nel ancele cademic Study New edition John Slaght and Anne Pallant University of Th NEL BB Read ding ~ SoM -Credits Published by Garnet Publishing itd 8 Southern Court South Street Reading RG1 495, UK Copytight © 2012 international Study and Language Institute, The University of Reading, andthe authors. This edition fst pubished 2012. Reprinted 2013, 2014, 2016 University of Reading and the University shield are ‘rade marks of The University of Reading and are not to be reproduced without authorization. The right of John Slaght and Anne Palant to be identified as the authors ofthis work has been asserted in accordance with the Copyright, Design and Patents Act 1988. Allrights reserved. No part of this publcation may be reproduced, stored in a retieval system, or transmited in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the Publisher. Any person who does any unauthorized act in relation to ths pubication maybe able to Criminal prosecution and civil claims for damages. ISBN: 978 1 90861 4360 British Library Cataloguing -in-Pubication Data A catalogue record fr this book is avaiable from the British Library. Production Project manager: Sareh MacBurnie Project consultant: Amanda ilic Editorial team: Kayleigh Buller, Sue Col, Fiona Dempsey, Kate Kemp ‘Ant director: Mike Hinks Design and layout: Simon Ellway, Maddy Lane, lan Lansley Photography: Getty images, iStockphoto, Kristianstad/Claes Sanden. Printed and bound in Lebanon by International Press: interpress@[Link]. The authors and publishers wish to acknowledge the following use of material: Brewer, S. (2008). The SQ3R reading and study system. Unpubiished manuscript, International Study and Language institute, University of Reading, UK. Cattey, W. D. (2005). The Tipping Point, by Malcolm Gladwell Book Review by Bill Cattey. Retrieved April 21, 2011, from http:/[Link]/wdciwww/tipping- point him! Clarke, J. 1, & Craven, A. (2006). Growing grey. Geography Review, 212), 10-13. Reproduced by Permission of Philip Allan Updates. English for Academic Study Fletcher, K (2008). Sustainable fashion and textes. London: Earthscan. Retrieved June 6, 2011, from [Link]:treved June 6, 2011, from ‘worm [Link] Portas/0/Files/Sample%20 ‘Chapters/9781844074815 pf. Reprinted with kind permission of Earthscan. Gladwell, M. (2004). Q8A with Malcolm. What i the Tipping Point? [promotional interview]. Retrieved Apri 21, 2001, from www gladvellcomippingpoinvVindex htm Gladwell, M. (2010). The Tipning Point: How Little Things Can Make a Big Difference. London: Abacus. Godiay, H.C. J, Beddington, JR, Crute, |. R, Haddad, L, Lawrence, D, Muit, JF, et al (2010). The challenge of feeding 9 billion people. Science, 327(5967), 812-818, Marsden, P. (2000). Mental epidemics. New Scientist, 166(2237), 46. Retrieved May 9, 2011, from www [Link]/article/mg16622375.000- ‘mental-epidemics him Reprinted with kind permission of New Scientist. Parkinson, S.,& Langley, C. (2009). Stop seling out science to commerce. New Scientist, 204(2733), 32-33, Reprinted with kind permission of New Scientist. Price, A. (2007). Human resource management ina ‘business context. (rd ed.) (pp. 4-8). London: Thomson Learning. Reproduced by permission of Cengage Leaning Rosenthal, €. (2010, December 11). Using waste, Swecish cy cuts its fossil fuel use. The New York Times. Retvieved May 3, 201, from [Link]. com/2010/12/11/science/earth/tHfossi html. From The [New York Times, December 11, 2010. © The New York Times. All rights reserved. Used by permission and protected by the Copyright Laws of the United States. The printing, copying, redistribution, or retransmission ‘of the Material without express written permission is prohibited ‘Scullion, H, (2005), international human resource ‘management: An introduction. nH. Scullion, & M. Linehan (Eds.) (2005), International human resource management: A cial text (pp. 3-10), Basingstoke/ "New York: Palgrave Macmilan, Sigman, A. (2009). Well connected? The biological implications of ‘socal networking’. The Biologist, $641), 14-20. Reprinted with kind permission of the Society of Biology. Smal, D. (2009, September). The future of eco-fashion: A design-driven approach. Paper presented at Fashion: Exploring Critical Issues (Ist Global Conference), Oxford. Reprinted with kind permission ofthe author. Sustainable fashion. (2010). nteligent Life, Winter. Retrieved May 19, 2011, from [Link] com/content/iestyle/inteligent-ife/sceptical-shopper- sustainable-fashion. © The Economist Newspaper Limited, London (2010). Telemedicine comes home. (2008, June 7). The | Economist, 387(8583), 28-30. © The Economist Newspaper Limited, London (2010). aeReading for academic purposes Text ta: Reading for academic purposes 4 Text 1b: The SQ3R reading and study system 7 Sustainable energy Text 2: Using waste, Swedish city cuts its fossil fuel use (1) 8 Text 2b: Using waste, Swedish city cuts its fossil fuel use (2) 10 The business of science Text 3a: Stop selling out science to commerce R Text 3b: