Online writing topics

1. Globalization

Since the late 1980s’, the ‘globalization’ has been one of the most frequently referred terms through the world, especially by the economists. ‘Globalization’ means, in its dictionary meaning, “a process by which people of the world are unified into a single society and functioning together.” (http://en.wikipedia.org/wiki/Globalization) This process includes political, socio-cultural, and economic merging. In some senses, the European Union is also the result of political globalization. However, this term in real context, especially in the economic sphere, refers to economic integration on a global scale into a global economy, whereby eliminating the national boundaries. In compliance with this trend, there have appeared numerous global corporations in which an affluent mother company has many branches through the world.
The globalization has both pros and cons. In the economic notion, globalizing a company can bring the ‘economy of scale’. By distributing industries to the proper locations, for example, locating labor concentrative manufacturing industry at the countries with cheap labor market, the owner can enjoy maximum benefit. However, as all coins have their back side, the economic globalization also has its dark side. There are winners and losers in the game. In the late 1980s’ and 90s’ in Korea, there were big riot against the government approval on Uruguay round agreements, which is one of the globalization effort of the world trade. Many farmers resisted fiercely against opening the agricultural market to the gigantic competitors. Nevertheless, the crop markets have been opened one by one, and the farmers have failed to cope with the competition from the cheaper crops. Korea has now very low proportion of food self-supply. As a result, current sharp increase of wheat price and short of its supply has tremendous impact on Korean economy, thereby giving influence on the price of noodle and bread. As the structure of the farming industry cannot be changed by a year, it is expected that global influence on Korean food market would be continued.

2. Determinating one's view of right and wrong or adopting the values of others

It is necessary to have a basic personal view or attitude on what is wrong and what is right. Some people with a clear view on good and evil look to have very firm and decisive characteristics. Moreover, these people can jump into the action with their firm crest. However, in this complex society in which too many values and aspects exist, it seems to be inevitable to adopt the values of other people for me. One individual person’s idea and view is easy to be wry and short-sighted. (Of course, mass propaganda can be easily wry and more dangerous.)

Temperature Figures Description

The chart displays the temperature figures for each decade from 1890 to 2005.

The temperature has grown by approximately 0.8 from 13.8 in 1890 to approximately 14.6 in 2005. After the temperature fell slightly for a decade between 1890 and 1900, it rose steadily to about 14 until 1950. Though it shows a slow falling for two decades after this year, it was a merely dip. From 1970, the temperature has risen gradually, displaying the steepest upward movement between 1980 and 1990.

The chart shows that even if there were two falling periods for last 130 years, the overall temperature has risen steadily.

Homework –EAV Chapter 19

<1>
a. amend
b. arbitrary
c. assure
d. compile
e. sphere
f. rigid
g. gender
h. chart
i. concurrent
j. explicit
k. consent
l. advocates
m. cease
n. convince
o. mode
p. prohibited
q. reluctance
r. integrity
s. restoration
t. mediate

<3>
1. Civil servants
2. civil rights
3. civic
4. civil engineering
5. civilians
6. civil
7. civics
8. civilizations
9. civilized
10. civil war

<7b> #2
Whenever I receive unsolicited mails, first I check from whom those mails were sent. The mails are roughly divided two types. If those tiresome mails are from people or companies which are aiming many and unspecified persons in order to sell some goods or service without addressing explicit receiver, they are thrown straightforwardly to the waste box. However, in case of mails which have my name on their envelopes, it is necessary to check how they can be send to me. In many cases, the mails are from my implicit consent after all. Nowadays, the personal information needs to be provided for using some service both via online and off-line. This information can be used as a mailing source. For example, when we open the bank account or use online baking service, we are requested to fill up the application forms, in which we usually supply our significant information, such as name, address, phone number, e-mail address, gender, marriage status, income and even the identification number. It is common that the use of overall service is prohibited if I refuse to provide the 'essential' information usually marked with a red asterisk. Another example is customer cards, which from department stores to the small coffee shops in the corner every other store offers, we use to get discount or to sum the frequent user mileage for future use. When we provide our information to attain those cards, we are unwittingly spilling our personal data which is sufficient for other people or company to use as a marketing means. Those marketing materials are beneficial in a few cases, but they are the source of annoyance in most cases. Conversely, there are mails I cannot track how the senders acquire my information. Nowadays, a lot of entities have expertise in collecting the scattered information to sum the integrate database. They use this database not only for increasing their customers, but also as a merchandise itself. One of the Korean main credit card companies, for example, was accused of selling customers information to a foreign marketing company. While this kind of unsolicited mails is also doomed to be trashed shortly, it is quite unpleasant to realize that the personal privacy is the last thing I can have in this information age.

Homework –EAV Chapter 18

<1>
1. b
2. f
3. n
4. h
5. j
6. k
7. l
8. a
9. d
10. o
11. g
12. i
13. m
14. c
15. e

<4>
1. infinite
2. intensely
3. visualize
4. attachment
5. inspection
6. bulky
7. prospective
8. recovery
9. proceed
10. quotable

<5a>
1. confer
2. implicate
3. highlight
4. purchase
5. insert
6. submit
7. terminate
8. undergo
9. inspect
10. quote

Sources

Q: Name some types of primary, secondary, and tertiary sources that are used by researchers in your field. For example, if you study history, a primary source might be letters written by historical figures. When you research a topic, how do you keep track of information?

A1:
Primary sources
- questionnaires (ex. meeting planners' convention site decision prefrence)
- interview with meeting planners and participants
- opinion poll (ex. favorite tourist destination in Asia)
- research reports (ex. when writing the literature review on site decision preference research methods)
Secondary sources
- research papers
Tertiary sources
- text books explaining meeting industry's various practices
- magazines (public & commercial ones for public interest on tourism & meeting)

A2
- for definition: internet encyclopedia, APEX terminology
- library sort cards
- aladin research tool: using keywords
- textbook's mention, references, and bibliography

Homework –EAV Chapter 17

<5a>
1. trigger
2. confirm
3. inhibit
4. attain
5. accumulate
6. dramatize
7. reverse
8. conceive

<6>
1. overslept
2. overpriced
3. overweight
4. overdosed
5. overlong
6. overreacted
7. overjoyed
8. overcharged
9. overseas
10. overdressed
11. overate
12. overqualified
13. overflowed
14. overdue
15. overcrowded

<7b> #2
If you visit the Sang-jok-am County Park in Goseung, Gyeongsangnam-do of Korea, which I toured two years ago, you can experience the wondrous geological phenomenon yourself. As this park is located in the place adjoining the land and the sea, you can get an extensive view of gorgeous south sea, called ‘Hallyeosudo.’ Harmonized with the cliff of stratified rocks with various fantastic shapes and marine caves, the sea gains its color more brilliantly. However, what makes this place famous is the enormous number of footprints of dinosaurs engraved along as wide as 6 kilometers’ coast. These footprints are found in the layer accumulated in the Cretaceous Period of the Mesozoic Era, which is believed to exist around 100 million years ago. These More than 1,900 fossilized footprints offers not only the evidence confirming the fact many kinds of dinosaurs inhabited this site, but also invaluable academic data on the environmental and ecological condition of that period as well as the lifestyle of dinosaurs. Accordingly, this park is recognized one of the largest dinosaur fossil reservoirs in the world, with the sites in Brazil and Canada. In addition, as this park retains Invertebrate vestiges, ripple marks and chasm which are also significant geological materials showing prehistoric environment, it would be developed to the tourist destination with both ecological and educational values.

