通用學(xué)術(shù)英語綜合教程-讀寫 課件 大學(xué)英語IV -7-1 Inconvenient Truth About Choice

通用學(xué)術(shù)英語綜合教程（讀寫）EnglishforGeneralAcademicPurposesREADING&WRITING

Chapter7InconvenientTruthaboutChoiceTheInfluenceofMinorityPeerEffectsandAttritionfromtheSciencesUCASReading1Reading2LearningObjectivesTograsptheuseofconditionalifandvariousprefixesinevaluativelanguageToidentifytheauthor’sstanceinevaluativelanguageTounderstandhowtocompareone'sfindingswiththoseofothersTounderstandwaystohighlightthecontributionandsignificanceofthestudy

TheInfluenceofMinorityReading1UCASTheauthorReading1TheInfluenceofMinorityDavidG.Myers

UCASReading1UCASBeforeYouReadWhileYouReadAfterYouReadLanguageFocusAcademicLiteracySkillsReading1UCASBeforeYouReadWhileYouReadAfterYouReadLanguageFocusAcademicLiteracySkillsReading1UCASBeforeYouReadWhileYouReadAfterYouReadLanguageFocusAcademicLiteracySkillsReading1UCASBeforeYouReadWhileYouReadAfterYouReadLanguageFocusAcademicLiteracySkillsReading1UCASBeforeYouReadWhileYouReadAfterYouReadLanguageFocusAcademicLiteracySkillsReading1UCASBeforeYouReadWhileYouReadAfterYouReadLanguageFocusAcademicLiteracySkillsBeforeYouRead

TheMagicofRealityWarming-upgTheory:HowtochoosetheFastestLineattheGroceryStoreUCASMenuManypedestriansarecrossingthestreetwhenthetrafficlightisred,willyoufollowthemorchoosetowaitforthelighttoturngreen?

BeforeYouRead

TheMagicofRealityWarming-upgTheory:HowtochoosetheFastestLineattheGroceryStoreUCASMenu“Inthefilm12AngryMen,alonejuroreventuallywinsover11others.Inajuryroom,that’sarareoccurrence.”

12AngryMenisa1957Americancourtroomdramafilmadaptedfromateleplayofthesamename.

BeforeYouRead

TheMagicofRealityWarming-upgTheory:HowtochoosetheFastestLineattheGroceryStoreUCASMenuWatchavideoclipfrom12AngryMenanddiscussthefollowingquestionswithyourgroupmembers.Whydoesoneofthejurorsdecidetobringasimilarknifetotheoneusedinthemurdertothejuryroom?Whatwashetryingtodemonstratewiththisaction?Afterthejurorpresentstheidenticalknife,howdotheotherjurorsreact?Dotheyimmediatelychangetheirminds,ordotheystillhavedoubts?Whatdoesthisscenefrom"12AngryMen"tellusabout?BeforeYouRead

TheMagicofRealityUCASMenuWatchavideoclipfrom12AngryMenanddiscussthefollowingquestionswithyourgroupmembers.Whydoesoneofthejurorsdecidetobringasimilarknifetotheoneusedinthemurdertothejuryroom?Whatwashetryingtodemonstratewiththisaction?LineattheGroceryStoreThejurorbringsasimilarknifetodemonstratethattheuniqueknife,whichwasconsideredakeypieceofevidenceagainsttheaccusedboy,mightnotbeasuniqueaseveryonethought.Hisactionsuggeststhattheboycouldhavelosthisknifeandsomeoneelse,possessingasimilarknife,couldhavecommittedthemurder.Thischallengestheassumptionthattheknife'suniquenessdirectlyimplicatestheboyinthecrime.BeforeYouRead

