Passive Voice and Reported Speech: A Comprehensive Guide, Summaries of Anatomy

Download Passive Voice and Reported Speech: A Comprehensive Guide and more Summaries Anatomy in PDF only on Docsity! I. Grammar: A. THE PASSIVE VOICE INTRODUCTION: The passive of an active tense is formed by putting the verb to be into the same tense as the active verb and adding the past participle of the active verb. The subject of the active verb becomes the ‘agent’ of the passive verb. The agent is very often not mentioned. When it is mentioned it is preceded by by and placed at the end of the clause. Active: My grandfather planted this tree. Passive: This tree was planted by my grandfather. PASSIVE VERB TENSES PASSIVE VERB TENSES ACTIVE VOICE Passive Voice Present Simple He delivers the letters. The letters are delivered. Past Simple He delivered the letters. The letters were delivered. Future Simple He will deliver the letters. The letters will be delivered. Present Continuous He is delivering the letters. The letters are being delivered. Past Continuous He was delivering the letters. The letters were being delivered. Going to He is going to deliver the letters. The letters are going to be delivered. Present Perfect He has delivered the letters. The letters have been delivered. Past Perfect He had delivered the letters. The letters had been delivered. Infinitive He has to deliver the letters. The letters have to be delivered. Modals He must deliver the letters. The letters must be delivered. Short answers To make short answers: 1. We use the verb to be (am/is/are/was/were) for Present Simple, Past Simple, Present Continuous, Past Continuous and Going To questions. 2. We use the verb have (have/has/had) for Present Perfect and Past Perfect questions. 3. We use will for Future Simple questions. USE: The Passive is used: 1. When the agent (=the person who does the action) is unknown, unimportant or obvious from the context. Jane was shot. (We don’t know who shot her.) This church was built in 1815. (Unimportant agent) He has been arrested. (Obviously by the police). 2. To make more polite or formal statements. The car hasn’t been cleaned. (more polite) (You haven’t cleaned the car. – less polite). 3. When the action is more important than the agent, as in processes, instructions, events, reports, headlines, new items, and advertisements. 30 people were killed in the earthquake. 4. To put emphasis on the agent. The new library will be opened by the Queen. AGENT To say who did the action that we are talking about, ie. to refer to the agent, we use the preposition by and the name (by Peter) , noun (by the teacher) or pronoun (by him) at the end of the sentence. We usually only refer to the agent when it gives us some important information which otherwise would be missing from the sentence. Our house was designed by a famous architect. We don’t mention the agent: 1. if we don’t know who has done what we are talking about. Our car was stolen last night. (We don’t know who stole it). 2. if we are not interested in who has done what we are talking about or it is not important to mention it. He has been taken to hospital. (What we are interested in is the fact that he has been taken to hospital and not who has taken him.) 3. if it is easy to understand who did something without it being mentioned. The murderer was arrested last night. (It is not necessary to mention that he has been arrested by the police because it is self-evident.) 4. if the subject of the active voice sentence is something like somebody, people, they, you, etc. Someone broke the window. → The window was broken. e. When …………………………………………………. (tennis/invent)? f. The car …………………………………………………. (not damaged) in the accident. g. The original building ………………………………………………. (pull) down in 1965. h. Where ………………………………………………. (this pot/make)? i. When ………………………………………………. (this bridge/build)? 3. Choose the correct form of the verbs in brackets. FIAT Fiat 0 was started (started/was started) by a group of Italian businessmen in 1899. In 1903, Fiat………………… (produced/was produced) 132 cars. Some of these cars …………………………..(exported/were exported) by the company to the United States and Britain. In 1920, Fiat……………………..(started/was started) making cars at a new factory at Lingotto, near Turin. There was a track on the roof where the cars…………………… (tested/were tested) by technicians. In 1936, Fiat launched the Fiat 500. This car………………(called/was called) the Topolino –the Italian name for Mickey Mouse. The company grew, and in 1963 Fiat…………………… (exported/was exported) more than 300,000 vehicles. Today, Fiat is based in Turin, and its cars…………………………………(sold/are sold) all over the world. 