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DISCURSIVE WRITING
RESEARCH TECHNIQUES
TALK
TEACHER'S NOTES
Aims:
 To explore techniques and style associated with discursive essay writing
 To explore and generate ideas for research and to look in particular at written sources
and the internet
 To learn how to take notes
 To relate the activities of the unit to the purposes and requirements for standard
grade
 To study the model plan of a discursive essay
 To explore the style and content of an individual talk on the pupil's chosen topic
 To write a discursive essay, which may be used as a folio piece, using the techniques and
research skills discussed.
The materials in the pack have been designed as a series of worksheets / handouts or
proposed activities which students can work through.
Differentiation
Through pair / group and teacher support
Teacher modelling
Extension activities include: individual research, planning / writing the essay, and
preparation for the talk.
Tasks can be easily adapted for use at different levels.
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Contents
1. Note taking skills - 3 Activities and examples of texts
By the end of this task, students should be able to make effective notes using mind
mapping from a suitable text chosen by the teacher
Differentiation
The texts can be read by the teacher or the pupil.
The texts should be chosen for the pupils' ability levels.
2. Research skills using books, articles, journals, magazines and newspapers - 6 Activities
and examples of sources.
By the end of this task, the pupils should be able to evaluate a source, considering whether
it is accurate, biased or balanced, relevant, reliable, supported by evidence and up to date.
Differentiation
Group work
Teacher support
3. Research using IT - 4 activities
By the end of this task, students should be able to recognise a search engine, brainstorm
key words, understand how to narrow a search and research both sides of an argument
using the Internet. Students will use their note taking skills.
Note: Ideally, every pupil will have access to a computer in order to practice these skills.
If this is not realistic, the teacher can model the techniques and print out examples from
web sites.
Differentiation
Teacher support
4. Discursive essay writing - 5 activities, Essay Style Sheet and Writing Frame
By the end of this task, pupils should have organised their argument, written an essay plan,
discussed their ideas, recognised the stylistic features of a discursive essay and begun to
write their own essay.
Differentiation
Group work
Teacher support
Writing frame
Model Plan
5. Delivering a talk - 3 Activities
By the end of this task, pupils should understand the differences between a good essay
and a good talk, have become aware of audience, content and purpose and
expression/delivery
Differentiation
Group discussion
Teacher support
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Note taking skills
Today we are going to consider the importance of taking notes and the
skills you will need to make effective notes on any subject.
Write down why you think note-taking is an important skill and as many
methods
you canofof
taking
notes.
The
primaryas
purpose
taking
notes
is to increase learning. It is bes
What examples of notes can you think of from your everyday life?
Method 1: Keywords
It is very time-consuming to write down everything that you see or hear. By writing down just
the most important points you will save time. Make sure that you write these down accurately
and IN YOUR OWN WORDS, using abbreviations if necessary. Writing your notes under
headings will make them easier to understand later.
Activity 1
Your teacher will give you a text and ask you to take notes on the important points in it. You
should refer to the hints above and try to use suitable headings and abbreviations.
YOU SHOULD SPEND NO LONGER THAN 10 MINUTES ON THIS EXERCISE.
When you are finished, compare the notes you have taken with a partner’s.
Method 2: Mind Maps
Mind maps are a kind of diagram similar to a tree. There is a subject in
centre with different “branches” or strands leading to the information you
the
have
gathered. Often a strand represents a different theme and will have more
branches leading from it. Your teacher will show you how to construct a mind map based on
yourself.
Activity 2
Using the same text as in Activity 1, construct a mind map to show the information you have
gathered. Again, compare your mind map with your partner’s.
Activity 3
Compare your mind map with the notes you took earlier. Did you find one easier/quicker than
the other? Why? Be prepared to explain your preference to your teacher.
Your teacher will now give you another text. Using either of the methods we have looked at
today, you should take notes on the important points in the text in order to practise your skills.
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Research Skills
How do you find the information you need from books, articles in journals, magazines and
newspapers, to begin research for a discursive essay?
Firstly, you must think about exactly what information you want from the source. E.g., if
you want to know how many Scottish young people are homeless, a book about Scottish
housing would not contain the specific information you need. You must keep in mind what
EXACTLY it is that you want to find out about.
Look initially at the title of the book or article, the contents page and the index if they
are present. Do they indicate that the information you are looking for is here? If so your
next step is to skim-read the information to see if it is useful. If it seems to be, read
over it again carefully.
When you are first presented with a written source of information about the topic how
should you evaluate the source?
You should consider whether the information is:

accurate

biased or balanced

relevant

reliable

supported by evidence

up-to-date
Ask yourself:
When was the book or article written? Depending on the topic you are researching if it is
several years old it may already be out of date.
Who produced the information? An expert in their field, a journalist writing for a quality
newspaper, a well known organisation or public institution (eg. The Scottish Executive) tend
to be the most reliable sources of information.
Does the author/writer refer to a known authority or expert who agrees with their point
of view to support claims they make? Do they use statistics to back up their points?
Or does the source mainly contain the writer’s own opinions rather than facts?
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Evaluating Sources of Information
In your groups look at the following extracts and decide how useful each source is.
Bear in mind the criteria for evaluating sources that we have discussed. You must
use evidence to back up your decision.
EXTRACT 1: Is this a good source of information about the dangers of illegal drug
use? If not, what it is it a source of information about?
Source: Cheshire Police, 2002
Amphetamine
Nicknames for Amphetamine include Whizz, Speed and Uppers.
Cannabis
Nicknames for Cannabis include: Dope, Weed, Wacky-Backy, Blow, Hash, Pot, Draw
and Skunkweed; the cigarettes containing Cannabis are referred to as joints, spliffs,
reefers and roach ends.
Cocaine and Crack
Cocaine Hydrochloride is known as Charlie and Crack Cocaine is known as Rocks.
Ecstasy
The nicknames for Ecstasy include E’s, New Yorkers, White Doves, Disco Burgers,
Love Doves and Dennis the Menace.
Heroin
Heroin is also known as Smack, H and Brown.
Extract 2: Is this a good source of information about what teenagers think about
young people using drugs?
Source: Report by Children’s Express Observer, January 20, 2002
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Thomas Kielty, 16, Belfast
“Teenage experimentation isn’t a new story, yet parents and others still over react.
Parents need to chill out, spend more time talking to their children and less time losing
their heads.”
Tessa Robins, 15, Sheffield
“Cannabis use is widespread among my peers. I’ve never smoked it but I wouldn’t rule
out trying it in the future. I know some people my age experiment with class A drugs
but I don’t think it is something I, or the majority of teenagers I know, would do.”
Tom Willshire, 17, Birmingham
“As for cannabis, a mate of mine makes a good point – getting stoned is less expensive
than getting drunk.”
Jenny Roe-Stanton, 16, London
“It’s really up to young people themselves to decide what they want to do. At 16 you
are old enough to get married or to pay taxes. So you should be able to make your own
decisions on what you do in your spare time.”
Tom Fewings, 16, London
“My first response on hearing of Harry’s escapades was ‘and…?’. For my peers cannabis
is a ‘fluffy’, harmless drug, yet it was this, rather than the alcohol, that caused
concern. A drunk teenager is far more of a problem and far more likely to become an
addict.”
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EXTRACT 3: Is this a good source of information about why young people use drugs? If
not, what is it a good source of information about?
The British Crime Survey found the following results for drug use among a cross section of
the population in 1998.
Proportion of young adults who have used drugs in their lifetime, in the last year or in
the last month
16-19 yrs
20-24 yrs
25-29yrs
30-39 yrs
40-59 yrs
Ever used
49%
55%
45%
35%
17%
Last year
31%
28%
19%
9%
3%
Ever used
22%
17%
11%
4%
2%
Source: Home Office, British Crime Survey 1998.
EXTRACT 4: What is the following a source of information about? What makes it a good
source?
Information from the Scottish Crime Survey carried out in 1993 and 1996 shows
that around one in four young men aged 16-19 and around one in five young
women aged 16-19 had used drugs in the last twelve months. In 1996, for males
aged 20-24 the proportion rises to over one in three (37%).
Several recent surveys of school age children provide further evidence of drug
misuse by sections of young people in Scotland. One survey carried out in 1998
by the Research Unit in Health and Behavioural Change (Health Behaviour in
School Age Children: a WHO cross national study, HBSC) shows the range of
drugs which have been reported as ever used by a sample of young people in year
four of secondary school (Figure 2).
It is clear that cannabis is the most frequently reported drug ever used among
secondary 4 (S4) pupils in this study, with 42% reporting use. These findings are
broadly consistent with the findings of other national surveys amongst children
of school-age (e.g. those conducted by the Scottish Council for Research in
Education, Fast Forward and the Alcohol and Health Research Group).