TheMagicofRealityUCASMenuWatchavideoclipfrom12AngryMenanddiscussthefollowingquestionswithyourgroupmembers.LineattheGroceryStoreAfterthejurorpresentstheidenticalknife,howdotheotherjurorsreact?Dotheyimmediatelychangetheirminds,ordotheystillhavedoubts?Whatdoesthisscenefrom"12AngryMen"tellusabout?Theory:HowtochoosetheFastestLineattheGroceryStoreTheotherjurorsinitiallyreactwithskepticismanddisbelieftotheidenticalknife.Someofthemdismissthesignificanceofthisnewevidence,stickingtotheirinitialbeliefintheboy'sguilt.Thissceneillustrateshowindividualsinagroupmightresistchangingtheiropinions,evenwhenpresentedwithnewinformation.Italsoshowshowstronginitialbiasescanbe,andhowchallengingitistochangeacollectiveopiniononceithasbeenformed.AfterYouReadTheMagicofRealityUCASMenu1.Whoaretheindividualsinthepicture,andwhataretheirmaincontributions?AfterYouReadTheMagicofRealityUCASMenu2.WhyarethenamesofRosaParks,Galileo,andMartinLutherKingmentionedinthebeginningofthisarticle?“Yetinmostsocialmovements,asmallminoritywillsway,andtheneventuallybecome,themajority.”Thesenamesofthesepeoplearementionedbecausethesepeopleareexampleminoritieswhochangedhistoryinonewayoranother.3.Accordingtothewriter,whywouldhistorybestaticwithoutminorityviewpointsprevailed?Itistheseminoritieswholedthesocialmovementsinhistory.Withoutthem,historywouldberewritten.LanguageFocusTheMagicofRealityQueuingTheory:HowtochoosetheFastestLineattheGroceryStoreUCASMenuWhenevaluatingandcommentingonacontroversialissueoranauthor’sclaim,onestateswhatthewritershouldhavedoneorshoulddobyusingtheConditionalverbforms.Theseformscanbeconfusing.Thebasicuseofrealandunrealconditionalformsislistedbelow

withexamples.Real

or

Generally

TrueIf

+

presentsimpleshall/will/can/may/other

verbsIf

scientists

succeed

in

slowing

the

life

process,

health

costswilldecrease.If

we

just

count

first

choice,

then

C

wins

ten

votes

out

oftwenty-two.Unreal/Hypothetical:presentIf

+

past

simpleshould/would/could/might

+

verbIf

the

life

expectancy

increased

by

100,

society

would

changein

many

areas.If

researchers

eliminated

cancer,

the

life

expectancy

couldincrease

by

approximately

threeyears.Unreal/Hypothetical:pastIf

+

past

perfectshould/would/could/might

+

have

doneIf

the

author

had

discussed

the

positive

effects

of

longevity,

hewouldhavebeenmorepersuasive.LanguageFocusTheMagicofRealityQueuingTheory:HowtochoosetheFastestLineattheGroceryStoreUCASMenuIndeed,

if

minority

viewpoints

never

(prevail),

historynothing

everchange.Ifaminorityofparticipantsconsistently

(judge)blueslidesasgreen,membersofthemajority

occasionally(agree).But

if

the

minority

(waver),

saying

“blue”

to

one-third

of

the

blue

slides

and“green”totherest,virtuallynooneinthemajorityever

(agree)with“green.”Ifthat

(happen),thentheAmericanCivilWarmightnever

(occur)

andworldhistorymight

(develop)alongquitedifferentline.Thesociallifeofanadolescentisoftenbetterifheorshe

(conform)

because

failuretodosorisksostracismfromthegroup.Iftheclass

(have)100studentsmeetinginthislargespace,itwouldfeelmuchlessenergized.Task1Fillintheblankswiththeappropriateverbform

inthefollowingconditionalsentencestructure.prevailedwouldbejudgeswill

agreewaverswill

agreehadhappenedhave

occurredhavedevelopedconformshadAcademicLiteracySkillsTheMagicofRealityQueuingTheory:HowtochoosetheFastestLineattheGroceryStoreUCASMenuTask2Inacademicwriting,oneoftheelements

commonly

found

in

thediscussionsectionofaresearchreportistocompareyourresultswiththoseofpreviousresearchers.Decide

