2013 academic reading 2 - celese academic reading 2 ... • (20%) in-class quizzes (5 biweekly...

2013 Academic Reading 2

Course DescriptionIn this course, students will improve their academic reading skills through study and discussion of newspaper, magazine, and journal articles of varying lengths related to important issues in science and engineering. Emphasis will be placed on developing a deep understanding of sentence and text structure, and on developing micro- and macro-reading skills, so that relevant information can be found quickly and effectively, without the need for translation into their native language. Students will be encouraged to move toward the English-only activities. They will also be encouraged to read beyond the target texts to gain a deeper understanding of the topics covered. In addition, students are required to master 270 additional academic words including their meaning and collocations by studying the Academic Word Lists (AWLs) 11 – 19 provided by CELESE. Students are expected to spend 1.5 hours out of class on weekly assignments.

Course GoalsG1: Develop knowledge of additional 270 academic wordsG2: Develop reading skills focusing on expository text structure: enumeration/classificationG3: Develop reading skills focusing on expository text structure: comparison-contrastG4: Develop reading skills focusing on expository text structure: time-order, cause-and-effectG5: Develop study skills: active, strategic, metacognitive reading; SQ3RG6: Develop study skills: the Cornell note-taking methodG7: Develop fluency in comprehending longer and challenging academic texts in science and

engineering with critical thinking

Textbook and other materials• Thomas A. Upton. 2004. Reading Skills for Success: A Guide to Academic Texts.

The University of Michigan Press, available at the University Co-op Bookstore• Academic Word Lists (AWLs), available on the CELESE web site (www.celese.sci.waseda.ac.jp)• Suggested websites for reading, available on the CELESE web site• Supplementary materials, provided by the teacher

Grading (see 2013 AR2 Student Performance Record Sheet)Grading is criterion-referenced and the final grade is based on four components:

• (20%) In-class quizzes (5 biweekly AWL-based) (4pts x 5)• (35%) Homework (5 biweekly assignments) (7pts x 5)• (35%) Final test (unified, comprehensive) (35pts)• (10%) Class-specific (10pts)

To pass the course, the student must (a) meet attendance requirement of the course (attendance of 2/3 of classes) and (b) meet the pass criteria (60%) in at least four of the seven course goals. The final grade is then computed as follows.

A+ = [90 < score < 100] A = [80 < score < 90] B = [70 < score < 80] C = [score < 70] F = [failed (a) or (b)]

Students who wish to question their final grades should make inquiries directly to their course teacher who will consider each case based on the student's performance record. Inquiries of this nature can be made until the end of the 7th full day (1 week) after the final grades are made public by the Education Office. Once these 7 days have expired, no further grade inquiries will be considered.

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Relationship between targeted AR Skills and textbookSkills to develop AR 1 AR 2

word-level reading skills

・ developing academic words AWLs 1-10;Ch 1; Suppl B-D

AWLs 11-19; Ch 1; Suppl. B-D

・ guessing the meaning of a word by using context clues Ch 1

・ guessing the meaning of a word by analyzing word parts

Ch 1; Suppl. B

・ recognizing technical term definitions Ch 2

text-level reading skills

・ identifying referents of pronouns and other referential expressions

Ch 3

・ using logical connectors (i.e., linking/transition words and phrases)

Ch 4

・ determining main ideas (identifying topic and topic sentence/thesis statement)

Ch 5 Suppl. E

・ recognizing text structure (enumeration/classification, comparison-contrast, cause-and-effect, time order/process)

・ representing text structure in visual display (diagram, outline, table, flowchart)

Ch 6, 7, 8; Suppl. E

study skills ・ meta-cognitive awareness ・ strategic reading (pre-reading, during-reading, and

post-reading strategies)

Ch 9

・ reading and studying technique・ SQ3R (Survey, Question, Read, Recite, and Review)

Ch 10

・ taking notes・ Cornell method

Ch 11

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AY2013 Academic Reading 2 (AR2) Student Performance Record Sheet (SPRS)Student ID ( 　　 ) Name ( 　　 ) Final Grade ( 　 )

Goals(Check □ when passed: at least 60% of points

are achieved)

Criteria Academic Word List Quizzes Homework/Portfolio Assignments FinalTest

Class-specific

assessment

Total

□ G1: Develop knowledge of additional 270 academic words

Be able to identify the meaning and collocations of 270 academic words (AWLs 11-19, Chap1-Table 1.1)

AWL 11-12

/4AWL 13-14

/4AWL 15-16

/4AWL 17-18

/4AWL 19

/4

Be able to make a list of unfamiliar words with appropriate meaning/definitions in English

HW1

/1HW2

/1HW3

/1HW4

/1HW5

/1

□ G2: Develop reading skills focusing on expository text structure: enumeration, classification

Be able to identify enumeration/classification organization of the text (Chapter 6)

HW1/5 /5

□ G3: Develop reading skills focusing on expository text structure: comparison, contrast

Be able to identify comparison-contrast organization of the text (Chapter 7)

HW2/5 /5

□ G4: Develop reading skills focusing on expository text structure: time-order, cause and effect

Be able to identify time-order, cause-and-effect organization of the text (Chapter 8)

HW3/5 /5

□ G5: Develop study skills: active, strategic, meta-cognitive reading; SQ3R

Be able to demonstrate the ability to use study reading strategies: SQ3R (Chapter 9-10)

HW4/5 /5

□ G6: Develop study skills: the Cornell note-taking method

Be able to demonstrate the ability to use note-taking method: the Cornell method (Chapter 11)

HW5/5 /5

□ G7: Develop fluency in comprehending longer and challenging academic texts in science and engineering with critical thinking

Be able to summarize main ideas and issues covered in the text and express personal reflection, comments, and opinions

HW1

/1HW2

/1HW3

/1HW4

/1HW5

/1

Be able to integrate skills and reading fluency acquired through the course to comprehend longer texts in science and engineering

/10

Total /20 /35 /35 /10Totalscore

( )

Goals passed (at least four goals)? Yes / No

To pass the course, the student must

(a) meet attendance requirement of the course (attendance of 2/3 of classes) and(b) meet the pass criteria (60%) in at least four of the seven course goals.

The final grade is based on the total score in assessments out of 100:

A+ = [90 < score < 100] A = [80 < score < 90] B = [70 < score < 80] C = [score < 70] F = [failed (a) or (b)]

Remarks:

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Academic Reading 2 (AR2): 2013 TEACHER Sample ItineraryNote: This itinerary was prepared with medium-level students in mind. Adapt as appropriate for lower- or higher-level students.

Week Mon Tue Wed Thu Fri In class Homework Notes/SuggestionsGoals emphasized

1 2 3 4 5 6 7

1 9/30 10/1 10/2 9/26 9/27

Course OrientationReview or preparatory activity

Study AWL sub-list 11Read Chapter 6, pp. 41-45

Emphasize the goals of the course in the orientation and give an overview of how the classactivities and chapters in the textbook are related to the course goals. If time, do a review activity appropriate to the level of the group (e.g., paragraph structure for low-level students, sharing successful AR1 study strategies for high-level students)

• • • • • • •

2 10/7 10/8 10/9 10/3 10/4

Chapter 6: Enumeration and Classification Organization

Study AWL sub-list 12Read Chapter 6, pp. 41-45 (again)

Students sometimes confuse enumeration and classification because, as the textbook defines it, classification is a special kind of enumeration. Emphasize the distinction between the two with several sample ideas and texts.