Js business bad for science? “ Society today Text 4a: Growing grey v7 Text Well connected? The biological implications of ‘social networking’ a Text Telemedicine comes home 25 Food security Text Sa: Diet and sustainability key to feeding the world: A food security report 28 Text 5b: The challenge of feeding 9 billion people 30 Text Sc: Closing the yield gap 32 Text Sd: Dealing with the situation 35 Human resource management Text 6a: Background and origins of people management 40 Text 6b: International human resource management 43 Sustainable fashion Text 7a: Material diversity 45 Text 7b: Sustainable fashion 49 Text 7c: The future of eco-fashion: A design-driven approach 52 The Tipping Point Text 8a: The Tipping Point: How Little Things Can Make a Big Difference 55 Text 8b: Mental epidemics 57 Text 8c: ‘An interview with Malcolm Gladwell 60 Text 8d: The Tipping Point by Malcolm Gladwell: Book review 63 Text 8e: Rumours, sneakers and the power of translation 662s 38 English for Academic Study Text To eT en eel Reading for academic purposes Reading is a very important language skill for students to develop in order to study effectively, because during their academic courses they may be expected to read many pages in a week, possibly hundreds! Ir seems fairly obvious that the more someone reads the better a reader he/she will become. Reading will also help in the reader's efforts to develop other language skills. According to Pulido (2003), 'as you read you will develop a wider vocabulary.. She goes on to provide statistical evidence to back up her claim. It is generally believed that good readers also make good writers. Reading can act as a model for writing as the reader is exposed to, and absorbs, everwidening patterns of writing forms and styles. Bassett (2010) expands on this theme below: Reading stories in an extensive reading programme will improve reading fluency by increasing automaticity in processing, and will also improve proficiency in writing, listening, and speaking ~ provided that the student realy is reading extensively [..} reading 40 or 50 graded readers in a year. Bassett’s focus is on graded readers, but arguably the type of text should suit the needs and nterests of individuals. What is more relevant is the reference to ‘increasing automaticity in processing’ and how this impacts on other areas of language learning and development. ‘Automaticty’ can be defined as ‘fast, effortless and accurate word recognition that grows out of practice and instruction. Automatiity allows students to retrieve words quickly from memory and concentrate on other aspects of reading, such as comprehension’ (University of North Carolina, 2011). It seems safe to assume as wel that a wider vocabulary will facilitate reading. Developing vocabulary and grammar unconsciously through reading is often more effective than hours spent working through a vocabulary or grammar book in an effort to memorize words or structures. With growing competence in the language, students should also gain more confidence. The more confident they are, the more they will be motivated to use the target language ~ to experiment with it and increasingly to improve their competence. All this applies equally to a student's efforts to learn a foreign language as it does to their own first language. If the focus is English for academic purposes (EAP) then most of the materials used will \ normally be on academic topics, or at least topics which are thought to be interesting for ‘serious’ readers. The topics are chosen because it is considered that they should be interesting for language learners to read no matter what they are going to study on their | academic courses. Selected texts normally contain examples of vocabulary which are | typically academic and the types of language structures commonly found in academic texts. Students will be exposed to language which is directly relevant to their specific fields of study when their own academic programmes begin. The aim of EAP programmes isto help students develop effective reading skills before joining their academic departments. In some4s 6s % Reading for academic purposes . ee on rc ee eel cases they may have already begun their academic studies and are attending insessional courses; here, texts may be chosen which are more directly relevant to theit area of study. This will particularly be the case if they have begun what is often referred to asa ‘dedicated! course which blends academic English language learning with a particular course such as English for Food Science. In academic reading classes, students are often expected to read a selection of diferent texts con the same topic. To a greater or lesser extent this simulates what might be expected on theit academic programmes, with each text containing different features. Different viewpoints may be expressed, or more detail may be given in one text than in another, or the focus may vary. Students are also often expected to research the