美国大学英语写作
美国大学英语写作课后习题答案
Suggested Answers for “The Yellow Ribbon”—by Pete Hamill (P. 210)1.Vingo returned from prison to find that his wife still loved him and wanted him back.2. b3. a4. B5.Two examples: Vingo tells his story slowly and painfully and with great hesitation.Vingo tells his story “slowly and painfully and with great hesitation.”6. Examples of Vingo’s being honorable: He doesn’t express any self-pity about being in jail.He owns up to his crime. He offers his wife her freedom.7. Place names: Fort Lauderdale, New Jersey, Washington, Jacksonville, the 34th StreetOther transition: Terminal in New York, Philadelphia, Brunswick8.But if she didn’t...9.Maybe the author Hamill asked one of the young people in the story about her traveling experience.10.The author ends this essay by describing how the young people shouted excitedly when they saw the yellow ribbons on the oak tree and how Vingo rose from his seat and made his way to the front of the bus to go home nervously.We may expect that Vingo would receive an amazing and warm welcome when he walks into his home.The author just wants to leaves some space for the readers to think and imagine freely.P.256--Taming the Anger Monster: by Anne Davidson1. d2. Anger has become an increasingly common problem in our society.3. “According to Carol Tavris, author of Anger: The Misunderstood Emotion, the keys to dealing with anger are common sense and patience.”4. Effect: An epidemic of anger Three causes: Lack of time, technology, tension6. B7.8.To begin with Technology is also Tension, the third major culprit9.D10.The first paragraph presents a story about a person with anger problems. The last paragraph shows how that story was successfully resolved.P289.--Born to Be Different?: by Camille Lewisc 2. a 3. D4. She lists a series of examples where the “empathizing” mindset is evident:female-dominated careers, female reading matter, and female relationships5. Brain anatomyWays of interacting with the worldWays of problem solving6. Lewis presents her essay point by point. The first point is about brain anatomy, thesecond is about interacting with the world, and the third is about problem solving.For each point, she discusses women and then men.7.8. On the other hand (7)In contrast (9)But (11)9.d 10 aP.508--Suggested Answers for “Shame”—Dick Gregory (P.508)Note: The numbers in parentheses refer to relevant paragraphs in the selection.Reading Comprehension Questions, 584-5851. A2. D3. b Answers a, c, and d are too narrow.4. a Answers b, c, and d are too narrow.5. c See Paragraph 66. True See Paragraph 237. a See Paragraph 58. B. The entire incident with the Community Chest Fund shows Richard’s pride9. b Richard’s teacher ignores his problems and humiliates him in front of the entire class;see paragraphs 5 through 26.10. b Helene cries over Richard’s humiliation; see paragraph 23.Structure and Technique, 5851. In paragraphs 1 and 2, Gregory mentions several steps he took to impress Helene Tucker.What were they? Why does he include them in his essay?Answer:In order to impress Helene, Gregory brushed his hair, got a handkerchief, washed his socks and shirt every night, shoveled the snow off her walk, tried to make friends with her mother and aunts, and left money on her stoop. He describes those steps in detail because, besides demonstrating his devotion to Helene, they give a clear picture of Gregory’s poverty.2. A metaphor is a suggested comparison. What metaphor does Gregory use in paragraph 5, andwhat is its purpose? What metaphor does he use in the second sentence of paragraph 7, andwhat does it mean?Answer:In paragraph 5, Gregory uses the metaphor that he was pregnant to suggest the effects of poverty on him—it gave him strange tastes, which pregnant people get. It also filled him (as pregnancy fills someone), but with negative things: poverty, dirt, “smells that made people turn away,” and so on.In the second sentence of paragraph 7, Gregory uses the metaphor of a flying eagle to represent the movement of money. (A picture of an eagle is engraved on one side of a quarter).3. In narrating the incidents in the classroom and in the restaurant, Gregory chooses toprovide actual dialogue rather than merely to tell what happened. Why?Answer:By using the exact words spoken by Helene, the teacher, and himself, Gregory givesa very clear picture of what happened by allowing the reader to “experience” it, rather thansimply hear a general summary. The dialogue between Helene and the teacher shows Helene as an ideal little student who received approval from the teacher. The dialogue between Gregory and the teacher, however, clearly demonstrates Gregory’s eagerness to impress Helene and his unsuccessful, embarrassing attempt to gain the teacher’s approval. If Gregory had merely described what had happened, we would have a much less vivid impression of the characters involved.4. At the end of the essay, Gregory shifts his focus from the classroom to the scene involving the winoat the restaurant. What is the connection between this closing scene and the rest of the essay?Answer:In the body of the essay, Gregory is narrating a time that he was shamed publicly and no one came to his defense. In the closing scene, Gregory realizes that he has done the same thing—that he, too, has witnessed a person being shamed without assisting him. He feels a new kind of “shame,” that of having failed to help another man in need.Critical Reading and Discussion,5861. When Gregory writes, “I never learned hate at home, or shame. I had to go to school forthat” (paragraph 1), he is using irony—an inconsistency between what is expected and what actually occurs. What does he mean by these two statements? What is the effect of his irony?Answer:Gregory means that although his home life was one of poverty and want, his home was not a place of inhumane values, such as hatred and shame. But at school, which on its surface was a more positive place, he was made to feel hatred and shame. The ironic statement intrigues the reader and makes him or her want to know more about what Gregory means.2. What are Gregory’s feelings about his teacher? What were your feelings about her as you readthis essay? What could the teacher