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USE THE WEB TO CONNECT WITH “IDEAS IN MOTION” Two years ago, I began to notice that my students had stopped writing and had begun pointing. And clicking. They were downloading information from the World-Wide Web and pasting it together, effortlessly in a document on the computer screen. That was what the modern term paper had become. I wrote an essay about the change for The Chronicle and to my surprise, I soon found my words reprinted all over the world and myself cast as a voice of dissent enemy of technology. That was when I learned that the right few words written at the right time in the right place can have more influence than those big books that I had written over for many years, for the edification of the few and the dedicated. Ours is an age of instant data and sudden polarity. We are all supposed to be for or against things and if we waver, protest, or point out the complexities, supposed to be for or against things, and if we waver, protect, or point out the complexities we are dismissed as academic wafflers who have forgotten the value of clarity. I resented being called anti-technology. When we examine something seriously, we almost always find that it has both good and bad points. So it was with my examination of the Web. Improving dramatically each season, the Web offers instant access to information that previously we would have needed days or weeks to collect. That is truly remarkable. We take knowledge all themore for granted if we confuse it with information. They are by no means the same thing. Information is the details, all those data that are now so easy to locate. Knowledge is being able to put the details together and make a clear conclusion. That is what students are not being trained to do. They trust the data they download a lot more than their own ideas. But I don't want to complain any more about students' honest efforts to save themselves some time. I teach engineers Philosophy, Literature, and the Meaning of Communication. I love Technology, and I use it all the time. from clarinets and cars to word processors and digital audio systems. A teacher's duty it to inspire, and you can't inspire by complaining. I don't want to be remembered as that cranky professor who pointed out that the Web makes students forget how to think for themselves. The Web can have that effect, but it also can do much that is positive. I've changed my approach to the Web. I now insist that my students use it as much as possible. But I don't want them to simply download information, and I especially don't want them just to print out a number of Web pages and hand them in to me with a satisfied grin: "Sir, I've been working hard on research." Instead, I want my students to use the Web for what it was first designed to do - to allow an individual user to connect with other people, and with their developing ideas. Printed material is still the best place for well-formed and clearly articulated ideas. But on the Web, you can find ideas in motion and you can communicate far more easily with the people who produced the printed material than was possible before we all went on line. If student writes a well-worded, careful and important question, then the mind at the other end might very well answer - not just direct the student to some published reference, but respond directly to the question. Some of us are besieged by lots of unwanted e-mail messages, but most of us still consider the genuine inquiries with gravity as we sort out the chaff. In fact, communicating with people is an obvious way to use the Web, and students are already doing it all the time from making dates to buying stocks and auctioning cars. But when it comes to college, they still use the Web only to download data to add their own thinking with juicy-sounding facts and sound bites. In another class I teach on technology and human values. My students have to find their own readings on the topic, and then they have to check each item's legitimacy by finding out who is'behind the material and what that person's biases are. I insist that they not simply look up information about the Web pages' makers, but ask those people pointed questions in e-mail messages. People are always behind information, sometimes they hide from the public, but most often they are accessible. We need to teach our students to use their computer, to have a dialogue with the people behind the ideas. The biggest difference between the computer and the television set should not be how close we're allowed to sit to the screen, but how much we are able to communicate with what is behind the images By David Rothenberg David Rothenbers is an associate professor philosophy at the New Jersey Institute of Technology. He is a co-editor, with Michael Tobias and, Patrick Fitzgerald of A Parliament of Minds: Philosophy for a New Millennium, to be published by SUNY Press this fall in conjunction with the PBS series of the some name. Vocabulary: