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Cause and Effect '1 : Sentence
Structure; Common Patterns with
1 Nouns That Show Cause
The Environment and You
O Crammar in the Rea World

You will read an essay about ecologicaI footprints, a measurement of
the impact each person has on the world's natural resources. The essay
is an example of one kind of cause and effect writing in which one cause
leads to severa l effects.
A Before You Read What are three common things that people do
in their everyday lives that have an impact on the environment? Read the
essay. According to the writeı what might be one effect of mining for
natural resources such as coal and oil?
B Comprehension Check Answer the questions.

1 ln your own words, what is an ecological footprint? Provide examples of
activities that could cause a large and a small ecological footprint.
2 According to the essay, what are three major consequences of large
ecological footprints?
3 "We do not inherit the Earth from our ancestors; we borrow it from our
children" is a Native American proverb. How is this proverb related to
the essay?
C |NEEI rollow the instructions below to help you notice sentence

structures that state causes and describe effects.
1 ln the first paragraph, find the sentence about easily accessible resources
and large ecological footprints on lines 10-14. Write C above the clause
that gives a reason or cause and E above the clause that states the effect.
circle the word that introduces the cause.
2 ln the third paragraph, find the sentence that states the effect of releasing
dangerous gases in the air. Circle the phrase that introduces the effect.
3 ln the fourth paragraph, underline the {irst sentence. Does the sentence
describe a cause or an effect? What phrase does the writer use to
introduce it?
2
Cause and Effect 1
EF,,T '...........T.]f.:-;]:-..:--.-...::..:..:
=i;E;-
,
ıl
*.' _-
ı _İ
''-
C ıC ,:*
')
lİF:_.,
ry.F/
.,-
i§.,':, ,
nvironmentalists are increasingly 30 Plastic is now one of the biggest threats to

concerned about the impaCt that our environment, and in fact to each of us.
individuals have on our planet, and The naturalist David Attenborough shock
many people now want to help the wor|d by showing images of sea
5 protect the environment. A good place to birds attempting to {eed their young on
start is reducing one's ecological footprint. ıs plastic shopping bags. lt is estimated that
An ecological footprint is an estimate of eight million tonnes of plastic end up in
how much land, wateç and other natural . our oceans every year. Unless this stops,
resources are being used by a person there will be more plastic than fish in the
'di§astroua: 10 or a group. Because resources are easily ocean by 2O5O. A ready, billions of people
causang a lot of
dama9e accessible in developed countries like the 40 around the world are drinking water that is
United States, people in these countries contaminated by plastic. The United States
'trapi prevent
from leaVing tend to have large ecological footprints. is the country worst affected, wilh 9470
3contain: limit For example, they may take long showers, Plastic contamination in its tap water.
15 leave their comPuters on {or the whole
Large ecological footprints also ead
day, buy new things they do not need,
a5 to higher greenhouse gas emissions. The
and fly frequently between cities. The
mining of oil, natura 9as, and coal, as well
consequences of large ecological footprints
as the use of these resources in electrical
can be disastrous.1
power plants and automobiles, releases
20 One of the worst effects of large dangerous gases into the air, where they
ecological footprints is the loss of natural 50 trap'heat. As a result, the Eaıth gets
resources, such as oil, water, and wood. warmer.
These resources are being consumed so
lt is our responsibility to find ways to
fast that the Earth does not have time to
decrease our impact on our planet.
25 renew them. Approximately 99 million
Even small changes can make a difference
barrels of oil are produced daily in the
ss and help to Protect the environment. lf
world. People use oil to run their cars, heat
we do not start reducing our ecological
their homes, and create products such as
footprints right away, it may be too late {or
clothes, paint, and plastic.
future generations to contain3 the damage.
The Environment and You 3

Z Sentence Structure: Simple and
Compound Sentences
Grammar presentation
ln cause and effect writing and in academic Simple sentence:
writing in general, it is effective to use Lack of natural resources is one of the results of
a variety of sentence tyPes. Writers use l arge ecologi cal footp rints.
simple sentences to express facts or Compound sentence:

opinions strongiy. They use compound Large ecological footprints cause many problems,
sentences to link related ideas such as and it is our social responsibility to solve them.
causes and effects.
7fl
El A simple sentence has only one suBJEcT
clause, called a main clause or daily
an independent c/ause. Like all
sentences, a simple sentence
must have a subject and a verb
Many different elements may
come after the verb, including:
5UBJacT VERB oB.JEcT
object
s!JBEcT
prepositional phrase Ozone and other greenhouse gases a re often iıı the ncws
s!BJEcT ADJEcİlVE
adjective The Earth is becoming warmer
suB]EcI VERB
adverb Natura/ resources that provide energy will run out eventually
@ The sublea of a sentence must

be a noun phrase. There are many
different kinds of noun phrases,
including:
adjective + noun Smali chaııqes can make a difference.
pronoun Th;\ has devastated many oceans.
noun and noun Ozone and other gıeeııhouse gases are often ın the news.
69L]6 + prepositional phrase Ihe health of our oceans remains critical.
noun + relative clause lv.ılü/ra' re5ources tlıat provide eııergy will run out eventually.
gerund Rec/ııcing our ecolagical {o<>tprints is crucial.
4 Unit 1 Cause and Effect 1

Cause and Effect 'l
2.1 Sim le Sentences (continued)
El The verb of a sentence can consist MA|N VERB
of a single main verb or a main The health of our oceans remains critical
verb with an auxiliary verb such as
be, do, and have, or a modal such This has devastated many oceans.
as can and wil/.
A verb phrase can consist of more People may take long showers.
than one verb. The average temperature rises and falls
2.2 Usia Sim le sentences
The consequences of these footprints can lıe dı'sastrous.

El Us. .ho.t .i.ple sentences to
emphasize an important po jnt
within the larger discourse.
El li the sublect or a verb is missing, rnıcvırur (vıss ıc suaıecr); ln the {uture, will probably be
the sentence is incomplete, lt is much warmer on Earth.
called a fragment
CoRRECT oN: In the future, the teıllperature
will probably be much warmer
Avoid fragments by making sure
on Earlh.
allsentences have a subject and
a verb, rnacvııır (v ss ıc vena) The worst effect of large
ecological footprints the /oss
of natural resources.
CORRECTON The worst effect of large
ecological fooIprints is the ioss
of natural resources.
E Academic writers connect

independent clauses with transition
words to make the relationship
between two ideas very clear.
Some examples of transition These gases trap heat in the air. As a result, the Eaılh
words are: gets warmer,
as a result, consequently,
furthermore, however
You can use a period or a Ihese gases trap heat in the air; as a result, the Earth
semicolon before a transition gets warmer.
word to connect the independent
clauses, use a comma after a
transition word,
E Yo, .un connect two independent PENDENT cLAlJsE 2

People should buy less; they should replace items
clauses with a semicolon. This is a
good choice if the ideas in the two only when absolutely necessary.
clauses are closely related,

2.3 Com ound sentences
E Ua" aoapornd sentences to connect lNDEPENDENT cLAUsE 1
two ideas, A compound sentence Some people are concerned about the environment,
includes at least two independent NDEPENDENT cLAüJ5E 2
clauses that are connected by a so they recycle as much as they can,

coordinating conjunction (and, but,
or, so, yetr. Use a comma before the
coordinating conjunctjon.
E Avold run-on sentences and comma RUN oN These gases trap heat in the air the
splices. A run-on sentence is two Earth gets warmer.
independent clauses without a CORRECT ON Ihese gases trap heat in the ajr, so the
coordinating conjunction. Earth gets warmer.
Use a comma and coordinating
conjunction when connecting two
independent clauses.
A comma splice iS two independent coMMA splcE: Humans are the cause of many
clauses combined w|th a comma. environmental problems, it is our
responsibility to resolve them.
Use a period between the two CoRRECTLoN] Humans are the cause of many
independent clauses. environmental problems. it is our
responsibility to resolve them.
Natura/ resources are being consumed so fast that

E Th" ,." of and and but to introduce
the Earth does not have time to renew them. And as
a sentence is common in some types
of writing, such as in newspapers and a resu/t, these res ources are becoming scarce.
magazines. However, it is not usually There are ef{orts to clean up the oceans. But the
appropriate in academic writing. health of our oceans remains critical.
t Grammar Application
Exercige 2.1 Subjects and Verbs
Read about energy resources in lceland. Underline the subject, and circle the verb in each
independent clause.
1lceland @hrge frozen glaciers, but jlalso@ more than 1OO volcanoes
2 ln 1998, lceland decided to become independent from fossil fuels.
3 lt began to increase its use of renewable energy sources.
4 Electricity in lceland's homes is generated by geothermal springs, or it comes from the
energy of the rivers and glaciers.
5 The water in geothermal springs is already hot, so lcelanders use it instead of fossil fuels to
heat their homes.
6 Basic services such as transportation in lceland are switching to electric vehicles, and all ships
in the large fishing industry may eventually operate on hydrogen fuel.
7 lceland satisfies its country's need for energy without relying heavily on fossil fuels.
Ca use and Effect 1
Exercise 2.2 Fragments, Run-on Sentences, and Comma Splices
A Read the following sentences about the environment. Check (/) each complete sentence.
Write F for each fragment, R-O for each run-on, and C5 for each comma splice.
1 (a) Over time, people have destroyed the natural habitats of many plants
and animals in order to build more homes and grow more food. (b) ___F
For
this reason, many of our forests now gone. (c) R-O- Pl"nt. and animals are losing
their homes they may become extinct.
2 (a\ _ Water pollution a serious problem. (b) For many years,
people got rid of waste by dumping it into the wateı (c) As a result, the
quality of the water in many of our oceans, rivers, and lakes unacceptable.
(d) _ ln fact, nearly about two billion people in the world do not have safe
drinking wateı and over two million people die each year from diseases related
to water.
3 (a) _ Environmentalists are constantly trying to come up with ideas to protect
the environment nobody knows what the environment will be like in the future.
(b) _ However, researchers believe that much has already improved.
(c) lndividuals are becoming more aware o{ the environment around them
a (a) Trying to protect nature in various ways. (b) Some people are
helping to clean up the environment by driving electric cars, others are working to
preserve endangered plants and animals. (c) These efforts will allow future
generations to have clean air and water and to enjoy the world's natural beauty.
5 (a) The forests of the Earth are being cut down. (b) The
destruction of the forests is the result of human and natural disasters. (c) _
Has negatiVe consequences on the environment.
B Rewrite the fragments, run-ons, and comma splices in A. Use coordinating conjunctions,
transition words, and punctuation to correct run-ons and comma splices. Check your answers
with a partner.
1 r thİs ma r now Plants nımals are
t}ıeir homes. As a resu th ma me extinct.
?