topic themselves and so need to develop the habit of reading around the subject. This is an important skill to work on. Students also need to learn how to analyze what they are reading: for example, to read and think critically about content and style, and the argument put forward by the writer. Kurland (2000) differentiates between critical reading and critical thinking. He describes the former as ‘careful, active, reflective, analytic reading’, whereas critical thinking ‘involves reflecting on the validity of what you have read in the light of our prior knowledge and understanding of the world’. The critical reader would never accept everything in a text being accurate or acceptable, or well written, without careful consideration: likewise, che reader would apply his/her critical chinking powers in order to reach a conclusion about the contents. Some writers try to persuade readers to accept a point of view with which the readers may not agree, whilst some texts may be strongly biased, giving only one side of the argument rather than a balanced view. Readers need to be critical, for example, when researching material on the Internet, as some sources may not be reliable ~ although the same could be said about many text types and media sources. Reading serves a purpose. For example, a novel may be read simply for entertainment, or because the reader has read something before by the same author and liked it; or a book may be picked up to fil the time on a flight or a train journey. Some people read merely because reading is a hobby. People read newspapers to check on current events. The purpose for reading at university or school, however, is usually to learn something, to complete an assignment, to prepare for a lecture or tutorial, or to revise for an exam. For instance, students might be reading to find information that would help them complete the following assignment: English is referred to as a global language. What are the advantages and disadvantages of global languages? Discuss. Ieis important to keep the reading purpose in mind while reading a text; this way, the reader can make decisions about the most effective way to read that text. By keeping the purpose in mind, the reader can decide whether to read quickly through a text, or skip some of the material and spend time reading carefully through the parts that help achieve the task. Sage ad at7 } Text la EZ EAP courses provide the learner with an ideal opportunity to acquire good reading routines, When students embark on their academic programmes they are expected to read widely and independently. They should get into the habit of reading in English for atleast % 30 minutes each and every day of the week. The important thing about reading on an EAP course, or reading in general at university, isnot to be content with reading only what is supplied, Students must learn to read independently and regularly and to recognize that while this may benefit their academic work specifically, the act of reading is also a reward in itself, There are excellent publications to be found relating to every field of interest; many are now available online. Students may decide that material they read independently should relate to their intended area of study. This is often the case for postgraduate students, especially if they have already been provided with a reading list by the department they are to join, However, in reality it does not matter what is read independenely at this stage as long as good reading habits are being developed, and the reader learns to enjoy reading and benefit from the experience. What students read, as well as where and how, relates back to the reading purpose and to the level of concentration required. os T Ukrimately, the more one reads, the better reader one should become as long as good reading habits are developed. There are some interesting statistics to consider in this context. To take vocabulary acquisition as an example, research suggests that readers will need to be exposed to a new vocabulary item (a word or phrase) at least 12 times in different ways before that item becomes ‘active’ in their lexicon (see Nation, 1990). An individal/s lexicon consists of all the vocabulary items that are both passively or actively known. Vocabulary items are said to be ‘active’ when they can reliably and automatically be used ~ for example, to understand a reading text or to communicate information or ideas. Regular reading will help provide the necessary level of exposure. Further research by Nation (2001) has also shown that learners reading in a foreign language need to understand at least 80% of the words in a text before that text can be read with the same amount of understanding as an educated native speaker. Nation (2001) claims that to read with ‘minimal disturbance from unknown vocabulary, language users probably need a vocabulary of 15,000 to 20,000 words. In sum, the more readers read, the quicker and better they should be able