te panui mo te tikanga
Life is what happens when you’re busy making other plans.
– John Lennon
te ao Māori principles
There are five key principals that we as an English Department consider important as part of a holistic study at school. Please read through these and know that we will come back to them as we begin looking at texts.
- Kaitiakitanga: Guardianship of natural resources and elements of sustainability
- Rangatiratanga: Leadership, authority, Mana, empowerment, Respect
- Manaakitanga: The process of showing respect, generosity and care for others.
- Whanaungatanga: A relationship through shared experiences and working together which provides people with a sense of belonging.
- Tikanga: The customary system of values and practices that have developed over time and are deeply embedded in the social context.
Key Terms
|
implied or explicit significance. |
|
the ability to understand something. |
|
a note by way of explanation or comment added to a text or diagram. |
|
look quickly but not very thoroughly through (a document or other text) in order to identify relevant information. |
|
the action of reading something quickly so as to note only the important points. |
|
a brief statement or account of the main points of something. |
|
a conclusion reached on the basis of evidence and reasoning. |
|
a short description of a book, film, or other product written for promotional purposes.
|
|
the reason for which something is done or created or for which something exists.
|
Learning Objectives
- Identify annotation.
- Use annotation skills independently.
- Articulate the difference between skimming and scanning.
- Recognise some elements outside the given text (inferencing)
- Explain the process of summary.
- Identify key points within a given text.
- Summarise independently.
Exercises
Spelling
aggressive | deposit | layer | jury | generate | expense |
given | academic | guerrilla | enemy | janitor | musical |
personnel | extreme | cottage | voluntary | ceremony | initiative |
freeze | trail | retire | improvement | economic | advise |
assumption | moderate | offensive | illustrate | beginning | debut |
Pangram
Remember, to become faster at writing, you should practise writing out the following phrase as many times as possible for 5 minutes.
- Have a pick: twenty-six letters — no forcing a jumbled quiz!
Reading Warm Up
Read the following passage. Pay special attention to the underlined words. Then, read it again, and complete the activities. Use your English book for your written answers.
Sherry didn’t realize what she was getting into when she invited Howard to help make chocolate- chip cookies for the party.
From the minute Howard walked in the door, his behavior was extremely odd. Everything he did seemed strange. Before even saying hello, he grabbed a bunch of chocolate chips. He stuffed so many in his mouth that his cheeks bulged like balloons. Soon, however, Sherry wished that his mouth had stayed full. As soon as he started talking, everything became worse.
“Where did you get this recipe, Sherry?” Howard asked. “This recipe looks awful. I have a good one, but I think you need a better brand of chocolate chips. I don’t like the way these chips smell. They have a weird aroma.”
The aroma couldn’t have been that weird. Howard jabbed his hand into the container of chips a second time.
“I don’t think you set the temperature right, Sherry,” said Howard, glancing at the oven. “In my opinion, I think if you really want to make delicious cookies, we should use margarine instead of butter.”
Sherry was not easily distracted, but Howard’s chatter made her lose her concentration. She knocked over the mixing bowl, sending a mess of milk, eggs, and flour onto the floor. Howard looked at the mess. He was about to say something, but before he could, Sherry was pushing him toward the door.
“Howard, I thought having you here would make cooking more interesting. Now I’m looking forward to a boring afternoon. I’m tired of you advising me. I don’t need someone telling me how to do everything. So, if you don’t mind, I’ll see you at the party.”
Questions
- Write down the nearby word that has the same meaning as the underlined word odd. Describe something that may be seen as odd.
- Show the words that explain why Howard’s cheeks bulged. Explain what bulged means.
- What does this recipe probably describe how to prepare? What is a favourite recipe of your family?
- Write down the nearby word that has the same meaning as aroma.
- Describe the action Howard made when he jabbed his hand into the container.
- Show the words that tell why Sherry is distracted now. Describe something that might leave you feeling distracted.
- Note the nearby word that has the opposite meaning of interesting. Define interesting.
- Give an example of how Howard has been advising Sherry.
Reading for Meaning
te panui mo te tikanga
There are two key components in this chapter. Scanning and Skimming. Take your time to get your knowledge of these two important skills up to the level of high school. It will help your learning a significant amount.
