Summary and Note-Taking with Key (revised edition)

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Mar

ian

Barry

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ISBN 0-521-14094-2

9 780521 140942

Marian BarryEndorsed by University of Cambridge International Examinations

Marian Barry

Summary and Note-Taking, Revised Edition 978-0-521-14092-8

Summary and Note-Taking, Revised Edition with Key 978-0-521-14094-2

This book provides summary and note-taking practice for the revised syllabus of the Cambridge IGCSE examination in English as a Second Language, and refl ects the author’s in-depth knowledge of the exam and its requirements.

By developing note-taking and summarising skills in general, the exercises will also be helpful for studies across the curriculum, and as preparation for the demands of academic writing.

This Revised Edition includes ‘linked summary’ exercises based on the preceding note-taking activities, and a Writing Tasks section containing topic-related writing tasks.

Key features:• Six theme-based sections to provide cross-curricular study support.• 12 summary exercises, 12 note-taking exercises, and 12 new ‘linked

summaries’, all in exam format.• Examiner’s Tips after each exercise giving practical help and advice.• 24-page Topic Vocabulary section with suggestions for use.• Exam-style writing tasks, cross-referenced to the topic vocabulary

lists.• Answers, model summaries and mark schemes in the With Key

edition.

Marian Barry is a highly experienced teacher, teacher-trainer, examiner and author. Her books include the award-winning Cambridge IGCSE in English as a Second Language coursebook Success International.

With Key

Summaryand Note-Taking

Summaryand Note-Taking

Revised Edition(With Key)

RevisedEdition

For more information on IGCSE titles from Cambridge, visit www.cambridge.org/cieFor more information on IGCSE titles from Cambridge, visit www.cambridge.org/cie

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C A M B R I D G E U N I V E R S I T Y P R E S S

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© Marian Barry 2004, 2006

This publication is in copyright. Subject to statutory exceptionand to the provisions of relevant collective licensing agreements,no reproduction of any part may take place without the written permission of Cambridge University Press.

First published by Georgian Press (Jersey) Limited 2004Second edition 2006Reprinted and published by Cambridge University Press 2010

Printed

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ISBN 978-0-521-14092-8 Paperback without keyISBN 978-0-521-14094-2 Paperback with key

Cambridge University Press has no responsibility for the persistence oraccuracy of URLs for external or third-party internet websites referred to inthis publication, and does not guarantee that any content on such websites is,or will remain, accurate or appropriate. Information regarding prices, traveltimetables and other factual information given in this work is correct atthe time of first printing but Cambridge University Press does not guaranteethe accuracy of such information thereafter.

Produced by AMR Design Ltd (www.amrdesign.com)

6th printing 2013

and bound in the United Kingdom by the MPG Books Group

INTRODUCTION 4

A TRIED AND TESTED METHOD FOR WRITING SUMMARIES AND NOTES 7

SCIENCE AND THE BODYSummary 1 A doctor in the house 8Note-taking 1 Tackling dyslexia in children 10Summary 2 The enemy within 12Note-taking 2 Stop them before they start 14

ANIMAL LIFESummary 3 Why zoo cats lose their cool 16Note-taking 3 The thrill of watching whales 18Summary 4 The Sabi-Sand game reserve 20Note-taking 4 Dogs on the defensive 22

THE WORLD OF PLANTSSummary 5 The rose, queen of all flowers 24Note-taking 5 A natural antiseptic 26Summary 6 The mangoes in your trolley 28Note-taking 6 Sweet talk 30

PERSONAL CHALLENGESSummary 7 Young ambassadors 32Note-taking 7 Lost on the mountain 34Summary 8 My daughter can achieve whatever she wants 36Note-taking 8 Taking a gap year 38

LEISURE AND LIFESTYLESummary 9 From schoolboy to clown 40Note-taking 9 The ugly side of clean power 42Summary 10 What’s for dinner, Mum? 44Note-taking 10 Bolly girls 46

FUTURE TRENDSSummary 11 Pupils find internet ‘a poor learning tool’ 48Note-taking 11 Complete facial transplants possible in near future 50Summary 12 Lost for words 52Note-taking 12 Thirsty work 54

TOPIC VOCABULARY 56

WRITING TASKS 81

KEY (With Key edition only) 89

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Summary Note-taking Contents 4/4/08 11:03 am Page 3

This book provides summary and note-takingpractice for the revised (2006) syllabus of theCambridge IGCSE examination in English as aSecond Language (Papers 1 and 2). By developingand improving note-taking and summarising skillsin general, the exercises will also be helpful forstudies across the curriculum, and for preparationfor the demands of academic reading and writingat higher levels.

