Language & Written Expression IV

About James Petras James Petras is a Bartle Professor (Emeritus) of Sociology at Binghamton University, New York. He is the author of more than 62 books published in 29 languages, and over 600 articles in professional journals, including the American Sociological Review, British Journal of Sociology, Social Research, and the Journal of Peasant Studies. He has published over 2000 articles in nonprofessional journals such as the New York Times, the Guardian, the Nation, Christian Science Monitor, Foreign Policy, New Left Review, Partisan Review, TempsModerne, Le Monde Diplomatique, and his commentary is widely carried on the internet. His publishers have included Random House, John Wiley, Westview, Routledge, Macmillan, Verso, Zed Books, and Pluto Books. He is winner of the Career of Distinguished Service Award from the American Sociological Association’s Marxist Sociology Section, the Robert Kenny Award for Best Book, 2002, and the Best Dissertation, Western Political Scien

Class Divide  is a film based on two groups of young people from the so-called opposite sides of the tracks in the hypergentrifying Chelsea neighborhood. On the one hand, there are kids like Rosa, who live in public housing. On the other hand, there are the young students at Avenues, an elite private school across the street, with swanky gyms, state-of-the-art technology, and Mandarin Chinese classes. The Avenues students inhabit the same physical space as Rosa and her classmates, but they live in a parallel universe. “The gap is just becoming larger between the two [sides of the street],” Luke, a student at the school, points out in the film. “Even though you may see just an avenue between each block, it’s much larger than that.” The documentary is told from the children´s point of view, both at the exclusive school and in the projects. The private school kids are insightful but in spite of all of their wealth, they feel tremendous pressure to excel in a future economy that ch

                                For many years, we have been participants in great political problems, such as the walls-constructing between neighboring countries. On the one hand, we believed that these problems were going to be solved by the different Governs, but on the other hand, they have worsened. The different migratory waves due to famines, wars, pandemics, among other human catastrophes, have caused a great migratory wave from one country to another. With many cultural, racial, political and religious differences, these issues have not been enough to stop the humanitarian crisis and the construction of walls in many parts of the world. In any case, they have been complicating them even more.  Erecting barriers not only involves establishing a physical wall but also a cultural one. Most of the people who were undocumented belong to minorities and refugees from other countries. Apart from being difficult for an immigrant to set on a new country, it also implies to face

      W hat does it mean to be a citizen of the world?      In the following TED Hugh Evans provides an engaging explanation about a modern term, Global Citizenship. This phrase not only implies to be an active member of the global community but also, to be aware, care, and act upon issues related to it. Moreover, a person cannot consider himself or herself a global citizen if he or she does not take responsible action and try to make a difference.       Hugh provides several examples of being a global citizen. The first example that he mentions is related to a young girl called Davinia, who is determined to tackle the world´s adversities. This global citizen is willing to spend time every single day focused on people who she would likely never meet. She asks her friends from social networking to donate a small amount of money for a worthy cause: to allow about 120 girls to assist in school. Another example that he wants to share is his own experience. When he was a twelve -

Let´s watch this video about world walls it is really important to know about the different walls around the world. Here it is an article about the same theme, click here to read it!

In this T - chart there are arguments and counterarguments provided by Jeremy Irons about the death penalty.  Arguments Counterarguments The death penalty reduces crime rates. Societies that use this kind of procedure do not have lower crime rates. The death penalty targets the economically  disadvantaged. Those who cant afford good legal counsel, those without a voice in society. It would be acceptable if people from all sections of society were executed The death penalty is irreversible and results in the death of innocents When someone is dead, a retrospective pardon is of little use to them or their family. There have been 51 recorded executions of child offenders. It abuses two of our most basic human rights: everyone has the right to live and no one should be subject to torture. The death penalty obviously kills people but it also tortures, physi

       In the following video, the actor Jeremy Irons sustains that there are several reasons to be against the death penalty. The first reason that he provides is related to societies that use the death penalty do not have lower crime rates than those that do. When a country abolishes the death penalty, it is not jumped into criminal chaos. The second reason that Irons mentions is that this kind of punishment targets the economically disadvantaged. It refers to people who cannot afford good legal counsel, and without a voice in society, for instance, a saying in the U.S "capital punishment means that those without the capital get the punishment." Statistics show this is true but would it be acceptable if people from all sections of society were executed? Does killing a rich man make killing a poor man right?. The third motive that he refers to is the fact that the death penalty is irreversible and results in the death of innocents. When someone is dead, a retrospective pa

There are many tips that we have to take into account in order to write a well - organized essay. Let´s see!  1. Introduce your essay by restating the question in your own words. 2. If the essay asks you to what extent do you agree?, make your opinion clear throughout. You can either agree, partially agree or disagree with the statement, explaining and justifying your opinion. 3. The structure should be: • Introduction • The first reason why you agree/disagree • The second reason why you agree/disagree • The third reason why you agree/disagree (if you have one) • Conclusion 4. Use phrases to organise and link your ideas, e.g. Owing to … , One justification for … , The first thing to consider is … , A further reason … , In conclusion ... . 5. If you do not have solid evidence for your ideas, use modal verbs such as might, may or could (e.g. they could develop more empathy and care) or other tentative phrases (e.g. it does not appear to be an effective punishment). 6.

Reading text : An opinion essay Before reading   Match the definitions (a–f) with the vocabulary (1–6). 1. D       harsh 2. A       a perpetrator 3. E      to deter someone from doing something 4. F       to re-offend 5. C       rehabilitative 6. B       empathy a. someone who has committed a crime or a violent act b. the ability to understand how other people feel c. able to bring someone back to health or a normal life d. strict; severe e. to make someone avoid or stop doing something f. to commit a crime again (not for the first time) Post reading Task 1 Are the sentences true or false? 1. The first paragraph should explain the question in your own words.  TRUE 2. You shouldn’t give your opinion until the conclusion.  FALSE 3. You must always give both sides of the argument.  FALSE 4. Structures like One justification for … and The first thing to consider is … link ideas together, and help the reader follow your argument.  TRUE 5. Modal verb

1. Read the question carefully. If the question asks you to discuss the reasons for a problem and suggest solutions, make sure you do both.  2. In your introduction, restate the question in your own words and say what your essay will do. This essay will outline the reasons for … and offer solutions to the problem.  3. Plan the paragraphs of your essay before you write. Start each paragraph with a topic sentence that summarises the main idea of the paragraph.  4. Develop your position fully by extending your ideas and using examples to support your arguments. Use linking expressions like Coupled with, Furthermore, In fact, and Given these points to show what is coming next.  5. Try to use a wide range of vocabulary. Use natural-sounding collocations like equal opportunities and role model. Avoid repetition by using synonyms or words with similar meanings: girls, young women, females; children, youngsters. You can also use the former and the latter to refer to things you have just