Scanning
So as we have seen in the video, scanning is very high-speed reading. When you scan it is important that you have a question in mind. you do not read every word, only the words that you notice that you think will answer the question. Practice in scanning will help you learn to skip over unimportant words so that you can read faster.
Exercises
Look at the list of art exhibits below.
Will you be able to see the exhibition of Master European Paintings from the National Gallery of Ireland in March?
Creche
through January 1o |
Leonardo da Vinci: The Anatomy of Man
Drawings from the Collection of Her Majesty Queen Elizabeth II: through February 21 |
The Grand Tour: European and American Views of Italy
through January 17 |
Master European Paintings from the National Gallery of Ireland: Mantegna to Goya
January 13-March 28 |
Joel Sternfeld: Photographs of the Roman Campagagna
through January 17 |
Building a Collection: The Department of Contemporary Art, Part 1
January 28-July 3 |
*Late 20th Century Prints
through January 31 |
*Photography: Close Up/Still Life
February 10-May 23 |
On Kawara: Date Paintings in 89 Cities
through February 7 |
*Closed Thursday and Friday evenings |
Did you read the whole list of exhibitions to find out? No! You knew what to look for. You scanned the list to find the information that you needed.
Scanning is a skill that you often use in every day life. For example, you might scan a list of messages to find a party location, or a phone number, or a piece of information. You may also need to find a specific hairdresser or plumber or similar from a list of many. The skill of scanning is a key life long activity.
Have a look at this advertisement for cars (it is very dated…)
Exercises
From the car ad, answer the following in your English book. Also, time yourself to see where your skill is at right now. There is no need to be concerned if this is a high time, just a benchmark to come back to later in the term.
- What is the cheapest car in this ad?
- Which cars have air conditioning?
- How many Crown Victorias are available?
- Does the Escort Wagon have power windows?
- Can college graduates get a rebate for all the cars in this ad?
- For which car can you get a “Daniel Discount”?
- Which car has the least discount?
- How many cars have cassette players?
- In what town is Daniel Ford located?
- Which car has an original list price of $13,499?
Now let’s look at a science example. This is a the table with the atomic weights of various elements.
Exercises
In this exercise, you will scan the Table of Atomic Weights. Read each question. Then scan the table to locate the information. Work quickly!
- What are the four kinds of information given in this table?
- What is the symbol for Iron?
- Which has a higher atomic weight? Zinc or Lead?
- What is the atomic weight of Hydrogen?
- Which has a higher atomic number? Phosphorus, or Chlorine?
- What is the atomic number for Tin?
- What is the symbol for Silicon?
- What has a higher atomic weight? Gold or Platinum?
- Which element has the highest atomic weight?
- Find an element which was probably named for a scientist?
Write three more questions about this table. Working with a partner, ask questions of each other. Work as quickly as you can.
And, finally for this section, an article from an American magazine
Exercises
You will be visiting Boston with some friends in the autumn. They would like to spend a day in the country. You see this article about picking apples and decide you want to know more about it.
Scan the article for the answers to the questions below.
- Where does this article recommend picking apples?
- Who picks the apples?
- What kind of apples are the very first to ripen?
- Do you need to bring bags for the apples?
- How much time does it take to pick apples?
- What else can you do at an orchard besides pick apples?
- How many apples should you pick?
- What should you do with the apples when you get home?
- What can you do if you pick too many apples?
- How can you find out where to go apple-picking in Massachusetts?
(By Gennadi Preston)Throughout New England, people know that fall has arrived when the McIntosh apples begin to turn red in the orchards in early September. After the “mac” come the Cortlands, the Empires, the McCoons and, finally, the Red and Golden Delicious. All through September and October, the aroma of ripe apples fills the air on sunny days–an invitation to come picking.
A day of apple picking is, in fact, a popular way to spend a fall day in New England. From Connecticut to Maine, it is generally possible to find an orchard within an hour’s drive and the trip is well worth the time. Not only will it provide you with plenty of the freshest apples to be found, but it also will give you a chance to take in some sunshine and autumn scenery and get some exercise. And the picking is usually best done by adults. Children should not climb up into trees and risk hurting themselves and damaging the trees–younger members of the family can have fun just romping around the orchard.