4. Change the following sentences into passive sentences using the words in brackets. a. We sell tickets for all shows at the Box Office. (Tickets for all shows/sell/at the Box Office) ……………………………………………………………………………………………………………………………………………….. b. Thomas Edison invented the electric light bulb. (The electric light bulb/invent/by Thomas Edison). ……………………………………………………………………………………………………………………………………………….. c. Someone painted the office last week. (The office/paint/last week). ……………………………………………………………………………………………………………………………………………….. d. Several people saw the accident. (The accident/see/by several people). ……………………………………………………………………………………………………………………………………………….. e. Where do they make these video recorders? (Where/these video recorders/make). ……………………………………………………………………………………………………………………………………………….. 5.Rewrite these sentences in the passive voice. a. Someone built this house 200 years ago. …………………………………………………………………………………………… b. A thief stole my purse. …………………………………………………………………………………………… c. The police will arrest the robbers. …………………………………………………………………………………………… d. They produce cars in this factory. …………………………………………………………………………………………… e. They serve breakfast at eight o’clock every day. …………………………………………………………………………………………… f. People throw away tones of rubbish every day. …………………………………………………………………………………………… g. They make coffee in Brazil. …………………………………………………………………………………………… h. Someone stole Jim’s bike lat night. …………………………………………………………………………………………… 6. Rewrite these sentences in the passive voice. a. They will build a new bridge next year. …………………………………………………………………………………………… b. Brian Brody directed The Ultimate Space Adventure. …………………………………………………………………………………………… c. Pierre Matie will design her costume. …………………………………………………………………………………………… d. Someone found my wallet. …………………………………………………………………………………………… e. One of the students broke the window. …………………………………………………………………………………………… f. They will deliver my computer on Monday. …………………………………………………………………………………………… g. Mary invited Paul to her birthday party. ……………………………………………………………………………………………. h. British astronomers discovered a new planet. …………………………………………………………………………………………… 7. Form the question. a. Paper is made from wood. Example1: Is paper made from wood? b. The telephone was invented by Mr Bell. ……………………………………………………? c. This picture was painted by Peter. ………………………………………………………….? d. The thieves will be arrested by the police. …………………………………………………? e. Champagne is made in France. ………………..…………………………………………….? 8. Read and complete. Use Past Simple. a. The toothbrush / invent / in the 15th century. ……………………………………………………………………………………………….. b. The first public basketball game / play / in 1892. ……………………………………………………………………………………………….. c. The first eyeglasses / wear / in the 1200s. ………………………………………………………………………………………………… d. The first bicycle / ride in 1791 ………………………………………………………………………………………………….. e. The first hot dog / eat / in the 1860s. …………………………………………………………………………………………………… 9. Complete with the passive. Use Present Simple. a. This programme…………………………(watch) by millions of people. b. Paper…………………………………..(make) from wood. c. Hundreds of people…………………………………………(kill) in accidents every year. d. London……………………………………………(visit) by thousands of tourists every year. e. The biology class ………………………………………… (teach) by Mr Green. The day before yesterday Two days before Tomorrow The day after / the following day / the next day The day after tomorrow In two days‟ time / two days after Next week / month /year… The following week / month… The week / month… after Last week / month / year… The week / month… before The previous week / month… A week / month/ year ago A week / month… before Now Then / in that moment Tomorrow morning /afternoon / evening /… The following morning / afternoon… Yesterday morning/ afternoon…. The previous morning / afternoon… Here There e.g.: “I don’t really like the food here. We will have lunch in the office tomorrow”, Ann told John.  Ann told John she didn’t really like the food there and they would have lunch in the office the following day.  Questions: Yes/no questions (the ones starting with an auxiliary verb): when reporting this type, we introduce them with IF and the subject-verb inversion and the question mark disappear. Example 1: He asked: “Is anyone here?”  He asked if anyone was there. “Did you see the accident?” the policeman asked.  The policeman asked if he had seen the accident. WH- questions: when we report this kind of questions, the interrogative word remains and the subject-verb inversion and the question mark disappear. Example: “Where does he live?”, said Mary.  Mary asked where he lived. She asked me: “What do you want?”  She asked me what I wanted.  Orders: A direct command usually has an imperative verb. When we report the command, this imperative changes into infinitive with “to”. Example: He said: “Get your coat, Tom”  He said to Tom to get his coat. Negative imperatives (don’t + infinitive) change to negative infinitives (not to inf.) Example: “Don’t swim out too far, boys”, said the monitor.  