Unit 2 Introduction To A Book: Human Aggression Anthony Storr Penguin Books, 1971
Unit 2 Introduction To A Book: Human Aggression Anthony Storr Penguin Books, 1971
Unit 2 Introduction To A Book: Human Aggression Anthony Storr Penguin Books, 1971
Introduction to a Book
WORKSHEET 1
Predicting content he ,our gener!& he!'ings ,or the 'i,,erent se$tions o, this Introduction !re in'i$!te' (e&o%. he )hr!ses su""!ri=e the $ontents o, e!$h )!r!gr!)h. Without making reference to the text , )ut the )hr!ses in the or'er in %hi$h you think they "ight !))e!r. An e+!")&e h!s (een gi#en. a Possi(i&ity o, se&,2'estru$tion inherent in "!n-s !ggression b he )re#ious 'e,initions o, the $on$e)t o, !ggression7 neg!ti#e !s)e$ts c The advantages and disadvantages of a psychotherapists approach d St!te"ent o, "!n-s inn!te !ggression. e E&!(or!tion o, the $on$e)t o, !ggression in inte&&e$tu!& !$ti#ity, su))orte' (y ! 3uot!tion. f he i")&i$!tions o, the stu'y o, !ggression in %or&' !,,!irs !n' the )ro(&e"s o, %!r. g Positi#e !s)e$ts o, !ggression7 e.g. in inte&&e$tu!& !$ti#ity. 1 General statement of the subject - 1 Revie of previous definitions of the subject - 6 !uthors o n reformulation of the subject - - : Relevance of the subject and statement of authors approach - - advantages and disadvantages of psychotherapists approach "c# - No% ski" the te+t to $he$k your )re'i$tions, un'er&ining the )!rts o, the te+t %hi$h $orres)on' to the )hr!ses you h!#e inserte'.
INTENSIVE READING
An intro'u$tion to ! (ook $o""on&y ,o$uses on the !uthor-s )resent!tion o, $ert!in key ter"s. he e+er$ise (e&o% is inten'e' to 'r!% !ttention to the )resent!tion o, the )rin$i)!& the"e o, the (ook B !ggression B !n' t%o i")ort!nt )ur)oses o, the intro'u$tion, to 'e,ine !n' e+e")&i,y this the"e.
WORKSHEET 2
Identifying aspects of authors presentation of theme Re!' the ,irst t%o )!r!gr!)hs !n' un'er&ine 'es$ri)tions !n' e+!")&es o, 19
"!n-s !ggressi#e (eh!#ior, !n' 19 in,or"!tion !n' $o""ents on the 'e,inition o, the ter" aggression, !n' %rite the" in the !))ro)ri!te $o&u"n. Descriptions/Examples of mans aggressive behavior 'estroys "e"(ers o, o%n s)e$ies Information/Comments on definition of the term
par. 1
par.
WORKSHEET 3
Discriminating units of information One %!y o, intro'u$ing ! the"e is (y $ontr!sting or $o")!ring 'i,,erent !s)e$ts o, it 8see, ,or e+!")&e, )!r!gr!)h 1 %here the !uthor $ontr!sts "!n-s (eh!#ior %ith th!t o, !ni"!&s9. P!r!gr!)hs 6, :, >, ? !n' 7 e!$h )resent one or "ore C)!irsD re)resenting t%o !s)e$ts o, ! )ro(&e", %hi$h $!n (e $ontr!ste' or $o")!re'. One o, those in )!r!gr!)h 6 is in'i$!te' in !((re#i!te' ,or" in the t!(&e on the ,o&&o%ing )!ge. Eo")&ete the t!(&e %ith t%o e+!")&es ,or e!$h o, the )!r!gr!)hs 8e+$e)t ,or )!r!gr!)h >, %hi$h h!s on&y one e+!")&e9
Par. !
Information Pairs 2 those forms of aggression hich e all deplore $ % those hich e must not diso n if e are to survive 2 $% 2 $% $% $% $% $% $% $% $% 2 2 2 2 2 2 2
WORKSHEET 4
&u id ed n ote' ta( in g 1. )ead $!re,u&&y the intro'u$tory )!r!gr!)h !n' the )!rt o, the te+t 'is$ussing the ter"F$on$e)t o, hu"!n !ggression. *tudy the notes t!ken on hu"!n !ggressi#eness !n' underline the senten$es %hi$h $ont!in this in,or"!tion in the te+t. 1. hen re!' the )!rt o, the te+t 'is$ussing the 'i,,i$u&ty o, 'r!%ing ! $&e!r2 $ut 'istin$tion (et%een the 'e)&or!(&e !n' the ne$ess!ry ,or"s o, !ggression. +nderline !&& the re&e#!nt )oints re,erring to the )ositi#e !n' neg!ti#e si'es o, hu"!n !ggression. ,ransfer this in,or"!tion in the t!(&e in note form. hen read the ,in!& )!r!gr!)h to i'enti,y the re&e#!n$e o, the to)i$ o, hu"!n !ggression !n' fill in the &!st ro%.
