03 Human Aggressionok.doc

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UNIT 2 Introduction to a Book

HUMAN AGGRESSION

Anthony Storr

Penguin Books, 1971

Introduction

1. h!t "!n is !n !ggressi#e $re!ture %i&& h!r'&y (e 'is)ute'. *ith the e+$e)tion o $ert!in ro'ents, no other

#eter(r!te h!(itu!&&y 'estroys "e"(ers o his o%n s)e$ies. No other !ni"!& t!kes )ositi#e )&e!sure in thee+er$ise o $rue&ty u)on !nother o his o%n kin'. *e gener!&&y 'es$ri(e the "ost re)u&si#e e+!")&es o

"!n-s $rue&ty !s (rut!& or (esti!&, i")&ying (y these !'e$ti#es th!t su$h (eh!#ior is $h!r!$teristi$ o &esshigh&y 'e#e&o)e' !ni"!&s th!n ourse&#es. In truth, ho%e#er, the e+tre"es o /(rut!&- (eh!#ior !re $onine'

to "!n0 !n' there is no )!r!&&e& in n!ture to our s!#!ge tre!t"ent o e!$h other. he so"(er !$t is th!t %e!re $rue&est !n' "ost ruth&ess s)e$ies th!t h!s e#er %!&ke' the e!rth0 !n' th!t, !&though %e "!y re$oi& in

horror %hen %e re!' in ne%s)!)er or history (ook o the !tro$ities $o""itte' (y "!n u)on "!n, %e kno%in our he!rts th!t e!$h one o us h!r(ors %ithin hi"se& those s!"e s!#!ge i")u&ses %hi$h &e!' to "ur'er,

to torture !n' to %!r.. o %rite !(out hu"!n !ggression is ! 'ii$u&t t!sk (e$!use the ter" is use' in so "!ny 'ierent senses.

Aggression is one o those %or's %hi$h e#eryone kno%s, (ut %hi$h is ne#erthe&ess h!r' to 'eine. As )sy$ho&ogists !n' )sy$hi!trists use it, it $o#ers ! #ery %i'e r!nge o hu"!n (eh!#ior. he re'2!$e' in!nt

s3u!&&ing or the (ott&e is (eing !ggressi#e0 !n' so is the u'ge %ho !%!r's ! thirty2ye!r senten$e orro((ery. he gu!r' in ! $on$entr!tion $!") %ho tortures his he&)&ess #i$ti" is o(#ious&y !$ting

!ggressi#e&y. 4ess "!niest&y, (ut no &ess $ert!in&y, so is the neg&e$te' %ie %ho thre!tens or !tte")ts

sui$i'e in or'er to reg!in her hus(!n'-s !e$tion. *hen ! %or' (e$o"es so 'iuse&y !))&ie' th!t it is use' (oth o the $o")etiti#e stri#ing o ! oot(!&&er !n' !&so o the (&oo'y #io&en$e o ! "ur'erer, it ought either

to (e 'ro))e' or e&se "ore $&ose&y 'eine'. Aggression is ! )ort"!nte!u ter" %hi$h is !ir&y (ursting !t it

se!"s. 5et, unti& %e $!n "ore su(su"e' un'er this he!', %e $!nnot 'is$!r' the $on$e)t.6. One 'ii$u&ty is th!t there is no $&e!r 'i#i'ing &ine (et%een those or"s o !ggression %hi$h %e !&& 'e)&ore

!n' those %hi$h %e "ust not 'iso%n i %e !re to sur#i#e. *hen ! $hi&' re(e&s !g!inst !uthority it is (eing!ggressi#e (ut it is !&so "!niesting ! 'ri#e to%!r's in'e)en'en$e %hi$h is ne$ess!ry !n' #!&u!(&e )!rt o

gro%ing u). he 'esire or )o%er h!s, in e+tre"e or", 'is!strous !s)e$ts %hi$h %e !&& !$kno%&e'ge (utthe 'ri#e to $on3uer 'ii$u&ties, or to g!in "!stery o#er the e+tern!& %or&', un'er&ies the gre!test o hu"!n

!$hie#e"ents. So"e %riters 'eine !ggression !s /th!t res)onse %hi$h o&&o%s rustr!tion-, or !s /!n !$t%hose go!&2res)onse is inury to !n org!nis" 8or org!nis" surrog!te-. In the !uthor-s #ie% these