By working through the exercises, students shouldimprove their ability to:

• analyse typical IGCSE-style questions • read and understand the usual kinds of texts set

in the exam• extract key information from texts• present information clearly and logically• write better-connected prose.

Organisation and themesThere are six theme-based sections, eachcontaining exam-format summary and note-takingexercises. These include ‘linked summary’exercises, in which students produce a shortsummary based on their notes.

The themes and texts have been chosen for theirappeal to young people, for their applicability tointernational contexts, and because they aresimilar in type, level of complexity and length tothose found in the actual exam. The first section,for example, focuses on the impact of science onsociety and explores a range of health-relatedissues. The texts are from popular magazines andnewspapers and require no specialised scientificknowledge.

Examiner’s tipsThe examiner’s tips throughout the book givepractical advice on the exam itself. They also helpbuild learner independence by developing self-helplearning strategies, and include suggestions forlanguage development outside the classroom.

Using the material in the classroomAlthough the summary and note-taking exercisesmake convenient practice tests or homeworkexercises, it is worth using many of the texts for

learning in the classroom. Classroom teaching andsupport can be reduced as students progressthrough the book, leaving selected exercises to bedone under exam conditions as part of a mockexam. Alternatively, periodic tests can be set tomeasure progress.

Preparing for readingIt is a good idea to prepare students for thereading texts, rather than asking them to plungestraight in. For issue-based texts, for example, youcould write a sentence on the board such as ‘Thisclass believes that children should be vaccinatedagainst smoking’ and then elicit views on theadvantages and disadvantages of such a policy.

Students can be asked to predict the content of atext by discussing what they can glean frominformation in the heading and any accompanyingpicture. You can also write questions on the boardfor students to find the answers to as they read.The questions can be fairly straightforward, suchas (for the text on page 34) ‘Where in Australia didLouise get lost? ’ or ‘Who were the first peopleLouise met after her escape?’

Analysing the questionStudents can be guided and supported, especiallyin the early stages, in analysing the question itself.You may wish to write the question on the board,for instance, and ask a student to come forwardand underline the key words. This can lead to auseful discussion as to whether these are, in fact,they ‘key’ words, and, if not, why.

Reading the textReading can be done silently, or by students takingturns aloud. Remind them that careful reading isvital for good comprehension of the text, aswithout it they can easily miss or lose track of theessential detail. After reading, you may like toelicit views on the context of the text, or drawattention to a particular language construction oritem of vocabulary. Students can then be asked tocarry out the summary or note-taking task itself.

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Feedback and common mistakesIt is helpful to give students feedback oncompleted exercises, as well as a mark. You maynotice that the same sorts of errors have beenmade by several students. Completed answers(perhaps an amalgam of work from variousstudents) could be reproduced on the board or anOHP, and you might then like to elicit views as towhy answers are correct or not.

Common mistakes you may wish to highlightinclude:

• putting the correct piece of information underthe wrong heading

• giving an incomplete answer, with a vital bit ofinformation missing

• giving an answer which is too general, ratherthan specific

• copying a true fact from the text which has norelevance to the actual question asked.

It is also encouraging to show good examples ofstudents’ answers and to elicit from the class thereasons for their success.

Helping students to improve theirsummariesTo help students to improve their summary writing,you could select from their work examples whichhave a particular weakness and ask forsuggestions for improvement. Problematic areasmight be grammar, linking words, punctuation,spelling, irrelevance, repetition, little attempt touse own words, or redundant language. Forexample, you might choose a paragraph which hasthe correct content points in short, simplesentences but which does not flow well. You couldask: ‘How could these two sentences be joinedtogether?’ (eliciting linking words), ‘What couldmake this sentence more interesting?’ (eliciting anintroductory phrase), or ‘This sentence is copiedfrom the text. How could we put it into our ownwords?’