whethertheresearcher’sresultssupportorcontradictwiththoseofpreviousresearchers.Underlinethephrasethatindicatessupport(S)orcontradiction(C).1.ThesefindingsareinkeepingwiththepioneeringstudiesofBlumeandFriend(1975,1978)whouseddatafromthe1960s. 2.TheseresultscontrastwiththoseofBraueretal.(2001),whofoundthatstudents’dislikeforcertainotherpeoplewasexacerbatedafterdiscussingtheirsharednegativeimpressions.3.Ourfindingsaccordwithearlierresearchindicating,forexample,thatwhenaleaderpromotesanideaandwhenagroupinsulatesitselffromdissentingviews,groupthinkmayproducedefectivedecisions. 4.Thepresentfindingsconfirmpreviousreports(Kenworthy&others,2008;Martin&others,2007,2008)ofminorityinfluencestimulatingadeeperprocessingofarguments,oftenwithincreasedcreativity. 5.TheresultsareconsistentwiththepreviousstudiesoftheinfluenceofminoritybyMoscovicietal.(1969,1985). 6.TheseresultspresentedheredonotsupportthefindingsofSpector(1986),whofoundthatgroupmembersusuallyfeelmoresatisfiedwhentheyparticipateinmakingdecisions.7.ThefindingendorsesBennisview(1984)thateffectiveleadersoftenexudeaself-confidentcharismathatkindlestheallegianceoftheirfollowers. 8.TheresultsofthisexploratorystudydifferfromthosereportedbyAnderson&Kilduff(2009). SSSSSCCCAcademicLiteracySkillsTheMagicofRealityUCASMenuTask3Fillintheblankswiththeappropriateformofthewordsandphrasesfromtheboxtoindicateagreementordisagreementinthefollowingsentences.1.______________________previousfindings(Stenseletal.,1988),chemicaldosinghadnosignificanteffectonheadlossduringoperationoftheBAF,evenatthehigherchemicaldoses.(agreement)2.Priorresearchhasdemonstratedthatcommunicationenvironmentscanincreasetheinfluenceofminoritiesbecausetheirstatusislesssalient(Bhappuetal.,1997)andthusfacilitatesminorityopinionexpression(Weisbandetal.,1995). ______________________,otherstudieshaveshownthattheseenvironmentsdonotguaranteethatmajoritieswillactuallyadoptminorityviewpointsbecausemajoritiesarenotmotivatedtodoso(e.g.McLeodetal.,1997).(disagreement)3.______________________ourresultsprovidedstrongsupportforourhypotheses,theremaybeconditionsunderwhichgroupchoiceandgroupperformanceyielddifferenteffects.(disagreement)4.______________________thesestudieswithprofessionalmusicians,weevaluatethebrainasamodelfortraining-relatedreorganizationinthedomainoflanguageprocessing.(agreement)5.Ourresults______________________ twopreviousstudies(Rinneetal.2000;Proverbioetal.,2004)thatindependentlyinvestigatedbrainresponseswithinagroupofSIandfoundevidenceforasymmetricalswitching.(agreement)6.WithrespecttoEnglish-languageproficiency,ourstudy______________________ theassumptionputforwardbyMedgyesinhisbooktheNon-NativeTeachers.(agreement)7.Althoughthemajoritymembers’motivationinthisconditionwassignificantlylowerthaninthesameconditionwithsecretopportunities,thisfinding______________________ researchshowingthatmajoritiesaremoremotivatedtoprocessuniqueinformationfromout-groupmembers(e.g.Loewenstein,1994;Phillips,2003).(agreement)8.______________________earlierstudiesreliesmainlyupondataobtainedfromquestionnaires,thisstudysupplementsthesesecondarysourceswithprimaryones,thatis,italsoexaminestheparticipants’behaviorsatthechalkface,throughaseriesofvideo-recordedlessons.(disagreement)althoughbe

consistent

withbe

in

line

withconfirmin

accordance

withsimilar

towhileyetAcademicLiteracySkillsQueuingTheory:HowtochoosetheFastestLineattheGroceryStoreUCASMenuTask4Howtoformulatecomparativestructuresisvitalinsummarizingfindingsandlinkingto

previous

studies.

The

following

excerpt

comes

from

an

article

“Do

adults

drawdifferently-sizedmeals

on

larger

or

smaller

plates?”.

