通用学术英语综合教程-读写 课件 大学英语IV Chapter 7 Inconvenient Truth About Choice

通用学术英语综合教程（读写）EnglishforGeneralAcademicPurposesREADING&WRITING

Chapter7InconvenientTruthaboutChoiceTheInfluenceofMinorityPeerEffectsandAttritionfromtheSciencesUCASReading1Reading2LearningObjectivesTograsptheuseofconditionalifandvariousprefixesinevaluativelanguageToidentifytheauthor’sstanceinevaluativelanguageTounderstandhowtocompareone'sfindingswiththoseofothersTounderstandwaystohighlightthecontributionandsignificanceofthestudy

TheInfluenceofMinorityReading1UCASTheauthorReading1TheInfluenceofMinorityDavidG.Myers

UCASReading1UCASBeforeYouReadWhileYouReadAfterYouReadLanguageFocusAcademicLiteracySkillsReading1UCASBeforeYouReadWhileYouReadAfterYouReadLanguageFocusAcademicLiteracySkillsReading1UCASBeforeYouReadWhileYouReadAfterYouReadLanguageFocusAcademicLiteracySkillsReading1UCASBeforeYouReadWhileYouReadAfterYouReadLanguageFocusAcademicLiteracySkillsReading1UCASBeforeYouReadWhileYouReadAfterYouReadLanguageFocusAcademicLiteracySkillsReading1UCASBeforeYouReadWhileYouReadAfterYouReadLanguageFocusAcademicLiteracySkillsBeforeYouRead

TheMagicofRealityWarming-upgTheory:HowtochoosetheFastestLineattheGroceryStoreUCASMenuManypedestriansarecrossingthestreetwhenthetrafficlightisred,willyoufollowthemorchoosetowaitforthelighttoturngreen?

BeforeYouRead

TheMagicofRealityWarming-upgTheory:HowtochoosetheFastestLineattheGroceryStoreUCASMenu“Inthefilm12AngryMen,alonejuroreventuallywinsover11others.Inajuryroom,that’sarareoccurrence.”

12AngryMenisa1957Americancourtroomdramafilmadaptedfromateleplayofthesamename.

BeforeYouRead

TheMagicofRealityWarming-upgTheory:HowtochoosetheFastestLineattheGroceryStoreUCASMenuWatchavideoclipfrom12AngryMenanddiscussthefollowingquestionswithyourgroupmembers.Whydoesoneofthejurorsdecidetobringasimilarknifetotheoneusedinthemurdertothejuryroom?Whatwashetryingtodemonstratewiththisaction?Afterthejurorpresentstheidenticalknife,howdotheotherjurorsreact?Dotheyimmediatelychangetheirminds,ordotheystillhavedoubts?Whatdoesthisscenefrom"12AngryMen"tellusabout?BeforeYouRead

TheMagicofRealityUCASMenuWatchavideoclipfrom12AngryMenanddiscussthefollowingquestionswithyourgroupmembers.Whydoesoneofthejurorsdecidetobringasimilarknifetotheoneusedinthemurdertothejuryroom?Whatwashetryingtodemonstratewiththisaction?LineattheGroceryStoreThejurorbringsasimilarknifetodemonstratethattheuniqueknife,whichwasconsideredakeypieceofevidenceagainsttheaccusedboy,mightnotbeasuniqueaseveryonethought.Hisactionsuggeststhattheboycouldhavelosthisknifeandsomeoneelse,possessingasimilarknife,couldhavecommittedthemurder.Thischallengestheassumptionthattheknife'suniquenessdirectlyimplicatestheboyinthecrime.BeforeYouRead