'einitions i")ose &i"its u)on the $on$e)t o !ggression %hi$h !re not in !$$or' %ith the un'er&ying !$tso hu"!n n!ture %hi$h the %or' is !tte")ting to e+)ress. It is %orth noti$ing, or inst!n$e, th!t the %or's

%e use to 'es$ri(e inte&&e$tu!& eort !re !ggressi#e %or's. *e attack )ro(&e"s, or get our teeth into the".*e master ! su(e$t %hen %e h!#e strugg&e' %ith !n' overcome its 'ii$u&ties. *e sharpen our %its,

ho)ing th!t our "in' %i&& 'e#e&o) ! keen edge in or'er th!t %e "!y (etter dissect ! )ro(&e" into its$o")onent )!rts. A&though inte&&e$tu!& t!sks !re oten rustr!ting, to !rgue th!t !&& inte&&e$tu!& eort is the

resu&t o rustr!tion is to i")ose too neg!ti#e ! $o&oring u)on the )ositi#e i")u&se to $o")rehen' !n'"!ster the e+tern!& %or&'.

:. he !ggressi#e )!rt o hu"!n n!ture is not on&y ! ne$ess!ry s!egu!r' !g!inst )re'!tory !tt!$k. It is !&so the (!sis o inte&&e$tu!& !$hie#e"ent, o the !tt!in"ent o in'e)en'en$e, !n' e#en o th!t )ro)er )ri'e %hi$h

en!(&es ! "!n to ho&' his he!' high !"ongst e&&o%s. his is no ne% $on$e)tion. he histori!n Gi((on, in !

!"ous )!ss!ge, 'is)&!ys ! #ery si"i&!r i'e! o hu"!n n!ture to th!t %hi$h )sy$hother!)ists )roess.*here!s the &!tter reer to se+u!& instin$ts !n' !ggressi#e instin$ts. Gi((on %rites o /the &o#e o )&e!sure

!n' the &o#e o !$tion-;<o the &o#e o )&e!sure %e "!y thereore !s$ri(e "ost o the !gree!(&e, to the &o#e o !$tion %e "!y !ttri(ute "ost

o the useu& !n' res)e$t!(&e 3u!&ii$!tions. he $h!r!$ter in %hi$h (oth the one !n' the other shou&' (e unite'h!r"oni=e' %ou&' see" to $onstitute the "ost )ere$t i'e! o hu"!n n!ture.;

HUMAN AGGRESSION

Gi((on re$ogni=es 3uite $&e!r&y th!t the "ost 'e)&or!(&e "!niest!tions o !ggression sh!re i'enti$!& roots%ith #!&u!(&e !n' essenti!& )!rts o hu"!n en'e!#or. *ithout the !ggressi#e, !$ti#e si'e o his n!ture "!n

%ou&' (e e#en &ess !(&e th!n he is to 'ire$t the $ourse o his &ie or to in&uen$e the %or&' !roun' hi". In

!$t, it is o(#ious th!t "!n $ou&' ne#er h!#e !tt!ine' his )resent 'o"in!n$e, nor e#en h!#e sur#i#e' !s !

s)e$ies, un&ess he )ossesse' ! &!rge en'o%"ent o !ggressi#eness.>. It is ! tr!gi$ )!r!'o+ th!t the #ery 3u!&ities %hi$h h!#e &e' to "!n-s e+tr!or'in!ry su$$ess !re !&so those

"ost &ike&y to 'estroy hi". His ruth&ess 'ri#e to su('ue or to 'estroy e#ery !))!rent o(st!$&e in his )!th 'oes

not sto) short !t his o%n e&&o%s0 !n' sin$e he no% )ossesses %e!)ons o un)!r!&&e&e' 'estru$ti#eness !n'!&so !))!rent&y &!$ks the (ui&t2in s!egu!r's %hi$h )re#ent "ost !ni"!&s ro" ki&&ing others o the s!"e

s)e$ies, it is not (eyon' )ossi(i&ity th!t he "!y yet en$o")!ss the tot!& e&i"in!tion o homo sapiens.?. *h!t o&&o%s !re the re&e$tions o ! )sy$hother!)ist u)on the !ggressi#e $o")onent in hu"!n n!ture. he