Homework –EAV Chapter 16

<1>
a. unavoidably
b. near
c. transform
d. likely
e. limited
f. important
g. ongoing
h. changes
i. addition
j. model
k. constant
l. principal
m. removes
n. given
o. complete

<4b>
1. supplementary
2. complement
3. persist
4. subsidized
5. inevitable
6. coherently
7. initiate
8. uniformity
9. automatic
10. eventually
11. predominance

Homework –EAV Chapter 14

<1>
a. ongoing
b. notwithstanding
c. complex
d. maturity
e. mutual bonds
f. devices
g. colleagues
h. preliminary
i. incompatible
j. violate
k. inherently
l. brief
m. abstract
n. ambiguous
o. adaptation
p. cited
q. unique
r. minimal
s. nevertheless
t. infer

<4b>
1. brevity
2. isolated
3. abstract
4. cited
5. adapt
6. inherent
7. conclusion
8. violations
9. ambiguity
10. accuracy

<7b> #1
I participated in the Chinese class for beginners offered by the Lifetime Education Institute of the Hallym University in Korea for two semesters several years ago. As the Chinese is used by the most people through the world, and China is a rushing force in economy as well as in politics, I thought it necessary to know the ABC of Chinese to understand the nation. Although Korea, China, and Japan belong to the same cultural area based on Chinese characters, each nation has its own language and character system. Moreover, as China has developed its unique ‘簡體字’ system, which is a method that making complex letters simple and is said to be devised to let the common people learn the writing more easily, even though I know the basic Chinese characters, mere reading the letters is not a easy task, let alone understanding what Chinese speak. The class started with the brief greetings such as ‘Ni hao(How are you?),’ and ‘Zai jian(See you again).’ But I could not avoid facing to learn the words, the pronunciation system and the grammar. The most difficult part was to learn the tone of each word by heart. When I learned a word, I had to memorize three elements together: the letter itself, phonetic symbols in alphabet, and tone of pronunciation. Because Chinese has four different tones in pronunciation, and because the tone of a word is a factor that differentiates its meaning, I needed to be accurate. Pronunciation [hanguo], for example, means 韓語(Korean language) when it is pronounced with a rising tone like [hán-], but with the falling tone like [hàn-], it has a totally different meaning as 漢語(Chinese language). However, my experience in learning English and a little French helped me cope with these difficulties. And the experience in teaching English grammar to the students was much more beneficial to understand how I should manipulate the grammar elements such as phrases, clauses and sentences. And I learned that the old proverb is true: There is no royal road to learning.

Homework –EAV Chapter 13

<1>
1. e
2. j
3. h
4. c
5. l
6. k
7. n
8. o
9. f
10. i
11. d
12. g
13. a
14. b
15. m


<4>
1. prioritize
2. substituted
3. equip
4. neutrality
5. liberal
6. virtually
7. ignorant
8. allocation
9. rational
10. publications

<5a>
1. overseas
2. rational
3. liberal
4. neutral
5. published
6. biased
7. acknowledged
8. somewhat
9. virtual
10. alternative

Introduction Practices 5

Writing in business courses: an analysis of assignment types, their characteristics, and required skills

Over the last 20 years, research on writing in academic contexts has examined the types and nature of writing tasks students encounter in university classrooms. This line of research is both pedagogically and theoretically motivated. At the pedagogical level, writing researchers and teachers hope to better understand second language students’ writing needs in order to better prepare them for academic tasks.Task analysis as a means of identifying students’ writing needs has received much attention in research conducted in the English for Academic Purposes (EAP)context. At the theoretical level, writing researchers hope to better understand the nature of communicative conventions in different discourse communities as well asstudent acquisition of those conventions. Examining the purposes and features of writing tasks is seen as a means to understand the discursive practices in different communities, the values associated with those practices, and student socialization into discourse communities. Earlier research on writing tasks tended to encompass assignments from different academic disciplines and favored the survey methodology (e.g. Bridgeman &Carlson, 1984; Casanave & Hubbard, 1992; Eblen, 1983; Johns, 1981; Kroll, 1979;Ostler, 1980). While survey studies provided useful information on the types of writing assignments required in university classrooms, their results were sometimes difficult to interpret due to the methodology used. For example, researchers often provided pre-determined categories of writing assignments (e.g. term paper, essay, book review) and asked the respondents, often faculty members in content areas, to indicate which categories of writing tasks were assigned. One potential problem with this methodology is that terms used by the researchers to refer to the writing assignments might be interpreted differently by survey respondents, as Braine (1995) points out. As a result, it is not clear to what extent tasks reported in the studies accurately represented those actually required in the classroom. More recent research has focused on tasks from a single discipline or from a few selected disciplines (e.g. Braine, 1989, 1995; Carson, 2001; Hale et al., 1996). The difference in disciplinary focus can be seen as a reflection of a difference in the theoretical orientation of the studies. According to Braine (1995), ‘‘this shift in focus is based on the assumption that separate disciplines are singular discourse communities with their own writing conventions’’ (p.114). Consequently, analysis of writing tasks has aimed at identifying, describing, and contextualizing the genres that students are expected to perform in different discourse communities, which are defined as the ‘‘group(s) of individuals bound by a common interest who communicate through approved channels and whose discourse is regulated’’ (Porter, 1986:38–39). This goal to understand genres students need to perform in different discoursec ommunities is reflected in the research methodologies chosen. Researchers have examined what Hodder (1998) refers to as ‘‘mute material evidence’’ (e.g.classroom artifacts related to the writing tasks) and some have also conducted interviews with faculty and students (e.g. Carson, 2001). Some researchers(e.g. Braine, 1989, 1995; Carson, 2001; Hale et al., 1996) adopted and extended Horowitz’s (1986) inductive approach to analyzing writing tasks, which is characterized by first collecting information on writing assignments and then deriving categories of writing tasks based on analysis of the information gathered. For example,Braine (1995) analyzed 80 handouts collected from professors teaching courses inscience and technology and identified five genres ‘‘based on their instructional specifications,required task(s), and organization’’ (Braine, 1995: 119): summary/reaction, experimental report (lab), experimental report (design), case study, and research paper. In another study, Hale et al.(1996) adopted a similar approach but used a more comprehensive classification scheme. This study is perhaps one of the most extensive thus far, involving analysis of writing tasks from 162 courses offered in several disciplines at eight universities. What distinguished these studies from the early onesis that classifications of writing tasks are grounded in the analysis of actual materialson writing. Research on writing in academic contexts has also examined the functions of writing, the context for writing, and the role writing plays in helping students learnthe discourse practices of a community (Berkenkotter, Huckin, & Ackerman 1991;Herrington, 1985; Prior, 1998). For example, Herrington (1985) examined the natureof writing tasks in two chemical engineering classes, which she called Lab and Design, respectively. Utilizing a variety of research methods, including open-endedand discourse-based interviews, class observations, student and faculty surveys, andanalysis of student written products, Herrington found that the two classes functionedas two discourse communities, with the Lab as a ‘‘school forum’’ and Design as a ‘‘professional forum’’. In these two forums, writing served different purposes, and writers assumed different roles, wrote for different audiences, and used different types of warrants to support their claims. Herrington’ s findings showed that ‘‘writingcan function as a way of introducing students to what it means to think and actin various disciplinary forums’’ (pp.354–3 55). Much research on academic writing tasks has focused on science and engineering(e.g. Braine, 1989, 1995; Jenkins, Jordan, & Weiland 1993; West & Byrd, 1982), although as a field of study, business is the most popular among international students in the United States and attracts 20.9% of all international students, morethan any other field of study (Davis, 1998). In one of the often cited studies on business writing, Canseco and Byrd (1989) analyzed 55 course syllabi from 48 different graduate business courses and identified seven types of assignments: exams, written responses to problems, projects, case studies, papers, reports, and miscellaneous assignments. Their analysis offered useful information on business writing assignments and revealed that writing assignments in business courses often required teamwork and were controlled by the instructors. However, because assignments were categorized based on terms used in the syllabi and because descriptions ofthe different types of writing assignments were not provided, it is not clear in whatways, for example, a project was different from a report. Research from Business Communication, an interdisciplinary field devoted to research pertaining to business communication practices and instruction, has shed considerable light on various aspects of spoken and written communication in the business world and classroom. Research published in the last ten years in the two major outlets of business communication research, namely Business Communication Quarterly and The Journal of Business Communication, focused on several areas, including (a) faculty and students’ perceptions of students’ communication needs interms of students’ strengths and weaknesses in writing and the tasks expected ofthem in the real business world (e.g. Epstein, 1999; Plutsky, 1996; Reinsch & Shelby,1997); (b) business communication instruction and standards in MBA and undergraduate business programs (e.g. Bogert & Butt, 1996; Knight, 1999); (c) faculty vs. business professionals’ perceptions of several aspects of student writing (e.g. LeonardW. Zhu / English for Specific Purposes 23 (2004) 111–135 113& Gilsdorf, 1990; Seshadri & Theye, 2000); and (d) effects of instruction oncertain aspects of writing (e.g. Campbell, Brammer, & Ervin, 1999). - Move 1

