Reading for Writing
A Scottish scientist succeeded in cloning a sheep
that he named Dolly. This led to great contro-
versy and worldwide debate about cloning. Peter
Kendall, a science writer for The Chicago 'Iribune,
explores sorne of the issues involving cloning,
especially human cloning.
'.';'.; : ' . ; ·, o
i;i.l~~AM ClOMDNG DEBA:ilt
V!;,M!J DO ,T? WHO'D J_ij~l:IÚJt
i:MO.l!JLD IT BE LEG
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c¡omih -·eoole.'"r
""lf:.cy:• ,
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a ' •J?JD,9 to get in reproquctiv~. _ "
s JvlcG~e, a bloethicist át tHé, ot •
20
p .Ía
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eth(ci~t: ~lst in
I d~dlñg' ~ is morally
.. ~itYªª!~·~-~hJcists have, " ~ - •e · oral ,. r19~ ot ww.m
~~,~~~Qf~el8ft1ñW-mv w~1;Jld • " ?11] 1/ed owi)10ught
it? ~g;o Would be hurt? Sh 'th !!bóyt ~
th~--~1a9!1ff"~f"Dollyf tt,ejr r rvrglnat/ ns: deep
25
·'" . · ~- · · -~
1mQalitártce ·j'i,..,
,· · · · th"'ughts
"'
.. !l'l">T i ,
Íh ,~ 9SA¡ tfié Natjonal AdviSQJY, Boa,::,
Reij(~~uctiqn (!'J~BER) iª~ued a rep1>_. _
9t Gl~ñ!ri!, "~ABER members find -~~-JM-:9 9f , . . ·1 . ,. tn.~
givip_g· .,l:ii_
f!h to •one's
~lP"' ¼a'--¡ • identical twin (or(g:;I~ing·, bllltJl'
, ~ -u_-({!;.tt_ - ~ ~ i !Q•, · ;Y , •
ao on~~~-ñ~~l:>~hd's identica! twln) bizarre/ttt:i) r~ll,)Ort
said. "They maintain that to~cr~at~ a c_t,ild "¾!t~.gne's narc/sslstic: self-centered
exact genetic constitution is narcissistic and ettiiqally ethically lmpoverished:
impoverished." morally wrong
Unitl
But is every case so cut and drled? Tha advisory cut and dried: simple
35 board's paper raised.this case: What if a couple
wantad to have a child, but one partner will pass
on a debiljtating genetic condition and neither debllitating: weakenlng
considers it acceptabla to use gQilQ[ eggs or sparm? donor: given by
The papar concluded that these kinds of situations someone else
40 would be so rare that they do "not ju$tify a blaOket blanket acceptance:
acceptance of this practica." acceptE!flce of
somethfng in ali forms
Many óf the ethical issues raised by cloning
already are baing confronted by people concerned
about tha existlng potantial fór ge11at,ic engineering
45 in hum~n reproductlon. Soon, sorne predict, parents
will be able to choose many o.f their b,:t.by's traits-
stiort or tall, cautious or risk-ta!dr,g, "VV~ ·ijte JJOipg
frQtn a pariod of tim~ ~h~re pepp_lE;t ·~ªP l>!i~ifs·tC.>
wq~re é,~qQle, rn.ake ba~iej;'.. $,aid Mc~le, ~1it,~qr óf
so thEfi1eW·1;>gtj!<, "Th_e Perf~Pl ij~y!- .
. :;ti~~i~;ú:e~ ·haye resist,~~iíilg ~brted i~lp .ilJ~s af p//es:groups
ri~J:t~9, :wrongl"P.~ople ~ª~~ ~~lte&tr-~ªª ·cJiiféñ
b~4~W tt,ey ha~ one ch,lct wno ne~~eq p_ ª 9ñ! bone m8/TOW transplant:
ID.!~t~ir.~,!Jri~P.laoJ ~nd .né~~~ ·:ª.do@ítr~: ,ey9: s~~- ~placemant of dfseased
~!'i" f
55 "l!Ji~1}W.91;Jl¡j J~$t Be ~ e;:ª~~ Vi.~ª!~!- i.J We!e
gal~g to do that, you would-~~ ·s1,1r~ t~ tlave E! matph.
tlssue lnslda tha bones
1~lñ~fi\t~l~~t Js n~~$sl;ir.1~y~¡,~ ~\t~ ñe s.aJ~.