web - паутина, сеть (компьютерная); to connect (with) - связывать(ся), соединять(ся); in motion - в движении; to notice - замечать; to point - указывать; to click - щелкать ("мышкой", кнопками клавиатуры); to down-load - доставать, извлекать; to paste - склеивать, соединять вместе; отпечатывать; effortlessly - без усилий; screen - экран, дисплей; term - здесь: семестр; essay - эссе, очерк; to destroy - разрушить; quality - качество; research - исследование, изучение; point of view - точка зрения; cast - здесь: играть роль, звучать; dissent - амер. оппозиционер; influence - влияние, воздействие; edification - назидание, поучение; dedicated - преданный, посвятивший себя (долгу, делу); instant - мгновенный; to suppose - полагать, предполагать, считать; to waver - колебаться, быть в нерешительность; дрогнуть; complexity - сложность, запутанность; to dismiss - увольнять; отвергать; waffler - англ. несущий чепуху; трепач; value - ценность; clarity - ясность, прозрачность; to resent - негодовать, возмущаться; обижаться; to examine - рассматривать; point - точка, пункт; сторона; to improve - улучшать, совершенствовать; to offer - предлагать; access (to) - доступ (к); previously - предварительно, заранее, ранее; remarkable - замечательный, удивительный; cartoon - мультфильм; op-ed - страница в газете, дающая противоположные мнения; piece - здесь: статья; to take smth. for granted - принимать как должное; to confuse (with) - смешивать (с), путать; detail - деталь, подробность; to put together - соединять; conclusion - заключение; to prefer - предпочитать; to trust - верить, доверять; to complain - жаловаться; honest - честный; communication - общение; clarinet - кларнет; digital - цифровой; duty - обязанность, долг; to inspire - вдохновлять, воодушевлять; oracle - оракул; предсказание, прорицание; cranky - эксцентричный; approach - подходи; to insist - настаивать; to hand in - вручать; grin - усмешка; designed - предназначен(ный); to allow - позволять, разрешать; clearly-articulated - четко сформулированный; reference - справочник; to respond - отвечать; besieged - осажденный; genuine - подлинный, истинный; inquiry - расследование; следствие, допрос; gravity - важность, серьезность; торжественность; to sort out - сортировать; chaff - отбросы; thinking with juicy-sounding facts and sound bites. obvious - очевидный, явный; stocks - акции; to auction - продавать с аукциона; sound - здравый; value - ценность; to focus on - уделять основное значение, подчеркивать; item - вопрос, пункт; legitimacy - законность, узаконенность; to find out - выяснить, обнаружить; bias - пристрастие; to insist (on) - настаивать (на); to hide - прятать(ся); скрывать(ся); accessible - достижимый. Word Study. Ex. 1. Match the phrases with their Russian equivalents: 1. term paper a/ лучше обученный 2. under protection b/ четко сформулированные мысли 2. voice of dissent c/ век мгновенного получения данных 4. environmental-ethics class d/ человеческие ценности 5. right place e/ под защитой 6. age of instant data f/ ни в коем случае 7. person's bias g/ семестровая работа (письменная) 8. better trained h/ энергичный студент 9. cranky professor i/ нужное/верное место 10. instant access j/ курс экологической этики 11. by no means k/ голос оппозиционера 12. human values l/ опубликованный справочник 13. clearly-articulated ideas m/ эксцентричный профессор 14. oracle of complaint n/ человеческое пристратие 15. spirited student o/ настоящее исследование 16. astonishing ease p/ инициативный студент 17. enterprising student q/ мгновенный доступ 18. published reference r/ оракул жалоб 19. genuine inquiry s/ поразительная легкость Ex. 2. Match the phrases with their Russian equivalents: 1. to hide from the public a/ ценить ясность 2. to inspire students b/ изменить подход 2. to trust the data c/ соединять 4. to hand in the papers d/ заставлять кого-то делать что-то 5. to buy stocks e/ покупать акции 6. to put together f/ драматически изменять 7. to locate the data g/ вручать письменные работы 8. to value clarity h/ доверять данным 9. to make smb. do smth. i/ продавать машины с аукциона 10. to improve dramatically j/ вдохновлять студентов 11. to auction cars k/ скрываться от публики 12. to change one's approach l/ размещать/находить данные Ex. 3. Translate the following expressions. Use them in the sentences below. to take smth. for granted; to one's surprise; to hide from public; instant data, accessible; previously; warning of impending danger; the teacher's duty; to connect with; was first designed for; to amass information; to improve dramatically each season; to complain; to separate truth from fantasy; to hand in; behind information; to be worth of responding; to mean the same; to inspire students; giant in his field; to be besieged by scads of e-mail messages; protection of wilderness; reprinted all over the world; instant access to information; to find out; printed materials, term paper; to represent ideas in motion; to mean the same; clearly-formulated ideas.