EI Comp ex sentences
Another way to link cause and effect ideas is Because resources are readily accessible in
with complex sentences. Complex sentences developed countries like the United states,
have one independent clause and at least one people in these countries te nd to have large
dependent clause. ecological footprints.
3.1I lex sentences
cütrs€
A complex sentence has an independent NDEPENDENT
clause and a dependent clause introduced Future generations will suffer

by a subordinator. Subordinators show the DEPENDENT ClAUSE
relationship between the two ideas. if pollution is nol reduced.
Some examples of subordinators are:

although, a{ter, as if, because, before, if, since, DEPENDENT CLAUSl
whereas, whether, while Although peoPle t^/ to save energy,

When the dependent clause comes fjrst, use
global demand for energy increases every year
a comma to SeParate it from the independent
cla u se.
Frı
El ln academic writing, use complex sentences CAUSE EFFECT
with the subordinators because, if, since, lf pollution is reduced, global health will
and when to express cause and effect improve.
relationships.
E A dependent clause that is not connected FRAGMENT: Because energy use is high in the
to an independent clause is a fragment. developed world. People there use a
Avoid dependent clause fragments in the lot of resources.
following ways: OEPENOENT CrAUSE
connect the dependent clause to an coRREcTıoN: Eecause energy use is high in the
independent clause. (Remember to use a lNoEPENDENT clAusE
comma after a dependent clause if it comes developed world, people there use a lot
before an independent clause.) of resources.
oR
Change the subordinator to a transition connecrıoru:Energy use is hğh in the developed
word that can introduce an lndependent world. As a resull, people there use a
cla use. lot of resources.

Cause and Effect '1
ı Grammar Application
Exercise 3.1 Complex Sentences
A rı
J
For each pair o{ sentences about bald eagles, write C
next to the sentence that shows the cause and E next to
the sentence that shows the effect. Next, combine the
L )
sentences using because, if, since, or when. Sometimes
more than one answer is possible.
l E lhe united states government declared bald eagles
an endangered species.
C grld eagles were almost extlnct in the 196Os.
Because bald eagles were a lmost extinct in the 1960 s. the United States
la a
2 The bald eagle showed the quaIities of impressive strength and courage.
The bald eagle was chosen in 1782 to be the symbol for the United States.
3 The government enacted laws that included banning the use ofthe pesticide DDl
_ The bald eagle population began to recover.
4 ln 2007, the bald eagle was taken off the Endangered Species Actt "threatened" list
The bald eagles' numbers had greatly increased since the 1960s.
5 The bald eagle population may decrease once more.

The habitats of the bald eagles are not protected in the future
-
6 Some biologists are urging wind energy companies to develop safer turbines
The birds are sometimes killed by the blades of wind turbines.
7 People can help protect the bald eagle.

People volunteer to clean up the habitats where eagles nest.

B Pa İr WOrk Witn a partner, think of two endangered animals. Discuss why the animals
aıe endangered (habitat loss, pesticides, overfishing, etc.) and what is being done to protect
the animals, Next, do the role play below. Use because, if, since, and when where possible.
A You are a reporter. lnterview Partner B about one of the animals you talked about.
Ask why the animal is endangered and what the impact of environmental policies
has been.
B You are an environmentalist. Answer Partner A s questions.

İ*.ffil Tell me about an endangered animal that people should know about
@ Sea turt/es are an endangered animal.

Partner A Why are they endangered?
l :ı ıl one reason is the tishing industry. Many turtles die when they bite the hooks and
get caught in the fishing lines.
İ*:ffir How are they today?
Partner B Since there are now programs that protect the tu rtles, their numbers have
improved in recent years-
Switch roles and do the role play again using information about the second animal.
Exercise 3.2 More Complex Sentences
Read the questions below. Then listen to the radio interview about bikeshare
Programs in large cities. As you listen, take notes. Finally, answer the questions.
Use because, if, since, and when.
1 Why are bikeshares becoming so popular in large cities?
Bikeshares are becoming popular because

ı1
thEı are a great wql to reduce pol\qtion ,--ıİ-,,]
2 Why do people use a bikeshare?

İ } ,,
t-__ 1
ı
,ır
l a
c' İ>,
3 What do people have to do if they want to use the bikes?
§
4 What happens when riders get a flat tire?

Cause and Effect 1
5 lf a city wants a bikeshare program to be successful, what two things are required?
6 What can bikeshare riders do in some cities when they want to find a bike or an empty space
at a station?
7 Why do some people feel uncomfortable riding the bikes?
E| Common Patterns with

Nouns That Show Cause
Vocabulary Presentation
Cause and effect relationships can be shown One importanI cause oi overpopulation is lack
in many different ways. One important way is of education,
through the use of the nouns causeı reason, Low cost the primary reason why many
and factor. 's use coal for energy.
communities
Emissions from ca rs are a major factor in the
increase in air pollution.
4.1 Nouns That Show Cause: Cause, Reason, Facior
El The followin9 expressions and patterns are

commonly used wjth the noun cause and a
form ofthe verb be:
A higher birth rate is one major cause oi

is a/one cause of overpopulation.
NoL]N Pl]RAsE Nol]N PHRASE
Another leading cause of overpopulation isthe
Another cause of ıs decline in death rates.
E Expressions with cause generally describe Some researchers believe that the primary cause
a negative effect. Cause does not usually o{ global warming is large ecological {ootprints.
occur with words that are related to success
or positive resUlts-

4.1 Fador (continued)
E Th"r" expressions and patterns are

commonly used with the noun reason a
form of the verb be:
cLAUsE clAUsE
One reason (why) ıs one reason (why) the population is growing so
cLAUsE
fast is that death rates have fallen dramatically.
One reason (why) i5 one reason (why) the population is growing so
NOIN PHRASE CLAUSE
fast the dec/ine in the death rate.
is
The reason for is The real reason for our concern about
No(]N PHRA§F
overpopulation i5 that our resources are limited.
The reason for ls The primary ıeason ior our concern about
5EN-ENcE
overpopulation is /imited resources.
. For this reason / these People are living longer, healthier lives, For this
cLAusE reason, the population has been increasing.
reasons/
Et Th"." expressions and patterns are

commonly used with the noun factor and a
form ofthe verb be:
Mortality is one key factor in the current grovvth
is a / one fador in _ in population.
No|]N PHRAsE Not]N PlRAsE Another critical factor in water pollution is the
Another faclor in is increase in fertilizer use by farmers.
Data from the Real World

Adjectives that most frequently occur with cause are:
leading, probable, common, root, underlying, exact, major, likely, main, important, primary
Scholars are not sure whether poverty is an underlying cause o{ overpopulation.
Adjectives that most frequently occur with reason are:
good, major, real, main, primary, biggest
one good reason to recycle iS to save money.
Adjectives that most frequently occur with factor are:
important, another, major, key, significant, critical
Decreasing the number of cars on the road is a critical factor in the effort to reduce air pollution

Cause and Effect 1
Vocabu|ary Application
I Exercise 4.1 Nouns That Show Cause
A Complete the online article about ways to get around. Use cause, reason, or factor and
appropriate adjectives from the Data from the Real World box above.
6 Foi=E
Changing with the llrnes
some experts saythatone leading cause of a|r pollution isthecarbon emissionsfrom
cars. To reduce these emissions, many people have changed how they get around. James Kendall
of Cincinnati, Ohio, sold his gas-guzzling car and purchased a hybrid vehicle. Kendall says,
"one l bought a hybrid is that it's better for the
environment. However, another in my decision was
money. l spend a lot less on gas now."
Linda Wong of Los Angeles, california, takes public transportation as often as she can. "Carbon
emissions from cars i5 the of smog and air pollution
in L.A.," she explains. "| don't want to add to that. That's the why l don't
like to drive. Another in my decision is that driving
in L.A. is Very stressful."
Pedro sandoval of Missoula, Montana, started using a carpool to get to and from work two
years ago because of his concern for the environment, but he says that the
that he has stuck with it has to do with other incentives. "|'ve met a lot
of really nice people and saved a lot of money." He'll take public transportation, but, as he says,
buses are a of pollution, too.
B Pa İr WOrk Witn a partneı choose three environmentally related issues. Below are some
ideas. Explain possible causes and effects for each one using expressions with factor, reason,
and cause.
noise pollution nuclear safe§ overpopulation water pollution
The use of medicines is a factor in water pollution. The medicines we use end up
in our water. For this reason, some communities have started to collect unused
mediclnes so that they don't end up in our water.

Exercise 4.2 More Nouns That Show Cause
A Answer the questions about ways that people and cities are lessening their impact on the
environment. Use expressions and patterns with cause, reason, or factor, and adjectives
from Data from the Real World.
'1 What is one reason why some people prefer not to eat meat?
_Oııe?tımary reason *hy some eo le r not to eat m eat is that

thev don 'i qsoi an irya]s lq,he killedfuJood,
_
2 What do you think is one reason for the rising interest in locally grown food?
3 What are two causes of pollution in cities?
4 What is one important factor in a cityt decision to start a bikeshare program?
5 Some cjties have decided to ban the use of plastic bags in grocery stores. What do
you think is the reason for this ban?
B Paİr WOrk Wtn a partner, take turns asking and answering the questions in A. Do you
agree or disagree with each other's answers? Tell why.
ldisagree that people don't eat meat because they don't want animals to be killed.
/think that some people don't eat meat because they can't a{ford it.
E| Avoid Common Mistakes #n \

.| Avoid fragments. Make sure sentences have a subject and a verb.
The result of a large ecological footprint'' often pollution.

f Use because, not cuz or coz, in written academic English.
Animals are becoming extinct cuz humans have moved into their habitats,
t Do not confuse cause with because.

