelled with him?” Blaise Pascal 4. “Warmaking doesn’t stop warmaking. If it did, our problems would have stopped millennia ago.” Colman McCarthy 5. “It is not only the living who are killed in war.” Isaac Asimov 6. “It is an unfortunate fact that we can secure peace only by preparing for war.” John F. Kennedy 7. “The real and lasting victories are those of peace, and not of war.” Ralph Waldo Emerson 8. “I have never advocated war except as a means of peace.” Ulysses S. Grant 9. “One is left with the horrible feeling now that war settles nothing; that to win a war is as disastrous as to lose one.” Agatha Christie 10. “I know not with what weapons World War III will be fought, but World War IV will be fought with sticks and stones.” Albert Einstein 11. “You can no more win a war than you can win an earthquake.” Jeannette Rankin 12. “War may sometimes be a necessary evil. But no matter how necessary, it is always an evil, never a good. We will not learn how to live together in peace by killing each other’s children.” Jimmy Carter 13. “War is a cowardly escape from the problems of peace.” Thomas Mann

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FOCUSING ON A SKILL Synthesizing In the task above, as in all the “Making Connections” sections in The Compass: Route to Academic English I, you have practiced your synthesizing skills because finding connections is necessary to synthesize information. Look at the excerpts below. Considering the questions about the excerpts, analyse the sample syntheses that follow. Original texts:

War is a hostile dispute, characterized by organized armed violence between national military units. War is an interaction in which two or more militaries have a struggle of wills. War is a conflict not between men but between states. Disagreements between people or ideologies cannot go beyond simple opposition. Thus, problems between individual persons do not count as a war, nor does a gang fight, nor does a feud on the order of some leading families. Clausewitz, C. V. (1976). On war. Princeton, NJ: Princeton University Press. (Note that this text is taken from page 34.)

Original texts:

War should be understood as any active hostility or struggle between people; a conflict between opposing forces or principles. This includes even non-violent clashes between systems of thought, such as of religious doctrines or of trading companies. In other words, riots and rebellions can also be considered examples of war. Tzu, S. (2007). The art of war. New York, NY: Prentice Hall. (Note that this text is taken from page 15.)

Questions to think before starting to synthesize: 1. What is the common point of discussion in the two excerpts? a. reasons for war b. definitions of war c. outcomes of war d. solutions of war e. kinds of war Having determined the common point of discussion, now it is time to analyse the excerpts in detail in order to understand the relations. Now, examine how the tables below are converted into syntheses.

common points between the two excerpts key components of war: hostility / conflict

sample linkers / transitions that show this relationship Both…and Similarly, Like (Clausewitz)… Likewise, (Tzu) too… …as well.

Sample synthesis of common points:

Both Clausewitz (1976) and Tzu (2007) dwell on the definition of war and the parties involved. In their definitions, both writers concentrate on hostility and conflict as the key components of war. 90

dissimilar points between the two excerpts Clausewitz: - organized armed violence between armies of states - conflict between states not between men - disagreements between people or ideologies = oppositions - individual persons, gang fights, a feud on the order of some leading families = not war Tzu: - any active hostility or struggle between people, opposing forces, and principles - non-violent clashes (between systems of thought between religious doctrines, trading companies) or riots and rebellions = war

sample linkers / transitions that show this relationship In contrast, Yet, However, Nevertheless, Nonetheless, While Whereas Unlike (Clausewitz)

Sample synthesis of disagreement:

While Tzu (2007) gives a more general definition saying that any “active hostility or struggle between people” or ideas constitute war, Clausewitz (1976) gives a specific account of the term and explains that war is “characterized by organized armed violence” between armies of states. In that sense, although Tzu accepts family feuds or non-violent resistance as war, to Clausewitz, only the organized battle between two states which use weapons can be regarded as war.

Sample synthesis:

(similarity) Both Clausewitz (1976) and Tzu (2007) dwell on the definition of war and the parties involved. In their definitions, both writers concentrate on hostility and conflict as the key components of war. (difference) Yet, while Tzu gives a more general definition saying that any “active hostility or struggle between people” or ideas constitute war, Clausewitz gives a specific account of the term and explains that war is “characterized by organized armed violence” between armies of states. In that sense, although Tzu accepts family feuds or non-violent resistance as war, to Clausewitz only the organized battle between two states which use weapons can be regarded as war.

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What is synthesizing? As in the previous example, synthesizing is the ability to see relationships between ideas and to bring them together. In other words, synthesizing is to combine different pieces of information into a new whole.

THINK: How do you use this skill in real life? Give examples.

Synthesizing information is important both for writing and reading skills as it involves critical thinking. Writers synthesize information when they borrow information from different sources to support their discussions or to add credibility to their papers. Similarly, readers synthesize information when they relate different discussions to one another or to their own background information, which in return fosters deeper comprehension of the written material. In other words, a synthesis, in academic contexts, is a written discussion that draws on two or more sources. Therefore, your ability to write synthesis depends on your ability to infer relationships among sources - essays, articles, and also non-written sources such as lectures, interviews and observations. In an academic synthesis, you make the relationships that you have inferred among separate sources explicit. Clearly, before you are in a position to draw relationships between two or more sources, you must understand what those sources say; in other words, you must be able to comprehend these sources.

Steps in Synthesizing: 1. Gather all the materials: this may include information from articles, magazines, reference books, journals, textbooks, the Internet, and the like. 2. Make sure you understand the passage you want to synthesize. 3. Summarize and / or paraphrase each passage in your own words. 4. Group together the ideas that are connected; i.e. do the ideas support / contradict / exemplify each other? 5. Combine the ideas in each group. 6. Organize the sentences into a logical sequence. 7. Write your synthesis using appropriate structures for the relationship(s) you have determined. 8. Check for accuracy and coherence.

To synthesize two or more excerpts, you need to figure out the relationship between them. To Discover the Underlying Connection, Ask Questions Like These: 1. Do the authors express similar points of view on the same issue? 2. Do the authors express different points of view on the same issue? 3. Does one author make a point that is contradicted by the other author or authors? 4. What are the common or different points in between? 5. Which linker or linkers can best point out this relationship of ideas?

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TASK 1 Read the excerpts below on the concept of “war” and find the relationship between the ideas in different excerpts by answering the questions below them. Then, synthesize the ideas by quoting, paraphrasing, or summarizing.

Excerpts 1 and 2

An analogy can be drawn between the concepts of “motherhood” and “motherland”. The nation and country play an unconscious maternal role in our feelings, as expressed in the term “motherland.” War and violence develop out of “love” and their wish to preserve and defend the sacred object to which people are attached, namely their early mother and their fusion with her. For the adult, nations are the sacred objects that they feel attached to. This instinctive feeling is the ultimate reason that generates warfare. The essence of war is sacrifice; that is to say, the astonishing willingness of human beings to die for their country, to give over their bodies to their nation. Jackson, M. (2012). War: An introduction to a primal instinct. Retrieved from http://www.jacksonsdaily.com/violencean-introduction-to-a-primal-instinct (Note that this excerpt is taken from page 55.)

Truth be told, humans in general and certain individuals in particular, want war. Violence is a component of humanity’s gene pool, war being one manifestation of this violent tendency. An individual’s violent nature might sometimes be a reproductive advantage. For this reason, the tendencies to behave violently and make war are passed on from generation to generation. In the age of weapons of mass destruction, our violent abilities might lead to self-extinction. The continued survival of human beings as species would be more secure if we could somehow eliminate violent genes from our genetic pool. Wiggings, D. (2003, september 8). The real reason for war. Retrieved from http://www.lewrockwell.com/orig4/wiggins4.html (Note that this excerpt is taken from paragraph 2.)

1. What is the focus of each excerpt above? From which perspective do the writers approach the concept of “war”? Identify their purpose. 2. Do the excerpts have similar or different ideas? What are the key words that characterize each excerpt? 3. Which linkers would best signal the relationship between the two excerpts? Your synthesis:

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Excerpts 3 and 4

War is possibly the oldest, easily the most profitable, and surely the most vicious way of attaining power. It is the only one international in scope. It is the only one in which the profits are reckoned in dollars and land, and the losses in lives. Out of war, nations acquire additional territory, if they are victorious. They just take it. This newly acquired territory is promptly exploited by the few - the self-same few who wrung dollars out of blood in the war. The general public shoulders the bill. Butler, S. (n.d.). War is a racket. Retrieved from http://www.ratical.org/ratville/CAH/warisaracket.html#c1 (Note that this excerpt is taken from paragraph 1.)

People rarely win wars, governments rarely lose them. People get killed. Governments start wars and then mourn after the dead corpses while counting the dollars they accumulated. On both sides, in Afghanistan as well as America, civilians are now hostage to the actions of their own governments. Roy, A. (2001). War is peace. Retrieved from http://www.globalissues.org/article/282/war-is-peace (Note that this excerpt is taken from paragraph 4.)

1. What is the focus of each excerpt above? From which perspective do the writers approach the concept of "war"? Identify their purpose. 2. Do the excerpts have similar or different ideas? What are the key words that characterize each excerpt? 3. Which linkers would best signal the relationship between the two excerpts?

Your synthesis:

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Excerpts 5, 6, and 7

A highly educated population composed of individuals who can shape the public opinion and the decisions of politicians, particularly in times of tension, would decrease frustration, insecurity, and fear, and discourage the governments to participate in war. In other words, people of a country have the power to reduce the likelihood of war. Frankel, A. (2003). The causes of war: Biological theories. Retrieved from http://www.nytimes.com/2003/11/11/science /the-causes-of-war-bio-theories.html (Note that this excerpt is taken from paragraph 1.)

Economic cooperation based upon an international division of labour and upon free trade among countries would minimize the incidents of wars because it will be for the benefit of everybody as commerce would be the great cure to overcome inequalities which often result in wars. Mill, J. S. (2002). Liberal analysis. Retrieved from http://www.antiwar.com/stromberg/s0802.html (Note that this excerpt is taken from paragraph 7.)

The only way to avoid war is to remove its basic cause, by replacing capitalism with socialism, thus abolishing both class struggle and free market. In its international relations, the capitalist state engages in wars because it is driven by the dynamism of its system—the constantly growing need for raw materials, markets, and supplies of cheap labour. Thus, the only way to avoid war is to remove its basic cause, by replacing capitalism with socialism, thus abolishing both class struggle and states. Marx, K. (2007). The causes of war: Social theories. Retrieved from http://www.rationalrevolution.net/war/marxism.htm (Note that this excerpt is taken from paragraph 18.)

1. What is the focus of each excerpt above? From which perspective do the writers approach the concept of “war”? Identify their purpose. 2. Do the excerpts have similar or different ideas? What are the key words that characterize each excerpt? 3. Which linkers would best signal the relationship among the three excerpts?

Your synthesis:

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Excerpts 8 and 9

Another school of thought argues that war can be seen as an outgrowth of economic competition in a chaotic and competitive international system. Wars begin as a pursuit of new markets, of natural resources, and of wealth. Unquestionably, from the empire building of Britain to the 1941 Nazi invasion of the Soviet Union, the cause of some wars has been the pursuit of oil. This theory has been applied to many other conflicts. Shaw, M. (2009, November 18). War and genocide. Retrieved from http://www.massviolence.org/War-and-Genocide?cs=print (Note that this excerpt is taken from paragraph 3.)

Wars are a natural outgrowth of the class system. Wars occur not as an often voluntary instrument of state policy but as the result of a clash of social forces. All wars grow out of class struggle: when there is a hierarchy between the privileged groups and the oppressed, the war is inevitable since the inequalities and the unjust system cause tension. Marx, K. (2007). The causes of war: Social theories. Retrieved from http://www.rationalrevolution.net/war/marxism.htm (Note that this excerpt is taken from paragraph 6.)

1. What is the focus of each excerpt above? From which perspective do the writers approach the concept of “war”? Identify their purpose. 2. Do the excerpts have similar or different ideas? What are the key words that characterize each excerpt? 3. Which linkers would best signal the relationship between the two excerpts?

Your synthesis:

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LISTENING While-Listening: Psychological Warfare Listen to the lecture “Psychological Warfare” which presents a different dimension of the concept of war. Fill in the chart below noting down the parts of the lecture and expressions that the speaker uses to signal the part that he will elaborate on next. The first one is done for you.

Subtopics of the Lecture

Expressions the Speaker Uses to Signal Different Parts of the Lecture

Giving the subject of the lecture

Today I will touch upon…

Definition of psychological warfare

1.

2.

Now, let me move on to…

3.

So in this part I will give some examples from…

Contemporary cases of psychological warfare

4.

Summary of the lecture and final remarks

5.

THINK: 1. Imagine that you were asked to take notes of the entire lecture. Would you be able to write down everything that the speaker discusses? Why / why not? 2. While listening and taking notes, why would it be helpful to follow the signposts that the speaker uses? 3. Do you take notes in your departmental courses? If yes, what kind of strategies do you use?

FOCUSING ON A SKILL What is Note-taking? There may be times when one is required to attend conferences, lectures, and seminars in professional and / or academic contexts and thus, needs to follow oral information. Due to this reason, it is of utmost importance for the listeners to gain and develop an important skill – listening and note-taking- in order to be able to understand and process the information that the speaker presents. However, due to the nature of the spoken discourse, which is temporary and intense, notetaking can sometimes be a challenging task for the listeners. That is mainly because the pace of the speaker cannot be controlled and one may not be able to ask the speaker to repeat the information over and over again or stop for a while. It is a fact that every single speaker / lecturer has a different and unique style, method, and speed: while some prefer to present the material in an organized manner, some others may choose to share information in a less organized way including lots of details and anecdotes which forces the listeners to differentiate between what is important and what is not important. Therefore, one may have to adapt his / her note-taking style in accordance with the style of the speakers. There are some important points to consider as one is taking down notes: One should be a good listener and stay focused, must be alert, and write as quickly as possible in order to take down notes effectively.

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Before the lecture:

1. Self-preparation in advance: Previewing or skimming the material in advance might be a good idea to become familiar with the topic. 2. Being physically ready to listen and take down notes: Making the necessary materials like pens, pencils, paper, or notebooks ready beforehand should also be considered. “It is the province of

During the lecture:

knowledge to speak and it is the privilege of wisdom to listen.”

1. Paying attention to the organization of the lecture: Following the way a lecture / speech is organized carefully will not only help the listeners to take down well-organized notes but also will make it easier for them to spot the main idea and the messages.

Oliver Wendel Holmes

Introduction: The opening remarks of the speaker at the beginning of the lecture / speech do not have a purpose to instruct, but can give an idea about the tone of the lecture / speech.

Thesis: This is the statement or sentence that speakers use to reveal the controlling idea of the lecture / speech.

Body: This is the bulkiest part of the lecture / speech and thus, requires attentive listening.

Summary: This is the part that most listeners tend to neglect. However, since the speakers go over the main points that they covered previously in this section, an effective listener should use this part as a means to check their understanding and to catch the parts that they may have missed during the lecture / speech.

“I like to listen;

I have learned a great deal from listening carefully.” Ernest Hemingway

2. Using the cues to note the speaker’s main idea: Successful listeners should be able to “read” a variety of verbal and non-verbal signals such as emphasis words (e.g., “the main reason was…”), transitory devices (e.g., “now let’s have a look at…”), enumerations (e.g., “there are three ways of…”), repetitions (e.g., “let me remind you that…”) as well as gestures and non-verbal movements. Following the speaker’s cues will enable the listeners to find out and differentiate the controlling ideas. One might find it useful to note down a couple of examples as well to clarify the principles or main ideas and to make it easier to understand and reflect on the notes later on.

The expressions below may help the listeners to follow the lecture / speech and take down notes.

Giving an overview of the lecture … I'd like to say a few words to you about… Today, I'm going to talk to you about... In the first part,... Then, in the second part,... Finally,... I'm going to explain to you today the main features of… First, I'll ... Second…Third, …

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“When you are listening to somebody, completely, attentively, then you are listening not only to the words, but also to the feeling of what is being conveyed, to the whole of it, not part of it”. Jiddy Krishnamurti

Signalling different parts of the body Now, let’s move to the first part of my talk, which is about… There are two kinds of …. The first is… I can see three points. The first one is… Now I would like to describe… That brings me to the second part… One is … another is… The third reason / type / effect / result is… Let’s move on to... Next, we see… So now we come to… Finally…

Introducing supports At this point, I want to show you an example of… We could compare the … to a … According to… As the famous mathematician puts it, … Another example to this is… Let me explain this in more detail… … can be defined as… Let me illustrate what I mean. … is similar to …

Concluding the lecture / Summarizing That completes / concludes my talk… In conclusion, …/ To conclude, … I’d like to end with… On the whole, In brief, … To summarize, … In short, … In summary, … To sum up, … Let me briefly summarize the main points that I have raised.

Transitional words to help the audience follow the lecture: Result: Therefore, / Thus, / Hence,… As a consequence, / Consequently,… As a result, … Accordingly, … So, … Sequence: First, / second, … Moreover, / Furthermore,… Also, … In addition, … Next, … Then/ Afterwards, … Finally, … Emphasis: Even… Actually /As a matter of fact / In fact, / Indeed,… Surely, / Obviously, … The primary / major / significant / crucial …is… The foremost / dominant / leading…is Exemplification: For example / for instance / to illustrate… Namely,… An example of this… In particular,…

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3. Noting down the definitions and vocabulary items: The way that the speakers use specialized vocabulary items should also be paid attention to as one is taking down notes since the terms that are used, defined, or illustrated might be important to better understand the content.

In brief: What to note down - Main idea, major points, principles, and arguments - Summaries of the minor points and supports - Examples and real-life illustrations that are important - Simple diagrams - Important dates and numbers - Enough explanation to ensure continuity - Specific terminology / definition of terms

4. Using your own words: It is neither necessary nor possible to note down what a speaker says word-for-word. So, one must use his / her own wording while taking notes. That is to say, listeners can paraphrase the oral information as they are note-taking which will at the same time contribute to their understanding of the topic. 5. Using abbreviations and symbols: To be able to take down notes faster, listeners should consider using the abbreviated forms and symbols for common verbs and terms that appear frequently. Below is a list of commonly used abbreviations: and

&

is less than




without

w/o

between

b/w or btw

for example

e.g.

therefore



example

ex.

increase



definition

def.

decrease



causes / leads to



equals does not equal

= ≠

number

#

One can also find his / her own way and style of using symbols and abbreviations. 6. Writing notes that are legible: One should take down notes in such a way that the notes should be clear and make sense even after some time passes. After the lecture / presentation: 1. Revising the notes after the class: It may not always be possible to take down notes in an organized way during the lectures / presentations due to lack of time and the pace of the speaker. Therefore, the listeners can change the organization of their notes and organize them into a neat pattern after the lecture / presentation as they reflect on them. However, it is important to check and rewrite the notes, make the necessary corrections in spelling, insert punctuation, and add or delete some vocabulary items as soon as possible while the memory of the listener is fresh. The listeners may also consider numbering or labeling the notes to show the relationship between the ideas if necessary as they go through their notes. 2. Reflecting on the meaning of the lecture: When all of the stages of note-taking are considered, it can be said that reflection is actually the most important step. This is because during this step, the listeners integrate new information: they try to relate this new information to their previous knowledge about the topic and they try to add a personal meaning to the subject. Also, thinking of some examples from one’s own experience after the lecture usually contributes much to the meaning of the notes. Doing that, one can discover a point that is different from the speaker’s or come up with some questions that they want to pursue further.

3. Meeting with other listeners: This might be an effective way to go over the notes and to check comprehension and understanding. Listeners who come together to review their notes may realize that they have missed some important points and can complete their notes. They may also see the relationship among the points / ideas raised during the lecture / speech that they have not realized before. In other words, they can also benefit from the other listener. 100

LISTENING AND NOTE-TAKING 1: Psychological Warfare Now, listen to the same lecture and take down notes under the prompts below. - Definition of psychological warfare

- Methods of psychological warfare

- Examples from history

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- Contemporary cases

- Views on Psychological Warfare

Now, go to Appendix A-1 and answer the questions by using your notes.

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LISTENING Getting Started A. Discussion 1. What is oppression? How would you define this concept? 2. What is the difference / relationship between psychological war and oppression? 3. Can you think of cases of oppression from world history? Give examples of some groups / societies / nations / races that have been oppressed. 4. Why would people oppress one another?

B. Vocabulary

Sayfa 103: B Vocabulary kısmı soru 6 son satırdaki kelime reflected degil olacak.

I. The following words in bold will be used in the listening task “Oppression”. Match the words with the definitions in the box below. 1. When a social system privileges or favours one group over the other, it causes disruption and disorder in society because one group will be in a more advantageous position. 2. The Voting Rights Act was released to empower minority groups, that way minorities gain some power in politics. 3. Not giving some of the most basic rights, such as not giving the right to vote, is a way of subordinating minorities. 4. One form of segregation between women and men is revealed in the overrepresentation of women in service-oriented occupations like being a nurse or a secretary and of men in managerial positions. 5. After losing the war, the country resigned itself to the rule of the enemy. 6. The supporters of other political parties felt a sense of doom and disappointment when the leader was reelected. 7. Increasing crime rates indicate social degradation, loss of values, and ethics.

a. to make oneself accept something that is bad but cannot be changed b. to put someone or something in a less important position c. decline to a low, destitute, or demoralized state d. to treat some people or things better than others e. something very bad that is going to happen, or the fact that it is going to happen f. to give someone more control over their own life or situation; to give a person or organization the legal right to do something g. the separation or isolation of a race, class, or ethnic group

II. Below you will find some of the vocabulary items you studied in the previous section. Look at them, and decide whether they have a positive (+) or negative (-) meaning. doom

degradation

empower

privilege

subordinate

segregation

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LISTENING AND NOTE-TAKING 2: Oppression Listen to the lecture on oppression and take down notes under the prompts below. - The definition of oppression

- How oppressors affect the lives of the oppressed

- Types of oppression and their explanations

- Hierarchy of oppression

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- Ways of coping with oppression

Acceptance: a. Explanation

b The speaker’s opinion

Physical violence: a. Explanation

b. The speaker’s opinion

Nonviolent resistance: a. Explanation

b. The speaker’s opinion

Now, go to Appendix A-2 and answer the questions by using your notes.

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READING Getting Started A. Discussion 1. So far in this unit, you have studied the concepts of “war”, “psychological war”, and “oppression.” Keeping this flow of concepts in mind, read the quotations below. Which side of the continuum of power (explicit or more subtle) you have seen at the beginning of this unit are we heading towards?

“In the democratic system, the necessary illusions cannot be imposed by force. Rather, they must be instilled in the public mind by more subtle means.” Noam Chomsky

“Politics is war without bloodshed...”

Mao Tse-Tungs

2. What do you understand from the concepts of “hard power” and “soft power”? How do these two concepts differ from each other?

3. Which of these two types of power, hard power and soft power, do you think is more dominant in world politics today? Give examples.

4. Below are some concepts that might be important for a country to attain power. Choose five that you think are important, and rank those items according to their importance as a source of power in the international political arena. (Number 1= the most important). Discuss your ranking in groups. economy

peace-seeking foreign policy

military force

cultural attractiveness

ideology

geographical position

raw materials

advances in technology

space technology

nuclear energy

victorious history

environmental policies

art

high population

educational policies

membership in international organizations (EU, NATO)

5. Which countries do you think are powerful today? In what ways do these countries gain power?

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B. Glancing at the Text 1. Preview the text. What do you think the text is about? Write down what you think the writer will discuss.

2. Skim the text in 2 minutes to see if the content of the text matches your expectations. 3. Scan the text in 30 seconds and underline the names of the countries mentioned in the text.

C. Collocations Read the following sentences on power and decide which of the alternatives provided below completes the sentence best. 1. There are other positive strategies out there to a. attain b. yield 2. People should a. dominate

power without resorting to deception.

more power over the decisions that affect them. b. have

3. Violence is a pattern of behavior used to fear, and intimidation. a. establish b. launch

power and control over another through emotional attack,

4. Space technologies the power of countries. a. enhance b. enrich 5. How do leaders create, use and then a. maintain b. uphold

power?

6. The army was allowed to vast powers under the Marcos dictatorship. a. exercise b. execute 7. Some people may want to take part in politics to a. profit b. gain 8. Though the central banks in the long run. a. serve b. wield

power, wealth, prestige, or praise.

enormous power, we should not overstate their ability to shape the economy

9. The drop in inflation purchasing power. a. boosts b. lifts 10. How do news media images a. exert b. operate

power in shaping politics and public opinion?

11. An atomic bomb embodies a power of destruction worthy of any mythic deity. a. corporal b. physical

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12. Since the beginning of civilization, used to control each other. a. military b. armed and 13. A new balance between a. soft / hard b. easy / rigid

power has been the primary instrument that nation states have

power is required to meet today’s policy challenges.

D. Vocabulary The words in bold in the following sentences will appear in the text, “The Changing Face of Power”. Match the words with their definitions provided in the box below. 1. The Turkish culture embodies the Ottoman heritage in its language, literature, and science. 2. An effective leader is not discouraged by constraints but tries to overcome these obstacles. 3. The conquest of Istanbul in 1453 by Fatih Sultan Mehmet was one of the milestones in history. 4. A country’s future prosperity depends, to an extent, on the quality of education of its people. 5. He was shot down in enemy territory during the war and taken as hostage to be imprisoned.

a. the state of being successful and having a lot of money b. something that limits one’s freedom to do what one wants c. an area of land or sometimes sea that is owned or controlled by a particular country, ruler, or military force d. the act of getting control of a country by fighting e. to include as part of something

E. Dealing with Long Sentences Below are some long sentences taken from the text “The Changing Face of Power”. Read and answer the following questions by using the strategies you have learned. a. Dividing the sentence into chunks b. Crossing out the extra details c. Eliminating unknown vocabulary d. Subject-verb identification

1. Because the ability to control others is often associated with the possession of certain resources, politicians and diplomats commonly define power as the possession of population, territory, natural resources, economic size, military forces, and political stability. a. How do politicians and diplomats commonly define power? b. What is commonly associated with the possession of certain resources? c. Why do politicians and diplomats commonly define power as the possession of population, territory, natural resources, economic size, military forces, and political stability?

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2. A combination of factors – nuclear weapons that are too awesome to use, the difficulties of building empires in an age of nationalism, the unwillingness of western societies to send their troops into battle – has conspired to make war a last resort for most advanced countries. a. What has conspired to make war a last resort for most advanced countries? b. Which factors that are combined together have conspired to make war a last resort for most advanced countries? c. What are western societies unwilling to do? d. What has become a last resort for most advanced countries?

3. The world has witnessed the reign of the United States for some time as the leading superpower, but now, political leaders are starting to use the term “multipolarity” to imply the return to a balance among a number of states with roughly equal power resources analogous to that of the nineteenth century when there were not one but many powerful countries. a. What has the world witnessed for some time? b. Why are political leaders starting to use the term “multipolarity”? c. What two things are analogous to one-another? d. When were there many powerful countries?