The monitor told the boys not to swim out too far.  Exclamations: Exclamations usually become statements in indirect speech. The exclamation mark also disappears. Exclamations beginning with “What a…” or “How…” can be reported by: “Exclaimed / said (that)…” Example: He said: “What a dreadful idea!” /“How dreadful!”  He exclaimed it was a dreadful idea /he exclaimed it was dreadful. Exclamations which are only a word or the transcription of a sound can be reported by “…gave an exclamation of delight /disgust /surprise…”. “Ugh!!”, he exclaimed  he gave an exclamation of disgust. Good!” she said.  She gave an exclamation of satisfaction.  Special changes: a) “shall I /we?” as requests for instructions or advice, is reported as “ASK / INQUIRE + SHOULD” “Shall we post it, sir?” he asked  He asked him if they should post it. b) “Shall I / we?” as an offering is reported with “OFFER + TO INFINITIVE” “Shall I bring you some tea?”, she said  She offered to bring me some tea. c) “Shall we?” as a suggestion, is reported with “SUGGEST + VB-ING”. The same happens with all the expressions to make suggestions (let’s / how about / what about / why don’t we?). “Shall we meet at the theatre?”  He suggested meeting at the theatre. d) Expressions to give advice are reported with “ADVICE TO INFINITIVE” or also “SUGGEST +VB-ING”: “You should take care of your things, Tom”, she said  She advised Tom to take care of his things. e) Expressions to ask for something are reported with “ASK FOR”: “Could I have your newspaper, sir?” asked the boy  The boy asked the man for his newspaper. f) Requests are reported with “ASK (IC) TO INFINITIVE”: “Can you clear the table?” she said  She asked him to clear the table. “Will you, please, lend me some money?” Tom asked Jane  Tom asked Jane to lend him some money / Tom insisted Jane on lending him some money. “Would you be so kind as to stop talking?” said the man  The man asked him politely to stop talking. g) Invitations are reported with “INVITE TO INFINITIVE” / “OFFER TO INFINITIVE OR NOUN”. “Would you like to come with me to the party, Sally?”, said John  John invited Sally to go with him to the party. ……………………………………………………………………………………… 4. Change the following statements into the reported speech. a. “I have something to show you”, I said to her. ………………………………………………………………………………………………………………………………… b. “I’m going away tomorrow”, he said. ………………………………………………………………………………………………………………….. c. “I’ve been in London for a month but I haven’t had time to visit the Tower”, said Rupert. ………………………………………………………………………………………………………………….. d. “I’ll come with you as soon as I’m ready”, she replied. ………………………………………………………………………………………………………………………………… 5. Write these sentences in indirect speech. a. “I’m very tired”, she said. …………………………………………………………………………………………………………………………….. b. “I’ll see them soon”, he said. ……………………………………………………………………………………………………………………………… c. “I’m going to the cinema”, she said. …………………………………………………………………………………………………………………………….. d. “I see the children quite often”, he said. …………………………………………………………………………………………………………………………….. e. “I’m having a bath”, she said. ……………………………………………………………………………………………………………………………… Reported Questions A. Change these direct questions into reported speech: 1. “Where is he?” She asked me ………………………………………………………………………………………… 2. “What are you doing?” She asked me ………………………………………………………………………………………… 3. “Why did you go out last night?” She asked me ………………………………………………………………………………………… 4. “Who was that beautiful woman?” She asked me ………………………………………………………………………………………… 5. “How is your mother?” She asked me ………………………………………………………………………………………… 6. “What are you going to do at the weekend?” She asked me ………………………………………………………………………………………… 7. “Where will you live after graduation?” She asked me ………………………………………………………………………………………… 8. “What were you doing when I saw you?” She asked me ………………………………………………………………………………………… 9. “How was the journey?” She asked me ………………………………………………………………………………………… C. Modals: Can, could and (be) able to: A. We use can to say that something is possible or allowed, or that somebody has the ability to do something. We use can + infinitive (can do/can see etc.): 1. We can see the lake from our hotel. 2. ‘I don’t have a pen.’ ‘You can use mine.’ 3. Can you speak any foreign languages? 4. I can come and see you tomorrow if you like. 5. The word ‘dream’ can be a noun or a verb. The negative is can’t (= cannot): I’m afraid I can’t come to the party on Friday. B. You can say that somebody is able to do something, but can is more usual: 1. We are able to see the lake from our hotel. But can has only two forms: Can (present) and could (past). So, sometimes it is necessary to use (be) able to. Compare: 1. I can’t sleep. 2. Tom can come tomorrow. 