Business communication research has provided a wealth of information on various aspectsof written business communication, yet relatively little research has been devoted to systematic analysis of writing tasks required in business courses, although researchers have compiled lists of writing assignments expected of students by using terms from course syllabi collected (e.g. Bogert & Butt, 1996). However, the need to better understand business writing assignments has certainly beenrecognized, as reflected in the recent research on the ‘‘case write-up’’ (e.g.Forman & Rymer, 1999) and its related case method (Dorn, 1999; Rogers &Rymer, 1998). - Move 2

The study reported in this article examined writing assignments in undergraduate and graduate business courses by analyzing faculty descriptions of and guidelines onwriting assignments, student writing samples, and faculty interviews. Its purpose is two fold: (a) to perform task analysis to understand students’ ‘‘target needs’’(Hutchinson & Waters, 1987, cited in Jordan, 1997) in business classrooms, and (b) to contribute to an understanding of discursive practices in business courses. Two related questions were examined: 1. What types of writing assignments are required of students in undergraduate and graduate business courses? 2. What are the characteristics of the major types of assignments, and what knowledge and skills are needed to complete the assignments? In the following sections, I will describe the data collection and analysis procedures, report the findings, and discuss the potential implications of the findings for future research and instruction. - Move 3

Introduction Practices 4

Psychosocial Adjustment of International Students

International students are viewed as an important population in United States’ (U.S.) colleges and universities (El-Khawas, 2003). They bring intellectual, cultural, as well as economic benefits to the U.S. International students spend nearly 12 billion dollars annually on tuition, fees, living expenses, and other related costs (Institute of International Education, 2003). In Fall 2002, a record 586,000 international students (4.6 % of total enrollment in higher education) attended U.S. institutions. Although the U.S. remains the number one destination for international students, data from the Institute of International Education suggests the number of new international students drastically decreased since 2002. Several factors have attributed to this decline, including economic instability in many countries, safety concerns of international students and their families, problems with obtaining student visas, and an increased competition for foreign students from other countries (Institute of International Education). - Move 1

In order for the U.S. to retain its attractiveness as a host country and to better accommodate the significant number of international students studying in the U.S., it is crucial to identify and understand the factors that affect the satisfaction and retention of these students. In particular, college administrators need to be more aware of the factors that affect the quality of international students’ psychosocial adjustment to university life in the U.S. Such awareness will help institutions identify the adjustment needs of international students; will reduce the frustration, disappointment, and challenge for 3 student affairs administrators when dealing with the transitional problems of international students; and will also provide professionals with guidelines for creating culturally appropriate services and programs. - Move 2

This paper focuses on the concept of international students’ psychosocial adjustment, the factors determining that adjustment, and the implications for the work of student affairs professionals. - Move 3

Introduction Practice 3

Asian students' reticence revisited

In recent ESL/EFL literature, Asian (especially East Asian) learners of English as a foreign/second language have been arguably reported as reticent and passive learners. The most common allegations are that these students are reluctant to participate in classroom discourse; they are unwilling to give responses; they do not ask questions; and they are passive and over-dependent on the teacher (Jones et al., 1993; Braddock et al., 1995; Cortazzi and Jin, 1996; Tsui, 1996). - Move 1 (by introducing and reviewing previous research)

Although some researchers (e.g. Littlewood and Liu, 1996) have challenged these allegations, more interested researchers have chosen to explore the causes behind such alleged reticence and passivity. By resorting to sociocultural interpretations of the Asian societies, many researchers (e.g. Flowerdew and Miller, 1995; Ferris and Tagg, 1996; Turner and Hiraga, 1996) conclude that reticent and passive behaviour results from certain cultural attributes of Asian societies. - Move 2 (by indicating the need to extend or revise)

In this paper I will first argue that the notion that Asian students of English are reticent and passive learners is an over-generalisation. Then I will argue that, in the circumstances where behaviour of reticence and passivity is indeed observed, situation specific factors such as teaching methodologies and language proficiency level rather than cultural attributes are to blame. Please note that the significance of this argumentation lies in the assumption that active participation is very important in language learning. - Move 3 (by outlining the plan of development)

Introduction Practice 2

The Link Between Academic Success and L2 Proficiency in the Context of Two Professional Programs