The HBSC study also found that, of those S4 pupils who had ever tried drugs,
around one in five (22%) had first tried drugs at twelve years or younger. This
was supported by another study, carried out by the Centre for Drugs Misuse
Research at the University of Glasgow, which found that one in ten children in
year one of secondary school had reported having tried using illegal drugs.
Reports of drug misuse from other European countries show that Scotland is not
alone in this problem, other countries have similar rates of lifetime use of
certain drugs.
EXTRACT 5: What is this a source of information about? Is it a good source?
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20 January 2002, Independent
Harry's friends are no strangers to drugs
Many within the young prince's closest circle have spent time in rehab
By Cole Moreton
Of course Prince Harry experimented with cannabis. He would have felt left out
otherwise. The young royal is the baby of a circle of royals and aristocrats who
make the most of the temptations afforded to them by their wealth and
privilege. Harry seems to prefer the local pub at Highgrove to the ultra-hip bars
and clubs favoured by his older brother and the fast-living old Etonians he likes
to hang out with but both he and his elder brother William have enjoyed
exuberant holidays in Rock. The Cornish seaside village has become known as
"Kensington-on-Sea" because of the "snob yobs" (as the local MP puts it) and
girls who go there to surf all day and relax together at night.
EXTRACT 6: What makes this a good source? What is it a source of
information about?
Source: The Observer, January 20, 2002
By Viv Evans, Head of Education and Prevention Unit, DrugScope ( The UK’s
leading drug charity).
The Drug Tests Don’t Work
The approach signalled by Eton of testing their pupils for drug use and expelling
any pupil testing positive is seriously misguided. Quite apart form the civil
liberties angle, there is no evidence that drug testing is an effective
intervention in stopping drug use. It certainly does not distinguish between
someone who tries cannabis once and someone with a real drug problem.
Drug testing, which is often inaccurate, demonstrates a lack of trust that will
undermine any drug education programme at the school. Expelling pupils is likely
to worsen any drug problem they may have.
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I n t e r n e t R e s e a r c h
The Drug Debate
(A)
In order to begin our research on the internet, we need to come up with some
KEYWORDS that can help us find some relevant web sites.
 First of all, consider the topic that we are researching. We will be looking for
sites that relate to substances like drugs and alcohol.
 We also need other words that relate to these topics. These will help us
narrow our search.
 Think about the age group we are focusing on (teenagers) and positive and
negative aspects of drug use.
 Remember, we need to research both sides of the debate, so we need to look
at sites that contain arguments both for and against the use of drugs.
In groups, spend 5 minutes creating a list of suitable keywords.
(B)
1)
Please read the following instructions carefully before beginning your research on
the internet.
After you have logged on, go to your search engine by typing in the address:
www.google.co.uk
2) First of all, we are going to consider the argument against drug use. Remember the
keywords we discussed earlier. Type in a combination of these words, such as:
teenagers+drugs+abuse
You must use more than word at a time. If you try to search for only one of these
keywords, you will find more matches than you can cope with.
3) Find three appropriate sites. Remember our work on note taking.
From these sites, note down a few of the key points.
4) We now have to consider the other side of the argument. Think about the keywords we
discussed which promote the use of drugs. Repeat the stages above to collect information
to help you argue the other side of this issue.
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Discursive Writing
In this kind of essay, you are required to give your ideas about or opinions on a subject in an
organised way, using formal language
You should have already decided on your topic, researched it and taken notes from various
resources. At this point, you must decide exactly what your opinion is. For example, if your topic
is underage drinking, you have to decide whether you think that it is acceptable or not. It is
important that you have a clear idea of your argument, as this is the basis for your essay.
When you are ready to start writing the essay, think about how you are going to structure it. It is
important that your structure makes your argument MORE convincing - so think about which
side of the argument you agree with and plan to give as much evidence as you can to prove that
you are right and the other side is wrong!

