Voorbereiding

op

CE Leesvaardigheid (CITO)

4/5 HAVO

5/6VWO

2013

Wat wil het CITO?

Om ongeveer een 5,5/6,0 te halen, moet je de GROTE LIJN van een verhaal kunnen volgen.

Als je NET de grote lijn volgt, haal je NET een voldoende.

Het is belangrijk (en wenselijk) je kansen te vergroten:

1. Woordenschat verbeteren (signaalwoorden en vaak voorkomende woorden leren. Vooral werkwoorden met positieve of negatieve lading leren (zie Woordenschat achterin)

2. Strategieën leren hoe je verschillende soorten vragen aanpakt (open vragen, ABCD-vragen, gatentekst, scannen) (zie Stappenplannen achterin)

Het is relatief eenvoudig een 6,0 te halen. Als je méér in kunt leveren (details, inzicht, voorbeelden) kunt je redelijk makkelijk op een 8,0 komen. De laatste 6/7 punten maken het verschil tussen 8,0, 9,0 en 10,0.

We gaan GEEN teksten nauwkeurig bestuderen Dat is saai en levert niets op.

We gaan teksten STRAGETISCH bestuderen om te zien wat de mogelijkheden zijn om je cijfer te verbeteren.

Voor het bewerken van teksten op VWO-niveau moet je volgende “kunnen”:

1. Grote lijn herkennen2. Signaalwoorden “zien”3. Analyse uitvoeren4. Stellingen van experts herkennen (vinden wat ze “zeggen, menen, denken,” – het is

niet belangrijk wie ze zijn of waar ze vandaan komen – kijk tussen de aanhalingstekens “………”)

5. Voorbeelden geven 6. Inzicht “tonen” – hoe voorbeelden en experts iets toevoegen aan de grote lijn7. Scannen – heel snel lezen om een klein antwoordje te vinden onder een grote

hoeveelheid woorden.

Nota bene: Vragen in het Nederlands zijn de lastigste te beantwoorden.

In principe moet je alle vragen in het Nederlands beantwoorden.

Open vragen worden steeds minder gesteld – vaak moet je alleen een citaat vinden en vaak hoef je niet eens het citaat te kunnen begrijpen.

Engelse teksten maken vaak gebruik van woordspeling (pun) of citaten als titel. Dit maakt het moeilijk om een verband tussen titel en een vraag te maken.

Als de eerste vraag een open vraag is, hoef je niet eens de titel de begrijpen. CITO moet in dit geval meer informatie GEVEN om de grote lijn te kunnen volgen.

Gatenteksten verdwijnen maar ze zijn vaak moeilijk te doen. Hier maak je vaak gebruik van je woordenboek. Anders gebruik je je woordenboek zo min mogelijk – voor de grote lijn hoef je niet alle woorden te begrijpen en CITO toetst kennis van woorden niet – wél de grote lijn.

Je krijgt 150min de tijd om ongeveer 50 punten te halen – 3min per punt. Verdeel je tijd dus heel goed en verspil geen half uur met een vraag van een punt.

Denk daaraan!

CITO wil je in de maling nemen. Laat dat je niet gebeuren!

Denk daaraan!

Een open vraag is eigenlijk geen echte open vraag in een CITO –toets – het enige goede antwoord staat in de tekst.

Een open vraag is eigenlijk een “niet multiple-choice) vraag.

Denk daaraan!

Baseer je antwoord op wat er in de tekst staat, niet op je eigen vooroordelen of voorkennis.

Suggesties en tips voor het lezen en begrijpen van teksten in het Centraalexamen Engels.

Alles op een rij, stap voor stap:

1. Een CITO-toets bestaat uit ruim 50 te behalen punten. De toets zelf duurt 150 minuten, dus heb je drie minuten de tijd om elk punt te behalen.

2. De titel, ondertitel en eventuele introductieregels lezen. Indien aanwezig, kijk naar het plaatje en onderschrift.

3. Vervolgens niet eerst de hele tekst doorlezen - dit kost teveel tijd. Ga meteen naar de eerste vraag. Lees goed! Bestudeer de bijgevoegde woordenlijst, indien aanwezig.

4. Onderstreep met highlighter de woorden waar de vraag over gaat in de tekst. Als het om meer dan één regel gaat, zet dan één streepje voor alle betrokkene regels Dit helpt je focussen op het stuk tekst waar het om gaat.

5. Lees dan de tekst vanaf de vorige vraag tot en met het stuk van de nieuwe vraag. Lees dus ook tussenliggende alinea's, zelfs als daar geen vraag over gesteld wordt. Als er geen vraag over een alinea gesteld wordt, wees dan op je hoede! Dit is een typisch trucje van CITO. Die alinea is vaak wéI belangrijk! Die mensen van CITO zijn tricky!

6. Ga terug naar de vraag, en bekijk per antwoord of je die woorden of het idee/gevoel dat in dat antwoord verwoord wordt, uit de tekst kunt halen. Zo niet, streep dan het antwoord door en ga naar het volgende antwoord.

7. Als je zo alle antwoorden af bent gegaan, hou je vaak 2 antwoorden over; het goede en het bijna goede. Lees de vraag en eventueel de tekst nog eens goed door. Hoe meer woorden kloppen, hoe beter. Als de vraag is ‘wat is de kern van de alinea' en er is één zin over geld en drie zinnen over ruzie tussen familieleden, dan is ‘gezinsproblemen' beter dan ‘financiële onenigheden’.

8. Ga zo een voor een de vragen af. Probeer steeds de grote lijn van het artikel in de gaten te houden en de mening van de schrijver in je hoofd te houden, zodat je geen tegenstrijdige antwoorden geeft.

9. Zodra je merkt dat een tekst erg moeilijk is, kun je die beter eerst overslaan. Je kunt beter de makkelijkere teksten rustig en goed gedaan hebben, en die punten binnenhalen. Als je dan nog tijd hebt, doe je de moeilijke tekst.

10. Vergeet niet om aan het eind bij meerkeuze vragen die je hebt overgeslagen in ieder geval iets in te vullen. RADEN!

Er wordt niet “gedacht”. Er wordt examen gemaakt.

Niemand zit op jouw mening te wachten, zelfs bij open vragen niet.

ALLES STAAT IN DE TEKST!

BELANGRIJK! Let op de volgende punten!

1. Verbanden tussen alinea's en zinnen. Zorg daarom dat je de signaalwoorden uit de signaalwoordenlijst goed kent. Die woorden zijn de ‘richtingaanwijzers’ (pointing words) in de tekst. Ze geven aan wat je kunt verwachten in een volgende zin of alinea Dat vergroot je begrip van de tekst.