Move 1 - As the number of international students attending tertiary institutions continues to increase, there has been a renewed interest in the possible predictive power of any measure of L2 proficiency for subsequent academic success. Graham (1987) provides a review of the major studies conducted previous to her summary article. What emerges from her review is a great deal of variability in the results over the previous 30 years. Some of the studies reviewed showed no link at all between L2 proficiency and academic success (Hwang & Dizney, 1970; Mulligan, 1966; Shay, 1975; Sugimoto, 1966), while others reported low but significant
correlations (Gue & Holdaway, 1973; Light, Xu, & Mossop, 1987) and still others reported what they called significant correlations(Burgess & Greis, 1970). Graham (1987) attributes these mixed results to a variety of problems inherent in the studies themselves. - Move 2
A more recent study by Kerstjens and Nery (2000), which attempts to predict academic success in two populations of business students at the undergraduate level, has also yielded mixed results. The test used in this case was the International English Language Test System (IELTS), which, like the CanTEST - the ESL instrument used in this ESL study - is more communicatively based than the TOEFL and includes measures of listening and reading comprehension and writing. The authors' most clear-cut finding was that the reading section of the test was the only significant predictor of academic performance for one group (but not the other) and for the two groups combined. In the first case, the variance accounted for was 9.1%; in the second case it was 8.4%. - Move 2
Move 1 : by introducing and reviewing previous research
Move 2 : by indicating the need to extend or revise previous knowledge in some way

Move 3 - The two studies will be described separately; the implications of each study with regard to any findings will then be discussed together. For both studies, the research objective was to investigate the predictive validity of the language tests used and the other available
measures with regard to academic success. The research questions were the following:

1 To what extent does the CanTEST predict the subsequent academic performance of international students in the Faculty of Administration as measured by their GPA? Are any of the individual tests of listening, reading, and writing critical to academic success?

2 To what extent does the French test predict the subsequent academic performance of Francophone and Anglophone students in the Faculty of Civil Law as measured by their GPA? Are any of the individual tests of listening, reading, and writing critical to academic success? Does the incoming academic average of these students impact on GPA?

In the case of the ESL study, one further question was
3 What are international students. perceptions of the relationship between their own ESL proficiency and academic performance? To what extent do these perceptions corroborate the more objective correlations undertaken between CanTEST scores and academic grades?
The quantitative data for both studies were analyzed using descriptive statistics, correlational studies, and stepwise regression.
by outlining the plan of development

Introduction Practices 1

Foreign Students in U.S. DoctoralPrograms

The growing presence of foreign students in U.S. doctoral programs in economics is an indication of a trend toward internationalization of economics (Coats, 1997). Although the number of doctorates has remained relatively stable over the last quarter century (at approximately 800 degrees annually), the proportion of these doctorates conferred on foreign students has increased from 20.5 percent (183 in total) in 1972 to 43 percent (368) in 1988 (Bowen and Rudenstine, 1992, p. 378). Our own survey of 51 Ph.D. programs in economics, to be described below, indicated that 52 percent of the doctoral students in economics were foreigners in 1995–96. The share of foreign students receiving doctorates is much higher in economics than in the social or physical sciences, but lower than that in engineering fields (National Science Foundation, 1987, xii). - Move 1 by discussing background essential to understanding a problem

Some studies have examined the general flow of foreign students to the United States, or their fate upon returning to their countries (Barber, 1985; Goodwin and Nacht, 1986; NSF, 1987). But to our knowledge, only a few inquiries have considered foreign doctoral students in U.S. economics programs. Among them are Rao (1995) and Montecinos and Aslanbeigui (1997), which discuss the issues of timeto-completion and foreign students’ choice of country of residence. Valde´s (1995) has analyzed the trajectory of the ‘‘Chicago Boys’’ in Chile. - Move 2
by indicatin a gap in previous research

In this article, we use data from our survey as well as evidence from other sources to present a profile of foreign students in U.S. doctoral programs; to explore the factors behind the growing internationalization of U.S. graduate economics education; to shed light on foreign students’ interests, career plans and assessment of the training they are receiving; and to draw attention to implications and questions for further research in this area. - Move 3

Homework –EAV Chapter 12

<1>
1. change
2. increase
3. danger
4. rate
5. control
6. motivation
7. attitude
8. finally
9. improvement
10. search

<3>
1. electrical contact
2. contact leases
3. contact sports
4. face-to-face contact
5. physical contact
6. business contacts
7. established contacts
8. contact number
9. loss of contact
10. contact information


<5a>
1. exploit – workers, immigrants, resources
2. enforce – regulations, the speed limit, the law
3. pursue – a criminal, happiness, a career
4. sustain – growth, injuries, life

<5b>
1. public transportation
2. group dynamics
3. mood enhancers
4. transitional government
5. medical advice
6. ideological differences
7. tax incentives
8. survival rate
9. press exposure
10. ultimate responsibility

<7b> #2
My new day begins with cries of several children of the next room and with the sound of a quarrel of their parents. They have brawled about the same topic for several days: money – the most indispensable thing in life. Due to the poor sound proofing between the rooms in this ragged house accommodating a number of families in small space, it is unavoidable to hear what they are doing and saying. What I first feel is fatigue and pain in my back and shoulders after several days’ struggle with heavy textiles without any rest from early in the morning till late evening. I hope the more familiar I become in dealing with heavy wet cloth, the easier my work goes. I cannot understand why women are paid only a third as much as men, however, I have to stay silent. As many people are moving into the city and finding jobs, workers who are not subordinate to the employer cannot sustain the breadwinning. I prepare breakfast for my husband and 3 children – each of them is 6 year-old boy, 5 year-old girl, and 2 year-old boy – but all I can serve is a lump of brown bread without any milk or juice. Though I feel very sorry for my husband who should go through the tough labor in the coal mine and for my children who are very skinny due to poor nourishment, I cannot help it.

After my husband started to his workplace, I hurry to the factory taking my 3 children. The small room all my family share is messy, but I cannot afford to arrange it. Outside is much messier than my room. The street is full of sewage and trash disposed by the residents without care. Combined with the excretion from the domestic animals roaming in the street, the nasty smell of them irritates us. We should watch out our every step not to step them on. Moreover, the sky is grey as usual, which is said because of the smoke from the chimneys. Even though my employer complained of taking my children to the workplace yesterday, I could not leave them in the dusty and dangerous house by themselves. While the factory is also dangerous with the machine, and while the children have to play outside not disturbing the work process, I can check if they are okay in the factory from time to time between my works. Because there are not sufficient schools or care centers, and because the fee is too high for the people like us, it is only a dream to educate them. There are many boys and girls not older than 9 years old in my factory doing trivial things like carrying dye buckets and cleaning the machine. They always look exhausted and their payment is only a third amount of women’s. I cannot find more suitable expressions than ‘exploitation’ about this practice. Though the manager implicitly pressed me to make my eldest son work for the factory, I don’t want my son suffer from hard work in his early age. However, I might be enforced to make him work, considering the current economic condition of my family.