Comprehension Check. Answer the following questions: 1. What is WWW? What was it first designed for? What opportunities does itprovide? 2. Who is the author of this publication? What is his profession? 3. What subjects/courses does he teach (he mention 5 of them)? 4. Complete the phrase "The right few words written in the right time..." 5. What is the author's conclusion? 6. What is the teacher's duty? 7. In what case it's impossible to inspire? 8. Is it easy now to track down the e-mail addresses of the prominent writers and thinkers? 9. Under what condition they will respond a student's question? 10. What does professor mean, saying "People are always behind information".? Topics to Discuss.
Text I-D GIVE ME A HOME WHERE MONITORS ROAM “Welcome to the Rose residence.” That's what visitors hear when they approach the front door of Michael T.Rose's home in Potomac, Md. The greeting is not offered by Rose, however, but by the house itself. Rose's automated residence takes care of a lot of daily details. Sensors on the roof detect snow and trigger heating elements in the driveway. The house has a series of "living modes" - from "good morning," which fills the bathtub and turns on the TV, to "night time party," which sets temperature and lighting and plays music. "In 1990, when we did it, it was considered very ahead of its time," says Rose, a real-estate developer, "but I think by the beginning of next millennium, it's going to be more and more common." The Roses' home, with its brick exterior provides some down-to-earth insights into the way our living areas are likely to evolve in the 21st century. Besides being automated, it's a "casual, fun house," says Rose, and, in that respect, it's the shape of things to come. The rise of the so-called great room, a combined space that replaces the traditional living, dining and family rooms, has been one of the most noticeable shifts in our architectural preferences over the past decade or so - and is likely to persist. Unfortunately, at the moment, great rooms have a tendency simply to become bigger, louder television rooms. There are forecasts, though, that the portability promised by wafer-thin, flat-screen TVs will break this social logjam, as no one room will ever again need to be dominated by the box. TVs, by the way, aren't the only appliances that will have a different look in the future. Refrigerators and other home devices in the next millennium will "shift toward cool tonalities" - sky blue, say - and also move toward metallics like chrome and copper. Say what you will, but we'll all be a lot thinner if we have to see ourselves reflected on a chrome refrigerator door. Our houses are likely to evolve structurally as well. Lumber prices are up, so builders are already turning to materials like steel and concrete. Someday, we may even have homes made largely of plastic. But we will not be living in domes or pyramids. Architects point to the current neo-traditionalist movement, marked by the return of the front porch. "As technology becomes impersonal," he says, "we long for a connection back to the personal, and the home is one of the things that can be that for us." But technology doesn't have to be impersonal. Smart houses will allow us to personalise nearly every facet of our environments, and, as time goes on, do it in ever more personal ways. Tod Machover, professor of music and media at the MIT Media Lab, is engaged in a 10-year research project entitled "Things That Think," exploring ways to sever the technological tethers that force us to sit at a computer in order to use one. Machover envisions a time when you will not only send information to your house - to dim the lights, say, or play music - but will receive information from it without the need to operate a keyboard or remote. Sensors in your shoes might transmit your vital signs into the floor. Your home could then monitor your medical condition, or just your mood, and respond appropriately. "It might act as a counterpoint," says Machover. "If it saw you were very tense, it might pull you toward relaxation." They say home is where the heart is. In the future, it may be where the brain is. THE MILLENNIUM NOTEBOOK kendall hamilton Vocabulary. residence - жилище approach - приближаться front - входной greeting - приветствие roof - крыша trigger - включать (сеть эл-тов) heating - нагревательный driveway - подъездная дорожка mode - здесь: режим bathtub - ванная be considered - считаться be ahead (of) - быть впереди real-estate - недвижимость common - обычный brick - кирпич exterior - экстерьер, внешний вид space - космический provide - обеспечивать down-to-earth - земной insight (into) - проникновение likely - очевидно, вероятно evolve - развиваться, эволюционировать casual - случайный in that respect - в этом отношении shape - размер, форма replace - заменять, замещать noticeable - заметный shift - сдвиг, изменение preference - предпочтение decade - десятилетие persist - здесь: оставаться, сохраняться fewer - меньше desire - желание be social - общаться unfortunately - к сожалению forecast - предсказывать portability - портативность wafer - вафля flat screen - плоский экран logjam - амер. затруднение, препятствие dominate - господствовать, доминировать appliance - прибор predict - предсказывать device - прибор copper - медь be reflected - отражаться lumber - лесоматериалы turn to - обращаться к steel - сталь concrete - бетон dome - купол current - текущий, современный movement - движение, тенденция porch - амер. внутренняя терраса long for - страстно желать smart - (остро)умный, сообразительный facet - здесь: грань environment - окружение be engaged (in) - заниматься (чем-то) explore - исследовать tether - путы; предел, ограничение envision - предвидеть dim - притушить, приглушить keyboard - клавиатура remote - дистанционный пульт transmit - передавать vital - (жизненно) важный monitor - контролировать, отслеживать respond - реагировать appropriately - соответственно counterpart - равноправный партнер tense - напряженный Word Study. Ex. 1. Match the phrases with their Russian equivalents:
13. to explore the ways of m/ обнаружить снег 14. to operate a keyboard n/ приближаться к входной двери Ex. 2. Match the phrases with their Russian equivalents:
4. in that respect d/ клавиатура или дистанц. пульт
13. chrome and copper m/ размер предметов 14. medical condition n/ в этом отношении Ex. 3. Translate the following sentences into English.
16. В будущем все будет выглядеть совершенно по-другому (absolutely differently). Comprehension Check. Answer the following questions: 1. What are the first words heard by visitors approaching Rose's residence? 2. What does Rose's automated house take care of? 3. What kind of "living modes" does the house have? 4. Why is it considered to be a prototype of the house of the 21st century? 5. What do Sarah Susanka nd Margaret Walch predict? 6. Will our houses evolve structurally? 7. What is the current neotraditionalist movement marked by? 8. What is Tod Machover engaged in? 9. What are his predictions for the future? 10. What will the house be able to monitor in future? Topics to Discuss. 1. Rose's automated residence and its "living modes". 2. A tendency in the home interior. 3. Predictions of Sarah Susanka nd Margaret Walch. 4. Structural evolution of houses in the future. 5. Impersonal technology. 6. House as your counterpart. Text II-A LANGUAGES A language is a system of communication used within a particular social group. Inevitably, the emotions created by group loyalty get in the way of objective judgements, we are often merely making a statement about our prejudices. It is highly instructive to examine these occasionally. I myself have very strong prejudices about what I call Americanisms. I see red whenever I read a certain popular woman columnist* in a certain popular daily paper. I wait with a kind of fascinated horror for her to use the locution "I guess", as in "I guess he really loves you after all" or "I guess you'd better get yourself a new boyfriend". I see in this form the essence of Americanism, a threat to the British Way of Life. But this is obviously nonsense, and I know it. I know, that "I guess" is at least as old as Chauser, pure British English, something sent over in the "Mayflower". But, like most of us, I do not really like submitting to reason; I much prefer blind prejudice. And so I stoutly condemn "I guess" is an American importation and its use by a British writer as a betrayal of the traditions of my national group. Such condemnation can seem virtuous, because patriotism - which means loyalty to the national group - is a noble word. While virtue burns in the mind, adrenaline courses round the body and makes us feel good. Reason never has this exhilarating chemical effect. And so patriotic euphoria justifies our contempt of foreign languages and makes us unwilling to learn them properly. Chinese is