4. Parents of teenagers have long known that if they have shaped their child’s beliefs and preferences, their power will be greater and more enduring than if they rely only on active control like cutting off allowances or taking away the car keys. a. What have parents of teenagers long known? b. On what condition have parents of teenagers known that their power will be greater and more enduring? c. On what condition have parents of teenagers known that their power will be limited and less enduring? d. What are examples of active control?

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TEXT

Read the text below and do the exercises that follow.

6

The Changing Face of Power What is Power? 1 Power is like the weather. Everyone depends on it and talks about it, but few understand it. Just as farmers and meteorologists try to forecast the weather, political leaders and analysts try to describe and predict changes in power relationships. 2 The dictionary tells us that power means an ability to do things and control others, to get others to do what they otherwise would not. At this most general level, power means the ability to get the outcomes one wants. The dictionary also tells us that power means having the capabilities to affect the behaviour of others. One can coerce others with threats; one can induce them with payments; or one can attract and co-opt them to want what you want. Military Power - How Effective is it? 3 Because the ability to control others is often associated with the possession of certain resources, politicians and diplomats commonly define power as the possession of population, territory, natural resources, economic size, military forces, and political stability. Specifically, in the traditional view, the test of a great power has been its strength in war. In this perspective, war is regarded as the ultimate arena of international politics where estimates of relative power are proven (Nye, 2005). 110

4 Today, however, the foundations of power have been moving away from the emphasis on military force. A combination of factors - nuclear weapons that are too awesome to use, the difficulties of building empires in an age of nationalism, the unwillingness of western societies to send their troops into battle - have conspired to make war a last resort for most advanced countries. For most of today’s great powers, the use of force would jeopardize their economic objectives. Even non-democratic countries that seldom feel moral constraints on the use of force have to consider its effects on their economic objectives (Nye, 2002). In the words of British diplomat Robert Cooper (2002), “A large number of the most powerful states no longer want to fight or conquer” (para.9). War remains possible, but it is much less acceptable now than it was even half a century ago. The New Form of Power 5 Today, therefore, the definition of power is losing its emphasis on military force and conquest that marked earlier eras because the games of world politics encompass different players at different tables with different piles of chips. With changing players around the gambling table of world politics come changing goals. In the traditional view, states give priority to military security to ensure their survival. Today, however, states must consider new dimensions of security. The factors of technology,

education, and economic growth are becoming more significant in international power, while geography, population, and raw materials are becoming somewhat less important.

6 What can we say about the changes in the distribution of power in the coming decades? The world has witnessed the reign of the United States for some time as the leading superpower. But now, political leaders are starting to use the term “multipolarity” to imply the return to a balance among a number of states with roughly equal power resources analogous to that of the nineteenth century when there were not one but many powerful countries. Time will show if the superpower of today will be able to sustain its power in the coming decades. The Great Power Shift 7 The coming years may see continued American preeminence, but the sources of power in world politics are likely to undergo major changes that will create new difficulties for all countries in achieving their goals. Proof of power lies in the ability to change the behaviour of states. Thus, the critical question for the United States is to what extent it will be able to control the political environment and get other countries to do what it wants. Some trends in world politics suggest that it will be more difficult in the future for any great power to control the political environment. As world politics becomes more complex, the power of all major states to gain their objectives will be diminished. These states will have to confront the changing nature of power in world politics (Nye, 2005).

8 States are no longer the only significant actors in world politics as traditional view suggests. Other actors are becoming increasingly important. In the 1980s, the annual profits of IBM and Royal Dutch/Shell Group were each larger than the central government budgets of Colombia or Kenya. Similarly, world economy cannot be understood without considering the power of private banks which in a way operate as multinational companies.

9 Another important source of power today is information and effective communication. Information is becoming more and more plentiful and entails power, especially before it spreads. When combined with the flexibility to act first on new information, it ensures power. Thus, a capacity for timely response to new information is a critical power resource. With the rise of an information-based economy, organizational skills and flexibility become more important.

Soft Power 10 These trends suggest a second, more attractive way of exercising power than traditional means: soft power or

co-optive power. Co-optive power is the ability of a country to structure a situation so that other countries develop preferences or define their interests in ways consistent with its own. Therefore, using soft power, a state may achieve the outcomes it prefers in world politics because other states want to follow it or have agreed to a situation that produces such effects. In this sense, it is even more effective to set the agenda and attract others than to force them to change through threat or use of military weapons.

11 Though it may seem as a new concept, soft power has always been implemented in family life. Parents of teenagers have long known that if they have shaped their child’s beliefs and preferences, their power will be greater and more enduring than if they rely only on active control like cutting off allowances or taking away the car keys. Similarly, political leaders and philosophers have long understood the power of attractive ideas or the ability to set the political agenda and determine the framework of debate in a way that shapes others’ preferences. The ability to affect what other countries want tends to be associated with intangible power resources such as culture, ideology, and institutions. Soft co-optive power is just as important as hard command power. If a state can make its power seem legitimate in the eyes of others, it will encounter less resistance to its wishes. If its culture and ideology are attractive, others will more willingly follow. If it can establish international norms consistent with its society, it is less likely to have to change (Nye, 2005).

Use of Soft Power in the Political Arena 12 The countries that are likely to gain soft power are those closest to global norms of liberalism, pluralism, and autonomy; those with the most access to multiple channels of communication; and those whose credibility is enhanced by their domestic and international performance. Therefore, countries usually foster their soft power through culture, domestic policies and values, and their foreign policies.

13 The United States is the perfect example of gaining soft power by spreading its culture all over the world. American popular culture, embodied in products and communications, has widespread appeal. Young Japanese who have never been to the United States wear sports jackets with the names of American colleges. Similarly, teenagers all around the world wear blue jeans, seek American recordings, and eat at McDonald’s. This attraction is established by various means, one of which is the TV and cinema industry. American political messages are successfully conveyed in the multiple images portrayed by television or cinema. Hollywood films and TV shows are selling not only their products but also America’s culture and values, the secrets of its success, to the rest of the world. 111

14 As for domestic policies, Asian countries such as Japan and

16 In general, power is becoming less transferable, less

China may set important examples of developing soft power. Japan is known to put specific emphasis on research and technology. This has made Japan to rank first in the world in the number of patents and third in expenditure in research. Thus, it is not surprising to see that Japan is home to three of the top 25 multinational brand names such as Toyota, Honda, and Sony. China, too, wields soft power through domestic policies such as hosting the Olympic Games or attracting foreign students to its universities.

coercive, and less tangible than ever. Although all three sources of power - military, economic, and soft – still remain relevant and countries use their power resources in accordance with their political agenda, soft power seems to have become more important in the mix.

15 Those whose credibility is enhanced by their international performance are likely to benefit from soft power. Therefore, another highly effective source of soft power is the countries’ foreign policies. For instance, European image that supports peace adds to the credibility of European countries and thus help them boost soft power. European Union as a symbol of a uniting Europe itself carries a good deal of soft power. Many people have a favourable image of the European Union, and not only millions of individuals but also many states want to enter it. The idea that war is now unthinkable among countries that fought bitterly for centuries, and that Europe has become an island of peace and prosperity creates a positive image in much of the world.

REFERENCES Cooper, R. (2002, April 7). The new liberal imperialism. Retrieved from http://www.guardian. co.uk/world/2002/apr/07/1 Nye, J.S. (2002, March 31). Why military power is no longer enough. Retrieved from http://www.theguardian.com/world/2002/mar/31/1? Nye, J.S. (2005). Soft power. Retrieved from http://www.foreignpolicy.com/ Ning/archive/archive/080/SOFT_POWER.PDF?

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Working through the text A. Text Comprehension 1. What kind of figurative language does the writer use to define the concept of “power”? Why does he prefer to use such a technique in the introduction?

2. Complete the following chart. Power means having the capabilities to affect the behaviours of others. How can one attain it?

a.

b.

c.

3. What is the traditional view of power?

4. Give two reasons why waging war is less acceptable in our century. a. b.

5. a. To what game does the writer liken world politics in the following sentences? “the games of world politics encompass different players at different tables with different piles of chips. With changing players around the gambling table of world politics come changing goals” (par. 5)

b. What does the writer mean by “players”, “tables”, and “chips” in the sentence above? Fill in the table below. Figurative language

“players”

“tables”

“chips”

What they symbolize 6. Using your world knowledge, give one country as an example that illustrates the writer’s claim that today technology, education and economic growth are more important than traditional understanding of power.

7. 19th century powers are similar to today’s in that

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8. Why does the writer claim that “states will have to confront the changing nature of power in world politics”? What are the factors contributing to this change?

9. While parents use soft power by countries do so by 10. Fill in the table below. Asian Countries

The U. S.

European Countries

Soft power strategy Example practices / policies 11. Which idea in the text does the following excerpt relate to? “Since 2001 over 65 Turkish television series have been sold abroad, bringing in over 100 million $ to the booming Turkish television industry. Noor (Gumus), Magnificient Century, Times Go By draw audiences across the Balkans, the Gulf and the Middle East. These series not only promote Turkish view of gender roles, family values and political history, but also put Turkey on the map”.

B. Vocabulary I. Find a word or an expression from the text for each definition below. 1. superiority, dominance (par. 7) 2. face, encounter; deal with; undergo (par. 7) 3. valuable but not existing physically; abstract (par. 11) 4. the quality of deserving to be believed in and trusted (par. 12) II. Using the contextual clues in the text, guess the meanings of the following words, and write down their definitions or synonyms. 1. coerce (par. 2) 2. jeopardize (par. 4) 3. sustain (par. 6)

III. a. Fill in the blanks with the appropriate prepositions to form meaningful word combinations. with

1. to have possession 2. to be associated 3. to be analogous 4. to have the capacity 114

of

something something something something

on

to

for

5. in response 6. to put emphasis 7. to be consistent

something something something

b. Match the verbs with the correct collocations. 1. to give: 2. to undergo: 3. to set: 4. to set:

a. major changes b. an example c. the agenda d. priority to something

C. Reference Words Determine what the following words / phrases from the text refer to. 1. its (par. 4): 2. its (par. 6): 3. it (par. 11): 4. this (par. 14): 5. those (par. 15):

WRITER’S TECHNIQUE Analyze the writer’s technique and fill in the chart below.

Purpose to inform

to entertain

to narrate

to persuade

to criticize

to describe

Audience specify:

Method of Development process analysis

exemplification

problem solution

cause / effect

compare / contrast

persuasion

classification

definition

examples

facts / data

authority’s opinion

description

definitions

explanations

personal experience

subjective

write two adjectives:

description

Supporting Techniques

Writer’s Tone and Attitude objective

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Making Connections Below is an excerpt about how Iran uses soft power. Identify which method(s) of soft power (culture, domestic and foreign soft power) the country uses. Compare / contrast the U.S.’s use of soft power mentioned in the text “The Changing Face of Power” with that of Iran. Write your synthesis in the blank provided.

Iran and Soft Power The country is exploiting an ever-widening array of instruments to build goodwill and strategic partnerships throughout the Muslim world and beyond. Even as it comes under growing pressure for its apparent pursuit of nuclear weapons capabilities and ongoing support for violent extremist groups in the region, Iran has successfully deployed an array of “soft power” instruments (including but not limited to media, trade and investment, local assistance, and cultural ties) to advance the country’s international agenda. The extent of Iran’s trade in hydrocarbons—particularly with China—has been well documented elsewhere, and constitutes one of the major inducements for large and rapidly industrializing countries including India and Russia to expend political capital on Iran’s behalf. Examples of Iran extending its regional influence through trade include Iran’s state-owned Khodro emerging as the largest carmaker in the Middle East, reportedly exporting over one million cars, trucks, and buses to over 30 countries in 2007. Iran also recently signed trade and cooperation agreements with Afghanistan and Tajikistan to build railroad and power lines linking Iran and the Central Asian Republics to one another, as well as China and Russia. Therefore, it seems that Iran has been skillful at identifying strategic partners in far-flung corners of the world, which in return helps enhance its soft power. Chorin, E., & Malka, H. (2008). Iran’s soft power creates hard realities. Retrieved from http://www.csis.org/media/csis/pubs/ 0408_menc.pdf

Going one step further by speaking 1. Imagine two hypothetical countries, Hardistan and Softia, both with large populations, which have the same foreign policy goal: to influence other countries’ actions and policies. However, their approaches to achieving this goal are different. Hardistan views power more traditionally, while Softia takes the “soft” power approach. - Get into groups of three (to form 6 groups at total). 3 of the groups will work on the policies of Hardistan while the other 3 will work on the policies of Softia. 2. Match with a group which worked on the other country. Discuss the policies of each country, and decide which one is more effective in world politics.

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TASK FOR THE GROUPS THAT DEAL WITH HARDISTAN: (3 of the groups) - Brainstorm policies that Hardistan might pursue in each of the following categories. These policies should be consistent with the country’s approach toward power. Fill in the chart below with your group members, and get ready to share your opinions with another group. Note that an example for the first category has been provided for you. - You may follow the following organization pattern while sharing your ideas with the other group: 1st speaker: population and economy 2nd speaker: military and territory / natural resources 3rd speaker: political situation and foreign policy

HARDISTAN Population

Government promotes large families

Economy Military Territory and Natural Resources Political Situation Foreign Policy

TASK FOR THE GROUPS THAT DEAL WITH SOFTIA: (3 of the groups) - Brainstorm policies that Softia might pursue in each of the following categories. These policies should be consistent with the country’s approach toward power. Fill in the chart below with your group members, and get ready to share your opinions with another group. Note that an example for the first category has been provided for you. - You may follow the following organization pattern while sharing your ideas with the other group: 1st speaker: population and economy 2nd speaker: military and territory / natural resources 3rd speaker: political situation and foreign policy

SOFTIA Population

Government promotes population control

Economy Military Territory and Natural Resources Political Situation Foreign Policy 117

3. Your Country under Spotlight - Which power type, hard power or soft power, do you think is dominant in your country’s policy? Give examples to justify your opinion. - Do you think that it is the right policy for your country? Why / why not? While stating your opinion, you may use the following expressions:

Useful Expressions: Expressing an Opinion - I think that,… - I (personally) think / believe / feel that… - It seems to me that… - Not everyone will agree with me, but… - For me… - (Un)Like X, I believe… - While it may be true that…, I still think it is… - I absolutely believe that… - Without a doubt,… is

Going one step further by speaking In this unit, you have studied the concept of power in relation to world politics. Now that you have insight into the concept, you are ready to give a 3-minute-mini presentation on the power policies of a country you choose. - Choose a country you think is powerful in some way (economy, culture, tourism, art, technology, cuisine, music, innovation, space technologies, military power, natural resources, labour force, weaponry...etc.) - Do some research on the country’s power resources and policies. - Prepare your presentation and present it to the class considering the following pattern:

Introduction: - Greetings (“Good morning / afternoon”) - Your full name - Your topic (“Today I will be talking about…”)

Body: - Explain how the country attains its power. Does the country rely mostly on hard or soft power or is there a combination of different strategies? Give examples. - Support your mini-presentation with your research material by giving oral citation (referring to the author and the date of publication). E.g.

“According to Brown’s article published in 2009...” “It is stated on ... website that” “Brown in his 2010 article highlights that...” “The figures I got from ... website show that...”

Conclusion: - Summarize the main points (“Today, I have talked about…”) - Thank the audience and invite questions (“Thank you for your attention. Do you have any questions?”)

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Going one step further by writing The following are some of the ideas expressed by the writer in the text “The Changing Face of Power”. Analyse the opinions expressed in the excerpts below and choose one of them to write a reaction paragraph of 150-200 words. To do this: - Determine whether you agree or disagree with the writer’s opinion. - Find reasons to support your reaction. - Give examples from world politics.

A.

For most of today’s great powers, the use of force would jeopardize their economic objectives. Even non-democratic countries that seldom feel moral constraints on the use of force have to consider its effects on their economic objectives… War remains possible, but it is much less acceptable now than it was even half a century ago.

B.

The factors of technology, education, and economic growth are becoming more significant in international power, while geography, population, and raw materials are becoming somewhat less important.

C.

The coming years may see continued American pre-eminence, but the sources of power in world politics are likely to undergo major changes that will create new difficulties for all countries in achieving their goals.

D.

States are no longer the only significant actors in world politics as traditional view suggests. Other actors are becoming increasingly important. In the 1980s, the annual profits of IBM and Royal Dutch / Shell Group were each larger than the central government budgets of Colombia or Kenya. Similarly, world economy cannot be understood without considering the power of private banks which in a way operate as multinational companies.

E.

Today, therefore, the definition of power is losing its emphasis on military force.

F.

The ability to affect what other countries want tends to be associated with intangible power resources such as culture, ideology, and institutions. Soft co-optive power is just as important as hard command power.

G.

Information is becoming more and more plentiful and entails power, especially before it spreads. When combined with the flexibility to act first on new information, it ensures power. Thus, a capacity for timely response to new information is a critical power resource.

In your paragraph, use at least 3 of the following words you have studied in Unit 2:

to attain / enhance / wield / sustain / exercise power to coerce someone to jeopardize to embody to confront to be consistent with

to give priority to to set agenda territory conquest pre-eminence intangible to undergo major changes

prosperity constraints capacity for something to set an example possession of something credibility emphasis on

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OUTLINE YOUR OUTLINE:

PARAGRAPH YOUR REACTION PARAGRAPH:

WORD COUNT:

120

Recycling Vocabulary through speaking - Below are the new words you learnt in Unit 2. - Pair up with another student. - Ask the questions below to each other. - Use the underlined words in bold while answering questions to revise the target vocabulary.

STUDENT A 1. What kind of improvements do the new smart phones embody? 2. What are some of the major constraints that you observe on your country’s development? 3. Do you think the use of military conquest and expansion is a secure strategy in this age of globalization? Why/why not? 4. What are some factors (innovation, resources, relations...etc.) that are key to great prosperity? 5. How can journalists build credibility?

STUDENT B 1. What kind of academic misconduct would jeopardize a student’s future success ? 2. What kind of strategies do you use when you confront problems in life? 3. What are some of the intangible qualities that your nation has that makes it different from other nations? 4. What makes the Internet an unexplored territory for many entrepreneurs? 5. How can nations sustain economic growth?

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The Compass: Route to Academic English 2 Meriç Gülcü Gonca Gülen Elif Şeşen Gökçe Tokdemir NÜANS Publishing Mustafa Kemal Mh. 2157. Sk. No:12/A 06530 Çankaya, Ankara, Türkiye Phone: +90 312 419 8096 Fax : +90 312 418 4512 e-mail: [email protected] www.nuanspublishing.com Cover Design & Layout: Burak Elmas Photo Credits: Thinkstock Images, Cartoon by Nicholson from The Australian www.nicholsoncartoons.com.au Every effort has been made to trace all sources of illustrations/photos/ Information in this book, but if any have been inadvertently overlooked, the publisher will be pleased to make the necessary arrangements at the first opportunity. First published 2015 Latest reprint 2020 Printed by Ofset Fotomat, 28367 © Nüans Kitapçılık San. ve Tic. Ltd. Şti. 2015-2020 All rights reserved. No parts of this book may be reproduced, stored in a retrieval system, or transmitted in any form or any means, electronic, mechanical, photocopying, recording, or otherwise, without prior permission in writing from the publisher. ISBN 978-605-5450-67-0

Acknowledgements We would like to express our profound gratitude to our colleagues Figen İyidoğan, Canan Duzan, Yeliz Akel, Aylin Graves, Nil Zelal Şen, Tamay Ergüven Orhan, Elif Özgüvenç, Begümşen Ergenekon, Şahika Tarhan, Oya Sezginer, Yeşim Somuncuoğlu, Meltem İzgören, Cahide Çavuşoğlu, Seyhan Güneşer Göçmen, Filiz Etiz, Derem Çanga, Ceyda Eşit Karagöz, Duygu Güntek, Çiğdem Mekik, Reyhan Atasever, Burçin Hasanbaşoğlu, Ebru Pesek Kutsal, Filiz Emel Dikmen, Üstün Reinart, Nükte Öcal Durhan, Eylem Mengi, Deniz Şallı Çopur, Selin Alperer Tatlı, and Funda Pehlivanoğlu Noyes for sparing their time to give us invaluable feedback as well as support and encouragement whenever we needed throughout the entire writing process of this book. Their careful readings and suggestions propelled us forward with confidence. We would also like to take the opportunity to thank the writers of the previous text books in our department, to whom we are indelibly indebted: Nihal Cihan, Cahide Çavuşoğlu, Vildan Şahin, Selin Alperer Tatlı, Ceyda Eşit Karagöz, Funda Pehlivanoğlu Noyes, Özlem Sığınan, Yeşim Somuncuoğlu, Ayten Doğu Bağcı, Esra Music, Buket Tarakçıoğlu and Şahika Tarhan. It is thanks to their experience and guiding work that we shaped the content of this book. We would gratefully like to acknowledge the colleagues who helped us with the recordings of the listening scripts: Seyhan G. Göçmen, Filiz Etiz, Çiğdem Mekik, Esin Korkut, Murat Aydın, Özgür Köse, Mehmet Ali Yılık, Serkan Algan, Gary Conlan, İrem Soyuer, Robert West, Levent Yılmaz, and Jason Steinberg. Also, we would like to thank Murat Aydın for the technical assistance that he offered. Finally, we would like to express our gratitude to our families for their support, patience and never-ending faith in us.

Meriç Gülcü Gonca Gülen Elif Şeşen Gökçe Tokdemir

The aim of the book A sequel to The Compass: Route to Academic English 1, this book is also based on the idea of a constructivist instruction which integrates the four skills - reading, writing, listening, and speaking following a thematic approach. The premise of this book is that it is nearly impossible to have a command of a language without being able to read, write, listen and speak well in that target language. With this in mind, The Compass: Route to Academic English 2 adopts an approach which helps university students become autonomous learners of English as a foreign language. To this end, the reading texts are accompanied with thematic listening tasks, speaking tasks, writing tasks, and vocabulary building tasks. The concurrence of thematic texts and relevant tasks work hand in hand towards a higher level of competence in using English in an academic context. As the book follows a thematic approach, all the texts and tasks in the book revolve around one main theme: Power. The book approaches the issues related to the theme of "power" from different perspectives where each unit focuses on one specific aspect. The book starts with the concept of "Power and the Individual" and continues to discuss the relationship between "Power and the Nations", "Power and the Media", and, "Power and the Rich". The topics are challenging, controversial and up-to-date, guaranteed to pique the interest of even the most reluctant learner. The book also dwells on developing cognitive skills through tasks involving higher order thinking skills such as analysing, synthesizing, and evaluating ideas. The tasks "Making Connections", "Going One Step Further", and "Your Country under Spotlight" are designed to enhance all these skills by encouraging students to find relationships and to synthesize information. In addition to academic and cognitive skills, the book also helps strengthen the learners' language and vocabulary. To this end, students practice "dealing with long sentences", "collocations", and "vocabulary building and recycling" throughout the book. We sincerely hope that both students and teachers find The Compass: Route to Academic English 2 useful, and enjoy using it.

Meriç Gülcü Gonca Gülen Elif Şeşen Gökçe Tokdemir

Table Of Contents INTRODUCTORY UNIT: VIEWS ON POWER LISTENING

SPEAKING

While-listening Task 1: “Street Survey on the Concept of Power ”

Speaking Task 1: Expression of opinions on power related statements

While-listening Task 2: “Research Findings on the Concept of Power”

Speaking Task 2: Reporting of research findings on power related issues

Listening for the main idea Listening for implied ideas Listening for specific information

LANGUAGE Getting familiar with library related vocabulary

Page 1 RESEARCH SKILLS Researching in the library Researching on the Internet Identifying and selecting relevant sources Evaluating sources for relevance and reliability Identifying reference information

Giving an impromptu speech Giving a team presentation on research findings

Unit 1 POWER AND THE INDIVIDUAL READING

Reading Text: “Mustafa Kemal AtatürkA Commander and an Effective Leader” Previewing Skimming Scanning Identifying points of reference Guessing unknown vocabulary Understanding figurative language Reading between the lines Identifying main ideas

WRITING

Page 21

LISTENING

SPEAKING

Using the target vocabulary learned so far in writing

While-listening Task 1: “Student Presentations on Leadership Types”

Speaking Task 1: Debate on leadership

Writing a reaction paragraph

Listening for specific information

Writing parts of a documented essay CITATION and BORROWING IDEAS

Speaking Task 2: Mini presentation about an effective leader Participating in a discussion Giving a mini presentation

LANGUAGE Dealing with long sentences Identifying word combinations Identifying synonymous words Grouping semantically related words Identifying and using reporting verbs

Identifying the writer’s technique

Unit 2 POWER AND NATIONS READING

Reading Text: “The Changing Face of Power” Previewing Skimming Scanning Identifying points of reference Guessing unknown vocabulary Understanding figurative language Reading between the lines Identifying main ideas Identifying the writer’s technique

WRITING Writing a reaction paragraph Using the target vocabulary learned so far Synthesizing

Page 85 LISTENING

SPEAKING

While-listening Task 1: “Psychological Warfare” Listening and Note-taking Task 1: “Psychological Warfare” Listening and Note-taking Task 2: “Oppression”

Speaking Task 1: Debate on hard and soft power

Listening for specific information Listening and taking notes Identifying signposts in a lecture Identifying parts of a lecture

Speaking Task 2: Mini presentation on a country’s politics Expressing an opinion Participating in a discussion Giving a mini presentation

LANGUAGE Dealing with long sentences Identifying word combinations Grouping semantically related words

Unit 3

POWER AND THE MEDIA

Page 123

READING

WRITING

LISTENING

SPEAKING

Reading Text: “The Media: Voices of the Powerful”

The Argumentative Essay

Listening and Note-taking Task 1: “Interview on media literacy”

Speaking Task 1: Impromptu speech on the concept of media Speaking Task 2: Mini presentation about a current event reported by different sources

Previewing Skimming Scanning Identifying points of reference Guessing unknown vocabulary Understanding figurative language Reading between the lines Identifying main ideas Identfying the writer’s technique

Writing the thesis statement Identifying the difference between expository and argumentative thesis statement

Listening and note-taking

Preparing the pro-con chart Refuting the counter-arguments

Speaking Task 3: Team presentation on the comparison and contrast of different TV channels

Outlining Avoiding logical fallacies

Speaking Task 4: Devil’s advocate

Writing the parts of a documented argumentative essay

LANGUAGE Dealing with long sentences Using structures that introduce counter arguments and refutations Identifying word combinations Grouping words semantically Grouping semantically related words

Giving a team presentation Giving a mini presentation Giving an impromptu speech Expressing an opinion and refuting counter arguments

Unit 4 POWER AND THE RICH

Page 171

READING

WRITING

LISTENING

SPEAKING

Reading Text “It’s a Rich Man’s World”

The Reaction-Response Essay

While-listening Task 1: “Around the Track” Listening and Note-taking Task 1: “Interviews on Globalization”

Speaking Task 1: Reaction to an idea

Dealing with long sentences

Speaking Task 2: Role-play on gold-mining

Avoiding sexist language

Previewing Skimming Scanning Identifying points of reference Guessing unknown vocabulary Understanding figurative language Reading between the lines Identifying main ideas

Analyzing the text with a critical eye Deciding on the reaction pattern Organizing ideas into an outline Writing the reaction-response essay

Listening for specific information Listening for the main idea Listening and note-taking

Speaking Task 3: Impromptu speech on the concept of globalization Giving an impromptu speech Using reaction language Using discussion language

APPENDICES Note-taking questions – “Psychological Warfare” Note-taking questions – “Oppression” Note-taking questions – “Interview on Media Literacy” Note-taking questions – “Interviews on Globalization”

Identifying word combinations

Participating in a debate

Identifying the writer’s technique

APPENDIX - A

LANGUAGE

Page 209 APPENDIX - B

Documented expository essay task Documented outline

Unit 3

Power and the Media In the previous unit, you were introduced to the concept of "soft power". One of the most effective ways of wielding soft power is through the use of the media. In Unit 3, you will study the relationship between power and the media.