Before moving to Manchester last month, though we were also poor, I and my husband could work together, sharecropping in the farm and sharing the care for our children. We have plenty of time to see and talk each other. But now, the life here is like a survival battle in much poorer circumstance. We cannot have time to share smiles and laughs because we work too long and are too tired to. I am not certain that we made the right choice to move the industrial city, finding the enhancement of quality of life.

Homework –EAV Chapter 11

<1>
1. inferred
2. developed gradually
3. basic
4. similarly
5. idea
6. represent
7. disagreement
8. changeable
9. additionally
10. displayed
11. ability
12. specific
13. exhibition
14. simulated
15. composed

<3>
1. deduction
2. deductible
3. deduct
4. deductive
5. deduced
6. deduct
7. deduction
8. deductible
9. deduction
10. deductive

<4b>
1. deduced
2. marginal
3. flexibility
4. evolution
5. normal
6. fundamentally
7. qualitative
8. capable
9. deviate
10. detectable
11. stylishly

Literature Review Practice – “And Obama Wept”

The article And Obama Wept, posted by a senior national correspondence of the NBC News, which deals with the presidential campaign of a Democratic presidential candidate, Sen. Barack Obama, criticizing excessive enthusiasm of his supporters and lack of policies in his campaign, has brought the heated debates among bloggers. These opinions can be roughly divided into two categories: one agrees to the article, and the other doesn’t. In other words, one is for Obama, and the other against him.

Some bloggers agree with the article writer in that Obama’s campaign lacks the concreteness. According to them, instead of specific topics, his speeches are full of rhetorical words making people blind. Sarah, for example, claims that “disguising his lack of policies, plans and execution abilities by attributing it to lack of hope is a classic cult tactic to shame non-coverts.” Moreover Dynasty, warns of the danger of those rhetoric, saying that “one of the most influential speakers of the 20th century, a man who could mobilize and convince people of his charm and rhetoric, was none other than Adolf Hitler, and we all know what followed suit after his regime took over. And in my opinion that is what I see happening to America today, a man who is talking about a "change," a change that I not been able to locate.”

On the other hand, some bloggers claim that the fact he doesn’t talk about specific issues does not necessarily mean the lack of policies. Rather, it is a policy to win more votes. According to DAW, those kind of speeches are “much more effective when they are inspiring rather than policy heavy,” and ThinkingARV insists that “if he talks about the issues in a dry calculated way, he could never garner the support,” adding he “cannot afford to be a policy wonk.” Another neutral supporter of Obama, named Williams, suggests the bloggers go to the candidates’ websites because “the substance is there,” before arguing the existence substance.

Homework –EAV Chapter 9

<1>
a. revenue
b. hypothesize
c. chemical compounds
d. whereas
e. precisely
f. decline
g. retain
h. attitudes
i. investigation
j. parameters
k. valid
l. prior
m. dimensions
n. option
o. obvious
p. occupational
q. entities
r. regime
s. convention
t. image

<3>
1. g
2. k
3. m
4. e
5. i
6. f
7. b
8. a
9. c
10. n
11. d
12. l
13. o
14. j
15. h

<4b>
1. monitored
2. precisely
3. decline
4. monopoly
5. investigation
6. whereas
7. parameters
8. image
9. commitment
10. regime
11. challenge

<7b> #1
According to the definition of the Wikipedia, monopoly, in its economic aspect, means ‘a persistent situation where there is only one provider of a product or service in a particular market.’ This situation can be ‘characterized by a lack of economic competition for the good or service' and ‘a lack of viable substitute goods.' There could be several types of monopolies according to the characteristics of suppliers and products. De Beers, making a monopoly of diamonds market, is a good example of a natural resources monopolist. Monopolies granted legally from the government, which are called the ‘government-grant monopoly’ or the ‘government monopoly’, are mostly intended to control the products which are either the necessaries of life, or the significant sources of national revenue, or the nucleus of national industry. Public utilities, salt, ores such as gold and iron, the personal commodities like coffee and tea, and tobacco have been the main objects of government monopolies.

The monopoly has a main benefit in the regard that it enables consumers to expect the stable supply and price. For example, the Central Selling Organization manages the price of diamonds through monitoring the volume of supply. In case of government monopoly, consumers can expect the utilities such as electricity and gas to be supplied without breaks because of walkouts or slowdowns, which are more common conventions in private entities. The other positive effect is that it is possible for consumers to buy a product in a lower price through the Economies of Scale, in which an increase in the scale of the firm causes a decrease of average cost of each unit. And ‘dumping’ is also the element to cause the low cost.

On the contrary, the characteristics that the monopoly system has can bring negative effects to the consumers. As having the exclusive right to sell a product, the supplier can be arbitrary to the time and amount of supply, and even to the price of the product. If this is the case for the necessities, consumers not only have to endure this ‘predatory price’, but also challenge with the short of the requisites. In addition, consumers may have to buy a product of poor quality with unreasonable price. As there is no competitor within the same market, which is one of the obvious reasons that monopolies tend to become less efficient and innovative, those ‘complacent giants’ has no pressure to invest for the quality of products, consequently resulting in the consumers’ dissatisfaction.

Homework –EAV Chapter 8

<1>
1. f
2. h
3. i
4. a
5. k
6. b
7. m
8. c
9. e
10. o
11. g
12. n
13. j
14. d
15. l

<4a>
1. emerging
2. apparently
3. globally
4. concentrate
5. imply
6. communicates
7. statistics
8. removed
9. specifically
10. imposed

<5a>
1. physical
2. global
3. media
4. statistical
5. ethical
6. internal
7. technological
8. principal
9. instant
10. adult

<5b>
1. population
2. memo
3. standards
4. character
5. therapy
6. technological
7. success
8. statistical
9. media
10. theme

<6a>
1. meteorology
2. archaeology
3. psychology
4. geology
5. cardiology
6. bacteriology
7. biology
8. pharmacology
9. technology
10. anthropology

Literature Review Practice - Citation

Researchers cannot complete their research by their own sources. In other words, it is inevitable that they use other research results, which either can be raw-data, or research methods, or claims of former researchers, to test or to support their own research questions. In using those sources, it has been the common sense in the academic community to point out, that is ‘to cite’, the fact that the sources are not from one’s own but from other researchers. However, regarding the reason and purpose of these citations, there have been several different theories.

In many manuals and standard practice guides, the theory that citations are for recognizing and acknowledging the intellectual property rights of authors, in the ground of ethics and defense against plagiarism. The theory that citation is used to show respect to previous scholars has many supporters in well-established fields like the sciences. By acknowledging previous achievements, the scholars recognize the history of the field.

On the other hand, there are theories that thinking citation as tools of facilitating researchers’ access to the goals. According to the Gilbert (1977), writers use citation to give their statements authority, which facilitates to persuade the reader. And Bavelas (1978) claims that citation is used as an evidence that the author is a member of the chosen scholarly community and as a demonstration of familiarity with the field. Ravetz (1971) even presented citation as a kind of mutual reward system, paying through the citation rather than the money.