2. Interpunctie - leestekens aIs ? ! “ ‘ ; : zijn net aIs voegwoorden belangrijke richtingaanwijzers in een tekst.

3. Bij de - : - de dubbele punt, staat vaak het antwoord.

4. Bij een vraag naar de mening van een expert kijk je naar de aanhalingstekens.

5. Ironie - Ironie is spot in het algemeen. Je herkent ironie aan: heel positieve woorden in een negatief stuk tekst; een onderwerp dat er met de haren bij gesleept wordt; de laatste zin van de tekst - dat is dan de 'lollige uitsmijter'.

6. Positief / negatief - als je de betekenis van een woord niet kent, kun je vaak wel raden of het een positief dan wel een negatief geladen woord is. Hiermee kom je vaak al een heel eind. Leer dus goed de positieve / negatieve woorden uit je woordenlijst.

7. Let op kernwoorden in de antwoorden die niets met de tekst te maken hebben of veel te sterk zijn, bv altijd, nooit, alles. Dit duidt er in de meeste gevallen op dat het antwoord fout is.

8. De woorden meer en meest maken een antwoord vaak fout; het is dan wel veel, maar niet steeds meer, of het meest.

9. Let op synoniemen. In het goede antwoord staan vaak synoniemen van de woorden uit de tekst en het Engels heeft heel veel synoniemen!

10. Probeer je woordenboek zo weinig mogelijk te gebruiken, dit kost teveel tijd, Denk in termen als positief en negatief, of probeer de betekenis met behulp van het Nederlands of een andere taal af te leiden, vooral het Frans of het Latijns.

11. Beperk je gebruik van het woordenboek zoveel mogelijk tot woorden in de antwoorden die je echt moet weten en tot woorden uit de tekst die je moet

weten om een open vraag in het Nederlands te kunnen beantwoorden.

12. Alleen bij de gatentekst zul je het woordenboek moeten gebruiken als je een van de woorden die je in moet vullen niet kent.

13. Vergeet nooit tussenliggende alinea’s te lezen, ook als er geen vraag over

gesteld wordt. Soms zijn ze gewoon nuttig om de grote Iijn vast te houden, soms staat daar juist het antwoord. Zo zie je het verschil: kijk naar 2 opeenvolgende vragen:

a. Als de ene vraag is; “Kijk in alinea 3" en de volgende “Wat is de kern van

alinea 5 ” dan is alinea 4 leuk voor de grote lijn.

b. Maar als de ene vraag is: “Kijk in alinea 3” en de volgende is een geciteerd zinnetje met daarachter (aI. 5) dan staat het antwoord waarschijnlijk in alinea 4. Ze zeggen niet dat je in alinea 5 moet kijken. Ze zeggen alleen dat daar dat zinnetje staat.

14. Durf het overgebleven antwoord te kiezen. Als je de rest hebt weggestreept, moet het overgebleven antwoord goed zijn, ook aI weet je de precieze betekenis niet. Zijn de woorden die je niet weet misschien synoniemen van de woorden in de tekst?

en

HEEL BELANGRIJK!

de eerste keus is vaak de beste!

Let daar eens op bij het oefenen. Mocht dat bij jou ook zo zijn, vertrouw dan op jezelf, en ga aan het eind van je examen: niets meer veranderen!

De meeste teksten die Cito gebruikt komen uit de beste tijdschriften die in de Engelstalige wereld verschijnen: The Guardian, The Times, The Sunday Times, The Washington Post, the Financial Times, The New York Times (kranten) en The New Statesman, the Economist, Newsweek (tijdschriften). De teksten bestaan voornamelijk uit recensies, opinies, uittreksels uit romans of artikels over zorg, gezondheid en de wetenschappen.

Om zo groot een aanbod aan te kunnen, is het opbouwen van woordenschat het belangrijkste voorbereiding dat je kunt maken. Daarom heb je zo ontzettend veel Engelse boeken moeten lezen. Daarom bestaat zo veel in de methode uit teksten, woordjes en begrippen. We gaan verder nog met woordjes leren. Er volgt nu een aantal oefeningen om je woordenschat te vergroten, tekstsoorten en vraagsoorten te leren kennen.

City Life

Opdracht 1: Put each of the following words in its correct place in the passage below:

cosmopolitan pollution congestion to breed crime

metropolitan urban cost of living irresistible lure

stimulation commuter city-dwellers anonymity

Most people in developed countries are _(a)_, drawn by the _(b)_ of the _(c)_. The attractions of the city are many: the _(d)_ atmosphere (foreign restaurants, different languages, international companies), the _(e)_ of cultural events or the simple hope of finding work. All too many find, however, that the glamorous façade is false. One can be very alone in the city and the _(f)_ which at first seems to give freedom and protection later leaves just loneliness. There is a lot to do but everything is expensive. The _(g)_ is high. There is _(h)_ not only of the physical but also of the moral environment and the various pressures of _(i)_ life. Above all, perhaps, it is the daily stresses and strains of the city which make life there a matter of survival rather than enjoyment. Many a _(k)_ struggling to work through the rush-hour _(l)_ asks, “Is it worth it?”

Opdracht 2: 2008 2e Tijdvak Tekst 4

Naturally, I’m not so wild about the concrete jungle

Richard Tomkins

1 A while ago in this column I describedLondon’s Barbican, the place where Ilive, as a forbidding concrete housingcomplex with hardly a green leaf insight. Afterwards, several fellowresidents complained that thisdescription was not only unfair butcould also quite possibly knock a bitoff the value of their properties.2 So in order to reduce my litigationrisk, I would now like you to knowthat I was strolling through theverdant pastures of the subterraneancar park the other day when, to myamazement, I found myself almost eyeto eye with a red, slinky and verycheeky fox.3 ___5___urban foxes are hardly a newphenomenon in Britain’s towns andcities, where they have discovered they

can find much richer pickings in thethrow-away society’s prolific output ofrubbish than in the unforgiving wild.Still, I never imagined they hadpenetrated this far. The Barbican,after all, sits right next to the heart ofLondon’s financial district. Whatnext? Will foxes be stalking thecorridors of the typical big City bank,foraging on the trading floor forworms and small invertebrates orstealing chickens from the staffcanteen?4 And foxes, I would like to add, arenot the only creatures of the wildfinding comfort in the centre ofLondon. In the Barbican, we also havean infestation – sorry, thriving colony– of seagulls. These graceful ballerinasof the skies, sometimes unfairlydescribed as winged rats, entertain usdaily with their melodic screeching