•

3 10/14 10/15 10/16 10/10 10/11

Chapter 6: Enumeration and Classification OrganizationAWL Quiz 1 (sub-lists 11-12)

Study AWL sub-list 13Do Homework Assignment 1Read Chapter 7, pp. 46-48

Charts and diagrams are an especially useful way to understanding such ideas as enumeration and classification and reinforce memory of ideas. Encourage students to illustrate the information they read as much as possible.

• • •

4 10/21 10/22 10/23 10/17 10/18

Chapter 7: Comparison-Contrast Organization


Emphasize the distinction between comparison (similarity) and contrast (difference) that the textbook defines. Again, encourage students to make use of illustrations where possible in order to deep comprehension and reinforce retention.

•

5 10/28 10/29 10/30 10/24 10/25

Chapter 7: Comparison-Contrast OrganizationAWL Quiz 1 (sub-lists 13-14)


This might be a good point to emphasize that students will be expected to know the names of these various macro-structures in Chapters 6-8 during class activities, homework assignments, and tests.

• • •

Center for English Language Education (CELESE) AY2013 Academic Reading 2 Sample Itinerary

Page 4


1 2 3 4 5 6 7

6 11/4 11/5 11/6 11/7 11/8

Chapter 8: Time Order and Cause-and-Effect Organization


The difference between time order and cause-and-effect can sometimes be confusing when, say, a time order presentation implies a cause-and-effect relationship. Make sure to emphasize the difference.

•

7 11/11 11/12 11/13 11/14 11/15

Chapter 8: Time Order and Cause-and-Effect OrganizationAWL Quiz 1 (sub-lists 15-16)

Do Homework Assignment 3 As with the other macro-organizational types, encourage students to illustrate the various sample texts in a chart or diagrammatic form. • • •

8 11/18 11/19 11/20 11/21 11/22

Review and class-specificactivity


Use this time to catch-up if the pace of the class has been slow, to do a more comprehensive review lesson, or to offer something different for extended practice. Make sure that there is some kind of assessment tied to the lesson that is based on the course goals. Supplements A-E in the textbook may be useful.

• • • • • • •

9 11/25 11/26 11/27 11/28 11/29

Chapter 9: Improving Study Skills: Introductionto Reading Strategies


This chapter is suddenly very different from the previous chapters. It focuses very much on self-reflection on and self-awareness of reading strategies. Prepare students for the different tone and approach before getting into the content and activities.

•

10 12/2 12/3 12/4 12/5 12/6

Chapter 9: Improving Study Skills: Introductionto Reading StrategiesAWL Quiz 1 (sub-lists 17-18)


Table 9.1 is very rich with concrete questions thatlow- and high-level learners can make use of to exercise a more reflective strategy to academic reading. Get students to follow it in detail.

• • •


Page 5


1 2 3 4 5 6 7

11 12/9 12/10 12/11 12/12 12/13

Chapter 10: Study-Reading Strategies: SQ3R

Study AWL sub-list 19Read chapter 11, pp. 78-83

The SQ3R meta-strategy is a useful approach to reading more difficult academic texts. This might be a good chance to introduce a high-level text even for low-level learners and help them to maximize their comprehension of it. However, the SQ3R technique will not be explicitly tested in the final test.

•

12 12/16 12/17 1/8 12/19 12/20

Chapter 11: Taking Notes: The Cornell MethodAWL Quiz 1 (sub-list 19)

Do Homework Assignment 5 The Cornell method is a well-known note-taking technique, but students may use other techniques. Importantly, students should learn the benefit of taking notes and charting or diagramming their notes visually for better comprehension and retention.

• • •

13 1/6 1/7 1/15 1/9 1/10

Review and class-specificactivity

Review chapters 6-11 and the various in-class practice work in order to prepare for the practice final test.

This lesson could focus on giving students more in-class exposure to longer texts, but working through their understanding of them in pairs and groups.

• • • • • • •

14 1/20 1/21 1/22 1/16 1/17Practice for Final Test Review Practice Test and

homework assignments to prepare for Final Test

Do the practice test and take time in class to check the answers, review difficult questions, and explain the correct answers in more detail.

• • • • • •

15 Date TBD

Final Test (unified) Although the test is unified, individual teachers will be responsible for grading. An answer key will be provided, though teachers should feel free to assess the students' responses in a way consistent with how they have taught the course.

• • • • • •


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Academic Word List (AWL)

Background (see: http://www.nottingham.ac.uk/~alzsh3/acvocab/) The AWL was created by Averil Coxhead in New Zealand. To create the AWL, Coxhead first

of all made a corpus i.e. a computerized collection, of over 400 written academic texts, equaling about 3.5 million words in total. Coxhead used a range of different types of texts: journal articles, www articles and university textbooks, covering 28 different subject areas from 4 disciplines: arts, commerce, law and science. She counted how frequently and how widely different words were used. She then selected the core academic vocabulary. She included on the list only the words which appeared at least 100 times in the corpus as a whole and at least ten times in each of the four disciplines. A word that was found frequently in law texts but rarely in science texts, for example, was not included. As a result, the 570 words on the Academic Word List are valuable for all students preparing for academic study, whether they are planning to follow a course in Medicine, Computer Systems Engineering, Architecture or European Law.

Construction of AWLs/CELESE AWLs The words are divided into 10 sublists according to frequency; sublists 1 – 9 have 60 words

and sublist 10 has 30 words. Sublist 1 has the most frequent, for example: area, factor, benefit, issue, define, research, environment, vary. Sublist 10 has less frequent words, for example: adjacent, notwithstanding, forthcoming, panel, integrity, persistent, levy, so-called. CELESE divided each sublist to two further sublists containing 30 words each and added four sentences to each word so that the students can study the words in context. The AR students will download the CELESE version of AWL from http://www.celese.sci.waseda.ac.jp/node/118 to study.

Coxhead’s sublist (# of words)

CELESE AR1 CELESE AR2 sublists w/ sentences Voc. Quiz sublists w/ sentences Voc. Quiz

Sublist 1 (60) List 1 (30)

Quiz 1

List 2 (30)


Quiz 2 List 4(30)


Quiz 3 List 6 (30)


Quiz 4 List 8 (30)


Quiz 5 List 10 (30)


Quiz 1 List 12 (30)


Quiz 2 List 14 (30)


Quiz 3 List 16 (30)


Quiz 4 List 18 (30)

Sublist 10 (30) List 19 (30) + α Quiz 5

Useful websites. http://www.massey.ac.nz/~wwlang/staff/ac.shtml http://language.massey.ac.nz/staff/awl/links.shtml http://elc.polyu.edu.hk/cill/eap/wordlists.htm

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AR2 Vocabulary Quiz 1 (AWLs 11-12) ID: ( ) Name: ( ) ref. # ( ) [Score: 0.2 x ( ) = ( )]

For 1 – 10, choose the word from a – f that best completes each sentence.