Because
€aase water pollution is widespread, there is a shortage o{ clean drinking water in many part;
of the worlr1
4 Avoid beginning sentences with and in written academic English.
Shoppers shouid bring their own bags to stores because paper bags lead to )^I^ "^ -+-+: ^ ^ -)
^
plastic bags are dangerous for birds and marine life.
14 Unit 1 Cause and Effect 'l

Cause and Effect 1
Editing Task
Find and correct eight more mistakes in this paragraph from an essay about ocean pollution.
One significant cause of ocean pollutionıthe accidental spilling of crude oil by

large ocean-going ships. The consequences of oil spills can be disastrous to both
plant and animal marine life. For examp|e, oil that spills on the surface of the water
blocks oxygen from getting to marine plant life. Cause oxygen is necessary for
s survival, marine plants die. And the fish that eat them can die as well. ln addition, oil
spills can coat the feathers of marine birds. Oil-coated birds can become weighted
down, so cannot fly. Furthermore, oil often removes the natural coating on marine
bjrds'feathers. As a result, the birds can die from overexposure cuz the coating
protects them from the elements. Oil spills also affect the human food chain.
ıo This occurs coz shellfish such as mussels and clams filter water through thelr bodies.
lf the water is polluted with oil, the flesh of the shellfish becomes polluted as well.
And this makes them harmful for human consumption. Cause oil spills affect human,
animal, and plant life, many people agree that these spills one of the most serious
environmental problems in the world today.

UNıT
Cause and Effect 2:
Subordinators and Prepositions
That Show Cause; Transition
words and common patterns
with Nouns That Show Effect
consumer Behavior
fl Grammar in the Rea World

You will read an essay about the factors that influence consumers' buying
behavioı The essay is an example of one type of cause and ef{ect writing in
which several causes lead to one effect.
A Before You Read What is the biggest purchase you made in the
past six months? What influenced you in making your decision? Read the
essay. What does the writer state are the key factors that affect consumer
buying behavior?

1 According to the text, what is the definition of consumer behavior?
Use your own words.
2 Name one factor from the essay that might influence someone to buy more
and one factor from the essay that might influence someone to buy less.
3 Why does the writer believe it is important to understand consumer
behavior?
C NE|frl! Follow the instructions below to help you notice the words the
writer uses to state causes and describe effects.
1 Find the word effect in the first paragraph and circle it. Underline the verb,
adjective, and preposition that combine with the word effect Notice how
the author uses the word effect twice in the fifth paragraph with different
adjectives. Underline the phrases with effea and circle the adjeaives.
2 Find the sentence in the second paragraph that describes a possible

effect of being hungry when one shops. Circle the words that introduce
the result in the sentence that {ollows it.
16
Cause and Effect 2
\ )
lş
,1
*.
r
.ni
ı
!
l"--#il, t-
f .-_ / ı
Unde ffi '

,\, a\
tr
r.i l D
ıonsumer behavior is the process consumers their idea of seIf. For example, some people care
|
| 9o through in making purchasing decisions. very much about the environment and health
f,JThi, pro."r, includes the steps they take gs ofthe planet. Therefore, they might choose to
from the moment they become aware of a drive an eleğtric car due to its low impact on the
5 particular need through the final decision to environment. Other peop|e might see themselves
purchase or not purchase a product. According as economical shoppers. As a result, they might
to marketing experts, this process includes buy only simple, inexpensive clothing in order to
the time spent planning where to shop and 40 maintain that aspect of their self-image.
comparison shopping. Along the way, consumers
Finally, a person's own experience is a factor.
ıo are influenced by many factors, including
psychological and physical ones. Many experts Memories about a certain Product or place
agree on four factors that have a significant effect can have a direct effect on later decisions.
For instance, people will tend to go back to
on consumer behavior.
45 a restaurant because they had a good eating
one set of factors that influence consumer experience there. On the other hand, if a person
15 behavior is physical factors - how a person becomes ill eating seafood, it might have a
physically feels when shopping. Eor example, negative effect on his or her future desire for that
being hungry when grocery shopping affects kind of food.
how people shop. The result is that people often
buy more food than they would if they were not
50 Every day, people make choices about what
20 hungry ln contrast, feeling tired leads people to to buy. However, they are often unaware of the
process behind their decision making. As a result,
buy less.
they can become vulnerable to1 advertising and
cultural and social factors also have an effect other marketing techniques that target the factors
on consumer behavior. Some people make 55 that convince people to buy more. Consumers
choices because oi what their friends do. one may want to make changes in their purchasing
zs example is the importance attached to owning a patterns, but they might not know how to make
particular item, such as an expensive pair of jeans, these changes. One important step is for them to
in a person's social network. Another social factor become more aware of why they make choices.
is whether the culture encourages or discourages 60 Becoming educated about their behavior as
a behavior, such as bargaining for a lower price. consumers is an important way {or people to
make better buying decisıons.
30 A third factor that impacts consumer behavior
is a person's self-image. People often try to match
their purchases, from paper towels to cars, to 'vulnerable to: able to be easily hurt or influenced
Consumer Behavior 17
D Srbordinators and Prepositions
That Show Cause, Reason, or Purpose
Some subordinators and prepositions show Some people buy producis they do not need
cause, reason, or purpose in academic only because they are on sale.
writing. They answer the question why. Both We often choose what produds to buy as a
subordinators and prepositions may be a word result of past experience.
or a phrase.
2.1 Usin Subordinators That Show Cause, Reason, or Pur ose
El Subordinators connect dependent clauses NDEPENDENİ CLAUSE
to independent clauses. These dependent Some consumers pUrchase certain products

clauses are adverb clauses. DEPENDENT CLAUSE
because they want to maintain their self-image
El As taught in Unit '1, use the subordinators cAusa / REAsoN

because and since to lndicate the cause Some consumers buy products because they
or reason- want to be like their friends.
Gl Use the following subordinators to indicate Pl]RPosE

purpose: Some consumers buy "green" products 50 (that)
they can appear environmentally aware.
so/so that
2.2 Pre sitions That show cause or Reason

-
Use the following prepositions to indicate EFFEcr CiusE /REA5oN
cause or reason. Unlike subordinators, they are Some people choose products because o{ their
followed by noun phrases: past experiences.
EFFECT CAÜJSE/REASON
because of, as a result of, due to
Shoppers will buy more food as a result of being
hungry when they shop.
EFFECT cj{JsElR€AsoN
some consumers ch oose an electric car dLre to its
low impaa on the environment.

Ca use and Effect 2
frl Grammar Application

Exercise 2.1 Subordinators That Show Cause, Reason, or Purpose
A ln each pair of clauses about consumer behavioı write C above the clause that states a cause
and E above the clause that states an effect. Next, combine the clauses using the words in
parentheses. Sometimes more than one answer is possible.
CE
1 our decisions affect our financial future/it is important for us to make responsible
buying decisions (because) lt is im rta r us to make
nt n5ı le n
r na ncial u re.
2 it is not easy to ignore advertising / consumers need to learn how to shop wisely (since)
3 make a list before you leave home/you do not buy something you do not need (so that)
4 people can get into debt easily/it is easy to buy things using a credit card (because)
5 children see the snack foods and ask their parents for them/stores put snack foods on
low shelves (so that)
6 people will impulsively buy products that they don't need/stores put fun items like candy and
toys by the checkout counters (so)
B GrouP WOrk Complete the sentences with your own ideas on a separate sheet of paper.
Then share your sentences with your group and explain them. Ask your classmates if they
agree or disagree with your ideas and tell why.
1 Sometimes people buy things they don't need because . . .
2 Sometimes people spend more money than they make because . . .
3 Manu{acturers of cereals often include cartoon characters in their commercials so . . .
4 Fast-food restaurants often air commerclals during late-night ry so that . . .
5 Stores sometimes advertise a few items at very low prices because . . .
6 Some people prefer to buy products online since . . .
A My sentence is PeopIe buy things they don't need because they want to feel
better. For example, when l have a bad day, sometimes I go out and buy
something - even something small like a book - to make myself feel better-
B l agree with you because l do that, too, but lthink more often people buy
things they don't need because they are bored.
Exerciıe 2.2 Subordinators and That Show Cause, Reason, or Purpose
Complete the sentences about consumer buying habits. The subordinators and
prepositions are missing one word each. Write the missing word.
Consumers buy things for a lot of different reasons. Most frequently, people buy
products of their individual tastes. For example, they might buy
the same snacks or cereals every time they go shopping ,; to their
family's |ikes and dislikes. They don't even think about whether or not they want those
items. People also make purchases as a of n"ed. They buy an air
iı
conditioner of severe hot weather, or they purchase fire alarms
l1,
in their house that their family stays safe, Finally, sometimes
people make impulse purchases. They buy things they haven't planned to buy and
may not necessarily need or even want. Sometimes they make these purchases
a result of effective advertising or in the case of food, because
hunger while they are shopping. They also make impulse
purchases due their own personalities. Some people are more
prone to impulse buying than others are.
Exercise 2.3 More Subordinators and Prepositions That Show Cause, Reason, or Purpose
A You will listen to an interview about a person's buying habits. First read the questions.
Then listen and take notes on the answers. Finally, write answers to the questions using
sentences with the words in parentheses.
1 Why does Roger sometimes go shopping when he doesn't need anything?
(because) He goes shopping when he doesn't need
aryrthİng because he's happ)ı when he is shopping
2 How does he control his spending? /
(so that)
3 Does he use a credit card or debit card for his purchases? Why or why not? ]
(because of)
4 Why does he do a lot of research when he has to buy an expensive

product?
(as a result ofl
-

Cause and Effect 2
5 Does he eat out a lot?