Summaries are usually focused on one topic,which leads some students to start each sentencewith exactly the same word – for example, withthe word Dogs in a summary about dogs. To show

them how to avoid this, pick out a sentence andask how it could start differently. For example,‘Dogs should not be allowed to jump on furniture’could be altered to ‘Jumping on furniture shouldnot be allowed’. Ask students if the meaning is thesame or different. Then discuss whether otherstructures are possible. Students may produce‘Don’t allow dogs to jump on furniture’. You couldoffer clue words such as Don’t to help less ablestudents.

Make sure students understand that a summarywith a monotonous structure is not grammaticallywrong, but that variety in the way sentences areorganised is better style. They should beencouraged to think of the way the wholeparagraph flows, and to use connectors andcomplex clauses, rather than simply concentratingon individual sentences.

Note-taking for Core levelIn the exam, eight marks are allocated for note-taking on Paper 2 (Extended) and six for Paper 1(Core). The exercises in this book follow theExtended-level format, requiring students to findinformation for each of eight bullet points. To helpCore-level students, you could ask them to findonly six points, giving them the answers for thetwo ‘spare’ bullet points, or eliciting these beforethey start the exercise.

Linked summariesThe linked summary exercises, based on thepreceding note-taking, provide ideal practice forPaper 1, in which Core-level students produce aparagraph based on an aspect or aspects of thenotes they have already written. They are verysuitable for differentiated classroom work orhomework, as they support and guide studentsinto producing a summary. While they are ofparticular value to students achieving at the lowerend of the range, they can also be a usefulconfidence builder for more able students. It is agood idea to check that the preceding note-takingexercise has been correctly completed beforestudents begin, to ensure everyone is starting offon the right path.

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Marking summary questionsThe marks for Extended-level summaries aredivided into six for content and four for the abilityto write good, connected prose. The answer keysometimes lists more than six possible contentpoints. Explain to students that once they are surethey have found six points that cover all aspects ofthe question, they should stop looking for furtherpoints. Detailed guidelines for marking thelanguage aspect of the summary questions aregiven on page 90.

The linked summary is marked out of four forlanguage ability only, not content. However, if thecontent is completely irrelevant, no marks wouldbe awarded.

Slashes and brackets in the answer keyThe same point from a text can often be expressedin a variety of ways. If this is the case, slashes areused in the answer key to show paraphrasing ofthe same idea. Brackets are used to show how acorrect point may be extended or elaborated.However, the information in the brackets isoptional – a student does not need to give thisinformation or order to get full marks.

Model answersModel answers for all summary and linkedsummary questions are provided in the answerkey, and are of the appropriate length (up to 100words or 70 words respectively). Examiners do notuse model answers when marking, but they areincluded here as examples of how connected prosecan be structured to provide suitable exam-styleanswers.

Topic vocabularyIn the topic vocabulary lists on pages 57–80,lexical items selected from the texts are looselyorganised into groups, providing a valuable andflexible resource. Collocations and phrases areincluded, as well as individual words. Space isprovided for students to write notes andtranslations, if they wish, and to add further wordsto each group. Suggestions for using thevocabulary in the classroom are given on page 56.

Topic-related writing tasksExam-style writing tasks based on the topics in thesummary and note-taking exercises are providedon pages 82–88. These are cross-referenced to theappropriate topic vocabulary lists, to encouragestudents to select relevant vocabulary to helpthem.

You may like to discuss the writing task beforestudents begin, to make sure everyoneunderstands what is required, drawing attention tothe tone and register needed for the statedaudience. Encourage students to identify the mostsuitable words and phrases from the topicvocabulary list. You could list these and others onthe board, then select some examples and elicithow they might fit into complete sentences. Thisapproach will help students make a really positivebeginning with essay writing, as the most difficultpart is starting off. By recycling topic vocabularyappropriately in work of their own, they willimprove their grasp of how it works in context, andwill have genuinely broadened their vocabularies.

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To approach a summary exercise1 Read the question carefully and underline

the key words as you read.2 Look carefully at the heading, and at any

pictorial information, such as a photographor diagram, in order to pick up extra cluesabout the content before you begin to readthe text.

3 Read the text fairly quickly, with as muchconcentration as possible. Slow down andre-read any parts you find confusing.