The picking may not take long–two hours at most–but many of the orchard owners now offer other kinds of entertainment. At some orchards, you can go for pony rides or ride on a hay-filled wagon. You may be able to watch a horse-show or visit the cows or sheep in the pasture. Or you may decide to take a hike and have a picnic along a country lane. Some orchards have set up refreshment stands in their barns where you can taste local products, such as apple cider and homemade baked goods.
A few hints:
1. Call before you go: Check the local newspaper for the names and locations of orchards which offer pick-your-own apples. Then phone to find out their hours, since they may vary from one orchard to another.You should also ask about the rules regarding bags and containers. Most orchards provide bags, but a few do not and some will allow only certain types of containers.
2. Check in when you arrive: Before you start picking, you should check with the orchard owner about which varieties are ripe in that period, and which parts of the orchard are open for picking. Respect the owner’s privacy and do not go where you are not allowed!
3. Pick carefully: When you pick the apples, treat them gently. Some orchard owners advise pickers to treat the apples as though they were eggs. If they bruise, they will spoil more quickly. The technique for picking is simple: hold the apple firmly but not too tightly and twist it off the branch, taking care to leave the stem attached, since removal of the stem will also cause rot.
4. Don’t waste apples: Be careful to pick only the apples you need. You may be tempted to pick too many of the delicious looking fruit, and then find that the apples go bad before you can eat them. Since the apple season lasts for almost two months, you can always return for another load of apples later.
5. Keep what you pick: once you take an apple off the tree, you must keep it. It’s not fair to the orchard owner to leave apples on the ground where they will quickly spoil.
6. Store your apples properly: Put your apples in the refrigerator as soon as you get home. Studies by the Vermont Department of Agriculture have shown that apples last seven times longer when kept under refrigeration.If you do pick too many apples to eat in a week or two, you could try freezing them to use later in pies and cakes. Simply peel, core and slice them, and then put them in airtight plastic bags. They may be kept in the freezer for up to a year.
Write to the Department of Agriculture in the state that interests you and ask them to send a list of orchards that offer pick-your-own.
For Further Information:
Write to one of these departments of Agriculture to obtain a list of orchards in each New England state.
* Connecticut Dept. of Agriculture, State Office Building,
Hartford, CT 06106* Maine Dept. of Agriculture, State House Station 28, Augusta, ME
04333
* Massachusetts Dept. of Agriculture, 100 Cambridge Street, 21st
Floor, Boston, MA 02202
Skimming
https://www.youtube.com/watch?v=ba0KZO4JXeg
Skimming is a similar style of reading to scanning, but you don’t have the question in mind as you work through the text. It is a form of high-speed reading that can save a lot of time. You skim to get the general sense of a passage or a book. Sometimes the general sense can also be called the gist.
What would you do if you found yourself in these situations?
- You want to find out a little about the last elections in France. There is a long newspaper article on the subject, but you don’t have time to read it all.
- You need some information on the theories of Sigmund Freud. You have found many books on Freud along with a number of websites and now you need to know which will be the most useful.
- You went to a movie last night and you thought it was terrible. You notice a review of that same movie on a blog you subscribe to. You want to find out quickly if the reviewer agrees with you.
- You are reading a detective story and you want to find out who the murderer is.
The answer is the same for all these situations: skim.
How do you skim?
You should read only the words that will help you get the sense of the text. The following passage shows what parts you should read. These are the parts that usually give the author’s ideas or opinions.
Read the first sentences or paragraph quite carefully. The beginning often contains general information about the rest of the text.
If the text is long, you might also like to read the second paragraph. Sometimes the first paragraph is only an introduction and the second paragraph contains the main idea. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
After that, you should look at the beginning of each paragraph . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .maybe read a few words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . in the middle. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Usually the topic sentence is at the beginning. But sometimes at the end . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
skip some paragraphs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
You should then read the last paragraph more carefully. The author often summarises the main idea at the end. These are general rules about skimming. And this is all the text you need to read when you skim.
Tips for Skimming
- Always work as fast as you can.
- Don’t let details slow you down.
- Always keep in mind your reason for skimming.
- Be flexible when you are skimming.
- How much you skim in a passage depends on your purpose and on the passage.