1. 1. 6. 1.
M!n 'estroys "e"(ers o, his o%n s)e$ies. M!n 8e#en9 en.oys (eing $rue& to other )eo)&e. M!n is the $rue&&est o, !&& s)e$ies on e!rth.
LANGUAGE WOR
WORKSHEET 4 )evising modal meaning
Be&o% is ! &ist o, so"e "o'!& #er(s, o, their neg!ti#e ,or"s, !n' their &o$!tion in the te+t. Un'er&ine the" together %ith the )rin$i)!& #er( !n' the su(.e$t. hen !ssign e!$h "o'!& #er( to one o, the gener!& $!tegories (e&o%, on the (!sis o, its ,un$tion in the te+t. )!r. 1, &ine 1 B %i&& &ine 16 B "!y )!r. 1, &ine 1> B ought to &ine 17 B $!n &ine 19 B $!nnot )!r. 6, &ine 6 B "ust not )!r. :, &ine 1H B %ou&' &ine 16 B $ou&' )!r. ?, &ine 16 B "ust )!r. 7, &ine 1> B $!nnot
-eaning A(i&ityFPotenti!&
-odal verbs
Pro(!(i&ityFPossi(i&ity
O(&ig!tionFNe$essity
O(&ig!tionFIesir!(i&ity
@uture
Eon'ition!&
Prohi(ition
WORKSHEET 5
+se and function of modal verbs Be&o% is ! syno)sis o, the intro'u$tion. @i&& in the (&!nks %ith ! suit!(&e "o'!& #er( or its negative form !n' in'i$!te in the "!rgin the "e!ning o, the "o'!& #er( $hosen. More th!n one !ns%er is )ossi(&e in se#er!& $!ses.
-eaning 1 JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ 1 JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ 6 JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ : JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ > JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ ? JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ 7 JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ K JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ 9 JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ 1H JJJJJJJJJJJJJJJJJJJJJJJJJJJJJ 11 JJJJJJJJJJJJJJJJJJJJJJJJJJJJJ 11 JJJJJJJJJJJJJJJJJJJJJJJJJJJJJ 16 JJJJJJJJJJJJJJJJJJJJJJJJJJJJJ 1: JJJJJJJJJJJJJJJJJJJJJJJJJJJJJ
he $on$e)t o, !ggression h!s yet to (e $&e!r&y 'e,ine'. It is ! $on$e)t %hi$h 19JJJJJJJJJJJJJ h!#e nu"erous !))&i$!tions, so"e o, %hi$h 19JJJJJJJJJJJJJ not !&%!ys (e re&e#!nt. Ho%e#er, e#en though the ter" C!ggressionD 69JJJJJJJJJJJ (e !))&ie' "ore $!re,u&&y, it is ! ter" %hi$h %e :9JJJJJJJJJJJJ !(!n'on. h!t hu"!n (eings !re the "ost !ggressi#e $re!tures e#er to h!#e e+iste' is ! re!&ity %e >9JJJJJJJJJJJJJ ignore. But un,ortun!te&y, !ggression ?9JJJJJJJJJJJJJ !&%!ys )&!y ! )!rt in those %orthy !s)e$ts o, hu"!n en'e!#or, %ithout %hi$h "!n 79JJJJJJJJJJJJ sur#i#e. It is )erh!)s uto)ist to st!te th!t "!n K9JJJJJJJJJJJJJ !$hie#e %h!t he %!nts through his )ositi#e 3u!&ities !&one. Ne#erthe&ess, gi#en the $urrent st!te o, the (!&!n$e o, )o%er (et%een the n!tions, "!n 99JJJJJJJJJJJJ &e!rn to $ontro& his !ggression. He 1H9JJJJJJJJJJJJ $ontinue his egoisti$ (!tt&e to 'o"in!te the %or&', sin$e in so 'oing, he 119JJJJJJJJJJJJ 'estroy it, !n' hi"se&, in the )ro$ess. M!n 119JJJJJJJJJJJ (e inte&&igent enough to re!&i=e th!t he 169JJJJJJJJJJJ $ontro& his !ggression i, he %ishes, !n' th!t his 1:9JJJJJJJJJJJ "e!n the )ossi(i&ity o, %or&' )e!$e.