4 Underline key parts of the text that arerelevant to the question.

5 Draft a rough paragraph from the key wordsand phrases, using sentences. Use your ownwords as far as you can. Specialised termsand technical words do not need to bechanged, however.

6 Count the number of words you havewritten. Make corrections to the grammarand spelling if necessary, and add anylinking words to make your paragraph flowmore smoothly.

7 Write a final draft in about 100 words (or nomore than 70 words for the linkedsummary). If you find you do not have timeto write out a neat final copy, makingcorrections to the first draft, such as alteringpunctuation, putting in a linking word orcorrecting grammar, is quite acceptable andwell worth doing.

To approach a note-taking exerciseUse the above method as far as step 4. Thencomplete any bullet points or numbered pointsby copying short, relevant words and phrases

from the text, or using words of your own. Youdo not need to write complete sentences.

Be selective and don’t just copy out large partsof the original. Remember, you are makingnotes, not writing paragraphs. Your completednotes should be brief, concise and easilyunderstood, even by someone who has not seenthe original text.

Time managementAs you get closer to the exam, the amount oftime you spend on the summary and note-taking exercises will become more crucial.Remember that Paper 1 is one-and-a-half hourslong and contains seven questions. Paper 2 istwo hours long and contains seven questions.Obviously, you will have to divide your timesensibly among all the questions on the Paper.It’s a bad idea to spend too long on anyparticular question and then not have enoughtime to complete all the questions.

A good tip is to write down how long it takesyou to produce a summary or note-takingexercise and then try to improve that time asyou progress through your course. As a generalrule, you should spend about 20 minutes onthe summary exercise (or 10 minutes on thelinked summary), and about 15 minutes on thenote-taking exercise. Remember, though, thatthis has to include all the stages of theexercise, such as reading the question carefully,final checking and making last-minuteimprovements. These are very important andcan make a big difference to your results.

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A tried and tested method for writing summaries and notesHere is a tried and tested method for writing notes and summaries, which has been usedsuccessfully by many students. You may, of course, work out your own preferred method.


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NNNNOOOOTTTTEEEE----TTTTAAAAKKKKIIIINNNNGGGG 7777Read the article describing advances in medical technology. Then write a summary explaining the aimsbehind the development of the technology, and the issues that need to be addressed if the gadgets areto be suitable for the home. Write about 100 words and use your own words as far as possible.

SSSSUUUUMMMMMMMMAAAARRRRYYYY 1111

A DOCTOR IN THE HOUSE

Brushing your teeth twice a day shouldkeep the dentist away. But if a group of

scientific researchers have their wish, it willmake the rest of your body healthy too. Atoothbrush that checks blood sugar andbacteria while you brush is currently indevelopment in the USA. It is one of manygadgets proposed by engineers and doctors atthe Center for Future Health in New York –others include a pair of spectacles that help tojog your memory, and a home cameradesigned to check for cancer.

The devices seem fanciful, but the basicprinciples are simple. The gadgets shouldmake it easy for people to detect illness longbefore it strikes and so seek treatment farearlier than normal. Instead of relying on hi-tech hospitals, the emphasis is shifted to thehome and easy-to-use gadgets. In the longrun, the technology may even prevent illnessby encouraging us to lead healthier lives.

Intelligent bandages are a good example.Powerful sensors within the bandage couldquickly identify tiny amounts of bacteria in awound and determine which antibiotics wouldwork best. The cut could then be treatedinstantly, so avoiding possible complications.

Socks are long overdue for a makeover. In thefuture they will be able to automatically detectthe amount of pressure in your foot and alertyou when an ulcer is imminent.

All the projects should have far-reachingimplications, but the biggest single

development is a melanoma monitor designedto give early warnings of cancer. The devicecould be used to take a picture of your bodyeach week, then compare it to previousimages. If a problem is found, the systemwould advise you to get a check-up at yourdoctor’s surgery.

If all this sounds nerve-wracking, then help isat hand. Experts are also working on a ‘digitaldoctor’, complete with a comforting bedsidemanner. A standard computer would be ableto understand your voice and answerquestions about your symptoms in plainEnglish and in a way which would calm yournerves.