TheMagicofRealityUCASMenuWatchavideoclipfrom12AngryMenanddiscussthefollowingquestionswithyourgroupmembers.LineattheGroceryStoreAfterthejurorpresentstheidenticalknife,howdotheotherjurorsreact?Dotheyimmediatelychangetheirminds,ordotheystillhavedoubts?Whatdoesthisscenefrom"12AngryMen"tellusabout?Theory:HowtochoosetheFastestLineattheGroceryStoreTheotherjurorsinitiallyreactwithskepticismanddisbelieftotheidenticalknife.Someofthemdismissthesignificanceofthisnewevidence,stickingtotheirinitialbeliefintheboy'sguilt.Thissceneillustrateshowindividualsinagroupmightresistchangingtheiropinions,evenwhenpresentedwithnewinformation.Italsoshowshowstronginitialbiasescanbe,andhowchallengingitistochangeacollectiveopiniononceithasbeenformed.AfterYouReadTheMagicofRealityUCASMenu1.Whoaretheindividualsinthepicture,andwhataretheirmaincontributions?AfterYouReadTheMagicofRealityUCASMenu2.WhyarethenamesofRosaParks,Galileo,andMartinLutherKingmentionedinthebeginningofthisarticle?“Yetinmostsocialmovements,asmallminoritywillsway,andtheneventuallybecome,themajority.”Thesenamesofthesepeoplearementionedbecausethesepeopleareexampleminoritieswhochangedhistoryinonewayoranother.3.Accordingtothewriter,whywouldhistorybestaticwithoutminorityviewpointsprevailed?Itistheseminoritieswholedthesocialmovementsinhistory.Withoutthem,historywouldberewritten.LanguageFocusTheMagicofRealityQueuingTheory:HowtochoosetheFastestLineattheGroceryStoreUCASMenuWhenevaluatingandcommentingonacontroversialissueoranauthor’sclaim,onestateswhatthewritershouldhavedoneorshoulddobyusingtheConditionalverbforms.Theseformscanbeconfusing.Thebasicuseofrealandunrealconditionalformsislistedbelow

withexamples.Real

or

Generally

TrueIf

+

presentsimpleshall/will/can/may/other

verbsIf

scientists

succeed

in

slowing

the

life

process,

health

costswilldecrease.If

we

just

count

first

choice,

then

C

wins

ten

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oftwenty-two.Unreal/Hypothetical:presentIf

+

past

simpleshould/would/could/might

+

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the

life

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100,

society

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the

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author

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if

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everchange.Ifaminorityofparticipantsconsistently

(judge)blueslidesasgreen,membersofthemajority

occasionally(agree).But

if

the

minority

(waver),

saying

“blue”

to

one-third

of

the

blue

slides

and“green”totherest,virtuallynooneinthemajorityever

(agree)with“green.”Ifthat

(happen),thentheAmericanCivilWarmightnever

(occur)

andworldhistorymight

(develop)alongquitedifferentline.Thesociallifeofanadolescentisoftenbetterifheorshe

(conform)

because

failuretodosorisksostracismfromthegroup.Iftheclass

(have)100studentsmeetinginthislargespace,itwouldfeelmuchlessenergized.Task1Fillintheblankswiththeappropriateverbform

inthefollowingconditionalsentencestructure.prevailedwouldbejudgeswill

agreewaverswill

agreehadhappenedhave

occurredhavedevelopedconformshadAcademicLiteracySkillsTheMagicofRealityQueuingTheory:HowtochoosetheFastestLineattheGroceryStoreUCASMenuTask2Inacademicwriting,oneoftheelements

commonly

found

in

thediscussionsectionofaresearchreportistocompareyourresultswiththoseofpreviousresearchers.Decide