1. Be sure you ( ) a recent photo to your passport application. a. tape b. abstract c. flexible d. incidence e. presumed f. attach

2. There has been a noticeable drop in the ( ) of crime in the area since the

teen centre opened up a. abstract b. incidence c. flexible d. cooperate e. attach f. enhance

3. If we all ( ), I'm sure we'll be able to finish on time.

a. tape b. attach c. instructed d. cooperate e. enhance f. ministered

4. It can be quite difficult to really define ( ) ideas, such as love or friendship. a. incidence b. presumed c. cooperate d. attach e. instructed f. abstract

5. My wife is quite ( ) because she practices yoga, and she does all these

poses to stretch her muscles. a. flexible b. abstract c. incidence d. enhance e. ministered f. tape

6. A group of volunteers ( ) to the needs of the victims of the tornado.

a. flexible b. ministered c. cooperate d. abstract e. attach f. incidence

7. I ( ) she was talking to me because she was looking right at me when she said it. a. instructed b. presumed c. flexible d. incidence e. tape f. abstract

8. The boss ( ) him to send the report out as soon as it was completed.

a. cooperate b. flexible c. incidence d. attach e. instructed f. abstract

9. Reading in English is an excellent way to ( ) your vocabulary. a. tape b. flexible c. incidence d. enhance e. ministered f. abstract

10. We made a ( ) of our baby's first sounds to send to my parents.

a. incidence b. presumed c. tape d. attach e. instructed f. abstract

For 11 – 15, choose the word from (a) – (j) that best completes each sentence.

(a) allocation (b) aggregate (c) brevity (d) bonds (e) diverse

(f) discriminate (g) federation (h) enhancement (i) incentives (j) flexible

11. My schedule is quite ( )—I could arrange to meet with you any day next

week.

12. The scientist was concerned with the ( ) of the human condition.

13. Long-range missile attacks simply cannot ( ) between military and

civilian targets.

14. Carbon atoms can form ( ) with nitrogen and oxygen atoms.

15. The charity received gifts, which in ( ) did not exceed $40,000.


(a) underlying (b) utilize (c) presume (d) subsidy (e) motivated

(f) neutralized (g) intervals (h) migration (i) incorporated (j) inhibition

16. Suggestions from the survey have been ( ) into the final design.

17. The ( ) causes of the riots have been ignored.

18. Progress is reviewed at monthly ( ).

19. We must ( ) innocence until we have evidence of guilt.

20. The key to successful modern economy is a well-educated and ( ) workers.

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1. Disney's early cartoon features are now considered ( ) in the field of animation. a. isolated b. topics c. classics d. sole e. adapt f. couple

2. Victoria has enacted a new bylaw which ( ) smoking in all public buildings. a. isolated b. dynamic c. adapt d. couple e. prohibits f. topics

3. The better your English language skills, the more you are able to talk about difficult ( ). a. classics b. couple c. isolated d. finite e. identical f. topics

4. ( ) twins develop from the equal division of a fertilized egg. a. identical b. sole c. adapt d. isolated e. dynamic f. topics

5. After the birth of her little brother, Sophie was shocked to find that she was no longer the ( ) object of her parents' affection. a. isolated b. topics c. sole d. finite e. classics f. dynamic

6. The ( ) economy of the U. S. is the envy of the world. a. couple b. prohibits c. sole d. dynamic e. isolated f. topics

7. Our oil and gas reserves are ( ), so we must take steps to develop alternative energy sources. a. finite b. identical c. topics d. couple e. adapt f. isolated

8. The weather, ( ) with the fact that the trains were on strike, meant that few people turned up. a. prohibited b. sole c. coupled d. dynamic e. adapted f. topics

9. It has taken my family a long time to ( ) to the cold of Canada. a. adapt b. couple c. finite d. identical e. dynamic f. sole

10. I'll be ready in a ( ) of minutes. a. isolated b. prohibits c. dynamic d. couple e. topics f. classics


(a) adaptable (b) advocacy (c) comprehensive (d) comprise (e) coupled

(f) definite (g) empirical (h) extraction (i) finite (j) hierarchical

11. She is renowned for her ( ) of human rights.

12. It’s a very ( ) organization in which everyone’s status is clearly defined.

13. People aged 65 and over now ( ) nearly 40% of the population.

14. The ( ) of minerals has damaged the countryside.

15. We need to record sufficient data to enable ( ) conclusions to be reached.


(a) voluntary (b) ultimate (c) successor (d) solely (e) simulate

(f) quoted (g) phenomenon (h) paradigm (i) intervened (j) innovate

16. A military spokesman was ( ) as saying that the border area is now safe.

17. The war was a ( ) of the destructive side of human nature.

18. We must constantly adapt and ( ) to ensure success in a growing market.

19. Scholarships are given ( ) on the basis of financial need.

20. Complete disarmament was the ( ) goal of the conference.

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AR2 Vocabulary Quiz 3 (AWLs 15-16) ID: ( ) Name: ( ) ref. # ( ) [Sore: 0.2 x ( ) = ( )]

For 1 – 10, choose the word from a – f that best completes each sentence. 1. Greenwich was ( ) established in 1884 as longitude 0 degrees. a. arbitrarily b. uniform c. induced d. predominant e. revising f. minimize

2. Aristotle believed that the heavenly bodies moved only in circular orbits at a ( ) speed. a. uniform b. denotes c. predominant d. induced e. revising f. minimize

3. Ginger really ( ) the flavor of the vegetables in a stir fry. a. minimize b. complements c. abandoned d. exhibits e. denotes f. revising

4. English is the ( ) language in two of the six inhabited continents. a. induced b. minimize c. uniform d. predominant e. revising f. arbitrarily

5. Careful planning can help to ( ) the damage which may occur during an earthquake. a. exhibits b. denotes c. minimize d. complements e. uniform f. revising

6. The Royal British Columbia Museum features beautiful ( ) of native Indian artwork. a. complements b. arbitrarily c. induced d. uniform e. exhibits f. minimize

7. The house has looked ( ) since the Bates family moved away 2 years ago. a. complements b. induced c. abandoned d. exhibits e. revising f. minimize

8. We cannot always anticipate the ways in which natural systems will adjust to changes ( ) by the activities of modern society. a. induced b. abandoned c. denotes d. uniform e. complements f. arbitrarily

9. A longer nail on the baby finger of a Chinese man often ( ) a background of wealth and privilege. a. uniform b. predominant c. revising d. exhibits e. denotes f. minimize

10. We are ( ) the report to include additional information received in the last couple of weeks. a. minimize b. revising c. abandoned d. exhibits e. uniform f. predominant

For 11 – 20, choose the word from a – d that best completes each sentence.

11. The company was fined for the ( ) of its immigrant workers.

a. exploitation b. exploiting c. exhibition d. exhibiting

12. The recent pattern of weather ( ) from the norm for this time of year.

a. exhibits b. deviates c. detects d. dramatizes

13. All new buildings must ( ) with the regional development plan.

a. develop b. complement c. relate d. conform

14. The leaders of the groups were chosen ( ).

a. crucially b. complementarily c. arbitrarily d. implicitly

15. Rescuers had ( ) all hopes of finding any more survivors.

a. accompanied b. accumulated c. appreciated d. abandoned

16. Many governments have prepared public-sector national information ( )

plans designed to exploit the potential of the Internet.

a. exploitation b. infrastructure c. exhibition d. inevitability

17. Prices have risen in order to ( ) the increased cost of materials.

a. exhibit b. deviate c. minimize d. offset

18. Private interest was not allowed to ( ) over the public good.

a. develop b. predominate c. restore d. gain

19. Failure to comply with these conditions will result in ( ) of the contact.

a. termination b. schedule c. widespread d. uniformity

20. Pressure must be ( ) distributed over the whole surface.

a. radically b. visually c. uniformly d. virtually

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1. The ( ) of India's thriving movie industry is based in Bombay. a. found b. diminish c. route d. bulk e. norm f. concurrent

2. The little boy forgot to deliver a newspaper to one of the houses on his ( ), so he had to go back after supper. a. qualitative b. found c. norm d. concurrent e. route f. diminish

3. He was really disappointed after his ( ) lost the game 10 - 1. a. norm b. route c. bulk d. concurrent e. qualitative f. team