to read with understanding, References Bassett, . (2010). Reading stories to a better English. Retrieved April 11, 2011, from www [Link]/4676/ rennfer-bassettreading-storesbetter-englsh/ Kurland, DJ. (2000). What is critica thinking? Retrieved Apri 11,201, from [Link]/citca_thinking.htm Nation, B (1990), Teaching and leaning vocabulary. Boston, MA: Heine & Henle Nation, (2001), Learning vocabulary in another language. Cambridge: Cambridge University Press. Pulido, D. (2003). Modeling the roe of L2 proficiency and topic familiarity in L2 incidental vocabulary acquisition through reading. Language Learning 53, 233-284 University of North Carolina (2011). Learn NC [website]. Chapel Hil, NC: School of Education, Univesity of North Carona ‘at Chapel ll. Retneved December 19, 201, from [Link] orgtefeence/automaticity Useful website ‘Adamovic,M. (2008). Online utility. Retrieved June 8, 2011, from [Link]/englh/readabilty Jo Slag, ISLC, Universiy of Reading, UK English for Academic StudyTextb BURCEICTIOPEUD EM 6 » The SQ3R reading and study system The SQ3R system was developed in the 1940s and has been used successfully since then. Introduced by Robinson (1946), it is especially useful for reading academic texts, because it helps the reader to understand and to remember the information in them. The term ‘SQ3R’ stands for Survey, Question, Read, Recall and Review. These are the five steps you need to take when reading an academic text purposefully, particularly if you want to understand a text fully in order to achieve a goal such as completing a writing task or preparing for a tutorial, ‘The first step, to survey the text, means that you should look atthe ttle, section headings, images and graphs and other figures in the book or article. Itis also important to think about what the written style cantell you about the type of text itis (eg, isitan academic text Is it an introductory textbook or a peer- reviewed research article?) and briefly check any references in order to get some idea of the source(s) of the material. After surveying the text, you should begin to question. The first questions should relate to the overall topic. Ask yourself:‘What do I already know about thist"“What more do I need to know?’ A longer text ‘may be divided into sections, each one with a heading, and you can ask similar questions ofeach section. You could turn each heading into a question and think about what information might be given. For example, an article about ‘contemporary culture’ might have a section headed “The role of museums’. This could easily be turned into questions, eg. ‘What is the role of museums in contemporary culture?" The first of the three Rs is read. At this point you are likely to use several different reading strategies. ‘The first step isto skim the article for a general idea about the text - reading forthe ‘gist. This will help you become more familiar with the content ~ giving you a global view and enabling you to see more clearly how the text is organized, Next you need to scan the text and see if any of your questions are answered, Finally, read intensively the parts of the text that you have already decided are likely to be ‘most relevant, and identify the main ideas and any other useful information (including, where relevant, the sources of information, as indicated by the references). A good way to find useful information again ~ for example, to use in an assignment or in examination revision is to mark the information using underlining ora highlighter pen and/or to write notes in the mar The second R is recall. To recall means to ‘remember’. Recalling is an essential aspect of the reading process. It can be done at various stages in reading a text - for example, in the case of longer texts, after reading paragraphs and/or sections. You should cover up the text you have read and try to remember the main points. Have your questions been answered? What information was given in each paragraph or section? Recalling this information will tell you how much you have actually understood. If you cannot remember a point, look at the text again, check your understanding of what you have read and repeat the point to yourself. This process also helps you focus on the essentials of the text and express these in your own words, At this point you could write down everything you remember in note form ~ possibly set out as a mind map. ‘The final R is review. At this stage you should check the text again to make sure your notes are accurate and you have written down everything you need from the text. Reference Robinson, F. P. (1946). Effective study. New York/London: Harper & Brothers. Source: Brewer, S (2008). The $Q3R reading and study system, Unpublished manuscrit, International Study and Language Cen, Universty of Reading, UK Reading & Writing Source Book~ SUS (eT el EKA BEYOND FOSSIL FUELS fossil fuel use (1) KRISTIANSTAD, Sweden - When this city vowed a decade ago to wean itself from fossil fuels, it was a lofty