Unit 3 In this unit, you will study the following skills:

READING - Previewing - Skimming - Scanning - Identifying points of reference - Guessing unknown vocabulary - Understanding figurative speech - Reading between the lines - Identifying main ideas - Identifying the writer’s technique

WRITING - The argumentative essay Writing the argumentative thesis statement Identifying the difference between the expository and argumentative thesis statement Preparing the pro- con chart Refuting the counterarguments Outlining Avoiding logical fallacies

- Writing the parts of a documented argumentative essay

LISTENING - Listening and note-taking

SPEAKING - Giving a team presentation - Giving a mini presentation - Giving an impromptu speech - Expressing an opinion and refuting counter arguments

LANGUAGE - Using structures that introduce counter arguments and refutations - Identifying word combinations - Grouping words semantically - Dealing with long sentences

CRITICAL THINKING - Making connections between ideas - Reacting to an idea - Reflecting on an idea - Evaluating different viewpoints - Making predictions - Synthesizing

124

READING

Getting Started A. Discussion 1. The media can be regarded as a tool for building soft power. Do you agree / disagree? Why? 2. Read the quotations below and discuss what each might imply.

"It is very interesting that so many of our prominent newspapers have

«The media is the most powerful entity

become almost agents or adjuncts of

on earth. They have the power to make

the government; that they do not

the innocent guilty and to make the guilty

contest or even raise questions

innocent, and that's power. Because they

about government policy."

control the minds of the masses."

J. William Fulbright

"For a politician to complain about the press is like a ship's captain complaining about the sea."

Malcolm X

"Newspapers should have no friends."

Joseph Pulitzer Enoch Powell

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B. Vocabulary The words in bold in the following sentences will appear in the text, "The Media: Voices of the Powerful". Using the context, match the words with the definitions in the box below. 1. The government has no wish for an earlier election since any change in the status quo will jeopardize its interests. 2. In order to advance his reformist agenda, he needed to maintain the support of the media. 3. The aim of the politician was to propagate some false rumors so that he could eliminate his rival candidate in the elections. 4. The elections in Northern Cyprus received widespread media coverage in Turkey. 5. The truth about the issue will never be known unless the media stop acting as the mouthpiece of the ones in power and start to reflect the reality. 6. To be able to appraise the politics, she used to read both the rightist and leftist newspapers. 7. More than 200 people were freed by military decree.

a. to spread an idea, belief, lie, doctrine etc. to many people; to make widely known b. a person, newspaper etc. that expresses the opinions of a government or a political organization; spokesperson c. the state of a situation as it is; the existing state of affairs d. to judge how successful, effective, or valuable something is e. the amount of reporting given to a subject or event to evaluate the worth, significance, or status of f. an official statement that something must happen; an order g. to accelerate the growth or progress of

C. Glancing at the Text Skim the text "The Media: Voices of the Powerful" and match the subtitles below with the paragraphs they correspond to. - Power Changing Hands - The Responsibility of the Audience - The Ways of Media Manipulation - The True Function of the Media vs. the Bitter Reality - The Use of the Media by Power Agents

126

D. Dealing with Long Sentences Below are some long sentences taken from the text "The Media: Voices of the Powerful". Read and answer the following questions by using the strategies you have learned. a. Dividing the sentence into chunks b. Crossing out the extra details c. Eliminating unknown vocabulary d. Subject-verb identification

1. Among those who want the media to tell readers, listeners, and the viewers less than the full story may be government officials, businessmen in a local community, community boosters who do not want anything to upset the status quo, special interest groups that will profit from publicity, or militants of both left and right who want to advance their causes. a. Who wants the media to tell readers, listeners, and the viewers less than the full story? b. What do the government officials, businessmen in a local community, community boosters who do not want anything to upset the status quo, special interest groups that will profit from publicity, or militants of both left and right who want to advance their causes want the media to do? c. What do militants of both left and right want? 2. Although the powerful want to keep the media discreet and are tempted to mold the news to serve their own interests, they also desperately need it so as to ensure their position in the society. a. What do the powerful want? b. What are the powerful tempted to do? c. Why are the powerful tempted to mold the news? d. Why do the powerful desperately need the media?

3. Escalated public literacy coupled with an increase in newspaper publications enabled a growing percentage of the population, formally disenfranchised, to obtain the right to vote and guide government policy. a. What enabled a growing percentage of the population to obtain the right to vote and guide government policy? b. What did the escalated public literacy and an increase in newspaper publications enable a growing percentage of the population to do? 4. As these elites desperately needed media coverage and publicity, either to be elected, to impose their political vision, or to make higher profits, they acknowledged the necessity to make peace with the media. a. What did these elites need? b. Why did these elites desperately need media coverage and publicity? c. What did these elites do either to be elected, to impose their political vision, or to make higher profits? d. What did these elites acknowledge?

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TEXT Read the text below and do the exercises that follow.

The Media: Voices of the Powerful (a)

1 In his book Pressures on the Press, Hillier Krieghbaum (1972)

3 It is a story that goes way back in history, to the days when

identifies three important functions of the media. He notes that the media should "provide a report of the world's news that is true, reasonably complete, and meaningful for the audience toward which is aimed". To him, the media should act as a forum where different social groups discuss their social goals and how they are hoping to reach them, and serve "as transmission belts for the cultural heritage" by the nature of the news that they concentrate on and the values they stress (pp. 46-47).

kings were kings; Louis XIV made a modest remark, "L'etat c'est moi" (I am the State). He was nearly right. But then…times were changing. The Industrial Revolution, followed by the rise of the middle class, took the power away from the kings and gave it to the industrialists who owned factories and employed hundreds of people. The factory owners thus gained the power which the king lost. While they were gaining this power, both economically and politically, they did so off the labors of a poorer working class that was living in inhumane conditions. The middle class took advantage of these conditions since they needed cheap man power; hence, they employed men, women, and even children to work for little money but for long hours.

2 However, these ideals and functions of the media are not exactly good news for some groups that would rather have the public ignorant of what is really going on. Among those who want the media to tell readers, listeners, and the viewers less than the full story may be government officials, businessmen in a local community, community boosters who do not want anything to upset the status quo, special interest groups that will profit from publicity, or militants of both left and right who want to advance their causes. Although the powerful want to keep the media discreet and are tempted to mold the news to serve their own interests, they also desperately need it so as to ensure their position in the society. Thus, the relationship of power and the media is a true story of love and hate.

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(b)

4 In time, these workers, whose living conditions constantly deteriorated during the Industrial Revolution, began to get organized in an effort to gain the human rights that the middle class had already earned while they had been deprived of in the name of progress. The working class gradually managed to force changes to the way they were treated; laws were enacted to improve the working conditions of especially children and women. Later, legislations about children granted them the right to obtain compulsory education in the public schools. Escalated public literacy coupled with an increase in newspaper publications enabled a growing percentage of the population, formally disenfranchised, to obtain the right to vote and guide government policy.

5 All this awakening posed a threat against the rising star of the century: capitalism. In the idealistic newspapers of the time, socialists, anarchists, communists, and other parties and groups could easily propagate their ideas. The working class could read these and understand what was going on much better. The contents of these newspapers were not decrees from above, but often looked at politics from the perspective of the poor and working classes of society; they also contributed greatly to the spread of democratic ideas.

6 But from the point of view of those in power, newspapers and journals represented a "crisis of democracy", a term coined by political scientists, meaning there was too much democracy. When people participated in public policy more than those in power wanted them to, such participation constituted a threat to the rulers. Obviously, this was the ruling class perspective; a recognition that greater freedom for the people meant less freedom for the rulers.

7 To prevent the possible complications caused by the newspapers, in what would be a futile effort, governments tried to cut back and stop the demands for greater democracy. They utilized brute force to silence those who would report what was going on, by abolishing, banning, or even destroying the newspaper presses. Newspaper editors were jailed or exiled but such acts were merely temporary as the media continued its own revolution in the face of the Industrial Revolution and got stronger and stronger with each conflict.

(c)

8 That was the "hate" side of the story, but there is also another side. After such experiences, the politicians and other key agents, such as big corporations, learnt to see the media not as a potential threat but as a means of reaching their own goals and protecting their interests. As these elites desperately needed media coverage and publicity, either to be elected (Wattenberg, 1995), to impose their political vision, or to make higher profits, they acknowledged the necessity to make peace with the media. Thus, powerful groups gradually learnt that they need more sophisticated ways to shape the press, collaborate with people of the same vision and form a general public opinion that would best serve their interests. Eventually, these powerful individuals became skilled at controlling the images of how the society thinks by actually creating those images. They have become the ones who select the messages to be given and how these messages will be presented.

This concept of prioritizing certain stories is referred to as "news making", or in other words "agenda setting". Agenda setting involves using the news to influence what the public regards as important. In the first stage of agenda setting, the audience is manipulated to view certain stories as newsworthy. This first stage of agenda setting is frequently followed by a second stage where the media focus on the characteristics of the objects shown, or issues raised in the news. By selectively controlling the content, the news is packaged to encourage particular interpretations. Therefore, the media frame stories around partisan viewpoints of powerful agents in society. When this influence process of agenda setting works, news reports not only tell people what to think about, but also tell them how to think.

10 Another way to control the media is through ownership. Influential media outlets are generally owned and operated by big businesses, whose interests are, for the most part, those of the government. Powerful corporations are becoming the major influences of mainstream media. This approach today in the socalled liberal democratic countries works, for the most part, to keep the newspapers, radio, TV, and weekly publications giving the "news" in the way that the government wishes it to be given. The news industry thus becomes the mouthpiece of the powerful; the news gets given from the perspective of big businesses and the government. There are still a few newspapers that have not been put out of business by the "market" but they normally do not have much influence in shaping the public opinion. Unfortunately, the market has come to be a useful device in destroying many of them. Since these papers are not a part of the "big business" and not owned by the "elite", they are pushed out of the system despite their relatively more unbiased and idealistic approach towards news making.

(e)

11 Then, what should be done against the powerful individuals and interest groups who control the media? Well, if the public is to appraise media performance accurately, readers and viewers must understand the forces that influence how events are portrayed. It is time for all the viewers and readers of the media to distance themselves from the media elites who create images by selecting what will be presented and how. We all need to become fiercely media literate, ready to ask hard questions and demand convincing answers. Only then will political propaganda be seen for what it is and citizens will be able to make their own choices, free from manipulation. Anything less is a disservice to democracy.

(d)

9 Today, the media are controlled by power groups who achieve that by means of paying journalists to promote certain issues, or feeding stories to the press, which eventually dictates to the public what to think, and thus create a common public opinion.

REFERENCES Krieghbaum, H. (1972). Pressures on the press. New York, N.Y: Thomas Y. Crowell Company. Wattenberg, B. (1995). Values matter most. New York, N.Y: Free Press.

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Working through the text A. Text Comprehension 1. Read the excerpt taken from the text below and put a tick next to the statements that can be inferred. "However, these ideals and functions of the media are not exactly good news for some groups that would rather have the public ignorant of what is really going on. Among those who want the media to tell readers, listeners, and the viewers less than the full story may be government officials, businessmen in a local community, community boosters who do not want anything to upset the status quo, special interest groups that will profit from publicity, or militants of both left and right who want to advance their causes." (par. 2) a. There are some groups who want to ignore the good news that the media offers. b. There are several parties that would rather prefer the public not be fully informed about the hidden agenda. c. Community boosters favor change in society. d.Some leftists believe that the media’s revealing the true news may prevent them from achieving their goals. 2. Why are some people disturbed by the true function of the media?

3. Put the following events in chronological order. Working class began to get organized and forced changes. Legislations about children gave them the right to obtain compulsory education. Power shifted from the kings to the industrialists / factory owners. Working class members worked under inhumane conditions. A growing percentage of the population obtained the right to vote and guide government policy. Kings had the ultimate power. Laws to improve the working conditions were enacted. Factory owners gained economic and political power and they took advantage of the working class. 4. The power shift from the kings to the middle class was not a fair one because

5. Which two factors made it possible for some people to take part in elections? a. b. 6. What made the newspapers of the Industrial Revolution different from others was that

7. a. How would you define the term "democracy"?

b. Why did those in power in the 19th century regard the spread of working class newspapers and journals as “crisis of democracy”? (par.5)

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c. Now compare the answers you provided for the two questions above and identify the contradiction between what the powerful groups thought about the spread of working class newspapers and your definition of democracy.

8. How did the governments try to eliminate the forces opposing them?

9. What did the power groups do when their efforts proved to be "futile" against the newspapers?

10. Fill in the table below. Agenda Setting

Explanation

Overall effects

Stage 1

Stage 2

11. Which of the stages of agenda setting is used in the given examples? Circle the correct answer.

Stage 1 / Stage 2: Due to its aggressive international politics X country has been carefully watching the current events in Y country and propagates false accusations by pumping images, documents and videos on all forms of media for a long time. Eventually, the citizens of country X have started to believe the wrong doing of country Y.

Stage 1 / Stage 2: In the 24/7, frantic media world, the lives of the 150 people died in a plane crash seemed much to matter than the lives of 10.000 children killed in a civil war because of the media coverage.

Stage 1 / Stage 2: Before the elections in country X, the candidate supported by the major media outlets has been interviewed several times but the other candidate was not on TV or on other mass media means very often.

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12. While the newspapers governed by big business

,

the other newspapers that have little influence in shaping the public opinion are

13. What does the writer mean by "hard questions" in paragraph 11?

14. "A symbiotic relation is a close and usually obligatory association of two organisms of different species that live together, often to their mutual benefit." This idea is exemplified in the text with the relationship between and

B. Vocabulary I. Find a word or an expression from the text for each definition below. 1. kept within sensible limits; silent (par. 2): 2. high in number; more, increased, greater (par. 4): 3. to officially end a law, system, especially one that has existed for a long time; to put an end to (par. 7): 4. accepted by or involving most people in a society; widely accepted (par. 10): II. Using the contextual clues in the text, guess the meanings of the following words and write down their definitions or synonyms. 1. disenfranchised (par. 4): 2. fiercely (par. 11): 3. disservice (par. 11):

C. Reference Words Determine what the following words / phrases from the text refer to. 1. them (par. 1): 2. their (par. 2): 3. this power (par. 3): 4. those (par. 10): 5. then (par. 11):

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D. Between the Lines 1. What is the contradiction between the writer's adjective "modest" and Louis XIV's remark "I am the State" in paragraph 3?

2. Why does the writer compare "the relationship of power and the media" to "a true story of love and hate" in paragraph 2?

Making Connections Read the following excerpt. Determine which way of media manipulation explained in the text "The Media: Voices of the Powerful" is exemplified in the excerpt.

Enoch Powell: "Rivers of blood" speech In 1968, Enoch Powell who was a member of the parliament delivered a speech. In his speech, Powell drew attention to what he considered to be the dangers of immigration. He foresaw a time when British streets would "foam with blood like the Tiber". Since then the speech has been referred to commonly as his "rivers of blood speech". The speech was delivered at a time when the Race Relations Bill was being debated in the parliament. The media chose to focus great attention on the speech. Within two days 86% of the population knew of the speech. Here is how the speech affected public opinion on immigrants: Before the speech only 6% of a Gallup poll sample thought immigration was an issue of national importance. Afterwards 27% thought it was important, and nearly 70% of the public thought that the government would have to take a "harder line". Powell had won himself a national constituency, a platform in the media from which to state his views on most subjects with the certainty of having an audience. Mass media: Cultural effect. (n.d.). Retrieved from http://www.cultsock.ndirect.co.uk/MUHome/cshtml/media/agenda1.html

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WRITER’S TECHNIQUE Analyze the writer’s technique and fill in the chart below.

Purpose to inform

to entertain

to narrate

to persuade

to criticize

to describe

Audience specify:

Method of Development process analysis

exemplification

problem solution

cause / effect

compare / contrast

persuasion

classification

definition

examples

facts / data

authority’s opinion

definitions

explanations

personal experience

subjective

write two adjectives:

description

Supporting Techniques description

Writer’s Tone and Attitude objective

Going one step further by speaking Now, you will give a two-minute-long impromptu speech on the concept of the media. Choose one of the questions below. Answer the question you choose by providing evidence and specific examples. - What are the strong and weak aspects about the media in your country? - What do you think about countries that ban or restrict the media? - Why do people fear the media? - Do you think that the media covers too much bad news and not enough good news? - How has technology affected the way that we receive news? - How often do you read the paper or watch the news on TV? How important is it for you to keep up with current events? - What are the constraints faced by journalists? How does each of these impact the news? - What are the influences of agenda setting? How does each of these impact the news? - Do you observe any agenda setting in your country? If yes, explain by giving examples.

THINK Why does the writer use double quotation marks when saying, "news" in the excerpt below taken from the text: "The Media: Voices of the Powerful"? "This approach today in the so-called liberal democratic countries works, for the most part, to keep the newspapers, radio, TV and weekly publications giving the "news" in the way that the government wishes it to be given." (par. 10)

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FOCUSING ON A SKILL Using Quotation Marks There are two other occasions where writers use quotation marks besides direct quotations: 1. Writers place quotation marks around the titles of articles, songs, essays, poems, short stories, individual episodes of TV shows, and some other short works. (If the title belongs to a longer work such as a book or a magazine, rather than using quotation marks, it is underlined or italicized) - Did you read "The Ways of Media Manipulation" in The Guardian? 2. Writers sometimes also use quotation marks to attract the attention of the readers on a single item, word, or phrase. - The term "self -governing" is used to refer to countries that are controlled or ruled by their own citizens. As can be seen, the writer uses the quotation marks around the word "self-governing" in order to emphasize these words. THINK - How can you enrich your language when writing essays?

FOCUSING ON A SKILL Enriching Your Language One of the most important points that writers pay attention to as they produce texts is their use of vocabulary: they try to avoid monotony in their style by using a rich language. In other words, they try to enrich their language. To do this, they make use of synonyms. As the writer of an academic essay, you should use a variety of different words and synonymous words / phrases and avoid repetition. This way, you can achieve coherence and fluency in your essay. Some examples of this method can be seen in the text "The Media: Voices of the Powerful". The writer, for example, uses phrases such as "powerful agents", "power groups", or "powerful individuals" instead of repeating the same words over and over again.

TASK 1 Now examine the text "The Media: Voices of the Powerful" and find the verbs or phrases the writer uses to refer to the act of "controlling the media". Make a list of the verbs or phrases in the box below.

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LISTENING Getting Started In the text "The Media: Voices of the Powerful", the writer focuses on the necessity of media literacy. Now let us see how media literate you are. Read the statements below and tick either "yes" or "no".

YES

Statements

NO

1. When watching television, I usually choose to watch one channel. 2. I usually watch the evening news on the same channel. 3. I try to watch the news from different news broadcasts on different channels. 4. I generally skim the TV guide before I turn on the TV. 5. I know which corporations or groups own TV channels. 6. I try to read reviews about TV programs. 7. I like evaluating commercials with a critical eye. 8. I read more than one newspaper. 9. I only follow my favorite columnists; I disregard the rest. 10. I usually construct my point of view of world affairs depending on the perspective of the newspaper I read.

Correct answers to the questionnaire are given at the end of this section. Identify how many correct answers you have and read the explanation of your score. 0-3 correct answers You are on the right track, but you are not ready to run the media literacy marathon just yet. Improving your media literacy skills will not only help you as an everyday media consumer, but will also help your critical thinking skills no matter which discipline you study. 4-7 correct answers Good for you! Your knowledge of media literacy has a good foundation, but could benefit from further study. Learn more about the media by reading more on the topic. You already have a critical mind, you just need to sharpen it!

8-10 correct answers Congratulations! It is clear you are nobody's fool when it comes to media matters. Just enjoy watching and criticizing, nobody can escape from your critical perspective!

Answers to the questionnaire: 1. N

2. N

3. Y

4. Y

5. Y

6. Y

7. Y

8. Y

9. N

10. N 136

LISTENING AND NOTE-TAKING: Interview on Media Literacy Listen to the interview on media literacy and take down notes under the prompts below.

- The definition of media literacy

- The importance of media literacy in the information age

- Examples of media manipulation

- The purposes of media literacy

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- Skills to develop media literacy

- Advantages of media literacy for the audience

- The speaker's suggestions

Now, go to Appendix A-3 and answer the questions by using your notes.

Making Connections Analyze and compare the suggestions of the writer of the text "The Media: Voices of the Powerful" and the speaker in "the Interview on Media Literacy" and fill in the blanks below. While the text “The Media: Voices of the Powerful” gives the responsibility for fostering media literacy to , “the Interview on Media Literacy” asserts that it is the job of

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Going one step further by speaking Find a newspaper article/online news item about a current event from a mainstream news outlet. Find the same current event from an alternative news outlet. Analyze how they report the same current event. Report your findings to your classmates in a 2-3 minute presentation.

Introduction: - Greetings (“Good morning / afternoon”) - When / Where were the newspaper articles/online news published? - Who were the authors? - What was the news about?

Body: - What were the similarities and differences? - How did they report the same news/story? - Did they use pictures / witnesses? - Were they objective / subjective? - What kind of language was used?

Conclusion: - How did reading the same story from different sources change your perspective/ideas about the current event reported?

Going one step further by speaking Get into groups of 3. Choose different news channels. Each of you in the group will watch the evening news on the same day at the same time on a different channel. Make a list of the news stories covered during the program in details. Get together with your group members and discuss the following questions. Which news stories were covered? Was the order of the stories/news covered the same? Were there any overlaps between channels? If yes: Were there any differences / similarities among them? How did they report the same news/story? Were they objective / subjective? Did they use pictures / witnesses / videos? How much time did each channel allocate to reporting the same news item? What kind of language did they use?

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Prepare a 2-3 minute presentation with your group members and report your findings.

ORGANIZATION PATTERN Speaker 1

Speaker 2

- Greetings (“Good morning / afternoon”) - Who are your group members? - Which channels did your group members watch? - When did you watch them? - Why did you choose these channels? - Which channel did you watch? - What is the content of the news program you watched? - What was the main news item?

- Which channel did you watch? - Which stories / news were covered? - Compare / Contrast your findings with the 1st speaker.

- Which channel did you watch? - Which stories / news were covered? - Compare / Contrast your findings with the 1st and 2 nd speakers’.

Was the order of the stories / news covered the same? Were there any overlaps between channels? If yes:

Was the order of the stories / news covered the same? Were there any overlaps between channels? If yes:

How did the channel report the news / story? Did the news report include pictures / witnesses / videos? How much time did each channel allocate to reporting the same news item? Was the news report objective / subjective? What kind of language was used in the news report?

Speaker 3

Were there any differences / similarities between them?

Were there any differences / similarities between them?

How did they report the same news / story?

How did they report the same news/story?

Did they use pictures / witnesses / videos?

Did they use pictures / witnesses / videos?

How much time did each channel allocate to reporting the same news item? Were they objective / subjective? What kind of language did they use?

How much time did each channel allocate to reporting the same news item? Were they objective / subjective? What kind of language did they use?

- Summarize the main points (“Today, I have talked about…”) What conclusions can you draw from this experiment?

- Thank the audience and invite questions (“Thank you for your attention. Do you have any questions?”)

While presenting as a team you may use the following expressions:

Useful Expressions: Giving and Taking the Floor Giving the floor

Taking the floor

- Now my friend X will take the floor and go over…. - I’d like to give the floor to X

- Thank you Y. I would like to continue by telling you… - Thank you for the presentation. Now let me move on to…

Recycling Vocabulary through speaking - Below are the new words you learnt in Unit 3. - Pair up with another student. - Ask the questions below to each other. - Use the underlined words in bold while answering questions to revise the target vocabulary.

STUDENT A 1. Do you think that the media act as the mouthpiece of the powerful groups in your country? Why / why not? 2. How can the media be used as an agent to propagate the ideologies and beliefs of those in power? 3. How do advertisements play a role in shaping consumers’ behavior? 4. What kind of an effect do the mass media have on the society during times of election? 5. What kind of stereotypes do the media create about certain groups in society? How?

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STUDENT B 1. Is it acceptable to broadcast TV programs including violence and nudity on prime time? Why / why not? 2. How can the credibility of product advertisements be increased? 3. What aspect of their products should advertisers put emphasis on as they prepare commercials? 4. Do you think it is ethical to mold the news and hide the truth from society? Why / why not? 5. What kind of a media manipulation can be observed in your country? Explain.

THE ARGUMENTATIVE ESSAY Read the below given sample argumentative essay on advertisements and discuss the questions that follow.

ADVERTISING MANIPULATES VIEWERS 1 In the simplest form, advertising can be defined as a kind of message or message transmission that is designed to promote a

product, service, or an idea. Today this basic marketing strategy has become a natural part of our daily life. Considering that the $ 20 billion spent on advertisements in 1979 had drastically risen to $120 billion in 1999 and that in the course of a lifetime, one will see about three years worth of advertisements on television and approximately 3,000 ads per day (DiChiara, 2008), a person may easily acknowledge the impact of advertising. Nonetheless, as Giselle Touzard (2008) explains, advertising, which originally intended to be a source of information for people on the availability of products, “has developed into an industry that shapes people’s identity” (para. 2). Coming in various forms – in print, audio, or visual form – advertisements not only bombard audience with their messages, but they also sell the ideas of who we are and what we should do or be. Thus, advertisements are clearly harmful for the society owing to their disruptive influence. 2 Some may argue that advertisements are beneficial. It is the contention of these supporters that advertisements are

essential in keeping the market alive and rivalry hot. They believe that it is thanks to advertisements that companies working on the same line can display their products on the market equally and fairly. However, this idea cannot go further than being an immature claim because this rivalry is unfair. It is only the companies which can “afford” broadcasting strong propaganda of their product that can actually survive in this competitive environment. In that sense, small companies are destined to be wiped out from the market. Proponents of advertisements may also assert that consumers become more “aware” and “conscious”. This position goes on to say that advertisements help the undecided customers come to a decision seeing all the available products on the media. This point has merits on the surface and could be acceptable to an extent. It is true that advertisements inform the consumers on the availability and variety of goods. Yet, serious doubts can be raised against this view when one considers the shortcomings of the messages the viewers are exposed to. The target audience, that is the consumers, are forced to believe in illusions about the product rather than realities. When an advertiser focuses merely on the advantages of a product, it creates a false impression. Or when a commodity is equated with positive feelings such as happiness and self-confidence, this image builds up a false hope that once you buy it, you will be happy and self-confident. Eventually, when these illusions are not realized – as they have been lies of the advertiser all along -, the consumer is disappointed. The advertiser achieves the ultimate end and turns a gear in the consumer society, but it is a deception that is ethically unacceptable. The advertiser not only pushes the public deeper into consumption, but also disillusions it with false messages. The conclusion one needs to draw from these is that advertisements are detrimental. 3 It is clear that advertisements manipulate viewers; first of all, they destroy societal balance as they draw on gender

stereotypes. Frequently advertisements make use of archetypes and myths for the sake of making the message striking and memorable. Thus, it is a common practice to represent women as decorative objects at home who are submissive to men. Studies have identified that in advertising, women are less often used in work representations compared with men (as cited in Jacobson & Mazur, 2007). In the advertisements of house appliances, especially, women are typically equated with housewives and mothers. Even when women are portrayed in professional environments, they are often in subordinate positions, receiving instructions. Hence, professional women are reduced to order-takers. Men, on the other hand, are commonly associated with power, leadership, and efficiency. It is especially in car advertisements that these features are paired with masculinity. Also, professional men are shown in powerful and influential positions, giving orders. It is mostly men who solve the problems, lead a company or pursue professional goals. This double standard in the illustration of genders not only reveals the mainstream view but also affirms it because when consumers buy the advertised products, one indirectly approves of the advertisements, and therefore contributes to keeping and reproducing certain representations. Hence, advertisements destroy the possibility of a society where both genders are equal.

