II. Maslow's Hierarchy of Needs

Lesson 12 –The needs That Drive Us All

Abraham H. Maslow developed a five-level hierarchy of human needs. A major point of this hierarchy is that each need level must be generally satisfied before the person attempts to fill those needs on the next level. The first two needs are considered primary, or lower-order needs; the remaining three are secondary, or higher-order needs.

II. Maslow's Hierarchy of Needs

The end of Maslow’s Hierarchy of Needs.

 

Tom Sawyer

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Lesson 12 –The needs That Drive Us All

… as Tom Sawyer did when he was painting the fence. (Para. 14)

 

It refers to an episode described in Mark Twain’s novel The Adventures of Tom Sawyer in which the boy who had been ordered to paint the fence as a punishment turned it into great fun for his eager friends by pretending to take it as an artistic undertaking.

 

"Tom Gave Up the Brush"

Lesson 12 –The needs That Drive Us All

 

Tom Sawyer

The end of Tom Sawyer.

Part Two

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Lesson 12 –The needs That Drive Us All

Part Three

ENTER

Lesson 12- The Needs That Drive Us All 

Text Appreciation

Text Analysis 

       1. Theme

      2. Structure

       3. Questions for Comprehension

       4. Questions on Details

II. Writing Devices

Contrast

Unity and Coherence

III. Sentence Paraphrase

Lesson 12- The Needs That Drive Us All 

In this essay, the author is concerned with human psychology. According to him, human beings are driven by five basic needs, among which the need for power is uniquely human and is a great incentive for one to work hard.

       The author encourages the young students to increase their self-awareness of their humanness so as to better deal with their problems.

Text Analysis

Lesson 12- The Needs That Drive Us All 

The end of Theme.

Part 1 (paras. 1     ) about:

Part 2 (paras.         ) about:

 

 

Part 3 (paras.         ) about:

Text Analysis

—2

3—10

11—14

Human beings have five basic needs.

Desire for power is a genuine human motivation.

Fun is a basic human need.

The end of Structure.

Lesson 12- The Needs That Drive Us All 

Question: How do you classify the five basic needs of human beings into two groups?

 

       The first need is biological need of human beings, and the other four needs are psychological needs of human beings.

Text Analysis

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Lesson 12- The Needs That Drive Us All 



“Who do you know who is so completely satisfied with his life that he can go a week without complaining that someone has gotten in the way of what he wanted to do?” (7)

   Question: What does the author indicate by the sentence?

       Power is a strong psychological desire of human beings. When people are prevented in their process toward it, they will usually complain and be displeased. Even when they think they have achieved what they want to gain in life, they will not feel content.

Text Analysis

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Lesson 12- The Needs That Drive Us All 

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Question: How  does the author echo the opening sentence at the end of the essay?

      

       The opening sentence talks about the biological life of human beings, while the ending remarks deal with the psychological needs of human beings. All these five needs are motive forces that drive us to strive for survival and for success. That is how human progress has been and is being made.

Text Analysis

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Lesson 12- The Needs That Drive Us All 



Question: What is the author’s view on the need for power?

      

       Power is usually rejected in many cultures, but the author wants to tell people that the desire for power is just the psychological need without moral judgment. The author believes that the desire for power exits in our daily life and also is important for the development of ourselves as individuals.

Text Analysis

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Lesson 12- The Needs That Drive Us All 

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Question: What is the author’s view on the basic need for fun?

      

       Most people would not like to regard fun as a basic need of human beings, but author believes that fun is an important part in our work and learning. Only with fun, can we persist in what might be boring.

Text Analysis

The end of Questions for Comprehension.

Lesson 12- The Needs That Drive Us All 



What does the author think are the needs that drive us all?

What in the author’s opinion is the unique human need?

What will happen if our needs are not satisfied?

Is power a good thing or a bad thing?

Why is it difficult to satisfy the need for power?

Why do tyrants preach the virtues of humility?

Text Analysis

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Lesson 12- The Needs That Drive Us All 

Why do we support those who are in power if we are taught and want to be humble?

What do successful people do about their power?

Are people easily satisfied with the power they already have?

Human beings are intensely competitive according to the author, then what do they compete for?

What is the greatest work incentive?

Text Analysis

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Lesson 12- The Needs That Drive Us All 

What will happen if we allow unbridled power?

What are the other basic human needs that the author says can be a counter-force to power?

Is it only humans who have fun according to the author?

Why is fun important for learning?

Text Analysis

The end of Questions on Details.