4. My grandfather helped ( ) this company over 75 years ago. a. bulk b. concurrent c. norm d. qualitative e. found f. mature

5. With people having fewer kids these days, the local school can easily ( ) all the children in the area. a. accommodate b. bulk c. mature d. norm e. concurrent f. found

6. Human speech is a vast ( ) expansion over animal communication systems. a. found b. diminish c. route d. bulk e. qualitative f. norm

7. Cooking and freezing do not ( ) the spicy heat of a hot pepper. a. bulk b. diminish c. route d. norm e. concurrent f. found

8. Kate is only 7 years old, but she is very ( ) for her age, and is often mistaken for a 10-year-old. a. team b. concurrent c. found d. diminish e. route f. mature

9. Falling to sleep to the sounds of bombs and gunfire has become the ( ) for many children living in Israeli occupied Palestine. a. diminish b. team c. found d. bulk e. norm f. route

10. The murderer is serving two ( ) life-sentences. a. route b. found c. bulk d. accommodate e. mature f. concurrent

For 11 – 20, choose the word from a – d that best completes each sentence. 11. There are dangers ( ) in almost every sport.

a. integral b. inherent c. exhibited d. inevitable

12. This report gives a somewhat ( ) impression of what actually happened.

a. ethical b. diminished c. distorted d. offset

13. ( ) with her acting career, she has managed to write two books of her own.

a. Concurrent b. Assuming c. Little d. Good

14. There was no ( ) between the first and the second half of the film.

a. commencement b. coincidence c. coherence d. devotion

15. Our proposal tries to ( ) the special needs of minority groups.

a. accommodate b. accumulate c. assume d. attain

16. Good hygiene helps to ( ) the risk of infection.

a. mature b. mediate c. minimize d. maximize

17. The captain talked as though no one else has been involved in the match and

ignored the normal ( ) of thanking his teammates.

a. protocol b. quality c. experience d. overlap

18. They have obtained an injunction ( ) the company from selling the

product.

a. producing b. retaining c. binding d. mediating

19. He received a six-month ( ) for unprofessional behavior.

a. rest b. subordination c. vision d. suspension

20. Newton proposed that heavenly and terrestrial motion could be ( ) with

the idea of gravity.

a. triggered b. unified c. suggested d. attained

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AR2 Vocabulary Quiz 5 (AWLs 19) ID: ( ) Name: ( ) ref. # ( )

[Score: 0.2 x ( ) = ( )]

For 1 – 10, choose the word from a – f that best completes each sentence. 1. Firefighters had to abandon their efforts to fight the fire, because the building

was in danger of ( ). a. encounter b. adjacent c. collapsing d. invoking e. conceive f. pose

2. If you ( ) a bear while hiking, the best thing to do is to back away quietly. a. straightforward b. encounter c. nonetheless d. adjacent e. conceive f. invoking

3. There is a beautiful little park ( ) to the house we're going to buy. a. conceive b. straightforward c. pose d. nonetheless e. adjacent f. ongoing

4. I usually find that Jasper doesn't really know what he's talking about; however, I'm ( ) to agree with him on this point. a. inclined b. pose c. conceive d. nonetheless e. adjacent f. invoking

5. By ( ) a clause in the contract guaranteeing a fixed price, management was able to avoid paying for the increase in fuel costs. a. invoking b. straightforward c. pose d. collapsing e. ongoing f. encounter

6. I didn't need any help. The instructions were pretty ( ). a. nonetheless b. ongoing c. encounter d. conceive e. straightforward f. adjacent

7. American politician Jesse Jackson once said, "If my mind can ( ) it, and my heart can believe it, I know I can achieve it." a. inclined b. adjacent c. collapsing d. ongoing e. invoking f. conceive

8. I lost the game, but I told myself that I had improved a lot ( ). a. nonetheless b. conceive c. straightforward d. inclined e. ongoing

9. She was offered over a million dollars to ( ) nude in a magazine, but she refused. a. ongoing b. encounter c. straightforward d. nonetheless e. pose f. conceive

10. There is an ( ) dispute between the two countries regarding fishing rights off the coast. a. ongoing b. nonetheless c. adjacent d. invoking e. conceive f. straightforward

For 11 – 20, choose the word from a – d that best completes each sentence. 11. The country has ( ) massive changes recently.

a. undermined b. undergone c. called d. maximized

12. If the pain ( ), you must see a doctor.

a. undergoes b. ceases c. persists d. poses

13. A new tax was ( ) on consumers of luxury goods.

a. inclined b. retained c. levied d. maximized

14. The government has ( ) strong opposition to its plans to raise income tax.

a. inclined b. undergone c. persisted d. encountered

15. The roof ( ) under the weight of snow.

a. opened b. assembled c. broke d. collapsed

16. Our farm land was ( ) to the river.

a. continuous b. adjacent c. brought d. invoked

17. Scientists first ( ) the idea of the atomic bomb in the 1930’s.

a. brought b. convinced c. encountered d. conceived

18. Mathematics and physics are an ( ) part of the school curriculum.

a. enormous b. invoked c. intrinsic d. interesting

19. ( ) differences, there are clear similarities in all of the world’s religions.

a. Ongoing b. Persisting c. Nonetheless d. Notwithstanding

20. They have been ( ) to admit AID patients, in part because of unfounded

fears of contagion.

a. eager b. reluctant c. posing d. devising

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AR: Guidelines for Homework/Portfolio Assignments (cf.: SPRS) Biweekly homework/portfolio assignments are suggested as below. Each assignment, based on a relatively long academic article in science and engineering, consists of three parts: Part 1 for Goal 1, Part 2 varying over G2 to G6, and Part 3 for Goal 7. (See how it matches with the CRT system which appears in the Student Performance Record Sheet).

HW1 (7pts) HW2 (7pts) HW3 (7pts) HW4 (7pts) HW5 (7pts)

Part 1 for: G1 (1pt) G1 (1pt) G1 (1pt) G1 (1pt) G1 (1pt)

Part 2 for: G2 (5 pts) G3 (5 pts) G4 (5 pts) G5 (5 pts) G6 (5 pts)

Part 3 for: G7 (1pt) G7 (1pt) G7 (1pt) G7 (1pt) G7 (1pt)

For lower-level classes

The teacher selects an article for each assignment. In this way the teacher will have better control of the assignment, especially that of grading. Samples are provided for this level of classes. <Part 1 for G1>: The teacher specifies some words from the article. The students give their part of speech, guess their meanings, and write them in English. The students are also required to list additional words unfamiliar to them and do the same work. <Part 2 for G2 – G6> The teacher formulates some questions about the article which are relevant to each chapter-specific goal. The students answer the questions. <Part 3 for G7>: The students are required to write a two- paragraph summary of the assigned text with brief personal reflections, comments and/or opinions. Each paragraph must satisfy requirements covered in ALC, such as giving a topic sentence and at least three to five logical connectors, etc. (See Review of writing a summary for HW Part 3.) For grading, the teacher may discuss Part 2 in class (sometimes letting the students self-grade on the part), collect the assignment, look through and grade on Parts 1 and 3, record the grades, and return the assignment to the students in the following week.

For intermediate and advanced level classes The teachers may use the portfolio method if they think it is more appropriate to their students. In this method, the students choose their own articles to read, but are required to do the same work as outlined above.