#ie%s %hi$h !re )ut or%!r' !re !nything (ut 'og"!ti$. A&& )sy$hother!)ists suer ro" the !$t th!t,!&though their kno%&e'ge o ! e% )eo)&e "!y (e r!ther )rooun', their $on$&usions !re ne$ess!ri&y 'r!%n

ro" ! &i"ite' !n' high&y se&e$te' s!")&e o the )o)u&!tion. Moreo#er, "!ny o the theories %hi$h !re!#!i&!(&e in the )r!$ti$e o )sy$hother!)y !re 'ii$u&t to su(st!nti!te s$ientii$!&&y, (e$!use the

)sy$hother!)ist is en'e!#oring to 'e!& %ith the )erson !s ! %ho&e. Psy$ho&ogists %orking in &!(or!tory $!n$onstru$t e+)eri"ents in %hi$h. @or e+!")&e, !ggressi#e e"otions $!n (e "ore or &ess se)!r!te&y !rouse'

!n' stu'ie'0 !n' the $on$&usions %hi$h they re!$h $!n (e st!tisti$!&&y e+)resse'. he 'is!'#!nt!ge o ne!r&y!&& su$h e+)eri"ents is th!t the situ!tions u)on %hi$h they !re (!se' !re so restri$te' th!t they !re !r

re"o#e' ro" &ie !s it is &i#e'. Aggression, or e+!")&e, is ine+tri$!(&y "ing&e' %ith e!r !n' se+ in "!ny

situ!tions. It is #ery "u$h to (e ho)e' th!t, in ti"e, there %i&& (e ! rapprochement (et%een the )re$ise (ut&i"ite' #ie%)oint o the e+)eri"ent!&ist, !n' the &ess 'eine' (ut %i'er $on$e)tions o the )sy$hother!)ist.

In the "e!nti"e, %e "ust 'o the (est %e $!n %ith in$o")&ete !n' un)ro#e' hy)otheses.

7. he )resent )reo$$u)!tion o *estern so$iety %ith the )ro(&e" o !ggression is, o $ourse, 'i$t!te' (y thee!r o 'estru$tion (y nu$&e!r %e!)ons %hi$h o#erh!ngs us !&&. he )ro(&e" o %!r is "ore $o")e&&ing th!n

e#er (eore in history. he $o")&e+ities o the $ir$u"st!n$es %hi$h )ro#oke %!r !re su$h th!t no one "!n orno one #ie%)oint $!n )ossi(&y $o")rehen' the" !&&. Anyone %ho )ro"ises ! so&ution to ! )ro(&e" so

)erenni!& is too !rrog!nt to (e truste'0 !n' no su$h so&ution %i&& (e )ut or%!r' here. he !uthor (e&ie#es,ho%e#er, th!t i st!(i&ity in %or&' !!irs is e#er to (e !$hie#e', the )sy$ho&ogi$!& )oint o #ie% 'eser#es

e3u!& $onsi'er!tion %ith the )o&iti$!&, e$ono"i$ !n' other !s)e$ts. he stu'y o hu"!n !ggression !n' its

$ontro& is, thereore, re&e#!nt to the )ro(&e" o %!r !&though, !&one, $!nnot )ossi(&y )ro#i'e ! $o")&ete!ns%er.



APPROACHING

THE TEXT

In so"e genres the stru$ture o the te+t is !ir&y st!n'!r'. Ho%e#er, this is not the$!se %ith the Introduction to a book , in %hi$h the !uthor $!n (e "ore &e+i(&e in his

!))ro!$h, $hoosing to high&ight the !s)e$ts he $onsi'ers "ost i")ort!nt 8seeOBSERAIONS or this Unit. he e+er$ise (e&o% in'i$!tes the stru$ture o this

)!rti$u&!r intro'u$tion !n' !i"s to gi#e )r!$ti$e in )re'i$ting the $ontent o the

in'i#i'u!& se$tions.

WORKSHEET 1 Predicting content

he our gener!& he!'ings or the 'ierent se$tions o this Introduction !rein'i$!te' (e&o%. he )hr!ses su""!ri=e the $ontents o e!$h )!r!gr!)h.