and comical attacks on pensioners,postmen and newspaper delivery boys.5 “You don’t like nature?” I say tothose who complain about havingtheir eyes plucked out or babies takenby these lovable, maraudingscavengers. “So, go and live in thecountry.”6 For this is the paradox, is it not?Once, we all knew where we stood: thepeople lived in the cities and theanimals lived in the wild. Yet, slowlybut inexorably, we are trading places.In many countries, including the US,Britain and France, the generations-oldtrend towards urbanisation hasbeen thrown into reverse as peoplecraving the authenticity of rural lifemove out of the cities and into thesticks. And in a Hitchcockian act ofrevenge, the animals are moving in theopposite direction.7 You see this most starkly in the US,where the two forces are clashing inthe no-man’s land of suburbia. Asurban sprawl extends into what usedto be the wilderness, and animals areattracted to human habitats byhunting bans and the abundance ofleftover food, people are findingthemselves living cheek by jowl withcoyotes, vultures, wolves, raccoons,deer, bobcats and even mountainlions. Last year, New Jersey faced sucha rapidly growing population of blackbears that it sanctioned its first bearhunt in more than 30 years.8 Frankly, I blame computers andcommunications technology.Urbanisation was a product of theindustrial age as mass manufacturingled to the centralisation of productionin big, dirty factories. But, as theindustrial economy has given way tothe knowledge economy andproduction has given way to service,this centralising force has eased andpeople have begun to disperse.9 Just as importantly, anxiety createdby our passing from the certainties of

the industrial age to the uncertaintiesof the information age has producedan equal and opposite reaction in ourcraving to revert to the world as weknew it. From this has come society’sobsession with nostalgia, primitivismand the romanticisation of the wilddesire to escape the pressures of life byreverting to country living.10 But here is another paradox. On theone hand, we want to go back tonature; but, on the other, we wantnature, too, to be what it was: red intooth and claw. So people are pressingnot only for the protection ofendangered species but also for thereintroduction of dangerous predatorsthat we sensibly eradicated centuriesago.11 In Britain, giant eagles with 8ftwingspans have already beensuccessfully released in the ScottishHebrides and people are nowenthusing over the idea of bringingthem south. With claws the size of ahuman hand, these enormous birds ofprey could soon be nesting at themouth of the Thames and swoopingdown over London to seize fish, ducksand perhaps the occasional cruise boatfrom the river.12 Why is it that the species peoplemost want to restore are the ones mostlikely to eat us? In the conservationbusiness, the rule seems to be thebigger and more dangerous, thebetter. In Scotland a wealthybusinessman has proposedreintroducing the wolf 250 years afterthe last one was shot. You have towonder if conservationists will ever besatisfied until woolly mammoths havetaken over the shopping malls andplague-carrying black rats are onceagain scurrying through the streets.13 Meanwhile, all we can do is fend forourselves as best we can. Pass me myloincloth and spear: I am going hometo the Barbican.Financial Times

Tekst 4 Naturally, I’m not so wild about the concrete jungle3p 4 Geef voor elk van de onderstaande citaten uit de alinea’s 1 tot en met 4 aan ofdit wel of niet ironisch is bedoeld.1 “a forbidding concrete housing complex”2 “in order to reduce my litigation risk”3 “the verdant pastures of the subterranean car park”4 “a red, slinky and very cheeky fox”5 “the throw-away society’s prolific output of rubbish”6 “entertain us daily with their melodic screeching”Noteer het nummer van elk citaat, gevolgd door “wel” of “niet”.

1p 5 Which of the following fits the gap in paragraph 3?A ConsequentlyB IronicallyC To be fairD To make matters worse“For this is the paradox, is it not?” (paragraph 6)

1p 6 Which of the following does the paradox refer to?A Damage caused by animals and a lack of effort to prevent this.B Fear of animals and a preference for country life.C Love of animals and abhorrence of their behaviour.

1p 7 Which of the following is true of the last sentence of paragraph 6 in relation tothe point made previously in the paragraph?A It comments sarcastically on it.B It further elaborates on it.C It sheds a different light on it.

1p 8 What does paragraph 7 describe?A People wanting to live in the wilderness.B Wild animals becoming dependent on people.C Wild animals invading ever expanding urban areas.

1p 9 What is the writer’s argument in paragraph 8?A ICT is causing alienation in communities that were once close-knit.B In the information age work no longer requires people to live in cities.C Modern society increasingly offers room for the individual and for personalchoice.D Pollution and hectic city life are driving people to the countryside.

1p 10 Which of the following is/are in line with paragraph 9?1 Progress has led to a desire for the familiarity of the past.2 People are willing to exchange prosperity for a materially sober way of life.A Only 1.B Only 2.C Both 1 and 2.D Neither 1 nor 2.“But here is another paradox.” (alinea 10)

1p 11 Uit welke twee delen bestaat deze paradox?

1p 12 Which of the following is true of paragraphs 11 and 12?A They emphasise that wildlife in Britain is still quite abundant.B They illustrate that the forces of nature are beyond human control.C They make clear that only the strongest animals of prey can survive inmodern Britain.D They question the initiatives promoting the more extreme forms of wildlife inBritain.E They ridicule people

OPMERKINGEN

Met deze tekst zijn 11 punten te behalen – dus heb je maximal 33 minuten om alle vragen te beantwoorden. Er zijn ABCD-vragen, een “wel/niet”-vraag, een gatenvraag en een open vraag.

Plaatje en titel – kunnen wij al raden wat de grote lijn van de tekst is? En “concrete jungle” – welke woorden komen naar voren als wij aan een jungle uit beton denken?

Vraag 4 – “wel/niet”-vraag; drie punten te behalen, negen minuten de tijd om over alle onderdelen te denken. (LET OP! Geef duidelijke antwoorden aan: 1 – wel , 2 – niet, 3 – niet. Haal de antwoorden niet door elkaar en geef duidelijk aan of bij zin 1 “wel” of “niet” hoort.)

Vraag 5 – een gatenvraag – één woord ontbreekt aan het begin van alinea 3. Lees dus alinea 2 vooraf en zoek een woord uit dat een verband tussen alinea 2 en alinea 3 maakt.

Vragen 6,7,8,9, en 12 zijn “gewone” ABCD-vragen. Zoek het beste antwoord uit, gebaseerd op wat er in de tekst staat.

Vraag 10 is ook een ABCD-vraag maar iets ingewikkelder. Let goed op de mogelijkheden.

Vraag 11 is een open vraag. Wij zoeken twee onderdelen. Kijk uit voor “on the one hand/ on the other hand”. LET OP! Vraag in het Nederlands – ANTWOORD ÓÓK IN HET NEDERLANDS – citeer niet in het Engels.

Opdracht 3: Met een goed E-N woordenboek zoek alle onbekende woorden op en schrijf ze op. Het opschrijven is eigenlijk belangrijk – iets met je handen doen – een fysieke handeling – helpt bij het leren van iets dat je ziet. Spreek de woorden ook uit. Je leert eigenlijk op drie manieren:

V – visual (met je ogen)

A – auditory (met je oren)

K – kinesthetic (met bewegingen)

Alle mensen leren met een combinatie van die drie manieren. Als je je kansen wilt verbeteren een woord te leren, moet je alle drie de methoden gebruiken.