HW X

Part 1: G1 = Vocabulary (1pt)

see samples

Part 2: G2-G6 = Chapter-specific

(5pts)

see samples

Part 3: G7 = Summary with

personal reflections (1pt)

see samples

Page 13

AR2 Homework 1 (Chapter 6)

In biology, kingdom (Latin: regnum, pl. regna) is a taxonomic rank, which is either the

highest rank or in the more recent three-domain system, the rank below domain. Kingdoms

are divided into smaller groups called phyla (in zoology) or divisions in botany. The

complete sequence of ranks is life, domain, kingdom, phylum, class, order, family, genus, and species.

Currently, textbooks from the United States use a system of six kingdoms (Animalia,

Plantae, Fungi, Protista, Archaea, Bacteria) while British, Australian and Latin American

textbooks may describe five kingdoms (Animalia, Plantae, Fungi, Protista, and Prokaryota or

Monera). Historically, the number of kingdoms in widely accepted classifications has grown

from two to six. However, phylogenetic research from about 2000 onwards does not support any of the traditional systems.

Two kingdoms

The classification of living things into animals and plants is an ancient one. Aristotle (384–322 BC) classified

animal species in his work the History of Animals, and his pupil Theophrastus (c. 371–c. 287 BC) wrote a parallel work on plants (the History of Plants).

Carolus Linnaeus (1707–1778) laid the foundations for modern biological nomenclature, now regulated by the

Nomenclature Codes. He distinguished two kingdoms of living things: Regnum Animale ('animal kingdom') for

animals and Regnum Vegetabile ('vegetable kingdom') for plants. (Linnaeus also included minerals, placing them

in a third kingdom, Regnum Lapideum.) Linnaeus divided each kingdom into classes, later grouped into phyla for

animals and divisions for plants.

life Regnum Vegetabile

Regnum Animale

Three kingdoms

In 1674, Antonie van Leeuwenhoek, often called the "father of microscopy", sent the Royal Society of London

a copy of his first observations of microscopic single-celled organisms. Until then the existence of such

microscopic organisms was entirely unknown. At first these organisms were divided into animals and plants and

placed in the appropriate Kingdom. However, by the mid-19th century it had become clear that "the existing

dichotomy of the plant and animal kingdoms [had become] rapidly blurred at its boundaries and outmoded". In

1866, following earlier proposals by Richard Owen and John Hogg, Ernst Haeckel proposed a third kingdom of life. Haeckel revised the content of this kingdom a number of times before settling on a division based on whether

organisms were unicellular (Protista) or multicellular (animals and plants).

life Kingdom Protista

Kingdom Plantae

Kingdom Animalia

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Four kingdoms

The development of microscopy, and the electron microscope in particular, revealed an important distinction

between those unicellular organisms whose cells do not have a distinct nucleus, prokaryotes, and those unicellular

and multicellular organisms whose cells do have a distinct nucleus, eukaryotes. In 1938, Herbert F. Copeland

proposed a four-kingdom classification, moving the two prokaryotic groups, bacteria and "blue-green algae", into a separate Kingdom Monera.

Kingdom Monera (prokaryotes, i.e.

life bacteria and "blue-green algae")

Kingdom Protista (single-celled

eukaryotes) Kingdom Plantae

Kingdom Animalia

It gradually became apparent how important the prokaryote/eukaryote distinction is, and in the 1960s Stanier

and van Niel popularized Édouard Chatton's much earlier proposal to recognize this division in a formal

classification. This required the creation, for the first time, of a rank above kingdom, a superkingdom or empire, also called a domain.

Empire Prokaryota

life Kingdom Monera

Kingdom Protista

Empire Eukaryota Kingdom Plantae Kingdom Fungi

Kingdom Animalia

[Adapted from Wikipedia, entry “Kingdom (biology)”]

Page 15

AR2 Homework 1 (Chapter 6) ID: ( ) Name: ( ) ref. # ( )

Part 1: G1 = Vocabulary (1 pt)

(1) Use an English-English dictionary and fill in the blanks below for each word from the text. (Guess the meanings first.)

(2) Choose unfamiliar words from the text whose meaning you could not guess and do the same as (1).

location word part of speech meaning

1st paragraph taxonomic

4th paragraph nomenclature

5th paragraph microscopic

6th paragraph prokaryotes

6th paragraph eukaryotes

Part 2: G2 = Enumeration and Classification (5 pts)

1. Underline the thesis statement of this text.

2. Identify the main idea that is being broken down into categories.

( )

3. Underline organizational markers that is used to indicate the structure of the text.

4. What do four diagrams provided in the text together show?

( )

Part 3: G7 = Summary/personal opinions-comments (1 pt) Write a two-paragraph-long passage, with a summary of the text in the first paragraph and your comments and/or opinions in the second paragraph. <Use the reverse side of this sheet.>

score

score

score

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AR2 Homework 2 (Chapter 7) Neuroscience: My brain made me do it By Adam Kepecs Nature 473, 280–281 (19 May 2011) doi:10.1038/473280a Published online 18 May 2011 [1] A surprising view has been gathering momentum in neuroscience: most of our thoughts and actions are driven by unconscious brain processes that are hidden from conscious introspection. So if consciousness is rarely in the driver's seat, and if we cannot choose our genes or the childhood experiences whose interactions form our brains, then are we responsible for our actions?

[2] In Incognito, accomplished neuroscientist David Eagleman — author of the best-selling short-story collection Sum (Canongate, 2010) — examines this gap between our conscious and unconscious selves. He offers a whirlwind of stories, from visual illusions and sleep-walking killers to ovulating strippers, all carefully chosen to drive home his main point that our brains “neurally preordain” us to make decisions. As is common in books aimed at a general readership, the intriguing and sometimes bizarre case studies create a tension between journalistic musings and more detailed arguments. Although specialists may feel that the balance tilts toward the journalistic, Eagleman's expertise comes through.

[3] Since Sigmund Freud's famous psychological framing of the unconscious in the late nineteenth century, modern neuroscience has shown that most processing in the brain is unconscious. We are unaware of routine processes and have little insight into our choices and preferences. For instance, men unknowingly prefer photographs of women with dilated pupils, presumably because male brains evolved algorithms to recognize pupil dilation as an indicator of sexual arousal. In another experiment, people's descriptions of the strategies they used to make simple economic decisions differed from the rules that they actually used, suggesting that their conscious explanations were formed post hoc and without access to their decision-making process. Through such examples, Eagleman demonstrates that unconscious processes can be clever, adaptive and even outperform the best computer algorithms.

[4] If our brains can carry out such amazing feats without us knowing, why have consciousness at all? Eagleman answers this question with a metaphor. Consciousness, he says, is like the chief executive of a large company. He or she has little knowledge of the day-to-day operations, yet is indispensable for setting goals and arbitrating between conflicting departments. Similarly, consciousness gets only the abridged, delayed and sometimes contradictory reports from neural subroutines. And, much like a chief executive trying to explain him- or herself to the board of directors, consciousness will “fabricate stories to explain the sometimes inexplicable dynamics of subsystems in the brain”.

[5] Having described the hidden life of our brain circuits, Eagleman moves to an original and provocative discussion of the legal consequences of the unconscious decider within us. Imagine two defendants on trial for murder: one has a large brain tumour next to an area associated with aggression, whereas the other one shows no obvious change in his brain. Most people would not hold the first defendant responsible for his actions. Eagleman argues that as we gain a better understanding of the biology of decision-making, we will be forced to conclude that all crime is caused by faulty brain circuits arising from genetic and environmental interactions over which the perpetrator has no control.