whethertheresearcher’sresultssupportorcontradictwiththoseofpreviousresearchers.Underlinethephrasethatindicatessupport(S)orcontradiction(C).1.ThesefindingsareinkeepingwiththepioneeringstudiesofBlumeandFriend(1975,1978)whouseddatafromthe1960s. 2.TheseresultscontrastwiththoseofBraueretal.(2001),whofoundthatstudents’dislikeforcertainotherpeoplewasexacerbatedafterdiscussingtheirsharednegativeimpressions.3.Ourfindingsaccordwithearlierresearchindicating,forexample,thatwhenaleaderpromotesanideaandwhenagroupinsulatesitselffromdissentingviews,groupthinkmayproducedefectivedecisions. 4.Thepresentfindingsconfirmpreviousreports(Kenworthy&others,2008;Martin&others,2007,2008)ofminorityinfluencestimulatingadeeperprocessingofarguments,oftenwithincreasedcreativity. 5.TheresultsareconsistentwiththepreviousstudiesoftheinfluenceofminoritybyMoscovicietal.(1969,1985). 6.TheseresultspresentedheredonotsupportthefindingsofSpector(1986),whofoundthatgroupmembersusuallyfeelmoresatisfiedwhentheyparticipateinmakingdecisions.7.ThefindingendorsesBennisview(1984)thateffectiveleadersoftenexudeaself-confidentcharismathatkindlestheallegianceoftheirfollowers. 8.TheresultsofthisexploratorystudydifferfromthosereportedbyAnderson&Kilduff(2009). SSSSSCCCAcademicLiteracySkillsTheMagicofRealityUCASMenuTask3Fillintheblankswiththeappropriateformofthewordsandphrasesfromtheboxtoindicateagreementordisagreementinthefollowingsentences.1.______________________previousfindings(Stenseletal.,1988),chemicaldosinghadnosignificanteffectonheadlossduringoperationoftheBAF,evenatthehigherchemicaldoses.(agreement)2.Priorresearchhasdemonstratedthatcommunicationenvironmentscanincreasetheinfluenceofminoritiesbecausetheirstatusislesssalient(Bhappuetal.,1997)andthusfacilitatesminorityopinionexpression(Weisbandetal.,1995). ______________________,otherstudieshaveshownthattheseenvironmentsdonotguaranteethatmajoritieswillactuallyadoptminorityviewpointsbecausemajoritiesarenotmotivatedtodoso(e.g.McLeodetal.,1997).(disagreement)3.______________________ourresultsprovidedstrongsupportforourhypotheses,theremaybeconditionsunderwhichgroupchoiceandgroupperformanceyielddifferenteffects.(disagreement)4.______________________thesestudieswithprofessionalmusicians,weevaluatethebrainasamodelfortraining-relatedreorganizationinthedomainoflanguageprocessing.(agreement)5.Ourresults______________________ twopreviousstudies(Rinneetal.2000;Proverbioetal.,2004)thatindependentlyinvestigatedbrainresponseswithinagroupofSIandfoundevidenceforasymmetricalswitching.(agreement)6.WithrespecttoEnglish-languageproficiency,ourstudy______________________ theassumptionputforwardbyMedgyesinhisbooktheNon-NativeTeachers.(agreement)7.Althoughthemajoritymembers’motivationinthisconditionwassignificantlylowerthaninthesameconditionwithsecretopportunities,thisfinding______________________ researchshowingthatmajoritiesaremoremotivatedtoprocessuniqueinformationfromout-groupmembers(e.g.Loewenstein,1994;Phillips,2003).(agreement)8.______________________earlierstudiesreliesmainlyupondataobtainedfromquestionnaires,thisstudysupplementsthesesecondarysourceswithprimaryones,thatis,italsoexaminestheparticipants’behaviorsatthechalkface,throughaseriesofvideo-recordedlessons.(disagreement)althoughbe

consistent

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accordance

withsimilar

towhileyetAcademicLiteracySkillsQueuingTheory:HowtochoosetheFastestLineattheGroceryStoreUCASMenuTask4Howtoformulatecomparativestructuresisvitalinsummarizingfindingsandlinkingto

previous

studies.

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following

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from

an

article

“Do

adults

drawdifferently-sizedmeals

on

larger

or

smaller

plates?”.

