Toefl ibt internet based test 2006 - 2007 part 13 pps

•
78
ACAOEM~
SKILLS
(}
Activity 7, CD 2,
Track
6
Definition comparison =
three
types
01
language
SIAr'IoAArd
usage
Permane
nt
core
Colloquial language
Often evolves i
nlo
standard
Slang expressions
Temporary
phenomenon
Continuum
TAIIE
NOTES
QUICKLY
Sba
tet

ln
to
lIII

Know
what to
ignOf8
d<;ofinilions
words
+ pnrsses found In diction8ry
used
formal
I
nformal
situations
"appropriate
speech
writing
i
ncluded
In
dictionary
marked
as
colloquial
Idioms
unders
t
ood

used
in informal situations, not formal
more
common
in speech
sometimes in dictionary
m8f1l.ed
as
slang
used
by
some
speakers
In
Informal
situations
more
oommon In speech
Most
Formal-
Least Formal
Standard-Colloqulal-
Slang

Use
abbreviations and
symbols

Draw
relationships

,
Know
what
to
Ignore
Sometimes professors will
pause
to
think before
they
continue Ihelr lectures. Some professors
will use verbal pauses, for example, uh and urn,
as
well
as
words like now, so, okay,
weI/
.
Other
pro/assars will
use
repetition
or
restatement
as
a
way
to
gather
their thoughts

or
to
clar-
ify a previous point. In
repelilion,
the professor will u
se
the
same
WOtds
or
phrases several
times. In restalement,
the
professor
will say
the
same
thing in a slightfy different way. Since
repetition
and
restatement do
not
add
to
the
meaning, you
can
ignore them.
The

time
thai
the professor
uses
to think is advantageous
to
you because you
can
ignore
these pauses,
repetitions, and restatements and you
can
use
the additional time to
take
notes.
Ptw:nt:f
Acrmrr 8
Did you underst
and
?
Try
to
identify the important information in the lecture.
Cross
out
every-
thing in
the
transcript that you

could
ignore. The first sentence from the lecrure is shown
to
give
you
an
example.
The
answers
are
plinled
in
Chapter
7
on
pages
507 508.
TAkiNG
NOTES
79
Ewo"E
society_ group.
Soc
I
ology
Usten
to the beginning
01
a lecture
in

a sociOlogy class
as
you
read the transcript. The profes·
sor
is discussing status and roles.
o
Act
ivtty
8,
CD
2,
Track 7
Status refers to, un, a position in society
or

or
in a group. But there are realty two types of
status-ascribed
status and acnieved status. Okay, in ascribed status,
the
status is automatic,
so
you
don't
have a choice.
In
other words, it's an involuntary status. And some ellamples t
nat
come

to mind are status because of race
or
sex
. Not
mlJCl'l
you can
do
about that. On the other
hand, achieved status requires
some
effort, and there's a choice InvotYed. For instance, a
mar·
riage partner,
or
the
type
01
education,
or
, for that matter,
uh
,
the
length 01 time In
school
. Well,
Ihese
are
choices
,

uh
,
achievements
,
and
so
they
fall
under
the
category
of
achieved
status
.
So
, that brings us to
the
status set. A status set is the combination
of
all statuses that an i
nd
io
vidual
has. Me,
lor
example. I'm a professor, but
I'
m also a
husband

and
a father, and, and a,
uh
, son, since
my
mother is still living.
So,
in
each of
these
statuses. I, I have certain behaviors that
Me
expected,
uh
, because
of
the status. Okay, all of the behaviors
Me
roles, I mean, a role is the behavior expected because
01
status. Okay,
back
to status sel. All of
the
s
tatuses-husband
, father,
son
,
professor-

combine to form the status set, and each 01
the
statuses have certain expectations. Let me
use that professor status again. So,
as
a professor, I have a teaching role, and I
ha

e to pre·
pare classes. That's expected. I also advise students. grade assignments, and evaluate
my
students. Bot this role I\as

ery different ellpectations.
Uh
,
as
a researcher, I, I have to
design
studies, raise funds for grants, and
uh
, then perform the research,
and
, and, finally, I write arti·
cIes
and
reports.
So,
I think you see what I
mean