have done or said that would not have made Gregory feel ashamed?Answer:Gregory seems sad and resentful that the teacher did not understand why he misbehaved in class and that she assumed he was stupid and a troublemaker. But he also wanted her approval badly, as seen by the Community Chest incident and the fact that he gota “big thrill” out of being chosen to clean the blackboard. Students’ suggestions about theteacher will vary. One possibility: She could have merely thanked Gregory in class and then spoken to him privately later if she doubted that he could contribute to Community Chest.3. Gregory shows how a childhood incident taught him shame. What other important lessons does Gregory learn in this essay? Explain.Answer:From paragraph 3, in which Gregory talks about his accomplishments later in life, we can conclude that he learned he could boost his self-esteem through his own efforts.Paragraph 5 shows that from his own experiences, he learned that children who are hungry and poor may feel invisible and so behave in ways that attract attention. From his experience with the wino, he learned that in order to feel good about himself, he would have to start standing up for other people who were shamed.4. At the end of his essay, Gregory says, “I waited too long to help another man.” Why do youthink he waited so long to assist the wino? What are some reasons people do not always help others who are in need (for example, ignoring a homeless person seated on the sidewalk)?Answer:Gregory probably had many reasons for not helping the wino sooner: embarrassment at drawing attention to himself, reluctance to part with his hard-earned money, not wanting to get in trouble with Mr. Williams, not knowing the wino and thus feeling the affair wasn’t his business, etc. People have similar reasons for not helping others in need. In addition, people who ignore a homeless man may feel that the man’s problems—maybe including substance abuse or mental illness—are so big and deep-rooted that they are not qualified to help him in any effective way.Thesis-and-Support OutlineThesis:Living poor was, for the author, a humiliating experience.1. He was embarrassed in front of his classmates and, worse, in front of Helene Tucker(7-23).2. Everybody knew he was a “worthy boy” who had no Dad and no money (28).3. His self-pity prevented him from helping another poor man, the wino (29-37).P.567 Suggested Answers for “Propaganda Techniques in Today’s Advertising” by Ann McClintockNote: The numbers in parentheses refer to relevant paragraphs in the selection.Reading Comprehension Questions,648-6491. b2. d3. b Answer a is too broad; answers c and d are too narrow.4. c Answers a and b are too narrow; answer d is too broad.5. b Paragraph 96. d Paragraphs 18-197. c Paragraph 168. c Paragraph 239. b10. aStructure and Technique, 649-6501. In paragraph 1, McClintock’s choice of words reveals her attitudes toward bothpropagandists and the public. What specific words reveal her attitudes, and what attitudes do they represent?Answer:McClintock describes propagandists as “seducers” and “brainwashers.” She refers to their “alluring images,”their “tricks,”and their “charm.”She describes the public as “content”and “eager . . . victims.”Her choice of words makes it clear that she thinks propagandists are untrustworthy and interested in taking unfair advantage of a too-trusting public.2. What key term does McClintock define in paragraph 2? Why does she define it here? Whereelse in the essay does she use the technique of definition?Answer:She defines the term “propaganda.” She places the definition close to the beginning because it is so essential to the reader’s understanding of the rest of her essay. Other points at which McClintock uses definition are in paragraphs 5, 6, 9, 12, 16, 18, and 21. In each of those paragraphs, she defines a particular propaganda technique.3. McClintock uses parentheses in two lists, the ones in paragraphs 7 and 19. What purpose dothese parentheses serve?Answer:Paragraph 7 lists “high-sounding but basically empty phrases.”The author uses parentheses to add comments that reveal the emptiness of those listed phrases. Paragraph 19 lists claims that include “weasel words.”The author uses parentheses to show just how insubstantial those weasel words are.4 . McClintock provides abundant examples throughout her essay. Why does she provide so manyexamples? What does she accomplish with this technique?Answer:McClintock’s many examples, drawn from the television and print ads we all see every day, clarify her definitions and demonstrate that propaganda techniques are truly a factor in everyday life. The examples make the reader more aware of the effects of propaganda on decisions he or she makes.Critical Reading and Discussion,6501. Some of the propaganda techniques listed in the selection have contrasting appeals. How doname-calling and glittering generalities contrast with each other? Testimonials and plain folks?Answer:Name-calling appeals to the instincts of fear, anger, and mistrust. Name-calling propaganda encourages the public to reject something or someone. Glittering generalities, on the other hand, appeal to the public’s positive emotions: love, attraction, patriotism. The public is asked to accept the thing or person advertised by associating it with those emotions.Testimonials depend on the public’s interest in or affection for celebrities—people ordinary viewers don’t know but admire and see as bigger and more important than themselves. By contrast, plain folks advertising is based on the idea that the public likes to see ordinary people—people like themselves—in the products and services they buy.2. Why are ads that use the bandwagon approach so effective? What ads have you seenrecently that use that approach?Answer:The bandwagon technique is effective because of the human need to be part of a group. We feel safe and secure when we are surrounded by people who agree with us about something—even something as trivial as what frozen coffee cake is best (“Nobody doesn’t like Sara Lee”). Answers to the second question will vary.3. The author states, “Americans, adults and children alike, are being seduced.” What mightbe the differences