Lesson 12- The Needs That Drive Us All 

Writing Devices

The quicker and more severe the frustration, the more pain we feel; the quicker and deeper the satisfaction, the more pleasure we experience. (2)

Example

from the text

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Contrast is used to show differences.

contrast

contrast

Lesson 12- The Needs That Drive Us All 

Writing Devices

Even politicians try to appear humble, emphasizing how much they wish to serve and how little they want to tell us what to do. (3)

More examples

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Lesson 12- The Needs That Drive Us All 

Writing Devices

To be prepared for war is one of the most effectual means of preserving peace.

       George Washington, January 8, 1790

 Let us never negotiate out of fear, but let us never fear to negotiate.

       President Kennedy, Inaugural Address

 They are wonderful when they are good, he thought. There is no people like them when they are good and when they go bad there is no people that is worse.

       Ernest Hemingway, For Whom the Bell Tolls

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Lesson 12- The Needs That Drive Us All 

Writing Devices

 

This text is an excellent example of a good essay. The major factors of a good essay are unity, coherence, logical connections and clarity. They are also true for writing paragraphs.

In writing a paragraph, we have to make sure that all the points in the essay stick to a central idea, and all the ideas are connected smoothly for readers to follow.

Unity and coherence are the two important factors in paragraph writing.

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What makes a good paragraph?

Lesson 12- The Needs That Drive Us All 

Writing Devices

 

To achieve paragraph unity, a writer must ensure two things. First, the paragraph must have a single generalization that serves as the focus of attention, that is, a topic sentence. Secondly, a writer must control the content of every other sentence in the paragraph's body such that (a) it contains more specific information than the topic sentence and (b) it maintains the same focus of attention as the topic sentence.

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What is unity?

Examples

Lesson 12- The Needs That Drive Us All 

Writing Devices

 

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Parking space on the compass, which is one of the most beautiful in the state, has become completely inadequate, and recently the city council voted to increase bus fares again.

Lesson 12- The Needs That Drive Us All 

How to maintain unity of the sentence?

(Which clause is irrelevant to the main idea of the sentence, so it should be deleted in order to maintain unity of the sentence?)

Writing Devices

 

When sentences, ideas, and details fit together clearly, readers can follow along easily, and the writing is coherent. The ideas tie together smoothly and clearly.

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What is coherence?

Lesson 12- The Needs That Drive Us All 

Writing Devices

There are four basic mechanical considerations in providing transitions between ideas:

1. using transitional expressions

2. repeating key words and phrases

3. using pronoun reference

4. using parallel form

How to be coherent?

Examples

Lesson 12- The Needs That Drive Us All 

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Writing Devices

1. Transitional words cue readers to the relationship between sentences.

 

eg. I like autumn, and yet autumn is a sad time of the year too.

 

 

       More words: however, therefore, in addition, etc.

Caution: Do not interlard your text with transitional expressions casually. They must appear naturally, where they belong.

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Lesson 12- The Needs That Drive Us All 

Writing Devices

2. Repetition of words helps to focus your ideas and to keep your reader on track.

 

eg. The problem with contemporary art is  that it is not easily understood by most people. Contemporary art is deliberately abstract, and that means it leaves the viewer wondering what she is looking at.

Lesson 12- The Needs That Drive Us All 

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Writing Devices

3. Pronouns are used to refer back to something previously mentioned. Be sure, however, that what you are referring to is clear.

 

eg. When scientific experiments do not work out as expected, they are often considered failures until some other scientist tries them again.

Lesson 12- The Needs That Drive Us All 

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Writing Devices

4. Parallel sentence patterns can help the reader follow along and keep ideas tied together.

 

eg. And so, my fellow Americans: ask not what your country can do for you—ask what you can do for your country.

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Examples

from the text

Lesson 12- The Needs That Drive Us All 

Writing Devices

(1) Freedom, another basic need, is often in conflict with power. (2) The more power you have, even if you use it for my benefit, the less freedom I have. (3) It seems that there has to be a counterforce to power; unbridled power would be destructive to the survival of the species. (4) Therefore, almost everything said about power could also be reworded into the vocabulary of freedom.

topic sentence

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Lesson 12- The Needs That Drive Us All 

repetition

of words: power, freedom

transitional words

Writing Devices

(5) For example, we may be inherently competitive, but we want to be free to lose without losing too much. (6) And as much as a child may love her parents, she also wants the freedom to branch out on her own. (7) So you can see that freedom can be in conflict not only with power but also with belonging. (8) For example, if you want me around too much, I claim you stifle me, but if you aren't constantly giving me attention, I may claim you don’t love me. (Para. 10)

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Use of pronoun reference

Lesson 12- The Needs That Drive Us All