still regarded in the West as a huge joke - despite what T.S. Eliot calls its "greatly intellectual dignity" - and radio comedians can even raise a snigger by speaking mock-Chinese. Russian is, of course, nothing more than a deep vodka-rich rumble bristling with "vich" and "ski". As for German - that is an ugly language, aggressively guttural. We rarely admit that it seems ugly because of the painful wars, that it is all a matter of association. Sometimes our automatic sneers at foreign languages are mitigated by pleasant memories - warm holidays abroad, trips to the opera. Italian can then seem beautiful, full of blue skies, "vino", sexy tenors. Trippers to Paris, on the other hand, furtively visiting the "Folies Bergere", project their own guilt on to the French language and see it as a "naughty", even "immoral". We are normally quick to observe regional variations in the use of the national language, but we feel less strongly about these than we do about class divisions in speech. If we speak with a Lancashire accent*, we will often be good-humoured and only slightly derisive when we hear the accent of Wolverhampton or Tyneside. Sometomes we will even express a strong admiration of alien forms of English - the speech of the Scottish Highlands, for instance, or Canadian, as opposed to American. But we feel very differently about English speech when it seems to be a badge or banner of class. The dialect known variously as the Queen's English or BBC English or Standard English was, originally, a pure regional form - so-called East Midland English, with no claim to any special intristic merit. But it was spoken in an area that was, and still is, socially and economically pre-eminent - the area which contains London, Oxford and Cambridge. Thus it gained a special glamour as the language of the Court and the language of learning. It has ever since - often falsely - been associated with wealth, position, and education - the supra-regional dialect of the masters, while the regional dialects remain the property of the men. In certain industrial areas it can still excite resentment, despite the fact that it is no longer necessarily goes along with power and privilege. by Anthony Burgess. Note:
Vocabulary particular - тот или иной, конкретный inevitably - неизбежно create - создавать loyalty - преданность judgement - суждение merely - просто statement - утверждение prejudice - предубеждение examine - рассматривать occasionally - время от времени fascinate - очаровывать, пленять horror - ужас locution - оборот речи, идиома essence - суть threat - угроза obviously - очевидно nonsense - чепуха pure - чистый submit (to) - здесь: передавать на рассмотрение prefer - предпочитать blind - слепой stoutly - здесь: стойко condemn - судить betrayal - предательство condemnation - осуждение virtuous - добродетельный noble - благородный virtue - сила, эффективность, достоинство course - здесь: курсировать reason - причина, повод exhilarating - оживляющий justify - оправдывать contempt - презрение, пренебрежение unwilling - нежелающий properly - как следует, должным образом regard - рассматривать huge - огромный despite - несмотря на dignity - достоинство raise* - вызвать snigger - хихиканье mock - здесь: поддельный, имитирующий rumble - грохочущий, громыхающий bristling (with) - изобилующий (чем-то) ugly - безобразный guttural - гортанный rarely - редко admit - допускать, признавать painful - болезненный matter - вопрос sneer - насмешка, высмеивание mitigate - смягчать, ослаблять, уменьшать furtively - украдкой, скрытно guilt - вина naughty - здесь: шаловливый division - (под)разделение slightly - слегка derisive - ироничный alien - иностранный as opposed to - в противовес (чему-то) badge - значок banner - знамя variously - по-разному claim - утверждение intristic - внутренний, присущий merit - достоинство pre-eminent - выдающийся contain - включать glamour - обаяние, очарование falsely - ошибочно supra - сверх, свыше remain - оставаться property - собственность, достояние excite - здесь: вызывать resentment - негодование, чувство обиды go* along - продолжать, идти вперед Word Study. Ex. 1. Match the phrases with their Russian equivalents:
2. exhilirating effect b/ благородное слово
6. huge joke f/ так называемый
9. their own guilt i/ внутреннее достоинство
12. intristic merit l/ их собственная вина Ex 2. Match the phrases with their Russian equivalents:
Ex. 3. Translate the following sentences into English.