ACTIVITY ONE
GOOD IDEA: Before you start writing, create a mind map or table based on different opinions
about your topic. For the mind map, start by writing the topic name in the middle of a blank page
then draw two lines and note down each side of the argument. (See teacher's example)
ACTIVITY TWO
Below is an example of an essay plan. With your teacher, decide on the question that your
essay will answer.
Use the blank writing frame to plan your own essay based on the topic you have researched.

Ideas for more activities:
Group discussion
Individual talk
Class debate

ACTIVITY THREE
Once you have filled out the writing frame, swap frames with a partner and explain to them
exactly what your opinion is, and what information you will put in each paragraph. Remember
that you are trying to inform and persuade someone that your opinion is the right one, this
means that you have not only to prove that you are right, but prove that the other side of the
argument is wrong!

ACTIVITY FOUR
Read the 'Discursive essay style sheet'.
understand.
Ask your teacher if there is anything you do not
ACTIVITY FIVE
Start writing your essay!

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Prince Harry was recently cautioned for underage drinking. What are the
arguments for and against allowing young people to drink alcohol?
Introduction: Drinking alcohol under the age of 18 is a problem that has been
on the news a lot recently. Many journalists have criticised parents for
allowing their children to drink, but I think that it is less of a problem than they
make it appear to be. There are many arguments for and against allowing
young people under 18 to drink alcohol.
Development:
1. Against
For example:
a) It is against the law. (evidence found on Internet site about what law actually
is)
b) It is unhealthy and damages your liver. (evidence from a newspaper report)
c) Alcohol makes you do dangerous things. (evidence from TV news report)
d) An underage drinker may move on to other substances like drugs.
(evidence from newspaper)
e) It is antisocial as young people often drink on the streets. (own opinion)
2. For
For example:
a) It is a personal choice. (own opinion)
b) Everyone does it and most people do not get into trouble. (own opinion)
c) It doesn't cause problems unless you drink too much. (Evidence from
newspaper report)
d) Adults often buy or sell young people the alcohol. (Evidence from
newspaper report)
Conclusion:
I believe underage drinking is a problem because it is dangerous and against
the law. A possible solution would be letting young people see the results of
alcoholism, as Prince Charles did when he took Harry to a clinic. However, it
is not as serious as the media makes it seem to be as most young people are
responsible enough to be allowed alcohol.
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INTRODUCTION - write as though the reader has no knowledge of the topic.
Explain what the essay is about and why you chose the subject. Refer to the question. Maybe
there was something in the papers or on TV that makes it relevant? Explain that you will be looking
at both FOR and AGAINST.
DEVELOPMENT - using your notes and mind map/table, pick out the evidence to support the
arguments you have thought of.
ARGUMENTS FOR + EVIDENCE
ARGUMENTS AGAINST + EVIDENCE
CONCLUSION - sum up the argument using the main 'for and against' points, give your own opinion
and answer the question.
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Discursive Essay Style Sheet
Now that you have planned your essay and decided what your conclusion is going to be, you need to
think about the way in which you will write the essay. To write a good discursive essay, you must
structure it clearly and include evidence to back up your points. Do not forget the importance of
spelling and paragraphing!
While doing research for the essay, you will have come across many different types of writing and
should have gained ideas on how to structure and set out an argument. Newspaper articles are
especially good at showing you this skill.
However, here are some points to remember once you start writing:

When you are using evidence to argue a point, make sure you quote accurately.
For example,
An article in the Scotsman newspaper suggests that some bar owners allow young people to buy
alcohol. However, one owner said, "It is difficult to tell if young people are over 18."
Do make the quote part of a sentence and not stuck out on its own.
 Make sure that each paragraph deals clearly with one aspect of your chosen topic.
Try to include a link sentence at the end of each paragraph so that your argument is easy to
follow. If you are unsure of how to do this, ask your teacher.