[6] An improved understanding of how subtle changes in the brain generate deviant behaviour would therefore extend the insanity defence — 'my brain made me do it'. Eagleman suggests that a forward-looking legal system should consider biological information to predict how likely a person is to commit a crime again, and take this into account for sentencing. As most criminals commit offences because they are unable to inhibit

Page 17

AR2 Homework 2 (Chapter 7) their impulses, Eagleman proposes that rehabilitative “prefrontal workouts”, aimed at improving self-control, should be a mainstay of the justice system. Crime would still land you in jail, but the focus would be on protecting society, not on punishment.

[7] My feeling is that we need to be extremely cautious in advancing such a brain-centric legal system. A world in which judges are instructed to consider the genetics and neural make-up of defendants, as Eagleman advocates, evokes Phillip K. Dick's short story The Minority Report. If sentencing decisions consider the biological likelihood of recommitting a crime, it is easy to imagine the next step of considering preventive measures before a crime has been committed — a kind of 'Department of Precrime'.

[8] Whether or not one agrees with Eagleman, discussions about these difficult issues at the intersection of neuroscience and society are essential and timely. He should be lauded for his clear exposition of the consequences of our emerging understanding of the brain. Incognito is a smart, captivating book that will give you a prefrontal workout.

Page 18

AR2 Homework 2 (Chapter 7) ID: ( ) Name: ( ) ref. # ( )

Part 1: G1 = Vocabulary (1 pt) (1) Use an English-English dictionary and fill in the blanks below for each word

from the text. (Guess the meanings first.) (2) Choose unfamiliar words from the text whose meaning you could not guess and

do the same as (1). <Use the reverse side of this sheet.> paragraph number

Word part of speech

Meaning

[2] visual

[3] presumably

[3] adaptive

[4] contradictory

[6] inhibit

Part 2: G3 = Comparison and Contrast (5 pts) Complete the numbered blanks in the boxes below using information provided in the passage. The first line has already been completed as an example. It means that, in the passage, [the 1st idea]conscious brain processes is being contrasted with [2nd idea]unconscious brain processes on the basis of their influence on action we take.

[1st idea]

is/are being compared to OR contrasted with

[2nd idea]

on the basis of …

conscious brain processes

contrasted with

unconscious brain processes

their influence on actions we take

people’s descriptions of strategies they used

contrasted with

(1)

simple economic decisions they made

(2)

(3) chief executive of a large company

goal setting and making sense of conflicting information

murder defendant with brain tumour

contrasted with (4)

(5)

Part 3: G7 = Summary/personal opinions-comments (1 pt) Write a two-paragraph-long passage, with a summary of the text in the first paragraph and your comments and/or opinions in the second paragraph. <Use the reverse side of this sheet.>

score

score

score

Page 19

Academic Reading 2: HOMEWORK 3 (Chapter 8) Read the text.

[1] All organic molecules, which make up the tissues

of living organisms, contain high potential energy. This is

evident from the simple fact that they burn: The heat and

light of the flame are their potential energy being released

as kinetic energy. On the other hand, try as you might, you

will not be able to get energy by burning inorganic

molecules, such as carbon dioxide, water, or mineral

compounds that occur in nature. Indeed, many of these

materials are used as fire extinguishers. This extreme

nonflammability is evidence that such materials have very

low potential energy. Thus, the production of organic

material from inorganic material involves a gain in

potential energy. Conversely, the breakdown of organic

matter involves a release of energy.

[2] In this relationship between the formation and

breakdown of organic matter and the gain and release of

energy, we can see the energy dynamics of ecosystems.

Producers (green plants) play the role of making

high-potential-energy organic molecules for their bodies

from low-potential-energy raw materials in the

environment—namely, carbon dioxide, water, and a few

dissolved compounds of nitrogen, phosphorus, and other

elements. Such “uphill” conversion is made possible by the

light energy absorbed by chlorophyll. On the other hand,

all consumers, detritus feeders, and decomposers obtain

their energy requirement for movement and other body

functions from feeding on and breaking down organic

matter. Let us now look at this energy flow in somewhat

more detail for each category of organisms.

[3] Recall from Chapter 2 that producers are green

plants, which use light energy in the process of

photosynthesis to make sugar (glucose, stored chemical

energy) from carbon dioxide and water and release oxygen

gas as a by-product. The process is expressed by the

following formula:

PHOTOSYNTHESIS

6CO2 + 6H2O C6H12O6 + 6O2

carbon dioxide water glucose oxygen

[4] The kinetic energy of light is absorbed by

chlorophyll in the cells of the plant and used to remove the

hydrogen atoms from water (H2O) molecules. The

hydrogen atoms are transferred to carbon atoms coming

from carbon dioxide as the carbons are joined in a chain to

begin forming a glucose molecule. After the removal of

hydrogen from water, the oxygen atoms that remain

combine with each other to form oxygen gas, which is

released into the air.

[5] Each molecule of glucose is constructed from 6

carbon atoms, 12 hydrogen atoms, and 6 oxygen

atoms—hence its formula, C6H12O6. Thus, the construction

of one molecule of glucose requires 6 molecules of carbon

dioxide to provide the 6 carbon atoms and 6 molecules of

water to provide the 12 hydrogen atoms. Among these

molecules of carbon dioxide and water are 18 oxygen

atoms, but only 6 are needed. The extra oxygen atoms are

given off as molecules of oxygen gas (O2), 6 molecules for

every molecule of glucose formed. This accounting, based

on careful quantitative measurements, supports the law of

conservation of matter. Note that oxygen gas, which is

essential for the respiration of animals, is a waste product

of photosynthesis.

[6] The key energy steps in photosynthesis are

removing the hydrogen from water molecules and joining

carbon atoms together to form the high-potential-energy

carbon-carbon and carbon-hydrogen bonds of glucose in

place of the low-potential-energy bonds in water and

carbon dioxide molecules. But the laws of thermodynamics

are not violated or even strained in this process. Careful

measurements show that the rate of photosynthesis (which

determines the amount of glucose formed) is proportional

to the intensity of light, and only 2-5 calories’ worth of

sugar is formed for each 100 calories’ worth of light energy

falling on the plant. Thus, plants are not particularly

efficient “machines” in performing this conversion of light

energy to chemical energy.

(source: Appendix 1)

Page 20

AR2 Homework 3 (Chapter 8)

ID: ( ) Name: ( ) ref. # ( )

Part 1: G1 = Vocabulary (1 pt)

Use an English-English dictionary and write in the table below the part of speech and meaning of

each of the words, which are all on the Academic Word List. (Guess the meanings first.)

Choose five unfamiliar words from the text whose meaning you could not guess and write their parts of speech and

meanings. <*Use the reverse side of this sheet.>

paragraph

number

word part of

speech

Meaning

1 release

2 conversely

3 dynamics

4 remove

5 proportional

Part 2: G4 = Using Context Clues (5 pts)

Answer the questions. (1 point x 5)

Q1 Which paragraph best describes the “process” of photosynthesis? (1 point) ( )

Q2 Fill in the boxes based on the information given in paragraph 1. (each box 1 point)

cause Effect

high potential energy

low potential energy

Q3 Fill in the boxes based on the information given in paragraphs 2 and 3. (each box 1 point)

cause Effect

Producers make high-potential-energy organic matter from

low-potential-energy raw materials.

Consumers obtain their energy requirement for movement and

other body functions.

