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It is difficult for workers to find employmerit this year. One reason is I that many industries are not hiring new workers. In addition, industries are

reducing their current staff levels because of a decline in national economic I conditions. Another reason is that workers who once might have considered

early retirement are now staying at their job. Finally, other workers who used

to view their jobs as optional now must keep their positions in order to meet

their minimum financial responsibilities.

Questions

1. What statements does the author make about job opportunities?

( i. 2. What evidence does the author use to support the statement?

Paragraph B I It is difficult for workers to find employment this year. As a resulf, many I

recent college graduates are unemployed or are taking part-time jobs to meet

expenses. Unemployment among high schools graduates has meant that large I numbers of teen-agers are seeking unemployment benefits. The unemployment I figures are the highest in decades. inal all^, the Federal must

contribute large amounts of money to support1 the growing numbers of people I who are receiving welfare assistance. . .

Questions

1. What statements does the author make about job opportunities?

2. What evidence does the author use to support the statement?

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Each of the following statements contain a word or phrase that signals

how the author might develop a position statement in a paragraph Read each

statement and decide whether the paragraph would best developed using causes

or effects. Write either CAUSES or EFFECTS on the line.

............ I. Temperatures reaching the nineties have lasted for ten days

and have led city officials to initiate actions in public interest.

..,........ 2. A panel of dentists is exploring why there has been a sharp

\

ers who are experiencing dental

derstand the effects of television

violence on youngsters.

...,........ 4. There are many reasons why people choose to work outdoors rather i

than in offices.

............ 5. Misreading or ignoring test directions can lead to a variety of

problems for the test-taker.

I

I

? 4

i 1 I t

4 nonswnlsi iad 3

Read the following paragraph to see how the author uses different

I words and phrases to signal causes and effects. I

There are several important reasons why Mike, a high school senior,

was rejected by the hiring supervisor at the local electronics company Mike's

first problem was his poorly prepared job application. Because he filled it

during the bus ride to the interview, Mike made many errors. The paper ,was

filled with erasures, crossings out, and blank spaces. Another reason was

Mike's poor appearance; he wore faded jeans and an old flannel shirt to

the interview. In addition, he was late, thereby making both himself and

interviewer uncomfortable. As a result, Mike made a bad impression during the

interview and never had the opportunity to demonstrate his fine abilities.

Questions

I. What phrase in the first sentence signals a paragraph developed

with causes?

...........................................................................................................................

2. Name five additional words or phrases that signal the causes for Mike's

failure.

...........................................................................................................................

...........................................................................................................................

9

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o* A Y Y r n ~ ~ q ~ 9 o n n u o u c ~ ~ n i s & n ~ ~ ~ ~ u ~ fiwno&q - Paragraph A

Many of my students have difficulty taking tests. For some, th test

situation causes great stlrrEss and tension. The minds of these students "

go blank" when they IWX~VC tWtcst booklets. Others do not know how

to study and, thus, come to the test illprepaffd to anmcr t h z @om.

Some students study comdy but do not ~ 1 1 0 ~ dimtiom an tbe test.

They usually do not finish cfie '&&. These are sorne oT t+ fm that

c o n f r i b a t e ~ t h e p ~ y ~ ~ a r m ~ O f O t r f a j t l ~ ~ o n ~ .

Many of my students hawi diE~culty taking tests. As a msult,

they get poor grades on their quizzes. They must, h f m , work

harder in class to communicate their understanding of the course content

to me. In addition, they usually devote great periods of time to writing

term papers and reports, in the hope that these assignments will raise

their averages. Finally, many &er to do extra assignments in an &or&

to raise their grades. The effects of doiig poorly on evw oqc quiz' can

be stnzsdul to most students.

1. In Paragraph A, what point of view about students does the author

t x ~ s s ?

2 Arc the supporting statements in paragraph A causes or effccts?

Facts or opinions?

3. In paragraph B, what point of view about students doe$ thc author I

4. Arc the suppudng statements in paragraph B crrusts or efficts?

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Ouestions 1

1. What general statement dots the author make about Mike?

2 Does the author develop the p a r w & p ~ with causes or e f f ' ?

3. Did Mike take the interview seriously enough?

4. List three masom to support your conclusion in Question 3. I ,

Paragraph B

Mike's rejection by the hiring supervisor led to several changes

in his attitude toward seeking a job. He made an effort to have a well

prepared application which he checked for its thoroughness and

appearance. He was determined to look presentable, and so he chose his

clothing carefully the evening before the interview. Arriving late for

the fnst interview affected planning for the next one, he manged for a

ride to the plant and left extra time for unexpected delays. As a result

of his efforts, Mike arrived on time, looked pmentable,and appeared

confident throughout the interview. % effFect was so positive to

Mike's attitude that he was able to demonstrate his abilities dwing the

interview. As a consequence of this efforts, Mike was offered a

position at the plant.