The World of Education

Opdracht 1: Put each of the following words in its correct place in the passage:

elite divisive potential gifted

classless spontaneity cram streaming

conventional labeled privileged inferiority complex

It is interesting that in some countries which are socialist and therefore supposedly _(a)_, the education system is based on _(b)_, which means that children are educated according to their ability, with the more _(c)_ children separated from the others. Supporters of this system say that more intelligent children will be helped to achieve their full _(d)_ in this way and that these children will be held back if they have to share lessons with less clever pupils.

Opponents of this system, on the other hand, maintain that it creates an educated _(e)_, a special class of _(f)_ people who are encouraged to think of themselves as superior to the others. Similarly the others may, as a result of being _(g)_ second-rate, develop some kind of _(h)_. In a word, such a system is _(i)_, since it creates a division between people. Another important question in education is the amount of freedom and choice children should be given at school. The conservative view is that a _(j)_ system of strict rules is best. However, critics of this attitude say it causes regimentation, as in the army, and discourages children’s natural imagination and _(k)_. We must ask ourselves what the purpose of education is: to _(l)_ children’s heads with facts or to encourage them to develop their natural abilities in their own way?

Opdracht 2: 2008 1e Tijdvak Tekst 2

Independent Home | News | Sport | Argument | Education | Motoring |Money | Jobs | Travel | EnjoymentHome > Argument > Podium

David Miliband: Why students are getting better and betterat exams

From a speech at Imperial College, London, by the Minister of Statefor School StandardsOne myth about education is that, because there is an unchanging distributionand level of intelligence and aptitude, there should, therefore, be an unchangingdistribution and level of educational achievement. This deep-seated myth relieson two confusions.The first is between different types of intelligence. It is a truism that differentpeople are good at different things. And because different people are good atdifferent things, it is silly to rely on a single metric of aptitude in measuringachievement. Increasingly, our tests and exams are focusing on a broader rangeof intellectual competence than was traditionally measured by conventional IQtests. For example, students are asked to apply knowledge as well as recall it.There is also the confusion between intelligence or aptitude, and achievement.

Whatever your potential, it is its realisation that is the vital task of education.And education systems can be more or less successful at fulfilling potential. Soeven with a given distribution of aptitudes, there is plenty of scope for educationto become more successful at realising potential.For example, there is now an increasing range of teaching strategies that cansubstantially accelerate rates of learning and help students acquire a broaderrange of independent learning skills. My contention is not that today’s studentsare born cleverer than their parents; it is that schools and teachers are gettingbetter at getting the best out of them.www.independent.co.uk

Tekst 2 David Miliband2p 2 Geef van elk van de volgende beweringen aan of deze wel of niet inovereenstemming is met de inhoud van de tekst.

1 Exams allow students more and more to show what they are capable of.2 It has now been recognised that intensive exam training can improve studentresults.3 Students are now given more support in developing their talents.4 The average intelligence of students has increased along with educationaldevelopments.

Noteer het nummer van elke bewering, gevolgd door “wel” of “niet”.

Opmerkingen

Dit is een “wel/niet”- vraag. 2 punten te behalen. Maximaal 6 minuten.

Dit soort vraag wordt aan de rechterkant van het antwoordblad opgeschreven, net als open vragen. Je moet DUIDELIJK 1,2,3,4 in de toebehorende plaats opschrijven en WEL of NIET daarnaast. Neem de moeite om duidelijk te zijn – er is altijd ruimte genoeg.

Opdracht 3: 2011 1e Tijdvak Tekst 10

Skip directly to: content | section navigation | searchCornell UniversityOffice of Human ResourcesCornell University Unit NameSEARCH: goBias Incidence Response Program: Protocol forResponding to Bias Activity

I. IntroductionCornell University’s commitment to diversity and inclusiveness is expressed in its OpenDoors/Open Hearts/Open Minds statement. On January 27, 1999, Cornell UniversityPresident, Hunter Rawlings III, emphasized that Cornell is determined to provide a “climateof civility, decency, and respect for others on campus.” Cornell University’s commitment todiversity and inclusiveness necessarily implies that our community will include members who differ in their experiences, backgrounds, race and ethnicity, sex/gender, religious beliefs,sexual orientations, political persuasion, social perspectives, and other important respects.

Consistent with our simultaneous commitment to freedom of speech, Cornell Universityvalues and promotes the respect for differences that its commitment to diversity supposesand requires.II. Response to Bias IncidentsBehavior reflecting bias or discrimination may constitute a violation of Cornell University’spolicies and Campus Code of Conduct, as well as local, state, and federal laws. The Universityhas established review procedures to deal with such cases at both the college and universitylevels.A. An individual who believes s/he is the victim of a crime should contact the Cornell Policeand, if appropriate, other local police agencies immediately, so that the matter can beaddressed and support services made available.

B. An individual who believes that s/he has been subjected to discrimination in violation ofthe University’s Equal Employment and Educational Opportunity policy or who has been thetarget of activity that s/he believes constitutes a violation of the Campus Code of Conductshould bring this complaint to the attention of his or her college harassment advisor, theJudicial Administrator or the University Ombudsman. These university officials willpromptly (within 24 hours) review the allegations and determine if the information shouldmore appropriately be referred for investigation to another university office, including to the Cornell Police.

C. Complaints involving allegations of discrimination and/or harassment that occur withinthe classroom or in the student-faculty context should be directed to existing college-basedreview procedures.

D. Response to Other Instances Involving Bias or Potential BiasWhen individuals believe that they or other members of the university community have beenadversely affected by instances involving bias on the basis of race, gender, sexual orientation, national origin, or any other protected condition and are not sure which of the complaint procedures to use (i.e., II A, B, or C) or where the bias is not necessarily directed against a particular individual or individuals (e.g. graffiti, postering, etc.), they should report their concern to the Office of Workforce Diversity, Equity and Life Quality. Within 24 hours, the Office will forward a summary of the complaint to “response coordinators” (designated and trained staff and/or faculty members) who will be responsible for contacting the target(s) of the complained-of behavior within 24 hours and/or coordinating support services and/or referrals as appropriate under the circumstances.Complaints made under Sections II, A, B, or C may also be referred to the Office of Workforce Diversity, Equity and Life Quality when the coordination of support services may be helpful.III. Campus NotificationThe extent of dissemination of information concerning bias activity will depend on thecircumstances. The Office of Workforce Diversity, Equity and Life Quality will promptlycommunicate to designated members of the university community the date, general locationof the reported activity, the nature of the bias involved, and the nature of the responseproposed. Campus notifications of alleged crimes or policy violations will be made consistentwith the university’s obligations pursuant to state and federal law, university policy, and theneeds of the police investigation. The Office of Workforce Diversity, Equity and Life Qualitywill work with the Division of University Relations to notify the public consistent with the

University’s legal obligations and policies. When a criminal offense is involved, the Office ofWorkforce Diversity, Equity and Life Quality will work closely with the Cornell Police andother appropriate authorities.

www.hr.cornell.edu

Tekst 10 Cornell UniversityOp de muur van een studentenflat op het terrein van Cornell University staat eentekening van een uitdagend geklede jonge vrouw.