Read

the

passage

and

rearrange

the

orderofwordstoformacoherentpiece.Capitalizesomelettersifnecessary.Overall,thisstudy

showedthatplatesizecan

influenceconceptualizations

ofappropriatemealandportionsizes.Participantswithbiggerplatesdrewmealssignificantlylargerthantheirsmallplatecounterparts.Sexappearedtoplayaroleininfluencingmealsizeandcomposition.Ourhypothesistestedsexmoderationandrevealedthat(1)

(while/men/both/women/drew/plates/bigger/larger/meals/on/and),thereweresignificantdifferencesin

theoverallsize,foodtype,andfood

coursedrawingsbetweenmenandwomen.Wefoundthedifferencebetweenlargerandsmallplatesforoverallsizeoffooddrawnbymentobe(2)

(large/twice/more/as*2/than)thedifferencefoundforwomenand

oftenfocusedondifferentfoodgroups.(3)

(bigger

/

far

/

draw

/

to/

men

/meat/tended/portions)thangrainorvegetableportionswhengivenabiggerplate,whilewomenwere(

(types/across/balanced/food/more)ondifferentsizedplates.Sinceabout60%oftheplatesizedifferenceoccurredforbothsexesinwhatwasalreadythebiggestfood,(5)

(between/difference/drawings/average/caloric/the)couldbeaslowasabout40calories(femaledrawingmorevegetables)andashighasabout400calories(maledrawingalargersteak).(6)

(sex

/response/asymmetrical/these/an/

suggest/findings)toplatesasenvironmentalinfluences,withmenbeingmoresensitivetoplatesizeintheirplatecompositionthanwerewomen.Therehasbeenlongstandingconcernabouttheover-relianceofpsychologicalresearchonsamplesofcollegestudentswhichmayproducedifferentfindingsthanstudiesofadultsincommunities(Sears,1986).Thesefindingsaboutplatemappinginthissampleofcommunitydwellingadultswere(7)

(students/in/found/college/those/to/similar)(Sharp&Sobal,2012).(8)

(studies/found/patterns/similar/both)infoodcoveragepercentage,overallmealsize,andindividualfoodsizewhencomparingthesmallerplatesandthelargerplates,andplatecoverage.Thepresentstudyexaminedplatedrawingamongadults,(9)

(plate

/

drawings

/

studies

/

comparable

/earlier

/

which

/of/were/with)amongcollegestudents,supportingtheexternalvalidityofplatemapping.AcademicLiteracySkillsQueuingTheory:HowtochoosetheFastestLineattheGroceryStoreUCASMenuTask4Howtoformulatecomparativestructuresisvitalinsummarizingfindingsandlinkingto

previous

studies.

The

following

excerpt

comes

from

an

article

“Do

adults

drawdifferently-sizedmeals

on

larger

or

smaller

plates?”.

Read

the

passage

and

rearrange

the

orderofwordstoformacoherentpiece.Capitalizesomelettersifnecessary.Ourhypothesistestedsexmoderationandrevealedthat(1)

(while/men/both/women/drew/plates/bigger/larger/meals/on/and),thereweresignificantdifferencesin

theoverallsize,foodtype,andfood

coursedrawingsbetweenmenandwomen.Wefoundthedifferencebetweenlargerandsmallplatesforoverallsizeoffooddrawnbymentobe(2)

(large/twice/more/as*2/than)thedifferencefoundforwomenand

oftenfocusedondifferentfoodgroups.(3)

(bigger

/

far

/

draw

/

to/

men

/meat/tended/portions)thangrainorvegetableportionswhengivenabiggerplate,whilewomenwere(4)

(types/across/balanced/food/more)ondifferentsizedplates.Sinceabout60%oftheplatesizedifferenceoccurredforbothsexesinwhatwasalreadythebiggestfood,(5)

(between/difference/drawings/average/caloric/the)couldbeaslowasabout40calories(femaledrawingmorevegetables)andashighasabout400calories(maledrawingalargersteak).(6)

(sex

/response/asymmetrical/these/an/

suggest/findings)toplatesasenvironmentalinfluences,withmenbeingmoresensitivetoplatesizeintheirplatecompositionthanwerewomen.while

both

men

and

women

drew

bigger

meals

on

largerplatesmore

than

twice

as

large

asMen

ten