.,B~~t_'-~ug,apltY mtght. not t'~~1P@~for a$~HE!I,_· asexual: without sex
) repJ~~,uittJ9hf Wit~ its eñ9rm~fi$ iBlturmt:nplie~tions.
so "111~t}Y~;.'~]1Qht .be the ~-ªm.~: !!~~r ~{~tBs_e~U9.
to :gr~11(:lc_hdf:1 ls s~ch -~ fflCiil®11.'3'11ª~ure,trgro t_he radical departure from:
n~m(1 ft,J.~ g$. tha1 )t~w0~t,r~qU!r~ _
Qf thin_ awbole extreme changa from
re~tiiJtijJ.~.Q C?f. \~_way w~ r~ise,th.~· o~id19,~ner~t!on:'
~~ip tGtá'ay~ ~líite, e~ecJ.Jtlv"& director oJ NAB~R.
u ;-lJ.~$f·prpyf;,g that clOning humans.is pqssib!e
ilfª1.mJ2~t,,untl'lln~llle be~al!~~ the yecy first ¡
~j)r.irp~Qt~ wq~ld be r:QRYQpé}nt. "To even jl'Jstify repugnant causlng a
c;t,~1~1:}~~- ~jperlrru~rit, you w~yld t,av~ to .S~'/! 'What strong feellng of dlsl!ke
wm.~e ~Q' if we produce amalfotmed baby?"' said ma/formed:lncorrectly
7!1 Ai\thU'fé'aplañ, director of the Cent~r fot Bioelhics at formad or shaped
ttri_·,Vriiversity of Pennsylvania. 'What is the ethlcal
pO.·rp.P;s~ o.f even trying?"
:' __ _.) Pandora's Box 3
..,.
()
Unitl
A. General Understanding
l. Identifying Arguments
List at least three benefits o/ cloning and three fears that people associate with
cloning according to the reading. Try to put the arguments in your own words.
It's not necessary to use complete sentences. With a partner, use your answers
to take turns summarizing the main points of the article. Then write your own
opinions about cloning in your notebook.
BENEFITS OF CLONING
l. - - - - - - - - - - - - - - - - - - - - - - - - - - - -
2. - - - - - - - - - - - - - - - - - - - - - - - - - - -
3. - - - - - - - - - - - - - - - - - - - - - - - - - - - -
FEARS ABOUT (LONING
l. - - - - - - - - - - - - - - - - - - - - - - - - - - - -
2. - - - - - - - - - - - - - - - - - - - - - - - - - - -
3. - - - - - - - - - - - - - - - - - - - - - - - - - - -
2. Making Inferences
Answer these questions in your notebook. The answers may not be directly stated
in the article. Use information from the article to support your inferences. Share
your answers with your classmates.
Pandora's Box 5
_)
B. \Vorking with Language
l. Word Search
Find the words and phrases within the text of the newspaper article on pages 2--4
that match the definitions below. Titen write the words nat to the definitions.
Search in lines 1-33
a. notable to have children: __.12:te__,._.,_,ri...,.le_ _ _ _ _ _ _ _ _ _ _ _ _ __
b. concerned with right and wrong: _ _ _ _ _ _ _ _ _ _ _ __
c. loving oneself too much: _ _ _ _ _ _ _ _ _ _ _ _ _ __
Search in lines 34-64
d. to give sufficient reasons for: _ _ _ _ _ _ _ _ _ _ _ _ __
e. characteristics: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
f. without a sense of right or wrong: _ _ _ _ _ _ _ _ _ _ __
g. consequences: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
Search in lines 65-110
h. no longei-existing: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
i. a class of living organisms: _ _ _ _ _ _ _ _ _ _ ____,:._ __
j. the UIÚque personality of anindividual: _ _ _ _ _ _ _ _ __
J 2. Word Forms
Ft1l in the chart with the missing forms of the words. Use a dictionary.