Without making reference to the text , )ut the )hr!ses in the or'er in %hi$h youthink they "ight !))e!r. An e+!")&e h!s (een gi#en.

a Possi(i&ity o se&2'estru$tion inherent in "!n-s !ggressionb he )re#ious 'einitions o the $on$e)t o !ggression neg!ti#e !s)e$ts

c The advantages and disadvantages of a psychotherapist’s approach

d St!te"ent o "!n-s inn!te !ggression.

e E&!(or!tion o the $on$e)t o !ggression in inte&&e$tu!& !$ti#ity, su))orte' (y

! 3uot!tion.

f he i")&i$!tions o the stu'y o !ggression in %or&' !!irs !n' the )ro(&e"so %!r.

g Positi#e !s)e$ts o !ggression e.g. in inte&&e$tu!& !$ti#ity.

1 General statement of the subject

- …

Revie of previous definitions of the subject - …

6 !uthor’s on reformulation of the subject

- …

- …

: Relevance of the subject and statement of author’s approach

- …

- advantages and disadvantages of psychotherapist’s approach " c #

- …

No% ski" the te+t to $he$k your )re'i$tions, un'er&ining the )!rts o the te+t%hi$h $orres)on' to the )hr!ses you h!#e inserte'.

INTENSIVE

READING

An intro'u$tion to ! (ook $o""on&y o$uses on the !uthor-s )resent!tion o $ert!inkey ter"s. he e+er$ise (e&o% is inten'e' to 'r!% !ttention to the )resent!tion o

the )rin$i)!& the"e o the (ook !ggression !n' t%o i")ort!nt )ur)oses o the

intro'u$tion, to 'eine !n' e+e")&iy this the"e.

WORKSHEET 2 Identifying aspects of author’s presentation of theme

Re!' the irst t%o )!r!gr!)hs !n' un'er&ine 'es$ri)tions !n' e+!")&es o 1



"!n-s !ggressi#e (eh!#ior, !n' inor"!tion !n' $o""ents on the'einition o the ter" aggression, !n' %rite the" in the !))ro)ri!te $o&u"n.

Descriptions/Examples of

man’s aggressive behavior

Information/Comments on

definition of the term

par. 1 - 'estroys "e"(ers o o%n s)e$ies

par. - re'2!$e' in!nt s3u!&&ing or the (ott&e 2 ter" use' in "!ny 'ierent senses

No% re!' the rest o the te+t $!reu&&y.

WORKSHEET 3 Discriminating units of information

One %!y o intro'u$ing ! the"e is (y $ontr!sting or $o")!ring 'ierent!s)e$ts o it 8see, or e+!")&e, )!r!gr!)h 1 %here the !uthor $ontr!sts

"!n-s (eh!#ior %ith th!t o !ni"!&s. P!r!gr!)hs 6, :, >, ? !n' 7 e!$h )resent one or "ore C)!irsD re)resenting t%o !s)e$ts o ! )ro(&e",

%hi$h $!n (e $ontr!ste' or $o")!re'. One o those in )!r!gr!)h 6 isin'i$!te' in !((re#i!te' or" in the t!(&e on the o&&o%ing )!ge.

o")&ete the t!(&e %ith t%o e+!")&es or e!$h o the )!r!gr!)hs

8e+$e)t or )!r!gr!)h >, %hi$h h!s on&y one e+!")&e

Information PairsPar. ! 2 those forms of aggression hich e all deplore $ % those hich e must not dison if e are to

survive

2 $ %

2 $ %

Par. " 2 $ %

2 $ %

Par. # 2 $ %

Par. $ 2 $ %

2 $ %

Par. % 2 $ %

2 $ %

WORKSHEET 4 &uided note'ta(ing

1. )ead $!reu&&y the intro'u$tory )!r!gr!)h !n' the )!rt o the te+t'is$ussing the ter"F$on$e)t o hu"!n !ggression. *tudy the notes t!ken on

hu"!n !ggressi#eness !n' underline the senten$es %hi$h $ont!in thisinor"!tion in the te+t.

. hen re!' the )!rt o the te+t 'is$ussing the 'ii$u&ty o 'r!%ing ! $&e!r2$ut 'istin$tion (et%een the 'e)&or!(&e !n' the ne$ess!ry or"s o

!ggression. +nderline !&& the re&e#!nt )oints reerring to the )ositi#e !n'neg!ti#e si'es o hu"!n !ggression. ,ransfer this inor"!tion in the t!(&e

in note form. hen read the in!& )!r!gr!)h to i'entiy the re&e#!n$e othe to)i$ o hu"!n !ggression !n' fill in the &!st ro%.