(due to)
B Paİr WOrk Rewrite questions 2-5 in A to interview your partner. On a separate sheet
of paper, write sentences with his or her answers. Try to use the same prepositions and
subordinating conjunctions. Share your sentences with another pair. How similar are your
habits and experiences?
E Transition words and phrases

That Show Effect
Another important way to link cause and Sometimes people buy produas that show that they
ef{ect in academic writing i5 with transition are part of a social network. Therefore, they might
words and phrases. Transition words often choose an expensive pair of jeans because the jeans
signal a cause, a reason, or an effect- are popular with their friends.
3.1 Usin Transition Words and Phrases That Show Effect
Eİ Transition words and phrases

connect two independent clauses
Separate the clauses with a Environmental values might affeci some purchases;
semicolon or use two separate consequently, many merchants offer green producis
sentences.
use a comma after the transition Environmental values might affeci some purchases.
word or phrase. Con5equeatly, many merchants offer green products
P The following transition words Many consumers are concerned about the environment
and phrases are used to show As a result, they buy produc,ts that are environmentally
effect or result: safe.
a5 a conseguence, as a resu/t, Some consumers feel the need to be part o{ a certain
co nsequently, the refore, thus group; therefore, they buy produc,ts that are expensive
and fashionable,
Note: Thus is rarely used in
informal speech or informal writing
I Grammar Application
Eıeıdc. 3.1 Transition Words and Phrases
A Unscramble the sentences about the effects of advertisements on consumers, using the
prompts in parentheses, Remember to use a comma after the transition words and phrases.
1 People see and hear over 2,500 advertisements per day.
As a resu eo le need cts advertisin
(of averti5ing /be/people/need to/ aw cts/as resuh)
2 Candy and sugary cereals are advertised during children's television shows
(for them /:l (l._.5 le /. hl (]raır / (l..!1.], ,r 1'.ı .i .(Jü)r|,ql]en.r)

3 Public television does not show advertisements for sugary foods.
(exposed to/ not/children /arelthem /as a result)

4 The effects of smoking are serious and possibly deadly
(itlnot/on TV/them / leqal /to adve.tlse/ is/therefore)

5 Happy people are often shown eating snack foods.
B Pa İr WOrk Witt a partner, choose two different products. How is each product
advertised? What effects do you think the advertisements have on consumers? On a separate
sheet of papeı write five sentences about each product using the cause and effect words in
A. Then share your ideas with another pair of students.
The first product we discussed was an exercise shoe. Every ad shows young, thin women
who are very pretty wearing the shoes. They have handsome bol4riends, and they seem very
happy. Consequently, when / see the advertısements, i always think l should buy the shoes.
Exarclse 3.2 More Transition Words and Phrases
A Match the causes and effects of advertising techniques and their influence on consumers'
buying decisions.
Causes E ffects
1 Advertisements equate high prices with 1 a Consumers end up buying expensive

effectiveness. brands.
2 Some advertisements target children. b Consumers buy more than they need
3 Prices for large quantities offood are c Consumers sometimes buy products
discounted. that might not be good for them.
4 Advertisements often show beautiful d ch jldren start to become consumers
ea rly.
5 sometimes ads do not focus on the ill e Consumers believe the products will
effects of the products. make them beautiful, too.
22 Unit 2 Cause and Ef{ect 2

Cause and Effect 2
B Combine each pair of causes and effects in A. Write sentences using as a consequence,
as a result, consequently, and therefore. Use each transition word or phrase once.
1 e udte h rices with ess. As

more ex brands.
2
C GrOUP WOrk Di..r". recent purchases that your group has made. What factors
influenced you in your buying decision? Write five sentences based on the answers from
your group using transition words and phrases such as as a conseguence, as a result, for this
reason, and therefore. Share the information with another group of students.
A friend of Amy's daughter had her ears pierced recently.
For this reason, Amy's daughter wanted to get her ears
pierced, too-
Julia Rozzio watched a very funny commercial about
electric cars. As a result, when it was time to buy a new car,
she decided to buy an electric one.
O Common Patterns
with Nouns That Show Effect
Vocabulary Presentation
There are several common expressions with Advertising can have a big ef,fea on children
the nouns effect and resu/t that are used to and teens.
show effect in cause and effect writing. The increase in sales is a direct result of our
ad campaign.
4.1 ressions with Effect and Result
El So." .o..on expressions and patterns with

the noun effect are
One e{fect of advertising on the public is
The/One effea of on ,s overconsumption.
Adverlising can have a significant effect on

have an effeci on children and teens.
B Some common expressions and patterns with

the noun resuit are:
Overconsumption is a predictable result of
is a result of consumers' unawareness of sophisticated
advertising techniques.
cLAUsE when/ lf consumers are unaware o{ their
When/ lf _, the resu/t is behavior, the primary result may be
overconsumPtion.
Consumer awareness of advertising technigues
have a result. often has a positive result.
ffi Data from the Real world

Adjectives that most frequently occur with effect Research suggests that advertısing has little
are: effect on a family's {ood budget.
no, little, significant, some
Adjectives that most frequently occur with resu/t Women's desire to be thin is a d'|rect result of
are: advertising.
dkea, positive, prediaable, primary

Ca use and Effect 2
frl Vocabulary Application

Exercise 4.1 Common Patterns with Nouns That Show Effect
A Complete the following paragraph about the consumer behavior of working parents using the
phrases in the box. Add appropriate punctuation as needed.
a direct result can be one effect of effect on

a positive effect on effect of rğfğğJrgrrrrğğrrr
These days, both parents work full-time in many families. This fact can
have a sjgnifiçlnt effecl gL their consumer behavior. ln general, too, the
will have
behavioral change
.,,, the economy. Parents
with full-time jobs may not have time to cook dinner when they get home from
work. As a result. they may spend more money in restaurants than families with
non-working parents do. Dual-income families may eat out a lot or bring prepared
food home, Some parents who work full_time may want to spend a lot of time
with their ch;ldrğn when they are not working. that
they do special activities with their children that cost money. For example, they
might take their children to amusement parks or go to the movies with them on
the weekends. Some parents may also have to wear business attire fortheirjobs,
which has an their clothing expenses. Another
ü,l)
3 dual-income lifestyle may be higher commuting

,,
expenses. The working parents may have two cars or pay twice the amount in public
transportation costs. In sum, dual-income
lifestyle is that it will benefit the economy.
B Pa İr WOrk Writ. answers to the questions about the consumer behavior of parents below.
Then share your answers with a partner. Use the common patterns with nouns to show effect
with an appropriate adjective in each sentence.
1 How does having two working parents in a family affect the family's consumer behavior?
workin renLs on children is that the children

need to become more responsible.
2 How does the fact that working parents may not have time to cook dinner affect their lives?
3 What effect can having a dual income have on entertainment expenses?
4 How might working parents' jobs affect a family's clothing expenses?
5 How does a dual-income lifestyle affect a family's commutin9 expenses?
Exercise 4.2 More Common Patterns with Nouns That Show Effect
A Answer the questions about consumer behavior. Use the expressions with effect and result
and adjectives from Data from the Real World where appropriate in your answers.
'1 Some stores, especially clothing stores, play loud music, lf a store plays loud music, does the
store have a positive or negative effect on you? Why? Would you walk into the store or not?
Music always has a l l the musl then
l'll go into the store.
2 Do brand names have a significant effect on your decision to buy clothes? Why or why not?
3 Why do some people prefer to buy expensive brands? What is it a direct result of?
Explain your opinion.
4 What do you think the primary result of advertising is on young children?
5 What kind of effect do consumer reviews on websites have on you as a consumer?
6 Why are some people thrifty? What could it be the result of?
B GrOUP WOrk Sh"r. your answers in a group. Decide on answers to each question that
you all agree on. Share them with the class.

Cause and Effect 2
E| Avoid Common Mistakes \
'l Do not confuse affect and effect Affect is a|most alwalıs a verb; effect is almost alwa)E a noun.
effect
Produa placement in movies usually has a strong a#eet on sales,
3 Do not confuse because with because of, Follow bacause with a subjec and verb;
follow because ofwith a noun.
Advertisers are coming up with new ways to market producİs because o{ young consumers are
paying less aftention to ads.
Advertisers aro coming up with new ways to market produas becaus?fxoung people's dısinterest
in ads.
Editing Task
Find and correct six more mistakes in this body paragraph from an essay about effective
advertising campaigns.
Overexposure to advertising has gradually resulted oa consumer inattention.

ln fact, studies have shown that most advertisements have little affect jn consumers.
One way in which manufacturers are responding to this problem is by a technique
known as product placement. Rather than spending money on advertisements that
consumers ignore, companies place their products in TV shows or films. For example,
s characters drink a particular brand of soda, drive a particular type of car, or use a
certain computer. An example of successful product placement is the use of Apple
products in various TV shows and films. ln 2O10, Apple's products were present in
30 percent ofthat year's top 33 films. This resulted on increased sales for Apple
because product placement. Product placement has a second beneficial affect.
,ıo Placing products in movies and W shows, allows film companies to lower production
costs because of they can use products for free. For example, the W show My Fair
Wedding features several .|ewelry and makeup brands in each episode. Without
product placement, producers might have to purchase the jewelry and makeup. As a
result on using product placement, the show's producers use the jewelry and makeup
ıs for {ree.
UNıT
Cause and Effect 3: Real and
Unreal Conditionals; Common
phrases with /f and unless
I
Social Responsibility
Dc rammar in the Rea World

You will read an essay that describes what might happen if corporations
were to make socially responsible decisions. The essay is another example
of cause and effect writing in which one cause leads to several effects,
A Before You Read What do you think it means for a company to

act a socially
in responsible manner? What can companies do to help
local communities? Read the essay. According to the writer, what are the
benefits of companies being socially responsible?