between the ways adults and children react to the seductions of advertising?Answer:Answers will vary.4. McClintock states, “We are victims, seemingly content—even eager—to be victimized”(paragraph 1). Do you agree? Is this article likely to change how you view ads in the future?Why or why not?Answer:Answers will vary.Thesis-and-Support OutlineThesis: People should detect and understand common propaganda techniques, which appealto the emotions rather than to logic.1. We are bombarded with ads, which present biased messages through various propagandatechniques, including seven common ones (1-4).2. Name calling—referring to a competitor with negatively charged names or comments (5).3. Glittering generalities—making important-sounding general claims with no explanation (6-8).4. Transfer—associating something with a symbol or image most people respect and admire (9-11).5. Testimonial—promoting something with the support of a celebrity (12-15).6. Plain folks—associating something with the average person (16-17).7. Card stacking—making something sound good by suppressing relevant evidence ormaking an unfinished claim (18-19).8. Bandwagon—appealing to people’s desire to do what many others are doing (20-21).9. Use critical thinking to avoid reacting emotionally to ads (22-23).P.592 Suggested Answers for “Here’s to Your Health”—Joan DunayerNote: The numbers in parentheses refer to relevant paragraphs in the selection.Reading Comprehension Questions,667-6681. c2. c3. d Answers a, b, and c are too narrow.4. c Answer a is too narrow; answer b is too broad; answer d, never directlystated in the article, is too narrow.5. b Paragraph 66. False Paragraph 47. True Paragraph 88. a9. False Paragraphs 6 and 810. d Paragraphs 4 and 8Structure and Technique,668-6691. What method of introduction does Dunayer use? What effect do you think she hoped toachieve with this introduction?Answer:She uses an anecdote. By telling a brief story about Tod’s experience, she puts a human face on the larger idea that alcohol abuse is linked to societal pressure. It also sets the tone for Dunayer’s thesis by showing the potential danger of even small amounts of alcohol.2. Dunayer introduces her criticism of alcohol with the words “Part of the myth is . . . .” (Seethe first sentence of paragraph 3.) What addition transitions does she use to introduce each of the three other parts of the myth (in the first sentences of paragraphs 5, 7, and 9)? What is gained by the use of these transitions?Answer:The three addition transitions are “another,”“also,”and “finally.”Each transition makes the reader aware that one element of the myth is being introduced.3. The body of Dunayer’s essay is made up of four pairs of paragraphs (paragraphs 3 and 4; 5and 6; 7 and 8; 9 and 10). What is the relationship between the paragraphs in each pair? In which of the two paragraphs does Dunayer present her own perspective? Why do you think she puts her own perspective in that paragraph?Answer:In the first paragraph of each pair, Dunayer presents one part of the alcohol myth.She begins each second paragraph with a topic sentence that represents her perspective. She then goes on to support her topic sentence with a series of facts. For example, below is the topic sentence of paragraph 4; it represents her perspective, which contradicts what the ad in paragraph 3 suggests about whiskey.Contrary to what the liquor company would have us believe, drinking is more closelyrelated to lack of success than to achievements.She then follows that sentence with supporting facts.By presenting her perspective after describing each part of the myth, Dunayer makes her points more dramatically: She sets up an appealing image in the first paragraph of each pair only to knock it down with force in the second one.4. In her essay, Dunayer provides vivid descriptions of alcohol advertisements, particularly inparagraphs 3 and 5. What vivid details does she provide? How do these details support her main point?Answer:In paragraph 3 she describes in detail the print ad showing two prosperous-looking businessmen in a restaurant, surrounded by fine crystal, velvet draperies, and spotless linen.In paragraph 5, she provides details about a beach scene: a young, beautiful, sexy woman; a young muscular man enticing her with a cold beer. By providing such detailed descriptions, Dunayer makes the reader very aware of the advertiser’s premise (alcohol will make you successful; alcohol will make you sexually attractive) behind such ads.Critical Reading and Discussion,6691. Dunayer presents and then rebuts four “myths” about alcohol. What are these four myths?According to Dunayer, what is the reality behind each myth?Answer:(1) Alcohol will make you professionally successful. In fact, says Dunayer, alcohol is frequently tied to low achievement and poverty. (2) Alcohol will make you sexually attractive.Dunayer says that alcohol actually lowers one’s hormones and can lead to impotence and infertility. (3) Alcohol and sports mix well. Dunayer points out that alcohol slows the reflexes, interferes with the eyes’ability to focus, and increases the likelihood of various serious diseases. (4) Alcohol brings families closer together. In fact, Dunayer writes, alcohol is frequently involved in domestic violence, suicide, and birth defects.2. Dunayer concludes, “‘Here’s to your health’rings with a terrible irony when it isaccompanied by the clink of liquor glasses” (paragraph 11). What is the “terrible irony” she refers to? How does this irony—already signaled in her essay’s title—relate to her main point?Answer:The irony is that alcohol, rather than promoting one’s health, is often tied to illness and misery. The irony is also implied in her main point—that while advertising myths promise us that alcohol will improve our lives, it is far more likely to have destructive effects.3. Do you think Dunayer’s essay about the myths of alcohol is one-sided, or is it balanced?Explain. What additional points could be used to support her point or to rebut it?Answer:The essay is one-sided in the sense that Dunayer does not include opinions from people who disagree with her. Other points she might have used to support her argument include the