3. Maria can speak French, Spanish and English. 4. I haven’t been able to sleep recently. 5. Tom might be able to come tomorrow. 6. Applicants for the job must be able to speak two foreign languages. C. Sometimes could is the past of can. We use could especially with: See hear smell taste feel remember understand. 1. We had a lovely room in the hotel. We could see the lake. 2. As soon as I walked into the room, I could smell gas. 3. I’d (=I would) like to be able to play the piano. 4. I’ve (=have) never been able to get up early. C. Complete the sentences with can/can’t/could/couldn’t + the following: believe--- come--- hear--- run--- sleep---wait: 1. I’m afraid I can’t come to your party next week. 2. When Dan was 16, he ……………………..100 metres in 11 seconds. 3. ‘Are you in a hurry?’ ‘No, I’ve got plenty of time. I ……………………..’ 4. I don’t feel good this morning. I ……………………last night. 5. Can you speak a little louder? I …………………………you very well. 6. I was amazed when I heard the news. I …………………………it. D. Modal Verbs for Deduction: Today's lesson will focus on using modal verbs for certainty, probability, and deduction. "Deduction" means using the information available to make a guess or draw a conclusion about the facts. Depending on the information available, you might be more certain that your conclusion is true, or less certain that your conclusion is true -and we use different modal verbs to indicate the degree of certainty. How certain are you? Use these modal verbs: 100% - Completely or almost certain must, can’t, couldn’t 80% - Expecting to be certain should 50% - Maybe certain might, may, could Let's look at some examples. 1. Certainty 1.1. Certainty about the Present: When making deductions about the present, we use must if we are sure something is true and can't if we are sure that something is impossible. For example, if you see this guy, you can say: 1. He must be a chef. (We are very certain, because of his uniform and what he is doing). 2. He can’t be a policeman. (We are very certain he is NOT a policeman). Carla works every day from 9 AM to 5 PM. Right now it’s 10:30 AM, so…  She must be at work.  She can't be at home. Put it into practice! You'll see five pictures accompanied by sentences. For each one, fill in the blank with must (if you think it is true) or can't (if you think it's not possible). 1. She…………..be a vegetarian. 2. They ………………….. be in love. 3. You studied all night. You …………………be exhausted. 2+2=5…… 4. That ……………………be right. 5. He ……………………love her cat. 1.2. Certainty about the Past: When we consider some present evidence and draw a reasonably certain conclusion about what happened in the past, we use must have and couldn't have plus the past participle of the verb. Must have + past participle: When we draw the conclusion that something DID happen: Example: Within the next week, I should finish the book I'm reading. Past Expectation: For expectations about what was supposed to happen in the past, you can use should have and shouldn't have plus the past participle:  I sent the package three weeks ago with express mail. They should have received it already. = I expect that they have already received it.  This car is brand new. It shouldn't have broken down. = I expected it NOT to break down. Because should/shouldn't are also used for giving advice and recommendations, we can also use should have and shouldn't have for evaluating things in the past and declaring them to have been right or wrong, good or bad:  Lindsay saw a woman who needed help, but did nothing. "Lindsay, you should have helped her."  I said something mean to my best friend during an argument. "I shouldn't have said that. It really hurt her feelings." Put it into practice! Think of one thing you regret doing, and one thing you regret NOT doing. Make sentences about them using should/shouldn't have + the past participle:  I should have...  I shouldn't have... Possibility Present/Future Possibility: We can use may, might and could to talk about things that are possible in the present and future. Present:  Where's Fred? He's not in his office. He may be in the bathroom... or he might be in the conference room.  Don't eat that mushroom. It could be poisonous. Future:  The weather forecast says it may rain tomorrow.  Your daughter is really smart. She could be very successful someday.  We might take a road trip this weekend. Some people say that might is less certain than may, but in spoken English there is really no effective difference. It’s probably best to use might. The word may is less common, and we can only use could in the positive form, not the negative form, for talking about possibility:  Are you sure that's a good idea? The boss may not / might not like it when he finds out. The boss could not like it when he finds out.  