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4 Secondly, advertisements present unattainable body images both for men and women, and thus create an insecure society.

Everywhere advertisements tell the audience what it means to be a desirable man or woman, just as directly as the advertisement that claims, “Image is everything”. For a man, the message is: You need to be athletic. It seems that whether a man is twenty or forty, whether he has brown or silver hair, an athletic body is indispensable for a strong, powerful, and confident man. The opposite is a caricature, just like the poor man, the anti-Mr. Muscle in the detergent advertisement. For a woman, too, the message is parallel: You need to be beautiful and skinny. Women are constantly exposed to gorgeous looking women who have the perfect hair or skin, and a body like that of a model. Although all these images are simple illusions, created by skillful makeup artists, photographers, or photo re-touchers who work on these meticulously, women unfortunately ignore this and delve into endless self-scrutiny. As Susan Brownmiller states, a woman is “forced to concentrate on the minutiae of her bodily parts, [and consequently she] is never free of self-consciousness. She is never quite satisfied, and never secure, for desperate, unending absorption in the drive for perfect appearance” (as cited in Jacobson & Mazur, 2007, p. 213). Due to this lack of self-satisfaction, today 25 per cent of women are dieting and another 50 per cent has recently started or quit a diet. Some women take even more dangerous steps to be like the women they see in advertisements. They develop an eating disorder such as anorexia or bulimia. It is quite striking that today approximately one in five women has an eating disorder (Jacobson & Mazur, 2007). Hence, advertisements perpetuate disappointment as well as dissatisfaction in both genders. 5 Finally, advertisements pose a potential threat on children because advertisements not only mold their consuming but also

eating habits. Today, as the parents are trying to please their children and TV showing them what to “want”, children are considered to be consumers as early as three years old. Consequently, advertisers see this new customer profile and teach children that they “need more” and must “demand more.” Often linking products with positive concepts such as happiness, advertisers urge children to associate their own happiness with the product being sold, and children often fail to see this as a marketing strategy but rather ask for more and more, never being satisfied. Apart from this, advertisements also seriously affect children’s eating habits as they present high-calorie food, a less healthy diet for children. Given that children are exposed to hours of television where they see advertisements of candy or chocolate bars, chips, and many other salty, sugary, and fat-rich snacks, one can hardly blame children for choosing these over more healthy and un-advertised food such as fruit or vegetables. Consistent exposure to sugared breakfast cereals, confectionary, salty snacks, soft drinks, and fast food restaurants increase children’s preferences, purchase requests, and consumption (Goldberg, 1990). In fact, these changing eating habits cause more problems than mere dental cavities as the researchers relate them also to increasing child obesity. 6 All in all, attempts trying to justify the benignity of advertisements are destined to being feeble because advertisements

cause apparent harms on public. These written, audio or visual messages reinstate stereotypes and consequently annihilate gender equality. They also portray impossible body images for men and women, which eventually manipulates the public and shakes self-esteem. Finally, advertisements exploit the future generations for their own end and cause irreversible impairment on their health and psychology. As Sarah Bernhardt (n.d, para. 3) remarks, “The monster of advertisement... is a sort of octopus with innumerable tentacles. It throws out to right and left, in front and behind its clammy arms, and gathers in, through its thousand little suckers, all the gossip and slander and praise afloat, to spit out again at the public.” Therefore, we need to save ourselves from the evil tentacles of this monster and learn to make our own free choices, before it is too late.

REFERENCES Bernhardt, S. (n.d.). Advertisements. Retrieved from http://www.quoteland.com/author. asp?AUTHOR_ID=2134 DiChiara, A. (2008). Advertisements sell idea, not just products. Retrieved from http://media. www.dailycampus.com/media/storage/ paper340/news/ 2003/09/29/Commentary/Advertisements.Sell. Idea.Not.Just.Products-507140.shtml Goldberg, M. E. (1990). A quasi-experiment assessing the effectiveness of TV advertising directed to children. Journal of Marketing Research, 27, 445-454. Jacobson, M., & Mazur, L. A. (2007). The iron maiden: How advertising portrays women. In D. George, & J. Trimbur (Eds.), Reading culture: Contexts for critical reading and writing (pp. 213-217). New York, NY: Pearson-Longman. Touzard, G. (2008). Destructive advertisements: The relationship between advertisements and the environment. Retrieved from http://www.allacademic.com/meta/p_mla_ apa_research_citation/1/8/5/1/5/p185156_index.html

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TASK 1 1. What is the purpose of the writer in writing this essay? 2. What is the tone of the writer? 3. Which introductory strategy has the writer used? 4. Underline the thesis statement of the essay. 5. Which supporting techniques have been used in the body paragraphs? 6. Which concluding strategy has the writer used? 7. How is this essay different from the first essay you wrote?

WHAT IS ARGUMENTATION? “By persuading others, we convince ourselves.” Junius

Up to now, you have written expository essays whose main purpose was to inform the reader about a specific topic. Now, however, you will write an argumentative essay in which the writers aim at convincing their readers. In this type of an essay, the writers try to change the minds of their readers and to convince them to agree with their own point of view and claims. Therefore, the essay should be highly persuasive and logical.

TASK 2 Before learning more about argumentation, match the following key terms on argumentation with their definitions.

Argumentation

Opponent

Refutation

Counter argument

Proponent

Pro argument

1. a person who disagrees with something and speaks against it 2. the act or process of forming reasons, drawing conclusions, and applying them to a case in discussion 3. point or statement that supports one's ideas and/or thesis 4. point or statement in opposition to the argument being made in a written document or speech 5. the process of discrediting the arguments that oppose your thesis statement 6. someone who argues in favor of something; advocate

WHAT ARE THE GOALS OF ARGUMENTATION? The goals of argumentative writing are to: 1. present a controversial issue or an idea to the reader; 2. explain, exemplify, and clarify that opinion; 3. convince the reader that the supported idea in the essay is correct and acceptable by: a. moving the reader to action b. persuading the reader that the idea is correct, or c. convincing the reader that the idea presented is at least worth considering; 4. support the idea by showing evidence like facts, examples, physical description, testimony, and statistical data; 5. present counterarguments to the thesis and refute them critically and respectfully

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HOW TO WRITE ARGUMENTATIVE ESSAYS There are certain steps to follow in writing an argumentative essay.

STAGE 1: CHOOSING A TOPIC AND WRITING THE THESIS STATEMENT The first step of writing an argumentative essay is to decide on a controversial topic and formulate an argumentative thesis statement. The most important point to consider is that the topic to be argued in the essay must be open to debate. At this stage, writers may find it helpful to brainstorm or use free writing technique to generate ideas and come up with a debatable topic.

The Argumentative Thesis Statement The thesis statement should define the scope of the argument and make an assertion that is open to debate. A good argumentative thesis statement has some characteristics. For example, - Something should be done on media bias. This is not an effective argumentative thesis statement because it does not clearly state the writer's idea. The answers of questions like "what is that 'something' that should be done?" or "who should do it?" are not clear. - CNN is the best TV channel. This is not an effective thesis statement. This sentence is not debatable as it involves personal choice or preference. - There are 3 ways of media censorship. This is not an argumentative thesis statement as the writer aims at listing the types of media censorship. Therefore, the writer's purpose of writing this essay is not to persuade the reader but to give information. Also, the ways of media censorship are not open to debate, thus, not suitable for argumentation. - Newspapers should not identify people by color, race, or religious faith in any way. This is an effective argumentative thesis statement. Firstly, the topic is open to discussion. There may be people who would oppose this argument claiming that this kind of restriction would damage the objectivity of the news. Therefore, the writer holds a clear stance. Above all, it is obvious that the writer's aim is not simply to inform the readers but to convince them to take his / her side in the debate.

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Important Reminder

The Expository Thesis Statement vs. The Argumentative Thesis Statement

What is the difference then, between the expository and the argumentative thesis statement? Both expository and argumentative thesis statements express a certain opinion about a topic. However, an expository thesis statement does not include a sharp opinion; rather, it discusses advantages, disadvantages, types, reasons, results, problems, solutions, processes, or categories of an issue often in the form of listing, enumeration, classification, or sequencing. An argumentative thesis statement, on the other hand, has a clear stance on a debatable topic, fiercely argues that the writer's opinion is correct and reflects this subjectivity both in its style and tone. Examine the thesis statements below: There are three main reasons why the media manipulate the news. This thesis statement is not argumentative. Although the writer has the assumption that the media manipulate the news, the aim of this essay is not to convince the reader on this issue, but to simply list the three reasons for media manipulation. The reader, too, expects to learn the three reasons. The media should not manipulate the news in any way. This thesis statement is acceptable as an argumentative thesis statement because the writer clearly takes a stand in the debate about whether the media should manipulate the news or not. Here, the writer intends to influence the mind of the readers rather than to merely inform them. It is essential to be media literate for three reasons. This thesis statement is an expository thesis statement although the sentence includes a strong word,"essential". The use of this word does not make the thesis statement an argumentative one because the aim here is to inform the reader about the three reasons. The reader, here, expects to read a list of the reasons without being forced to take a side. The writer does not hold a stance in an ongoing discussion. It is essential that media literacy be taught in schools. This is clearly an argumentative thesis statement. Firstly, the topic is debatable. Secondly, the writer is clear about where in the discussion he stands. Finally, the purpose of the writer is to affect the readers' ideas on this issue.

On the whole, while writing argumentative thesis statements, be sure to have a debatable topic, state your claim and stance as strongly as possible and make the reader understand that your aim is to persuade rather than only to inform.

TASK 3 Examine the thesis statements below and decide whether they are expository or argumentative. Write "A" next to the ones where the writer has given his/her personal opinion and taken a stance on a controversial topic and write "E" next to the expository statements. 1. Censorship is the best way of controlling the minds of the citizens. 2. Newspapers should not identify victims of sexual assault without their consent. 3. Parents control their children's TV viewing habits in three ways. 4. In war journalism, it is never appropriate to show on the news how a country's soldiers suffer in combat. 5. The only way to receive high ratings for a TV series is to cast attractive actors or actresses. 6. There are common practices that advertisers use to sell products. 7. Politicians use various strategies to influence the media during their election campaigns. 8. There are two main ways of manipulation in print media; false balancing, which means focusing on only one side of an argument; and slighting of the content, which aims at giving so much emphasis to style and so little to the actual substance. In order to make your argument explicit to your audience, you need to use strong language which reflects the stance you have taken clearly.

TASK 4 Examine the argumentative thesis statements in Task 3 again and find out which grammar or vocabulary has contributed to the argumentative meaning. 145

TASK 5 Choose three of the topics, and write an argumentative thesis statement for each. 1. war journalism 2. advertisements / commercials 3. reality programs 4. radio programs 5. the government 6. newspapers

Your thesis statements: 1. 2. 3.

STAGE 2: GENERATING IDEAS After formulating your argumentative thesis statement, you need to brainstorm a variety of supporting ideas, counterarguments and ways to refute these opposing views.

The Pro Arguments One of the important things to consider while writing an argumentative essay is to make the “Use soft words and argument as strong as possible. To this end, the arguments should be based on sound hard arguments.” evidence. When supporting the arguments, one can make use of facts, examples and English Proverb illustrations, authority's opinion (testimony), and statistical information. Information that is objectively proven and accepted by the majority like historical facts, scientific data, and statistics can be used to support one's claim. An adequate number of representative examples and experts' opinions can also be used as support in an argumentative essay. One should be careful, however, while using an expert's opinion about the topic since it is particularly important that the expert is knowledgeable about the subject and that the topic is within the limits of his / her expertise and relevant to his / her research.

TASK 6 Examine the following paragraphs and decide which supporting technique is used. 1.

It is clear that TV triggers violence. According to a study by the American Psychological Association (2005), the average child living in a developed country will view 8000 murders and 100.000 other acts of violence before finishing elementary school. The average 27 hours a week kids spend watching TV - much of it violent - makes them more prone to aggressive and violent behavior as adolescents and adults. TV executives have known this for a long time. One of the most comprehensive studies of the impact of violent TV was commissioned by CBS back in 1978. It found that teenage boys who watched more hours of violent TV than average before adolescence were committing such violent crimes as rape and assault at a rate 49 percent higher than boys who watched fewer than average hours of violent TV (as cited in APA, 2005).

Supporting technique used:

2.

Not letting their children watch television as a punishment is a futile effort of parents since almost every effect of punishment is negative. Dr. Bruno Bettleheim (2003, p. 8), famous psychologist and professor at the University of Chicago, writes, "Punishment is a traumatic experience not only in itself but also because it disappoints the child's wish to believe in the benevolence of the parent, on which his sense of security rests."…

Supporting technique used:

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The Counter-arguments One of the ways to make your arguments stronger is to show that you know about the topic in all its aspects and that you can foresee and address the opposing views and objections your readers may have. In this way, you give your audience the feeling that you have considered the issue in detail. Writers can generate counterarguments by asking themselves some possible questions about what someone who disagrees with their point of view may have to say. The following can be examples of such questions:

1. How strong is the opposition? 2. What arguments might be used against my thesis statement? 3. How can I refute these arguments? 4. Will I have to agree with some of these points? 5. Which of my arguments might the opposition try to discredit? 6. How closely does my audience identify with the opposition? 7. Can I see any weak links in the opposition's thinking? Brainstorm and select a suitable number of pro and con arguments to include in your essay. In order to strengthen your arguments and get an overview of the opposition's case, it is useful to make a chart such as the one below.

Pro and Con Chart After finding pro and counter ideas for your topic, it may be a good idea to put these on a pro- con chart.

TASK 7 Read the argumentative thesis statement below. Considering the claim in the thesis statement, classify the statements as pro and counter arguments. Write down the statements in the chart that follows. Argumentative Thesis Statement: RTÜK should have a say in what is to be broadcast on TV. 1. Parents interfere with what their children watch. Society already supports censorship. 2. It does not distinguish between works of art and others. 3. Some programs manipulate the low-educated / illiterate. 4. Who shall the censor be? Who is the person to decide for us? What qualifications should this "superior being" have? 5. There are solutions other than censorship (e.g. paying fines). 6. Censorship is good for the society as a whole (It serves the common good). 7. Not all adults are mature enough to decide what is good for them. 8. This kind of censorship causes economic loss for TV channels. 9. Banning films has the effect of drawing extra attention to them. 10. Society needs rules and regulations; otherwise, things get out of control. 11. RTÜK cuts and bans indiscriminately; takes subjective decisions. 12. There are biased news, "indecent" programs under the name "work of art". 13. There is cultural degeneration. 14. Turkish cultural norms require such interference because we are a conservative society. 15. Censoring TV programs is not a solution; markets always exist. (e.g. pornography). 16. Children need protection (from violent scenes, pornography, suicidal incidents, and the like.) 17. Censorship limits and controls the way people feel and think (not consistent with the ideals of democracy).

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Pro Arguments

Counter Arguments

Sometimes writers may face difficulties in foreseeing the counterarguments. At this point, the following strategies can be used in order to anticipate some con ideas: 1. Do some research. Writers tend to believe that no one could possibly disagree with their own stance in the argument. However, after doing research they may be surprised to see that there may be different viewpoints. 2. Talk with a friend or an instructor. Someone else may point out some counterarguments that never have occurred to you. 3. Keep the thesis statement and supporting arguments in mind and think of some possible ways that people may object to each of them. After the counter arguments are chosen, writers consider how they will respond to each of them: will they agree with the opponents but explain why the audience should still accept their argument? Will they reject the counterarguments and explain why they are wrong? There are some ways that writers can use to respond to the counterarguments while convincing their readers to agree with them.

Refuting the Counter Arguments Once you have introduced the counter arguments, you must try to refute them in order to make your argument stronger. There are certain ways in which you can do this. There are three methods that can be used to refute counter arguments: 1. Incorrect: demonstrating that your opponent's reasoning is wrong because it is based on incorrect or misleading information 2. Irrelevant: showing that your opponent's viewpoint is inappropriate and unrelated because it is not relevant to the key point 3. Insufficient: showing that your opponent's reasoning is weak because it is based on insufficient information or ignores significant information. Partially agree with the opponent's point of view but on the whole prove that it is weak. In trying to refute the counter arguments, you may use supporting techniques: facts, explanations, examples, support from authority (testimony), and statistics. There are different ways of organizing counter argument refutation paragraphs depending on the number of counter arguments and refutations. Below you can find different patterns of organization for counter argument refutation paragraphs:

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Model 1

Model 2

Model 3

Con1 Ref 1 Con 2 Ref 2

Con1 Ref 1 Ref 2

Con1 Extended Ref 1

TASK 8 Below are sample refutation paragraphs based on some of the counter-arguments you studied in the Pro Con Chart in Task 7. a. Underline the structures that introduce the counter arguments. b. Circle the structures that are used to refute the counter arguments and identify the technique used. c. Identify the counter arguments and refutations d. Identify the organization of con/ref paragraph. 1.

Opponents of RTÜK claim that censorship limits and also controls the way people feel and think. This idea is flawed because organizations such as RTÜK do not aim to control what people watch, but rather aim to "regulate" what is being shown on the screen. This is because people need to be protected from the negative influence of certain programs. For example, children need protection unless they are continuously monitored by their parents who are cautious of the potential harms of TV viewing. Undoubtedly, no parent would want their children to be exposed to violent murder scenes on TV as "such programs may breed violence in children starting from very early ages" (Nell, 1999, p.12). Therefore, if parents, as in the case of working parents, do not have time and energy to protect their children from violent images on the screen, this should be done by an outside control organism, which is RTÜK in Turkey. Is this control of thought? Is this control of feelings? Definitely, it is not. Opponents of RTUK further argue that such an institution contradicts the ideals of democracy. This view is highly debatable. It is not only in Turkey that institutions such as RTÜK exist. Many democratic countries all over Europe have similar regulations as every society operates on some rules and regulations. Hence, it is not correct to link these regulations to the concept of democracy anyway. This is not an issue of democracy. It is an issue concerning the common good of the society, and RTÜK serves the common good of our society.

The refutation technique used: Pattern of organization used: 2.

Those who think that RTÜK should not have the right to interfere with what we watch assert that the institution censors TV programs subjectively and unfairly. They may be right to some extent; some decisions taken by RTÜK in the past years might have been subjective and wrong since the committee members may be tempted to be affected by their political views and favor one party over the other. However, this does not mean that they always take the wrong decisions. When RTÜK, for example, punishes a channel broadcasting programs including violence, pornography or racism, RTÜK is right in taking such decisions as this type of interference helps control the possible chaos in the society. As such contents may result in moral deterioration in the long run, the control mechanism which is applied by RTÜK through warnings and punishments are for the benefit of the society. Moreover, RTÜK's decisions on such programs can never be considered wrong since such content is unacceptable and unethical according to the universal moral codes. Therefore, the borders of morality are strictly set and any program exceeding these borders should be warned and punished as RTÜK does.

The refutation technique used: Pattern of organization used: 3.

People who harshly criticize RTÜK believe that censoring TV programs is not a solution to abolish inappropriate media messages. For example, they assert that programs that are censored such as pornography or horror movies still exist. To exemplify their claim, these people show pirate CDs of porn or horror movies, or simply the movie industry as their evidence. However, this idea is a totally new discussion which is not the main focus because TV industry is independent from these markets. The fact that there are such movies in theaters or CDs circling around does not mean that TV should also broadcast these materials. Unlike CDs that can be bought by the individuals will, TV exposes its messages to all people. Therefore, the cases of TV viewers and CD buyers are two separate cases. TV is the most widely used tool to convey media messages and it is for the society's own benefit if it is kept purified from programs or films which might have unethical or harmful effects on the viewers in some way.

The refutation technique used: Pattern of organization used:

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Important Reminder

When writing an argumentative essay, arguments which have been suggested by opponents and proponents should be made clear. Otherwise, the reader may be confused.

Useful Expressions When Presenting Arguments Examine the useful expressions that can be used when writing an argumentative essay.

Useful Expressions: Introducing Counter Arguments Some people X In a study of X, Y

maintain(s) say(s) point(s) out state(s) seem(s) to believe believe(s) is/are of the opinions claim(s) argue(s) assert(s)

that

... However,… Yet, … but (still) …

It is the view of X The opinion of X is It can be argued It has been suggested It might be said It could be asserted According to X,

The opponents of

Those who

disagree with are against do not favor

this proposal

might would

argue assert declare claim point out say state

that ...

Useful Expressions: Signaling Refutation They He She X This

X’s

150

approach position methods beliefs

is / are may be seem(s) to be would seem to be

somewhat rather

mistaken wrong rigid inadequate

This These views

is / are

open to debate. not always the case. not necessarily true. highly debetable. incorrect. highly speculative.

cannot be upheld

doubts reservations

can may

be raised against this.

One of the main arguments

against

X is that…

I disagree with X when he/she

writes / says

that…

Serious

One disadvantage of Another point against A further argument against One other disadvantage of

X

is that ...

because ...

One objection to this argument

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BACK TO THE ESSAY TASK 9 Scan the body paragraphs of the argumentative essay, “Advertising Manipulates Viewers” on pages 141-142, and complete the table below. Refutation

Counter-argument(s)

Pro Arguments

Par. 2

Par. 3

Par. 4

Par. 5

Structures that Introduce Counter-arguments

Structures that Introduce Refutations

STAGE 3: ORGANIZING IDEAS INTO AN OUTLINE After brainstorming the pro and con arguments, it is useful to make an outline following one of the formats below.

OUTLINE MODELS

Model A

Model B

Model C

Model D

- Thesis Statement

- Thesis Statement

- Thesis Statement

- Thesis Statement

- Pro argument I

- Counter-argument

- Counter-argument I

- Counter-argument I

- Pro argument II

& Refutation

- Pro argument III

- Pro argument I

- Counter-argument

- Pro argument II

& Refutation - Conclusion

- Pro argument III - Conclusion

& Refutation - Counter-argument II & Refutation - Counter-argument III & Refutation - Conclusion

& Refutation - Counter-argument II & Refutation - Counter-argument III & Refutation - Pro argument - Conclusion

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TASK 10 Study the outline of the sample essay, “Advertising Manipulates Viewers” below. Decide which outline model is used, and write your answer in the blank provided. Outline Model: Thesis Statement: Thus, advertisements are clearly harmful for the society owing to their disruptive influence. I) COUNTER-ARGUMENT & REFUTATION: Counter-argument 1: Advertisements are beneficial A. market being alive and rivalry hot B. fair display of items on market Refutation: It is unfair play. A. rich companies affording ads B. small companies being wiped out Counter-argument 2: Consumers become more “aware” and “conscious”. A. help for undecided customers B. chance to see all products Refutation: Ads create illusions A. focus only on advantages B. association of the product with positive feeling II) PRO Topic Sentence: Advertisements destroy societal balance as they draw on gender stereotypes. A. women: less often used in work representations a. equated with mothers and housewives b. in subordinate positions at work B. men: commonly associated with power, leadership, and efficiency a. car advertisements b. in powerful and influential positions, giving orders III) PRO Topic Sentence: Advertisements present unattainable body images both for men and women, and thus create an insecure society. A. men need to be athletic a. indispensable for a strong man b. example: anti-Mr. Muscle B. women need to be beautiful and slim a. reconstructed images b. lack of self confidence i. Susan Brownmiller’s quote: obsession with the body image ii. extreme measures such as dieting, bulimia, and anorexia VI) PRO Topic Sentence: Advertisements pose a potential threat on children because advertisements not only mold their consuming but also eating habits. A. consumers a. as early as 3 years old b. association of happiness with consumption B. eating habits a. candy or chocolate bars, chips, and many other salty, sugary, and fat-rich snack advertisements b. child obesity 153

TASK 11 Study another version of the same essay, and compare it to the outline above. a. Identify the types of the body paragraphs by filling in the boxes on the margins. b. Decide which outline model is used, and write your answer in the blank provided. Outline Model: c. Identify the pattern of organization for con/ref paragraphs.

ADVERTISING MANIPULATES VIEWERS 1 In the simplest form, advertising can be defined as a kind of message or message transmission that is designed to promote a product, service or an idea. Today this basic marketing strategy has become a natural part of our daily life. Considering that the $ 20 billion spent on advertisements in 1979 had drastically risen to $120 billion in 1999 and that in the course of a lifetime, one will see about three years worth of advertisements on television and approximately 3,000 ads per day (DiChiara, 2008), a person may easily acknowledge the impact of advertising. Nonetheless, as Giselle Touzard (2008) explains, advertising, which originally intended to be a source of information for people on the availability of products, "has developed into an industry that shapes people's identity"(para 2). Coming in various forms – in print, audio, or visual form – advertisements not only bombard audience with their messages, but they also sell the ideas of who we are and what we should do or be. Thus, advertisements are clearly harmful for the society owing to their disruptive influence.

2 First of all, they destroy societal balance as they draw on gender stereotypes. Frequently advertisements

PARAGRAPH TYPE:

make use of archetypes and myths for the sake of making the message striking and memorable. Thus, it is a common practice to represent women as decorative objects at home who are submissive to men. Studies have identified that in advertising, women are less often used in work representations compared with men (as cited in Jacobson & Mazur, 2007). In the advertisements of house appliances, especially, women are typically equated with housewives and mothers. Even when women are portrayed in professional environments, they are often in subordinate positions, receiving instructions. Hence, professional women are reduced to order-takers. Men, on the other hand, are commonly associated with power, leadership, and efficiency. It is especially in car advertisements that these features are paired with masculinity. Also, professional men are shown in powerful and influential positions, giving orders. It is mostly men who solve the problems, lead a company, or pursue professional goals. This double standard in the illustration of genders not only reveals the mainstream view but also affirms it because when consumers buy the advertised products, one indirectly approves of the advertisements, and therefore contributes to keeping and reproducing certain representations. Hence, advertisements destroy the possibility of a society where both genders are equal.