Here is a book review of The Year of the Turtle. Read the questions carefully and then skim the review for the answers. Work as quickly as you can (no longer than 30 seconds for skimming).
- Is this a good book to give as a birthday present to a six-year-old? Why / Why Not?
- Would you read this book? Why / Why Not?
David Carroll’s enthusiasm for turtles began early. When he was only a boy he started catching them in the lake near his home. Since then, his life has been filled with turtles. He has spent 40 years studying them and fighting for their protection. He knows turtles as no one else does and he brings us his knowledge in admirable, clear language.
The book follows a turtle through the four seasons of the year. In a gentle, but vivid tone, he brings us into the life of the pond and the river. Not only the turtle, but also the other animals of these wetlands take part in his story. The frogs, fish, beetles, and beavers all are described with great care and great skill.
Carroll also draws a very clear picture of the present situation for the turtle. In fact many kinds of turtles are disappearing from the United States and other parts of the world. This is happening because their homes in the wetlands are being destroyed. All too often, wetlands are filled in so that houses and factories can be built. This means the loss of turtles and of their whole world
Here are eight short descriptions of books. Read the questions and then skim the book descriptions for the answers. Work as quickly as you can. Compare your answers with a classmate.
- Which book do you think would be most useful to you and why?
- Which book is the most interesting to you, and why?
- Which books would you recommend to someone who is interested in the environment?
- Which books would you recommend to someone who is interested in health?
- Which book would you recommend to someone who is interested in how technology affects our lives?
Skim the review of Scorpion by Christian Cantrell. Read the questions and then skim the review for the answers. Work as quickly as you can.
- Is this a good book for a friend who likes straight forward stories? Why or why not?
- Is this a good book for someone who is afraid of violence? Why or why not?
- Does the author of the review like the book? Why or why not?
- Does this sound like a book you would like to read? Why or why not?
Christian Cantrell’s new thriller Scorpion is complex. In thinking this might be a casual Patterson or Child-esque romp through some far land with twists and turns, you’d be wrong. Cantrell is a strong writer with research skills one can only dream of. In aligning these two powerhouses of attributes he has crafted what must be the most intricate plots of the year.
The technological element is strong throughout with explorations in crypto and it’s parent blockchain, nuclear-styled attacks on main cities, and coding to catch a mathematically minded killer. All strands (that could ultimately be their own story) tightly packed together in an almost crowded way. One needs to keep their wits about them just to keep up.
The characterisation and progression of dialogue is outstanding. Such control of the style by Cantrell in this area. He could flesh out the backstories a little more as it did feel a little undercooked on this front. The protagonist, Quinn Mitchell, is a highly intelligent CIA agent who is brought out from her posting behind a desk to track down the merciless killer.
Two others, Ranveer and Henrietta, round off the central beguiling trio of central characters. Ranveer, a highly successful and immaculate Iranian, and Henrietta, a very young and accomplished double PhD major with a penchant for cartoons.
A lot of events in the novel are far-fetched, not least of which is the meteoric rise in Quinn from a desk agent to being in the field for the majority of the novel. Similarly the fact that she is terrible at interrogation and cries in literally every questioning scene. Not an attribute one would suggest the CIA seeks out as part of the recruitment process. The torture scenes are also a little hard to bear witness to. It’s not for the faint hearted.
The science is a little overwhelming at times. Not being au fait with such jargon meant a lot may have been missed on us mere mortals, but Cantrell does his best to explain some of the intricacies where pertinent.
As a narrative Scorpion’s plot races along meaning you will be consistently keen on finding out the next move for this intelligent but out-of-depth agent, Quinn Mitchell. There really isn’t a dull moment.
Skim read the following article on the future of climate change and the UN from The Washington Post in 2018. Read the questions and then skim the article to find the answers. Work as quickly as you can.
- Is the writer hopeful or discouraged about the future? What specifically helps you reach your decision?
- What are some of the negative effects of climate change?
- What does the author say must be done to avoid disaster?
“There is no documented historic precedent” for the sweeping change to energy, transportation and other systems required to reach 1.5 degrees Celsius, the U.N. Intergovernmental Panel on Climate Change (IPCC) wrote in a report requested as part of the 2015 Paris climate agreement.