I may not /might not be the smartest person in the class, but I definitely work the hardest. I could not be the smartest person in the class, but I definitely work the hardest. Past Possibility: When talking about past possibilities, we can use...might have/may have / could have + past participle (for positive possibilities) and might not have / may not have + past participle (for negative possibilities). Positive Past Possibilities: 1. She's not home. She might have gone to the store. 2. He may have misunderstood you when you talked to him yesterday. 3. The person who stole the documents could have been one of the employees. Could have is usually used in unreal conditions - when we are imagining a possibility if something in the past had been different: "If we had started this project earlier, we could have finished on time." Negative Past Possibilities: 1. John’s not here. He might not have known about the meeting. 2. If she hasn’t called you back, she may not have listened to your voicemail yet. Remember that couldn't have is only used when we are certain that something is logically impossible in the past:  She couldn't have taken the car; she doesn't have a key. Summary:  Use must (present) and must have (past) when you are very certain that something is/was true. Use can't (present) and couldn't have (past) when you are very certain that something is/was impossible. Use should/shouldn't (present) and should have / shouldn't have (past) to talk about things you expect to be true, although you don't have complete certainty. You can also use should have / shouldn't have for judging actions in the past to be good or bad. Use might (most common), may, or could to talk about present and future possibilities. Use might have, may have, or could have to talk about past possibilities. For a possibility that something did NOT happen, use might not have and may not have Exercise 1 – Complete the blanks with must, can’t, or might: 1. Look at that guy's enormous muscles. He ……………………………work out a lot. 2. Michelle……………………………want to participate in the festival - it seems like the type of thing she'd be interested in. Why don’t you ask her? 3. She goes camping every weekend. She……………………………really love the outdoors. 4. He worked hard on his report, then accidentally deleted the file from his computer. He ……………………………be upset. 5. You ……………………………be right - but I'm going to check to make sure. 6. We're not sure if this painting is an original. It ……………………………be worth thousands of dollars. 7. I ……………………………not be able to go to the football game. It depends on whether I can get the afternoon off from work. 8. He's working full-time and studying for his Ph.D. That …………………………… be easy. 9. You just ate a huge dinner! You ……………………………be hungry again already! 10. Wow - look at that diamond necklace. It ………………………………cost a fortune. Exercise 2 – Now complete the blanks with must, should, shouldn’t, or couldn’t: 1. I'm so thankful for your help with this project. I ……………………. have done it without you! 2. The repairs I made ………………… have fixed the problem, but they didn't -so I'll have to take another look. 3. It …………………………… have rained a lot last night - there are puddles everywhere. 4. I …………………………………….have watched that horror movie; it gave me nightmares. 5. We ………………………………have known about this; nobody told us anything about it. 6. If you’ve been trying to lose weight, then you really………………have who lived a good life only out of fear would still be saved. The missionary Calvinists held a different view: “The faithful Christian does right, speaks the truth, keeps himself socially pure, because it is the right thing to do….It is enough that he is obedient to God out of love to Him, that he serves men and seeks their welfare because brotherly love impels him.” Lesser motives fell outside the path of righteousness. The missionary view of the Muslims was drawn in part from the same sources as their views on Islam, for they felt that the followers of...Muhammad could not help but be adversely affected by their religion. The critics also drew on the prejudices of their time. Like others in Europe and America, they effortlessly assumed the natural superiority of the West, which they believed was based on Christianity. They saw proof of their assumptions in the relative poverty and disorganization of the Middle East. Their writings reinforced these prejudices in themselves and in the Americans they affected. To the American Protestants of the missionary establishment, Muslims were naturally seen as sinners. Indeed, in the prevailing theology those who were not Christians could not help but be sinners to one degree or another—no other option was available to non-Christians. Muslim sinfulness as reported to Americans, however, was no abstract fault attached to noble but mistaken