Part 3: G7 = Summary/personal opinions-comments (1 pt)

Write a two-paragraph-long passage with a summary of the text in the first paragraph and your comments and/or opinions in

the second paragraph. <*Use the reverse side of this sheet.>

score

score

score

Page 21

AR2 Homework 4 —SQ3R and the Cornell Method—

Inca Architecture Inca architecture is the most significant pre-Columbian architecture in South America. The Incas

inherited an architectural legacy from Tiwanaku, founded in the second century B.C. in present day

Bolivia. Much of present day architecture at the former Inca capital Cusco shows both Incan and

Spanish influences. The famous lost city Machu Picchu is the best surviving example of Incan

architecture. Some other significant sites include Sacsayhuaman and Ollantaytambo. The Incas also

developed an extensive road system spanning most of the western length of the continent.

Characteristics

Inca buildings were made out of fieldstones or semi-worked stone blocks set in mortar; adobe walls

were also quite common, usually laid over stone foundations. The most common shape in Inca

architecture was the rectangular building without any internal walls and roofed with wooden beams

and thatch. There were several variations of this basic design, including gabled roofs, rooms with

one or two of the long sides opened and rooms that shared a long wall. Rectangular buildings were

used for quite different functions in almost all Inca buildings, from humble houses to palaces and

temples. Even so, there are some examples of curved walls on Inca buildings, mostly in regions

outside the central area of the empire.

Inca architecture is widely known for its fine masonry, which

features precisely cut and shaped stones closely fitted without mortar.

However, despite this fame, most Inca buildings were actually made

out of fieldstone and adobe as described above. In the 1940s,

American archaeologist John H. Rowe classified Inca fine masonry

in two types: coursed, which features rectangular shaped stones, and

polygonal, which features blocks of irregular shape. Forty years later, Peruvian architect Santiago

Agurto established four subtypes by dividing the categories identified by Rowe:

Encased coursed masonry: in which stone blocks are not aligned

Sedimentary coursed masonry: in which stones are laid out in horizontal rows

Cellular polygonal masonry: with small blocks

Cyclopean polygonal masonry: with very large stones

The first two types were used on important buildings or perimeter walls

while the last two were used mostly on terrace walls and river canals.

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Masonry and Construction Methods

The Inca built their cities with locally available materials, usually including limestone or granite. To

cut these hard rocks the Inca used stone, bronze or copper tools, usually splitting the stones along

the natural fracture lines. Without the wheel, the stones were rolled up wood beams on earth ramps.

Extraordinary manpower would have been necessary. Hyslop comments that the "'secret' to the

production of fine Inca masonry…was the social organization necessary to maintain the great

numbers of people creating such energy-consuming monuments."

Usually the walls of Incan buildings were slightly inclined inside and the corners were rounded.

This, in combination with masonry thoroughness, led Incan buildings to have a matchless

earthquake resistance thanks to high static and dynamic steadiness,

absence of resonant frequencies and stress concentration points.

During an earthquake with a small or moderate magnitude, masonry

was stable, and during a strong earthquake, stone blocks were “dancing” near their normal positions

and lay down exactly in right order after an earthquake.

Agricultural Architecture

Perhaps the most renowned aspect of Incan architecture is the use of

terraces to increase the land available for farming. These steps

provided flat ground surface for food production while protecting their

city centers against erosion and landslides common in the Andes.

Modern engineers copy this agriculture architecture method, such as at

Pepperdine University in Malibu, California. The civil engineers at Machu Picchu built these so

well that they were still intact in 1912 when Hiram Bingham discovered the lost city.

Roads

The Incas had an extensive road system. A high road crossed the higher regions of the Cordillera

from north to south and another lower north-south road crossed the coastal plains. Shorter

crossroads linked the two main highways together in several places. The road system ran through

deep valleys and over mountains, through piles of snow, quagmires, living rock, along turbulent

rivers. In some places, it ran smooth and paved, carefully laid out; in others, over sierras, cut

through the rock, with walls skirting the rivers. Everywhere, it was swept clean and kept free of

rubbish, with lodgings, storehouses, temples to the sun, and posts along the way.

The Incas did not have the wheel, and they had no draft animals, so all travel was done on foot. To

help travelers on their way, rest houses were built every few kilometers. In these rest houses, they

could spend a night, cook a meal and feed their llamas. Adapted from Wikipedia

(http://en.wikipedia.org/wiki/Inca_architecture)

Page 23

http://en.wikipedia.org/wiki/Inca_architecture

AR2 Homework 4 --SQ3R & Cornell Method--

ID: ( ) Name: ( ) ref. # ( ) Part 1: G1 = Vocabulary Building (1 pt)

Locate in the article the words given in the chart below. Use an English-English dictionary and write the part of speech and meaning of each word. (Guess the meaning first and then use the dictionary.)

Write yourself additional words from the article whose meaning you could not guess and do the same as above.

Word part of speech Meaning

inherit

Bolivia

mortar

masonry

adobe

limestone

erosion

Quagmire

Part 2: G5 (SQ3R) (2.5pts) and G6 (the Cornell method) (2.5pts)

<See the sheets provided separately.) Part 3: G7 = Summary/personal opinions-comments (1 pt) After you finish Part 2 (SQ3R and/or the Cornell method), write a two-paragraph-long passage with a summary of the article in the first paragraph and your comments and/or opinions in the second paragraph. <*Use the back of this sheet.> Make sure you identify the key topics and points.

score

score

Page 24

ID: ( ) Name: ( ) ref. # ( ) Part 2: HW4 (SQ3R) (2.5pts) Survey

Look at: ❑the title, ❑table of contents/all headings, ❑pictures and figures if any. Read: ❑abstract/introduction and ❑conclusion. This article consists of ( ) parts. What is the text about? (What is the title?) ( ) What topics are included? ( ), ( ), ( )

( ), ( ), ( )

Question

Write one general question about the text.

Question 1: What is one thing that makes ( ) famous?

Write two specific questions about one or more topics in the text. Question 2: How is the masonry of Incan architecture “fine”? Question 3: What kind of roads did the Incans have?

Read

Read the text, keeping the following points in mind. Find the answers to your questions. Monitor your comprehension as you read: “Am I understanding the text?”

Recite

Without looking at the text, write your answers to your above questions. Answer 1:

Answer 2:

Answer 3:

Review

Skim the text again, and check your answers to your questions. Correct them as necessary. Answer 1: Answer 2: Answer 3:

Score

Page 25

ID: ( ) Name: ( ) ref. # ( )

Part 2: HW4 (the Cornell Method) (2.5pts) In the right column, write notes from the article. (Some guiding notes are given.) In the left column, list key words and phrases that summarizes your notes.

The Cornell Method

Date ( ) Title of the article ( )

Buildings stones masonry coursed polygonal manpower earthquake resistance agriculture terrace roads

Buildings materials

◦ fieldstones ◦ worked stone blocks ◦ adobe

shape ◦ ( ) – most common ◦ ( ) – outside central area

Masonry

two types (John Rowe) ◦ coursed – ( )

◦ polygonal – ( )

four types (Santiago Agurto) ◦ ( ) – stones not aligned ◦ ( ) – stones in horizontal rows ◦ ( ) – small blocks ◦ ( ) – large blocks

Masonry and methods

limestone and granite no wheel → manpower necessary ( )

Agriculture

terraces ◦ increase land for farming ◦ prevent erosion, landslides

Roads extensive road system through valleys and over mountains next to rivers, cut through rock swept clean lodging, storehouses, temples, etc.

Are you ready to write a summary of the article? Go to Part 3 of this assignment.

score

Page 26

Academic Reading 2: Homework 5 —SQ3R and the Cornell Method—

Do People Only Use 10 Percent Of Their Brains? By Robynne Boyd Scientific American, February 7, 2008

The human brain is complex. Along with performing millions of mundane acts, it composes

concertos, issues manifestos and comes up with elegant solutions to equations. It’s the wellspring of

all human feelings, behaviors, experiences as well as the repository of memory and self-awareness.