At the same time, however, the report is being received with hope in some quarters because it affirms that 1.5 degrees Celsius is still possible — if emissions stopped today, for instance, the planet would not reach that temperature. It is also likely to galvanize even stronger climate action by focusing on 1.5 degrees Celsius, rather than 2 degrees, as a target that the world cannot afford to miss.
“Frankly, we’ve delivered a message to the governments,” said Jim Skea, a co-chair of the IPCC panel and professor at Imperial College London, at a press event following the document’s release. “It’s now their responsibility … to decide whether they can act on it.” He added, “What we’ve done is said what the world needs to do.”
The transformation described in the document is breathtaking, and the speed of change required raises inevitable questions about its feasibility.
Most strikingly, the document says the world’s annual carbon dioxide emissions, which amount to more than 40 billion tons per year, would have to be on an extremely steep downward path by 2030 to either hold the world entirely below 1.5 degrees Celsius, or allow only a brief “overshoot” in temperatures. As of 2018, emissions appeared to be still rising, not yet showing the clear peak that would need to occur before any decline.
Overall reductions in emissions in the next decade would probably need to be more than 1 billion tons per year, larger than the current emissions of all but a few of the very largest emitting countries. By 2050, the report calls for a total or near-total phaseout of the burning of coal.
“It’s like a deafening, piercing smoke alarm going off in the kitchen. We have to put out the fire,” said Erik Solheim, executive director of the U.N. Environment Program. He added that the need to either stop emissions entirely by 2050 or find some way to remove as much carbon dioxide from the air as humans put there “means net zero must be the new global mantra.”
The radical transformation also would mean that, in a world projected to have more than 2 billion additional people by 2050, large swaths of land currently used to produce food would instead have to be converted to growing trees that store carbon and crops designated for energy use. The latter would be used as part of a currently nonexistent program to get power from trees or plants and then bury the resulting carbon dioxide emissions in the ground, leading to a net subtraction of the gas from the air — bioenergy with carbon capture and storage, or BECCS.
“Such large transitions pose profound challenges for sustainable management of the various demands on land for human settlements, food, livestock feed, fibre, bioenergy, carbon storage, biodiversity and other ecosystem services,” the report states.
The document in question was produced relatively rapidly for the cautious and deliberative IPCC, representing the work of nearly 100 scientists. It went through an elaborate peer-review process involving tens of thousands of comments. The final 34-page “summary for policymakers” was agreed to in a marathon session by scientists and government officials in Incheon, South Korea, over the past week.
The report says the world will need to develop large-scale “negative emissions” programs to remove significant volumes of carbon dioxide from the atmosphere. Although the basic technologies exist, they have not caught on widely, and scientists have strongly questioned whether such a program can be scaled up in the brief period available.
The bottom line, Sunday’s report found, is that the world is woefully off target.
Current promises made by countries as part of the Paris climate agreement would lead to about 3 degrees Celsius (5.4 degrees Fahrenheit) of warming by the end of the century, and the Trump administration recently released an analysis assuming about 4 degrees Celsius (7.2 degrees Fahrenheit) by 2100 if the world takes no action.
In a statement, a U.S. State Department official expressed appreciation for all the work that went into the report but noted that “governments do not formally endorse specific findings presented by the authors.”
“From 2005 to 2017, U.S. CO2-related emissions declined by 14 percent while global energy-related CO2 emissions rose by 21 percent during the same time,” said the official. “This has been possible through the development and large-scale deployment of new, affordable, and cleaner technologies to capitalize on our energy abundance.”
The IPCC is considered the definitive source on the state of climate science, but it also tends to be conservative in its conclusions. That’s because it is driven by a consensus-finding process, and its results are the product of not only science, but negotiation with governments over its precise language.
In Sunday’s report, the body detailed the magnitude and unprecedented nature of the changes that would be required to hold warming to 1.5 degrees Celsius, but it held back from taking a specific stand on the feasibility of meeting such an ambitious goal. (An early draft had cited a “very high risk” of warming exceeding 1.5 degrees Celsius; that language is now gone, even if the basic message is still easily inferred.)
“If you’re expecting IPCC to jump up and down and wave red flags, you’re going to be disappointed,” said Phil Duffy, president of the Woods Hole Research Center. “They’re going to do what they always do, which is to release very cautious reports in extremely dispassionate language.”