Is "!n !n !ggressi#e $re!ture 1. M!n 'estroys "e"(ers o his o%n s)e$ies.

. M!n 8e#en enoys (eing $rue& to other )eo)&e.6. M!n is the $rue&&est o !&& s)e$ies on e!rth.

Positi#e si'es o !ggression 1.

Neg!ti#e si'es o !ggression

Re&e#!n$e o the to)i$

LANGUAGEWOR

WORKSHEET 4 )evising modal meaningBe&o% is ! &ist o so"e "o'!& #er(s, o their neg!ti#e or"s, !n' their &o$!tionin the te+t. Un'er&ine the" together %ith the )rin$i)!& #er( !n' the su(e$t.

hen !ssign e!$h "o'!& #er( to one o the gener!& $!tegories (e&o%, on the (!sis o its un$tion in the te+t.

)!r. 1, &ine 1 %i&& )!r. :, &ine %ou&'

&ine 16 "!y &ine 6 $ou&'

)!r. , &ine 1> ought to )!r. ?, &ine 6 "ust &ine 17 $!n )!r. 7, &ine 1> $!nnot

&ine 19 $!nnot

)!r. 6, &ine 6 "ust not

-eaning -odal verbs

A(i&ityFPotenti!&

Pro(!(i&ityFPossi(i&ity

O(&ig!tionFNe$essity

O(&ig!tionFesir!(i&ity



@uture

on'ition!&

Prohi(ition

WORKSHEET 5 +se and function of modal verbs

Be&o% is ! syno)sis o the intro'u$tion. @i&& in the (&!nks %ith !suit!(&e "o'!& #er( or its negative form !n' in'i$!te in the "!rgin

the "e!ning o the "o'!& #er( $hosen. More th!n one !ns%er is )ossi(&e in se#er!& $!ses.

-eaning he $on$e)t o !ggression h!s yet to (e $&e!r&y 'eine'. It is ! $on$e)t

%hi$h 1JJJJJJJJJJJJJ h!#e nu"erous !))&i$!tions, so"e o %hi$hJJJJJJJJJJJJJ not !&%!ys (e re&e#!nt. Ho%e#er, e#en though the

ter" C!ggressionD 6JJJJJJJJJJJ (e !))&ie' "ore $!reu&&y, it is ! ter"%hi$h %e : JJJJJJJJJJJJ !(!n'on. h!t hu"!n (eings !re the "ost

!ggressi#e $re!tures e#er to h!#e e+iste' is ! re!&ity %e

>JJJJJJJJJJJJJ ignore. But unortun!te&y, !ggression

?JJJJJJJJJJJJJ !&%!ys )&!y ! )!rt in those %orthy !s)e$ts o hu"!nen'e!#or, %ithout %hi$h "!n 7JJJJJJJJJJJJ sur#i#e. It is )erh!)s

uto)ist to st!te th!t "!n KJJJJJJJJJJJJJ !$hie#e %h!t he %!ntsthrough his )ositi#e 3u!&ities !&one. Ne#erthe&ess, gi#en the $urrent st!te

o the (!&!n$e o )o%er (et%een the n!tions, "!n 9JJJJJJJJJJJJ &e!rnto $ontro& his !ggression. He 1JJJJJJJJJJJJ $ontinue his egoisti$

(!tt&e to 'o"in!te the %or&', sin$e in so 'oing, he 11 JJJJJJJJJJJJ'estroy it, !n' hi"se& in the )ro$ess. M!n 1 JJJJJJJJJJJ (e

inte&&igent enough to re!&i=e th!t he 16JJJJJJJJJJJ $ontro& his!ggression i he %ishes, !n' th!t his 1: JJJJJJJJJJJ "e!n the

)ossi(i&ity o %or&' )e!$e.