widespread idea among young people that using alcohol makes them seem more adult.Rebuttals of Dunayer’s argument could include the ideas that many people use alcohol responsibly and that the problem is not with the product itself but with irresponsible people’s misuse of it.4. Advertisers often create myths or use false ideas to get people to buy their products. Besidesalcohol ads, what are some other examples of manipulative or deceptive advertising? Do you think advertisers should be permitted to use such tactics to sell products?Answer:Answers will vary.Thesis-and Support OutlineThesis: The media and our culture promote a false myth about alcohol.1. Part of the myth is that alcohol signals success; the reality is that alcohol can preventsuccess (3-4).2. Another part of the myth is that alcohol makes one sexually attractive; the reality is thatalcohol can make one less sexy (5-6).3. A third part of the myth is that alcohol combines well with athletics; the reality is thatalcohol slows people down and can lead to physical decline (7-8).4. The fourth part of the myth is that alcohol contributes to family happiness; the reality isthat alcohol can lead to great unhappiness.P.607 Suggested Answers for “College Lectures: Is Anybody Listening?” by David DanielsNote: The numbers in parentheses refer to relevant paragraphs in the selection.Reading Comprehension Questions, 683-6841. c2. a3. c Answers a, b and d are all too narrow, as each covers only a single point ofthe selection.4. b Answers a, c, and d are too narrow.5. d Paragraphs 5 and 76. a Paragraph 107. a Paragraph 108. a Paragraph 9 and 109. True Paragraphs 11 through 1310. c Paragraph 13Structure and Technique, 6841. Daniels begins his essay with an anecdote about a former teacher of his. How does thisintroduction relate to his thesis?Answer:The anecdote is an extreme example of a college teacher who seemed unaware of whether his students were listening to him or not. The professor serves as a caricature of the type of teaching Daniels is criticizing.2. Does Daniels directly state his thesis? If so, where is it stated?Answer:Daniels states his thesis at the end of paragraph 4: “The time is long overdue for us to abandon the lecture system and turn to methods that really work.”3. In describing Mary’s classroom experience (paragraphs 5–7), Daniels provides numerousdetails. What are some of these details? How do they relate to the essay’s main idea?Answer:Some of the details provided include the huge class size, the lack of a roll call, the professor’s ancient notes, the lack of opportunity for student feedback, and the absence of quizzes. The details all contribute to the idea that lecture-heavy classes do a poor job of involving the student in the subject and stimulating his or her thinking.4. Daniels’s essay is an argument against the lecture system of education. What argumentationtechniques does he employ? (See pages 319–337 for information on argumentation.)Answer:Daniels uses four of the argumentation techniques explained in Chapter 16, “Argumentation,” pages 319–322:1) Point out common ground. Daniels points out common ground between him and schoolsthat support lectures. In paragraph 8, he admits that many schools supplement lectures with discussion groups and that some classes, such as first-year English, are relatively small.2) Acknowledge differing viewpoints. Daniels acknowledges (but does not support)viewpoints that differ from his. In paragraph 13, he states that administrators like lectures because they “can cram far more students into a lecture hall than into a discussion class.” He adds in the same paragraph that teachers and students find lectures easier because students can sit back and be passive and teachers can “engage in intellectual exhibitionism.”3) Grant the merits of differing viewpoints when appropriate. Daniels grants the merits ofopposing views in paragraph 15, where he states that lectures are “economically necessary” and also because they “spring from a tradition in a setting that rightly values tradition for its own sake.”4) Rebut differing views. Daniels rebuts the support for lecture classes for first- andsecond-year students by stating the virtues of smaller classes, which are listed in paragraph 14: smaller classes force students to become more active, students’ listening skills improve, professors do a better job, and tests demand analysis and synthesis instead of “empty memorization.”And while Daniels supports the tradition of lectures in paragraph 15, he immediately argues against their use in the first two years of college.Critical Reading and Discussion,684-6851. Daniels states that “listening intelligently is hard work” (paragraph 9) and “Active learning. . . is far more beneficial for those who have not yet fully learned how to learn” (paragraph10). Why might Daniels feel that listening is so hard? And why does he feel that activelearning is so good?Answer:In paragraph 10, Daniels mentions that listening actively involves special techniques, including these two: “trying to anticipate the speaker’s next point”and “taking notes selectively.” We can assume that he feels it takes time and practice to learn such techniques. In discussing active learning in paragraph 10, Daniels mentions several types: writing essays, performing experiments, and having work evaluated by an instructor. He obviously feels that these types of active work involve students in ways they are not ready to be involved in as listeners.2. In paragraph 8, Daniels acknowledges that he has exaggerated Mary’s negative classroomexperience, saying,“I admit this picture is overdrawn.”Does this admission strengthen or weaken his argument? Explain.Answer:The case could be made that the admission strengthens Daniels’argument. By admitting that he is exaggerating slightly, Daniels can point out that many classes do have most if not all of the negative aspects of Mary’s class. It is also psychologically sound to admit a shortcoming of one’s argument, as it helps establish the writer as a reasonable person.3. According to Daniels, the lecture system harms professors by reducing feedback fromstudents to a minimum. What is useful about about feedback from students?Answer:If