So it’s no surprise that the brain remains a mystery unto itself.

Adding to that mystery is the contention that humans “only” employ 10 percent of their brain. If

only regular folk could tap that other 90 percent, they too could become savants who remember π to

the twenty-thousandth decimal place or perhaps even have telekinetic powers.

The 10 percent myth

Though an alluring idea, the “10 percent myth” is so wrong it is almost laughable, says neurologist

Barry Gordon at Johns Hopkins School of Medicine in Baltimore. Although there’s no definitive

culprit to pin the blame on for starting this legend, the notion has been linked to the American

psychologist and author William James, who argued in The Energies of Men that “We are making

use of only a small part of our possible mental and physical resources.” It’s also been associated

with to Albert Einstein, who supposedly used it to explain his cosmic towering intellect.

The myth’s durability, Gordon says, stems from people’s conceptions about their own brains: they

see their own shortcomings as evidence of the existence of untapped gray matter. This is a false

assumption. What is correct, however, is that at certain moments in anyone’s life, such as when we

are simply at rest and thinking, we may be using only 10 percent of our brains.

“It turns out though, that we use virtually every part of the brain, and that [most of] the brain is

active almost all the time,” Gordon adds. “Let’s put it this way: the brain represents three percent of

the body’s weight and uses 20 percent of the body's energy.”

The active brain

The average human brain weighs about three pounds and comprises the hefty cerebrum, which is

the largest portion and performs all higher cognitive functions; the cerebellum, responsible for

motor functions, such as the coordination of movement and balance; and the brain stem, dedicated

to involuntary functions like breathing. The majority of the energy consumed by the brain powers

the rapid firing of millions of neurons communicating with each other. Scientists think it is such

neuronal firing and connecting that gives rise to all of the brain’s higher functions. The rest of its

Page 27

energy is used for controlling other activities—both unconscious activities, such as heart rate, and

conscious ones, such as driving a car.

Although it’s true that at any given moment all of the brain’s regions are not concurrently firing,

brain researchers using imaging technology have shown that, like the body’s muscles, most are

continually active over a 24-hour period. “Evidence would show over a day you use 100 percent of

the brain,” says John Henley, a neurologist at the Mayo Clinic in Rochester, Minn. Even in sleep,

areas such as the frontal cortex, which controls things like higher level thinking and self-awareness,

or the somatosensory areas, which help people sense their surroundings, are active, Henley explains.

Take the simple act of pouring coffee in the morning: In walking toward the coffeepot, reaching for

it, pouring the brew into the mug, even leaving extra room for cream, the occipital and parietal

lobes, motor sensory and sensory motor cortices, basal ganglia, cerebellum and frontal lobes all

activate. A lightning storm of neuronal activity occurs almost across the entire brain in the time span

of a few seconds.

“This isn’t to say that if the brain were damaged that you wouldn’t be able to perform daily duties,”

Henley continues. “There are people who have injured their brains or had parts of it removed who

still live fairly normal lives, but that is because the brain has a way of compensating and making

sure that what’s left takes over the activity.”

Complexities of the brain

Being able to map the brain's various regions and functions is part and parcel of understanding the

possible side effects should a given region begin to fail. Experts know that neurons that perform

similar functions tend to cluster together. For example, neurons that control the thumb's movement

are arranged next to those that control the forefinger. Thus, when undertaking brain surgery,

neurosurgeons carefully avoid neural clusters related to vision, hearing and movement, enabling the

brain to retain as many of its functions as possible.

What’s not understood is how clusters of neurons from the diverse regions of the brain collaborate

to form consciousness. So far, there's no evidence that there is one site for consciousness, which

leads experts to believe that it is truly a collective neural effort. Another mystery hidden within our

crinkled cortices is that out of all the brain's cells, only 10 percent are neurons; the other 90 percent

are glial cells, which encapsulate and support neurons, but whose function remains largely unknown.

Ultimately, it’s not that we use 10 percent of our brains, merely that we only understand about 10

percent of how it functions. http://www.sciam.com/article.cfm?id=people-only-use-10-percent-of-brain

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http://www.sciam.com/article.cfm?id=people-only-use-10-percent-of-brain

AR2 Homework 5 --SQ3R & the Cornell Method-- ID: ( ) Name: ( ) ref. # ( ) Part 1: G1 = Vocabulary Building (1 pt)

Locate in the article the words given in the chart below. Use an English-English dictionary and write the part of speech and meaning of each word. (Guess the meaning first and then use the dictionary.)

Write yourself additional words from the article whose meaning you could not guess and do the same as above.

Word part of speech Meaning

mundane

manifesto

culprit

legend

durability

samatosensory

occipital

parietal

mundane

Part 2: G5 (SQ3R) (2.5pts) and G6 (the Cornell method) (2.5pts) <See the sheet provided separately.)

Part 3: G7 = Summary/personal opinions-comments (1 pt) After you finish Part 2 (SQ3R and/or the Cornell method), write a two-paragraph-long passage with a summary of the article in the first paragraph and your comments and/or opinions in the second paragraph. <*Use the back of this sheet.> Make sure you identify the key topics and points

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ID: ( ) Name: ( ) ref. # ( ) Part 2: HW5 (SQ3R) (2.5pts)

Survey Look at: ❑the title, ❑table of contents, ❑all headings, ❑pictures, ❑figures Read: ❑abstract, ❑introduction, ❑conclusion This article consists of ( ) parts. What is the title of the text? (What is the text about?) ( )

What topics are included? ( history of myth ),( ),

( ), ( ).

Question Write one general question about the text.

Question 1: What is the truth about ( ?) Write two specific questions about one or more topics in the text. Question 2: In what ways is our brain ( ?)

Question 3: In what ways is our brain ( ?) Read Read the text, keeping the following points in mind. Find the answers to your questions above. Monitor your comprehension as you read: “Am I understanding the text?”

Recite

Without looking at the text, write your answers to your above questions. Answer 1: Answer 2: Answer 3:

Review Skim the text again, and check your answers to your questions. Correct them as necessary. Answer 1: Answer 2:

Answer 3:

Fill in the blanks of the following summary so that it identifies the key topics and points. The idea that we use only 10 percent of our brains and that we are falling short of our potential is ( ). During a single day, we actually use almost ( ) of our brains for various ( ) and ( ) activities. Furthermore, the brain can adapt to fix problems: parts of the brain can take over functions from other parts. But there remain many mysteries about the brain such as ( ).

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ID: ( ) Name: ( ) ref. # ( )

Part 2: HW5 (the Cornell Method) (2.5pts) In the right column, write notes from the article. (Some guiding notes are given.) In the left column, list key words and phrases that summarizes your notes.

The Cornell Method

Date ( ) Title of the article ( )

Complex ( ) Active ( ) ( ) 100% active ( )

Brain is complex and mysterious. feelings, behaviors, experiences memory self-awareness

10% myth

Brain is active.

three parts and their functions

neurons

fire rapidly give rise to higher ( )

During 24hrs, ( )

even during sleep

If damaged, ( ) Brain is complex.

Neurosurgeons must be ( ).

How is consciousness formed? ( )

Role of ( ) (around neurons) –> unknown

Are you ready to write a summary of the article? Go to Part 3 of this assignment.

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2013 academic reading 2 - celese academic reading 2 ... • (20%) in-class quizzes (5 biweekly...

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