Read

the

passage

and

rearrange

the

orderofwordstoformacoherentpiece.Capitalizesomelettersifnecessary.Overall,thisstudy

showedthatplatesizecan

influenceconceptualizations

ofappropriatemealandportionsizes.Participantswithbiggerplatesdrewmealssignificantlylargerthantheirsmallplatecounterparts.Sexappearedtoplayaroleininfluencingmealsizeandcomposition.Ourhypothesistestedsexmoderationandrevealedthat(1)

(while/men/both/women/drew/plates/bigger/larger/meals/on/and),thereweresignificantdifferencesin

theoverallsize,foodtype,andfood

coursedrawingsbetweenmenandwomen.Wefoundthedifferencebetweenlargerandsmallplatesforoverallsizeoffooddrawnbymentobe(2)

(large/twice/more/as*2/than)thedifferencefoundforwomenand

oftenfocusedondifferentfoodgroups.(3)

(bigger

/

far

/

draw

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to/

men

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(types/across/balanced/food/more)ondifferentsizedplates.Sinceabout60%oftheplatesizedifferenceoccurredforbothsexesinwhatwasalreadythebiggestfood,(5)

(between/difference/drawings/average/caloric/the)couldbeaslowasabout40calories(femaledrawingmorevegetables)andashighasabout400calories(maledrawingalargersteak).(6)

(sex

/response/asymmetrical/these/an/

suggest/findings)toplatesasenvironmentalinfluences,withmenbeingmoresensitivetoplatesizeintheirplatecompositionthanwerewomen.Therehasbeenlongstandingconcernabouttheover-relianceofpsychologicalresearchonsamplesofcollegestudentswhichmayproducedifferentfindingsthanstudiesofadultsincommunities(Sears,1986).Thesefindingsaboutplatemappinginthissampleofcommunitydwellingadultswere(7)

(students/in/found/college/those/to/similar)(Sharp&Sobal,2012).(8)

(studies/found/patterns/similar/both)infoodcoveragepercentage,overallmealsize,andindividualfoodsizewhencomparingthesmallerplatesandthelargerplates,andplatecoverage.Thepresentstudyexaminedplatedrawingamongadults,(9)

(plate

/

drawings

/

studies

/

comparable

/earlier

/

which

/of/were/with)amongcollegestudents,supportingtheexternalvalidityofplatemapping.AcademicLiteracySkillsQueuingTheory:HowtochoosetheFastestLineattheGroceryStoreUCASMenuTask4Howtoformulatecomparativestructuresisvitalinsummarizingfindingsandlinkingto

previous

studies.

The

following

excerpt

comes

from

an

article

“Do

adults

drawdifferently-sizedmeals

on

larger

or

smaller

plates?”.

Read

the

passage

and

rearrange

the

orderofwordstoformacoherentpiece.Capitalizesomelettersifnecessary.Ourhypothesistestedsexmoderationandrevealedthat(1)

(while/men/both/women/drew/plates/bigger/larger/meals/on/and),thereweresignificantdifferencesin

theoverallsize,foodtype,andfood

coursedrawingsbetweenmenandwomen.Wefoundthedifferencebetweenlargerandsmallplatesforoverallsizeoffooddrawnbymentobe(2)

(large/twice/more/as*2/than)thedifferencefoundforwomenand

oftenfocusedondifferentfoodgroups.(3)

(bigger

/

far

/

draw

/

to/

men

/meat/tended/portions)thangrainorvegetableportionswhengivenabiggerplate,whilewomenwere(4)

(types/across/balanced/food/more)ondifferentsizedplates.Sinceabout60%oftheplatesizedifferenceoccurredforbothsexesinwhatwasalreadythebiggestfood,(5)

(between/difference/drawings/average/caloric/the)couldbeaslowasabout40calories(femaledrawingmorevegetables)andashighasabout400calories(maledrawingalargersteak).(6)