1p 43 Kun je op grond van de klachtenprocedure (tekst 10) een klacht indienen als jedeze tekening aanstootgevend vindt?

Zo nee, antwoord “Nee”. Zo ja, citeer de eerste twee woorden van het zinsdeeldat je antwoord ondersteunt.

Opmerkingen:

Een lange tekst, ingewikkeld en alleen één punt te behalen. 3 minuten dus een “scan-vraag”. Dit betekend heel snel scannen en zoeken naar bepaalde woorden – iets met kleding of vrouwen, misschien? Hoef je alle woorden te begrijpen? Je hebt beslist geen tijd om een woordenboek te gebruiken. RADEN, GISSEN, GOKKEN als je een woord niet weet.

Als je een zin met passende woorden hebt gevonden, doorlezen en kijk of dat een juiste is. Zo niet – verder lezen. Zo wel – bepaal welk ONDERDEEL van de zin het antwoord aangeeft – je wordt gevraagd een ZINSDEEL aan te geven en niet de hele zin. Cito kijkt of je nauwkeurig informatie kunt vinden. Je wordt ook gevraagd, de eerste TWEE woorden aan te geven – doe dat – niet één, niet drie, niet de hele zin – dat kost te veel tijd.

Scan-vragen zijn eigenlijk de makkelijkste vragen te beantwoorden maar je moet SNEL handelen.

Opdracht 4: 2011 1e Tijdvak Tekst 5

The Economist AsiaIdeology in ChinaConfucius makes a comeback

BEIJING“STUDY the past”, Confuciussaid, “if you would definethe future.” Now he himself hasbecome the object of that study.Confucius was revered –indeed worshipped – in China formore than 2,000 years. Butneither the Communist Party, northe 20th century itself, has beenkind to the sage. Modern Chinasaw the end of the imperial civilserviceexaminations he inspired, the endof the imperial regime itself and therepudiation of the classical Chinese inwhich he wrote. __9__, during theCultural Revolution Confucius and hisfollowers were derided and humiliated byMao Zedong in his zeal to build a “newChina”.Now, Professor Kang Xiaoguang, anoutspoken scholar at Beijing’s RenminUniversity, argues that Confucianismshould become China’s state religion.Such proposals bring Confucius’s __10__into the open. It is another sign of thestruggle within China for an alternativeideological underpinning to CommunistParty rule in a country where enthusiasmfor communism waned long ago andwhere, officials and social critics fret,anything goes if money is to be made.Explicit attacks on Confucius endedas long ago as 1976, when Mao died, butit is only now that his popularity hasreally started rising. On topics rangingfrom political philosophy to personalethics, old Confucian ideas are __11__ .With a recent book and televisionseries on the Analects, the best-knowncollection of the sage’smusings, Yu Dan has tried tomake the teachings accessibleto ordinary Chinese. Scholarshave accused her ofoversimplifying, but her__12__ has clearly struck achord: her book has soldnearly 4m copies, anenormous number even inChina.Further interest is evinced by the

Confucian study programmes springingup all over the Chinese education system.These include kindergarten classes inwhich children recite the classics,Confucian programmes in philosophydepartments at universities, and evenConfucian-themed executive educationprogrammes offering sage guidance forbusiness people.But perhaps the most intriguing –albeit ambivalent – adopter ofConfucianism is the Communist Partyitself. Since becoming China’s top leaderin 2002, President Hu Jintao haspromoted a succession of official slogans,including “Harmonious Society” and“Xiaokang Shehui” (“a moderately welloffsociety”), which have Confucianundertones. __13__ , says one scholar atthe party’s top think-tank, the CentralParty School, official approval istempered by suspicions about religionand by lingering concern over themixture of Buddhism and other religiouselements in Confucian thinking.The relevance of Confucian ideas tomodern China is obvious. Confucianismemphasises order, balance and harmony.It teaches respect for authority andconcern for others.For ordinary Chinese, such ideasmust seem like an antidote to thedownside of growth, such as wideningregional disparities, wealth differentials,corruption and rising social tension. Forthe government, too, Confucianism seemslike __14__ . The party is struggling tomaintain its authority without muchideological underpinning. Confucianismseems to provide a ready-made ideologythat teaches people to accept their placeand does not challenge party rule.As an additional advantage,Confucianism is home-grown, unlikecommunism. It even provides the partywith a tool for __15__ abroad. By callingChina’s overseas cultural and linguisticstudy centres “Confucius Institutes”, theparty can present itself as somethingmore than just an ideologically bankruptadministrator of the world’s workshop.

Yet despite this, Confucianism is notan easy fit for the party. It says those atthe top must prove their worthiness torule. This means Confucianism does notreally address one of the __16__ , thatwhile all will be well so long as Chinacontinues to prosper, the party has littleto fall back upon if growth falters.Writing last year, Professor Kangnevertheless argued that a marriage ofConfucianism and communism __17__ .He argued that the party has in realityallied itself with China’s urban elite. “Itis”, he wrote, “an alliance whereby theelites collude to pillage the masses,”leading to “political corruption, socialinequality, financial risks, rampant evilforces, and moral degeneration.” Thesolution, he argued, was to “Confucianise

the Chinese Communist Party at the topand society at the lower level.”But Stephen Angle, a Fulbrightscholar at Peking University and aphilosophy professor at WesleyanUniversity in America, argues thatConfucianism may not be as useful to theparty as it thinks. For a start it has littleto say about one of the party’s biggestworries, the tension in urban-ruralrelations. More important, a gap inConfucian political theory should alarm agovernment seeking to hold on to powerin __18__ . “One big problem withConfucianism”, says Mr Angle, “is that itoffers no good model for politicaltransition, except revolution.”The Economist, 2007

Tekst 5 Confucius makes a comebackKies bij iedere open plek in de tekst het juiste antwoord uit de gegevenmogelijkheden.

1p 9A Even more curiouslyB Harsher stillC ParadoxicallyD To be fair

1p 10A degradationB rehabilitationC vulnerability

1p 11A gaining new currencyB highly controversialC opening up new fields of studyD seen as outworn clichés

1p 12A ideologyB popularityC responseD treatment

1p 13A After allB For this same reasonC Indeed

D MoreoverE On the other hand

1p 14A a blessingB a new religionC a risky gamble

1p 15A advancing commercial interestsB gaining goodwillC promoting the study of ChineseD re-establishing Confucianism

1p 16A government’s main worriesB most widespread misconceptionsC principles of Chinese ideology

1p 17A could be made to workB had already proved resultsC was out of the question

1p 18A a country with many religionsB a fast-changing situationC an era 2500 years after ConfuciusD an industrialised country such as China

Opmerkingen:

Gatenteksten zijn de moeilijkste – hier heb je 10 gaten, dus 10 punten te behalen en 30 minuten de tijd om de tekst goed door te lezen en ombekende woorden in een goed woordenboek op te zoeken. Met gatenteksten heb je vaak een woordenboek hard nodig – anders is dat gewoon gokken en op die manier verlies je gewoon te veel punten. Denk daaraan – 6 punten kan het verschil tussen een 8,0 en een 10,0 betekenen.

