The compass: Route to academic English 2

The aim of the book A sequel to The Compass: Route to Academic English 1, this book is also based on the idea of a constructivist instruction which integrates the four skills - reading, writing, listening, and speaking following a thematic approach.

The premise of this book is that it is nearly impossible to have a command of a language without being able to read, write, listen and speak well in that target language. With this in mind, The Compass: Route to Academic English 2 adopts an approach which helps university students become autonomous learners of English as a foreign language. To this end, the reading texts are accompanied with thematic listening tasks, speaking tasks, writing tasks, and vocabulary building tasks. The concurrence of thematic texts and relevant tasks work hand in hand towards a higher level of competence in using English in an academic context.

As the book follows a thematic approach, all the texts and tasks in the book revolve around one main theme: Power.

The book approaches the issues related to the theme of "power" from different perspectives where each unit focuses on one specific aspect. The book starts with the concept of "Power and the Individual" and continues to discuss the relationship between "Power and the Nations", "Power and the Media", and, "Power and the Rich". The topics are challenging, controversial and up-to-date, guaranteed to pique the interest of even the most reluctant learner.

The book also dwells on developing cognitive skills through tasks involving higher order thinking skills such as analysing, synthesizing, and evaluating ideas. The tasks "Making Connections", "Going One Step Further", and "Your Country under Spotlight" are designed to enhance all these skills by encouraging students to find relationships and to synthesize information.

In addition to academic and cognitive skills, the book also helps strengthen the learners' language and vocabulary. To this end, students practice "dealing with long sentences", "collocations", and "vocabulary building and recycling" throughout the book.

We sincerely hope that both students and teachers find The Compass: Route to Academic English 2 useful, and enjoy using it.

Meriç Gülcü Gonca Gülen Elif Şeşen Gökçe Tokdemir

Table Of Contents INTRODUCTORY UNIT: VIEWS ON POWER LISTENING

SPEAKING

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

Speaking Task 1: Expression of opinions on power related statements

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

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

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

LANGUAGE Getting familiar with library related vocabulary

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

Giving an impromptu speech Giving a team presentation on research findings

Unit 1 POWER AND THE INDIVIDUAL READING

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

WRITING

Page 21

LISTENING

SPEAKING

Using the target vocabulary learned so far in writing

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

Speaking Task 1: Debate on leadership

Writing a reaction paragraph

Listening for specific information

Writing parts of a documented essay CITATION and BORROWING IDEAS

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

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

Identifying the writer’s technique

Unit 2 POWER AND NATIONS READING

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

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

Page 85 LISTENING

SPEAKING

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

Speaking Task 1: Debate on hard and soft power

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

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

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

Unit 3

POWER AND THE MEDIA

Page 123

READING

WRITING

LISTENING

SPEAKING

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

The Argumentative Essay

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

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

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

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

Listening and note-taking

Preparing the pro-con chart Refuting the counter-arguments

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

Outlining Avoiding logical fallacies

Speaking Task 4: Devil’s advocate

Writing the parts of a documented argumentative essay

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

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

Unit 4 POWER AND THE RICH

Page 171

READING

WRITING

LISTENING

SPEAKING

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

The Reaction-Response Essay

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

Speaking Task 1: Reaction to an idea

Dealing with long sentences

Speaking Task 2: Role-play on gold-mining

Avoiding sexist language

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

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

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

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

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

Identifying word combinations

Participating in a debate

Identifying the writer’s technique

APPENDIX - A

LANGUAGE

Page 209 APPENDIX - B

Documented expository essay task Documented outline

Introductory Unit

Views on Power

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

LISTENING - Listening for main ideas - Listening for implied ideas - Listening for specific information

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

SPEAKING - Giving an impromtu speech - Giving a team presentation on research skills

LANGUAGE - Getting familiar with library related vocabulary

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Unit 1

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

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

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

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

LISTENING - Listening for specific information

SPEAKING - Participating in a discussion - Giving a mini presentation

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

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

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

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

The common concept conveyed in the illustrations above:

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

Leadership qualities

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

Leadership is...

An effective leader is...

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

5. Can you give some examples of effective leaders?

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Unit 2

Power and Nations In Unit 1, you studied the concepts of leadership, and the power of the individual.

Unit 2 takes a broader perspective and analyses the relationship between power and nations.

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

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

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

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

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

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

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

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

Weapons

Military force

Oppression

War

Language

Brain-washing

Cultural hegemony

Propaganda

Economic exploitation

b. Consider “power” a continuum. How would you place the above-listed concepts on the continuum of power?

Locate the concepts from the most to the least explicit. Notice that the most explicit display of power is given as “war”.

EXPLICIT DISPLAYS OF POWER

SUBTLE FORMS OF POWER

war

2. As seen above, “war” is the most explicit display of power. Why do you think countries engage in wars?

3. What might be the negative / positive outcomes of war?

4. Do you think that humans are innately programmed to destroy one another? Can war be an instinct?

Why / why not?

5. Will wars stop one day? Why / why not? If yes, how?

B. Collocations Read the following sentences on war and decide which of the alternatives provided below completes the sentence best.

1. By then, Europe had been war for nearly two years. a. within b. at 2. These veterans understood what it meant to be a. in b. by 3. Should women fight a. in / on 4. We could go on a. doing

war, what it meant to be far from home.

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

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Unit 3

Power and the Media In the previous unit, you were introduced to the concept of "soft power".

One of the most effective ways of wielding soft power is through the use of the media.

In Unit 3, you will study the relationship between power and the media.

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

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

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

- Writing the parts of a documented argumentative essay

LISTENING - Listening and note-taking

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

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

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

124

READING

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

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

ÂŤThe media is the most powerful entity

become almost agents or adjuncts of

on earth. They have the power to make

the government; that they do not

the innocent guilty and to make the guilty

contest or even raise questions

innocent, and that's power. Because they

about government policy."

control the minds of the masses."

J. William Fulbright

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

Malcolm X

"Newspapers should have no friends."

Joseph Pulitzer Enoch Powell

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B. Vocabulary The words in bold in the following sentences will appear in the text, "The Media: Voices of the Powerful".

Using the context, match the words with the definitions in the box below.

1. The government has no wish for an earlier election since any change in the status quo will jeopardize its interests.

2. In order to advance his reformist agenda, he needed to maintain the support of the media.

3. The aim of the politician was to propagate some false rumors so that he could eliminate his rival candidate in the elections.

4. The elections in Northern Cyprus received widespread media coverage in Turkey.

5. The truth about the issue will never be known unless the media stop acting as the mouthpiece of the ones in power and start to reflect the reality.

6. To be able to appraise the politics, she used to read both the rightist and leftist newspapers.

7. More than 200 people were freed by military decree.

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

C. Glancing at the Text Skim the text "The Media: Voices of the Powerful" and match the subtitles below with the paragraphs they correspond to.

- Power Changing Hands - The Responsibility of the Audience - The Ways of Media Manipulation - The True Function of the Media vs. the Bitter Reality - The Use of the Media by Power Agents

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Unit 4

Power and the Rich In the previous unit, you studied the relationship between power and the media, and how people with money can control the media.

In Unit 4, you will study the relationship between power and money.

Unit 4 In this unit, you will study the following skills:

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

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

LISTENING - Listening for specific information - Listening for main ideas - Listening and note-taking

SPEAKING - Giving an impromptu speech - Using reaction language - Participating in a debate - Using discussion language

LANGUAGE - Dealing with long sentences - Avoiding sexist language - Identifying word combinations

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

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