1 According to the writer, how can corporate social responsibility benefit
the community?
2 Why does the wrater argue that it i5 important that companies implement
green policies?
3 Explain this sentence in the last paragraph: "Supporters say that it is not
just that a company makes money, but how it makes money, "
C re Follow the instructions below to help you notice sentence

structures that state causes and describe effects.
1 Find a sentence in the first paragraph that contains an ifclause. This
sentence containS ideas that express cause and effect. Does the ifclause
or the main clause state the effect (result)? How certain is the writer of this
effect? What word in the main clause gives the certainty?
2 Underline the sentence in the fifth paragraph that contains an ifclause.
Compare the meaning of this sentence with the sentence in '1 . Which
effect seems more likely to happen? Why?
3 Look at ljnes 3&4'1- Compare the sentence containing the when clause
with the one containing the if clause that immediately follows jt. Which
sentence contains an effect that is more likely to happen? Which words
tell you?
28
Cause and Effect 3
C 0RP(lRATE S0 C lAL RESPONSl B ! LlT'!f:
TheWave ofthe Future

l ,irost manaqers would be in agreement that An example of this is People Water, which helps
lVltn. ."in ğoal of a modern company is 2s develop and support clean water programs
to make a profit. lf a company does not make around the world, Companies can also try to
money, it will go out of business. ln addition, while improve public policy. For instance, they may stop
5 pursuing profit, companies should be ethjcal in doing business with companies that use child
their business practices. However, more and more labor, even if that means higher manufacturing
people believe that the ethical pursuit of profit is 30 costs and lower profits.
no longer enough for modern companies. They
Corporate social responsibility can also benefit
argue that companies should also incorporate a
the environment. For example, companies can
1o strong sense of corporate social resPonsibility. This
implement green policies, such aS restricting
means managing a business while attempting to
printing to lmportant documents, buying locally
have a positive impact on the community. There
35 9rown products, or conducting an electronics
are many reasons why companies may choose to
recycling fair. When companies conduct their
embrace social responsibility.
business with an awareness of the environment,
15 According to proponents of corporate they set an example for the community. lf these
social responsibility, if companies make socially policies are part of the culture of the company.
responsible decisions, they can improve life in the ao employees are likely to follow them outside
community. For example, companies can make an the workplace.
impact on a local community when they sponsor
Finally, if a company makes social responsibility
20 local cultural events or science fairs for high school part of its corporate mission, it can potentially
students. To make a broader impact, companies
have a better public image. A socially responsible
can give money to charitable organizations that 45 company will be seen as an allyr of the community.
are connected to the core beliefs of the company.
This positive public image may set the company
apart from ıts comPetitors. lt will also attract
1ally: a person, country, or organization that
Provides help investors, which wjll improve the company's
and suPPort
finances. Companies like Patagonia, lnc. are very
50 aware of this benefit. They hire executives to focus
on corporate social responsibility throughout
the tıusiness.
Many companies see the value of corporate

social responsibili§ for the community as well as
55 for their own organization. However, corporate
social responsibili§ could play a role in every
comPany. Supporters say that it iS not just that a
I
company makes money, but how it makes money,
t They argue that if more companies embraced
60 corporate social responsibiliğ there would be
! more instances of positive social change in the
world.
I
socialResPonsibility 29
a Present and Future Rea conditiona ls
present and future real conditionals describe Companies improve life in the community if
possible situations or conditions in the present they are socially responsib/e.
and future and their likely results. They are lf companies follow green policies, they will
often used to express cause and effect set a good example for thei employees.
relationships in academic writing.
2.1 Present Real Conditionals
The present real conditional is formed as ır cuuse (eneseıı)

follows: lf companies donate to charity programs,
lfclause (present), + main clause (present) vıı cııuse (ınesııı)
they set good examples for other companies.
The ifclause can come first or last in the Companies set a good example for other companies
sentence, when the if clause comes first, if they donate to charity programs.
use a comma to separate the clauses. lf it
comes last, do not use a comma,
Note: you can use then to start the main lf companies donate to charity programs, then they
clause. The meaning does not change. set a good example for other companies.
2.2- present Real conditionals
El Yor."n use present reaI conditionals l{ companies recycle, employees generally

to describe general truths, habits, recycle, too.
routines, and scientific facts,
El ln real conditional sentences, the /F CLALJSE: coND T oN

ifclause describes what action or event companies to charity,
is necessary (the condition) for the
action or event in the main clause to many programs benefit
happen (the result).
E yo, aun use when or wheneverto Companies help the community if /when/whenever
replace ifwhen something is a general they are socially responsib/e.
fact or a routine.

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„Du mußt ‚Du‘ zu mir sagen, Percy, und geradeso zu allen
Zöglingen im ganzen Hause. Ich habe ja auch noch keinen
Schnurrbart.“
Percy sah ihn überrascht und erfreut an.
„Aber mit wem hast Du denn bis jetzt gespielt?“ fuhr Tom fort.
„Gespielt? O, mit meinen Schwestern, Tom. Ich habe sechs
Schwestern. Die älteste ist achtzehn, die jüngste fünf Jahre alt. O,
Tom, sie sind so gut, so gut! Ich wollte, Du känntest sie; Du würdest
sie alle so gern haben!“
Tom wollte das nicht recht einleuchten.
„Hast Du denn viele Spiele mit Deinen Schwestern gespielt?“
„O ja, Tom. Seilchenspringen kann ich viel besser als sie alle. Wir
spielten auch oft Kätzchen-ins-Eck, und Pantoffeljagd, und
manchmal Kaufmann; dabei war ich der Kaufmann und sie die
Einkäuferinnen, die kamen, um für ihre Herrschaften einzukaufen. O,
es war sehr ergötzlich, Tom. — Und abends las uns Mama
wunderbare Märchen und hübsche Erzählungen vor, und zuweilen
auch herrliche Gedichte. — Hast Du schon das Märchen von den
‚Sieben Finken‘ gelesen, Tom?“
„Ich glaube nicht,“ erwiderte Tom fast kleinlaut; er wußte nicht
recht, ob er Percys Begeisterung sonderbar oder beneidenswert
finden sollte.
„Und ‚die Beatushöhle‘?“
„Nein.“
„O sie sind so schön! sie sind entzückend. Ich erzähle sie Dir
später und noch andere dazu. Ich weiß sehr viele.“
„Erzählungen höre ich ganz gern,“ versicherte Tom. „Deshalb
werden mir die Deinen gewiß Freude machen.“
„O sicher, Tom! — Aber weißt Du auch, weshalb ich hierhin
gekommen bin? Meine liebe Mama wurde plötzlich krank, und als sie
genesen war, schrieb ihr der Arzt eine Erholungsreise nach Europa
vor; Papa ist vor mehr als zwei Monaten mit ihr abgereist. Meine
Schwestern sind alle zu den Klosterfrauen vom Göttlichen Herzen
ins Pensionat gekommen, mit Ausnahme der ältesten und der
jüngsten, die in Baltimore bei unserer Tante sind. Meine Schwestern
schreiben mir abwechselnd jeden Tag. Thun das Deine Schwestern
auch, Tom?“
„Ich habe keine Schwestern,“ sprach Tom lächelnd, aber in
diesem Lächeln war doch ein Anflug von Traurigkeit.
„Was, Tom? Keine Schwestern?“
„Nein, gar keine; und auch keinen einzigen Bruder.“
Percys Staunen ging in Mitleid über.
„Armer Junge!“ rief er und schlug die Hände zusammen. „Wie
bist Du denn überhaupt fertig geworden?“
„Ich habe mir eben so durchhelfen müssen. Meine Mutter“ — hier
war Tom dem Weinen nahe — „ist auch schon lange tot.“
Percy erwiderte kein Wort, aber seine ausdrucksvollen Züge
sprachen das innigste Mitgefühl aus; er ergriff Toms Hand und
drückte sie herzlich.
Es dauerte eine Weile, bis Tom seine innere Bewegung
verwunden und seine gewöhnliche, jugendfrische Stimmung
wiedergewonnen hatte.
„Percy,“ sprach er dann, „Du bist ein gutes Kind, und ich will
versuchen, aus Dir einen Jungen zu machen.“
„Einen Jungen? — Aber Tom, ich möchte doch fragen, für was
Du mich denn bis jetzt angesehen hast.“
Tom zauderte.
„Du nimmst es mir übel, Percy, wenn ich es Dir sage.“
„O nein, Tom, nein! Dir nehme ich gar nichts übel! Du bist ja so
gut gegen mich! Du bist mein Freund, Tom.“
„Ja sieh, Percy,“ sprach Tom zögernd. „Du bist so — so etwas
merkwürdig, — so ganz anders, als wir alle — so wie — wie ein
Mädchen, Percy.“
Percys Augen öffneten sich weit vor Überraschung.
„Was Du nicht sagst, Tom! wirklich? Aber wie kommt es denn
wohl, daß ich früher nie etwas davon vernommen habe? Mama und
meine Schwestern haben mir nichts dergleichen gesagt.“
„Sie kannten sicherlich keinen Jungen.“
„Doch, Tom; sie kannten ja mich!“ Diesen Beweis hielt Percy für
völlig durchschlagend.
„Aber Du bist eben nicht, wie andere Knaben. Und sie konnten
immer nur sagen, daß Du eben Du bist. Aber so wie Du ist kein
anderer Junge.“
„Wirklich nicht?“ sprach Percy, noch immer verwundert.
„Du gleichst andern gar nicht, Percy.“
„Aber ich habe viel über Knaben gelesen, z. B. über die Kindheit
großer Maler und Musiker und Dichter. Ich habe auch ein schönes
Gedicht auswendig gelernt, das anfängt:
O, meiner Kindheit gold’ne Zeit!
Tag und Nacht voll Seligkeit!
Ist das nicht schön, Tom?“