students’ comments indicate they don’t understand something, the teacher can then do something to help students improve their understanding. Students’ comments may also help teachers decide which activities and materials are effective and ineffective. Also, the knowledge that their view counts in class may motivate students to get involved with class work.4. How do your experiences in both lecture classes and smaller classes compare with Daniels’sdescriptions? As a student, which type of class do you prefer? Why? If you were an instructor, which type of class would you prefer to teach? Why?Answer:Answers will vary.Thesis-and-Support OutlineThesis:Colleges and universities should offer interactive, not lecture, classes to first- and second-year students (4, 15).1. The lecture system is outmoded (4).2. It is inadequate for students, especially less experienced students (5-11).3. It is harmful to educators (12).4. The lecture system continues because administrators like its profitability and teachers andstudents find it easier (13).5. Small, interactive classes benefit both students and teachers (14).。
美国大学英语写作第九版课后答案page103
美国大学英语写作第九版课后答案page1031、Every morning John takes a（）to his office. [单选题] *A. 20-minutes' walkB. 20 minute ' walkC. 20-minutes walkD. 20-minute walk(正确答案)2、一Mary wants to invite you to see the movie today. 一I would rather she（B）me tomorrow. [单选题] *A.tellsB. told (正确答案)C. would tellD. had told3、I couldn’t find Peter,_____did I know where he had gone. [单选题] *A.nor(正确答案)B.eitherC.neverD.as4、He kept walking up and down, which was a sure（）that he was very worried. [单选题] *A. sign(正确答案)B. characterC. natureD. end5、I should like to rent a house which is modern, comfortable and _____, in a quiet neighborhood. [单选题] *A.in allB. after allC. above all(正确答案)D. over all6、On Easter children _______ eggs around the house. [单选题] *A. hunt for(正确答案)B. send forC. prepare forD. ask for7、90．—I want to go to different places, but I don’t know the ________. —A map is helpful, I think. [单选题] *A．price(正确答案)B．timeC．wayD．ticket8、Actually, we don't know whether this news comes from a reliable（）or not. [单选题] *A. source(正确答案)B. originC. basisD. base9、The red jacket is _______ than the green one. [单选题] *A. cheapB. cheapestC. cheaper(正确答案)D. more cheap10、Ordinary books, _________ correctly, can give you much knowledge. [单选题] *A. used(正确答案)B. to useC. usingD. use11、We must try hard to make up for the lost time. [单选题] *A. 弥补(正确答案)B. 利用C. 抓紧D. 浪费12、Tony can _______ the guitar.Now he _______ the guitar. [单选题] *A. play; plays(正确答案)B. playing; playingC. plays; is playingD. play; is playing13、Simon does not（）his fellow workers because they often argue over trivial matters. [单选题] *A. get on with(正确答案)B. come up withC. do away withD. go on with14、These two films are very interesting. I like them _____. [单选题] *A. eitherB. neitherC. allD. both(正确答案)15、Almost every one of us could see her anxiety from the（）on her face. [单选题] *A. appearanceB. feelingC. movementD. expression(正确答案)16、It’s reported that there are more than 300?_______ smokers in China. [单选题] *A. million(正确答案)B. millionsC. million ofD. millions of17、The soldiers were_____of running away when the enemy attacked. [单选题] *A.chargedB.accused(正确答案)C.scoldedD.estimated18、She is a girl, _______ name is Lily. [单选题] *A. whose(正确答案)B. whoC. whichD. that19、I could ______ control my feelings and cried loudly when I heard the bad news. [单选题] *A. hardly(正确答案)B. ?reallyC. clearlyD. nearly20、Mr. Bliss became the first person to die in a car accident. [单选题] *A. 事故(正确答案)B. 竞赛C. 检阅D. 交易21、Lily is a very_____person and never wastes anything. [单选题] *A.generousB.economical(正确答案)C.economicD.efficient22、( ) The salesgirls in Xiushui Market have set a good example______us in learning English. [单选题] *A. to(正确答案)B. forC. withD. on23、The museum is _______ in the northeast of Changsha. [单选题] *A. sitB. located(正确答案)C. liesD. stand24、---Excuse me sir, where is Room 301?---Just a minute. I’ll have Bob ____you to your room. [单选题] *A. show(正确答案)B. showsC. to showD. showing25、I think you should buy this novel. It is really worth _____. [单选题] *A. reading(正确答案)B. being readC. readD. to read26、I took?some _______of the Great Wall?in China last year. [单选题] *A. potatoesB. tomatoesC. photos(正确答案)D. paintings27、What lovely weather,（）? [单选题] *A.is itB. isnt it(正确答案)C. does itD.doesn’t it28、（）of the twins was arrested because I saw them both at a party last night. [单选题] *A. NoneB. BothC. Neither(正确答案)D. All29、92．China is a big country ________ a long history. [单选题] *A．hasB．haveC．with(正确答案)D．there is30、We had ____ wonderful lunch last Saturday. [单选题] *A. /B. theC. oneD. a(正确答案)。
美国大学英语写作
美国大学英语写作My college experience has been a truly transformative journey. I came to the United States for higher education expecting a whole new world of learning and cultural experiences. Now, as I prepare to graduate from college, I can confidently say that the entire process of this journey was worth it.From my freshman year, I knew that I wanted to pursue an education in the field of English literature. After much research and consideration, I chose to enroll in an American university with an honors program in my desired specialty. As a first-generation student, I was surprised by the level of dedication and commitment I had to invest in order to reach my academic goals. The classes I took covered a wide range of topics, from classical works of literature to modern theories in literary criticism. Through the course of my studies, I developed a strong sense of critical thinking, enhanced my research skills, and acquired a deep understanding of the English language.What truly distinguished my college experience is its emphasis on writing. During my four years at university, I was consistently challenged to develop my writing skills in both academic and creative realms. I wrote numerous essays, from argumentative essays to personal reflections. I also experimented with diverse styles of writing, including fiction and poetry. My professors continuously encouraged me to explore different types of writing and use these forms to express my ideas and opinions.I further developed my writing ability through the practice of peer review and the editing of other students’ work. This form ofcollaborative learning helped me improve my written communication and taught me how to cultivate an effective writing style.My college experience has enabled me to become a more thoughtful writer as well as an educated individual. I am grateful for the opportunity to pursue my passion and grow as a person. This journey will serve as a lifelong reminder of the importance of hard work and perseverance.。