1. What general statement does the author make about Mike?

2 Does the author develop the paragraph with causes or with effects?

3. Did Mike take .the intemiew sen'ously enough?

4. List four reasons to support your conclusion in question 3.

Read each statement and the two possible conclusions that follow it.

Based on information in b statement, check the conclusion(s) that can

be drawn logically from that statement.

1. Henry has been late to class six times, absent four times, anij has 1

missed two of lrhree quizzes.

- Henry is unconcerned about his grade in this class. I

Henry enjoys the class.

2. Them am no ways of bowing whenawe had crossed the border-no

markings, no border posts-but it must have happened met ime

around midnight. I

- The authw is .unfamiliar with the ma.

The author is traveling alone.

3. When I got back to the compartment, tk only other passenger had

awakened.

The 0 t h person had been sleeping.

The author is traveling by car.

4. Dr. Tobias, Chief of Surgery, requesfed clamps and mtums from the

attending head nurse. They both glanced at the clock and quicidy

f i s h e d closing the wound. They smiled when they realized they

had finished well within the critiqal time limit for such a surgical

The experienced surgeon and his nursing assistant

During the -tion, each w8s aware of the time.

5. The instructor =ad Sam's paper and saw that Sam had scared

perfectly on the muitiplechoice, truefalse, and fill-in-sections of the

test. However, Sam had not finished the major essay/ and had lost

f&n points on that section.

The instructor believes that Sam generally understands the

work.

The instructor fails Sam.

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I. Consider the causes stated and wmi& what logical effects they

could have. Chbck those effects at the right. Do not c b k other causes or

illogical effects.

(3ause E3wwama

A. Winning the state I. wing f d tiom one's job

lottery could lead to 2 . Paying old bills

3. Buying one's first lottery ticket

4. Hearing fWsP fritmds and ~ W V C B

B. Earning a college be- 1. Entering a crneer

could mlt in. - 2. Being for

the college entrance exam

3. Being accepted in a

graduate program

4, Achieving pas&ng grades

C. Writing a march paper 1. Deciding on. a topic

d d lead to - 2. Earning d t ffor the aseignment

3. Organizing one's ideas

4. Reghkring for an a*ar#xd courec

D. The effect(@ of over- , - 1. Receiving efkctive classsoom

crowding in prisuns might bc instruction

2. Not getting adequate medical f

attention

3. Early ~vlease for some prisoners

- 4. An increase in the crime rate I

E. Installing computers in 1. Billing customers quickly

an offlce could lead to 2. Slowing down the production rate

- 3. Hiring more fire clerks

4. Lengthening the work week

11. First consider the stated effect at the left and decide what could have led

to that effect. Check the logical causes at the right, Do not check other

effects to illogical causes,

A. W i g weight might be 1. Being worried about exams

c a d by 2. Joining a health club

-- 3. Becoming too thin

4. Being sick

B. Earning an A for your 1. Earning an A in the c o r n

- 2. Carefully labeling the experiment

3. Doing the wrong assignment

4. Checking the rqn,rt for its

C. Meeting with a c a m 1. Being sent on a job intewiew

counselor might be the 2. Seeking career advice

mult of 3. Being uxmm of how to write a

b 4. Getting brochms from the

counselor ,

D. Bopping a caurse could 1. Failing the first two tests

be a consequenoe of 2. Changing your work hours

3. Enjoying the class greatly

4. Losing your standing as a full-time

student

E. Comprehending a passage 1. Understanding the stated facts

could be eected by one's 2. Understanding the vocabulary

3. Sensing the implied ideas

4. Choosing another book by that

author

"On the Pressures and Politics of Waiting in Line"

by Georgia Dulle

Vocabulary

The following terms appear in the reading. Knowing their meanings

will help you to understand the selection.

Idioms Meanings

bump the line move in front of others in a line I

on hold waiting on the phorse until the other person is ready

to speak to you

queue up form a line

stacked up being in one of a group of planes that are circling

an airport waiting for permission to land

stake claims declare possession of an a m by placing a piece of

p e - p r w *

tied up unable to move

Vocabulary Meanings

accomplice ooe who helps another in a wrongdoing

barging into

w m s

inanim8te

integrity

penalized

persistemt

ponder

rational

tedious

gcmral agreement

lieless

wholeness

placed at a disadvantage

continuous ,

consider something deeply

based on =ason

tires'ome

The British queue up and the Americans wait in line, except for New

Yorkers, who wait on line. No one seems to know the reason for this local

idiom. It is something to ponder while waiting Won line.