Koop een “Advanced Learner’s Dictionary” van Oxford of Cambridge University Press – die zijn goud waard! En de dikke Van Dale E-N en N-E. Breng ze alle drie mee!

Vragen 10 en 12 hebben heel moeilijke woorden en als je ze niet kent, moet je een woordenboek gebruiken. Één uit de mediatheek is niet goed genoeg.

De overige vragen bevatten meer woorden, soms heel eenvoudige woorden, maar je moet goed inzien of ze een idioom zijn of hoe zij een verband tussen alinea’s

goed beter het best kunnen maken.

Fashion and Trends

Opdracht 1: Put each of the following words in its correct place in the passage:

slavishly trends slaves to fashion individualists

trendy fashion houses conformists dictate

the latest fashion haute couture dictates personal ornaments

Most people like to think they are _(a)_ and simply wear whatever they like. Few people will admit to being _(b)_. However we are not just talking of expensive _(c)_ of the Paris and Milan _(d)_, which not many people can afford anyway. We are talking of the fashions and _(e)_ in everyday clothes. We say that we wear jeans and sweaters because they are cheap and practical, but isn’t it true that our jeans and sweaters tend the same as everyone else wears? Doesn’t that mean that we like to be _(f)_? Of course the big chain-stores, to some extent, _(g)_ what we wear, but they always offer a choice and people do, on the whole, like to wear _(h)_, which extends beyond clothes to make-up, _(i)_ (men wearing earrings too, nowadays) and hair styles. It is easy to declare that we do not _(j)_ follow the _(k)_ of fashion, but aren’t we all _(l)_ at heart?

Opdracht 2: 2010 2e Tijdvak Tekst 4

BEN MACINTYRE

We’re all speaking GeekThe world wide web, which turned 15this week₁ , has given us a fantasticoutpouring of new words(noot 1: tekst is in 2006 verschenen)

1 FIFTEEN YEARS after the birth of theworld wide web, the lines of battle areclear. On one side the still youngculture of the internet ― anarchic,playful, joyfully (and sometimeswilfully) inaccurate, global and

uncontrollable; on the other, thetraditional printed media ― precise,polite, often national in perspectiveand increasingly paranoid. The latterseeks to manage, limit and define theculture; the former delights in its

resistance to regulation.2 The battle rages in the conflictbetween Wikipedia, the sprawlinginternet encyclopaedia, and theEncyclopaedia Britannica, the canonversus the loose cannon. This week iterupted in the nursery, when the bestsellingchildcare expert Gina Fordthrew a tantrum and launched herbizarre attempt to shut down theMumsnet website because some of themums had been rude about her.3 But in no area of the culture is thecollision more intense than over theEnglish language, for the web haschanged English more radically thanany invention since paper, and muchfaster. According to Paul Payack, whoruns the Global Language Monitor,there are currently 998,974 words inthe English language, with thousandsmore emerging every month. By hiscalculation, English will adopt its onemillionth word in late November. Toput that statistic another way, for everyFrench word, there are now ten inEnglish.4 That claim has enraged traditionallexicographers. The 20-volume OxfordEnglish Dictionary has 301,100entries, and purists point out thatMr Payack has little in the way ofmethod and few criteria to define whatreally constitutes a word. But that, ofcourse, is the point.5 He found the remaining 697,874words by scouring the internet. Everydigital English dictionary was combed,before adding in the emerging words,the hybrids, Chinglish (Chinese-English), the slang, the linguistic oddsand sods, and even Hollywords, termscreated by the film industry. If a wordis used in English, it was acceptable.6 The nearest rival to English insheer fecundity is Chinese, and with1.3 billion Chinese now being officiallyurged to learn English, the result isnomogamosis (It is on the list: “A stateof marital harmony; a condition inwhich spouses are well matched.”) and

many, many offspring, some of themrather sweet. Drinktea, for example, isa sign on a shop door meaning closed,but also derives from the Mandarin forresting.7 The so-called tipping point mayhave come in the mid-1990s at thesame time as the invention of the firsteffective web browser, for ever sincethe web has served as a seedbed forlanguage, for the cross-fertilisationand rapid evolution of words.8 So far from debasing the language,the rapid expansion of English on theweb may be enriching the mothertongue. Like Latin, it has developeddifferent forms that bear little relationto one another: a speaker of Hinglish(Hindi-English) would have little tosay to a Chinglish speaker. But whilethe root of Latin took centuries to growits linguistic branches, modern nonstandardEnglish is evolving atfabulous speed. The language of theinternet itself, the cyberisms that wereonce the preserve of a few web boffins,has simultaneously expanded into anew argot of words and idioms:Ancient or Classic Geek has given wayto Modern Geek.9 The web has revived thepossibilities of word-coinage in a waynot seen since Shakespearean times,when the language was graduallyassuming its modern structure but wasnot yet codified into dictionaries (thefirst comprehensive English dictionaryappeared in 1730). Then, as now, thelack of control, and the rapidabsorption of new terms and ideasthrough exploration, colonisation andscience, enabled a great flowering ofwords. Of the 24,000 words used byShakespeare, perhaps 1,700 were hisown inventions: besmirch, anchovy,shudder, impede.10 Thanks to the internet, we arewitnessing the second great age of theneologism, a fantastic outpouring ofwords and phrases to describe newideas or reshape old ideas in novel

forms of language. Today, a word doesnot need the slow spread of verbalusage or literature to gain acceptance.If a word works, the internet canbreathe instant life into it.11 You do not have to be Shakespeareto forge words. George Bush isconstantly evolving new words, but noone should misunderestimate theability of lesser wordsmiths to dolikewise. So many words that ought toexist inexplicably do not. There shouldbe a term for that momentary flash ofembarrassment when a cell phonerings and you wonder if it is yours; andfor the vague disappointment you feelwhen you think you are about tosneeze, take a deep breath and thendon’t. (National Public Radio in the USrecently held a competition to namethis proto-sneeze and came up with“sniff-hanger”.) Why is there a wordfor déjà vu, but nothing to describe theopposite experience, far morecommon, of knowing somethingperfectly well but being quite unable toremember it?12 Last year this newspaper reportedthe existence, in the Bantu language