.
Bot,
one
more thing, and this is importanl, sometimes role conflict can occur. Let me
say
that again, role conflict. And that
means
that meeting the expectations for one role will cause
problems for an individual who is trying to meet other expectations
in
a different role. Okay,
lei'S
say
that
one
01
my
students is dating
my
daughter, I
don't
recommend this.
But
anyway, I
may
ha

e role strain that could even develop
into
role conflict because it will

be
difficult for
me
to meet the expectations
for
my role
as
leacher
and
uh
, wtIen the student comes to
my
house,
111l\ave
to remember my status as father and my role that requires
me
to welcome a
guest
into
my
home, and well, form an opinion about someone who wants to take my daughter out
on
a
date.
The textbook actually


Use
abbreviations
INId

IJIII_II
Use abbreviations for important words and phrases that a
re
repeated. There are two ways to
do
this. You can use capital \etters
thai
will remind you
of
the word
or
phrase. For example, in
a
lecture about Colonial America, you might use C M
as
an abbreviation for the phrase; in a
lecture about
the
philosophy of
John
Dewey
, you could use 0 as an abbreviation for the name.
Or
you
can write the beginning of the word
or
phrase. For Colonial America, you could write
eo
ACADEMIC
SKILlS

Col
Am: for John Dewey, J
Dew.
The
abbreviation can
be
anything that will remind you 01 the
wOfd
Of
ph
ft
lStt
when you are reading your notes.
You should also use symbols
and
abbreviations f
or
small words that are common in the
language. The
following list includes
some
01 the most commonly used words
In
English. The
abbreviations here are shortened f
orms
f
or
these frequently heard words.
•

xl
w with
w
/o
without
= is, are, means, refers to, like, is called
'"
different, not
, number
X t
imes
,
results in,
caU5(lS
, produc;;es, therltlOfIt

comes from, derives from
ex example
@ "
1,2,3 first, second, third
< less, smaller
> more, lar
ger
btw
between
The
abbreviations in Ihe list printed above are
part
of
my

system for taking notes and some of
my
students use it, but I encourage you to create your own system because you will probably
come
up
with symbols and abbreviations that will have meaning to you, and you will under-
stand them later when you are reading your notes. There is space f
or
additional words.
Be
sure to choose something
thai
m
ake
s sense to you.
Symbol
W
oro
aod
with
without
is, are,
means
, refers to, like,
Is
called
different, not
number
times
results in, causes, produces, therelOfe

comes
Ir
om, derives from
example
"
first, second, third
less, s
ma
ller
more, larger
between
besk tlet
matcr<ale
TAKING NOTES at
I"IAmt:E
.,MIf
9
Did you undefstand?
Now
practice taking notes with your system. First, listen
to
each
01
the
sentences
and
write your notes here. When you are finished taking notes for all
len
sentences.
try

to write
the
original sentences using only your notes. Then compare your sentences with
the
sentences printed in
the
answer key. An example is shown using my system. Your answer
is
CO/Tect
if you can read it
and
If
the meaning is
the
same as the original sentence.
The
words
do
not have
to
be exactly the same. Example answers are printed
In
Chapter 7 on page 509.
Uslen
to some sentences from college lectures. Take notes as
quicldy
as
you
can.
o Actlvtty 9,

CD
2.
Track B
Friction between moving air and
the
ocean surface generates undulatlons of water called

.
51>0<1,
Very
short
:
Friction blw air + ocean surface -+ waves
Fric btw air
+
~
surf -+ waves
Friction between air
and
the
ocean surface causes waves.
, .
2.
3.
4.
5 .
••
82
ACADEMIC SKIlLS
7.

8.
9.
10.
,
Draw
relationships
To take
no
tes,
you
can use symbols and diagrams. By using this system, you can reduce the
number of words that
you have to
write
. Here are some examples of notes for each of the
corn-
mon
relationships.
DEFlNm
ON
Definitions are part of every academic subfect because the vocabulary must be introduced in
order to understand and learn
r"I8W
concepts. Definitions o
lten
appear in italic
or
bold print in
teKtbooks. Many teidbooks have a glossary of specialized vocabulary in the
back

of the book.
Professors
o
lten
give
r"I8W
words special emphasis in their lectures by pausing a
lt
er
the
word and befofe the definition
or
by
stressing the word the first time it is introduced. Look at
these examples of definitions and notice the diagrams that show the relationship between the
word and the dellnition.
A menu is a list of computer
itJl"ICtions
that appears on the screen.
Menu .
list lIunctions on screen
The
Idconsists of
in
stincts.
Id;;
instincts
CLASSl
ft
CATION