(sex

/response/asymmetrical/these/an/

suggest/findings)toplatesasenvironmentalinfluences,withmenbeingmoresensitivetoplatesizeintheirplatecompositionthanwerewomen.while

both

men

and

women

drew

bigger

meals

on

largerplatesmore

than

twice

as

large

asMen

tended

to

draw

far

bigger

meat

portionsmore

balanced

across

food

typesThese

findings

suggest

an

asymmetrical

sex

responsethecaloricdifferencebetweenaveragedrawingsAcademicLiteracySkillsQueuingTheory:HowtochoosetheFastestLineattheGroceryStoreUCASMenuTask4Howtoformulatecomparativestructuresisvitalinsummarizingfindingsandlinkingto

previous

studies.

The

following

excerpt

comes

from

an

article

“Do

adults

drawdifferently-sizedmeals

on

larger

or

smaller

plates?”.

Read

the

passage

and

rearrange

the

orderofwordstoformacoherentpiece.Capitalizesomelettersifnecessary.Therehasbeenlongstandingconcernabouttheover-relianceofpsychologicalresearchonsamplesofcollegestudentswhichmayproducedifferentfindingsthanstudiesofadultsincommunities(Sears,1986).Thesefindingsaboutplatemappinginthissampleofcommunitydwellingadultswere(7)

(students/in/found/college/those/to/similar)(Sharp&Sobal,2012).(8)

(studies/found/patterns/similar/both)infoodcoveragepercentage,overallmealsize,andindividualfoodsizewhencomparingthesmallerplatesandthelargerplates,andplatecoverage.Thepresentstudyexaminedplatedrawingamongadults,(9)

(plate

/

drawings

/

studies

/

comparable

/earlier

/

which

/of/were/with)amongcollegestudents,supportingtheexternalvalidityofplatemapping.similar

to

those

found

in

collegestudentsBoth

studies

found

similar

patternswhich

were

comparable

with

earlier

studies

of

plate

drawingEnglishforGeneralAcademicPurposesREADING&WRITING

UCAS通用学术英语综合教程（读写）EnglishforGeneralAcademicPurposesREADING&WRITING

Chapter1InconvenientTruthAboutChoiceReading1Reading2LearningObjectivesTograsptheuseofconditionalifandvariousprefixesinevaluativelanguageToidentifytheauthor’sstanceinevaluativelanguageTounderstandhowtocompareone’sfindingswiththoseofothersTounderstandwaystohighlightcontributionandsignificanceofthestudy

TheInfluenceofMinorityPeerEffectsandAttritionfromtheSciencesUCASReading2PeerEffectsandAttritionfromtheSciencesMarcLuppinoandRichardSander

UCASReading2UCASBeforeYouReadWhileYouReadAfterYouReadLanguageFocusAcademicLiteracySkillsReading2UCASBeforeYouReadWhileYouReadAfterYouReadLanguageFocusAcademicLiteracySkillsReading2UCASBeforeYouReadWhileYouReadAfterYouReadLanguageFocusAcademicLiteracySkillsReading2UCASBeforeYouReadWhileYouReadAfterYouReadLanguageFocusAcademicLiteracySkillsReading2UCASBeforeYouReadWhileYouReadAfterYouReadLanguageFocusAcademicLiteracySkillsReading2UCASBeforeYouReadWhileYouReadAfterYouReadLanguageFocusAcademicLiteracySkillsTheMagicofRealityWarming-upgLookatthecartoonbelowanddiscussthisquestion:Doyouthinkitisfairfortheboyinthecartoontosay“That’ssounfair’”?