Use formal language (no slang, abbreviations etc)
Helpful words and phrases
 On the one hand….on the other hand
 However
 Nevertheless
 Consequently
 This means that….
 Therefore
 It is my opinion that….
 In summary….
 This is a contentious issue…
 In addition…
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Delivering a Talk
A talk can, in many ways, be similar to a discursive essay. The main purpose of a talk is to
persuade, influence or encourage your listeners to agree with you views, ideas and opinions.
You are going to deliver a talk based on the discursive essay you have already written.
Although you will already have much of your material prepared, there are several
differences between a good essay and a good talk.
In groups, discuss what you think these differences may be and why
you think it is important to consider them.
The main things to remember when preparing a talk are audience, content, purpose and
expression/delivery.
Think about occasions when you have seen a talk or a speech e.g. TV
news, political speeches, readings at assembly, etc.
What do you think makes a good talk/speech and what makes a bad one.
Discuss this in your groups.
1. Audience
When preparing your talk one of the most important things to consider is your audience.
Simply reading your essay word for word from the page is not enough.
 As you speak you should take account of the needs and reactions of your audience. Ask
yourself if you have explained your points carefully enough- do you need to rephrase
something? If something you say makes your audience laugh/gasp/cry etc, you should
pause to allow them to keep up with you.
 You should also make use of eye-contact, facial expressions and gesture so that your
audience knows you are talking to them.
 Finally, you should be prepared to answer questions on your talk. This does not mean
you have to know everything on the topic! A questioner will be far more satisfied if you
acknowledge that you do not know but will find out as they have raised an interesting
point than if you simply say, “I don’t know.”
2. CONTENT and PURPOSE
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Try to pick a topic that will provide you with plenty of interesting material and will be
enjoyed by your audience.
 It is important that the ideas you express are relevant and interesting and that you
are able to highlight what is important.
 You should also support what you are saying with appropriate evidence/examples.
 When you are speaking you must make sure that you link your ideas to each other and
always bear in mind the purpose of the talk so as not to spend time over irrelevant
information.
3. EXPRESSION/DELIVERY
Several factors are important when actually delivering your talk which can make a
difference to your grade.
 You need to be clear and audible (remember your audience!) as well as confident and
fluent.
 Your pace is also important- if you rush then your audience may miss important points
that you make.
 You should try to use a varied and accurate vocabulary and remember to change the
tone of your voice appropriately so that your talk does not sound dull!
 Try to prepare notes to work from rather than reading your entire talk otherwise you
will bury your head in your own paper and nothing will be heard!
As you can see, many of these points relate back to your audience. Always remember that
you are not talking to yourself but to an audience of interested listeners!
Now you should be ready to begin preparing your own talk. Good Luck!
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Appendix 1
13th January 2002, Scotland on Sunday
Prince Charles forced his son Harry to attend a rehabilitation clinic after discovering that he was
drinking and smoking cannabis, it was revealed last night.
The Prince of Wales sent the teenager to the clinic as a form of ‘short, sharp shock’ treatment
to show him where his drug-taking and drinking might lead unless he reformed his wayward
lifestyle.
Harry was just 16 when he was forced to visit the Featherstone Lodge Rehabilitation Centre in
the deprived district of Peckham, south London, where he met heroin and cocaine addicts.
The prince is said to have been introduced to drinking and cannabis smoking by a group of
older youths he befriended at a pub close to Prince Charles’ country home at Highgrove.
But when a furious Charles learned of the drug misuse going on at parties in his own home he
took the immediate decision to arrange a salutary visit to the clinic.
It has also emerged that the prince, who is now 17, was a regular drinker at the Rattlebone
Inn, near Highgrove.
A particularly boisterous drinking session at the Wiltshire pub involving Prince Harry led to a
police investigation into late-night drinking on the premises.
In January last year, it is alleged Prince Harry took part in a mock fight with two friends during
an after-hours pool-playing session.
It has been claimed that the Royal, who is third in line to the throne, called a French member of
staff a “f***ing frog”, after he was told to leave. The pub’s new landlady last night said she had
never heard of the employee but earlier confirmed Prince Harry had been barred.