As you h!#e seen in )re#ious Units, &inkers ,u&,i&& the i")ort!nt ,un$tion o, sign!&ing the &ogi$!& 'e#e&o)"ent o, ! te+t. A %riter "!y, ho%e#er, no o#ert&y sign!& the &ink (et%een )!rts o, the te+t, !s ,or e+!")&e, in )!r!gr!)h 6 8&ines 1H21?9 o, the Introduction, %here $ontr!st (et%een the 'e,initions o, !ggression !n' the !uthor-s #ie% is not e+)&i$it&y "!rke'7 CSo"e %riters 'e,ine <8&o ever9 In the !uthor-s #ie% these 'e,initions i")ose &i"its<D. In the !(sen$e o, !n e+)&i$it &inker, then, the re!'er "ust i'enti,y the &ogi$!& &inks (et%een senten$es. he e+er$ise (e&o% !i"s there,ore to gi#e )r!$ti$e in 'eter"ining the ,un$tion o, un"!rke' senten$es in e+ten'e' 'is$ourse, %ith re,eren$e to !n !((re#i!te' #ersion o, the ,irst t%o )!r!gr!)hs o, the te+t.
WORKSHEET 6
)ecogni.ing logical lin(s bet/een parts of discourse In the te+t (e&o%, insert !n !))ro)ri!te &inker %here in'i$!te'. 5ou "!y $hose ,ro" the ,o&&o%ing &ist 7 and for example furthermore moreover ho ever for instance indeed in fact even though like ise similarly yet but nevertheless
h!t "!n is !n !ggressi#e $re!ture %i&& h!r'&y (e 'is)ute'. JJJJJJJJJJJ %ith the e+$e)tion o, $ert!in ro'ents, no other #erte(r!te h!(itu!&&y 'estroys "e"(ers o, his o%n s)e$ies. JJJJJJJJJJJJ , no other !ni"!& t!kes )ositi#e )&e!sure in the e+er$ise o, $rue&ty u)on !nother o, his o%n kin'. *e gener!&&y 'es$ri(e the "ost re)u&si#e e+!")&es o, "!n-s $rue&ty !s (rut!& or (esti!&, i")&ying (y these !'.e$ti#es th!t su$h (eh!#ior is $h!r!$teristi$ o, &ess high&y 'e#e&o)e' !ni"!&s th!n ourse&#es. In truth, JJJJJJJJJJ, the e+tre"es o, /(rut!&(eh!#ior !re $on,ine' to "!n0 !n' there is no )!r!&&e& in n!ture to our s!#!ge tre!t"ent o, e!$h other. JJJJJJJJJJJ %e "!y re$oi& in horror %hen %e re!' in ne%s)!)er or history (ook o, the !tro$ities $o""itte' (y "!n u)on "!n, %e kno% in our he!rts th!t e!$h one o, us h!r(ors %ithin hi"se&, those s!"e s!#!ge i")u&ses %hi$h &e!' to "ur'er, to torture !n' to %!r. o %rite !(out hu"!n !ggression is ! 'i,,i$u&t t!sk (e$!use the ter" is use' in so "!ny 'i,,erent senses. JJJJJJJJJJJ , !ggression is one o, those %or's %hi$h e#eryone kno%s, (ut %hi$h is ne#erthe&ess h!r' to 'e,ine. As )sy$ho&ogists !n' )sy$hi!trists use it, it $o#ers ! #ery %i'e r!nge o, hu"!n (eh!#ior. JJJJJJJJJJ , the re'2,!$e' in,!nt s3u!&&ing ,or the (ott&e is (eing !ggressi#e0 !n' so is the .u'ge %ho !%!r's ! thirty2ye!r senten$e ,or ro((ery. JJJJJJJJJJJJ , the gu!r' in ! $on$entr!tion $!") %ho tortures his he&)&ess #i$ti" is o(#ious&y !$ting !ggressi#e&y. *hen ! %or' (e$o"es so 'i,,use&y !))&ie' th!t it is use' (oth o, the $o")etiti#e stri#ing o, ! ,oot(!&&er !n' !&so o, the (&oo'y #io&en$e o, ! "ur'erer, it ought either to (e 'ro))e' or e&se "ore $&ose&y 'e,ine'. Aggression is ! )ort"!nte!u ter" %hi$h is ,!ir&y (ursting !t it se!"s. JJJJJJJJJJJ unti& %e $!n "ore su(su"e' un'er this he!', %e $!nnot 'is$!r' the $on$e)t.