aspiration, like zero deaths from traffic accidents or the Selimination of childhood obesity. But Kristianstad has already crossed a crucial threshold: the city and surrounding county, with a population of 80,000, essentially use no oil, natural gas or coal to heat homes 1» and businesses, even during the long frozen winters. It is a complete reversal from 20 years ago, when all of their heat came from fossil fuels. ‘Te cy of Krienstag in southern Sweden us fossa for beating ~ even dung wate. This area in southern Sweden, best known 18 as the home of Absolut vodka, has not generally substituted solar panels or L wind turbines for the traditional fuels it Using waste, Swedish city cuts its txtza PRPC, | has forsaken. Instead, as befits a region that is an epicentre of farming and food 2 processing, it generates energy from a diverse assortment of ingredients like potato peels, manure, used cooking oil, stale cookies and pig intestines. A massive ten-year-old plant on the outskirts of 2s Kristianstad uses a biological process to transform this detritus into biogas, a form of methane. The gas which is produced is burned to create heat and electricity, or is refined as a fuel for cars. Once the city 0 council got into the habit of harnessing power locally, they began developing fuel from a variety of sources: Kristianstad also burns gas emanating from an old landfill and sewage ponds, as well as wood waste 3 from flooring factories and tree pruning. ‘gas rom waste 1s burned to create heat and electncty oF the Gly’ homes and businesses, or refined as uel for venice. English for Academic StudyI i Over the last five years, many European countries have increased their reliance on renewable energy, from wind farms to hydroelectric dams, because fossil 4 fuels are expensive on the Continent and their overuse is, effectively, taxed by the European Union's carbon trading system. Nonetheless, for many agricultural regions, a crucial component of the renewable 4s energy mix has become gas extracted from biomass like farm and food waste. In Germany alone, about 5,000 biogas systems generate power, in many cases on individual farms. Kristianstad has gone further, 50 harnessing biogas for an across-the-board regional energy makeover that has halved its fossil fuel use and reduced the city's carbon dioxide emissions by one-quarter in the last decade. According to Lennart ss Erfors, the engineer who is overseeing the transition in this colourful city of 18th- century style houses, it is a much more secure energy supply and it has helped create employment. & In the United States, biogas systems are quite rare, There are currently only 151 biomass digesters in the country, most of them small and using only manure, according to the Environmental Protection és Agency. The EPA has estimated that installing such plants would actually be feasible at about 8,000 US farms. However, so far, such projects have been limited by high initial costs, scant government 7» financing and the lack of a business model. There is no supply network for moving manure to a centralized plant and no outlet to sell the biogas generated, Still, a number of states and companies are considering 7 new investment. Two California utilities, Southern California Gas and San Diego Gas & Electric, have filed for permission with the state's Public Utilities Commission to Sustainable energy ERESE Using wastay’Swedish city euts He fossil fuel Use CIA aA mgt AL as Many Euopean counties ae making more use ol renengbe tnegy rom wad fms and gos produced bomess digesters build plants in California to turn organic to waste from farms and gas from water treatment plants into biogas that would feed into the state's natural-gas pipelines after purification. Using biogas would help the utilities meet requirements in California as and many other states to generate a portion of their power using renewable energy within the coming decade. Source: Adapted tom Rosenthal (2010, December 1). Using Trost Sneh ey Us fos fel use. The New York Ties Reteved May 9, 201, tom vewwuybrmes conv/2010/12/ cence! earths hin om The Nev York Tnes, December 11,2010. © The New York Times. Al ights reserved. Used by permsson and protectedby the Copyaght Laws ofthe Unted States. The printing, copying, fedistibuton, or evarsmsson ofthe Materal without express tite pemison prohibited Pe Reading & Writing Source Bookj BEYOND FOSSIL FUELS fossil fuel use (2) Both natural gasand biogas create emissions when burned, but far less than coal and oil do, Unlike natural gas, which is pumped from deep underground, biogas counts as s a renewable energy source: its made from biological waste that in many cases would otherwise decompose in farm fields or landfills and yield no benefit at all, releasing heat-trapping methane into the atmosphere 1» and contributing to global warming. Interest in the initiative introduced in the southern Swedish city of Kristianstad was developed by representatives from Wisconsin Bioenergy