With all different views claiming citation as the expression of the acknowledgement and respect to previous researchers, and those claiming it as the facilitating tool, many writers use citations in both purposes. For example, they use citations to defend against plagiarism, and also use citations to make the other community members to be persuaded easily, showing the authority at the same time. Both are equally necessary in the research reports. Consequently, regardless of the purposes of citation, the important thing is to show the source from which the researchers have ‘borrowed’ the ideas accurately and to pay the proper gratitude for supplying with the valuable sources.

Homework –EAV Chapter 7

<1>
1. a. Plan
2. b. join
3. a. reason
4. a. determination
5. a. began
6. c. relating to one’s won country
7. b. eliminated gradually
8. a. advertisement
9. c. roughly
10. c. records

<7b> #2
Approximately 8 years ago, in August 2000, I was notified that I had passed the examination to be a civil service worker in Chuncheon Municipality, which is my hometown. As the acceptance rate was as high as 1 to 80, and as I was much older than the other applicants, it was a sheer luck for me to pass the test.

When I was serving in the Culture and Tourism Department in 2001, the Taekwondo World Championships was held in Chuncheon, and I was dispatched to support the operation of this event for 2 weeks. This career results in a huge shift in my life. As I was considered to demonstrate my English comprehension and administrative skills in the series of supporting work, I was again dispatched, in July 2002, to the 2010 PyoengChang Olympic Winter Games Bid Committee undertaken by Gangwon Provincial Government, which was eagerly searching for the staff with English skills.

My new work opened a totally different world, the global society, to me. My duty was coordinating the international business. As an administrative staff, I translated the correspondences from abroad, especially from the International Olympic Committee, and reported them to senior officers. I translated various IOC documents, including rules and regulations, and published them for internal use. I also collected both domestic and international news from various sources so that the PR department could analyze and use these materials to further the bid promotion. Above all, my main work was preparing business trips to international meetings and conventions which are organized or invited by the IOC. This duty covered registering for the event, arranging flight, accommodation, meal and transportation as well as on-site schedules for the participants.

Despite this experience was valuable, it requested me to dedicate my whole life to the work. There was no line between day and night, and weekdays and weekends. Too many urgent chores imposed their precedence on my personal life. As I needed to very cautious and precise with my work, I was always under the serious stress. Moreover, I had to learn the partnership with my co-workers, with whom I spent most of my time. It was also not an easy task.

Though I have to return the same workplace after my study, I want myself to be more matured before then so that I might face and manage my stress from work and co-worker relationship as well as my work itself better.

Homework – EAV Chapter 6

<1>
1. core – heart
2. framework – structure
3. initial – first
4. dominant – major
5. shifts – changes
6. proportions – percentage
7. sufficient – enough
8. compensation – salary
9. alter – change
10. constraints – restrictions
11. tasks – duties
12. techniques – skills
13. comments – says
14. components – factors
15. funds – money

<3>
1. a steady job
2. working class
3. job security
4. odd jobs
5. workplace
6. task force
7. on-the-job training
8. workout
9. works of art
10. workload
11. foreign assignment
12. work description
13. work satisfaction
14. workaholic

<4b>
1. initially
2. interactive
3. dominant
4. locate
5. sufficient
6. comments
7. illustrations
8. emphatic
9. react
10. correspondingly

<5>
1. emphasis
2. strong
3. sufficient
4. administrative
5. put
6. theoretical
7. outcome
8. funds
9. placed
10. obtain

<7b> #2

As written test means to assess and rank people by the grade, it is natural that people want to be tested by most familiar method for good outcome. My favorite testing method is answering multiple-choice questions because I can correspond to this kind of questions best. As this method prevailed in the entrance exams for both university and employment as will as in all tests of my schools in Korea, I have become domesticated to choose the most appropriate answer from four or five options for more than three decades.

When I took the first mid-term examination in my first undergraduate semester, I was totally embarrassed with the test sheets. All the questions requested me not to choose proper answers but to explain what I know in the way of essays or short answers. Though I remembered well what I learned, I didn’t know how to unpack and expose my knowledge. This abrupt shift of the test methods might not be a problem only to me, judging from many deep sighs around me. After this frustrating experience in the first test in university, I and my classmates had acquired the essay techniques little by little.

In the meantime, even though the multiple-choice test is favorable to the students, in the standpoint of teachers, it is not sufficient to ensure that the students are progressing. While this test has the benefits of swiftness and convenience in gaining the results, it can usually test only the fragmentary knowledge, and even worse, can test the students’ blind choice abilities. On the contrary, while the writing essay tests is more efficient in judging whole achievement of students, it is not easy to give marks, which is often affected by the other factors, such as calligraphic styles, spelling errors and prejudice. Considering these weak points, in order to evaluate students more correctly, it is adequate to integrate such components as multiple choice questions, T/F questions, short answers and essays in a test, assessing various aspects of the students.

Summary: Thinking in Print (Chapter 1)

The first chapter of The Craft of Research, written by Booth, W. C.; Colomb, G. G.; and Williams, J. M., is defining and explaining the use of the research and the written formal report.

In everyday life, we benefit from the research which have been done by other people for centuries. Whenever we read a newspaper or read a book, we are reading the research reported in writing by others. According to the authors, research means "gathering information to answer a question that solves a problem,"(p.10) which everyone does everyday but not by writing. However, "we rely on those who write it up"(p.10) because they want to give answers to "someone would have a question that their data."(p.10) Because of this kind of research, the world improves everyday.

The benefits of writing up the research are that it helps researchers remember what they have done more clearly, have better understanding what they have found, and gain clearer view on what they think. If researchers write what they found their own way without adjusting them to readers’ expectation, they cannot learn more about their ideas by testing themselves against the standards and values of others, which is the most significant reason of research reporting. In order for the research to be understood and accepted by the research community, it is necessary to create communication, which is obtained by using traditional forms, plans, shared practices and values of the community.

In conclusion, we research to provide benefits of our readers, and in order to share the benefits more clearly, we need to write a research report with common forms and styles which can be accepted and understood by our readers.

Summarizing paragraphs

1.
According to O'Connor, T, students gain benefits of the electronic communicatin system in several ways; building relationships with classmates as well as more advanced scholars, publishing one's opinions to get feedbacks, and facilitating the compelx project process.

2.
To facilitate the learning, an effective teacher needs to vary teaching methods and technicques according to the learning stlyes of the students.

Task 21: Revision (Revised)

Turkey is located in a region that suffers from severe earthquakes almost every year. These earthquakes have caused plenty of damage both to the infrastructures and to the human lives. The most destructive earthquake, which was occurred in August 1999, damaged two kilometers area and three cities, thereby causing the loss of approximately 20,000 people and millions of dollars.

The repeated occurrence of these natural disasters is attributable to the fact that Turkey is located in the Central Anatolian Fault Zone, one of the most active fault zones in the world, which lies along the northern part of the country, going from southeast to northwest. However, the reason why these earthquakes cause such a huge damage is not only because of the nature of the fault zone, but also because of the lack of preparation in the regional planning. This lack of thoughtful planning misled the planners to construct many cities and highways over the Fault Zone.