@in' the %or's in the te+t 8)!r!gr!)hs !re gi#en9, 'e$i'e the %or' $&!ss, !n' %rite it !n' the tr!ns&!tion o, the %or' in the s)!$e )ro#i'e'. hen $o")&ete the t!(&e (y ,or"ing other %or's using !))ro)ri!te su,,i+es i, ne$ess!ry. Eonsu&t your 'i$tion!ry. *ORI BUI4IING 2oun 3erb 4d5ective
!$kno%&e'ge 869 !ggressi#e 819 !))!rent 8>9 !))&ie' 819 $h!r!$teristi$ 819 'e,ine 819 'estroy 819 'i,,use&y 819 hu"!n 8tit&e9 hy)otheses 8?9 i")u&ses 819
here is !&so $onsi'er!(&e ,&e+i(i&ity !s reg!r's the or'er in %hi$h these ,e!tures "!y o$$ur, !&though the general statement !n' the $o""ents on organi'ation, i, they !))e!r, %i&& )ro(!(&y $o"e to%!r's the (eginning !n' to%!r's the en' res)e$ti#e&y. his )!rti$u&!r intro'u$tion is org!ni=e' !s ,o&&o%s7
1 Gener!& st!te"ent on the su(.e$t 1 Re#ie% o, the )re#ious 'e,initions o, the su(.e$t 6 Author-s o%n re,or"u&!tion o, the su(.e$t : Re&e#!n$e o, the su(.e$t !n' st!te"ent o, the !uthors !))ro!$h.
PAST
(ould) couldn*t) as able to e.g. M!ne could/ was able to swim %hen she %!s ,i#e. *hen I!#i' ,e&& in the ri#er, M!ne was able to res$ue hi". 8"!n!ge' to 'o it9 Was$ ere not allo ed$ permitted to e.g. He was not allowed togo sk!ting. ,ight$ may$ could - have past participle e.g. M!ri! mig / may/ could a!e ta"en the (us. 8I think )erh!)s she 'i'.9
Permission
Possibility or uncertainty
,ust$ can*t - have - past participle e.g. 5ou must a!e le#t your )!ss)ort on the )&!ne. 8IO" sure you 'i'.9 M!ry can't a!e w$itten this. 8IO" sure she 'i'nOt9 &ad to) didn*t have to) didn*t need to) needn*t have done. here is no )!st ,or" o, must. *e use had to. e.g. *hen I %!s !t s$hoo&, %e ad to/ didn't a!e to wea$ uni,or"s. Note7 there is ! 'i,,eren$e (et%een didn*t need to !n' needn*t have done0 e.g. I didn't need to do !ny ho"e%ork yester'!y. 8I 'i'nOt h!#e to 'o s"th.9 I needn't a!e done !ny ho"e%ork yester'!y. 8I "!'e ! "ist!ke. I 'i' s"th. th!t %!s not ne$ess!ry.
8bligation
!uto"!ti$.
1hould !n' shouldn*t N gi#e the s)e!kerOs o)inion o, %h!t is goo' or (!' !$tion. As this is !n o)inion it is o,ten use' ,or gi#ing !'#i$e. e.g. A'#i$e ' t in" you s ould tal" to your te!$her !(out it. O)inion ' t in" t e %olice s ould a$$est hoo&ig!ns. E+)e$t!tion hey s ould a$$i!e here !t !(out ?.HH. 2ught to !n' ought not to N $!n (e use' in the s!"e %!y !s should !n' shouldn*t0 e.g. ' t in" you oug t to tal" to your te!$her !(out it. Note7 they $!n (e use' in the s!"e %!y, (ut should is "ore ,re3uent&y use' th!n ought to. &ad better N h!s ! si"i&!r "e!ning. &ad is usu!&&y $ontr!$te' to *d. e.g. I think you'd bette$ tal" to your te!$her !(out it. *e'd bette$ not #o$get to turn o,, the $o")uter.
1hould$ ought to - have - past participle N they o,ten 'es$ri(e $riti$is" or re)ro!$h. e.g. I think you s ould a!e wo$"ed h!r'er. 8I think you %ere %rong.9 5ou s ouldn't a!e eaten so "u$hP