Stress is no sweat either. A portablecommunication aid could recognise certainphrases and tones and let you know when youare about to lose your temper. The softwarewould also suggest ways of keeping your cool.

Computer therapists are a little way off yet,but the projects are ready to be prototypedand trialled. Researchers are still struggling,however, with making the technology cheapand simple enough for the domestic user. Thatis going to be the difficult part.

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When writing a summary, you often have to make a series of separate points. You can linkthem in different ways.To build up a list of points, use linking words such as firstly, secondly, also, in addition, aswell as, furthermore and moreover.Linking words which show contrast include but, although, on the other hand, in spite of, despite, however and nevertheless.Words for reasoning include because, as, since, and for this reason. Result or consequencecan be expressed by so, consequently, therefore and as a result.You can round off your argument or list of points with expressions like Finally, On balance, To sum up and In conclusion.Apart from showing the examiner that you can reason and sequence your ideas clearly andlogically, using linking words will also demonstrate that you are in control of sentence structure,and your paragraph will flow much better. This will help you to gain the highest marks.

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Using linking words


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NNNNOOOOTTTTEEEE----TTTTAAAAKKKKIIIINNNNGGGG 7777Read the article about special hi-tech spectacles which are being adapted to help children suffering fromdyslexia. Then write a set of notes, using the headings given.

NNNNOOOOTTTTEEEE––––TTTTAAAAKKKKIIIINNNNGGGG 1111

Children who are dyslexic haveproblems processing specificvisual information, resulting introuble reading and writing.Until recently, it was thought tobe language-related areas of thebrain which were deficient, butnew research suggests thatdyslexics have difficulty with thecontrol of eye movement, or‘eye wobble’.

Scientists based at the QuientiQlaboratory and researchers at theDyslexia Research Trust areworking together to adapt hi-tech spectacles, developed tomonitor the eye movements offighter pilots, into miniaturisedversions for children as young as five.

It is hoped the technology willhelp children like the six-year-old boy who asked Dr SueFowler, a researcher at theDyslexia Research Trust’s clinic, ‘Do you want to know asecret? All the words on the page move and I don’t knowhow they do it because they don’t have any legs.’ Otherchildren with dyslexia may report a disturbing sensationof ‘glare’ from the printed page, making them rub theireyes frequently. In some dyslexic children, reading causesa headache.

Professor John Stein, professor of neurology atMagdalene College, Oxford, has spent 20 yearsresearching the connection between lack of eye controland reading difficulties. He says, ‘We are visual animalsand eye movements are possibly the most importantmovements we make because they allow us to inspect theworld around us. I believe problems with eye wobbleaccount for up to two-thirds of dyslexia cases.

‘Dyslexia is not a disease. It is a brain difference, like left-handedness. We also believe that a cell in the brain, the

magnocell, is related to eyemovement. It seems thatmagnocells in dyslexics do notdevelop as well as those in goodreaders.’

The professor, who trained atOxford and St Thomas’s Hospitalin London, will be meetinggovernment officials to preparefor a trial of the hi-tech specs inprimary schools in London andHampshire. Professor Stein andhis colleague, Dr Fowler, usedthe first prototype on a child lastsummer.

Professor Stein explains, ‘Eyewobble is not obvious to thenaked eye. The movements aresmall and very rapid. The hi-techspecs, which are worn for only afew minutes during tests, are themost accurate technique we havefor detecting the amount of eyewobble. The child focuses on a

point 18 inches away and then follows a moving target.The specs show whether the child’s eyes are trackingsteadily, or whether they wobble. We would like the specsto be mass-produced, becoming cheap enough to beused in all primary schools.’

Dr Fowler adds, ‘We see 800 children a year from allover the country. They are mostly aged seven to twelve,but people of any age can be assessed. Because we are acharity and investigations are part of our research,children are seen free.

‘If we can get children early, their brains are flexibleenough to enable them to improve control. After seeingthem at the clinic, we give patients daily exercises toenable them to keep their eyes still and fixed on oneobject. In time, we believe these exercises become etchedonto the brain. The result is that reading improvesgreatly.’