美国大学英语写作文档
美国大学英语写作文档Here is an essay on the topic of "English Writing at American Universities" with a word count of over 1000 words, written entirely in English without any additional title or unnecessary punctuation:American universities place a strong emphasis on written communication skills as an essential component of a well-rounded education. The ability to effectively express ideas through the written word is highly valued and interwoven throughout the curriculum. As such, English writing courses are a standard requirement for all students, regardless of their chosen field of study. These courses aim to develop and refine the essential skills necessary for successful academic and professional writing.At the core of the English writing curriculum is the foundational course typically referred to as Freshman Composition or English Composition. This introductory class lays the groundwork for the writing process, teaching students the fundamentals of crafting a coherent and compelling argument. Students learn to identify and construct a clear thesis statement, organize their thoughts in a logical progression, and support their claims with relevant and credible evidence. Furthermore, they are introduced to the principlesof effective paragraph structure, sentence fluency, and word choice.Beyond the basic composition course, universities often offer a range of specialized writing classes catered to the diverse academic interests and career aspirations of their students. These electives might include technical writing, business communication, creative writing, research writing, and discipline-specific courses such as writing for the sciences or the humanities. By providing these specialized options, universities ensure that students have the opportunity to develop writing proficiencies tailored to their respective fields of study.One of the primary goals of English writing instruction at American universities is to foster critical thinking skills. Students are challenged to delve deeply into complex topics, analyze multiple perspectives, and formulate well-reasoned arguments. This process encourages them to think critically, question assumptions, and engage in thoughtful, evidence-based discourse. Through regular writing assignments and peer review, students learn to consider alternative viewpoints, anticipate counterarguments, and refine their own positions.In addition to cultivating critical thinking, the writing curriculum also emphasizes the importance of effective research and information literacy. Students are taught to navigate the vast resources availablein university libraries and online databases, evaluating the credibility and relevance of sources. They learn to properly integrate external research into their own writing, adhering to citation guidelines and avoiding plagiarism. This skill set is crucial not only for academic success but also for lifelong learning and professional development.Beyond the classroom, many universities provide additional writing support services to assist students in developing their skills. Writing centers staffed by trained peer tutors offer one-on-one consultations, where students can receive feedback and guidance on their writing projects. These centers serve as valuable resources for students at all stages of the writing process, from brainstorming and outlining to revising and polishing final drafts.Furthermore, universities often host writing-focused events and workshops to supplement the formal curriculum. These may include guest lectures by renowned authors, panel discussions on various writing genres, or workshops on specific techniques such as creative writing or grant proposal development. By engaging students in these extracurricular activities, universities foster a vibrant culture of writing and encourage students to explore their creative and intellectual capacities beyond the classroom.The emphasis on English writing at American universities reflects the broader recognition of the critical role that communication skills playin both academic and professional success. Effective written expression not only enhances a student's ability to convey complex ideas but also serves as a valuable asset in the job market. Employers across industries highly value candidates who demonstrate strong writing proficiencies, as these skills are essential for tasks such as report writing, proposal development, email correspondence, and client communication.In conclusion, the English writing curriculum at American universities is a vital component of a well-rounded education. By developing foundational composition skills, exposing students to diverse writing genres, and fostering critical thinking, universities prepare their students to thrive in both academic and professional settings. The comprehensive writing instruction, supplementary support services, and extracurricular opportunities offered by these institutions equip students with the necessary tools to become confident, articulate, and persuasive communicators, poised to make meaningful contributions in their chosen fields.。
美国大学英语写作第九版课后答案Part4