Some researchers, including Duffy, are skeptical of the scenarios that the IPCC presents that hold warming to 1.5 degrees Celsius, particularly the reliance on negative-emissions technologies to keep the window open.
“Even if it is technically possible, without aligning the technical, political and social aspects of feasibility, it is not going to happen,” added Glen Peters, research director of the Center for International Climate Research in Oslo. “To limit warming below 1.5 C, or 2 C for that matter, requires all countries and all sectors to act.”
Underscoring the difficulty of interpreting what’s possible, the IPCC gave two separate numbers in the report for Earth’s remaining “carbon budget,” or how much carbon dioxide humans can emit and still have a reasonable chance of remaining below 1.5 degrees Celsius. The upshot is that humans are allowed either 10 or 14 years of current emissions, and no more, for a two-thirds or better chance of avoiding 1.5 degrees Celsius.
The already limited budget would shrink further if other greenhouse gases, such as methane, aren’t controlled or if and when Arctic permafrost becomes a major source of new emissions.
But either way — in a move that may be contested — researchers have somewhat increased the carbon budget in comparison with where the IPCC set it in 2013, giving another reason for hope.
The new approach buys some time and “resets the clock for 1.5 degrees Celsius to ‘five minutes to midnight,’ ” said Oliver Geden, head of the research division of the German Institute for International and Security Affairs.
The report is sure to be the central focus of attention this December in Poland when the next meeting of the parties to the Paris climate agreement is held, and countries begin to contemplate how they can up their ambition levels, as the agreement requires them to do over time.
“1.5 degrees is the new 2 degrees,” said Jennifer Morgan, executive director of Greenpeace International, who was in Incheon for the finalization of the report.
Specifically, the document finds that instabilities in Antarctica and Greenland, which could usher in sea-level rise measured in feet rather than inches, “could be triggered around 1.5°C to 2°C of global warming.” Moreover, the total loss of tropical coral reefs is at stake because 70 to 90 percent are expected to vanish at 1.5 degrees Celsius, the report finds. At 2 degrees, that number grows to more than 99 percent.
The report found that holding warming to 1.5 degrees Celsius could save an Alaska-size area of the Arctic from permafrost thaw, muting a feedback loop that could lead to still more global emissions. The occurrence of entirely ice-free summers in the Arctic Ocean goes from one per century to one per decade between 1.5 and 2 degrees, it found — one of many ways in which the mere half a degree has large real-world consequences.
Risks of extreme heat and weather events just rise and rise as temperatures do, meaning these would be worse worldwide the more it warms.
To avoid that, in barely more than 10 years, the world’s percentage of electricity from renewables such as solar and wind power would have to jump from the current 24 percent to something more like 50 or 60 percent. Coal and gas plants that remain in operation would need to be equipped with technologies, collectively called carbon capture and storage (CCS), that prevent them from emitting carbon dioxide into the air and instead funnel it to be buried underground. By 2050, most coal plants would shut down.
Cars and other forms of transportation, meanwhile, would need to be shifting strongly toward being electrified, powered by these same renewable energy sources. At present, transportation is far behind the power sector in the shift to low-carbon fuel sources. Right now, according to the International Energy Agency, only 4 percent of road transportation is powered by renewable fuels, and the agency has projected only a 1 percent increase by 2022.
The report’s statements on the need to jettison coal were challenged by the World Coal Association.
“While we are still reviewing the draft, the World Coal Association believes that any credible pathway to meeting the 1.5 degree scenario must focus on emissions rather than fuel,” the group’s interim chief executive, Katie Warrick, said in a statement. “That is why CCS is so vital.”
That’s an approach largely embraced by the head of the Environmental Protection Agency, which under President Trump has taken numerous steps to roll back regulations on the coal industry.
In an interview with The Post last week, the EPA’s acting administrator, Andrew Wheeler, said the United States will “continue to remain engaged in the U.N.’s effort,” despite the fact that Trump has said he intends to withdraw from the Paris climate accord as soon as legally possible.