TACKLING DYSLEXIAIN CHILDREN


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Problems a dyslexic child may complain of

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Original use of the hi-tech specs

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How the specs are used to test children for dyslexia

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Treatment after the tests

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LINKED SUMMARY

Using the ideas in your notes, write a paragraph of no more than 70 words on the ways dyslexia mayaffect children, a technique for diagnosing dyslexia, and how dyslexia can be treated. Use your own wordsas far as possible.

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The speed at which students feel comfortable reading is a very personal matter and there isno doubt that individual speeds of reading vary hugely. Reading speed is not an indication ofintelligence, although young people often believe it is.

The fact is, we all speed up and slow down as we read, depending on the difficulty of thecontent. We often do this quite unconsciously, whether we are reading for pleasure or readingfor information. We sometimes read groups of words quite fast, taking in the informationquickly and easily, without any conscious effort. You may be surprised by how quickly you ‘getthrough’ several chapters of an exciting novel. On the other hand, we naturally slow down orre-read a section of text when we want to be sure that we are getting the correct meaningfrom what we are reading.

Next time you read, you could try to be more aware of your reading speeds. When practisingexam-style exercises, slow down a little if you begin to feel confused. Re-read a sentence orgroup of words, checking back with the question to see if this bit of text contains relevantinformation. Approaching your reading in this way is a more mature attitude to study thanrushing through without understanding. Don’t be worried about taking more time, as the fewextra seconds of double-checking are definitely worth it.

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Being aware of your reading speed


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Read the article about allergies. Then write a summary explaining why some people develop allergies,why allergic reactions seem to be increasing, and how medication can help. Write about 100 words andtry to use your own words as far as possible.

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Allergy has become more and more commonover the last 30 years. Now one-third of us areaffected by allergy at some point in our lives andhalf of these sufferers are children. In the UK,three million people suffer from asthma, and fiveper cent of children suffer from food allergy.Allergy is a reaction that occurs when theimmune system has a strange and unnecessaryreaction to a substance which is normallyharmless, such as pollen or peanuts. The immunesystem is there to protect the body againstoutside attackers, including viruses, bacteria andparasites. To defend your body against anattacker, the immune system remembers thesedangerous micro-organisms and attacks them if itmeets them again. This work is done byantibodies. The immune system in allergysufferers makes antibodies against harmlesssubstances, because it mistakenly believes themto be dangerous.An allergic reaction may not happen the first timea sufferer meets an allergen (the substancecausing the reaction, such as pollen, milk orstrawberries). Sometimes people can eat nuts foryears and then suddenly become allergic to them.What has happened is that the immune systemhas now decided the substance is dangerous andhas made an allergy antibody. This antibody thenattaches itself to cells, which contain histamine.When the antibodies meet the allergen the nexttime, they attempt to destroy it. As they do that,the surface of the cells is broken, and histamine isreleased. The histamine and other chemicalsinflame the tissues. This leads to the symptoms

of allergy, such as swelling, rashes, sneezing, soreeyes and breathlessness. Anaphylaxia is the mostsevere allergic reaction of all and is most oftentriggered by wasp or bee stings or peanuts. Thismust be treated immediately.Allergies run in families. Some people are bornwith the ability to make lots of allergy antibodies,and they are more likely to develop allergies andallergic disorders such as hay fever and asthma.Experts believe more people have developedallergies because of changes in our lifestyle whichhave exposed us to more allergens. We eat moreprocessed foods, with a wide range of additivesand colourings; more and more people havecentral heating and double glazing, making ourhouses warmer and less draughty – an idealenvironment to breed the house dust mite.There may also be a link between allergies andantibiotics. At one time our immune systemswere kept busy fighting off disease and trying towin the battle for health, but antibiotics havereduced the amount of work our immune systemshave to do. Now experts think they may directspare energy to harmless substances such asstrawberries. In other words our immune systemshave become over-sensitive. A good deal of research is being devoted tofinding a cure for allergies. Sufferers may begiven medicine to control symptoms, and theymay also be offered tests to find out whatsubstances trigger an allergic reaction so thatthey can avoid contact with these in future.


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The summary question asks you to write ‘about 100 words’ – you are allowed to write a fewwords under or over 100. When practising summary writing, however, think about ways youcan save yourself words.

