Intermediate Reading (80-012) Fall 2001

Sogang University
General Education English Program
Phone: (02)705-8550
Web: http://www.sogang.ac.kr

Welcome to the Class Page for Intermediate Reading. Please refer to the resources provided for academic assistance. 

Course Syllabus

• Gray Matters

  2.7 Analyzing the Text

  1. The gray matter refers to the outer layer of the brain that surrounds the white matter. The article Gray Matters explains how   the brain activity is different in women and men. e.g. men’s brains are more active in the area that controls aggression and action.
  2. Using acronyms is a way to shorten a group of long words into a more manageable group of letters. An acronym is often used when the words it represents are complex or difficult to pronounce. Using an acronym makes it easier to refer to these words in conversation or writing.
  3. Yes, Haier’s hypothesis was correct. “The men and women performed equally well. They just seemed to use the brain differently to do it.”
  4. Yes, the women had good reason to be worried. They thought that highlighting differences between male and female brain activity would show up differences, and possibly inequalities, between the sexes.
  5. c. “…the research will show that our identities as men and women are creations of both nature and nurture.“
  

  2.9 Drawing Inferences

  1. The inference here is that it’s less important for men to understand woman’s emotions as the consequences are unlikely to lead to physical confrontation.
  2. This infers that women are more easily distracted by the trivial information and are less able than men to separate emotion from reason. It can also be inferred that men are more serious, less emotional and more mentally organized than women.
  3. The word “science” implies the relationship between IQ and racial differences has not been, and cannot be, quantified scientifically and therefore highly controversial. The subject of sex differences in the brain is being compared to the subject of IQ and racial differences, and can also be viewed as highly controversial.
  4. It can be inferred that the findings of Gorski and Allen supported an ideological theory held by many scientists that the two sides of men’s brains communicate poorly with each other, whereas the two sides of woman’s brains talk to each other constantly.
  5. It can be inferred from the first quote that scientific analysis of brain activity can tell us how the brains of men and women behave differently. From the second quote, it can be inferred that difference between male and female brains cannot be detected at birth; therefore, these differences are not a result of genetics, but develop through learning and experience within society.
  

• Cody Loves Ruth

  3.7: Analyzing the Text

  1. c; What's the matter with you?" " You must be making fun. "You could have anyone."
  2. He asked for confirmation (in disbelief). He stopped eating and looked at the bowl.
  3. She was uncomfortable with food. It troubled her to prepare food for others. She was not a careful or good cook. She wasn't comfortable with other people's eating. She ate little herself.
  4. Lack of enjoyment. He didn't possess the ability to enjoy himself in general.
  5. c; Food is not only for self-enjoyment, but also to cause joy in others.
  6. b; The characters' personalities are explained through their attitude toward food.
  

  3.9 Going Beyond the Words (suggested answers)

  1.a. His feeling is very serious, and can be compared to the gravity of a sickness.
  b. No. He's trying to say that his feeling is very strong.
  2. a. She thinks he's joking.
  b. She may be pleased, but she may also be a little embarrassed or awkward.
  3. a. He accepts it with a look of hesitation.
  b. He acted with a look of hesitation.
  4. a. She cares about Cody.
  b. She wants to nurture him; she cares about him as well.
  5. a. She watched him eat every bite.
  b. She probably wanted to see if he would really accept her care.
  6. a. He probably felt cared for.
  b. He feels that she cares for him as well.
  7. a. He was very similar to his mother in that respect.
  b. He probably is not, as her attitude is portrayed in a negative light.
  8. a. He enjoys seeing people eat what he gives them.
  b. He enjoys caring for people; he seems friendly and nurturing.

  
  

• What's for Lunch?

  2.7 Analyzing the Text

  1. In addition to the information on p.69, answers may include:

  • Dr. Lyman B. Crittenden (for): genetically altered products will someday possess more customer-valued traits
    
  • Dr. Sheldon Krimsky (against):sees potential economic, environmental, humane problems
    
  • Jeremy Rifkin (against): ethical objection; believes genes shouldn't be tampered with
    
  • Dan Quayle (for): believes consumers will benefit from better, healthier food at cheaper prices
    
  • Ellen Haas (against): is afraid that long-term effects of genetic engineering are not yet known
    
  • William Belknap (for): says that any changes made are simple and direct, altering food as little as possible
    
  • Rebecca Goldburg (against): thinks FDA regulations protect the industry more than the American consumer; is afraid of potential allergens in new products
    
  • Greg Drescher (against): thinks technology is being implemented too quickly, without adequate testing; thinks there's no real need to produce better-tasting or healthier foods-that people can find healthy food choices as it is

    2. They do the same work as pesticides and fertilizers for presumably less trouble and lower cost.

    3. Even though genetically engineered foods may look the same as normal ones, they may contain unknown elements.

    4. Scientists at Calgene, Inc., a biotech company based in Davis, California, isolated the gene in the tomato that triggers the enzyme responsible for rotting and rendered it inactive.

    5. e; The readings present both sides of the argument without bias.

  　

  • What Do You Know About Nutrition?

    1.7. Analyzing the Text
    
    1. Brown rice is higher in protein than white rice.
    2. b. the body; a. vitamins not used
    3. a. reliable dosages in each pill; easy to digest; b. certain vitamins can be dangerous if taken in high amounts, like Vitamin A and D.
    4. c.; because they may not taste especially salty.
    5. b.; they are at the top of the pyramid because they are the ones you should eat the least.
    

  • Vocabulary for Food Unit

  　

  • Learning to Bow: Conformity in Japan

  3.7 Analyzing the Text

  1) Yes, the friends were offended because addressing envelopes properly is extremely important in their culture. There are many different types of messages and rituals. The last one was ornate and artistic.

  2) They were afraid of the first doctor losing face. Mr. Feiler thought that taking additional steps to get a second opinion was more important than cultural beliefs.

  3)
  b. 2.Hospital; Mr Feiler is expected to follow the doctor's orders without question.
  c. 1. Envelope; including 'sama' on envelopes is very important.
  d. 3. Kumi classroom; students cooperate to serve their community by picking up trash.
  e. 1. Envelope; correct form for addresses resulted in a formal confrontation.
  f. 3. Kumi classroom; students learn group reliance that transfers to their future adult life.
  g. 2. Hospital; the staff felt that he should follow doctor's orders.
  h. 3. Kumi classroom; students are committed to their homeroom and their community.
  4. Kumi is a group; By learning about duty, and reliance on a group, at a young age, companies and society in general can have greater tool for social control or influence.
  5. Students practice regular discipline, like cleaning the school; teachers give directives for group activities, stressing their importance for greater cause; develops a strong community and civic ethic.

  3.9 Drawing Inferneces and Conclusions
  
  1) b; He wanted to prove that his office mates had grossly overreacted.
  2) c
  3) c
  4) b; He explains his cultural discoveries in terms of what he learned from them, without arguing against them unduly from his own viewpoint.
  5) They feel required to show their deep respect for him.
  6) Students learn about duty to a group here, just as samuri did long ago.
  7) Supposedly he did not want the students to have contact with this. Even though knowing its name in English was impressive, he didn't think the government would support students coming in contact with these.
  8) Yes, they feel it's important for their whole community. They want to get others involved in it.
  9)It does have drawbacks, but he sees it as serving a positive role in terms of developing a spirit of cooperation.

  Vocabulary for Learning to Bow

           The Lottery

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