1 JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ

6 JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ : JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ

> JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ ? JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ

7 JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ

K JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ

9 JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ 1 JJJJJJJJJJJJJJJJJJJJJJJJJJJJJ

11 JJJJJJJJJJJJJJJJJJJJJJJJJJJJJ 1 JJJJJJJJJJJJJJJJJJJJJJJJJJJJJ

16 JJJJJJJJJJJJJJJJJJJJJJJJJJJJJ 1: JJJJJJJJJJJJJJJJJJJJJJJJJJJJJ

As you h!#e seen in )re#ious Units, &inkers u&i&& the i")ort!nt un$tion osign!&ing the &ogi$!& 'e#e&o)"ent o ! te+t. A %riter "!y, ho%e#er, no o#ert&ysign!& the &ink (et%een )!rts o the te+t, !s or e+!")&e, in )!r!gr!)h 6 8&ines 121?

o the Introduction, %here $ontr!st (et%een the 'einitions o !ggression !n' the!uthor-s #ie% is not e+)&i$it&y "!rke'

CSo"e %riters 'eine <8 &oever In the !uthor-s #ie% these 'einitions

i")ose &i"its<D.In the !(sen$e o !n e+)&i$it &inker, then, the re!'er "ust i'entiy the &ogi$!& &inks

(et%een senten$es. he e+er$ise (e&o% !i"s thereore to gi#e )r!$ti$e in

'eter"ining the un$tion o un"!rke' senten$es in e+ten'e' 'is$ourse, %ithreeren$e to !n !((re#i!te' #ersion o the irst t%o )!r!gr!)hs o the te+t.



WORKSHEET 6 )ecogniing logical lin(s beteen parts of discourse

In the te+t (e&o%, insert !n !))ro)ri!te &inker %here in'i$!te'. 5ou "!y

$hose ro" the o&&o%ing &ist

and for example for instance indeed in fact even though

furthermore moreover likeise similarly yet but nevertheless

hoever

h!t "!n is !n !ggressi#e $re!ture %i&& h!r'&y (e 'is)ute'. JJJJJJJJJJJ %ith the e+$e)tion o $ert!in

ro'ents, no other #erte(r!te h!(itu!&&y 'estroys "e"(ers o his o%n s)e$ies. JJJJJJJJJJJJ , no other !ni"!&

t!kes )ositi#e )&e!sure in the e+er$ise o $rue&ty u)on !nother o his o%n kin'. *e gener!&&y 'es$ri(e the "ost

re)u&si#e e+!")&es o "!n-s $rue&ty !s (rut!& or (esti!&, i")&ying (y these !'e$ti#es th!t su$h (eh!#ior is

$h!r!$teristi$ o &ess high&y 'e#e&o)e' !ni"!&s th!n ourse&#es. In truth, JJJJJJJJJJ, the e+tre"es o /(rut!&-

(eh!#ior !re $onine' to "!n0 !n' there is no )!r!&&e& in n!ture to our s!#!ge tre!t"ent o e!$h other.

JJJJJJJJJJJ %e "!y re$oi& in horror %hen %e re!' in ne%s)!)er or history (ook o the !tro$ities $o""itte' (y

"!n u)on "!n, %e kno% in our he!rts th!t e!$h one o us h!r(ors %ithin hi"se& those s!"e s!#!ge i")u&ses

%hi$h &e!' to "ur'er, to torture !n' to %!r.

o %rite !(out hu"!n !ggression is ! 'ii$u&t t!sk (e$!use the ter" is use' in so "!ny 'ierent senses.

JJJJJJJJJJJ , !ggression is one o those %or's %hi$h e#eryone kno%s, (ut %hi$h is ne#erthe&ess h!r' to

'eine. As )sy$ho&ogists !n' )sy$hi!trists use it, it $o#ers ! #ery %i'e r!nge o hu"!n (eh!#ior. JJJJJJJJJJ ,

the re'2!$e' in!nt s3u!&&ing or the (ott&e is (eing !ggressi#e0 !n' so is the u'ge %ho !%!r's ! thirty2ye!r

senten$e or ro((ery. JJJJJJJJJJJJ , the gu!r' in ! $on$entr!tion $!") %ho tortures his he&)&ess #i$ti" is

o(#ious&y !$ting !ggressi#e&y. *hen ! %or' (e$o"es so 'iuse&y !))&ie' th!t it is use' (oth o the $o")etiti#e

stri#ing o ! oot(!&&er !n' !&so o the (&oo'y #io&en$e o ! "ur'erer, it ought either to (e 'ro))e' or e&se "ore

$&ose&y 'eine'. Aggression is ! )ort"!nte!u ter" %hi$h is !ir&y (ursting !t it se!"s. JJJJJJJJJJJ unti& %e

$!n "ore su(su"e' un'er this he!', %e $!nnot 'is$!r' the $on$e)t.