„Hast Du das in der Schule gelernt, Percy?“
„O nein, ich bin nie in einer Schule gewesen. Ich hatte einen
Privatlehrer, der mir und meinen jüngsten Schwestern Unterricht
gab. Aber dieses schöne Gedicht habe ich zu meinem Vergnügen
gelernt, und noch viele, viele andere. Meine älteste Schwester
erklärte sie mir, und oft hat uns Mama auch Gedichte vorgelesen
und erklärt. O das war so schön.“
Tom war es wie den meisten seiner Altersgenossen noch nicht in
den Sinn gekommen, aus eigenem Antriebe Gedichte zu lesen.
Diese Mitteilung Percys erfüllte ihn daher fast mit Ehrfurcht vor
seinem neuen Freunde.
„O, und ich habe Longfellow so gern,“ fuhr Percy mit steigender
Begeisterung fort; „das ist ein rechter Dichter! Meinst Du nicht auch,
Tom?“
Zum Glück für Tom, der eben kleinlaut seine Unkenntnis
eingestehen wollte, klang jetzt die Schelle und rief die Zöglinge zu
Tisch. Er führte den Neuling in den Speisesaal und konnte während
des ganzen Essens kaum das Lächeln zurückhalten, während er
beobachtete mit welch’ ausgesuchter Zierlichkeit Percy in Maurach
sein erstes Mittagsmahl einnahm.
2. Kapitel.
Percy muß bei Tom Playfair ein Examen
machen. Neue Bekannte.
arry! Harry Quip!“ rief eine Stimme, als die Zöglinge nach
dem Essen wieder in den Hof eilten.
Harry drängte sich durch die Menge und stand bald vor
dem ungestümen Rufer.
„Was ist denn los, Tom?“ fragte er.
„Ich will Dich mit einem Neuen bekannt machen; es ist ein sehr
guter Junge.“
Harrys lustiges Gesicht und sein ganzes Wesen nahmen sofort
jenen verlegenen und unbeholfenen Ausdruck an, den die
Förmlichkeit des Vorgestelltwerdens gewöhnlich bei Knaben
hervorruft.
„Hier ist er; er heißt Percy Wynn und ist aus Baltimore.“
Harry bot ihm die Hand dar, recht steif und linkisch; aber seine
Verlegenheit machte dem Erstaunen Platz, als Percy mit seiner
unbeschreibbaren Verbeugung zart und zierlich Harrys Hand ergriff
und dabei mit ausgesuchter Artigkeit sagte: „Harry, ich bin entzückt,
Deine Bekanntschaft zu machen.“
„Er giebt sich auch mit Poesie ab!“ flüsterte Tom, „und er braucht
Dir Wörter, wie Du sie Dein Lebtag nicht gehört hast.“
Dann fügte er laut bei:
„Bitte, Harry, geh doch und sieh nach, ob an seinem Pulte im
Studiersaale nichts fehlt. Ich habe noch etwas mit ihm zu
besprechen. Wenn Du fertig bist, bring Joseph Whyte und Willy
Hodder mit hinten zu den zwei Bänken.“
Harry, der sich von seinem Erstaunen noch nicht erholt hatte, war
froh fortzukommen; und während er die Treppe hinaufstieg,
murmelte er noch voll Verwunderung: „Und er giebt sich auch mit
Poesie ab!“
„Percy,“ fragte Tom, als sie dem Ende des Spielplatzes
zuschritten, „hast Du auch schon Ziellauf gespielt?“
Vielen meiner Leser wird es bekannt sein, daß der Ziellauf (Base
Ball) von den Nordamerikanern als ihr Nationalspiel betrachtet und
daher ungemein viel gespielt wird.
„Nein,“ sprach Percy, „aber ich habe zuweilen davon gehört und
gelesen.“
„Hast Du Handball gespielt?“
„Du meinst, zwei Bälle abwechselnd emporwerfen und
schnappen, nicht? O, das hab ich sehr oft mit meinen Schwestern
gethan, aber ich konnte es nicht so gut wie Klara.“
Tom meinte das natürlich nicht, doch fuhr er in seinem Verhöre
fort.
„Hast Du je ein Gewehr in der Hand gehabt?“
„Ein wirkliches Gewehr?“
„Natürlich! ich meine kein Knallpistölchen oder einen Besenstiel.“
In Amerika ist nämlich die Jagd ein gar nicht ungewöhnliches
Vergnügen unter den Kindern höherer Stände, selbst wenn sie noch
recht jung sind; das Pensionat Maurach war in der Lage, seinen
Zöglingen diese Erholung gestatten zu können.
„Mit wirklichem Pulver und wirklichem Schrot?“ fragte Percy
außer sich; „o Tom, was fällt Dir ein?“
„Hast Du je gefischt? mit einer wirklichen Angel?“
„Nein; aber ich thäte es gern, wenn ich nur jemanden hätte, der
mir den Wurm an den Haken steckte und nachher den Fisch
abnähme.“
„Je eine Kahnfahrt gemacht in einem wirklichen Kahn auf
wirklichem Wasser?“
„O nein, Tom. Mama sagt, die Kähne schlügen sehr leicht um.
Sie wollte mir nie gestatten, in ein Boot zu gehen.“
„Kannst Du schwimmen?“
„Ich habe es ein paarmal in der Badewanne versucht, aber sie
war zu klein. Mama sagt, es sei gefährlich, in tiefes Wasser zu
gehen.“
„Die meisten Knaben, Percy, verstehen sich auf all’ diese Künste,
wenn sie noch lange nicht so alt sind wie Du.“
„Das ist mir neu, Tom! wirklich!“
„Zeig’ mir doch einmal Deine Hände, Percy. Richtig, das hab’ ich
mir gedacht: so zart, so weich, wie Butter. Jetzt thu’ mir doch einen
Gefallen. Schließ’ Deine Hand recht fest — so — noch fester! —
Jetzt schlag, so stark Du kannst, hier an meinen Arm!“
„Nein, Tom, das werde ich hübsch bleiben lassen. Meinst Du, ich
wollte Dir weh thun?“
„Keine Angst! ich kann’s vertragen. Schlag’ nur kräftig zu!“
Percy erhob seine Hand, als ob ein kleines Mädchen werfen
wollte; das zarte Fäustlein fuhr hernieder, hielt aber plötzlich inne.
„Ich kann es nicht, Tom! ich bring’ es nicht fertig!“
„Versuch’ es noch einmal! Nimm all Deine Kraft zusammen!“
ermunterte Tom.
Percy schwang also wieder seinen Arm, und weil die Bewegung
doch ziemlich rasch war und sich so plötzlich nicht wollte hemmen
lassen, so berührte er wirklich Toms kräftigen Arm, wenn auch mehr
in der Art einer sanften Liebkosung.
„Pah! Du streichelst mich ja,“ rief Tom mit verstellter
Ernsthaftigkeit; „das thut man hier in Maurach nicht. Noch einmal
probiert! Von solchen Schlägen stirbt ja nicht einmal eine Fliege.“
Percy preßte die Lippen auf einander, nahm alle Kräfte
zusammen, die ihm zu Gebote standen, und um nicht wieder den
Mut zu verlieren, schloß er die Augen. Jetzt endlich traf er mit einer
Spur von Wucht Toms Arm.
Ein Schmerzensschrei ertönte, aber derselbe kam nicht von Tom.
„O meine Hand, meine Hand! ich habe mir sehr weh gethan!“
Tom sank auf die Bank nieder und lachte, daß ihm die Thränen in
den Augen standen.
„Percy, Percy!“ rief er, „einen solchen Jungen habe ich mein
Lebtag nicht gesehen! Ha, ha! ich bekomme Leibschmerzen vor
Lachen.“
„Wirklich?“ sprach Percy, der nicht recht wußte, was er von sich
denken sollte; „es freut mich nur, daß Du so viel Freude daran hast.
— Ah — da kommt P. Middleton,“ fuhr er leise fort. „Das ist ein guter
Mann; ich habe ihn sehr gern.“
Dann zog er mit anmutiger Bewegung den Hut ab und sagte,
indem er seine unnachahmliche Verbeugung machte:
„Guten Tag, P. Middleton! — Wie schön das Wetter heute ist,
nicht wahr?“
„Ein sehr angenehmes Wetter,“ erwiderte der Präfekt mit einem
freundlichen Lächeln, ohne seine Verwunderung über die feinen,
altklugen Manieren des neuen Zöglings kundzugeben. „Du warst
gleich weg, Percy, als ich Dir Dein Bett gezeigt hatte; deswegen fand
ich keine Gelegenheit, Dich mit einigen alten Zöglingen bekannt zu
machen. Aber ich sehe, Du weißt Deinen Weg selbst zu finden, und
das ist besser.“
„Knaben habe ich nicht gern, Pater.“
„Nicht? das ist sonderbar. Du bist ja selbst einer.“
„Leider kann ich daran nichts ändern, Pater. Aber Mädchen hab’
ich lieber.“
„Wirklich?“
„O ja! Meine Schwestern waren viel liebenswürdiger als die
Knaben hier.“
„Du kennst noch nicht alle, Percy.“
„Das ist wohl wahr. Aber vor dem Essen kamen einige zu mir, die
ganz entsetzlich roh waren. Ich weiß nicht, was geschehen wäre,
wenn mir Tom nicht geholfen hätte. Tom ist ein guter Junge, er ist
gerade wie Pankratius.“
Tom, der sich bei der Ankunft des Präfekten erhoben hatte,
wurde bei diesem Lobe purpurrot; kaum gewahrte er den
anerkennenden Blick, durch den sein Vorgesetzter ihm ein neues
Lob erteilte.
„Du hast also Fabiola gelesen, Percy?“
„O und wie, Pater! Kein Wort ist mir entgangen. Ich habe das
Buch fast auswendig gelernt. Wie gern ich die heil. Agnes habe! Und
ebenso den Knaben Tarcisius, der lieber sterben als das
Allerheiligste den Heiden überlassen wollte. O, das ist so groß, so
heldenmütig, so ideal!“
„Ein merkwürdiger Junge!“ sprach der Präfekt bei sich. „So
mädchenhaft habe ich wirklich noch keinen gesehen; und
anderseits, glaub’ ich, steckt ein herrlicher Charakter in ihm.
Allerdings muß er sich noch gut entwickeln. Doch ist dazu die beste
Hoffnung vorhanden.“
Mit ein paar muntern Worten verließ er sie.
„Gott sei Dank!“ dachte er. „Er muß manches annehmen, was
ihm noch fehlt. Aber ohne Zweifel wird er auch vielen seiner
Mitzöglinge etwas geben, was ihnen sehr not thut.“
Indessen erschien Harry mit Joseph Whyte und Willy Hodder.
Nachdem beide die peinliche Ceremonie des Vorstellens
überstanden und ebenfalls an Percys eleganter Verbeugung sich
ergötzt hatten, begann eine Unterhaltung über dies und das, bis
endlich Tom den Vorschlag machte, Percy möge eine Geschichte
erzählen.
Ohne Zaudern begann dieser die Geschichte ‚Liebet eure
Feinde.‘ Er sprach flüssig und lebendig und verwendete Wörter, die
einem Durchschnittsjungen die Kinnladen verrenkt haben würden;
die Erzählung, der Erzähler, sein lebhaftes Mienenspiel, Ton und
Abwechslung der Stimme, die wohlangebrachten Bewegungen der
Hände, das alles war den Zuhörern so neu, so ungeahnt, so
bezaubernd, daß sie ohne Unterlaß in stummer Verwunderung
einander anblickten und ihnen die Zeit im Fluge verstrich. Ehe sie es
dachten, erklang die Schelle und rief sie an ihre Studierpulte. Aber in
dieser halben Stunde hatte der seltsame Neuling ihre Herzen
gewonnen: sie wollten ihm Freunde sein und bleiben.
Am Abend dieses Tages stand P. Middleton im Schlafsaal bei
einer Lampe und las; die meisten Zöglinge hatten sich schon zur
Ruhe gelegt, nur hie und da regte sich noch ein Säumiger.
Auf einmal unterbrach eine silberhelle Stimme das Schweigen.
„Löschen Sie das Licht nur aus, Pater, ich bin schon im Bett.“
P. Middleton ließ seine Augen durch den Saal gleiten und ging
langsam an das andere Ende desselben. Kein Lachen war zu
vernehmen, doch ein verstohlenes Kichern vermochte mancher
fröhliche Knirps nicht ganz zu unterdrücken.
Percy aber, durch den Klang seiner eigenen Stimme erschreckt,
drückte die Augen fest zu und vergrub den Lockenkopf tief in Kissen
und Decken. Ihm kam nicht im entferntesten zum Bewußtsein, daß
er etwas gethan habe, was gegen die Ordnung sei. Sehr bald war
das unschuldige Kind friedlich entschlummert, jene heiligen Namen
auf den Lippen, die seine zärtliche, fromme Mutter dem
einschlafenden Liebling so oft vorgesprochen und ihn sprechen
gelehrt hatte.
3. Kapitel.
Die gelbseidene Krawatte und Ähnliches.
m folgenden Morgen, kurz nach halb sechs, wurde es im
Waschsaal der Kleinen lebendig. Immer mehr Zöglinge
kamen aus dem Schlafsaal, einige noch recht schläfrig, und
begaben sich an ihre Waschtische. Sie sprachen nicht
miteinander, aber das Klappern der Becken, das Sprudeln und
Plätschern des Wassers, das Geräusch der Bürsten, das scheinbar
ordnungslose Hin- und Hergehen von hundert Knaben, — das
mußte in jedem fremden Zuschauer den Eindruck eines recht
frischen, geschäftigen Treibens hervorrufen.
Als daher Percy dieses Schauspieles ansichtig wurde, blieb er
überrascht in der Thüre stehen. Da zogen einige gerade die Jacken
aus oder an, oder streiften die Hemdsärmel empor, oder seiften ihre
Köpfe ein, daß sie aussahen wie riesige Schneebälle, oder waren
mit Kämmen oder Zähneputzen, oder mit Schuhwichsen oder
Reinigen ihrer Kleider beschäftigt — und das alles Knaben, Knaben
— nichts als Knaben, in allen Zuständen unfertiger Toilette, in jeder
Art von Bewegung und Stellung. Es bedurfte einiger Augenblicke, bis
Percy sich in diesem neuen, für ihn ungewohnten Anblicke
zurechtgefunden hatte, und vielleicht hätte er noch länger dort
gestanden, wenn nicht ein paar andere Knaben, die ihm folgten, ihn
einfach in den belebten Saal hineingedrängt hätten.
In Toilettesachen war Percy vollständig zu Hause. Er füllte also
jetzt sein Waschbecken, und besorgte das wichtige Geschäft des
Waschens samt allem, was dazu gehört, mit der Gewandtheit eines
Kundigen. Bald war die Krawatte an der Reihe. Da schaute er
suchend durch den ganzen Saal und entdeckte auch schnell seinen
Freund Tom, der schon fertig dastand, und sich nur noch bemühte,
ein wenig beißender Seife aus dem Augenwinkel zu entfernen.