PART FOUR: HANDBOOK OF SENTENCE SKILLSChapter 20: FragmentsActivity 1 on Dependent Word Groups (407-408)Note: Answers will vary; examples are shown.1.Unless I start practicing more, I am not going to perform very well at the recital.2.Although I had studied for several hours, I still didn’t pass the exam.3.Because I had just gotten paid,I was able to buy all my textbooks.4.Until the new mall opened, we shopped in town.5.The car that I bought turned out to be a lemon.Activity 2 on Dependent-Word Fragments (page 408)1. Whenever I turn on the vacuum, my cat flattens herself and tries to get out of theroom.…room, whenever I….2. Philadelphia was originally a Quaker colony. That was founded by William Pennin 1681.…Quaker colony that was founded by William Penn in 1861.3. Anna is the manager of the new neighborhood garden. That was started toencourage people to grow their own food.…garden that was started to encourage people to grow their own food.4. Since Connor first began watching NOVA. He has been fascinated with space.… NOVA, he has been….5. Roman law was first recorded in 450 B.C. in what was known as the “twelvetablets.” It lasted for many centuries. Until the fall of the eastern Roman Empirenearly 2,000 years later.… for many centuries until the fall of…Activity 3 on -ing Fragments (page 410)1. Ramses II ruled over Egypt from 1279 to 1212 B.C., making his country strongerthan ever before.2. … street. It came to a stop at my house.3. The reason for this was that a research paper had just been assigned to students inan ancient history class.Activity 4 on -ing and to Fragments (410-411)Note: Answers may vary.Langan, College Writing Skills with Readings, 9e IM - 11. Knowing she had not finished the book, Madelyn was very nervous about goingto class.2. I hired a neighbor boy to mow my lawn and weed the garden.3. Searching for the right filament for his incandescent light bulb, Thomas Edison(1847-1931) found that a strip of carbonized bamboo could glow for 1,200 hours.4. Cullen and Bryson have been friends since first grade. They are graduating fromhigh school this May.5. To get his company to grow rapidly, Harvey Firestone launched a vigorousmarketing campaign.Activity 5 on Added-Detail Fragments (page 412)1. [For example, purchasing clothes at a discounted price.] For example, shepurchases clothes at a discounted price.2. Several nineteenth-century inventors had designed self-propelled vehicles like theone that ran on high-pressure steam.3. I love to eat “b” vegetables such as broccoli, Brussels sprouts, and beans, becausethey are full of vitamins.Activity 6 on Added-Detail Fragments (413)Note: Methods of correction may vary.1. The music festival had an amazing lineup. For example, the Black Eyed Peas,Maroon 5, and Coldplay are all scheduled to perform.2. Some European countries, such as Switzerland and Portugal, remained neutralduring World War II.3. The house was overrun with cats. At least twenty of them lived there.4. Chloe loves to collect rare pieces of pottery like jasperware.5. I know why I had to learn certain subjects in high school, such as Americanhistory.Activity 7 on Missing-Subject Fragments (page 414)Note: Methods of correction may vary.1. Ben loves to study math and science, but he refuses to study history.2. They have an amazing gluten-free spinach pizza with fresh nut-free pesto.3. Kendall is allergic to dairy. She goes into anaphylactic shock and loses her abilityto breathe.4. When we arrived in Chicago, we took a train from the airport to the center of thecity. Then we walked a few blocks to our hotel.5. Next fall, I plan to take a course in calculus and to join the mathematics club. Review Test 1 (415-416)Langan, College Writing Skills with Readings, 9e IM - 21. F 5. F 9. C 13. C 17. F2. C 6. C 10. F 14 F 18. C3. C 7. C 11. C 15. C 19. F4. C 8. F 12. F 16. C 20. CCorrectionsNote: Methods of correction may vary.1. For children in areas that get snow, there are stages of snow days.5. Making snowmen, drinking hot chocolate, and watching movies are favoriteactivities.8. …excitement of day one, but often lead into cabin fever, boredom, and frustration.10. Although movies are still an option, parents begin to feel guilty that …12. They suggest studying.14. However, if more snow days occur, reality sets in and despondency grows ...17. …to maintain normalcy, and they start bargaining with the school district….19. The final stage for parents is despair, as the kids grow more and more restless. Review Test 2 (416-417)1. We both began to tire as we passed the halfway mark in the race. But wheneverI’d hear Reggie’s footsteps behind me, I would pump my legs a little faster.2. The American Southwest is home to several Native American nations, such as theNavajo, the Apache, and the Pueblo. The East is the land of the Huron andIroquois, along with the Delaware and the Mohegan.3. Punching all the buttons on the radio in sequence, Phil kept looking for a goodsong. He was in the mood to cruise down the highway and sing at the top of hisvoice.4. My children joke that we celebrate “Hanumas” with our Jewish neighbors. Weshare Hanukkah and Christmas activities, including making potato pancakes attheir house and decorating our tree.5. Pop artists gained fame in the 1950s, reacting to the more established art formslike expressionism, which preceded them. They portrayed common images fromeveryday life, such as Coke bottles and soup cans.6. Our landlord often invites her tenants to dinner, and allows them to use herwasher and dryer. By doing such things, she has become known as the kindestperson in our neighborhood.7. The alley behind our house was flat except for a wide groove in the center. Weused to sail paper boats down the groove whenever it rained hard enough to createa “river” there.8. Don passed the computer school’s aptitude test. This qualifies him for ninemonths of training. Don kidded that anyone could be accepted if he or she had$4000.Review Test 3 (page 417)Langan, College Writing Skills with Readings, 9e IM - 3Note: Answers will vary; examples are given.1.…in debt as a result of…2.…manage money, students should be required...3.…classes from elementary school...4.…to budget allowances, how to save...5.…get older, classes could be…6.…different concepts like compound interest...7.…history of economics, how the government…8.…economics even further, explaining general interest…9.…to intern at various businesses to learn economics…10.