UCASAffirmativeActionBeforeYouRead

MenuTheMagicofRealityInformationabouttheauthorseattyStoreUCASMarcLuppino(Economist)RichardSander(LawProfessoratUCLA)AffirmativeactiondebateEqualitydenotesthateveryoneisatthesamelevel.Everythingissharedwithexactdivision.Equityreferstothequalitiesofjustness,fairness,impartialityandevenhandedness.BeforeYouRead

MenuWhileYouReadTheMagicofRealityUCASUnderstandingtheessaystructureReadCH7-2anddividethearticleintoBPSE(Background,Problem,SolutionandEvaluation)format.Background(paragraphs1-2)BackgroundandcontextfortheproblemProblem(paragraphs2-4)HighlightresearchaimsandmethodsSolution(paragraphs5-9)DisplaymajorfindingsinresponsetoresearchaimsEvaluation(paragraphs10-11)ComparethefindingswiththoseoftheothersMenuWhileYouReadTheMagicofRealityUCASCriticalthinkingskillsReadCH7-2againanddiscussthefollowingquestions.1.Whatseemstobetheresearchgapinthecurrentliterature?2.Howdidtheauthorsexaminethemajorchoiceandfinalcollegeoutcomes?3.Whatcantheyobservefrominteractionsbetweenstudents’ownabilityandpeerability?4.Whatarethemajorcontributionsofthisresearch?MenuWhileYouReadTheMagicofRealityUCASCriticalthinkingskillsReadCH7-2againanddiscussthefollowingquestions.1.Whatseemstobetheresearchgapinthecurrentliterature?Thoseminoritiesbenefitedfromaffirmativeactionpoliciescouldhavetroublesinskillsanddevelopment,whichisinlinewithmismatchtheory.2.Howdidtheauthorsexaminethemajorchoiceandfinalcollegeoutcomes?Theycollectedfourtypesofdatafromanine-year,eight-campusdatabase:cumulativeGPA,persistenceinsciences,likelihoodofgraduation,andlikelihoodofgraduationandpersistenceinsciences.3.Whatcantheyobservefrominteractionsbetweenstudents’ownabilityandpeerability?Thestrongerpeerabilityis,thelesslikelyonecangraduatewithasciencedegree.STEM“finalmajor”dropsmoresharplyforlowmathperformersthanhighmathperformers.MenuWhileYouReadTheMagicofRealityUCASCriticalthinkingskills4.Whatarethemajorcontributionsofthisresearch?Toanswerthisquestion,pleasecomparetwoversionsofevaluationandselecttheonethatconvincesyoumore.

Wefindthatweakerstudentsareadverselyaffectedbyattendingcollegeswherethesciencesaremorecompetitive.Wealsofindthatunderrepresentedminoritiesdonotlikenon-minoritiestorespondtohigherSTEMpeerqualitybyswitchingmajors.ThoseminoritystudentsinterestedinsciencedropoutwhentheyareplacedamongstrongerSTEMpeers,and,iftheydograduate,theytakelowGPAs.Whataccountsforthisraceeffect?Becausetheyhaveastrongercommitmenttopursuingscienceandbeartheriskofnotgraduatinginordertopursuetheirdreamofbecomingascientist.Evenifonebearstheriskofnotsuccessfullycompletingadegree,minoritiesstillfacehigherexpectedlifetimeearningsbypursuingSTEMovernon-STEMdegrees.

Wefindthatweakerstudentsareparticularlyadverselyaffectedbyattendingcollegeswherethesciencesaremorecompetitive.Perhapsmoststriking,wefindthatunderrepresentedminoritiesaremuchlesslikelythannon-minoritiestorespondtohigherSTEMpeerqualitybyswitchingmajors.Instead,minoritystudentsinterestedinsciencearemuchmorelikelytodropoutwhentheyareplacedamongstrongerSTEMpeers,and,iftheydograduate,theytakeaverysubstantialhitontheirGPAs.Whataccountsforthisraceeffect?Perhapsminoritystudentshaveastrongercommitmenttopursuingscienceandarewillingtobeartheriskofnotgraduatinginordertopursuetheirdreamofbecomingascientist.Evenifoneweretotaketheriskofnotsuccessfullycompletingadegree,itwouldappearthatminoritiesstillfacehigherexpectedlifetimeearningsbypursuingSTEMovernon-STEMdegrees.A.B.MenuWhileYouReadTheMagicofRealityUCASCriticalthinkingskills4.Whatarethemajorcontributionsofthisresearch?Toanswerthisquestion,pleasecomparetwoversionsofevaluationandselecttheonethatconvincesyoumore.