Classifications are also found In every
subject.
To classify means to organize
In
to groups with
similar characteristiCs. LooIt
at
these examptes of class
ifi
ca
tiOn
s and
no
tice how the diagrams
show the
re
l
at
ionship between the
ma
in
ca
tegory and the classilication of types
or
kinds.
besk
ttet
matonale
TAKING
NOTES

13
This chapter explores four highly specialized lorms 01 fungus, which include rooids, yeasts,
lichens,
and
mycorrilizae.
Fungus
-, ::-7
<::::::::: :c
Molds Yeasts Uchens Mycorrhizae
Two typeS
0/
motivation have beef1 iderltifted
by
cognitive psychologists. Intrinsic
motiva
·
Yon
is
based
on
internal
factors,
as
fOf
example curiosity or
the
challenge to succeed, whereas
extrinsic
motNaYon
involves

external
incentives
such
as
rewards
or
even
puniShments.
Motivation
~
Intrinsic Extrinsic
Sometimes
this diagram Is enough lor you
to
remember other details, but a
word
or
a brief
phrase can help you recall a definition
for
each type.
Intrinsic Extrinsic
I I
Internal External
SEQUENCE
Sequence is often lound in narrations
0/
historical events, in descriptions
01
research studies,

and in
directions for scientific experimerlts
Of
processes.
The Roman Empire was built in three stages, which oonsisted
0/
the
conquest 01 Italy,
the
conflict with Carthage
and
expansion into the Western Mediterranean, and, finally, the
domination 01 the Greek
kingdoms
and the Eastern Mediterranean.
Roman Empire
•
CoI'IQUeSt
Italy
• Conflict Carthage

expansion W Mad
• Domination Greek

E Med
The
history
0/
Cubism lalls into three
phases-the

CeUUV1e
phase, which lasted
only
two
years Irom 1907 to 1909, lollowed by the Analytical phase from 1910
to
1912, which, by
the
way
, was the phase in which
the
most
abstract purification
0/
the
form was realized,
and
finerty, the Synthetic
phase
, beginning in 1913.
Cubism
• Cezanne
phase
1907-9
• Analytical
phase
191
0-
12
abstract purification

•
Synthetic phase 1913
&4
ACADEMIC
SKILLS
COMPARISON AND CONTRAST
Comparison and contrast identifies
how
two
or
more objects
Of
ideas
are
the
same
Of
diffarent.
A side-by-side chart shows the relationships affiCiently.
Cirrus clouds are the highest at altitudes between 17,000 and 50,000 feet,
but
they
don't
produce
ra
in,
in
contrast w
ith
cumulonimbus

clouds,
which
also
penetrate the
upper
almosphere, but cause lightning storms, rain. and tornados.
Cirrus
17 50,000
ft
drain
Cumu/QIljrobus
upper
atmos
rain-iightning-tomados
Although each person
Is
responsible
fOf
one instrument in most sections of the Ofchestra,
the members of the percussion
section
are
required
to
pley several instruments in one
concert
or
even for one composition.
CAUSE
AND

EFFECT
Percussion
Play several
Orchestra
-
Other Sections
Play one
Cause and effect
or
cause and result are found in research studies for all subjects, but the nat-
ural sciences
contain many e:camples.
Mercantilism is an
economic
concept that
assumes
that
the
total
volume
01 trade is
unchangeable and, therefOfe, that trade causes conflict.
Mercantilism", total volume trade unchangeable
Trade
t
Conflict
When the temperatures on Earth dropped
below
the melting point of the rocks on the sur-
lace, the outer crust gradually solidified.

Temp Earth
<:
melt pt rocks
->
crust solid
PROBLEM
AND
SOLUTION
A problem and solution relationship is similar to a cause
and
effect relationship and can
be
represented by a similar drawing.
Because employees can begin to
e:cpect incentives simply
tOf
doing
their jobs, and this
can become a problem,
It
is better to reserve incentives
for
occasions that require e:ccep-
tiona1
effort.
E:cpect incentivesr,ob
t
Reserve incentivesie:cceptional
yttet
matcr<8~