„Guten Morgen, Tom!“ grüßte er mit lauter Stimme, als er bei ihm
war. „Aber wie nachlässig und verlaufen Du aussiehst! Du kannst
Dich ja nicht einmal ordentlich kämmen. Reich’ mir einmal Deinen
Kamm her!“
In der nächsten Umgebung entstand ein freudiges Gekicher, und
Tom, der endlich sein Auge von der Seife befreit hatte, reichte ihm
lächelnd Kamm und Haarbürste.
„Dein Haar macht sich nicht gut, Tom, wenn Du es so flach
kämmst; ich will es etwas aufbauschen. — Still halten,
Schlingelchen! — So, jetzt sieh in den Spiegel! Ist das nicht viel
schöner? — Aber, Tom, da hast Du ja wieder dieselbe Krawatte, die
mir gestern schon gar nicht gefallen hat. Wer trägt denn eine blaue
Krawatte zu einer blauen Jacke! Das sticht ja gar nicht ab! — Warte
ein Bißchen!“
Percy trat einen Schritt zurück und schaute ihn prüfend an.
„Gewiß! Gelb ist gut! das paßt zum Blau. Tom, ich habe eine
prächtige gelbseidene Krawatte; die will ich Dir schenken.“
Da hörte er plötzlich leise seinen Namen rufen, wandte sich um
und sah, daß P. Middleton, den Finger auf die Lippen legend, ganz
nahe stand und ihn warnend anschaute.
„O, ich bitte um Verzeihung, Pater, daß ich so laut gesprochen.
Ich habe mich ganz vergessen. Ich wollte Tom nur ein wenig helfen!“
Er eilte an seinen Waschtisch und kam bald mit der gerühmten
Krawatte zurück, die er mit Kennermiene um Toms Hals legte.
„Ich knüpfe sie Dir in einen Schmetterling, das nimmt sich herrlich
aus. — Ah“ — flüsterte er dann, mit der Begeisterung eines
Künstlers sein Werk betrachtend; „sehr gut! vortrefflich! da sieh in
den Spiegel — nicht wahr? — Jetzt binde mir meine Krawatte, aber
auch in einen Schmetterling, die andern Knoten erregen stets mein
Mißfallen.“
„Percy, das bringe ich nicht zu stande!“ sprach Tom, etwas
beschämt, daß er dem guten Percy die Bitte nicht erfüllen könne.
„Was? Du kannst keinen Schmetterlingsknoten machen?“
„Nein, Percy; ich habe ja keine Schwestern, die es mich hätten
lehren können.“
„Ah so, das ist wahr. — Ich will zu P. Middleton gehen; ich
glaube, er thut es, er ist so freundlich.“
Ehe Tom Einsprache erheben oder sein Staunen ausdrücken
konnte, schritt Percy schon eilfertig zu P. Middleton hinüber.
„Wollen Sie nicht so gut sein, Pater, mir meine Krawatte zu
binden? Ich kann es nicht selbst; meine Schwester Maria hat es mir
immer gethan. Jetzt bat ich Tom, aber er sagte, er könnte es nicht.“
Verwundert über das sonderbare Ansinnen, nahm der Pater die
Krawatte und schickte sich an, sie um Percys Hals zu legen und zu
binden.
„Aber bitte, Pater, in einen Schmetterling!“
Der Pater gab sich redlich Mühe, Percys Bitte zu erfüllen, allein
ein rechter Schmetterling kam doch nicht zustande. Percy entging
das keineswegs, aber in seiner feinen, rücksichtsvollen Art that er,
als ob alles ganz nach Wunsch geschehen wäre.
„Danke sehr, Pater! Ich werde Ihnen hoffentlich nicht wieder
lästig fallen müssen. Ich will heute Tom zeigen, wie man es macht.“
Und mit seinem eleganten Knicks entfernte sich Percy.
Es folgte sogleich die Messe, während welcher Percy durch
seine Andacht und ehrfurchtsvolle Haltung alle Nachbarn erbaute. Er
hatte ein prächtiges Gebetbuch mit Samteinband und
Silberbeschlägen, und an der Art, mit der er es benutzte, sah man,
daß der Gebrauch eines Gebetbuches ihm durchaus nicht neu war.
Nach dem Frühstück rief Percy seine Bekannten Tom, Harry,
Willy und Joseph zusammen.
„Ich habe etwas für Euch,“ sagte er, geheimnisvoll lächelnd, und
bat sie, ihn in den Raum zu begleiten, wo sein Reisekoffer noch
stand.
Er entnahm dem Koffer ein wohlduftendes Kästchen, öffnete es
und entfaltete vor ihren bewundernden Blicken eine reiche Auswahl
Photographien, welche die Merkwürdigkeiten seiner Vaterstadt
Baltimore darstellten.
„Da, nehmt!“ sprach er mit strahlendem Gesicht; „jeder, was ihm
am besten gefällt!“
Tom lehnte aber entschieden ab.
„Du bist nicht nach Maurach gekommen,“ sprach er, „um von uns
ausgeplündert zu werden.“
Percy erschrak anfangs über diese rauhe Weigerung; doch
wiederholte er seine Bitte mit so liebenswürdiger Zudringlichkeit,
versicherte so ernsthaft, man könne ihm kein größeres Vergnügen
machen als durch die Annahme seines Geschenkes, daß ihm alle
willfahrten und sich ein Gabe auswählten.
4. Kapitel.
Spielplatz und Schule.
ber jetzt ist die Reihe an uns,“ sprach Tom; „kommt in den
Hof, wir wollen Percy gleich ein paar Kunststücke lehren.“
Gern folgten alle dieser Aufforderung.
„Nun, Percy, stell’ Dich einmal hierhin, spreize die Beine
auseinander, daß Du fest stehst, stütze die Hände auf die Kniee, so
wie ich es Dir zeige, und beuge den Kopf so, daß Dein Kinn die
Brust berührt!“
Percy gehorchte.
„Jetzt sicher gestanden, sonst purzelst Du!“
„Was willst Du denn machen, Tom?“
„Nur vor Dich sehen, Percy!“
Bei diesen Worten hatte sich Tom ein paar Schritte nach hinten
entfernt, nahm einen Anlauf und sprang, mit den Händen sich leicht
auf Percys Schulter stützend, über ihn weg.
Der verblüffte Percy wankte und schwankte, und als er das
Gleichgewicht wiedergewonnen, fragte er besorgt:
„Du hast Dir doch nicht weh gethan, Tom?“
Tom schien die Frage nicht zu hören.
„Jetzt spring Du so über mich!“
„O, Tom, nein! das geht nicht.“
„Probieren, Percy!“
„O, ich falle ganz sicher auf den Kopf und beschmutze meine
Kleider; und dann,“ sagte er lächelnd, „könnten mir ja auch die
Gedanken aus dem Gehirn rollen.“
„Nur vorwärts!“ drängte Harry. „Hier Joseph und ich stehen auf
beiden Seiten und wir fassen Dich, wenn Du fallen willst.“
Tom hatte sich schon zurechtgestellt.
„O, das ist mir aber viel zu hoch,“ erklärte Percy.
„Gut, ich will mich niedriger machen.“
Und Tom kauerte sich so tief zusammen, daß er kaum noch die
Höhe eines Stuhles hatte.
„Jetzt will ich es also wagen!“
Percy ging etwa fünfzig Schritte weit zurück, nahm einen Anlauf,
und mit Aufbietung aller Körper- und Willenskraft machte er den
ersten Bocksprung in seinem Leben, und zwar ohne zu fallen, und
ohne daß ihm seine Gedanken aus dem Gehirn rollten.
„O, das ist herrlich!“ jubelte er, „das muß ich gleich noch einmal
thun!“
„Bravo, Percy, bravo!“ riefen die Freunde. Durch ihre
ermunternden Worte noch mehr angespornt, machte Percy den
Sprung wieder und wieder, bis er fast außer Atem war. Die Freude
über seinen Erfolg und das Bewußtsein, auch andere froh zu
machen, ließ ihn kaum ein Ende finden.
Das Bockspringen war für ihn wie eine Offenbarung; es erschloß
ihm mit einem Male eine neue Welt von ganz ungeahnten
Möglichkeiten.
„Sind die Knabenspiele alle so schön?“ war seine erste Frage,
als er endlich wieder zu Atem gekommen.
„O, das war ja noch gar nichts!“ sprach Joseph Whyte; „alle
andern sind viel schöner.“
„Ja“ sagte Willy, „das Bockspringen thun wir nur, wenn wir für die
andern Spiele keine Zeit haben. Aber Du solltest erst einmal
Handball sehen!“
„Und Fußball!“ fuhr Harry fort.
„Und von allen das schönste,“ schloß Tom, „ist der Ziellauf. Der
ist fein! Er ist besser als alle andern zusammengenommen.“
„Was ihr nicht sagt! Jetzt bin ich doch froh, daß ich ein Junge
bin!“
„Sehr richtig, Percy,“ versicherte Tom, „und gieb nur acht, Du
wirst Dich immer mehr darüber freuen, je länger Du hier bist.“
Percy wurde jetzt plötzlich abgerufen. Der Studienpräfekt, der in
Maurach den gesamten Unterricht zu leiten hatte, wollte ihn
examinieren und ihm seine Klasse anweisen.
Bald erfuhren dann Tom und Harry zu ihrer größten Freude, daß
Percy ihr Mitschüler in P. Middletons Klasse sei. Diese Klasse setzte
zwar schon einiges Latein voraus, und Percys Kenntnisse waren in
diesem Punkte recht dürftig. Allerdings hatte sein Privatlehrer,
sobald es feststand, daß Percy in eine klassische Schule eintreten
solle, den Lateinunterricht begonnen; jedoch gestattete ihm die
kurze Zeit nicht mehr als eine fast rein mechanische Einübung der
Deklinationen. Da sein begabter Schüler die Grammatik der
Muttersprache sehr gut beherrschte, so glaubte er, im Laufe eines
geregelten Unterrichtes werde sich das, was am vollen Verständnis
noch fehlte, nach und nach ergänzen, falls man nicht vorziehen
werde, ihn ganz von vorn anfangen zu lassen.
Dieser letzte Fall trat nicht ein. Da Percy in allen übrigen Fächern
der Klasse weit voraus war, so ließ sich bei seinen Talenten
erwarten, daß die große Lücke sehr bald ausgefüllt sein werde, eine
Hoffnung, die der gewissenhafte, fleißige Knabe glänzend
rechtfertigte.
Zehn Minuten später begab sich denn Percy zum ersten Male in
eine Schule. Da fand er aber alles ganz anders als daheim im
trauten Familienzimmer, bei Mutter und Schwestern. Er merkte gar
nicht, daß P. Middleton, als alle Schüler an ihren Plätzen waren, eine
leichte Handbewegung machte, und wunderte sich, warum plötzlich
alle wie auf Kommando emporschnellten, eine andächtige Stellung
einnahmen und auf den Professor schauten. Zwar sah er gleich, was
geschehen sollte, geriet aber in neue Verwunderung, als die ganze
Klasse mit frischer Stimme anhub:
„In nomine Patris et Filii et Spiritus Sancti. Amen.“
Dann folgte ebenso frisch und doch andächtig das Pater noster,
Ave Maria, Gloria Patri und wieder das Kreuzzeichen.
Percy bekam eine nicht geringe Achtung vor der Gelehrsamkeit
seiner Mitschüler. Aber er selbst sollte und wollte ja auch Latein
lernen.
Einen Augenblick nach dem Gebet saßen alle schon wieder
ruhig; kein Buch, kein Bleistift oder Federhalter war auf den Tischen
zu sehen, nur die Hände.
Ein Wink von P. Middleton, und Playfair stand auf.
„Seco, secare, secui, sectum, aber secaturus, ich schneide.
Reseco, resecare, resecui, resectum, aber resecaturus, ich schneide
ab.
Disseco, dissecare, dissecui, dissectum, aber dissecaturus, ich
schneide auseinander.
Frico, fricare, fricui, frictum oder fricatum, ich reibe.“
So folgten ohne Stocken die zwölf Verba, welche aufgegeben
waren. Auch zwei andere Schüler sagten sie mit derselben
Geläufigkeit aus. Ein folgender blieb stecken, und Percy wunderte
sich, daß derselbe sich so beschämt setzte, während P. Middleton
mit ernster Miene einen Strich in sein Notizbuch machte.
Percy wußte natürlich nicht, was dieses krause Wortgewirre
bedeute. Aber bald zeigte ihm sein Nachbar, wo die Verba in der
Grammatik standen. Dann mußte auch einmal ein Schüler die
Perfekta allein aufsagen: secui, ich habe geschnitten, u. s. w. Percys
lebendiger Geist erfaßte das schnell.
In gleicher Weise wurde aufgesagt: secaturus, einer der
schneiden will, resecaturus u. s. w., und nachdem Percy auch
während der Kreuz- und Querfragen, durch die P. Middleton jetzt die
Formen einübte, das eine oder andere glücklich erwischt hatte,
glaubte er sich schmeicheln zu dürfen, er sei in dieser Viertelstunde
schon um ein Erkleckliches gescheiter geworden.
Mit besonderer Freude erfüllte es ihn, zu erfahren, wie einige
Wörter seiner englischen Muttersprache, die er schon oft gehört und
gebraucht, sich einfach auf ein lateinisches Stammwort
zurückführten, z. B. sect, (Sekte), dissect (secieren).
Als dann P. Middleton das Wort vivisection in seine Teile zerlegen
ließ und ein Schüler mit frischer Stimme erklärte, vivus heiße
‚lebendig‘ und sectio komme von seco, da begriff Percy nicht nur,
daß dieses Wort ‚bei lebendigem Leibe zerschneiden‘ bedeute,
sondern sah auch freudig ein, wie die vielen englischen Wörter, die
mit vivi anfangen, alle mit der Bedeutung ‚Leben‘ zusammenhängen
müssen.
„Ah, das Latein ist doch schön,“ dachte er, „und auch nicht so
besonders schwer!“
Frohen Mutes nahm er mit den andern sein Übungsbuch und ließ
sich zeigen, wo man stand. Aber da hatte er sich getäuscht. Da
mußte er mehr wissen, als zwölf Verba und die Deklinationen und
ein paar Formen der Konjugation. Schon drei Sätze waren übersetzt
und erklärt, bevor er aus dem ersten Worte klug geworden. Wohl
faßte er noch das eine oder andere Wort, aber warum die Endungen
so häufig wechselten, wenn der Schüler es während der Erklärungen
nannte, das war ihm fast immer ein Rätsel. Sehr bald streckte er die
Waffen und hörte ein paar Minuten geduldig zu.
Endlich sprach er, — natürlich ohne aufgerufen zu sein, — mit
lauter Stimme:

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O Crammar in the Rea World

B Comprehension Check Answer the questions.

C |NEEI rollow the instructions below to help you notice sentence

nvironmentalists are increasingly 30 Plastic is now one of the biggest threats to

The Environment and You 3

simple sentences to express facts or Compound sentence:

@ The sublea of a sentence must

4 Unit 1 Cause and Effect 1

2.1 Sim le Sentences (continued)

El The verb of a sentence can consist MA|N VERB

2.2 Usia Sim le sentences

The consequences of these footprints can lıe dı'sastrous.

E Academic writers connect

E Yo, .un connect two independent PENDENT cLAlJsE 2

The Environment and You 5

E Ua" aoapornd sentences to connect lNDEPENDENT cLAUsE 1

clauses that are connected by a so they recycle as much as they can,

Natura/ resources are being consumed so fast that

Exercise 2.2 Fragments, Run-on Sentences, and Comma Splices

The Environment and You 7

3.1I lex sentences

clause and a dependent clause introduced Future generations will suffer

relationship between the two ideas. if pollution is nol reduced.

Some examples of subordinators are:

whereas, whether, while Although peoPle t^/ to save energy,

8 Unit 1 Cause and Effect 1

C grld eagles were almost extlnct in the 196Os.

5 The bald eagle population may decrease once more.

7 People can help protect the bald eagle.

The Environment and You 9

B You are an environmentalist. Answer Partner A s questions.

@ Sea turt/es are an endangered animal.

Exercise 3.2 More Complex Sentences

Bikeshares are becoming popular because

2 Why do people use a bikeshare?

4 What happens when riders get a flat tire?

10 Unit 1 Cause and Effect 1

7 Why do some people feel uncomfortable riding the bikes?

E| Common Patterns with

4.1 Nouns That Show Cause: Cause, Reason, Facior

El The followin9 expressions and patterns are

A higher birth rate is one major cause oi

The Environment and You 11

E Th"r" expressions and patterns are

Et Th"." expressions and patterns are

Data from the Real World

12 Unit 1 Cause and Effect 1

"one l bought a hybrid is that it's better for the

environment. However, another in my decision was

money. l spend a lot less on gas now."

emissions from cars i5 the of smog and air pollution

like to drive. Another in my decision is that driving

in L.A. is Very stressful."