Wefindthatweakerstudentsareadverselyaffectedbyattendingcollegeswherethesciencesaremorecompetitive.Wealsofindthatunderrepresentedminoritiesdonotlikenon-minoritiestorespondtohigherSTEMpeerqualitybyswitchingmajors.ThoseminoritystudentsinterestedinsciencedropoutwhentheyareplacedamongstrongerSTEMpeers,and,iftheydograduate,theytakelowGPAs.Whataccountsforthisraceeffect?Becausetheyhaveastrongercommitmenttopursuingscienceandbeartheriskofnotgraduatinginordertopursuetheirdreamofbecomingascientist.Evenifonebearstheriskofnotsuccessfullycompletingadegree,minoritiesstillfacehigherexpectedlifetimeearningsbypursuingSTEMovernon-STEMdegrees.

Wefindthatweakerstudentsareparticularlyadverselyaffectedbyattendingcollegeswherethesciencesaremorecompetitive.Perhapsmoststriking,wefindthatunderrepresentedminoritiesaremuchlesslikelythannon-minoritiestorespondtohigherSTEMpeerqualitybyswitchingmajors.Instead,minoritystudentsinterestedinsciencearemuchmorelikelytodropoutwhentheyareplacedamongstrongerSTEMpeers,and,iftheydograduate,theytakeaverysubstantialhitontheirGPAs.Whataccountsforthisraceeffect?Perhapsminoritystudentshaveastrongercommitmenttopursuingscienceandarewillingtobeartheriskofnotgraduatinginordertopursuetheirdreamofbecomingascientist.Evenifoneweretotaketheriskofnotsuccessfullycompletingadegree,itwouldappearthatminoritiesstillfacehigherexpectedlifetimeearningsbypursuingSTEMovernon-STEMdegrees.A.B.EvaluativeLanguageMenuTheMagicofRealityInformationaboutMismatchTheoryWatchavideoabout“Affirmativeactionhurtsminorities”andanswerthefollowingquestions:1.Whatismismatch?2.WhydidHarvardadmitJoseph?3.HowareChinesestudentsaffectedbyAffirmativeactionpolicies?

UCASMenuAfterYouReadMenuAffirmativeaction&MismatchTheoryWhatismismatch?WhydidHarvardadmitJoseph?HowareChinesestudentsaffectedbyAffirmativeactionpolicies?LanguageFocusTheMagicofRealityQueuingTheory:HowtochoosetheFastestLineattheGroceryStoreUCASEvaluativeprefixesPleaseidentifytheprefixesinthefollowingsentencesandproducemoresimilarwords.Perhapstheyunderestimatethepotentialrisksoffailingtomeetgraduationrequirementswhenpursuingdifferenttypesofdegrees.However,avarietyofstudieshavesuggestedthatlargepreferencesmayhavecounterproductiveeffects(Sowell,1972;Loury&Garman,1995).Conversely,affirmativeactionpolicieswouldpotentiallyhavetheperverseeffectofunderminingdiversityinthesciencesifnetpeereffectsarenegativeinuniversity-levelSTEMcourses.OverdramatizingculturaldifferencesandstereotypingEFLstudentscategoricallyislikelytobegenerallyhelpful.Hisinclusionatthatpointcanbeextremelymisleadingbecausesegregationwasevenmoreprevalentinthedecadesthatfollowed.underestimatecounterproductiveunderminingOverdramatizingmisleadingMenuLanguageFocusTheMagicofRealityUCASEvaluativeprefixesPleaseidentifytheprefixesthatprojectanevaluationoverthing,action,orstatusinthefollowingsentencesandproducemoresimilarwords.underrepresentedunderesti