But asked specifically about what it would take to keep the world below a dangerous level of climate change, Wheeler declined to identify a specific level. The agency’s regulatory approach is that it would allow the coal industry “to continue to innovate on clean coal technologies, and those technologies will be exported to other countries.”
In the end, “one thing is for sure” in light of the IPCC report, said Niklas Hohne, a scientist who heads the New Climate Institute, in a statement.
“If we give up the goal and do not even try, we will certainly miss it a long way.”
In some classes this term (and each term following) you will be reading through some texts together. This is part of a wider reading programme that you will be required to follow throughout the term.
Each chapter will have some questions on books that you may like to think about. If your class is not studying a text, you may like to look at these questions yourself.
- What type of text is it? (ie novel, short stories, poems etc)
- What is the name of the book?
- What image is on the cover?
- Based on the name and the image on the cover, what do you think the book is about?
- How does the blurb add to your knowledge?
- What is the genre of the story? (ie action, romance, adventure)
Wherever you are up to…
- What is your favourite part of the book?
- Who is your favourite character? Why?
- Are you racing to the end, or is it more of a slow burn?
- Which scene(s) sticks with you?
- What do you think of the writing? Do you like the way the story is told?
- Did you reread any of the passages? If so, which ones?
- Would you read another book by this author?
- Did the book impact your mood? If yes, how?
- What surprised you about the book?
- How did your opinion of the book change as you read it?
- If you could ask the author anything, what would it be?
- How does the book’s title work in relation to the book’s contents? If you could give the book a new title, what would it be?
- Is this book overrated or underrated?
- Did this book remind you of any other books?
- How did it impact you? Do you think you will remember it in a few months or years?
- Would you ever consider re-reading it? Why or why not?
- Who do you want to read this book after you?
- Are there any lingering questions from the book you’re still thinking about?
- Did the book strike you as original?
Adapted from Oprah’s Daily ‘https://www.oprahdaily.com/entertainment/a31047508/book-club-questions/’
You may also like to try using Reading Circles of five people. Each person is given one of the following roles and you can work through the story together.
- “The Leader” – facilitates the discussion, preparing some general questions and ensuring that everyone is involved and engaged.
- “The Summariser” – gives an outline of the plot, highlighting the key moments in the book. More confident readers can touch upon its strengths and weaknesses.
- “The Word Master” – selects vocabulary that may be new, unusual, or used in an interesting way.
- “The Passage Person” – selects and presents a passage from that they feel is well written, challenging, or of particular interest to the development of the plot, character, or theme.
- “The Connector” – draws upon all of the above and makes links between the story and wider world. This can be absolutely anything; books, films, newspaper articles, a photograph, a memory, or even a personal experience, it’s up to you. All it should do is highlight any similarities or differences and explain how it has brought about any changes in your understanding and perception of the book.
An extract from The Chocolate War by Robert Cormier
They murdered him.
As he turned to take the ball, a dam burst against the side of his head and a hand grenade shattered his stomach. Engulfed by nausea, he pitched toward the grass. His mouth encountered gravel, and he spat frantically, afraid that some of his teeth had been knocked out. Rising to his feet, he saw the field through drifting gauze but held on until everything settled into place, like a lens focusing, making the world sharp again, with edges.
The second play called for a pass. Fading back, he picked up a decent block and cocked his arm, searching for a receiver – maybe the tall kid they called The Goober. Suddenly, he was caught from behind and whirled violently, a toy boat caught in a whirlpool. Landing on his knees, hugging the ball, he urged himself to ignore the pain that gripped his groin, knowing that it was important to betray no sign of distress, remembering The Goober’s advice, “Coach is testing you, testing, and he’s looking for guts.”
I’ve got guts. Jerry murmured, getting up by degrees, careful not to displace any of his bones or sinews. A telephone rang in his ears. Hello, hello, I’m still here. When he moved his lips, he tasted the acid of dirt and grass and gravel. He was aware of the other players around him, helmeted and grotesque, creatures from an unknown world. He had never felt so lonely in his life, abandoned, defenseless.