3 Secondly, advertisements present unattainable body images both for men and women, and thus create an insecure society. Everywhere advertisements tell the audience what it means to be a desirable man or woman, just as directly as the advertisement that claims, "Image is everything". For a man, the message is: You need to be athletic. It seems that whether a man is twenty or forty, whether he has brown or silver hair, an athletic body is indispensable for a strong, powerful, and confident man. The opposite is a caricature, just like the poor man, the anti-Mr. Muscle in the detergent advertisement. For a woman, too, the message is parallel: You need to be beautiful and skinny. Women are constantly exposed to gorgeous looking women who have the perfect hair or skin, and a body like that of a model. Although all these images are simple illusions, created by skillful makeup artists, photographers, or photo re- touchers who work on these meticulously, women unfortunately ignore this and delve into endless self-scrutiny. As Susan Brownmiller states, a woman is "forced to concentrate on the minutiae of her bodily parts, [and consequently she] is never free of self-consciousness. She is never quite satisfied, and never secure, for desperate, unending absorption in the drive for perfect appearance" (as cited in Jacobson & Mazur, 2007, p. 213). Due to this lack of self- satisfaction, today 25 per cent of women are dieting and another 50 per cent has recently started or quit a diet. Some women take even more dangerous steps to be like the women they see in advertisements. They develop an eating disorder such as anorexia or bulimia. It is quite striking that today approximately one in five women has an eating disorder (Jacobson & Mazur, 2007). Hence, advertisements perpetuate disappointment as well as dissatisfaction in both genders. 154

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4 Finally, advertisements pose a potential threat on children because advertisements not only mold their consuming but also eating habits. Today, as the parents are trying to please their children and TV showing them what to "want", children are considered to be consumers as early as three years old. Consequently, advertisers see this new customer profile and teach children that they "need more" and must "demand more." Often linking products with positive concepts such as happiness, advertisers urge children to associate their own happiness with the product being sold, and children often fail to see this as a marketing strategy but rather ask for more and more, never being satisfied. Apart from this, advertisements also seriously affect children's eating habits as they present high-calorie food, a less healthy diet for children. Given that children are exposed to hours of television where they see advertisements of candy or chocolate bars, chips, and many other salty, sugary, and fat-rich snacks, one can hardly blame children for choosing these over more healthy and un-advertised food such as fruit or vegetables. Consistent exposure to sugared breakfast cereals, confectionary, salty snacks, soft drinks and fast food restaurants increase children's preferences, purchase requests, and consumption (Goldberg, 1990). In fact, these changing eating habits cause more problems than mere dental cavities as the researchers relate them also to increasing child obesity.

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5 Some may argue that advertisements are beneficial. It is the contention of these supporters that advertisements are essential in keeping the market alive and rivalry hot. They believe that it is thanks to advertisements that companies working on the same line can display their products on the market equally and fairly. However, this idea cannot go further than being an immature claim because this rivalry is unfair. It is only the companies which can "afford" broadcasting strong propaganda of their product that can actually survive in this competitive environment. In that sense, small companies are destined to be wiped out from the market. Proponents of advertisements may also assert that consumers become more "aware" and "conscious". This position goes on to say that advertisements help the undecided customers come to a decision seeing all the available products on the media. This point has merits on the surface and could be acceptable to an extent. It is true that advertisements inform the consumers on the availability and variety of goods. Yet, serious doubts can be raised against this view when one considers the shortcomings of the messages the viewers are exposed to. The target audience, that is the consumers, are forced to believe in illusions about the product rather than realities. When an advertiser focuses merely on the advantages of a product, it creates a false impression. Or when a commodity is equated with positive feelings such as happiness and self-confidence, this image builds up a false hope that once you buy it, you will be happy and self-confident. Eventually, when these illusions are not realized – as they have been lies of the advertiser all along -, the consumer is disappointed. The advertiser achieves the ultimate end and turns a gear in the consumer society, but it is a deception that is ethically unacceptable. The advertiser not only pushes the public deeper into consumption, but also disillusions it with false messages. The conclusion one needs to draw from these is that advertisements are detrimental.

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6 All in all, attempts trying to justify the benignity of advertisements are destined to being feeble because advertisements cause apparent harms on public. These written, audio, or visual messages reinstate stereotypes and consequently annihilate gender equality. They also portray impossible body images for men and women, which eventually manipulates the public and shakes self-esteem. Finally, advertisements exploit the future generations for their own end and cause irreversible impairment on their health and psychology. As Sarah Bernhardt (n.d, para. 3) remarks, "The monster of advertisement... is a sort of octopus with innumerable tentacles. It throws out to right and left, in front and behind its clammy arms, and gathers in, through its thousand little suckers, all the gossip and slander and praise afloat, to spit out again at the public." Therefore, we need to save ourselves from the evil tentacles of this monster and learn to make our own free choices, before it is too late. REFERENCES Bernhardt, S. (n.d.). Advertisements. Retrieved from http://www.quoteland.com/author. asp?AUTHOR_ID=2134 DiChiara, A. (2008). Advertisements sell idea, not just products. Retrieved from http://media. www.dailycampus.com/media/ storage/paper340/news/ 2003/09/29/Commentary/Advertisements.Sell. Idea.Not.Just.Products-507140.shtml Goldberg, M. E. (1990). A quasi-experiment assessing the effectiveness of TV advertising directed to children. Journal of Marketing Research, 27, 445-454. Jacobson, M., & Mazur, L. A. (2007). The iron maiden: How advertising portrays women. In D. George, & J. Trimbur (Eds.), Reading culture: Contexts for critical reading and writing (pp. 213-217). New York, NY: Pearson-Longman. Touzard, G. (2008). Destructive advertisements: The relationship between advertisements and the environment. Retrieved from http://www.allacademic.com/meta/p_mla_ apa_research_citation/1/8/5/1/5/p185156_index.html

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TASK 12 Read the following essay, and a. Identify the types of the body paragraphs by filling in the boxes on the margins. b. Decide which outline model is used, and write your answer in the blank provided. Outline Model: c. Identify the pattern of organization for con/ref paragraphs. d. Make the outline of the essay in the box that follows.

SAY "NO" TO GOVERNMENTS' INTERNET CENSORSHIP 1 The Internet began in the 1960s as a way of linking the U.S. Defense Department network and other communications networks. Over time, many other networks and users from around the world have connected themselves to the Internet. The number of Internet users is believed to be "1,463,632,361 in a world where 6,676,120,288 people dwell" (Internet World Stats, 2008, para. 1). This explosive growth of the Internet over the past several years has enthralled millions of people with the promise of bringing all corners of our ever-shrinking world to the fingertips of anyone with a computer. By allowing the average person to surf through a seemingly endless library of information, the Internet, for many people, is the embodiment of the Information Age. However, as with all new technologies, fear tempers the great wonder of the Internet. That is why, governments around the globe are tempted to control this medium, yet this desperate act is only a presumptuous and erroneous attempt. No matter what their reasons are, governments should not censor the Internet.

2 Governments claim that only they are capable of protecting children from "indecent" materials. Yet, this argument is debatable since governments should not play the role of "the Big Brother" as other parties are quite competent in protecting children. Both parents and Internet service providers, but definitely not governments, have the primary right and accompanying responsibility to determine what children see and when and how they see it. First, parents can protect their children from the dangers of the potentially harmful material by means of certain programs: "filtering" software and "Watchdog" software. Filtering software allows parents, on their own initiative, to block their children's access to whatever Web sites the parents deem inappropriate. The other program, Watchdog software does not block access: rather, it keeps a record of whatever information has been displayed on a computer. The record can be used by a parent or teacher to insure that children are not accessing forbidden websites. Another solution is offered by network service providers, and it is referred to as the "contract" model. In this model, service providers sign a contract not to publish certain material on the network. In effect, service providers "filter" out offensive material even before it goes online. Therefore, both parents and service providers do the necessary elimination without the interference of the government.

3 It is the contention of the governments that they should silence racist, hate and ethnic groups' websites where they propagate their own principles that pose a threat to their authority and cause anarchy. For this reason, the governments feel the need that they should maintain censoring the content of such websites on the bases that hate speech causes anger, alarm or resentment in others on the basis of race, color, creed, religion, or gender. However, by doing so, the governments impermissibly "take sides". For example, a politician's speech criticizing a minority group is not censored, yet a minority group's speech that criticizes the state is censored. Such a practice is against one of the main principles of democracy: The state should be of equal distance to all groups that make up of the society. Under the holding in this case, militant hate speech and cult propaganda of certain groups are tolerated whereas those of others can be banned on the Internet. This position goes on to assert that governments are censoring the net to thwart terrorists and to prevent the dissemination of "dangerous" information. However, this is not always the case because if a terrorist is determined to learn how to make a bomb, there are other sources that can be consulted. Libraries, books, even films can facilitate as a means of learning how to set up an explosive.

156

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Just like one cannot shut down all the libraries or censor all the books, the governments also cannot legally ban the "bomb recipes" from the Internet. Therefore, the net is not the only source for terrorists to obtain distribution of recipes for armaments.

4 Proponents of the idea that governments should ban certain sites and messages on the Internet maintain that this type of censorship is necessary as this is an effective way to protect cultures from degeneration and from the dominating effects of other cultures. These opponents emphasize that through the Internet, ethnic cultures or sub-cultures could be exposed to the damages of globalization which might in return result in loss of identity, traditions, and culture in a broader sense. This position seems to be rather rigid and can lead to serious concerns. The first reason why this claim cannot be acceptable is that the Internet is not the only tool through which cultural values are spread. Globalization is such a powerful concept today that its effects can be observed in any area and component of life; ranging from the food we eat to the films we watch. Therefore, the effects of the Internet technologies on changing the nature of cultures can hardly cause such a problem. Even a person who is not at all involved in the Internet is influenced by other cultures. Secondly, it is quite doubtful whether the real motive for censoring the Internet is to protect cultural values. The real intention for governments might sometimes be to dominate the minds of their people as it has always been easier to control crowds when they are not fully aware of other perspectives. For example, Syria attempted at eliminating information under the name of cultural preservation although the purpose was actually to censor connections to democracy-related discussions abroad. This method is used as a way of protecting the regime, which in fact is against democracy and freedom of thought.

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5 In conclusion, Internet censorship should not be accepted as a valid practice. It is clear that Internet censorship is not a solution to protect the vulnerable audiences like children; nor it can be used as a preventive means of shielding the country against destructive forces such as terrorists or racist groups. Furthermore, one can see how weak the link between cultural bonding and Internet censorship is. Therefore, the only conclusion one can draw is that there are no valid reasons for such an old-fashioned perspective since critical thinking and democracy, the most important values of today, could only be achieved through free media. The governments should make use of the benefits of the Internet rather than controlling the content. As once Al Gore said, "[The Internet] is only about protecting and enlarging freedom of expression for all citizens" (as cited in McCullagh,1996, para.13).

REFERENCES Internet World Stats. (2008). Internet usage statistics. Retrieved from www.internetworld stats.com/stats.htm McCullagh, D. (1996). Plague of freedom. Internet Underground, 9. Retrieved from http://w2.eff.org/Privacy/Key_escrow/ ?f=980731_g7_mccullagh.article.txt

The outline of the essay:

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TASK 13 Read the following essay, and a. Identify the types of the body paragraphs by filling in the boxes on the margins. b. Decide which outline model is used, and write your answer in the blank provided. Outline Model: c. Identify the pattern of organization for con/ref paragraphs. d. Make the outline of the essay in the box that follows.

SAY “NO” TO GOVERNMENTS’ INTERNET CENSORSHIP 1 The Internet began in the 1960s as a way of linking the U.S. Defense Department network and other communications networks. Over time, many other networks and users from around the world have connected themselves to the Internet. The number of Internet users is believed to be “1,463,632,361 in a world where 6,676,120,288 people dwell” (Internet World Stats, 2008, para. 1). This explosive growth of the Internet over the past several years has enthralled millions of people with the promise of bringing all corners of our ever-shrinking world to the fingertips of anyone with a computer. By allowing the average person to surf through a seemingly endless library of information, the Internet, for many people, is the embodiment of the Information Age. However, as with all new technologies, fear tempers the great wonder of the Internet. That is why, governments around the globe are tempted to control this medium, yet this desperate act is only a presumptuous and erroneous attempt. No matter what their reasons are, governments should not censor the Internet.

2 Governments claim that only they are capable of protecting children from “indecent” materials. Yet, this argument is debatable since governments should not play the role of “the Big Brother” as other parties are quite competent in protecting children. Both parents and Internet service providers, but definitely not governments, have the primary right and accompanying responsibility to determine what children see and when and how they see it. First, parents can protect their children from the dangers of the potentially harmful material by means of certain programs: “filtering” software and “Watchdog” software. Filtering software allows parents, on their own initiative, to block their children’s access to whatever web sites the parents deem inappropriate. The other program, Watchdog software does not block access: rather, it keeps a record of whatever information has been displayed on a computer. The record can be used by a parent or teacher to insure that children are not accessing forbidden websites. Another solution is offered by network service providers, and it is referred to as the “contract” model. In this model, service providers sign a contract not to publish certain material on the network. In effect, service providers “filter” out offensive material even before it goes online. Therefore, both parents and service providers do the necessary elimination without the interference of the government.

PARAGRAPH TYPE:

3 It is the contention of the governments that they should silence racist, hate and ethnic groups’ websites where they propagate their own principles that pose a threat to their authority and cause anarchy. For this reason, the governments feel the need that they should maintain censoring the content of such websites on the bases that hate speech causes anger, alarm or resentment in others on the basis of race, color, creed, religion, or gender. However, by doing so, the governments impermissibly “take sides”. For example, a politician’s speech criticizing a minority group is not censored, yet a minority group’s speech that criticizes the state is censored. Such a practice is against one of the main principles of democracy: The state should be of equal distance to all groups that make up of the society. Under the holding in this case, militant hate speech and cult propaganda of certain groups are tolerated whereas those of others can be banned on the Internet. This position goes on to assert that governments are censoring the net to thwart terrorists and to prevent the dissemination of “dangerous” information. However, this is not always the case because if a terrorist is determined to learn how to make a bomb, there are other sources that can be consulted. Libraries, books, even films can facilitate as a means of learning how to set up an explosive. Just like one cannot shut down all the libraries or censor all the books, the governments also cannot legally ban the “bomb recipes” from the Internet. Therefore, the net is not the only source for terrorists to obtain distribution of recipes for armaments.

4 Proponents of the idea that governments should ban certain sites and messages on the Internet maintain that this type of censorship is necessary as this is an effective way to protect cultures from degeneration and from the dominating effects of other cultures. These opponents emphasize that through the Internet, 158

PARAGRAPH TYPE:

ethnic cultures or sub-cultures could be exposed to the damages of globalization which might in return result in loss of identity, traditions, and culture in a broader sense. This position seems to be rather rigid and can lead to serious concerns. The first reason why this claim cannot be acceptable is that the Internet is not the only tool through which cultural values are spread. Globalization is such a powerful concept today that its effects can be observed in any area and component of life; ranging from the food we eat to the films we watch. Therefore, the effects of the Internet technologies on changing the nature of cultures can hardly cause such a problem. Even a person who is not at all involved in the Internet is influenced by other cultures. Secondly, it is quite doubtful whether the real motive for censoring the Internet is to protect cultural values. The real intention for governments might sometimes be to dominate the minds of their people as it has always been easier to control crowds when they are not fully aware of other perspectives. For example, Syria attempted at eliminating information under the name of cultural preservation although the purpose was actually to censor connections to democracy-related discussions abroad. This method is used as a way of protecting the regime, which in fact is against democracy and freedom of thought.

5 For a modern country, governments should not censor the Internet as it provides the citizens with several benefits. Most governments aim to have an educated citizenry. Thus, governments should be committed to building an information society, which is only possible through easy access to information. Censoring the Internet would contradict this basic objective because the Internet enables users to be informed about the world affairs and the latest news and developments. Since the web can be seen as a leveling of the information, refusing to allow people to access this source would only ensure a great disadvantage to those left in the dark. The Internet also promotes democracy as it facilitates participation in government. The nature of the Internet has tremendous potential for fostering democratic participation and giving voice to the voiceless. The Internet could allow citizens to communicate with their government, to pose questions to their elected representatives, and to submit comments through public poles on pending issues like city planning projects or law regulations. In January 1995, for example, the municipality of Bologna created the Iperbole system -- a free- of-charge “civic network” offering citizens and businesses an opportunity to send requests, suggestions, claims, and complaints by email to more than 1,300 municipal offices. The system also includes discussion and newsgroups dealing with specific topics, suggested by citizens, business enterprises, public and private institutions, and by the municipal administration itself (Global Internet Liberty Campaign, n.d.). Therefore, the Internet’s architecture allows for a more informed society, a diversity of views, and exchange of information.

PARAGRAPH TYPE:

PARAGRAPH TYPE:

6 In conclusion, Internet censorship should not be accepted as a valid practice. It is clear that Internet censorship is not a solution to protect the vulnerable audiences like children; nor it can be used as a preventive means of shielding the country against destructive forces such as terrorists or racist groups. Furthermore, one can see how weak the link between cultural bonding and Internet censorship is. Therefore, the only conclusion one can draw is that there are no valid reasons for such an old-fashioned perspective since critical thinking and democracy, the most important values of today, could only be achieved through free media. The governments should make use of the benefits of the Internet rather than controlling the content. As once Al Gore said, “[The Internet] is only about protecting and enlarging freedom of expression for all citizens” (as cited in McCullagh, 1996, para.13).

REFERENCES Global Internet Liberty Campaign. (n.d.). The Internet has already demonstrated its capacity to promote democracy. Retrieved from http://gilc.org/speech/report/ Internet World Stats. (2008). Internet usage statistics. Retrieved from www.internetworld stats. com/stats.htm McCullagh, D. (1996). Plague of freedom. Internet Underground, 9. Retrieved from http://w2.eff.org/Privacy/ Key_escrow/?f=980731_g7_mccullagh.article.txt

The outline of the essay:

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Important Reminder

As you have seen above, the writers of argumentative essays need to generate many supporting and opposing ideas to construct their argument and this much of information might cause some organizational problems. Here are the most common mistakes: a. The refutation does not refute the counter argument. In other words, the refutation is irrelevant to the counter argument. b. In the counter argument refutation paragraph, one of the pro arguments, which is dealt with in another paragraph as well, is repeated as the refutation of the counter argument. In other words, the ideas are repetitious. c. The counter argument presented is not contradictory to the thesis statement. In other words, the counter argument does not present a direct opposition to the stance of the thesis statement.

TASK 14 Examine the following outline. Considering the common mistakes explained above, identify the mistakes in the outline.

Thesis Statement: The media should be censored because it is dangerous for society. PRO 1: The media tools present violence, which makes the society desensitized and violent. PRO 2: Some news poses a clear threat to ethical values. CON 1: The media should not be censored because censorship prevents people from getting news about world affairs, which may in turn make societies illiterate. REF: Censorship is essential because it protects people's privacy.

Mistake identified: CON 2: The media should not be censored, it should be free; journalists should not be restricted because they should have freedom of speech. REF: Although it is right to some extent, their freedom of speech may give harm to the state as they may reveal some state secrets for the sake of their own benefit and this may be to the benefit of foreign states.

Mistake identified: CON 3: The media should not be censored because by giving news on marginal issues, they liberalize the society and help people gain a wider and more understanding perspective. REF: Broadcasting such marginal issues will undermine the ethical values of the society.

Mistake identified:

Important Reminder

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In your attempt to persuade your reader, you should avoid logical mistakes, or fallacies, which is another commonly made mistake when writing argumentative essays.

Avoiding Logical Fallacies A fallacy is an error of reasoning. It can be used against you in an argument, but if you are familiar with them, you will be able to refute the fallacious argument. Also, you can use them to convince others. Below some common examples of faulty logic that should be avoided are presented.

Terms

Description

Example

Words such as all, every, always, never are too broad and cannot be supported.

All consumers get highly affected by the advertisements that appear on the media, and make their decisions as to whether to buy those products or not accordingly.

Events which are related only by sequence

When one event happens, it does not necessarily cause a second event to happen, even if it follows the first in time.

After Susan wrote on a very controversial topic in her column, she received a lot of threats from the extremist groups. She had a serious car accident last week. It is clear that the extremist groups had a role in this accident.

Inappropriate authority figures

When the discussion appeals to an authority who is not an expert on the issue under discussion, that would be a logical mistake.

Tom Herring, a famous physicist, says that the political parties use the newspapers as a means to reflect their own ideologies.

Hasty generalizations

This type of fallacy generalizes from a sample that is too small or in some other way unrepresentative of the target population.

The owner of the media company did not attend the last annual meeting. She had not attended the previous year’s meeting as well. This clearly shows that she does not care about the company.

Argument against a person

In this case, an argument attacks the holder of an opposing viewpoint, rather than the viewpoint itself.

I do not intend to say that the newsmakers of the channel are manipulating the truth; see the news program yourselves.

Appeal to pity

By stating information that makes people feel sorry for somebody, people can persuade others to act or think in a certain way. It may make them lose objectivity.

Channel XYZ should raise money for the homeless people in our city. They should find food and shelter for them. If they do not, all those poor and miserable people will die of hunger and cold in the streets.

Either/or arguments

This fallacy sets up a false black- and-white dilemma by assuming that an issue is only two sided, or that there are only two choices or alternatives for a particular situation. In other words, there is no middle ground.

People must either believe in the things they learn from the media or be deprived of getting information.

Appeal to popularity

It suggests that an idea must be true simply because it is widely held. This is a fallacy because popular opinion can be, and quite often is, mistaken.

Most people believe that the “Morning Paper”, which is one of the most popular newspapers, has an objective perspective and that it reflects the reality. So, it must be the case.

Sweeping generalizations

“The most perfidious way of harming a cause consists of defending it deliberately with faulty arguments.” Friedrich Nietzsche 161

TASK 15 Identify the logical fallacies in the following examples. 1. The Psychiatric Association asserts that TV contributes to the corruption of the ethical and moral values of the society. Type of fallacy: 2. Jack Robinson was appointed as the chief editor of the newspaper in 2000. Two years later, the most popular columnist resigned. Therefore, Mr. Robinson is not a good manager. Type of fallacy: 3. The new cartoon DVD is very popular nowadays. I should also buy one for my children because it seems good. Type of fallacy:

4. You cannot expect insight and credibility from the new TV program on Channel KYZ about women’s problems because its producer, David Bouchier, is obviously a man. Type of fallacy: 5. The young journalist who has just started his career was fired due to fabricating news. What is going to happen to this poor guy? He is left without money and job! Type of fallacy:

6. Journalists cannot be trusted since either they are paid by the corporate media organizations or they are liars. Type of fallacy: 7. Only the graduates of the Faculty of Journalism can be good writers. Type of fallacy: 8. The chief editor of The Star Chronicle was expelled from the college for cheating during an exam when he was a student. Therefore, he is a journalist who cannot be trusted. Type of fallacy:

IN BRIEF: WHAT IS ARGUMENTATION?

TASK 16 TEST YOURSELF Put the words in the box into the correct sentences.

persuaded

argumentative

refutation

pro argument

reasoning

logic

counter-argument

logical fallacies

argumentation

1. premises.

is concerned primarily with reaching conclusions through logical reasoning based on certain

2. While you are presenting arguments for your side and against the other side, you appeal to the of your reader; you use evidence that is believable and has strong, correct 162

.

3. In argumentation, the reader needs to be well-presented arguments.

through the use of well-thought supports and

4. A

is the position you take while arguing.

5. A

is an argument offered in opposition to another argument.

6. By mentioning the opposite opinions, you show the reader that you are aware of other side’s views and that the points on your side are better, which is called

.

7. The ways in which arguments go wrong tend to fall into certain patterns which are called 8. The function of a/an or more truthful than others.

.

essay is to show that your opinion about some phenomenon is correct

Final Tips for Writing an Argumentative Essay - Find a debatable topic. - Word your thesis carefully to provoke thought or action. - Do research. - Make a pro-con chart. - Outline your arguments so that they are focused and organized. - Anticipate objections and differing viewpoints and show why your argument is stronger even if the others have some merit. - Support all your claims with convincing evidence and reasoned analysis. - Avoid logical fallacies; they weaken any argument.

Important Reminder

- An important point to recall when writing an argumentative essay is that your reader may not agree with you. - Writing to persuade is, therefore, more challenging and more imposing than many other types of writing. - Your goal may be to change your readers’ minds or move them to action. - Your goal may be to defend an idea or disprove an opposing idea.

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Going one step further by writing Below is an argumentative essay on war journalism. The introduction, the first body paragraph and an incomplete conclusion are provided for you. Analyse the written essay and: a. Write one counter-argument and one pro paragraph in line with the essay's thesis statement. Before writing your paragraphs, you may want to fill in the pro, con and refutation chart below to organize your ideas. Pro Arguments

Counter-arguments

Refutation of the Counter-arguments

b. Borrow ideas from the relevant excerpts as you write the body paragraphs. Use at least one direct quotation and one paraphrase / summary when borrowing ideas from the excerpts. c. Complete the conclusion paragraph by including a summary of the main points you discussed in the body paragraphs.

War Journalism: What not to Show For many people, news would be incomplete without a visual. They cannot imagine reading a newspaper that was void of images or watch television news broadcasts that did not include a stitch of video. However, the images served to public must be chosen very carefully as they can have damaging effects on the collective psyche. This issue becomes even more precarious and sensitive during times of war which is an acid test for photography and war journalism as the subject matter is concerning life and death, possessing great drama. Unfortunately, when one cautiously explores the media coverage of war, it is clearly seen that visual messages in war pictures and battle scenes do more harm than good. Hence, it is vital that war-related photos or battle scenes not be released for public viewing on television channels and in newspapers. (thesis statement) Some people who find wartime photos and TV broadcasts acceptable assert that these scenes and photographs may help the audiences realize the psychology of war and to gain insight about how destructive or chaotic wars might be. They think that when audiences are exposed to images that portray innocent people getting killed violently, they may have better understanding of the nature of wars and might develop feelings like mercy, pity, patriotism or maybe hatred for wars which could eventually contribute to peace movements. This position is somewhat mistaken. When watching soldiers kill one-another or reading the morning news illustrated with bloody shots, people do not come to an understanding; on the contrary, they become desensitized. In other words, people become so accustomed to seeing such violent pictures that they start to react less strongly. At this point, war related news loses its "shocking effect" and people start to normalize the fact that hundreds of human beings get killed or injured. Thus, people do not actually question warfare; they are made to perceive it as an everyday practice. To question warfare or to think critically about what is happening in the world does not necessitate such pictures. Any intellectual person would still achieve it through reading articles, discovering hidden politics and looking at the crisis from different perspectives. (write the second counter argument refutation paragraph)

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(write the pro paragraph)

To sum up, media sources such as television broadcasts or newspapers should avoid war scenes and photographs. It is obvious that (include a summary of your main points)

When all the destruction caused is taken into consideration, it can safely be argued that it is imperative that wartime photos and battle scenes are hold back from public eye. 165

Excerpt 1: Published photographs of war most often offer messages for prevailing government policies and rarely contribute to independent, new or unique visual information because governments put a priority on nurturing the morale of the armed forces and the people. For example, despite claims of "live" and spontaneous coverage, photographs printed in the U. S. media that show war shots from Afghanistan and Iraq are characterized by a narrow range of predictable, recurrent motifs which highlight victorious moves of the U.S. army. From: 2004 Michael Griffin Picturing America's 'war on terrorism' in Afghanistan and Iraq. Journalism 5 (4) 381-402 (Note that this excerpt is taken from page 400.)

