Follow-up for the previous reading text

(From A Journey KBU)

Classifying Thinkers
A summary of the previous text

We don't really know how to define intelligence. However, this does not discourage some people from categorizing others according to their intelligence or lack of it. In his essay, "Thinking as a hobby," author William S. Golding does exactly this. Golding divides people into three categories: grade-three thinkers, grade-two thinkers, and grade-one thinkers.

According to Golding, 90 percent of the population represents the largest category, called grade-three thinkers. These people are docile. They follow orders and they obey other people's wishes. They never learn to think for themselves and cannot distinguish truth from lies. A dictator could take control of them and make them do whatever he wanted, as if they were sheep. The resulting *mob would be brutal and ugly.

Grade-two thinkers, Golding's second category, are less likely to be influenced by a dictator. These grade-two thinkers, who make up 9 percent of the population, see corruption in the world. For example, grade-two thinkers may question the honesty of religion or political institutions,but they fail to find new ideals to believe in.

The remaining 1 percent of the population are what Golding calls grade-one thinkers. They not only see corruption, but they also know how to seek truth. Their lives are defined by beauty, wisdom and knowledge. Such thinkers are creative and imaginative geniuses, like Mozart, Michelangelo, and Einstein, who opened new worlds in music, art and science.

One wonders in which category Golding would place himself. Surely not among the "sheep"! Golding may prefer to believe that intelligence prevents people in the top tenth percentile of the population from following political dictators, but the number of doctors, teachers, lawyers, and writers in many countries who were willing supporters of Hitler, Stalin, and Mao shows that this belief is incorrect. In fact, sometimes the common sense and compassion of the ordinary man is all that stands between civilization and *barbarism. As one of the so-called sheep, I say bah to Mr. Golding!

Cohen F Robert and Miller Judy "Reason to write -Strategies for success in academic writing"
Oxford University Press

mob - a large crowd of people, especially one that may become violent or cause trouble
barbarism - a state of not having any education, respect for art, etc.

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Answer the Questions:

1. Circle the thesis statement. How does Golding classify people?
Golding divides people into three categories: grade-three thinkers, grade-two thinkers, and grade-one thinkers.

2. Underline the topic sentence of each body paragraph.
Paragraph 2 - According to Golding, 90 percent of the population represents the largest category, called grade-three thinkers.
Paragraph 3 - Grade-two thinkers, Golding's second category, are less likely to be influenced by a dictator.
Paragraph 4 - The remaining 1 percent of the population are what Golding calls grade-one thinkers.

3. How does the author describe 90 percents of the population? The remaining 9 percent? The final 1 percent?
He describes 90 per cents of the population as submissive people, while 9 per cent of the people are less likely to be influenced by dictators, besides realising the existence of corruption in the world. According to Golding, the creative, imaginative grade-one thinkers, who are able to see corruption and then find out the truths, make up the remaining 1 per cent of the population.

4. Underline the examples used in the third body paragraph to describe "Grade-one thinkers."
Such thinkers are creative and imaginative geniuses, like Mozart, Michelangelo, and Einstein, who opened new worlds in music, art and science.

5. What is the writer's opinion of Golding's essay? In which paragraph do you find this opinion?
In the final paragraph: From the writer's point of view, Goding's belief, which states that intelligence prevents people in the top tenth percentile of the population from following political dictators, is not exactly true.

6. What support (facts, examples) are used in the conclusion to argue the writer's point of view?
The writer stand on his view by giving the facts about the number of doctors, teachers, lawyers, and writers in many countries who were willing to support Hitler, Stalin, and Mao.