Tshiluba, of the long-needed wordilunga, meaning “a person who isready to forgive any abuse for the firsttime, to tolerate it a second time, butnever a third time”. Subsequentinvestigations suggested that the wordmay not exist in Tshiluba, but it existsnow in English, as thousands of entrieson the web attest, and the language isbetter for it.13 Rather than fight the word loansand word borrowings, the strangehybrids and new coinages, we shouldwelcome them. New words expand ourworld. They can even change it. Ifilunga is the thrice-repeated offencethat cannot be forgiven, then itsopposite is an Arabic word, taraadin,meaning “I win, you win”, the facesavingway to end an argument. Asbombs fall on southern Lebanon andmissiles on northern Israel, the worldcould profit from learning a newlanguage, in which ilunga is solved bytaraadin.The Times

Tekst 4 We’re all speaking Geek

2p 4 Geef bij elk van de volgende citaten uit alinea 1 aan of dit volgens de tekst welof niet van toepassing zou kunnen zijn op iemand als Gina Ford (alinea 2).1 “anarchic, … inaccurate”2 “precise, … paranoid”3 “seeks to … culture”4 “delights in … regulation”

Noteer het nummer van elk citaat, gevolgd door “wel” of “niet”.

1p 5 What is the main point made in paragraph 3?A Language is organic and ever-changing, and therefore impossible toregulate.B The advent of the internet has had a massive impact on the Englishlanguage.C There are now more words in English than in any other world language.D There are so many new English words emerging that it is impossible to learnthem all.

1p 6 Which of the following explains the view expressed in “But that, of course, is thepoint.” (paragraph 4)?A Since new words are continually invented and discarded, it is impossible tokeep count of them.B Standards regarding what constitutes a new word clash with the free spirit ofthe internet.C The OED has no control over the rapid emergence of new words on theinternet.D With so many internet users adopting English, new custom-made words arebound to appear.

1p 7 Which of the following is true of paragraph 6?A It applauds the increase in Chinese learning English.B It goes into a cause for the expansion of English.C It illustrates the cultural similarities in the English and the Chinese language.

3p 8 Geef van elk van de volgende beweringen aan of deze wel of niet juist is metbetrekking tot de inhoud van de alinea’s 8 tot en met 10.1 The rising number of people using the internet accounts for the fastexpansion of English.2 The original jargon of the internet has been greatly simplified.3 English is taking off in so many directions that it is in danger of splitting upinto different varieties.4 The present development of English is comparable to its development in thedays of Shakespeare.5 Shakespeare coined a large number of English words.6 These days new words on the internet are guaranteed immediate worldwideusage.

Noteer het nummer van elke bewering, gevolgd door “wel” of “niet”.

1p 9 How could the last sentence of paragraph 11 (“Why … remember it?”) alsobegin?A And why…B So why…C Yet why…

1p 10 What does the example of the word “ilunga” (paragraph 12) serve to illustrate?A Even the reputable Times sometimes makes up its own words.B Fictitious words may become part of the language through the internet.C The internet has generated a fashion for new words.

1p 11 What does the writer assume when he states that “… the world could profit fromlearning a new language, …” (paragraph 13)?A Of all the new words generated by the internet, we should focus on thosethat benefit mankind.B People’s thoughts and behaviour may be influenced by the language theyknow and use.C The fact that people understand each other’s language facilitates effectivecommunication.D The internet’s contribution to world peace should not be underestimated.

Opmerkingen:

Acht vragen, 11 punten te behalen, 33 minuten de tijd.Twee “wel/niet”-vragen en 6 ABCD-vragen

Moeilijke woorden – ook onbekend voor de meeste Engelstaligen. Mogelijk dat je een woordenboek moet gebruiken maar probeer eerst zonder.

Opdracht 3: 2007 2e Tijdvak Tekst 8

An obsession with prescribing perfectionBetter Than Well:American Medicine MeetsThe American Dreamby Carl ElliottNorton 357 pp $26.95Reviewed by Shannon Brownlee

1 In the late 1960s, the pharmaceutical company Sandoz introduced Serentil, a newtranquilizer. Serentil, according to the ad, could ease the “anxiety that comes from notfitting in,” a feeling that practically every person on the planet has undoubtedlyexperienced. But Sandoz was prevented from tapping this potentially enormous marketby the U.S. Food and Drug Administration, which forced the company to withdraw thedrug and issue a statement to the effect that Serentil was not intended for use ineveryday, anxiety-provoking situations.2 Thirty years after Serentil flopped, GlaxoSmithKline launched its own ad campaignfor Paxil, an antidepressant that could also be used to treat “social phobia.” Thecompany sent out press releases describing the disease, provided reporters with lists ofsufferers willing to speak about their condition, and papered bus shelters with postersand the slogan “Imagine Being Allergic to People.” The promotional campaign hardlymentioned the drug, let alone the manufacturer, notes author Carl Elliott, becausepharmaceutical companies have learned the lesson of Serentil: if they want to sell a drugthat will “take the edge off some sharply uncomfortable aspect of American social life,”as Elliott puts it, they first need to persuade Americans that their discomfort is due to abona fide medical problem. “SmithKline does not need to sell Paxil,” he writes. “Whatthey need to sell is social phobia.”3 That, in a nutshell, is the pattern of America’s obsession with enhancementtechnology: drugs and procedures that are supposed to make us more contented, calmer,sexier. In a word, better. “Doctors begin using a new drug or surgical procedure thatlooks as much like cosmetic intervention … as a proper medical treatment,” Elliottwrites. The technology triggers a heated debate. But in the end, the technology isaccepted as a part of ordinary American life.4 The acceptance of enhancement has been aided, says Elliot, by the American devotionto the self. “We tend to see ourselves as the managers of life projects,” writes Elliott,managers who must search for ways to make our lives better, richer, morepsychologically healthy. But this notion of life as a project leads to a degree of moraluncertainty, and to the belief that we are solely responsible for the outcome of ourendeavors. To that end, we have drafted medicine and technology into the service ofhaving good lives rather than being good people.

5 Better Than Well is a superbly crafted book. Lucidly written, often funny, it offers apenetrating look at our self-obsessed, over-medicalized, enhancement-addicted society.But Elliott goes further than this. Better Than Well also prepares the ground forthinking about the difficult and contentious issues surrounding gene therapy and geneticengineering.6 Bioethicists draw a line between so-called therapeutic technologies, which aredeemed moral, and enhancement technologies, which are not. Thus genetic therapy thatcan cure a disease such as cystic fibrosis is good, but genetic engineering to give a childgreater intelligence is bad. The problem with this construction, as Elliott makes clear, isthat the distinction between treatment and enhancement gets a little blurry in a societythat has become adept at turning many aspects of ordinary life into medical problems. Isit enhancement to give growth hormone to increase the stature of boys who will achievebelow-average height? Or therapy to protect their egos? And once biotechnologists findthe genes for stature, will we want to ensure that all our sons are above average and allour daughters do not grow too tall?7 The ability to alter the genes in embryos is coming soon to a culture that sees self-expression and identity as commodities that can be purchased. The implication of thiseloquent, disturbing book is that it will be very difficult to stop genetic enhancement, oreven slow it down.The Washington Post

Tekst 8 An obsession with prescribing perfection

1p 28 Which of the following statements is in accordance with the contents ofparagraphs 1 and 2?Serentil had to be taken off the market, becauseA it did not remedy the social anxiety it was supposed to ease.B it was not seen as treating a real disorder.C the advertising campaign for Serentil met with a lot of opposition.D users of Serentil complained of serious side-effects.