VOCABULAR!

WOR AND

WORD

BUILDING

@in' the %or's in the te+t 8)!r!gr!)hs !re gi#en, 'e$i'e the %or' $&!ss, !n'

%rite it !n' the tr!ns&!tion o the %or' in the s)!$e )ro#i'e'.

hen $o")&ete the t!(&e (y or"ing other %or's using !))ro)ri!te sui+es ine$ess!ry. onsu&t your 'i$tion!ry.

OABU4AR5 *ORL *OR BUI4ING

0ord and

o

c

a

t

i

o

n

Class ,ranslation 2oun 3erb 4d5ective

!(&e 8:



!$kno%&e'ge86

!ggressi#e81

!))!rent 8>

!))&ie' 8

$h!r!$teristi$81

'eine 8

'estroy 81

'iuse&y 8

hu"!n 8tit&e

hy)otheses

8?

i")u&ses 81

OBSERVATIONS

ON TEXT

T!PE

INTRODUCTION

6unction7o gi#e ! gener!& )resent!tion o the to)i$ !n' the org!ni=!tion or orient!tion o the

(ook

*tructure7

*here!s the stru$ture or so"e genres $!n (e )re'i$te' !ir&y !$$ur!te&y 8ore+!")&e, ! rese!r$h re)ort %i&& ine#it!(&y in$&u'e ! se$tion on results !n' !&"ost

$ert!in&y one on procedure there is ! "u$h gre!ter &e+i(i&ity !s to %h!t !n !uthor

in$&u'es in his intro'u$tion. he o&&o%ing is ! &ist o $o""on e!tures, !t &e!st oneor t%o o %hi$h !re &ike&y to !))e!r

- gener!& st!te"ent on the su(e$t

- re#ie% o )re#ious kno%&e'ge or rese!r$h in the !re!

- st!te"ent o )ur)ose

- st!te"ent o !))ro!$h

- st!te"ent o re&e#!n$e o the to)i$

- 'einition o ter"ino&ogy

- org!ni=!tion o the (ook

here is !&so $onsi'er!(&e &e+i(i&ity !s reg!r's the or'er in %hi$h these e!tures"!y o$$ur, !&though the general statement !n' the $o""ents on organi'ation, i

they !))e!r, %i&& )ro(!(&y $o"e to%!r's the (eginning !n' to%!r's the en'

res)e$ti#e&y.

his )!rti$u&!r intro'u$tion is org!ni=e' !s o&&o%s



1 Gener!& st!te"ent on the su(e$t Re#ie% o the )re#ious 'einitions o the su(e$t

6 Author-s o%n reor"u&!tion o the su(e$t: Re&e#!n$e o the su(e$t !n' st!te"ent o the !uthors !))ro!$h.

68C+* 82 &)4--4) -odal 3erbs ' 6orm9 -eaning and Practice

-E42I2& 68)-

PRESENT, FUTURE PAST

4bility • (an) can*t) cannot

e.g. I can/ cannot s%i".

• +e able to

- or"s tenses !n' is so"eti"es use' inste!' o can

e.g. Will you be able to he&) "e 'o "y ho"e%ork

to"orro%

• (ould) couldn*t) as able to

e.g. !ne could/ was able to swim

%hen she %!s i#e. *hen !#i' e&& in the ri#er,

!ne was able to res$ue hi".8"!n!ge' to 'o it

Permission • (an) can*t " &ess or"!& ) may) may not s"th.

%hi$h is !&&o%e' or not !&&o%e'e.g. Can/ may I &e!#e e!r&y, )&e!se

5ou can't/may not go sk!ting to"orro%.

• Was$ere not alloed$

permitted to

e.g. He was not allowed togo

sk!ting.

Possibility

or

uncertainty

• ,ay !n' might %hen %e think s"th. is )ossi(&e, or

%e !re un$ert!in

e.g. Presi'ent ones migt win the ne+t e&e$tion. 8Its

)ossi(&e I may/migt a!e so"e ne%s or you ne+t %eek.