Initiative in the USA, 's who toured similar biogas programmes in Germany to help formulate a plan to encourage the industry. The policy director of the Wisconsin group describes biomass as an ‘opportunity fuel’. Like Kristianstad, 1» California and Wisconsin have an inadequate supply of fossil fuel to meet their needs but produce a great amount of waste from food processing and dairy farms. Biogas plants can devour vast quantities 2 of biological waste and manure that would otherwise pollute the air and could affect water supplies, turning these materials into an energy source. In Kristianstad, old fossil-fuel technologies 30 coexist awkwardly alongside their biomass replacements. The type of tanker truck that used to deliver heating oil now delivers another type of biomass fuel: wood pellets, the main heating fuel in the region's more 3s remote areas, English for Academic Study LPLam (Using waste) Swedish city cuts its fossil fuel use Using waste, Swedish city cuts its Ketaria clove al ering ons, erssons enaly by sng wood peels heat acy reenouse, The start-up costs, covered by the city and through Swedish government grants, have been considerable: the centralized biomass heating system cost $144 million, 40 including constructing a new incineration plant, laying networks of pipes, replacing furnaces and installing _ generators. However, officials say the benefits have already been significant: Kristianstad now 4s spends about $3.2 million each year to heat its municipal buildings rather than the $7 million it would spend if it still relied on oil and electricity. It fuels its municipal cars, buses and trucks with biogas fuel, s0 avoiding the need to purchase nearly half a million gallons of diesel or gas each year. The operations at the biogas and heating plants generate income, because farms and factories pay fees to dispose of their waste ss and the plants sell the heat, electricity and car fuel they produce. ——Kristianstad’s energy conversion is rooted in the oil price shocks of the 1980s, when the city could barely afford to heat its schools ¢0 and hospitals. To save on fuel consumption, the city began laying heating pipes to form an underground heating grid known as ‘district heating’. Such systems use one or more central furnaces to heat water or 6s produce steam that is fed into the network. It is far more efficient to pump heat into a system that can warm an entire city than to heat buildings individually with boilers, District heating systems can generate %0 heat from any fuel source, and like New York City’s, Kristianstad's heating supply initially relied on fossil fuel. After Sweden became the first country to impose a tax ‘on carbon dioxide emissions from fossil 7 fuels, in 1991, Kristianstad started looking for substitutes. By 1993, it was taking in and burning local wood waste, and in 1999, it began relying on heat generated from the new biogas plant. Some buildings & that are too remote to be connected to the district heating system have been fitted with individual furnaces that use tiny pellets that are also made from wood waste. Burning wood in this form is more 88 efficient and produces less carbon dioxide than burning logs does; such heating has given birth to a booming pellet industry in northern Europe. Government subsidies underwrite purchases of pellet furnaces by 5 homeowners and businesses; pellet-fuelled heat costs half as much as oil. Having dispensed with fossil fuels for heating, Kristianstad is moving on to other challenges. City planners hope 5 that by 2020 total local emissions will be 40 percent lower than they were in 1990, and that running the city will require no fossil fuel and produce no Kristianstad’s munerpal vehicles now run on biogas fue, allowing considerate savings cn conventional uel vw accounts for 60 percent of fossil fuel use, so city planners want drivers to use cars that run on local biogas, which municipal vehicles already do. That will require increasing production of the fuel. vs Kristianstad is looking into building satellite biogas plants for outlying areas and expanding its network of underground biogas pipes to allow the construction of more filling stations. At the moment, this 1 is something of a chicken-and-egg problem: even though biogas fuel costs about 20 percent less than gasoline, consumers are reluctant to spend $32,000 (about $4,000 more than for a conventional car) on a us biogas or dual-fuel car until they are certain that the network will keep growing. Source: Adapted fom Rosenthal (201, December 1) Using wast, Sed cy cuits fos fuel wse. The NewYork Tees. Retieved May 9, 2011, fom www ysis com/2010"21Vscence/ carbs hint From The New York Times, December 11,2010. The New Yor Ties Aight reserved. Used by permission and protected by the Copyight Laws ofthe United States. The pring, copying, tedstrbuton oF revansmason ofthe Mateval without express emissions at all, Transportation now —_wnttenpesson sponte. Reading & Writing Source Book