1p 29 What does paragraph 2 make clear about the “GlaxoSmithKline” ad campaign?A It concentrated on putting anxiety on the map as a disease.B It highlighted the wide range of psychological disorders treatable with Paxil.C It portrayed sufferers from social anxiety who had benefited from Paxil.D It was not launched until social anxiety had been recognised as a medicalcondition.“The technology triggers a heated debate.” (paragraph 3)

1p 30 A debate between which of the following parties?A Advocates and opponents of medical science being taken over bytechnology.B People in favour of and people against treatment merely aimed at a happierlife.C People who suffer from social phobia and those who do not.D Pharmaceutical companies and the U.S. Food and Drug Administration.E The medical profession and pharmaceutical companies.

2p 31 Geef van elk van de onderstaande beweringen aan of deze wel of niet inovereenstemming is met de inhoud van alinea 4.1 Americans tend to hold themselves accountable if they do not leadsuccessful lives.

2 Becoming a better person is part of America’s obsession with perfection.3 Many Americans see tranquillisers as a relief from the pressures of work.4 Present-day American medical science seems hardly interested anymore inordinary diseases.

Noteer het nummer van elke bewering, gevolgd door “wel” of “niet”.

1p 32 Which of the following is in accordance with the contents of paragraph 5?A Elliot approves of gene therapy but disapproves of drugs for the purpose ofmaking us happier.B Elliot argues that gene therapy will gradually replace medication.C Elliot extends his reasoning about enhancement technology to the field ofgene therapy.

1p 33 What does paragraph 6 make clear about the distinction that bioethicists havemade?A It can generate useful guidelines for tackling tricky moral questions.B It does not prevent them from constantly shifting their position.C It has led to a great deal of argument among scientists.D It is not always applicable to developments in medical practice.

1p 34 Which of the following sums up the reviewer’s attitude towards enhancementtechnology?It isA controversial but promising.B worrying but unavoidable.C wrongly ignored but irreversible.

Opmerkingen:

Zeven vragen, 8 te behalen punten, 24 minuten de tijd.Zes ABCD-vragen, een “wel/niet”-vraag. Geen open vragen MAAR let op de grote lijn, vooral belangrijk voor vraag 34.

Opdracht 4:

Tekst 6BOOKSHow Safe Are We?

HE UNINTENDED – andsometimes violent –consequences of scientificadvances and technology are welldocumented. Since the 1950santibiotics have saved millions of lives,but the emergence of more deadlyantibiotic-resistant viruses and bacteriahas been nature’s growing, not-so-subtleresponse. When the 9/11hijackers turnedpassenger planes

into missiles in2001, the dualnature of moderntechnology wasbrought into sharprelief. “SAFE: TheRace to ProtectOurselves in aNewly DangerousWorld”, a new bookby a cadre of

former Wired magazine writers andeditors, finds several more frighteningchinks in the armor of our everydaytechnologies and science, andexplains how terrorists could easilydisrupt communications networks,industrial chemical supplies and publicwater systems.2 The most pressing concerns lie inthe burgeoning field of bioengineering.Teenage students cut andsplice genes at a scientific level onlyNobel Prize winners could achieveback in 1980, and scientists are nowable to remake biological systems intoanything from glow-in-the-dark fish tosuperstrong mice. Alongside thepromise of miracle health benefitscomes the possibility of roguescientists’ usurping the past 20 yearsof research and using it to “weaponize”a natural pathogen that could killmillions. The authors argue that bypracticing a limited “open-source” typeof bio-engineering – in which many

groups share information andresources – a more resilient, robustsystem will emerge. Thepharmaceutical industry is currentlytoo controlling of its intellectualproperty, making an information-sharingsystem that could help getvaccines onto the market faster a nearimpossibility.3 “SAFE” is an ambitious book. Notonly does it identify many of the majorvulnerabilities that pulse throughmodern society, it also attempts topresent practical, technologicallyinformed solutions. The authors saythey wrote the book because people“naturally reacted to the 9/11 attacksby questioning whether their faith intechnology was simply and entirelymisplaced.” Reading “SAFE” shouldhelp balance our fears – even whileexploring them. - AARON CLARKNewsweek

Tekst 6 Books

1p 14 Why does Aaron Clark mention the action of “the 9/11 hijackers” (paragraph 1)?

A To demonstrate that technological progress is a mixed blessing.B To illustrate that high-tech applications have become available worldwide.C To support his view that the threat of terrorism was and still is underestimated.

1p 15 Which of the following statements is/are in accordance with paragraph 1?The book “SAFE” makes clear that1 the fight against terrorism has not made a significant contribution towards asafe society.2 we cannot take the safety of our infrastructure for granted.

A Only 1 is right.B Only 2 is right.C Both 1 and 2 are right.D Neither 1 nor 2 is right.

1p 16 Noteer de laatste twee woorden van de passage waarin de schrijver dezebewering illustreert:

“The most pressing concerns … bio-engineering.” (eerste zin alinea 2)

1p 17 How does the sentence “The pharmaceutical industry … impossibility.”(paragraph 2) relate to the previous sentence?

A It adds weight to what is said in the previous sentence.B It reduces the importance of what is said in the previous sentence.C It sheds a different light on what is said in the previous sentence.

1p 18 What combination of two statements about “SAFE” sums up the content ofparagraph 3?1 It was written in response to historical events.2 It reassures readers as to the scale of the threats in present-day society.3 It discusses not only the dangers of technology but also the safeguards itmay provide.4 It encourages people to keep abreast of new possibilities created by moderntechnology.

Noteer de nummers van beide juiste stellingen.

Opmerkingen:

Vijf vragen, 5 punten, 15 minuten de tijd.

LET OP! Twee vragen over beweringen/stellingen.

In één vraag wordt je gevraagd voor de LAATSTE twee woorden van een zin(sdeel). Ze zijn tricky!

Opdracht 5: Alle onbekende woorden in de twee teksten “We’re all speaking geek” en “An obsession with prescribing perfection” opzoeken en op schrijven. Teksten over taal/woorden komen vaak voor, net als gezondheid en zorg.