Concerns about possible breaches of licensing laws were raised by the prince’s royal protection
officers and passed to local police.
Prince Harry was banned from the premises and the landlord, David Baker, left the pub within
weeks of the incident in January last year.
Emma Carter-Williams, the pub’s landlady, said: “Everyone knows prince Harry’s barred but I
don’t want to talk about it. He’s not the only one.”
Last night a spokesman for St James’s Palace said: “This is a serious matter which was resolved
within the family, and is now in the past and closed.” Downing Street declined to comment.
Prince Charles is said to have been keen that the matter should be brought to the attention of
the public so that lessons could be learned from his son’s behaviour. He told aides: “There is no
point in hiding the truth. These are the facts – let people make their own judgement.”
Prince Harry has been left to his own devices at Highgrove while his brother Prince William was
abroad on his gap year in South America and Prince Charles was working.
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The Prince of Wales, who is deeply concerned about his youngest son’s behaviour during school
holidays, has spoken to Prince Harry’s Eton housemaster.
Sir John Stevens, commissioner of the Metropolitan Police, is said to have been kept informed of
the sensitive police inquiry into the incident.
A Scotland Yard spokesman said last night: “Our protection officers have not made any reports
of security concerns and security has not been compromised.”
Last week Prince William caused controversy when he swore at a photographer and forced him
into a ditch as he returned from a hunting trip.
He was accused of telling the freelance photographer to: “f***ing piss off”.
Prince Charles found himself embroiled in a row in his youth after visiting a pub when he was
just 14.
During a school trip to Stornoway, he ordered a cherry brandy in a local pub. Prince Charles has
since said the words cherry brandy make him “wince”.
The incident attracted international attention, and the teenage Royal was smuggled back to
school on the floor of a car.
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Appendix 2
14th January 2002 The Scotsman
Prince Harry is rebelling because he has little or no parental guidance to keep him in check and
plenty to rebel against, according to psychologist Agnes Steven.
Ms Steven believes that the attention lavished on his elder brother has left Prince Harry in a
difficult position, similar to that in which Princess Margaret found herself when it became clear
that her sister Elizabeth would ascend to the throne.
“It is similar to the Queen and Princess Margaret; she was the one who was always up to
everything. Similarly, William is the one who is looked at as the leader but Harry does not have
that role and he never will unless something happens to his brother. He is going to want to try
drugs, not because there is peer pressure, but because he is expected to do it”
She said his position was further complicated by the breakdown of his parents’ marriage and
the death of his mother.
“Prince Harry can have what he wants,” she said. “He is in a very honoured position but he has
had a very sad life. He is not different from any other child from a broken home.
“This boy is going to feel it like anybody else and to be honest, what example has he got to go
on? He doesn’t exactly have somebody up there on a pedestal. The person who did give him
some rules and regulations was his mother, and she’s no longer here.”
Ms Steven said the loss of his mother would have had a profound effect on Prince Harry.
“This could be the loneliness coming out in him, the effect of losing his mother. Maybe this is
the only way he can get his feelings out. Sometimes it takes its time to come out.
“I think he’s going through what everybody goes through at his age. He is just the same as any
teenager wanting to be accepted and to be like everybody else. The difficulty is that he doesn’t
have his mum to sit and talk to.”
She pointed out that Prince Harry’s behaviour was not dissimilar from other children from
wealthy and privileged backgrounds. “Children who have everything, who have any amount of
money, who are boarded out, they don’t have the same principles as ourselves. They are taught
to go out and get whatever they want in life. And what is the quickest thing to give yourself a
lift? Drink and drugs. It highlights itself more among those with money because they can afford
to buy drink and drugs.”
She also questioned whether Prince Charles had chosen to take his son along to a rehabilitation
centre to avoid talking to him directly about his problems. “Obviously Prince Charles had his
own reasons for taking Prince Harry along to the rehab centre, he obviously feels he is going off
the rails,” she said.
It must be terrible to be in his position, because how much can he really talk to his father?
When a young man goes out into the outside world, he becomes aware that his mother is not
there. The fact that Prince Charles is not around so much will have an effect on him.”
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