ESLR 320
Study Guide for Test Three
Thursday, April 24
 Reading Skills: Unit 7 and Unit 9 (Review these and check your answers.)
IN-TEXT
ONLINE
UNIT 7
UNIT 7
Context Clues, pp. 184
Sentence Study: Restatement & Inference, pp. 190-93
Paragraph Analysis, pp. 194-203
UNIT 9
Sentence Study: Comprehension, pp. 250-52
Paragraph Reading: Restatement & Inference: pp. 253-54
@ C7a Unit 7: Vocabulary
@ C7b Unit 7: Stems and Affixes
@ C7c Unit 7: Sentence Study
UNIT 9
@ C9a Unit 9: Vocabulary
@ C9b Unit 9: Stems and Affixes
@ C9c Unit 9: Sentence Study
 Reader’s Choice, Unit 8 (Re-read and understand these stories.)
Selection 3, "The Lottery”, pp. 231-239
@ C8k Shirley Jackson Talks @ C8l Article about Jackson @ C8m Article about "The Lottery"
 Reader’s Choice, Unit 10 (Re-read and understand these stories.)
Selection 1A, “Grains of Hope”, pp. 259-268 (also online HERE)
@ C10a "Grains of Hope" This Rice Could Save a Million Kids a Year
(very) Easy English video about Golden Rice
I will ask you some questions about these two readings. I will ask questions to see that you
really understand the ideas and that you can read critically.
New Reading:
I will give you a new reading, and ask you questions about it. I will ask you questions that
require you to
 use context clues & your dictionary (so bring it with you on exam day),
 know some basic stems and affixes and explain what words mean from their parts,
 be able to write a main idea (topic) sentence for a paragraph
 understand the meaning of a complicated sentence
Example Questions: I disagreed then as now with many of John Smith’s judgments, but
always respected him, and this book is a welcome reminder of his big, honest, friendly,
stubborn personality.
 What is the prefix on the underlined word, and its meaning?
 T/F: The writer does not respect John Smith’s judgments now.
 How can a personality be “big”? What meaning of “big” is the writer using?
NOTE: Bring an all-English dictionary with you (all-English electronic dictionaries are
fine)! You will be able to use it on most parts of the test, except for one page. If you don’t
have an all-English dictionary, remember that it is required for this class. Translating
dictionaries are not acceptable.
Test Three Sample Questions:
“I had written the story three weeks before, on a bright June morning when summer seemed to
have come at last, with blue skies and warm sun and no heavenly signs to warn me that my
morning's work was anything but just another story. The idea had come to me while I was
pushing my daughter up the hill in her stroller - it was, as I say, a warm morning, and the hill was
steep, and beside my daughter the stroller held the day's groceries - and perhaps the effort of that
last fifty yards up the hill put an edge to the story. When I read it over later, I decided that except
for one or two minor corrections, it needed no changes, and the story I finally typed up and sent
off to my agent the next day was almost word for word the original draft.” – Shirley Jackson
1. What real elements of this experience appeared in the fictional story “The Lottery”?
2. What does Jackson mean by the underlined part “putting an edge on the story”?
3. What is unusual about how “The Lottery” was written?
Opposition to GM technology generally lacks a scientific basis. The largest 'field trial' on earth
comprises already more than 180 million hectares of arable land –corresponding to about 13
percent of all arable land on earth– dedicated worldwide to transgenic crops in 2011. No adverse
effect on humans, animals or the environment have resulted from the growing or consuming of
these crops. On the contrary, official reports from various countries show that pesticide use has
been reduced almost 90 percent since the introduction of insect-resistant Bt cotton.
It would be most desirable if people who are sincerely concerned about the risks of transgenic
crops expressed their fears in terms of concrete and solid arguments, in their own interest,
because otherwise they might be missing on great opportunities for health and the environment
without a valid reason. Very often objections are based on assertions presented as scientific data,
even though the underlying experiments have not passed rigorous scrutiny by peers, with
pseudo-scientific reports following a circular line of argumentation.
As an example of the controversy that has been created around Golden Rice we provide here a
number of assertions posted by its opponents on the web under the title "Golden Rice is no
technical improvement and more unsafe", followed by short replies to those objections. The
assertions start with saying that Golden Rice exhibits all the undesirable, hazardous
characteristics of existing GM plants, and in added measure on account of the increased
complexity of the constructs and the sources of genetic material used. The alleged hazards are
highlighted below.
1. Why do the proponents feel Golden Rice is safe?
2. How do proponents describe the beliefs of people who object to Golden Rice?
3. What are the common objections to Golden Rice (in this excerpt)?