In recent years, there have been many efforts to decrease the damage from the earthquakes. As a possible method, the early warning system has been developed to alert people about upcoming earthquakes. Although giving warning as short as 10 seconds before the tremors, if there is a well-planned rescue organization, this system may help to decrease, at least, the death rates in the earthquakes.

Homework – due on Feb 7 (EAV Chapter 4)

<4b>
1. participation
2. categorized
3. participate
4. random
5. tradition
6. voluntary
7. injured
8. acquire
9. regional
10. normally
11. energy

<6a>
1. import
2. porter
3. port
4. report
5. deportation
6. transportation
7. portable
8. portfolio
9. export
10. reporter

<7b> #2

The extracurricular activity that I participated in my undergraduate period was the one closely related to the social circumstance of Korea. The period from late 1980s’ to early 1990s’, which coincides with my university years, was time of the social tumult in Korea. The request for democracy against a military dictatorial government was very serious, and it was like the eve of a war. There were large demonstrations nearly every day somewhere in the country, which usually initiated from student movement chapter even though many normal white and blue collars participated in.

It was natural that this situation affected my whole university life. I joined one of the groups for discussing the socio-cultural matters. This kind of group was one of the most popular in that period. We read books covering various social sciences and philosophies and naturally discussed the principles of Marxism and social revolutions. And some of the group members went out of class to act what we learned in theory. I was the one among them.

When I became a junior, I began to work as a member of the student council in my department. And when I was a senior, I became a member of the student council of College of Liberal Arts. I was in the position of training new members. It was very valuable experience to learn the self-government and leadership but, in retrospect, was very time and energy consuming. As I indulged myself in the student movement, I could not manage to balance my study and extracurricular activity. The focus was upside down. As a consequence, my academic progress was not successful and several credits were flunked, resulting in the poor GPA.

I quit my involvement to the movement after I left the university and returned home. As I failed to balance my study and student movement, I was too unprepared to face the real world. I had not considered the imminent matters, such as getting a job and making a living. It was evident that my indulgence gave me some disadvantages. However, I have never regretted my experience as It gave me much more valuable things to live: how I should see, what I should see, and who I should see in the world.

Homework – due on Feb 5 (EAV Chapter 3)

<1>
1. e
2. j
3. m
4. o
5. h
6. g
7. f
8. k
9. l
10. a
11. i
12. n
13. c
14. d
15. b

<4>
1. administrative
2. distributes (distributed, will distribute)
3. reside
4. primary
5. perception
6. securely
7. finalize
8. restrictions
9. construction
10. institutional

<5a>
1. maintenance
2. primary
3. labor
4. computer
5. positive
6. security
7. community
8. final
9. residential
10. prime

<5b>
1. person
2. time
3. Day
4. attitude
5. guard
6. college
7. exam
8. school
9. community
10. graphics

<6b>
1. designer
2. interpreter
3. author
4. finalist
5. mathematician
6. vegetarian
7. conductor
8. administrator
9. lawyer
10. individualist
11. theorist

Homework – due on Jan 31 (EAV Chapter 2)

<1>
1. b
2. c
3. c
4. b
5. c
6. a
7. c
8. c
9. a
10. c
11. a

<3>
1. age range
2. out of range
3. mountain range
4. gas range
5. range of symptom
6. open range
7. firing range
8. within normal range
9. viewing range
10. price range
11. range of product

<4a>
1. assistance – assist
2. achievement – achieve
3. conduct – conduct
4. creation – create
5. definition – define
6. estimation – estimate
7. function – function (functionalize)
8. request – require
9. item – itemize
10. impact – impact
11. range – range
12. consultation – consult
13. response – respond

<5a>
1. estimate – size, cost, speed
2. seek – advice, shelter, assistance
3. create – poems, jobs, problems
4. derive – benefit, pleasure, satisfaction

<5b>
1. disorderly conduct
2. the sports section
3. legal issues
4. a friendly environment
5. yearly income
6. a university function
7. achievement test
8. financial assistance
9. welfare state
10. licensed psychologist

<7b> #1

The test that I felt a stress most in my life was the TOEFL test in August last year. In order to apply to universities in USA for spring semester in 2008, I needed to provide my TOEFL score. Though the deadlines for admission applications of most of the universities fell in the end of September, it was not easy to get a TOEFL test seats at that time in Korea. As the TOEFL scores were necessary in applying not only for the foreign universities but also for domestic high schools of foreign languages, the demand exceeded the supply at every test. It was even called the ‘TOEFL War.’ It was a sheer luck that I could get a seat in the distant city Kwangju in such an environment. As a result, I didn’t know if I would be so fortunate as to have another test opportunity or not, and moreover, I didn’t have time enough to take another test. The introduction of a new TOFEL system, that is the IBT, made the things worse in two ways. The fact that only several institutions had been prepared to adopt the new test system technically impacted on the short of the supply also. However, more serious problem was that I was not accustomed to the new TOEFL, which tests all range of English competence in speaking, listening, reading, and writing. Above all, it was my first oral test in English. The test system gave me too short time to prepare and answer the questions. All these factors contributed to my test anxiety.

The closer the test comes, the more tense I became. When the test started, I felt difficulty in operating the computer with my trembling hands, which were sweating. And I could not respond to the first question appropriately due to my dry mouth and the badly trembling voice. I cannot remember how I managed the first section of the test. When the second section started, I gathered my thought and tried to be relaxed, thinking that I could achieve the adquate score if I managed the remained three sections well. And if it would not, anyway, I could apply for the Fall semester. It is my ordinary way that, I don’t know it is unique or not, I control my mind. ‘It’s O.K. It is not the only chance, and you can do it better next time, and anyway the result might be better than that you are thinking…Right?’ As always, it relieved my burden a little. I was better in the second and third sections, which tested listening and reading skills respectively.

The result of my first IBT TOEFL test was far from satisfactory. But, anyway, I am here now, studying Event and Meeting Management, and writing this paragraph. I am lucky enough.

Diagnostic Writing (Revised) - 012808

1.
There may be many types of education. We learn in everyday life, on the job, as well as the school and class. Though the elements of good education can vary according to the time, space, and purposes, the most important element of a good education is to develop the interest and motivation to go on studying

If our education is finished in class without further development, it is in vain. In order to encourage students to learn more, education should offer not only knowledge itself, but information about why they are studying and how they can apply the knowledge to their real lives. For example, when a primary school student learns the basic mathematic operations like addition, subtraction, and so on, if he doesn't know why he is learning this tedious and complicated number game, he will not proceed well. However, if he finds he can count his toys with what he learned and compare the number of the toys with those of his friends and boast about his belongings, it can give him the more interest and motivation to learn the mathematic operations.

In conclusion, the most important purpose in education is to provide the students with the strength to learn and research more both in class and for themselves. The interest and motivation will give them the strength.