Another thing to ponder: It is estimated that Americans spend up to five

years of their lives in that @dous, stressful but unavoidable process known as

waiting. The estimate comes from Dr. Thomas Saaty, a University of

Pittsburgh mathematician and systems analyst who is also an authority on

waiting lines or queues, as scientists call them.

"Being fomd to wait in long lines by faceless institutions is like being

vict imi i by a monster," he =marked the other day in a telephone interview.

. . . "Studies show that otherwise rational people act irrationally when fomed

to stand in line or wait irr crowds, even becoming violent. RcmemktZit gw

lines a few years ago?"

Standing in line is not a necessary requisite to being part of a queue, as ,

Dr. Saaty pointed out. One can be trapped on "hold at the end of a phme

line, stacked up over an airport, tied up in highway -c, delayed in a

doctor's crowded waiting robm.

Of course, queues ate more than a m'atter of academic interest to o r d h q

people. They are a grim reality of city life. While there seems to be no

consensus on the city's worst line, the ones mentioned most often in talks

here and' there were lunchtime lines at banks and post offices and, among

younger people, movie liraes and collegeregistration lines.

"Bank lines," said Mark Sloane, an investor. "No matter what time of &y

you bank, the number of tellers is inadequate to the number of patrons. Even

when the bank is open you see long lines in front of the money machines

outside." ,

"Department stores," said Marget Albmht, who resents missing a day's '

work as a systems engineer to wait -for fimiture deliveries, another queue ,af

sorts. "They always tell you to expect delivery from 8 A.M. on. You sit '

home waiting and waiting, and they always arrive at 6 P.M. I don't know if

anybody gets furniture delivered before 6 P.M."

"Supetmarkets," said Ed Frantz, a graphic artist, who once abandomi a

full shopping cart in the middle of a long checkout line. It was not a political ;

t

act. "The line was filled with Gaupon clippers and check writem," he -led.---

"And suddenly I had to walk away. Food no longer mattered."

Not all lines am deadly. "Some lines am m a l l y fun," Doreen Scbroeder

insisted. She is a hair stylist, and she has met "some interesting men" in the

Ray's Pizza line.

In any line the fundamental rule is fmt come, fitst served, or what social

scientists call "distributive justic." Exceptions may be ma&, say, in fancy

mstaurants where the headwaitem have their favorites, but, in gencral, the ,rule

pIevails.

In theory, then, everyom should have an equal intret.est in inping an

ordcrly line. In practia, the intc~cst varies depending on one's position in

line. Researchers in one of Dr. Milgram's classes demonstrated this when they

took turns barging into two kinds of lines-railroad ticket lines at Grand I

Central' T e ~ i n a l and theater ticket lines at Duffy Sq-.

In both c- the strongest protests came from the immediate victims or

the people h l y behind the line jumpew. People farther down the line

compliatxd less or not at all, even though they had been equally penalized by

losing a place.

Similar fmdings wem mprted by 'Dr. Mary Harris, a University of New

Mexico psychologist, in expexirnents at airports, theaters and supermarkets.

She also found people less angered if the line jumper said, ''Excuse me,

please," or told a hard-luck story or if an accomplice in line a p e d to adrnit \

the lim jumper.

will put up with a lot of aggressive behavior as lsng as they don't

feel it is dimted at them personally," said Dr. Robert A! Baron, a specialist in

human aggmssion at Purdue University. "Clearly, standing in line is an

obnoxious activity for almost everybody. Realizing that you're hot being

singled out, that you're one of a large group of suffemrs, seems to help."

If misery loves compatly, so do sports fans. Dr. Leon Marm documented

this several years ago when, as a Harvard professor, he studied the long

overnight queues for tickets to ball games in his native Australia.

"Outside the stadium something of a carnival atmosphere prevails," he

wrote in The American Journal of Sociology. "The devotees sing, sip warm

drinks, play cards and huddle together."

Like the teams they had come ta watch, the fans in l& took theouts.

Some worked in shifts, with certain members leaving to take naps or eat

meals, while othem saved their places in line. Some staked claims in line

with items of personal property such as sleeping bags and folding chairs. 66 ~ u r i n g tbc early hours of waiting," IX. arm noted, "the queues often

consisted .of one ,part people to two parts inanimate objects."

Nobody has ever seriously studied Helen Quinn's Saturday morning line

for Metropolitan Opera tickcts, but perhaps wnneorte should. r

\

Miss Quinn is not m official at the Met-and .she will be the first tb tell

you that. She is m e d y a persisfrknt member of the line for standing-room

tickets, one with a certain commflnd p8cm and a certain philosophy: I

"Standing on line should sical endurance contest. If the wait is

long you should be able to report in and then leave to go to the washroom, go

to church or have a bite to eat"

For 15 years standees at the opera have been doing just that, thanks to

Miss Quinn's ticketing system, which functions like that of a busy bakery.