10. Мы четко различаем (clearly distinguish) региональные вариации в использовании национального языка.
следует изучать.
Comprehension Check. Answer the following questions: 1. What is a language? 2. Do the English learn foreign languages willingly? 3. Is the writer amused by his own prejudices about languages? 4. Is it bad to use American Expressions in British English?
cultures? 6. How does the author describe foreign languages? 7. What is meant by "Queen's English"? 8. What is it associated with? Topics to Discuss. 1. English as opposed to foreign languages. 2. The Queen's English. 3. British English and American English. Text II-B THE POWER OF THE SPOKEN WORD Arguments and debates can be exhilarating experiences. But those wishing to be more persuasive must first make sure they prepare. If you say "I am having an argument", most people will assume that you are picking a fight. But this need not necessarily be so. The ability to argue in a controlled way is a fundamental skill. It is used by lawyers, politicians, campaigners and many others every day of the week. Arguing well is part of the process of successful negotiation. It is far more likely to get you out of trouble than into it. Some people instinctively find that they are strong arguers. However, the art of arguing can be taught, and in many schools it is part of other subjects. Until the beginning of this century, many people considered arguing to be one of the essential elements in a proper education The Greeks and Romans, whose ideas about law, science, the arts and society have had such an enormous impact on our own culture, also influenced the way we argue. Aristotle (384-322 BC), the Greek philosopher, wrote a work called Rhetorica which laid down rules to follow in order to argue successfully. In these ancient societies, writing was used less widely than in ours and so public speaking was very important. There were no newspapers and no television to help people decide what they thought about issues. Practised speakers, known as orators, who spoke on formal occasions and at public meetings, were critical in helping to form opinions. Orators used all the tricks of rhetoric to get their points across. In Shakespeare's play Julius Caesar, Mark Antony is so angry about the assassination of Caesar, his friend, that he makes a powerful speech to the Roman people. Shakespeare, who knew from his reading about the Roman art of public speaking, gives his character powerful lines which win the people over to his side. Speaking like a true Roman orator, Antony addresses his audience with the lines, "Friends, Romans, countrymen, lend me your ears ..." If Anthony were transported in time and space to the Houses of Parliament in Britain today, lie would almost certainly recognise what was going on. He would realise that when politicians "debate" bills or motions, they are following on Horn the lines that were laid down in the ancient world. Whether he would be impressed by what he heard is, of course, another matter. To win an argument, you need to convince someone that you are right. To do tliat you have to make a good case, which requires organisation. Many people have suggested ways to do this. The same basic principles underlie most systems. Firstly, you should decide what you think. It is surprising how many people start sounding off about something without really deciding what they think about it. An opinion which has been formed without any real thought or inherited from others - friends or parents, for example - is really no more than a prejudice. Before you are able to argue on any subject, you need to understand what you are talking about. Next, you should select your arguments. The whole process of talking about your opinion and showing why it is right is known as an argument. The individual parts of the process are also called arguments. Selecting your arguments means coming up with the reasons which best support your opinion. It often helps to think of specific examples to help illustrate them. You might want to argue that nuclear power should be banned. One of your arguments might be that it is dangerous. You might want to illustrate this by giving examples of accidents that have actually happened. You should also anticipate your opponent's arguments because, as well as coming up with reasons in support of your opinion, you need to think about the criticisms that might be made of it. You need answers for these criticisms. This is one of the most powerful ways of winning over your audience. The order of your arguments is also very important. You might want to deal with the powerful and convincing arguments first. On the other hand, you might like to start with the less important ones and build up a more and more convincing case. Of course, there is more to winning an argument than