For example, try not to copy out whole sentences from the text as this usually leads to usingtoo many words. Also, several nouns in the text can often be grouped together as onecollective noun, rather than listing each one separately. The collective noun you need mayactually be in the text – for example, allergen on the opposite page, which can be used torefer to a list of substances such as pollen, milk, strawberries, nuts, etc. You have to decideyourself whether it is necessary to name each item separately in your summary, or whether itis possible to use the collective noun.

The advantages of using collective nouns are that, as well as reducing the number of wordsyou write, they show the examiner that you have a good command of English.

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Writing concisely


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Should every teenager be given a vaccine thatblocks the effects of nicotine, and so preventsthem becoming addicted to cigarettes?

This controversial possibility is on the horizon,thanks to the development of a new vaccine fornicotine addiction. The vaccine was designed forpeople who want to quit smoking but whorepeatedly relapse after giving up. But since mostcountries are failing to cut the number of childrenand teenagers taking up smoking, manypeople will want to know whetherthe vaccine should be used farmore widely if it proves to beeffective.

The vaccine stimulatesthe immune system toproduce antibodiesagainst nicotine. Whenan antibody binds tonicotine, the resultingcomplex is too big toget into the brain, andso the brain’s ‘pleasurereceptors’ that givepeople enjoyment fromsmoking aren’t activated.

‘The vaccine will betested first on relapsingsmokers, then on those whoplan to quit, then on those who arenot yet completely hooked,’ says FrankVocci of the National Institute of Drug Abusenear Washington, DC, which sponsored thevaccine. ‘The final step would be vaccinatingyoung people before they even try smoking, butthat’s a long way down the road.’

John Roberts, medical director of British drugscompany Xenova, is very enthusiastic. ‘I thinkprevention is a huge opportunity,’ he says. ‘If youcan take away the pleasure nicotine gives, then

teenagers who start smoking are more likely tostop before it becomes a habit.’ Futuregenerations may thus avoid the serious healthproblems in midlife caused by smoking.

Eighty per cent of smokers start in their teens,with 360,000 teenagers and children in the UStaking up the habit per year. But would thevaccine be given to all children or only a selectedfew? ‘There are civil liberties issues,’ says

Amanda Sandford of Action onSmoking and Health (ASH), an

anti-smoking charity. ‘How willwe decide which children are

most at risk of becomingsmokers?’ Instead shefavours education as away of discouragingchildren from smoking.Mark Soufliers ofFlorida-based NabiBiopharmaceuticals isalso cautious. ‘It isvery difficult to knowwhat is the right age to

give the vaccine tochildren, and whether

you’d need to give regularboosters. Also, how much

right does a child have to sayno to vaccination?’

There are also worries about givingthe vaccine to long-term adult smokers. Since thevaccine doesn’t get rid of the cravings forcigarettes, will dependent smokers simply try tobeat the vaccine’s antibodies by smoking more?Gary Norwith, Nabi’s clinical director, says thiswould be virtually impossible. ‘You’d have to stick an entire pack of cigarettes in your mouthand smoke for hours to override the antibodies,’he says.

STOP THEM BEFORE THEY START

Read the article about a vaccine to discourage cigarette smoking and complete the notes under theheadings given.


15

SSUUMMMMAARRYY 77

How the vaccine works

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Arguments for giving it to children

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Arguments against giving it to children

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LINKED SUMMARY

Using the ideas in your notes, write a paragraph of no more than 70 words outlining the pros and cons ofgiving the smoking vaccine to children. Use your own words as far as possible.

NNOO TT EE––TTAAKKIINNGG 22

Students sometimes become very competitive with each other, comparing marks and feelingannoyed if a classmate does better than they do in a test. A little competition in the class canindeed give extra motivation and spur you on to try harder.

However, another way you can improve your skills is to be cooperative with each other, ratherthan directly competitive. Talking with a friend about the process of learning helps you reflecton what you are learning, and develops a more mature attitude to study. Discussing things inthis way helps you think through the topics you are studying, which deepens and strengthensyour understanding. This is particularly important in English, when there may not be simple‘right’ or ‘wrong’ answers.

Reflecting on your learning also helps you become more objective about your progress. Youwill think more clearly about how your skills are improving and the ways in which you want todevelop them further.

EXAM

INER

’STI

P

Developing a mature approach to study


Documents

Summary and Note-Taking with Key (revised edition)