Excerpt 2: In wartime, the media serve a variety of roles. With information, they can convey a sense of the fighting to a public divorced from its actual horrors or, with entertainment, they can provide a sense of relief or escape to a public more directly involved such as in a blockade or bombing campaign. Just because they mediate information about the progress of a war to the public, the media can serve not just as providers of 'straight' news and information but also as agents of propaganda and disinformation. This is because the very processes by which war reports are gathered at source, packaged by journalists and disseminated to a wider audience are subject to a wide spectrum of influences ranging from battlefield censorship to broadcasting standards, deception and disinformation campaigns, official information policy and propaganda. These are indeed the pollutants which constitute that overworked idiom: "The Fog of War". From: Selim M. Hali No date The role of media in war. http://www.defencejournal.com/2000/aug/role-media-war.htm (Note that this excerpt is taken from paragraphs 3-4.)

Excerpt 3: In August 1990, Iraq invaded Kuwait. In the six-month period prior to the commencement of hostilities, the Pentagon, military and media worked together to develop plans that would make the Gulf War coverage the most comprehensive wartime news coverage in history. It was also the most massive cover-up in history to date. There are countless examples of disinformation released to the media by the US administration and Pentagon: Iraq posed a major nuclear and chemical weapons threat. Prior to the start of the Gulf crisis, US intelligence officials estimated that Iraq would not be capable of producing an atomic bomb for at least five years. But in November, 1990, President George Bush started claiming that Baghdad will be able to build an atomic bomb in just six months time insisting that the time to attack Iraq was now. Iraqi soldiers did not remove Kuwaiti babies from incubators. Despite scant evidence, the allied media propagated that Iraqi soldiers removed hundreds of Kuwaiti babies from their incubators, leaving them to die on hospital floors of Kuwait City. Seven US Senators invoked the event in their speeches while backing the January 12, 1991 resolution authorizing war. From: Selim M. Hali No date The role of media in war. http://www.defencejournal.com/2000/aug/role-media-war.htm (Note that this excerpt is taken from paragraphs 6-7-8.)

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Excerpt 4: Exposure to information about and photographs of war arouse two emotional responses in the audience. First, information about both war casualties and battlefield failure will make people upset. War is literally a life or death issue, news highlighting death and the fact that past deaths may be in vain is upsetting to those connected to the conflict. Second, information about battlefield failure will make individuals feel less safe. While the physical threats to individuals resulting from battlefield setbacks may be limited, the wars fought elsewhere are occasionally justified on the grounds that victory in these wars will keep the civilians safe. Success in battlefield has been represented as critical in preventing a possible future terrorist attack. Thus, news of failure makes the audience feel less safe. From: No date Samuel S. Gartner & Carlos F. Gelphi The affect and effect of images of success and failure in war on public opinion. www. politicalscience.osu.edu/faculty/gelpi.10/GartnerGelpiAffectImages.pdf (Note that this excerpt is taken from paragraph 12.)

Excerpt 5: In the last two decades, there has been an expansion of what we define as "the media." Younger audiences especially get their news from a fragmented hodgepodge of sources such as Matt Drudge, blogs, friends' e-mails, "The Daily Show," and Jay Leno. Mainstream news still exists, but it has thousands of gadfly competitors. With the development of digital photography, any scene can be faked or altered via digital-editing software. Many such doctored shots now fly through the Internet, and some have even broken into traditional media. Certainly, the Internet/digital genie cannot be put back in the bottle. But the interplay of pictures and public affairs can be better understood. From: Just how big an impact do pictures of war have on public opinion? December 21, 2005 Danille D. Perlmutter http://historynewsnetwork.org/article/9880. (Note that this excerpt is taken from paragraph 7.)

Excerpt 6: Among children, trauma-related distress and news consumption appear related both in the immediate and longlasting aftermath of a disaster: - In a survey of 51 children and adolescents conducted during the war in Kuwait, those who viewed more graphic images of mutilation on television endorsed more symptoms of posttraumatic stress disorder (Thabet, Abed, & Vostanis, 2004). - Seven weeks after the Oklahoma City bombing, a survey of over 2,000 children revealed a positive association between exposure to television coverage of the tragedy and symptoms of posttraumatic stress disorder (Pfefferbaum et al., 2001). From: Charles Cantrell & Eric Newman 2006 Children and media coverage of trauma http://dartcenter.org/content/children-and-media-coverage-trauma#.VEYkB1dNH1U (Note that this excerpt is taken from paragraphs 11-12-13.)

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Going one step further by speaking Devil's Advocate - Pair up with another student. - You will be given a topic to discuss on a slip of paper. - You will have 5 minutes to discuss. - Try to be the devil’s advocate and find counter-arguments to what your partner argues. - You will have 5 minutes to discuss by finding counter-arguments to each other’s arguments. - When you hear “SWITCH”, give the slip of paper to the pair sitting next to you. - You will receive a new slip of paper with a new topic to discuss every time you hear “SWITCH” 1. The media has too much power. 2. The media coverage of the current events in your country is extensive and balanced. 3. Countries have a right to ban or restrict the media. 4. Today’s media is different from that of five years ago. 5. The media tries to manipulate people or change their views. 6. The media cares only about profits, not the truth. 7. Newspapers and TV stations are owned by corporations, and this affects the way one receives news. 8. Commercials and advertisements brainwash people. 9. Certain images and photos should not be broadcast on television. 10. The media acts irresponsibly many times.

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While playing the devil's advocate, you may use the following expressions:

Useful Expressions: Argumentation To express an opinion In my opinion,… I think/believe/feel that… It seems to me that… As far as I’m concerned… Not everyone will agree with me, but… For me… (Un)Like X, I believe… While it may be true that…, I still think it is… I absolutely believe that… Without a doubt,… is I’m quite convinced that… To argue against something That may be true but … Maybe but … Yes, but don’t forget … But don’t you think … To express total agreement I totally agree with you. That makes sense to me. That’s what I think about it, too. I can’t agree with you more.

To express total disagreement I don’t agree. I disagree with… I don’t see it that way. I’m afraid I have to disagree with you. On the contrary,… To express partial agreement/disagreement Yes, but… Yes, but on the other hand… You may have a point, but… You’re right to some extent, but… Well, I’m not so sure about that… That may be true, but… To interrupt Excuse me for interrupting, but… That’s true, but … Yes, but … Sorry to interrupt, but I would like to make a point. I would like to make a point here. I’d like to ask a question. I have a question for… I would like to comment on that.

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Unit 4

Power and the Rich In the previous unit, you studied the relationship between power and the media, and how people with money can control the media. In Unit 4, you will study the relationship between power and money.

Unit 4 In this unit, you will study the following skills:

READING - Previewing - Skimming - Scanning - Identifying points of reference - Guessing unknown vocabulary - Understanding figurative language - Reading between the lines - Identifying main ideas - Identifying the writer’s technique

WRITING - Writing a documented reaction-response essay - Analyzing the text with a critical eye - Deciding on the reaction pattern - Organizing ideas into on outline - Writing the reaction-response essey

LISTENING - Listening for specific information - Listening for main ideas - Listening and note-taking

SPEAKING - Giving an impromptu speech - Using reaction language - Participating in a debate - Using discussion language

LANGUAGE - Dealing with long sentences - Avoiding sexist language - Identifying word combinations

CRITICAL THINKING - Making connections between ideas - Reacting to an idea - Reflecting on an idea - Evaluating different viewpoints - Synthesizing

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READING

Getting Started A. Discussion 1. Examine the following cartoon. What message do you infer?

Cartoon taken from: Nicholson, P. (2001). [Cartoon]. Retrieved from http://nicholsoncartoons.com.au/dec-gap-tween-rich-and-poor-550.html

2. Examine the statements below and decide whether you agree or disagree with the message that they convey. Explain. - When you are a rich country, the murder of many of your citizens is called a “crime“. When you are a poor country, the murder of many of your citizens is called a “war“. - When you are a rich country, a deliberate attack on your men, women, and children is called “terrorism”. When you are a poor country, a deliberate attack on your men, women, and children is called “population control”. - When you are a rich country, your sobs are heard for a year. When you are a poor country, your tears are seen for a day. - When you are a rich country, your dead are called “heroes”. When you are a poor country, your dead are called “victims”. - When you are a rich country, you are called “innocent”. When you are a poor country, you are pronounced “guilty”. - When you are a rich country, not joining an international effort to fight global warming is called “pursuing national interest”. When you are a poor country, not joining an international effort is called “selfishness”. 3. Do you think that the rich countries use the poor ones for their own benefits? If yes, how? Explain.

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B. Glancing at the Text 1. The text you are going to read is composed of three parts. Skim the entire text (parts I, II, and III) and find the three ways the rich countries take advantage of the poor ones. Decide whether these ways match with the answers you have provided in the discussion part. Part I: Part II: Part III: 2. Scan the entire text (parts I, II, and III) and find the numerical data that corresponds with the following. a. What is the cost of environmental damage on poor nations?

b. What is the estimated amount of e-waste produced worldwide every year?

c. What is the percentage of highly skilled workers that China, India, and Brazil lose? d. How much has the U.S. saved by employing qualified physicians from poor countries?

e. When did outsourcing start?

C. Vocabulary The words in bold in the following sentences will appear in the text, “It is a Rich Man’s World”. Match the words with their definitions provided in the box below. 1. Turkey has suffered from serious brain drain in recent years by losing many well-educated people. 2. An incinerator was built to dispose of toxic waste. 3. Some pharmaceutical companies exploit poor nations by testing their drugs on them instead of conducting these medical experiments in their own laboratories. 4. World leaders are now united in their quest for peace.

a. to get rid of something especially by throwing it away b. to use someone or something unfairly and meanly for your own advantage c. a long search for something that is difficult to find d. a movement of highly skilled or professional people from their own country to another in order to earn more money, to live, and to work in better conditions

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D. Dealing with Long Sentences Below are some long sentences taken from the text “It is a Rich Man’s World”. Read and answer the following questions by using the strategies you have learned. a. Dividing the sentence into chunks b. Crossing out the extra details c. Eliminating unknown vocabulary d. Subject-verb identification

1. Unfortunately, many underdeveloped and developing countries, despite sometimes knowing the dangers of this household waste, continue to accept this cargo from richer countries due to poverty and quest for development. a. Who continues to accept the cargo from richer countries? b. Why do many underdeveloped and developing countries continue to accept the cargo from richer countries? c. What do many underdeveloped and developing countries know? d. Despite what do many underdeveloped and developing countries continue to accept this cargo from richer countries? 2. Environmental experts estimate that, despite international agreements that prohibit the import and export of hazardous waste, 50-80% of the 100 million tons of e-waste annually produced worldwide is being exported to developing countries since it is up to 10 times cheaper to export e-waste than to dispose of it domestically. a. What do the environmental experts estimate? b. What do the international agreements prohibit? c. Why does 50-80% of the 100 million tons of e-waste annually produced worldwide is being exported to developing countries? 3. When some nations become the constant exporters of academic talent, or if there is a continuous flow of skilled workers and talented professionals from developing to developed nations it becomes a "Robin Hood syndrome in reverse"- the rich robbing the poor as once described by a U.N. official. a. When does a "Robin Hood syndrome in reverse" take place? b. What is "Robin Hood syndrome in reverse"? c. Who once described "Robin Hood syndrome in reverse"? 4. Rich countries, for the benefit and growth of their nations, offer fringe benefits such as reduced taxes or green cards to lure scientists, engineers, scholars, and physicians whose countries have invested in them a major part of their scarcely available resources. a. What do rich countries offer? b. What kind of fringe benefits do rich countries offer? c. Why do rich countries offer fringe benefits such as reduced taxes or green cards? 5. Outsourcing, which dates back to the 1970s, occurs when a business purchases services or products from a foreign supplier or manufacturer, or when a business pays another company to provide services for which it might otherwise have employed its own in-house staff. a. When does outsourcing occur? b. What do companies do when they don't outsource? 175

TEXT Read the text below and do the exercises that follow.

It is a Rich Man's World 1 Do the powerless remain powerless or the strong remain strong forever? If this is the case, what has happened to the Persian Empire, the Pharaohs of Egypt, the Roman Empire, or the Ottoman Empire? These powerful empires seemed invincible at the peak of their time, but all of them are gone and are part of history. If it were not written in the books, nobody would believe that there was a Persian Empire looking at the present situation of Iran; or that there was once the Ottoman Empire that ruled half of the world. Yet, all these happened. The fact of history is that power shifts from one country to another and from one nation to another. A nation which is wealthy today may be impoverished tomorrow, and a poor country of today may become a great one in the near future. This is the rule of history. However, one thing that remains constant is that a dominant country will do anything to remain powerful. The picture of today’s international politics is no different. Once again, the world witnesses how the rich countries exploit the rest, mainly by means of their environmental strategies and their use of human workforce.

Toxic Imperialism 2 The global environment does not respect political borders, and the impact of ecological damage caused by one country can be felt by some other. “The environmental damage caused by rich nations disproportionately impacts poor nations and costs them almost 1.70 trillion dollars” (Highfield, 2008, para.3). When the environmental policies of the rich countries are observed, it becomes clear that they exploit the poorer ones by dumping their garbage and hazardous waste, which includes household waste such as plastics, bottles, or cans. Loading this waste on ships and trucks, rich countries export it to those willing to accept it and sweep this hazardous waste out of sight. Last year alone, for example, over 90 million kilograms of plastic waste and garbage were exported from the United States to countries such as Ghana, Tanzania, and Pakistan (Leonard, n.d.). Unfortunately, these and many other underdeveloped and developing countries, despite sometimes 176

PART I knowing the dangers of this household waste, continue to accept this cargo from richer countries due to poverty and quest for development. They accept these wastes for the sake of generating income, but is it worth it?

3 It is not only through daily waste transfer that the rich countries contaminate the poor nations’ environment. With people constantly upgrading their computers, TVs and cell phones in developed countries, electronics industry waste, or e-waste, has quickly become the fastest growing component of solid waste, which is extremely toxic. Since much of the equipment is no longer used in the technologically developed countries, it is being off-loaded on developing nations at prices well below those of more modern technologies that are less harmful. This waste transfer is usually done under the name of technological aid although most of the equipment sent does not actually function.

4 Environmental experts estimate that, despite international agreements that prohibit the import and export of hazardous waste, 50-80% of the 100 million tons of e-waste annually produced worldwide is being exported to developing countries since it is up to 10 times cheaper to export e-waste than to dispose of it domestically (Kielburger, 2008). Thus, dangerously high stockpiles of obsolete and hazardous technology are building up in African, Asian, and some Latin American countries (UN, 2008).

5 This household waste and e-waste is sometimes traded in disguise. Rich countries process their toxic wastes and produce new trading materials. Toxic wastes appear as “road paving material,” “construction material,” “fuel substitutes,” “top soil fertilizer,” “edible oil,” and so on, when they are actually deadly. This process is also known as “sham recycling”. Many incidents are never found or reported but it is clear that the poor nations bear the brunt of the toxic imperialism caused by the rich developed nations.

Working through the text A. Text Comprehension 1. a. Which idea is supported through the examples given from history?

b. Do you agree / disagree with this idea? Why /Why not?

2. Which two factors lead underdeveloped countries to tolerate the household waste sent from the rich ones? a. b. 3. Read the following sentence taken from the text and decide which concept the writer criticizes.

"With people constantly upgrading their computers, TVs and cell phones in developed countries, electronics industry waste, or e-waste, has quickly become the fastest growing component of solid waste, which is extremely toxic." a. Recycling b. High purchasing power c. Consumerism d. Use of toxic materials in electronic devices 4. Read the following sentences and decide whether they are True (T) or False (F) based on the information in paragraphs 4 and 5 a. International agreements do not allow countries to trade toxic waste. b. It is cheaper to recycle waste than ship it elsewhere. c. Sham recycling means processing waste and transforming it into new commercial goods. d. Sham recycling eradicates all toxic substances. e. Sham recycling seems to be a win-win situation for all parties. 5. How do the rich countries send their unwanted material to poorer nations? Tick all that apply. a. They trade their household waste by paying money to the host countries. b. They pretend to be supporting the technological growth of poorer nations as they send their old technological goods. c. They send cargo ships to other countries’ territorial waters, and they let ships which are loaded with waste sink. d. They recycle the unwanted wastes to turn them into different products that poorer nations would buy. e. They threaten poorer nations to make them accept the waste transfer.

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B. Vocabulary I. Find a word or an expression from the text for each definition below. 1. in an unfair and unequal manner, share, or ratio (par. 2): 2. to make dirty or harmful with chemicals or poison; to make impure or unclear (par. 3): 3. to get rid of something burdensome or unwanted (par. 4): 4. not in use anymore, having been replaced by something newer and better or more fashionable (par. 4): 5. in a different appearance, hidden (par. 5) : II. Using the contextual clues in the text, guess the meanings of the following words and write down their definitions or synonyms. 1. invincible (par. 1): 2. impoverished (par. 1): 3. bear the brunt of (par. 5):

C. Reference Words Determine what the following words / phrases from the text refer to. 1. this (par. 1): 2. the rest (par. 1): 3. those (par. 3): 4. This process (par. 5):

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It is a Rich Man's World PART 2 Theft of the Best and Brightest 6 While the rich countries treat the poor ones as their backyard where they can dump the refuse, they also know how to enjoy the gifts of this garden. The rich countries happily welcome the great human potential of poor or developing countries. The movement of intellectuals like university lecturers and researchers from one national setting to another, ranging from permanent relocation to short-term visits or exchange programs, facilitates the dissemination of knowledge and the broadening of cultural horizons. However, when some nations become the constant exporters of academic talent, or if there is a continuous flow of skilled workers and talented professionals from developing to developed nations it becomes a “Robin Hood syndrome in reverse” - the rich robbing the poor as once described by a U.N. official (as cited in Deen, 2006, para.1). Today, rich countries are literally stripping the developing world of its talent. The pressures of ageing populations and the need to be at the frontier of technological change has meant that skilled labour is in short supply in developed countries, so raiding parties have been sent to developing countries out to find doctors, nurses, teachers, scientists, and IT specialists who are prepared to move to Europe or North America.

growth of their nations, offer fringe benefits such as reduced taxes or green cards to lure scientists, engineers, scholars, and physicians whose countries have invested in them a major part of their scarcely available resources. Countries and their institutions have been helpless in the face of brain drain, losing thousands of their highly educated workers. Recent research from OECD shows the extent of the problem, particularly for smaller nations. For the big beasts of the developing world China, India, and Brazil - the loss of highly skilled workers amounts to less than 5% of the human work force available in their countries. Yet, for the smaller nations of the Caribbean and Africa, the figures are frighteningly high (as cited in Elliot, 2004). In fact, some statistics indicate, concerning the current intellectual migration, that it is Africa that suffers most from this “unfortunate phenomenon”. A report, broadcast by the British Broadcasting Corporation (BBC) in 2004 says Africa has lost around 35% of its skilled professionals in recent decades, and it is costing the continent 4 billion dollars a year to replace them with expatriates from the West. Rich countries like the United States, however, have saved a total sum of 26 billion dollars which otherwise would have spent to train 130,000 highly qualified physicians (as cited in Gedamu, 2002).

7 Losing elite workers - especially when there are not many of them - hurts. The Organization for Economic Cooperation and Development (OECD) explains that “emigration of highly skilled workers may adversely affect small countries, preventing them from reaching a critical mass of human resources, which is necessary to foster long-term economic development” (as cited in Elliot, 2004, para. 4). Rich countries, for the benefit and

8 All in all, it is evident that the movements of people in such a fashion are unbalanced and unjust as educated and skilled individuals move from poor to rich nations. That is a one-way “action”, not an “interaction”. This means that the provider nations’ native supply of intellectual talent is at risk of depletion.

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Working through the text A. Text Comprehension 1. Explain the analogy the writer makes by comparing the backyard, the garden and poor countries.

2. According to the writer, movement of qualified people, such as university professors, from one country to another is acceptable because . However, when it is then it is unethical. 3. Why does the writer compare brain drain to a "Robin Hood syndrome in reverse" in paragraph 6?

4. What are the two steps that rich countries take in recruiting and hosting high skilled people from other nations? a. b. 5. What are the possible future consequences of poor countries' losing their talented and educated people?

6. What does the writer mean by the following sentence?

"That is a one-way 'action', not an 'interaction'". (par.8)

B. Vocabulary I. Find a word or an expression from the text for each definition below. 1. to promote the growth or development of (par. 7): 2. an additional service or advantage given with a job besides wages (par. 7): II. Using the contextual clues in the text, guess the meanings of the following words and write down their definitions or synonyms. 1. refuse (par. 6): 2. lure (par. 7): 3. depletion (par. 8):

C. Reference Words Determine what the following words / phrases from the text refer to. 1. its (par. 6): 2. their (par. 7): 3. unfortunate phenomenon (par. 7):

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It is a Rich Man's World PART 3 Sources from the Outside 9 Those with the power of money not only reap all the benefits of intellectual migration, but also make use of less skilled workers through outsourcing. Outsourcing, which dates back to the 1970s, occurs when a business purchases services or products from a foreign supplier or manufacturer, or when a business pays another company to provide services for which it might otherwise have employed its own in-house staff. Global outsourcing is enormously facilitated by technological innovations associated with computing, electronic communication, and the Internet (Palley, 2006). Many large companies now outsource jobs such as call centre services or e-mail services. Also, many goods ranging from simple ones like toys and kitchen utensils to highly technological equipment like electronic devices are produced abroad, especially in poor or developing countries. These services and goods are provided and manufactured by separate companies, each specialized in one area, and are often located overseas such as in India, the Philippines, or Hong Kong. Many international companies such as Nike, H&M, or Disney subcontract with other countries and have their goods manufactured abroad.

10 There are many reasons why companies outsource various jobs, but the most prominent advantage seems to be the fact that it often saves money. Many of the companies that outsource jobs are able to do the work for considerably less money. That is, businesses mainly prefer outsourcing for the

purpose of cutting costs and raising profits (Torrance, 2006). By taking advantage of lower wages overseas, managers believe they can cut their overall costs, by about 25% to 40% (Thottam, 2003).

11 Many economists and industry analysts say that outsourcing benefits the economy of both parties by boosting the markets (Ghimire, 2006). However, this is looking on the bright side. Actually, the practice of replacing domestic employees with lower-cost foreign workers is a new way of colonization because it is a capitalistic exploitation of the poor countries. The only reason why this phenomenon occurs is because companies wish to enhance profits by exploiting workers in low-wage areas of the world. In other words, wealthy corporations want to maximize profits by paying less. However, it is actually wrong to pay people in India, for example, less than what the same job would justify in somewhere like the U.S.

12 To sum up, when rich countries prioritize their own interests in a globalized world, they take advantage of the poor ones. Some examples of such exploitation is dumping waste in poor countries and using their human resources through brain drain and outsourcing. Until the wheel of fortune turns once again and rearranges the global economic balance, the poor nations are doomed to endure what the rich ones say and do. It is crystal clear that this is a rich man's world.

REFERENCES Deen, T. (2006). Is brain drain robbing poor to pay for the rich? Retrieved from http:// ipsnews.net/ print.asp?idnews=34609 Elliot, L. (2004). Brain drain must stop if poor countries are to be helped. Retrieved from http:// www.oecdobserver.org/ news/printpage.php/aid/673/ The_brain_drain:_Old_myths,_new_realities.html Gedamu, A. (2002). Causes and consequences of brain drain - how long should Africa tolerate this? Retrieved from http://chora.virtualave.net/brain-drain7.htm Ghimire, B. (2006). A look into the outsourcing debate in the United States. Retrieved from http://internationalbusiness.suite101.com/ article.cfm/outsourcingdebate Highfield, R. (2008, Jan 21). Environment damage of rich countries on poor. Retrieved from http://www.telegraph.co.uk/ science/science-news/3322505/Environment-damage-of-rich-countries-on-poor.html Kielburger, M. (2008). Toxic e-waste pouring into third world. Retrieved from http://www. thestar.com/ News/GlobalVoices/article/416548 Leonard, A. (n.d.). Plastics trashing the third world. Retrieved from http://multinationalmonitor.org/hyper/issues/ 1992/06/mm0692_10.html Palley, T. (2006). The economics of outsourcing: How should policy respond? Retrieved from http://www.fpif.org/fpiftxt/3134 Thottam, J. (2003). Where the good jobs are going. Retrieved from http://www.time.com/time/ magazine/article/ 0,9171,474546,00.html Torrance, F. (2006). The ethics of in-house vs. outsourcing. Insight Business. Retrieved from http://www.usc.edu/org/ InsightBusiness/ archives/fall2005/TheEthicsofInhouse.htm UN. (2008). Rich countries' toxic waste overwhelming poorer nations. Retrieved from http:// www.cbc.ca/world/story/2008/06/25/toxic-waste.html

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Working through the text A. Text Comprehension 1. Both brain drain and outsourcing rely on exploitation of work force by developed countries. The writer asserts that developed nations exploit through brain drain. However, when outsourcing, they use of under-developed or developing nations. 2. Which important factor speeded up outsourcing?

3. Read the following sentences and decide whether they are True (T) or False (F). a. Outsourcing has been around for decades. b. Outsourcing means that one company subcontracts another to do its job. c. Usually developed countries use poor or developing countries to outsource . d. Toys and electronic devices are usually produced in developed countries. e. Big companies choose to hire staff from their native land. f. Sports companies do not use outsourcing. 4. What is the counter-argument that the writer addresses? How does she refute it?

5. Read the following sentence and answer the question that follows.

"Until the wheel of fortune turns once again and rearranges the global economic balance, the poor nations are doomed to endure what the rich ones say and do." (par. 12) To which idea in paragraph 1 (in Part I) does the writer refer to by the expression "Until the wheel of fortune turns once again"?

B. Vocabulary I. Find a word or an expression from the text for each definition below. 1. to make possible or easier (par. 9): 2. to pay someone else to do part of a job that you have agreed to do (par. 9): 3. obvious; apparent (par. 12): II. Using the contextual clues in the text, guess the meanings of the following words and write down their definitions or synonyms. 1. prominent (par. 10): 2. boosting (par. 11): 182

C. Reference Words Determine what the following words / phrases from the text refer to. 1. Those (par. 9): 2. it (par. 9): 3. such exploitation (par. 12):

D. Collocations Below are sentences divided into two parts. Match the parts to make meaningful sentences with the help of contextual clues and collocations.