Noun Verb Adjective Adverb
a. 1. ethiclst
2. - -
,
b. - extinct -
c. -- immoral
d. justify --
e. 1.
2. -- narcissistic --
- --- --·•·--·----•-•---·-·-
f. sterile --
g. 1. clone
2. --
Unitl
)
3. Reproductive and Therapeutic Cloning
Complete the paragraph below using the words and expressions in the box. When
you have finished, compare your answers with a partner's.
cloning implications
cut and dri.ed justifies
ethically narcissism
extinction repugnant
immoral species
Many people consider a child morally
1
----,.-----·
2
Wanting to create an exact duplicate of yourself
is an example of _ _ _ _ _ _ to them. 0n the other hand,
3
many of the same people argue that it is _______ accept-
4
able to use cloning to find cures for diseases. This kind of therapeu-
tic cloning involves stem cell research, a controversial field in
which scientists use cells from embryos to produce donor cells for
patients. Supporters of therapeutic cloning believe that the need to
cure diseases _______ the use of stem cell research and
5
therapeutic cloning.
Sorne religious leaders disagree. They and many other opponents
of stem cell research maintain that cloning for any reason is
----,-...---·
6
For them, there is no debate; the issue is
- - - - - - - · The fu.ture _ _ _ _ _ _ _ of therapeutic
7 8
cloning frighten them. They argue that the cloning of animals to
prevent the complete _ _ _ _ _ _ _ of a _______ is
9 ro
quite different from cloning humans, whether for reproductive or
therapeutic reasons.
) Pandora's Box 7
Prewriting Activities
A. Collecting Support for Arguments
A "roving reporter" far a newspaper asked people on the street this question:
"How do you feel about the possibility of cloning?" Read the responses the reporter
received. Then, in your notebook write the arguments in favor of cloning in one
column and the arguments against clonin.g in another. Which opinions seem to
favor both sides?
Now discuss your answers in a small group. Which opinions were also mentioned
in the article? Which opinions do you ag1:ee ar disagree with?
Unitl
B. UsingYour Own Words
to Respond to Arguments
Express how you feel about cloning by responding to the arguments you have
read so far. In your notebooks, respond to at least three of the arguments by
completing this sentence. Be sure to put the arguments in your own words, as
simply as possible.
I can/ can't understand why _ _ _ _ _ feels that _ _ _ __
because ________________________
Example:
1can understand why Vicky Cho feels that it would be a great idea to clone
her dog because I would !ove t o clone my cat.
C. Open for Discussion
Discuss these questions in a small group. Then choose one question and
summarize the group's discussion in writing in your notebook.
Pandora's Box
Prewriting Activities
A. Collecting Support for Arguments
A "roving reporter" for a newspaper asked people on the street this question:
"How do you feel about the·possibility of cloning?" Read the responses the reporter
received. Then, in your notebook write the arguments in favor of cloníng in one
column and the arguments against cloning in another. Which opinitms seem to
favor both sides?
Now discuss your answers in a small. group. Which opiníons were also mentioned
in the article? Which opinions do you agree ar disagree with?
Unitl
8. Uslng Vour ()v.rn \l\lords
to Hespond to ATgunients
Express how you feel about cloning by responding to the arguments you have
read so far. In your notebooks, respond to at least three o/ the arguments by
completing this sentence. Be sure to put the arguments in your m.vn words, as
simply as possible.
I can/ can't understand why _ _ _ _ _ feels that _ _ _ __
because _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
Example:
1can understand why Vlcky Cho foels that lt would be a 0reat Idea to clone
her dog because I would love to clone my cat.
C. Open for Discussion
Discuss the$e questions in a small group. Then choose one question and
summarize the group's dis'<:ussion in writing in your notebook.
Pandora's Box 9
♦ Structured Writing Focus
magazine, or tfle Internet on ._ . oiN!lli-.ÑI
.,, ...~ . " '
fi\g: human donlng, anlmal don~o : •rch, m
~etic en,neering of PJ,nts~
rn two or three pi tágraphs
wa .. ...
:;_ · ~· ,,::-i,;,
a,:ac:t ~
.,1 __ ;Jtf~1~;Jr ..