On the third play, he was hit simultaneously by three of them: one, his knees; another, his stomach; a third, his head – the helmet no protection at all. His body seemed to telescope into itself but all the parts didn’t fit, and he was stunned by the knowledge that pain isn’t just one thing – it is cunning and various, sharp here and sickening there, burning here and clawing there. He clutched himself as he hit the ground. The ball squirted away. His breath went away, like the ball – a terrible stillness pervaded him – and then, at the onset of panic, his breath came back again. His lips sprayed wetness and he was grateful for the sweet cool air that filled his lungs. But when he tried to get up, his body mutinied against movement. He decided the hell with it. He’d go to sleep right here, right out on the fifty yard line, the hell with trying out for the team, screw everything, he was going to sleep, he didn’t care anymore–
“Renault!”
Ridiculous, someone calling his name.
“Renault!”
The coach’s voice scraped like sandpaper against his ears. He opened his eyes flutteringly. “I’m all right,” he said to nobody in particular, or to his father maybe. Or the coach. He was unwilling to abandon this lovely lassitude but he had to, of course. He was sorry to leave the earth, and he was vaguely curious about how he was going to get up, with both legs smashed and his skull battered in. He was astonished to find himself on his feet, intact, bobbing like one of those toy novelties dangling from car windows, but erect.
“For Christ’s sake,” the coach bellowed, his voice juicy with contempt. A spurt of saliva hit Jerry’s cheek.
Hey, coach, you spit on me, Jerry protested. Stop the spitting, coach. What he said aloud was, “I’m all right, coach,” because he was a coward about stuff like that, thinking one thing and saying another, planning one thing and doing another – he had been Peter a thousand times and a thousand cocks had crowed in his lifetime.
“How tall are you, Renault?”
“Five nine,” he gasped, still fighting for breath.
“Weight?”
“One forty-five,” he said, looking the coach straight in the eye.
“Soaking wet, I’ll bet,” the coach said sourly. “What the hell you want to play football for? You need more meat on those bones. What the hell you trying to play quarterback for? You’d make a better end. Maybe.”
The coach looked like an old gangster: broken nose, a scar on his check like a stitched shoestring. He needed a shave, his stubble like slivers of ice. He growled and swore and was merciless. But a helluva coach, they said. The coach stared at him now, the dark eyes probing, pondering. Jerry hung in there, trying not to sway, trying not to faint.
“All right,” the coach said in disgust. “Show up tomorrow. Three o’clock sharp or you’re through before you start.”
Inhaling the sweet sharp apple air through his nostrils – he was afraid to open his mouth wide, wary of any movement that was not absolutely essential – he walked tentatively toward the sidelines, listening to the coach barking at the other guys. Suddenly, he loved that voice, “Show up tomorrow.”
He trudged away from the field, blinking against the afternoon sun, toward the locker room at the gym. His knees were liquid and his body light as air, suddenly.
Know what? He asked himself, a game he played sometimes.
What?
I’m going to make the team.
Dreamer, dreamer.
Not a dream: it’s the truth.
As Jerry took another deep breath, a pain appeared, distant, small – a radar signal of distress. Bleep, I’m here. Pain. His feet scuffled through crazy cornflake leaves. A strange happiness invaded him. He knew he’d been massacred by the oncoming players, capsized and dumped humiliatingly on the ground. But he’d survived – he’d gotten to his feet. “You’d make a better end.” Was the coach thinking he might try him at end? Any position, as long as he made the team. The bleep grew larger, localized now, between his ribs on the right side. He thought of his mother and how drugged she was at the end, not recognizing anyone, neither Jerry nor his father. The exhilaration of the moment vanished and he sought it in vain, like seeking ecstasy’s memory an instant after jacking off and encountering only shame and guilt.
Nausea began to spread through his stomach, warm and oozy and evil.
“Hey,” he called weakly. To nobody. Nobody there to listen.
He managed to make it back to the school. By the time he had sprawled himself on the floor of the lavatory, his head hanging over the lip of the toilet bowl and the smell of disinfectant stinging his eyeballs, the nausea had passed and the bleep of pain had faded. Sweat moved like small moist bugs on his forehead.
And then, without warning, he vomited.
Taken from “https://www.penguinrandomhouse.ca/books/32032/the-chocolate-war-by-robert-cormier/9780375829871/excerpt”
Ko te reo te tuakiri | Language is my identity.
Ko te reo tōku ahurei | Language is my uniqueness.
Ko te reo te ora. | Language is life.