Most waste ends up in landfill sites; only 19%

1.

of household

a. strategies which ensure the protection of the eco systems.

2.

We should fight against waste

b. transfer to poor nations.

3.

Countries should sign an international

c. workforce as planting, fertilizing and harvesting

4.

Countries follow environmental

5.

One of the most important factors for the

manually is cheaper than using machinery.

development of agrarian countries is human

e. agreement on reducing CFC gases.

The oil pollution caused severe ecological

6.

d. damage on the Black Sea coast. f. waste is currently recycled or composted.

WRITER’S TECHNIQUE Analyze the writer’s technique and fill in the chart below.

Purpose to inform

to entertain

to narrate

to persuade

to criticize

to describe

Audience specify:

Method of Development process analysis

exemplification

problem solution

cause / effect

compare / contrast

persuasion

classification

definition

examples

facts / data

authority’s opinion

description

definition

explanations

personal experience

subjective

write two adjectives:

description

Supporting Techniques

Writer’s Tone and Attitude objective

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LISTENING Getting Started A. Discussion Your Country under Spotlight - Is your country an exporter or importer of toxic waste? Discuss. - Does your country send or receive intellectual talent? Would you consider working and living abroad? Why / why not? - Is outsourcing common in your country? Does your country manufacture goods or provide services for another country? What kind of goods or services does your country outsource? What kind of products or services does your country provide for other countries?

While-Listening: Around the Track Listen to different opinions on outsourcing and brain drain. Identify the main idea of each speaker and major supports of the argument, and jot them down in the table below.

Main Idea and Supports (in keywords) Speaker from Los Angeles

OUTSOURCING

Speaker from Turkey

Speaker from London

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Main Idea and Supports (in keywords) Speaker from Singapore

BRAIN DRAIN

Speaker from Leeds

Speaker from France

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Going one step further by speaking Now, looking at your notes in the table above, decide whether you agree / disagree / partially agree with the speakers and share your ideas with your classmates in a class discussion. While stating your opinion, you may use the following expressions:

Useful Expressions: Reaction Language “To listen closely and reply well is the highest perfection we are able to attain in the art of conversation.” Francois de La Rochefoucauld

To express an opinion In my opinion,… I think/believe/feel that… It seems to me that… Not everyone will agree with me, but… For me… (Un)Like X, I believe… While it may be true that…, I still think it is… I absolutely believe that… Without a doubt,… is I would like to make a point here. I would like to comment on that. To express total agreement That makes sense to me, especially when … That’s right/true because… I couldn’t agree more… That’s just what I think about it, too. Yes, absolutely! For example, when… Sure, because… He/she has got a point there.

To express total disagreement I don’t agree with this idea. I’m afraid, I disagree with… I don’t see it that way. That’s not true. I don’t agree at all. I can’t agree with him/her there… That’s not quite the way I see it. I’m not sure I quite agree… I think he/she is wrong. I’m not sure I agree. I see what he/she means, but… To express partial agreement/disagreement Yes, but … Yes, but on the other hand… That may be true but … I think it all depends. That's true, but … That may be true but … Maybe, but … Yes, but one shouldn't forget …

To clarify yourself What I mean is… What I meant was… Let me put it another way… What I’m saying is… What I’m trying to say is…

Going one step further by speaking Below you will find role cards on the debate topic whether a joint venture* with foreign partners should extract gold in a village that is a major tourist attraction in your country. Read the role card assigned to you by your teacher and get ready to support your view by answering the given discussion questions. - Do research to better support your view. - Get together with the students who hold the same position with you (i.e. miners, owners of the mining company, Green Peace activist) and share opinions. - Share your views with the other groups in a whole-class debate. 186

You are a hotel owner who is AGAINST extracting gold in the village. - What will be the effects of the mines on the hotel? - What kind of job opportunities will gold mines bring in the region? - What are the possible effects of gold mines on the economy? - What are the possible negative environmental effects of gold mining? - What will the agricultural effects of mines be? You are a medical doctor who is AGAINST extracting gold in the village. - What are the possible health risks of working as a miner in gold mines? - What are the possible health risks for the inhabitants of the village where the gold mines are located? - What kinds of chemicals or elements are used during gold extraction? You are a Greenpeace Activist who is AGAINST extracting gold in the village. - How do the chemicals or elements which are used during gold extraction affect the environment? - What are the possible negative environmental effects of gold mining? - How will the habitats of animals be affected by gold mines? - What are the possible negative environmental effects of gold mining? You are the Minister of Mining and Natural Resources who is FOR extracting gold in the village. - Why is it important to extract gold? - In which industries can gold be used? - What are the possible effects of gold mines on the national economy? - What are the possible social impacts of gold mines? - What kind of job opportunities will gold mines bring in the region? You are a local gold miner who is FOR extracting gold in the village. - What other job opportunities do you have? - What kind of protective precautions are taken by your company? - What kind of materials do you use when extracting gold? - Do you have any other qualifications to be employed in different fields? You are the owner/representative of the mining company who is FOR extracting gold in the village. - What kind of job opportunities will gold mines bring in the region? - Will the dependence on other countries be reduced? - What kind of materials do you use when extracting gold? - What kind of precautions can be taken for the possible environmental pollution? - What kind of precautions can be taken to protect the health of gold miners/villagers as a company? - What are the possible effects of gold mines on the economy? * joint venture : is a business agreement in which the parties agree to develop, for a finite time, a new entity and new assets by contributing equity. They exercise control over the enterprise and consequently share revenues, expenses and assets.

Note: While one group performs, the rest of the class acts as the audience. When you are in the role of the audience, you are expected to ask questions to the performing groups during or after the role play.

While performing your role, you may use the following expressions in addition to the expressions listed on page 186. You have already studied some of these in the previous units.

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Useful Expressions: Discussion Language Asking for further explanations

To interrupt Excuse me for interrupting but… That’s true, but … Yes, but … I would like to make a point here. I’d like to ask a question. I have a question for… I would like to comment on that.

Can you explain why…? I don’t understand why … ? Why is it that … ? How come… ? Does this mean … ?

In the speaking tasks above, you expressed whether you agreed or disagreed with other speakers by giving your reasons. This was your oral reaction to the ideas voiced. Note that you can also react in written form.

Recycling Vocabulary through speaking - Below are the new words you learnt in Unit 4. - Pair up with another student. - Ask the questions below to each other. - Use the underlined words in bold while answering questions to revise the target vocabulary.

STUDENT A 1. What kind of problems do you think brain drain can cause for the source countries? 2. What steps can be taken by the politicians/leaders in their quest for world peace? 3. What might be some environment-friendly ways to dispose of wastes for a country? 4. Do you think that “stealing” the young and talented people/minds from their home countries is a way to exploit those countries? Why / Why not? 5. How can the economic transactions between the countries be bettered / improved?

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STUDENT B 1. What kind of incentives can the companies offer to their employees to prevent them from going abroad to work? 2. What are the possible results of the depletion of natural resources? 3. What might be some possible effects of outsourcing on a country’s economy? 4. Is it possible for a rich country to be invincible in all areas simply because it has money? Why / Why not? 5. Is it one of the responsibilities of the well-off countries to foster the living standards of the poorer ones? Why / Why not?

THE REACTION-RESPONSE ESSAY Read the sample reaction-response essay written in response to “It is a Rich Man’s World” and discuss the questions in Task 1. Sample Student Essay:

A Rich Man’s World: Is it Really So? In the text “It is a Rich Man’s World”, Ingrid Megg (2015) criticizes the current situation of international politics. She believes that there is imbalance and inequality between the rich and poor nations, and asserts that wealthy countries use the power of money to exploit and use the poor countries and the developing nations to their own advantage. Megg (2015) states that rich countries take advantage of the poor ones by dumping their wastes onto the poorer nations, by luring the “intellectual talents” away from their home countries with lucrative employment offers, and by outsourcing to third world countries to cut down on labour costs. I partially agree with the writer. I think that the writer makes a relevant point when she links toxic imperialism to exploitation of the poor nations. However, brain drain and outsourcing cannot be regarded as exploitation as they have many benefits for the poor nations as well. I agree with the writer that some of the environmental policies undertaken by the rich countries hurt the poor. The writer states that richer nations throw away their household waste like plastic bottles or cans and ship them to poorer nations (Megg, 2015). This is unfortunately a reality. Consumption is greater in rich and industrialized countries than in poorer countries, which can be supported by the report by The New Internationalist (2006). According to the report, the U.S. and Canada are responsible for 31.5% of consumption, whereas South Asia is responsible for 2% of the consumption. As buying more means disposing more waste ranging from packages to electronic devices, one can safely draw the conclusion that rich countries have a bigger role in producing waste. This waste would not pose a problem if it was managed successfully through recycling projects; however, some wealthy countries do not seem to bear this responsibility. According to the Environmental Protection Agency recycling data of 2005, only 32.1% of total solid waste in the U.S. is recycled. These low rates of recycling explain why the rich countries search for alternative ways of managing waste like sending “over 90 million kilograms of plastic waste and garbage” to poorer nations (Leonard as cited in Megg, 2015, para.2). Another argument I agree with in Megg’s article (2015) is that rich nations dump their electronic waste onto poorer nations. Undoubtedly, this is another way of exploiting the poor. Rather than being recycled, electronic waste, which contains chemicals such as mercury or lead, is sent to developing countries. Proving this, Greenpeace has discovered high-tech toxic trash causing hazardous pollution in Ghana. The analysis of samples taken from two electronic waste scrap yards in Ghana has revealed severe contamination from hazardous chemicals which were sent by well-off nations (Greenpeace, 2008). Under the name of “usable second hand goods”, nations with strong economies ship their e-waste to other parts of the world. Therefore, I find Megg’s criticisms regarding waste management of rich countries both realistic and valid. While the writer has a point in environmental issues, I disagree with her criticisms regarding brain drain. Megg (2015) labels the movement of intellectuals from their native countries to more developed countries as “brain drain” and thus “an unfortunate phenomenon“ (para. 7); however, I find this movement beneficial in many ways. First of all, from a global perspective, this shift from one country to another greatly contributes to a rapidly increasing number of highly- educated “knowledge workers”, which is necessary for raising life standards. One should realize that the circulation of skills and manpower can be a positive force in accelerating development. Megg (2015) implies that only the rich countries can take advantage of this development. However, she seems to disregard the skilled individuals who might one day return to their home countries and use their skills and knowledge for the benefit of their own nations. Actually, this movement is becoming increasingly popular in recent years, and it is called “reverse brain drain”. In other words, it is now difficult to equate brain drain with a permanent loss of qualified individuals. Estonians, for example, are already benefiting from “reverse brain drain”. A similar case might be observed in South Korea and Taiwan. Returning emigrants in these countries were attracted back to their countries to fill key roles and, thus, help the development of their nations (Parthasarathi, 2006). Returnees can bring valuable management experience, knowledge, or trading skills. Secondly, brain drain should not be regarded as 189

exploitation by the rich as it is practiced among developing countries, as well. Singapore, for example, welcomes immigration of workers from neighbouring Malaysia or even China due to a shortage of labour in its information technologies business (Cervantes & Guellec, 2008). Therefore, monopoly of brain drain by the rich nations is not the reality. When these two ideas are taken into consideration, it is clear that brain drain is not an “unfortunate phenomenon” as claimed by the writer (Megg, 2015, para. 7). I also disagree with the writer’s viewpoints on outsourcing. Megg (2015) claims that outsourcing works for the benefit of the rich countries by creating inequality. To begin with, the writer argues that outsourcing does not help the economies of the poor nations, claiming that such a positive approach towards outsourcing would be “looking on the bright side” (para.11). However, there is sound evidence that outsourcing positively affects the economy of the countries which offer outsourcing services. First, outsourcing helps national economy flourish as there is flow of money around the country. Due to the high profits in the outsourcing business, many small countries such as the Philippines or India are improving their economic growth. In addition, it provides people with job opportunities, which keeps the economy alive. According to the 2008 report of Software Quality Experts, it is estimated that outsourcing will create 350,000 jobs by 2017 worldwide. The other argument I disagree with is the writer’s assertion that rich countries take advantage of the poor by paying them less than what the same job would require in a developed country (Megg, 2015). However, one needs to compare not just salaries, but the purchasing power of these salaries in different countries. An Information Technologies (IT) professional in India, for instance, may be far better off in terms of life standards, despite being paid only a third of the U.S. salary. Thus, instead of comparing the wages, purchasing power of the money one earns in different countries should be considered before making such a claim. To sum up, there are viewpoints that I both agree and disagree with in the text "It is a Rich Man's World". I believe that the writer makes an accurate evaluation when she links garbage and waste management to exploitation of the poor nations by the rich. However, I believe that one might raise serious concerns as to whether brain drain and outsourcing are ways of exploitation. I think that since these concepts produce positive end results for both parties -namely both for the rich and the poor countries-, it would be harsh to associate these terms with exploitation by the rich. I believe that developing nations also benefit from the new globalized world. Maybe now, "[it] is the rich man's world", but in time we will see whether the "wheel of fortune" has already started to turn (para. 12).

REFERENCES Cervantes, M., & Guellec, G. (2008). The brain drain: Old myths, new realities. Retrieved from http://www.oecdobserver.org/news/printpage.php/aid/673/The_brain_drain:_Old_myths,_new_ realities.html Greenpeace. (2008, August 05). Poisoning the poor – electronic waste in Ghana. Retrieved from http://www.greenpeace.org/ international/news/poisoning-the-poor-electroni Megg, I. (2015). It is a rich man’s world. In M. Gulcu, G. Gulen, E. Sesen, & G. Tokdemir, The Compass: Route to academic English 2 (pp. 176-181) Ankara, Turkey: Nuans Publishing. Parthasarathi, A. (2006). Turning brain drain into brain circulation. Retrieved from http://www.scidev.net/en/ opinions/turning-brain-drain-into-brain-circulation.html Software Quality Experts. (2008). Statistics related to offshore outsourcing. Retrieved from http:// www.rtts.net/outsourcing/statistics The New Internationalist.(2006). Consumption - the facts. Retrieved from http://www. newint.org United States Environmental Protection Agency. (2005). Municipal solid waste in the United States: 2005 facts and figures. Retrieved from http://www.epa.gov/epawaste/ nonhaz/municipal/ pubs/mswchar05.pdf

TASK 1 1. What is the purpose of the writer in writing this essay? 2. Compare the organization of the introductory paragraph to that of an expository and an argumentative essay. 3. Underline the thesis statement of the essay. Is the wording of the thesis statement of an expository similar to or different from that of the thesis statement of an argumentative essay? Explain. 4. Which supporting techniques have been used in the body paragraphs? 5. Why does the writer keep referring to the text “It is a Rich Man’s World” throughout the essay? 190

WHAT IS REACTION? “Good writing is like a bomb: it explodes in the face of the reader.” Nuruddin Farah

Besides academic contexts, people can show their reaction and respond to things that they face in daily life, which range from daily events to pieces of art. Thus, it can be said that the term "reaction" or "response" can be used to refer to the reflection of people's ideas, emotions, opinions, and feelings on the things that they experience, hear, read, and see. However, in academic contexts, the term reaction-response means making comments about the ideas or the arguments that are emphasized / expressed in a given material or a text.

HOW TO WRITE REACTION-RESPONSE ESSAYS One has to follow some steps when writing reaction-response essays:

STAGE 1: ANALYZING THE TEXT WITH A CRITICAL EYE: The first step of writing a reaction-response essay is to evaluate and analyse the text critically. Below are some steps as to how to do it: 1. Preview and skim / scan the text. Think about how much you know about the author and the topic of the material. Look at the title, author, references used, length, and the context of the material. This will give you a general idea about the material that you are going to react to. 2. Read the text. Get a general understanding of the material. To do this, try to make predictions and think about your expectations from the text. You can also use your background knowledge at this stage to better understand the intended meaning of the material. 3. Reread the text, this time more effectively. Find and underline the key points. Try to answer the following questions to better comprehend the text: What is the main point? Are there any important examples? Which striking phrases and quotations are used? Are there any words that are repeated? If yes, why? What are the strong and weak points of the text? At this stage, you can use the margins to take down notes and brainstorm some ideas about your reaction. Using graphic organizers can also be helpful in order to see the relationship between the ideas that are expressed in the text. 4. Work on the unknown vocabulary items. If there are any words whose meanings you don't know, try to guess what they might mean or use a dictionary. This will help you better understand the text. 5. Identify the writer's technique. Try to answer the following questions: What is the purpose of the writer in writing this text? Who does the text aim at? / Who is the intended audience? What does the writer do to affect the audience's way of thinking? Who is the writer? (age, gender, race, affiliations…), What is the stance of the writer about the topic? Does the writer's background have any influence on the text? What is the tone of the material? (ironic, humorous, aggressive, racist, feminist…) 6. Evaluate / analyse the language and the structure. Analyse the text in terms of the use of language and structures: What kind of a language is used? Is it biased, sexist, rude, sarcastic, humorous or direct? Analyse the structure: What kind of an organization and pattern of development is used in the text? (e.g. compare-contrast, process analyses…) Are the ideas presented in a logical order? Is it easy to follow the text? 7. Make inferences. Analyse the contextual clues and arrive at logical conclusions. 8. Evaluate the evidence and supports. Which supporting techniques did the writer of the text use? Did the writer present strong, appropriate, sufficient, and credible evidence? Are there any weak aspects in the text like logical fallacies, unclear points, sweeping generalizations or irrelevant ideas? What are the strong points in the text? 9. Decide on your stance. Try to personalize the text and ask yourself some questions like the following: - What do I think and feel about the text? - Do I agree / disagree or partially agree / disagree with the points presented? - What do I agree / disagree with? - Can I relate the text to my experience? Can I empathize with it? - Do I have background information about the subject? - Did I face a similar situation before? 10. Carry out extensive research. Do some further research to learn more about the subject. Learn some other views about the topic and find support for your own ideas. 191

TASK 2 1. Below is a sample student analysis of one part of the original text, namely the part about outsourcing. Examine the notes of the student. Focu s is only on (-) a spects but + boosts economy + job opportu nities + ?? So, are these economists & industrial analysts all wrong? Is the writer actually, looking on the “dark side”?

But, outsourcing creates job opportunities, too. Can we call this “exploitation”?

Many economists and industry analysts say that outsourcing benefits the economy of both parties by boosting the markets (Ghimire, 2006). However, this is looking on the bright side. Actually, the practice of replacing domestic employees with lowercost foreign workers is a new way of colonization because it is a capitalistic exploitation of the poor countries. The only reason why this phenomenon occurs is because companies wish to enhance profits by exploiting workers in low-wage areas of the world. In other words, wealthy corporations want to maximize profits by paying less. However, it is actually wrong to pay people in India, for example, less than what the same job would justify in somewhere like the U.S. This is quite a reasonable objective. All business companies want to make profits.

A bit too harsh!

Is it really the only reason?

! What if the living standards are different in these two countries?

2. Now, examine the following paragraph where the student discusses his / her responses to outsourcing. Compare the notes and the paragraph to see which comments were transformed into mature reactions.

I also disagree with the writer's viewpoints on outsourcing. Megg (2015) claims that outsourcing works for the benefit of the rich countries by creating inequality. To begin with, the writer argues that outsourcing does not help the economies of the poor nations, claiming that such a positive approach towards outsourcing would be "looking on the bright side" (para. 11). However, there is sound evidence that outsourcing positively affects the economy of the countries which offer outsourcing services. First, outsourcing helps national economy flourish as there is flow of money around the country. Due to the high profits in the outsourcing business, many small countries such as the Philippines or India are improving their economic growth. In addition, it provides people with job opportunities, which keeps the economy alive. According to the 2008 report of Software Quality Experts, it is estimated that outsourcing will create 350,000 jobs by 2017 worldwide. The other argument I disagree with is the writer's assertion that rich countries take advantage of the poor by paying them less than what the same job would require in a developed country. However, one needs to compare not just salaries, but the purchasing power of these salaries in different countries. An Information Technologies (IT) professional in India, for instance, may be far better off in terms of life standards, despite being paid only a third of the U.S. salary. Thus, instead of comparing the wages, purchasing power of the money one earns in different countries should be considered before making such a claim.

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STAGE 2: DECIDING ON YOUR REACTION You can react and respond to a text in different ways, i.e. to the content, language, style, or to all of them. In short, you can: 1. agree with the points in the text or the way they have been presented; 2. disagree with the points in the text or the way they have been presented; 3. partially agree or disagree with the points in the text or the way they have been presented; 4. agree with ideas but disapprove of the writer's language, tone, attitude or style; 5. pinpoint weaknesses and strengths in the argument and / or provide additional aspects, alternatives, and solutions to them, or 6. evaluate ideas and presentation as sexist, biased, irrelevant, subjective, disappointing, or angry.

TASK 3 Below are possible thesis statements reacting to the text "It is a Rich Man's World". Analyse each one and decide which type of reaction is used. There may be more than one answer. 1. I agree with the writer that wealthy countries use money as a tool to exploit the poor or developing nations by destroying others' environment in a way that protects their own environment and economy, by attracting skilled workers of other countries, and by employing less skilled workers abroad through outsourcing.

Type of reaction: 2. I disagree with the writer in his arguments that rich countries use the poor ones to their own advantage because the practices mentioned in the text (environmental policies, brain drain and outsourcing) cannot be regarded as unethical or immoral for several reasons. On the contrary, they are ethically acceptable and even beneficial for the poor countries.

Type of reaction: 3. I partially agree with the writer. I think that the writer makes a relevant point when she links "toxic imperialism" to exploitation of the poor nations. However, brain drain and outsourcing are not ways of exploitation as they have benefits also for the poor ones.

Type of reaction: 4. The writer is wrong in making the contention that only the rich countries cause environmental destruction, brain drain and outsourcing as these strategies are sometimes used by the poor or developing countries as well.

Type of reaction: 5. I agree with the writer that the three practices by the rich countries-namely sending toxic wastes to poor nations, brain drain, and outsourcing are exploiting the poor nations. However, there are also other areas, in which the rich nations exploit the poor, like health and scientific experimentation.

Type of reaction: 6. I think that the text "It is a Rich Man's World" is written from a very biased point of view as some of the information is distorted or not mentioned in order to deceive the reader. The writer has not mentioned the projects that rich countries undertake to protect the environment, the advantages of brain drain for the "sender" country, and the benefits of outsourcing for the poor countries.

Type of reaction: 7. I totally agree that globalization has enabled the rich to use the poorer nations to their own advantage.

Type of reaction:

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8. I agree with the writer that today rich countries exploit the poor; however, I do not think that the wealthy countries have exploited the poor at all times as stated in the text because I believe that it is the globalized world which has caused this tendency. Therefore, the writer is prejudiced and is misleading the reader by generalizing the situation as if this has been a prevailing case in history.

Type of reaction: 9. I think that the reasons for the current situation -poor nations being exploited by rich countries- cannot be limited to the policies of the rich countries only. I believe that the writer disregards the fact that poor or developing nations act irresponsibly and recklessly by not putting an end to this trend. Other than the policies of the rich countries, there are other reasons like wrong domestic policies and passive international alliance that result in the exploitation of the poor.

Type of reaction: 10. I agree with the writer that brain drain hurts the poor nations. There are three main reasons why it has disadvantages for the poor nations.

Type of reaction: 11. The writer of the text "It is a Rich Man's World" argues that it would be a very optimistic point of view to see outsourcing as a way to boost economies. On the contrary, it is the writer who takes a pessimistic approach towards outsourcing as it is actually highly beneficial for the economy of the countries for three reasons.

Type of reaction: 12. The writer believes that overcoming the problem of exploitation of poor nations by the rich is possible only if poor nations better their economic conditions. I think there might be other solutions as well. Treaties between countries, the projects of NGOs, and strict control or punishments imposed by international organizations can be other solutions to this problem.

Type of reaction: 13. I find the arguments in the text very relevant and valid; however, I think that the writer should have avoided using specific examples when labelling the countries as "poor" or "rich". It's not politically correct to stigmatize countries as poor or rich, especially by openly giving their names.

Type of reaction:

Important Reminder

Although it is not normally advisable to use personal pronouns in academic writing, it is not wrong to use personal pronouns while writing a reaction response essay as this type of an essay requires personal views. When writing your reaction, you may use the following expressions to reflect your own idea. I think that…

(Un)Like the writer, I believe…

It seems to me that…

I do not agree with this idea.

I feel that…

I disagree with…

In my opinion…

I cannot agree with him/her there.

I believe that…

I think the writer is wrong.

Without a doubt,… is…

I am not sure I agree.

While it may be true that…, I think it is…

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STAGE 3: ORGANIZING IDEAS INTO AN OUTLINE After writing your thesis statement, it is useful to make an outline of your reaction. Note that there is no specific outlining format for a reaction-response essay as there may be various organization patterns depending on the writer's reaction.

TASK 4 Below are some of the thesis statements you studied in the previous task. Analyse the thesis statements and decide what the writer will discuss in each paragraph. 1. The writer is wrong in making the contention that only the rich countries cause environmental destruction, brain drain and outsourcing as these strategies are sometimes used by the poor or developing countries as well.

Par. 1: Par. 2: Par. 3: 2. I agree with the writer that the three practices by the rich countries-namely sending toxic wastes to poor nations, brain drain, and outsourcing are exploiting the poor nations. However, there are also other areas, in which the rich nations exploit the poor, like health and scientific experimentation.

Par. 1: Par. 2: 3. I think that the text "It is a Rich Man's World" is written from a very biased point of view as some of the information is distorted or not mentioned in order to deceive the reader. The writer has not mentioned the projects that rich countries undertake to protect the environment, the advantages of brain drain for the "sender" country, and the benefits of outsourcing for the poor countries.

Par. 1: Par. 2: Par. 3: 4. The writer of the text "It is a Rich Man's World" argues that it would be a very optimistic point of view to see outsourcing as a way to boost economies. On the contrary, it is the writer who takes a pessimistic approach towards outsourcing as it is actually highly beneficial for the economy of the countries for three reasons.

Par. 1: Par. 2: Par. 3: 5. The writer believes that overcoming the problem of exploitation of poor nations by the rich is possible only if poor nations better their economic conditions. I think there might be other solutions as well. Treaties between countries, the projects of NGOs, and strict control or punishments imposed by international organizations can be other solutions to this problem.

Par. 1: Par. 2: Par. 3:

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TASK 5 Analyse the sample essay one more time and write down a detailed outline of this essay in the box that follows.