humans who attempted to be good but could not succeed without God’s grace. It was hot-blooded sin, full of sex and violence. It is tempting to say that it was the sort of sin that made for interesting reading. Justin McCarthy, The Turk in America (2010). A. Vocabulary: 1. Give the meaning of the following words as they appear in the passage. a- Importance: …………………………....... - Indecisiveness: ………………………….. b- Rigid: …………………………………… -absolute: ………………………………… c- Wanting: …………………………………… - complaint: …………………………….. d- Consciousness: ……………………………… - repentance: ………………… e- Violation: ………………………………… - admit: …………………………………. f- Sinner: ……………………………………- mistaken: …………………………………… g- B. Comprehension: 1. In one sentence, give the main theme of the passage. 2. In paragraph 2, the author says: “A common complaint was what was viewed as the lax Muslim concept of sin, guilt, and punishment. Islam made too many allowances for the failings of human nature.” Do you think this is true? Discuss and justify your answer. …………………………………………………………………………………………………........ 3. What can you say about the conception(s) of Islam mentioned in paragraph 4? ……………………………………………………………………………………………………. 4. What is the author referring to when he says: “One missionary complaint was the lack of consciousness of original sin in Islam”? (Paragraph 2). 5. What does the author mean by the following statement? “The two major philosophical enemies of the missionaries—Catholicism and Islam”. Discuss it fully. 6. In what possible way(s) could “tolerance” be promoted either in the past or now? 7. Comment on the tone of the passage. II. Précis: In no more than 125 words, make a précis of paragraphs 3 to 5. Use the space below. …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… Kingdom of Morocco English Studies Prof: Brahim EL Fida Multidisciplinary Faculty, Nador Module: Comprehension and Précis S2 Students ………………………………………….. III. Read the text carefully and answer the question below. Be as brief as possible. Imagine a morning, not many years from now, on which you awaken after a long and safe slumber. The night before, you drifted to sleep with absolutely no fear that your house would be robbed or that you would be in any danger. Your household computer informs you that your breakfast is ready, so you proceed to the kitchen to enjoy the meal that your kitchen robot has prepared. As you eat, you glance at the headlines of the morning news on the nearby video monitor, noting that unemployment has been virtually eliminated, the gross national product has increased 15 per cent over the past year, and your stocks are doing well. Before you leave, you remind the household robot to test the children on their math lesson, review them on their other studies, and finally, join them in a game of catch. You then step into your transportation vehicle, which whisks you away to the office for a full four hours of work. As you plan the remainder of the day, you decide to spend the rest of the morning playing racquetball with some friends, followed by some good reading. After you eat your already-prepared dinner with your family, you will work with one of the household computers for the rest of the evening, then drift off to a pleasant sleep once more. A day like this would make many people think that they were in Utopia, yet this little excerpt from the life of one man is not as impossible as it might sound. In fact, parts of the preceding story are already true for some people. The factors guiding us into this more productive, less strenuous, and much more leisurely life-style are all centered around one thing: new technologies. These exciting advances, just emerging from the laboratories and factories, include bioengineering; personal computer, and extensive space exploration. However, a personal robot is one machine that will probably have a more profound and widespread effect on society than any other invention. The dream of this creation has been portrayed in plays, movies and television, but only now is this exciting new tool beginning to demonstrate its potential. Of course, new stories about the giant industrial robots in factories are seen frequently, and although these machines are efficient, productive, and useful, our lives have not been altered Although ethos, pathos, and logos all have their strengths, they are often most effective when they are used together. Indeed, most speakers use a combination of ethos, pathos, and logos to persuade their audiences. The next time you listen to a speech, watch a commercial, or listen to a friend try to convince you to lend him some money, be on the lookout for these ancient Greek tools of persuasion. Comprehension Check: 1) Give A suitable title to the passage: …………………………………… 2) As used in paragraph 2, what is the best antonym for credible? A. unintelligent B. boring C. dishonest D. amazing. 