She makes, dates and numbers her tickets-one for each of the 175 standing-

room spds available--and dispenses them to early birds, who begin showing

up about 6 A.M., two hours before the box office opens. Assured of a

placeticket holders then leave and return shortly before 8 A.M. to line up for

the real tickets.

When Miss Quinn's authority as the self-appointed keeper of the line is

questioned, she shrugs and says, "Somebody has to do it." When the integrity

of her line is threatened she fights. "Last week we had some trouble with

a man who tried to bump the line, but we caught him," she said fmly . *We

almost always catch them."

A. Literal Comprehension I

If the statement reflects information found in the selection, write TRUE

(T). If it does not, write FALSE (F).

1. One "waits in line" in New York, but "queues up" in other parts of

the country.

2. Being part of a queue always refers to standing in line.

3. Waiting in line is experiemd by most people in this country.

4. Small numbers of cuetornem ere responsible for atsting long bank

l i i s .

5. Furnitwe is m l y delivered at the promised time.

6. Up to five, years of the lifespan of every American is taken up with

waiting in lines.

-7. Everyone agrees that the worst type of l i i is the supermarket linc.

8. Miss Quinn, an official of the Metropolitan Opera, is in charge of the

Saturday morning line.

9. There is an almost carnival atmosphe~ at overnight queues in

Australia.

10. Fans in Australia stake claims about who will win the ball game.

B. Cause and Effect

Complete the following stakments based on your understanding of the

causes and effects developed in the selection.

1. Waiting in line often leads one to

a) have an equal interest in the camposition of the line.

b) pwtest when anyone steps into the frant ofthe line.

c) 1 0 8 ~ the feeling of being vi&ized.

d) share a sense of belonging with a ~graup of fellow d e ~ ~ : r s .

2 Being part of a queue is frequently thc ~ s u l t of

a) encountering heavy air or highway traffic.

b) being told that a college class has plenty of seats available.

c) having ~werved seats at a football game.

d) staking a claim.

3. Standing in line often leads to

a) waiting for a M t w n delivery.

b) seeing examples of tmmmmable behavior.

c) having f a v d cudomers at a fancy restaurant.

d) giving up all one's possessions.

4. The theory of distributive justice should result

a) those at the end of a line protesting most vigorously.

b) penalties for those who wait patiently.

c) those who anive first being served first.

d) accomplices being welcomed into the line.

5. People stake claims or take numbers in order to

a) relax,'sanrre in thc knowledge that theii plaa is reserved.

b) enjoy contests of physical endurance.

c) avoid being vi t imid by monsters.

d) have time to ponder theii positions in the line.

C. Point of View

Check those statements the author would probably agree with.

1. Standing h line is stt.essfu1, yet unavoidable. -.

2. University researchers should not spend their time studying people - who wait in line.

3. A study of the Saturday morning opera line would benefit others.

4. Lines are natural phenomena.

5. People should allow anyone to barge into a line.

D. Forming Conclusions

Check those conclusions you can logically draw from the selection.

1. There is an almost absolute system of equality in waiting in line.

2. Waiting in line is a common feature of modem society.

3. Nothing is important enough to force one to wait in line for hours.

4. Researchers who study queues can analyze group behevior.

5. The only poeple intemsted in lines or queues a ~esearch

psychologists and sociologists.

6. Some people always take unfair advantage of others.

7. People who wait in line exhibit behavior that can range from

aggressive to submissive.

8. Researchers rarely wait in line.

--

9. Most people can ands of stand'ig in lines.

10. Waiting in line involves acce rules about order

and group behavior,

E. Vocabulary

A. Cfieck each sentence in ined tcrm is used amxtly.

1. Standing in l i i is so le look forward to doing it.

'2. Queues usually form at sports denas before championship games. , w

3. Only one person the b as he left the theater. j

4. The gardener w b his a1& to the land by packing his belongings

and leaving.

5. The salesperson's persistent e f f w zesulted in his making the. sale.

B, Match each term with its meaning at the right.

1. tied up a lifeless

2. barge into b. mdely push

3. ponder c. put at a disadvantage

4. consenrms d. waiting for someone to gpeak to

5. rational you on the. telephone

6. staked up e. based on mson

7. inanimate f. consider something carefully

8. accomplice g. unable to move

9. on hold h. general agmhent

10. penalize i. one who helps another in a wrong doing -

j. waiting for airport clearance to land

-- -

1 4 r l d ~ w e ~ i h h ~ s a ~ e q 'I on the Pressures and Politics d Waiting

in LineN

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