just having a good case. You also need to present it properly. That means not just thinking about what you say, but also about how you say it. Over the years, people have thought up a number of techniques to make what they say persuasive. These include asking rhetorical questions (which are not meant to be answered), appealing to the audience's emotions and making effective analogies. Vocabulary. argument - спор, дискуссия; аргумент, доказательство debate - дебаты, дискуссия, полемика, спор argue - спорить, доказывать, убеждать exhilirate - оживлять, веселить persuasive - убедительный make sure - убедиться assume - полагать, считать fight - борьба ability - способность skin - кожа lawyer - адвокат, юрист negotiation - переговоры get out of the trouble - избежать проблемы essential - существенный proper - подходящий, соответствующий enormous - огромный impact - воздействие, влияние influence - влиять lay down - заложить ancient - древний widely - широко issue - вопрос occasion - случай trick - уловка assasination - убийство address - обращаться audience - аудитория countrymen - соотечественники lend - здесь: предоставить recognise - узнать, признать be going on - происходить bill - законопроект impress - впечатлять convince - убеждать case - случай require - требоваться underlie - ледать в основе sound off - разносить (новости) opinion - мнение inherit (from) - здесь: заимствовать (от) prejudice - предубеждение be able - быть способным, мочь select - выбирать, отбирать individual - отдельный reason - причина, повод support - поддерживать nuclear - ядерный ban - запрещать accident - несчастный случай, авария actually - на самом деле anticipate - предвидеть opponent - противник, оппонент deal*(with) - иметь дело (с) convincing - убедительный on the other hand - с другой стороны properly - соответственно, должным образом appeal (to) - обращаться, взывать (к) Word Study. Ex. 1. Match the phrases with their Russian equivalents:
10.enormous impact j/ убедительные доказательства
13. Formal occasion m/ умение спорить/доказывать
16. Another matter p/ успешные переговоры Ex. 2. Match the phrases with their Russian equivalents: 1. to appeal to the audience a/ победить в споре
3. to be persuasive c/ обращаться к аудитории
6. to inherit from others f/ обращаться к оппонентам
10. to win the audience j/ предвидеть критику Ex. 3. Translate the following sentences into English.
важных и закончить выступление наиболее убедительными.
убедительными, в том числе риторические вопросы (вопросы, не требующие ответа), воззвание к эмоциям аудитории и приведение убедительных аналогий.
аудитoрию. Comprehension Check. Answer the following questions: 1. What are the meanings of the word "argument"? 2. Who needs the skill of arguing? 3. Is the art of arguing an in-born (прирожденный) quality or it can be taught? 4 What is the book "Rhetoric" by Aristotle devoted to? 5. Why public speaking was so important in ancient times? 6. What is needed to convince someone that you are right? 7. What is needed to be successful in debates? 8. Is the order of presenting arguments important? 9. What is a rhetoric question? Topics to Discuss. 1. Ways in which public opinion was formed in the past. 2. A book from which we can learn the skills of arguing. 3. Two different methods for presenting the points of the argument. 4. Criticism of speaking without preparation. Text II-C the library of the future The traditional library as a depository of books and a place for students to sit at tables and study will become obsolete. Forecasting change is a highly questionable enterprise; however, this column is devoted to imaginations regarding the possible future of an information system once called libraries. When looking toward the future, there are many questions. What are we going to find when we visit a library/media center in 2005? Will we still have library/media specialists working in schools? Will there be even more feet of shelving to house books? Will there still be books, as we know them today? The traditional library as a depository of books and a place for students to sit at tables and study will become obsolete. It is not a sound educational practice to continue to have students move from general classrooms to a library for resource materials, and then to the computer lab to complete an assignment. Traditionally, school libraries have been vulnerable to budget cuts. The pressure is going to become more intense as schools move technology into the classroom. There is no rule about the mission of the school library that says it has to have four walls and racks of books. The traditional school library built of bricks and mortar is moving to one also constructed with bits and bytes. This means that the library of the future possibly may not be housed on bookshelves inside a school building. |