3) Amy is trying to convince her mother to buy her a pair of $200 shoes. She says: “Mom, the shoes I have are really old and ugly. If I don’t get these new shoes, everyone at school is going to laugh at me. I will be so embarrassed that I will want to die.” What form of persuasion is Amy using here? A. pathos B. ethos C. logos D. a combination of ethos, pathos, and logos. 4. According to the passage, logos can build ethos because: A. an audience is more easily convinced by facts and information than simple appeals to emotions like pity or fear. B. an audience is more likely to trust a speaker who uses evidence to support his argument. C. a speaker who overuses pathos might make an audience too emotional; audiences who are too frightened or too sad are unlikely to be persuaded. D. a speaker can use misleading or false information to make his argument seem more convincing. 5. Gareth is running for mayor. He tells his audience: “Under our current mayor, there have been 15,000 new cases of unemployment. If he stays in office, who knows how many more people will lose their jobs? The number could go up even higher. When I was the CEO of Magnatech, I helped to create over 1,000 new jobs. I can do the same thing for this city if you vote for me.” Which form of persuasion is Gareth using here? I. pathos II. logos III. Ethos. A. I only B. I and II only C. II and III only D. I, II, and III. 6) According to the passage, the most effective tool of persuasion is: A. ethos, because you cannot persuade an audience that does not trust you B. logos, because it can also be used to build ethos C. a combination of ethos, pathos, and logos D. pathos, because human beings are most easily persuaded by emotion. 7). Imagine you wanted to convince an uninformed person to take a political position that is the same as yours. What issue would you try to talk to this person about? How would you include ethos, pathos, and logos in your persuasion? 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Kingdom of Morocco English Studies, Nador Mohamed I University Prof: Brahim EL Fida Multidisciplinary Faculty, 2020 Module: Reading Comprehension and Précis Group: B I. Comprehension: A. Read the Text carefully and answer the questions below. Edward Said, who died on 25 September 2003, had many friends and even more admirers. He was handsome and always sharp-suited. He was also stylish, sensitive, witty, learned and cultured. He played the piano and was exceptionally knowledgeable about classical music. He was a subtle and well-respected literary critic. An intellectual himself, he had always taken the duties of the intellectual extremely seriously. He was also a tireless campaigner for Palestinian rights and was appropriately sceptical about the Oslo agreement and the later ‘road map’ for peace in the Middle East. He opposed the corrupt and oppressive regime of Yasser Arafat and his coterie of favoured friends on the West Bank. When not actually engaged in furious debate with those whom he had identified as Zionist and imperialist enemies (and he took no hostages in debate), he was by all accounts a gentle and soft-spoken man. He was widely honoured in his lifetime, being, among other things, a member of the American Academy of Arts and Sciences, the Royal Society of Literature, the American Philosophical Society, and the American Academy of Arts and Letters. Said was born in Jerusalem in 1935. This seems to have been because his parents preferred Jerusalem’s hospitals to those of Cairo. However, his parents, who were Christian Protestants, came from the Lebanon and Said, who was mostly educated in Egypt and then in the United States, had Egyptian and American citizenship. His family usually summered in Lebanon. In his memoir, Out of Place, Said wrote about his childhood and his life in Egypt with an overbearing father and an indulgent mother. He spent only a few months in a school in Jerusalem. So his self-presentation as a Palestinian is questionable. But perhaps the matter is not important. He certainly thought of himself as a Palestinian and passionately identified with their sufferings. He grew up in a wealthy household in which Arabic was used only to speak to the servants. (He only mastered literary Arabic much later in life after taking lessons.) Most of his schooling was at the smart Victoria College in Cairo, ‘a school designed to be the Eton of the Middle East’. The school houses were named after the heroes of British exploration and imperialism: Kitchener, Cromer, Frobisher and Drake. It was forbidden to speak Arabic within the grounds. Said was a rebel and an outsider in the school. The head prefect, Omar Sharif (the actor; original name Michael Shalhoub), was one of those who beat him. In Out of Place, Said