In contrast, animals in zoos tend to live longer lives, feed better (and at more regular intervals), suffer from fewer parasites and diseases, live without fear of predation, and live without famine. What people fail to see as regards to living in a natural habitat is that advancements in habitat research have enabled modern zoos to recreate healthy environments to nurture their animals. For example, the research on grooming habits of brown bears in London Zoo caused the planting of several rough-barked trees in the bear enclosure, giving the bears a more natural setting. Of course, while the captive surroundings can never fully mimic life in the wild, we, as animal lovers, can do our best to see that they live comfortable, fruitful lives. Such compromises are necessary because “zoos provide an invaluable service to society through the medical and wildlife research their existence facilitates”. John Knowles of Marwell Zoological Park, England, theorises that animals like the scimitar-horned oryx, which normally pick out a meagre existence in the semi-desert scrubland of the Sahara, do so not because they choose or enjoy this harsh environment, but because they have been forced to the fringes by species better equipped to out-compete them elsewhere. According to his theory, the scimitar-horned oryx should be in “heaven among the lush meadows” in England – as indeed they seem to be. Also, he states the lions at zoos like Chester Zoo, England, are offered the option, every winter day, of centrally-heated accommodation, or the chill winds of Cheshire. They “virtually always choose to brave the elements”, (even preferring ice and snow to the warmth indoors!), being a “reminder perhaps that, although we think of lions as tropical animals, they once roamed throughout Europe, and their current range is directly due to human intervention”. It is thus clearly apparent that the animals in zoos are in no way restricted from an environment similar to their own and, in fact, live better lifestyles than those in the wild.
Some may say that animals are inevitably confined in smaller spaces than nature intended, and by keeping them from the public by cages and bars is restricting their expected instincts; they may suffer psychological distress, often displayed by abnormal or self-destructive behaviour. For example, aquatic animals do not have as much water as they would in the wild, and birds are prevented from flying away by having their wings clipped and being kept in aviaries. On the other hand, the reason which zoos exist is to protect endangered species and to help us understand and defend our animal cousins more successfully, and by conserving such species, they can be studied by veterinarians, scientists, and animal behaviourists more closely, more rigorously, and over a more sustained period of time, to ultimately give them a better and happier zoo-life.
Zoos give young people an appreciation and heighten their awareness of the dangers animals are facing in the wild. Most modern zoos have their main emphasis on conservation as well as education – the reason that so many schools take children to zoos is to educate them about nature, the environment, endangered species, and conservation. Far from encouraging the bad treatment of animals, zoos provide a direct experience of other species that will increase ecological awareness globally.
Conclusively, zoos exist for four main reasons: to protect endangered species, to educate children as well as adults, to research animal behaviour and provide a ‘good day out’. From this, as well as the points previously mentioned, it is more than evident that zoos are in no way keeping animals merely for the purpose of our own satisfaction, but purely for reasons to nurture, display and conserve the beautiful creatures of this Earth for generations to come; and, you never know, maybe some day you yourself will witness the white Bengal tiger, dancing through the pastures in central Mumbai.
“Zimbabwe Wildlife Poaching,” Internet, 2 October 2002,
<> (25 Jan 2005)
“Born Free's Wildlife Clubs Zoo Fact Sheet,” Internet, 19 May 2002, <> (21 Jan 2005)
“Born Free's Wildlife Clubs Zoo Fact Sheet,” Internet, 19 May 2002, <> (21 Jan 2005)
“London Zoo Info,” Internet, 24 January 2005,
<> (31 Jan 2005)
Dr. Michael W. Fox, “The Zoo: A Cruel and Outmoded Institution?” Internet, 28 July 2001, <> (26 Jan 2005)
“Zoo Info,” Internet, 2004,
<> (21 Jan 2005)
“Born Free's Wildlife Clubs Zoo Fact Sheet,” Internet, 19 May 2002, <> (21 Jan 2005)
BIBLIOGRAPHY
“Born Free's Wildlife Clubs Zoo Fact Sheet,” Internet, 19 May 2002. 21 January 2005
<>
“Born Free's Wildlife Clubs Zoo Fact Sheet,” Internet, 19 May 2002. 21 January 2005
<>
“Born Free's Wildlife Clubs Zoo Fact Sheet,” Internet, 19 May 2002. 21 January 2005
<>
Fox, Michael, “The Zoo: A Cruel and Outmoded Institution?” Internet, 28 July 2001. 26 January 2005
<>
“London Zoo Info,” Internet, 24 January 2005. 31 January 2005
<>
“Zimbabwe Wildlife Poaching,” Internet, 2 October 2002. 25 January 2005
<>
“Zoo Info,” Internet, 2004. 21 January 2005
<>
Categories
Level 1(50-59%)
Level 2(60-69%)
Level 3(70-79%)
Level 4(80-100%)
Points
Knowledge/ Understanding- ideas, issues, opinions, comparisons, contrasts, point of view, and contradictory, opinions
- shows limited understanding of the variety of points of view and contradictory opinions
- shows some understanding of the variety of points of view and contradictory opinions
- shows considerable understanding of the variety of points of view and contradictory opinions
- shows thorough and insightful understanding of the variety of points of view and contradictory opinions
10
Thinking/ Inquiry- critical thinking skills
(reflecting, analysing, explaining)
- explains and analyses the various points of view with limited effectiveness
- explains and analyses the various points of view with some effectiveness
- explains and analyses the various points of view with considerable effectiveness
- explains and analyses the various points of view with thorough insight
15
- relevant use of supporting evidence
- provides limited supporting evidence
- provides some supporting evidence
- provides considerable supporting evidence
- provides extensive supporting evidence
Communication- logical essay organization
- shows limited command of the essay form and logical organization
- shows some command of the essay form; and logical organization
- shows considerable command of essay form; and logical organization
- shows expert command of the essay form and logical organization contributes to overall coherence
10
- communicates for an academic audience using formal style
- shows limited evidence of formal style; appropriate diction and point of view;
- shows some evidence of formal style; simple, familiar word choice; some appropriate voice;
- shows confident use of formal style; appropriate, effective diction; consistent, appropriate voice;
- shows confident, effective, skilful use of formal style; sophisticated, confident diction; expert use of voice;
- documents sources correctly and appropriately
limited use of documentation
inconsistent documentation
complete and correct documentation
thorough, correct documentation
Application- applies language conventions accurately to convey intended meaning
- applies language conventions with limited accuracy
- applies language conventions with some accuracy
- applies language conventions with considerable accuracy to convey intended meaning
- applies language conventions with a high degree of accuracy to convey intended meaning
10
Final Grade:
Less than 50%
50%- 59%
60%-69%
70%--79%
80%-100%
Contrast, as well as informing reader what essay is about
Examples, cause and effect
Relating back to anecdote – wrapping essay together ☺