2.
Now, it is the era of Internet. We are living in the flood of information, enjoyment and advertising of Internet. As it is a new trend from the late 2oth century, it is natural that the Internet is a tool for and by the young generation rather than adults.

Some of the characteristics of the Internet are speed, variety, and a short span of life. You can get the information through the Internet faster than ever. You can consult the e-dictionary and it is a hundred times faster than finding a dictionary in the library. And Internet gives a huge amount of information on what you want to know. Even clicking one word in Google, you can get a long list of information. Moreover, in the opening pages of main website providers, such as Yahoo and Aol, you can see all the news about politics, economics, and sports. As a result, information that is not salient is easily overlooked and forgotten.

With these characteristics, though Internet has many merits and provides much convenience, it also has the bad influence on the activities of the young people. As the young tend to pursue virtual interactions using cell phones, e-mails and IM messengers or similar applications, they don’t need to wait until tomorrow to talk to their friends. This immediacy can make young people rash. For the young generation born in this Internet world, the endurance and perseverance might be very strange words.

When youth send e-mails and chat in real time, they use the abbreviated words and argots frequently, such as U for you, OTL for despair, etc. Even if it may have the merit of speed, we should consider that it is ruining our beautiful natural languages. When the young become the adults leading the society, many of our words may have been transformed or may have disappeared from memory.

The Internet offers numerous enjoyable games, which are sometimes very addictive for the young. Instead of playing outside on the ground, they enjoy virtual reality games. This preoccupation with the Internet in the modern world has significantly contributed to the current increase of obesity. Moreover, obsessive fascination with the virtual reality games, which often are very brutal and merciless, may make the young not to able to separate virtual from real world, causing crimes of violence in real lives.

In the 20th century, a generation lasted about 30 years. During the past century, there were also the problems from the generation gap. Now in the 21st century of the Internet, one trend is demolished immediately by the next trend and a generation by the next one. Because such fast-paced changes influence the young more than adults, it is natural that adults find it difficult to keep pace with the changes of today’s world. And as a result, the generation gap is bigger than before, requiring greater efforts towards mutual understanding between the young and the old.

Diagnostic Writing - 012208

1.
There may be many types of education. We learn in the everyday life, on the job, etc as well as the school and class. Though the elements of good education can vary in each the type of education, I think the most important element of a good education is to develop the interest and motive to go on the study.

If the education is finished in class without further development, it is a vain. In order to encourage the student to learn more, education should offer not only the knowledge itself, but information about why he is studying and how he can apply the knowledge to his/her real life. For example, when a primary school student learn the basic arithmetic like sum, deduction, if he doesn't know why he is learning this tedious and complicated number playing, he will not proceed well. But if he finds he can count and sum his toys with what he learned, compare the number of toys with ones of his friends and boast his belongings, it can give him the more interest and motive to learn those arithmetic.

In conclusion, I believe the most important thins in education is to provide the student the strength to learn and research more both in class and for himself. The interest and motive will give him the strength, I think.

2.
Now, it is the era of Internet. We are living in the flood of information, enjoyment and advertising of Internet. As it is a new trend from late 2oth century, it is natural that Internet is a tool for and by young generation rather than for adults.

Some of the characteristics of Internet are fastness, variance and evasiveness. We can get the information through the Internet faster than ever. I can consult the e-dictionary and it is a huntred time faster than find the dictionary in library. And Internet gives the huge amount information on what I want to know. Even clicking one word in google, I can get the long list of information. Moreover, in the opening page of main website provider, such as yahoo, we can see all the news about politics, economics, sports. As a result, eye-catching items at a glimpe can survive in the Internet world. The information which fails to entice the interest will evade easily. And as the information can be obtained easily and fast, the importance of it is forgotten easily and fast.

With these characteristics, though Internet has many merits and gives much convenience, it also has the bad influence in the activities of the young people. For Young generation born in this Internet world, the endurance and perseverance might be very strange worlds. They communicate in real time using cell phones, e-mails and messengers. They have no need to wait till tomorrow to talk to their friends. This can cause rashness to young people. And the young enjoys in the Internet world, rather than in real life. Internet offers a lot of enjoyable games, which is sometimes very addictive for the young. In place of playing in the ground, they enjoy a virtual reality games. Obesity is one of the problems of modern world, to which I think the Internet contribute some amount. When they send e-mails and chat in real time, they use the abbreviated words and argots frequently, such as U for you, OTL for despair, etc. Enen if it may have the merit of fastness, we should consider that it is ruining our beautiful languages. When the young become the adults leading the society, many of our words may have been transformed or disappeared from memory.

In the 20th century, a generation lasted about 30 years. There were also the problems from the generation gaps. Now in the 21st century of Internet, fast coming and going, one trend is demolished fast by next trend. And the trend change is not from the general matters but from complicated and detailed. And it influences the young more than adults. Naturally, adults are not easy to pace the world and generation gap is bigger than before. The more endeavor to understand each other is necessary.

Homework - due on Jan 29 (EAV Chapter 1)

<4b>
1. analyze
2. conceptualized(conceived of)
3. economy
4. formulate
5. identification
6. individual
7. majors
8. occurrence
9. periodic
10. specifically
11. editorial

<5>
1. gain
2. theoretical (general, basic)
3. data
4. correct
5. detailed
6. general (basic)
7. analyze (interpret)
8. detailed (careful)
9. maximun
10. formula

<6a>
1. g
2. j
3. a
4. f
5. k
6. b
7. c
8. d
9. h
10. e
11. i

<6b>
1. poor visibility
2. visitation rights
3. visiting hours
4. visual aid
5. visible to the naked eye
6. visiting professor
7. 20/20 vision
8. visually impaired

<7a>
a. 6
b. 2
c. 1
d. 5
e. 3
f. 4


<7b> #2

Dear Maria,

Hi!

I understand your current uneasiness about your team project because my team had a similar problem at the first phase last semester. One member was just not only willing to prepare and join the discussion, but did not participate in the first meeting. My teammates were furious, complaining it is unfair that all members get the same grade without same contribution.

As a leader of my team, I had to conceive of the solutions to go through. First, I thought that a close friendship between teammates could help further the cooperative research. So I suggested several get-togethers such as simple lunches, museum visits and picnics. The member I above mentioned hesitated to join us at first, but soon began to open both her mouth and mind to us. Actually, as she was a new-comer from one of the East Asian countries, she was a little bit shy and not accustomed to speak in public. She had not meant to avoid the meeting, but just had not known how to manage her first team project experience.

My team also discussed various methods to ensure the fairness. Usually we divided issues to be researched and assigned them to each of teammates. After collecting and analyzing the data and materials individually, we gathered together to interpret, discuss and sum what we get regularly. In this way, we had similar portions.

I think you already know benefits and challenges of the group study well without my details. We can have the better understanding on the topics, experience different views and solutions from mine, and learn to negotiate and cooperate with friends. Though my team had a good grade through our mutual efforts, above all, the best is that we are now all friends, very good friends.

Maria, I know you can do it! I hope you also have a great time with your team project. I wish you good luck!

Regards,

Alicia