8Perh!)s I %i&&

• Note th!t may not !n' might not 'es$ri(e

un$ert!inty, not i")ossi(i&ity.

e.g. I may not a!e ti"e to inish tonight. 8I 'ont kno%• (ould %hen %e !re un$ert!in, es)e$i!&&y %ith be

e.g. He could be stu$k in the tr!i$. 8Perh!)s he is.

• ,ight$ may$ could - have past

participle

e.g. M!ri! mig/ may/ could a!e

ta"en the (us. 8I think )erh!)s she'i'.

Impossibi'

lity or

certainty

• ,ust !n' can*t %e oten kno% th!t s"th. is

i")ossi(&e 810 so"eti"es %e "!ke ! guess ro"

!$ts, !n' ee& !&"ost $ert!in $ert!in !(out s"th. 8e.g. 81 Presi'ent ones can't win the ne+t e&e$tion. 8Its

i")ossi(&e. 8 He must be stuc" in the tr!i$. 8I" sure he is

She can't be in It!&y. 8I" sure she isnt.

• ,ust$ can*t - have - past

participle

e.g. 5ou must a!e le#t your )!ss)ort on the )&!ne. 8I" sure you

'i'. M!ry can't a!e w$itten this.

8I" sure she 'i'nt

8bligation • ,ust !n' have to to e+)&!in th!t s"th. is ne$ess!ry

e.g. I must #inis "y ho"e%ork (eore K.. I a!e to %one !ne !t 9..

Note there is ! 'ieren$e in so"e $onte+ts. *e use

have to to 'es$ri(e oi$i!& ru&es e.g. ru&es !(out s$hoo&or o(s, or !ny other org!ni=e' !$ti#ity. So"e s)e!kers

use have to to 'es$ri(e !ny ru&e %hi$h $o"es ro" !ne+tern!& !uthority, i.e. %hi$h is "!'e (y so"eone e&se.

e.g. At our s$hoo& %e a!e to wea$ unior"s. E#ery )&!yer in ! oot(!&& te!" as to a!e !

nu"(er. *hen the tr!i$ &ights !re re', you a!e to sto%&

• ,ustn*t . 'es$ri(es !n !$tion %hi$h is or(i''en0

e.g. 5ou mustn't c$oss the ro!' %hen the re' &ight is

sho%ing.• /on*t have to . 'es$ri(es !n !$tion %hi$h is not

ne$ess!ry.e.g. 5ou don't a!e to tu$n on the $entr!& he!ting. Its

• &ad to) didn*t have to) didn*t

need to) needn*t have done.here is no )!st or" o must .

*e use had to.

e.g. *hen I %!s !t s$hoo&, %e ad

to/ didn't a!e to wea$ unior"s.

Note there is ! 'ieren$e (et%eendidn*t need to !n' needn*t have

done0

e.g. I didn't need to do !ny

ho"e%ork yester'!y. 8I 'i'nt h!#eto 'o s"th.

I needn't a!e done !nyho"e%ork yester'!y. 8I "!'e !

"ist!ke. I 'i' s"th. th!t %!s notne$ess!ry.



!uto"!ti$.

4dvice and

opinion

• 1hould !n' shouldn*t gi#e the s)e!kers o)inion o

%h!t is goo' or (!' !$tion. As this is !n o)inion it is

oten use' or gi#ing !'#i$e.e.g. A'#i$e tin" you sould tal" to your te!$her

!(out it.

O)inion tin" te %olice sould a$$esthoo&ig!ns. E+)e$t!tion hey sould a$$i!e here !t !(out ?..

• 2ught to !n' ought not to $!n (e use' in the s!"e

%!y !s should !n' shouldn*t0

e.g. tin" you ougt to tal" to your te!$her !(out it. Note they $!n (e use' in the s!"e %!y, (ut should is

"ore re3uent&y use' th!n ought to.

• &ad better h!s ! si"i&!r "e!ning. &ad is usu!&&y

$ontr!$te' to *d .e.g. I think you'd bette$ tal" to your te!$her !(out it.

*e'd bette$ not #o$get to turn o the $o")uter.

• 1hould$ ought to - have - past

participle they oten 'es$ri(e

$riti$is" or re)ro!$h.e.g. I think you sould a!e

wo$"ed h!r'er. 8I think you %ere

%rong. 5ou souldn't a!e eaten so"u$h

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03 Human Aggressionok.doc