't. •
A.. Starting to Write
!.Brainstorming
'I1imting about a topic before beginning a wri1ing assignment fmlp& the
wrlter formula te arguments and gather support for them. Toes.ene man.y
different ways to brainstorm.
Rl!llll fhe list of brainstorming techniques. Discuss thern with a partrrerrti!J nuk
s,ue yo¡,. understand them. Then discuss which ones 'WD1'k best for you:.
TECHNIQUES FOR BRAINSTORMING
• Wnle down any ideas on a topic, in no particuJar order.
• TuJk ideas over with a classmate and take notes.
• Mab! a flow chart of main points.
• Wrlte an outline of ideas.
• Use a combination of these techniques.
2. Questions to Get You Started
Lool 'l,adc at your answers in General Understanding on J1tlge 5 and fit,
Prerm'iting Activities on pages 8-9 to start brainstonning for your ess,g;.€tmsüler
these questions and take notes in your notebook for the writing task yaul'ue dwsen.
FOR THE MAIN AND ALTERNATIVE TASl<S
Whatis the main idea of this article?
What arguments does the author use to support bis opinions?
Are tite author' s arguments convincing?
Do you agree or disagree with th~ author's opinions?
What other factors should be considered when discussing this stájct?
Unitl
--- ~-- - - - - -- - . - ...;.;..;i....:-----~------- --
B. Preparing the First Draft
l. Writing a Summary
A summary is generally a shortened version of the material. The summary
must be expressed .in your own words. You can write a summary about
a discussion, a piece of writing, or even a cartoon. Your summary should
only include the most important informati.on; it should not include your
personal opinion.
When thinking about a summary, ask yourself these questions:
What is this about?
What is the author trying to say about this topic?
When writing your summary, follow these steps:
• Begin with a topic sentence that expresses the main focus of the
summary.
A topic sentence includes the topic, what is being said about the topic,
and where your informati.on is from.
• Write the body of the paragraph to support the main focos.
Decide how the arti.cle is organized. For example, it might be organized
into advantages and disadvantages. Then write the most important
information from each category.
• Write a concluding sentence that restates the main foms.
)
Study this block diagram of a summary to help you organize yuur summary. In
your notebook, draw your own diagram and write notes in each of its sections.
CONCLUDING SENTENCE
Restatement of toplc sentence
Pandora's Box 11
..
MCDH SUMMARY
Read the cartoon tmd the summary of it.
)
C)
2. Analyzing a Swnmary Paragraph
Answer these queslions to analyze the organization of the summary above.
l. Where is the topic sentence? Label it. What information does it contain?
Unitl
. '
2. Which sentence repeats the same idea as the first sentence? What is it
called? Label it.
)
3. What is the job of the other sentences in the paragraph? Label them.
3. Writing a Response
Unlike a sun;unary, a response should clearly give your opinion on the
topic under discussion.
When thinking about a response, ask yourself these questi.ons:
How do I feel about this topic?
How can I support my opinions?
When writing your response, follow these steps:
• Begin with a topic sentence that states what you are responding to and
how you feel about it.
• Write the body of the paragraph to support your point of view.
This can come from the original source or from your own experience.
• 'Write a concluding sentence that restates your opinion on the topic.
Study this block diagram of a response to help you organize ym,r response. In your
notebook, draw your own diagram and write notes in each of its sections.
BOl)Y OF PARAGAAPH
Support for your opinion
Examples
CONCLUDING SENTENCE
Restatement of your oplnlon __ _
1
Pandora's Box 13
)
t ;• .Hevisin~ the f.h'~t Or~~n
When you have finished writing your first draft, read it to a partner.
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~ .~.. J.
. ~.f
·;.t·, _.,.._ .,,.· ·.. ·1 ~
'~~;.' ·;~ :~ ..
ef:'H:ii·e.. ., , ··•
~.._ . . ~ :a: ~ o,lt '
'.:.
.
"lii:. "l": ~.'i=C ... ··.~~ ~.:,1.:~:f {'.:·.~·-·~:, :;--
After discussing your essay wi~ your partner, you may want to add new
ideas, include more support, and/ or adjust your conclusion.
Now write a second draft that includes all of your additions and changes.
1
1
'
Pandora's Box 15