Sample Student Essay:

A RICH MAN'S WORLD: IS IT REALLY SO? In the text "It is a Rich Man's World", Ingrid Megg (2015) criticizes the current situation of international politics. She believes that there is imbalance and inequality between the rich and poor nations, and asserts that wealthy countries use the power of money to exploit and use the poor countries and the developing nations to their own advantage. Megg (2015) states that rich countries take advantage of the poor ones by dumping their wastes onto the poorer nations, by luring the "intellectual talents" away from their home countries with lucrative employment offers, and by outsourcing to third world countries to cut down on labour costs. I partially agree with the writer. I think that the writer makes a relevant point when she links toxic imperialism to exploitation of the poor nations. However, brain drain and outsourcing cannot be regarded as exploitation as they have many benefits for the poor nations as well. I agree with the writer that some of the environmental policies undertaken by the rich countries hurt the poor. The writer states that richer nations throw away their household waste like plastic bottles or cans and ship them to poorer nations (Megg, 2009). This is unfortunately a reality. Consumption is greater in rich and industrialized countries than in poorer countries, which can be supported by the report by The New Internationalist (2006). According to the report, the U.S. and Canada are responsible for 31.5% of consumption, whereas South Asia is responsible for 2% of the consumption. As buying more means disposing more waste ranging from packages to electronic devices, one can safely draw the conclusion that rich countries have a bigger role in producing waste. This waste would not pose a problem if it was managed successfully through recycling projects; however, some wealthy countries do not seem to bear this responsibility. According to the Environmental Protection Agency recycling data of 2005, only 32.1% of total solid waste in the U.S. is recycled. These low rates of recycling explain why the rich countries search for alternative ways of managing waste like sending "over 90 million kilograms of plastic waste and garbage" to poorer nations (Leonard as cited in Megg, 2015, para. 2). Another argument I agree with in Megg's article (2015) is that rich nations dump their electronic waste onto poorer nations. Undoubtedly, this is another way of exploiting the poor. Rather than being recycled, electronic waste, which contains chemicals such as mercury or lead, is sent to developing countries. Proving this, Greenpeace has discovered high-tech toxic trash causing hazardous pollution in Ghana. The analysis of samples taken from two electronic waste scrap yards in Ghana has revealed severe contamination from hazardous chemicals which were sent by well-off nations (Greenpeace, 2008). Under the name of "usable second hand goods", nations with strong economies ship their e-waste to other parts of the world. Therefore, I find Megg's criticisms regarding waste management of rich countries both realistic and valid. While the writer has a point in environmental issues, I disagree with her criticisms regarding brain drain. Megg(2015) labels the movement of intellectuals from their native countries to more developed countries as "brain drain" and thus "an unfortunate phenomenon", (para. 7); however, I find this movement beneficial in many ways. First of all, from a global perspective, this shift from one country to another greatly contributes to a rapidly increasing number of highly- educated "knowledge workers", which is necessary for raising life standards. One should realize that the circulation of skills and manpower can be a positive force in accelerating development. Megg(2015) implies that only the rich countries can take advantage of this development. However, she seems to disregard the skilled individuals who might one day return to their home countries and use their skills and knowledge for the benefit of their own nations. Actually, this movement is becoming increasingly popular in recent years, and it is called "reverse brain drain". In other words, it is now difficult to equate brain drain with a permanent loss of qualified individuals. Estonians, for example, are already benefiting from "reverse brain drain". A similar case might be observed in South Korea and Taiwan. Returning emigrants in these countries were attracted back to their countries to fill key roles and, thus, help the development of their nations (Parthasarathi, 2006). Returnees can bring valuable management experience, knowledge, or trading skills. Secondly, brain drain should not be regarded as exploitation by the rich as it is practiced among developing countries, as well. Singapore, for example, welcomes immigration of workers from neighbouring Malaysia or even China due to a shortage of labour in its information technologies business (Cervantes & Guellec, 2008). Therefore, monopoly of brain drain by the rich nations is not the reality. When these two ideas are taken into consideration, it is clear that brain drain is not an "unfortunate phenomenon" as claimed by the writer (Megg, 2015, para. 7). 196

I also disagree with the writer's viewpoints on outsourcing. Megg (2015) claims that outsourcing works for the benefit of the rich countries by creating inequality. To begin with, the writer argues that outsourcing does not help the economies of the poor nations, claiming that such a positive approach towards outsourcing would be "looking on the bright side" (para.11). However, there is sound evidence that outsourcing positively affects the economy of the countries which offer outsourcing services. First, outsourcing helps national economy flourish as there is flow of money around the country. Due to the high profits in the outsourcing business, many small countries such as the Philippines or India are improving their economic growth. In addition, it provides people with job opportunities, which keeps the economy alive. According to the 2008 report of Software Quality Experts, it is estimated that outsourcing will create 350,000 jobs by 2017 worldwide. The other argument I disagree with is the writer's assertion that rich countries take advantage of the poor by paying them less than what the same job would require in a developed country (Megg, 2015). However, one needs to compare not just salaries, but the purchasing power of these salaries in different countries. An Information Technologies (IT) professional in India, for instance, may be far better off in terms of life standards, despite being paid only a third of the U.S. salary. Thus, instead of comparing the wages, purchasing power of the money one earns in different countries should be considered before making such a claim. To sum up, there are viewpoints that I both agree and disagree with in the text "It is a Rich Man's World". I believe that the writer makes an accurate evaluation when she links garbage and waste management to exploitation of the poor nations by the rich. However, I believe that one might raise serious concerns as to whether brain drain and outsourcing are ways of exploitation. I think that since these concepts produce positive end results for both parties-namely both for the rich and the poor countries-, it would be harsh to associate these terms with exploitation by the rich. I believe that developing nations also benefit from the new globalized world. Maybe now, "[it] is the rich man's world", but in time we will see whether the "wheel of fortune" has already started to turn (para. 12).

PARAGRAPH OUTLINE OF THE SAMPLE ESSAY:

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STAGE 4: WRITING THE REACTION-RESPONSE ESSAY Having analysed the original text that you are reacting to and prepared the outline, you can now start producing your essay. Conventions you have learned about essay writing so far such as topic sentence, methods for developing unity and coherence, and supporting ideas for expository and argumentative essays are applicable to the reaction-response essay as well. However, due to the nature of this essay, there are some structural differences because the reaction-response essay includes a summary and a reaction to the original text. The structure of the reaction-response essay is given below.

Writing the Introduction Paragraph: The introduction paragraph should introduce the text and your reaction to it.

Reference to the original text (First sentence)

Give the title, author, and publication information of the original text.

Brief summary of the text (Sentences 2, 3, 4 and sometimes 5)

Write a brief summary that includes the main idea and the main supporting points discussed in the original text.

The thesis statement (The last sentence(s))

Show your reaction by agreeing, disagreeing, partially agreeing with, or by evaluating the text from other perspectives.

Developing the Reaction: The body paragraphs should contain supports for your thesis statement.

The order may change

Topic sentence (your response to/analysis of points in the article)

Depending on your thesis statement, express the points you agree/disagree with, offer different viewpoints, or give solutions

A direct quotation or paraphrased statement from the article

Optional, but a good way to achieve transition by going back and forth between the article and your own essay

Proof and support

Important Reminder

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Support your topic sentence using different supporting techniques. (e.g. detail, example, personal experience, quotation, or description.)

When you are reacting to a text, do not confuse total agreement with the repetition of the original text. When you agree with the writer's ideas, you should not simply repeat his/her arguments, but rather explain why you agree with the writer by presenting your own reasons. You should not mirror the original text, but use different supporting techniques to show that you share the same idea on the subject.

TASK 6 Below you will find an extract from the original text "It is a Rich Man's World" and a reaction paragraph written in response to it. Compare the two and analyse how the student approached the topic differently in the essay rather than repeating the same ideas while showing agreement.

Original Extract:

Toxic Imperialism The global environment does not respect political borders, and the impact of ecological damage caused by one country can be felt by some other. The environmental damage caused by rich nations disproportionately impacts poor nations and costs them almost 1.70 trillion dollars (Highfield, 2008, para.3). When the environmental policies of the rich countries are observed, it becomes clear that they exploit the poorer ones by dumping their garbage and hazardous waste, which includes household waste such as plastics, bottles or cans. Loading this waste on ships and trucks, rich countries export it to those willing to accept it and sweep this hazardous waste out of sight. Last year alone, for example, over 90 million kilograms of plastic waste and garbage were exported from the United States to countries such as Ghana, Tanzania, and Pakistan (Leonard, n.d.). Unfortunately, these and many other underdeveloped and developing countries, despite sometimes knowing the dangers of this household waste, continue to accept this cargo from richer countries due to poverty and quest for development. They accept these wastes for the sake of generating income, but is it worth it? It is not only through daily waste transfer that the rich countries contaminate the poor nations’ environment. With people constantly upgrading their computers, TVs and cell phones in developed countries, electronics industry waste, or e-waste, has quickly become the fastest growing component of solid waste, which is extremely toxic. Since much of the equipment is no longer used in the technologically developed countries, it is being off-loaded on developing nations at prices well below those of more modern technologies that are less harmful. This waste transfer is usually done under the name of technological aid although most of the equipment sent does not actually function. Environmental experts estimate that, despite international agreements that prohibit the import and export of hazardous waste, 50-80% of the 100 million tons of e-waste annually produced worldwide is being exported to developing countries since it is up to 10 times cheaper to export e-waste than to dispose of it domestically (Kielburger, 2008). Thus, dangerously high stockpiles of obsolete and hazardous technology are building up in African, Asian and some Latin American countries (UN, 2008). This household waste and e-waste is sometimes traded in disguise. Rich countries process their toxic wastes and produce new trading materials. Toxic wastes appear as "road paving material," "construction material," "fuel substitutes," "top soil fertilizer," "edible oil," and so on, when they are actually deadly. This process is also known as "sham recycling". Many incidents are never found or reported but it is clear that the poor nations bear the brunt of the toxic imperialism caused by the rich developed nations.

Reaction paragraph: I agree with the writer that some of the environmental policies undertaken by the rich countries hurt the poor. The writer states that richer nations throw away their household waste like plastic bottles or cans and ship them to poorer nations (Megg, 2009). This is unfortunately a reality. Consumption is greater in rich and industrialized countries than in poorer countries, which can be supported by the report by The New Internationalist (2006). According to the report, the U.S. and Canada are responsible for 31.5% of consumption, whereas South Asia is responsible for 2% of the consumption. As buying more means disposing more waste ranging from packages to electronic devices, one can safely draw the conclusion that rich countries have a bigger role in producing waste. This waste would not pose a problem if it was managed successfully through recycling projects; however, some wealthy countries do not seem to bear this responsibility. According to the Environmental Protection Agency recycling data of 2005, only 32.1% of total solid waste in the U.S. is recycled. These low rates of recycling explain why the rich countries search for alternative ways of managing waste like sending "over 90 million kilograms of plastic waste and garbage" to poorer nations (Leonard as cited in Megg, 2015). Another argument I agree with in Megg's article is that rich nations dump their electronic waste onto poorer nations. Undoubtedly, this is another way of exploiting the poor. Rather than being recycled, electronic waste, which contains chemicals such as mercury or lead, is sent to developing countries. Proving this, Greenpeace has discovered high-tech toxic trash causing hazardous pollution in Ghana. The analysis of samples taken from two electronic waste scrap yards in Ghana has revealed severe contamination from hazardous chemicals which were sent by well-off nations (Greenpeace, 2008). Also, under the name of "usable second hand goods", nations with strong economies ship their e-waste to other parts of the world. Therefore, I find Megg's criticisms regarding waste management of rich countries both realistic and valid.

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Writing the Conclusion Paragraph: The conclusion paragraph should bring your essay to a close without introducing a new idea.

Restatement of your thesis statement AND / OR

Paraphrase your thesis statement and make a brief summary of the main ideas in 2 or 3 sentences.

A very brief, concise summary of your main points AND A concluding technique

Use one or two of the following concluding techniques: Solution, recommendation, analogy, prediction, warning, quotation, provocative question, or call to action.

In Brief - Read the article carefully. - Read it again, marking the points you would choose to discuss/react/respond to. - Decide on an overall thesis statement that agrees or disagrees or perhaps partially agrees or disagrees with the main points of the article. - Begin to generate support for your opinions. - Construct topic sentences for the body paragraphs of your essay. - Gather support for the opinions you wrote in your topic sentences: use facts, examples, statistics, and description.

TASK 7 1. Below is an article which deals with another money related issue: privatization. Read the article carefully, analyse the writer's arguments, and evaluate the ideas.

PRIVATIZATION: THE KEY TO PROSPERITY 1 No matter what the economic system is, the prime goal of any government is that the people are better off. To achieve that goal, there are different ways and means, depending on the economic policies a certain country adopts. Some countries have chosen a state controlled economy. That is, the state, or public sector, is predominantly in charge of all economic sectors, and decisions rest on the central government. In this system, the private sector's role is minimal. On the other extreme, we do have economic systems, in which the public sector duties are only limited to defence and security of the country and protecting citizens' certain rights. In such systems, business ownership is transferred from the public sector (government) to the private sector owned by powerful, rich individuals. Thus, public services such as telecommunication, transportation and the like are governed by rich business owners. This is known as "privatization".

2 Which system is more effective in assisting a country to achieve the goals it has set for growth and prosperity? The issue has dominated debates in academic centres and has been studied in various political systems by scholars but looking at the quality of the service provided by rich business owners, it is certain that privatization is the only way of developing a country since its positive effects can be felt in almost every area (Ghofrani, 2008).

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3 It is true that there was a time when holding a government job used to be considered prestigious. Even a lineman in the telecom department, earning a meagre salary, used to be looked up to with respect. This was the time when the government had the monopoly and people from the private sectors were totally dependent on them (Dwivedi, 2007). However, privatization started in the U.K. and almost all the sectors, be it telecom, electricity boards, or banking got privatized. Although with privatization the prices of the services have gone up, the customers started being treated with more respect, because of which they have started to prefer services by the private sector over those of the government. This has also ended the monopoly of the government bodies.

4 The attitude of the government authorities has also undergone a major change in this process. I remember, a few years ago, when my telephone was not working; I had to beg an officer to get it fixed and I got my telephone back just a few days later. If this had happened before the telecommunication system was privatized, I would have waited for months to get my telephone fixed.

5 Privatization's positive effect is also apparent in banking sector. As a result of privatization, these days many banks are offering competent customer services. Customers now have a wide range of choices and need not depend upon nationalized banks and their lazy employees making one wait for hours before offering a certain service. In fact, everyone is happy with the change in the working of banks: No waiting in queues, visiting the branch, or quarrelling with unskilled employees. Life is easier with banks being privatized!

6 Another area that privatization is observed is the visual media. As far as television programs are concerned, before the age of privatization, the audience had only a single choice: the National Channel; thus, the audience had limited choice as to what to watch. This is no longer the case: the consumers of today, thanks to privatization, are spoilt with choice. All the channels are competitive, albeit charging astronomical amounts, but they are giving better choice and quality. Therefore, the good old National Channel has been left far, far behind.

7 The markets also get a share from privatization. Privatization has boosted competition, which has further helped in improving the quality of products, and at times, has reduced the cost also. Famous trademarks are competing with each other to sell their products, so they offer the customers good discounts to make them prefer their own goods. This best applies to the electronics industry: the prices of electronic goods have taken a nose-dive. Now, it is not that difficult for the consumer to buy a flat screen TV or any other electronic device equipped with the latest technology for a reasonable price. Hence, it is clear that due to privatization, a competitive market environment is created, which directly benefits the consumers.

8 All in all, it can easily be said that every nation seeks welfare and prosperity and governments usually try their utmost to secure the best interests of their people. It is evident that this is possible mainly through privatization since the service quality offered by the rich private sector is far better than that offered by the government. Every government should therefore accept privatization as a beneficial process and open its doors to the private sector in pursuit of a prosperous country. REFERENCES Dwivedi, K. (2007). Privatisation and its benefits. Retrieved from http://www.merinews.com/catFull.jsparticleID=125970 Ghofrani, A. (2008). Privatization is indispensable for globalization. Retrieved from http://edition.presstv.ir/detail/4797.html

2. Having studied the article, you will notice that there are several points that you can react to. Here are some sample quotations or questions in response to which you can develop an essay: a. What do you think about the writer's idea that "it is certain that privatization is the only way of developing a country since its positive effect can be felt in almost every area." (par. 2)? b. Do you agree with the writer's idea that privatization leads to a boost in competition, an improvement in the quality of and a reduction in the cost of the products? c. How would you evaluate the writer's idea about the effects of privatization on the media? d. What do you think about the writer's idea that "Life is easier with banks privatized." (par.5)? You can write a well-organized essay on any of these suggested topics. Below is a sample essay written in response to the quotation, "it is certain that privatization is the only way of developing a country since its positive effect can be felt in almost every area." (par. 2).

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TASK 8 Analyse the sample essay in terms of organization, developmental techniques, and language.

THE PICTURE IS NOT ALL PERFECT WITH PRIVATIZATION 1 In the text “Privatization: The Key to Prosperity”, Ingrid Megg (2015) asserts that privatization “is the only way of developing a country since its positive effect can be felt in almost every area” (para. 2). Emphasizing that privatization has several benefits to offer, the writer illustrates her case by giving examples from the improved quality of service in various sectors varying from banking to communication, visual media to markets. Although I partially agree with the writer in that privatization contributes to service quality, I strongly believe that the writer gives an incomplete account of privatization as she fails to mention the harm done to a country when certain sectors are privatized by foreign companies.

2 To begin with, about the benefits of privatization, the writer puts forth that "every area" contributes from the benefits of privatization and further improves his point saying that "the service quality offered by the rich private sector is far better than that offered by the government" (Megg, 2015, para.8). I also believe that privatisation has contributed to quality of services. Along with the improved human relations, as the writer dwells on, privatization ensures more systematic and professional service. Once the institutions are run according to the principles of the private sector where efficiency and profit are the key values, there one sees a much improved sense of organization which not only ensures good service but also customer happiness. For instance, in Turkey the stations to inspect vehicles were privatized in 2007 and were sold to TÜVTÜRK, a private Turkish company founded by Doğuş Grubu, Akfen and TÜV SÜD. After being privatized, the stations of TÜVTÜRK have drastically changed. The examination services were being provided without equipment and apparatuses in 84 fixed stations with the personnel all of whom were not technicians and experts by Highways General Directorate but now there are 192 stations, 475 lanes, 72 mobile stations and all the services are provided by trained technicians and personnel (TÜVTÜRK, 2010). The procedure of vehicle inspections has changed as well as the personnel and the stations. Now drivers need to make a phone call to arrange an appointment that is best suited for their schedule. They are kindly informed about the procedure by the operator on the other end of the telephone line. The respectful treatment does not change on the day of the appointment either. The people in charge assist the drivers all along, and at the precise minute, the inspection starts only to last for half an hour, as promised. Thus, the entire process works like a clock thanks to the well-structured stages that are executed only after privatization; prior to that, it was long hours of waiting at the queue. Parallel to that, another significant change that institutions undergo after privatization is that they become more daring and eager to introduce innovations. In an effort to meet global standards, the companies use the financial advantages of the private sector to keep up with the recent technological improvements. To illustrate, after being privatized Türk Telekom, a company providing Turkey of telecommunication services, has introduced several and diverse innovative services that cater not only for personal but also for corporate uses. The services ranging from text-messaging to voice-mail, videophone to web domain hosting, all of which used to be mere fantasies before the privatization, are launched one after the other. Hence, the company has reformed its services after being privatized.

3 Despite the improvement in certain areas, I do not agree with the writer who generalizes the benefits of privatization to a dramatic extent saying that “[e]very government should…. accept privatization as a beneficial process and open its doors to the private sector” (Megg,2015, para. 8). In fact, from a broader perspective, one can see that privatization can hardly bring improvement to “every area”. I think the writer fails to acknowledge the potential dangers that denationalization of certain companies and institutions by foreigners can bring about; in fact, such an unconditioned surrender to the private capital can lead to much bigger problems, should the key institutions or companies be sold to foreigners. First of all, the initial step that these new bosses take right after the privatization is making dramatic changes in the staff. The foreign investors frequently choose to bring their “own team” because they believe that the original workers lack the experience, skills or vision that they are looking for. Thus, once they purchase the company, they dismiss a great many employees; either by coercing them into “voluntary retirement” or by paying the premium and firing them. Unfortunately, this “fresh perspective” or “new blood” does not contribute to the well-being of the country whose workers are robbed of their jobs. With the persistent increase in the number of unemployed citizens, a country can hardly claim to be holding “the key to prosperity” (Megg, 2015), but only endure poverty and misery. Another catastrophic effect of privatization is that it weakens the nation’s autonomy when it hands in the country’s banking and communications to foreigners. In their article Akgeyik and Yavuz (2009) report that if a country’s banking system is governed by outsiders, it means that the economy of the nation in question is administered by strangers who can change the course of real economy through loans their banks give to national companies. Hence, the foreign investors who have the control of the country's finance can decide who will succeed and who will fail, gradually conquering all the forts of the economy only to make the country more dependent on and vulnerable to foreign capital. It is 202

interesting that while Megg (2015) cherishes the positive effects of privatization in banking sector, they do not foresee these important predicaments. Parallel to the threats it poses on economy, privatization is equally dangerous if it allows foreign companies to get hold of a nation's communications. Such an act of privatization may jeopardize national security because the submission of telecommunication systems to non-national companies runs the risk of revealing any kind of information to foreigners. Furthermore, there is a high chance that the foreigners may abuse their power, in case of war for instance, by impeding any kind of communication. Hence, contrary to Megg's prediction that privatization is the road to "welfare and prosperity" (para.8), it only entails dependence and capitulation.

4 To conclude, I can only partially agree with the ideas Megg (2015) voices in the article “Privatization: The Key to Prosperity”. Even though I acknowledge that service quality does indeed improve with privatization, I also reckon that it may put a country’s interests at risks if foreign investors are involved because denationalization may result in unemployment, economic downfall and even submission. I strongly believe that a country’s self-sufficiency and independence are much more important than the foreign capital which can only temporarily solve a few problems yet cause greater damage in the long run. We need to make sure that what we are holding is “the key to prosperity”, but not the key to “banana republic”. REFERENCES Akgeyik, T., & Yavuz A. (2009). Turk bankacılık sektöründe yabancı girişi:Risk mi? Fırsat mı?. İktisat Fakültesi Mecmuası, 59, (2) 25- 60. Dwivedi, K. (2007). Privatisation and its benefits. Retrieved from http://www.merinews.com/catFull.jsparticleID=125970 Megg, I. (2015). Privatization: The key to prosperity. In M. Gulcu, G. Gulen, E. Sesen, & G. Tokdemir, The compass: route to academic English 2 (pp. 199-200). Ankara, Turkey: Nuans Publishing. TUVTURK (2010). TUVTURK: Public-private sector partnership in highways road and traffic safety. Retrieved from http://www.tuvturk.com.tr/images/paylasimlar/pdf/istasyon_dergileri/istasyon_07.pdf

FOCUSING ON A SKILL Avoiding Sexist Language Using the language carefully is one of the points that writers pay attention to as they produce essays since the way that they use it – the choices they make and the place of the emphasis- reflects their attitudes, worldview, and their conscious and subliminal understanding. A language that leaves out either men or women although it aims at including all people is referred to as sexist language. No matter how unintentional its use may be, sexist language may often be damaging, offensive, and discriminatory for some. In the title of the text “It is a Rich Man’s World”, the writer implies that the world we live in is ruled and governed by men and ignores the fact that the use of the word “man” discriminates half of the world’s population. Just like values and norms, language that is used by a society is not static, thus, it constantly changes to reflect the dynamism of the society. Since we are aiming at equalizing both genders in all walks of life, it is important that we reflect this aim in the language that we use, too.

HOW TO AVOID SEXIST LANGUAGE One way that writers can avoid sexist language is to use both female and male designations. Sexist: Each worker must show his ID for security reasons. Neutral: Each worker must show his/her ID for security reasons. Writers can also drop the pronoun. Sexist: Each employer must consider the rights and well-being of his employees when setting his profit goals. Neutral: Each employer must consider the rights and well-being of the employees when setting profit goals. Writers may also choose to use plural pronouns. Sexist: Each employee must complete his report by Friday. Neutral: Employees must complete their reports by Friday. Writers may also use indefinite pronouns and articles (e.g. one, each, anyone, nobody, somebody, someone) Sexist: A university graduate who leaves his country to work abroad should come back. Neutral: Any university graduate who leaves the country to work abroad should come back. Neutral: Any university graduate leaving the country to work abroad should come back.

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LISTENING Getting Started A. Discussion 1. Is there a relationship between privatization and globalization? Explain. 2. What other concepts can you link to globalization? 3. Read the following poem "On Globalization" and identify the poet's stance. Underline the words or expressions that signal the writer's stance.

On Globalization by J. Marques What beautiful trend is globalization If it means progress for every nation If it entails discarding inequity And enhancing a balance of quality But, unfortunately, there’s ugly egotism Fuelled and nurtured by ethnocentrism* Where human beings forget their main call And instead want to rise where others fall On one hand affluence - inexcusable greed On the other starvation - devastating need Rich says to poor: “Open up! Let me in! ” And by doing that, guess who’s the only one to win? Very few wonder how this imbalance started Very few think back on how wealth once was parted No need to look back - the future’s at stake Globalization can become anything we make: An even wider gap through borderless rape Or a beautiful village in honourable shape A rat’s nest of division and infinite hate Or a unified world before it’s too late….

* ethnocentrism: The idea that your own race, nation, group etc. is better than any other.

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B. Vocabulary The following words in bold will be used in the listening task "Interviews on Globalization". Match the words with the definitions in the box below. 1. The European Union is seen as a threat to the sovereignty of the nation states because borders no longer matter. 2. After signing the contract, commercial transaction between the companies started. 3. Our bonus payments served as an incentive for the salesmen to increase their sales.

a. a business deal or action, such as buying or selling something b. something that encourages you to work harder or to start a new activity. c. a nation that is a politically independent country

LISTENING AND NOTE-TAKING: Interviews on Globalization Listen to the interviews on globalization and take down notes under the prompts below. PART 1: Interview with Dr. Gordan - Definition of globalization

- History of globalization

- Autarkical countries

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- Benefits of globalization Effects on economy

Effects on politics

- Nation states and globalization

PART 2: Interview with Dr. Roberts - Definition of globalization

- The negative effects of globalization

Now, go to Appendix A-4 and answer the questions by using your notes.

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Making Connections A. Discussion 1. Compare Dr. Gordan's and Dr. Roberts' views on globalization? With whom do you agree most? Why? 2. Whose ideas are more parallel with the ideas reflected in Marques' poem "On Globalization"?

Going one step further by speaking Now, you will give a two-minute-long impromptu speech on the concept of globalization. Choose one of the areas which you think is affected by globalisation. Explain the impact by providing evidence and specific examples. How does globalization affect: Music industry Fashion Cuisine Education Languages Attitudes and behaviours Traditions Commerce Politics Technology Art

Going one step further by writing So far in the book you have covered a wide range of topics on the concept of "power". It is now time to practice both your reading and writing skills as you are about to finish exploring the book: The Compass: Route to Academic English 2. Therefore; Find a recent article / news item related to any of the topics covered in the book. Evaluate the material you find in terms of organization, content, and language. Identify the points you want to react to and determine your reaction pattern. Write a well-organized reaction-response essay of 800-1000 words. Find outside sources and cite them while writing your essay to support your ideas.

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