…poor spending choices and enjoy better…Chapter 21: Run-OnsActivity 1 on Period and a Capital Letter (420-421)1. today. It 6. velocities. He2. image. They 7. Zimbabwe. Then3. friends. I 8. services. He4. plant. It 9. Spanish. He5. style. Her 10. mysteries. SheActivity 2 on Comma and a Joining Word (page 422)1. and 6. but2. and 7. and3. but 8. so4. but 9. but5. for 10. soActivity 3 on Comma and a Joining Word (page 423)Note: Answers will vary; examples are given.1., but it’s not very clean.2., for he had a daytime job.3., and after dinner she went to the library.4., so she enrolled in a history class.5., but I wasn't hungry.Activity 4 on Period and a Capital Letter or Comma and a Joining Word (423-424) Note: Answers may vary; examples are shown.Langan, College Writing Skills with Readings, 9e IM - 41. Scheele, and 6. stiff, but soaking2. environment. They 7. work. Some3. heat, so I 8. England, so4. Russia. We 9. Correct5. old, yet 10. city. WeActivity 5 on Semicolon (page 425)1. plates; they 6. Japan; it2. America; it 7. window; Joey3. immense; it’s8. microscope; he4. bacon; her 9. street; the5. covers; she 10. 1948; laterActivity 6 on Semicolon with a Transitional Word (page 426)1. ; as a result, (or thus, consequently, or therefore)2. ; on the other hand, (or however)3. ; in addition, (or furthermore)4. ; meanwhile,5. ; consequently, (or thus, as a result, or therefore)Review Test 1 (page 427-428)Note: Some answers may vary.1. Empire; it 7. War I; Slovakia2. countries. In 8. Communists, and3. invaded. They 9. Correct4. Turks; the 10. Republics. Prime5. capital, and 11. countries; this6. 1867. Franz 12. CorrectReview Test 2 (Page 428)Note: Answers may vary.1. brain; then Or: brain, and then Or: brain. Then2. heels, and then Or: heels; then Or: heels. Then3. diner, and a Or: diner. A Or: diner; a4. occult. It Or: occult, for it Or: occult; it5. parents, for this Or: parents. This Or: parents; this6. World War II, but Or: World War II. The Or: World War II; the7. deafness, so he Or: deafness. He Or: deafness; he Langan, College Writing Skills with Readings, 9e IM - 58. far, so larger Or: far. Larger Or: far; larger9. common. No Or: common, for no Or: common; no10. world, so Or: world. I Or: world; I Chapter 22 : Misplaced ModifiersActivity 1 on Misplaced Modifiers (430-431)Note: The underlined part in each of the corrections below shows what had been a misplaced modifier.1. The patient on the psychiatrist’s couch talked about his childhood.Or: On the psychiatrist’s couch, the patient talked about his childhood.2. With swiveling heads, the crowd watched the tennis players.3. Vonnie put four hamburger patties, which she was cooking for dinner, on thecounter.4. Steve carefully hung in the bedroom closet the new suit that he would wear to hisfirst job interview.5. The novel that Annie had borrowed from her cousin was about a pioneer family.6. The latest Denzel Washington movie has opened in almost 2,200 theaters acrossthe country.7. The chef advised us to place the casserole in a preheated oven to be cookedproperly.8. Owing two m onths’ rent, the tenants left town in a dilapidated old car.Or: The tenants, owing two months’ rent, left town in a dilapidated old car.Or: The tenants who owed two months’ rent left town in a dilapidated old car.9. The plan was to construct a church made of brick and stone on an acre of land.10. In the greenhouse, I discovered an unusual plant that oozed a milky juice. Review Test 1 (page 431)1. MM 6. C2. C 7. MM3. C 8. C4. MM 9. MM5. MM 10. CReview Test 2 (page 432)Note: The underlined part in each of the corrections below shows what had been a misplaced modifier.1. A poet and professor,Henry Wadsworth Longfellow was born in 1907 in Portland,Maine.Langan, College Writing Skills with Readings, 9e IM - 62. One of Longfellow’s most famous poems is “Paul Revere’s Ride,” depicting anhistorically important night during the Revolutionary War.3. In a poem, Longfellow wrote that rainbows are flowers that have died and gone toheaven. Or: Longfellow wrote in a poem that rainbows are flowers that have diedand gone to heaven.4. Longfellow’s wife, Frannie, died from terrible burns when her dress caught fire.5. Longfellow never fully recovered and, eighteen years later, he commemorated hiswife’s death in the sonnet, “The Cross of Snow.”Chapter 23: Dangling ModifiersActivity 1 on Dangling Modifiers (434-436)Note: Answers may vary.1.When I applied a salve to the burn on my leg, the pain soon subsided.2.Marching across the field, the soldiers could see a distant river.3.One can relieve stress by practicing daily relaxation techniques.4.Avoiding foods high in fat and calories, Paul drastically improved his health.5. Since it was lit by several floodlights, the stage was clearly visible to the audience.6. As I was running through the rain, the puddles soaked my pants.7. Because so many people were crammed tightly in the elevator, the doors wouldn’tclose.8. Hoping to make his employees more comfortable, the new boss purchased adozen new chairs.9. After the potholes were fixed, the roadway was smooth.10. Screaming loudly, the young children on the roller coaster were scared.Review Test 1 (page 436)1. DM 6. C2. C 7. C3. C 8. DM4. DM 9. DM5. DM 10. CReview Test 2 (436-437)1. Hoping to achieve higher test scores, students sometimes have one top-performing student take the SAT or other standardized tests for them.2. Embarrassed by the widespread cheating, the testing companies have introducedtighter rules.3. Required to upload verified photo ID pictures when they register and take theexam, students must now meet stricter identification standards.Langan, College Writing Skills with Readings, 9e IM - 74. Stored in databases, the photos can be accessed by high school and collegeadmissions personnel.5. The new rules have made it harder for students to cheat on the SAT and ACT. Review Test 3 (page 437)Note: Answers will vary; examples are shown.1., Barry slowed the car down.2., the vase broke when I set it down too hard.3., the kids got soaking wet.4., Rosalie was admitted to Harvard Law School.5., Terry had gloomy thoughts of death.Section II: MechanicsChapter 24: Manuscript FormActivity 1 (440)Note: Order of answers may vary.2. Right-hand margin should not be crowded.3. Title should not be in quotation marks.4. In title, the word “Alone” should be capitalized.5. A line should be skipped below the title.6. Paragraph indent is needed.7. The first sentence should stand independent of the title. (Here, the meaning of“This” depends on the title.)Chapter 25: Capital LettersActivity 1 (443-444)1. Orlando . . . Florida….Disney….World2. M cdonald’s…Quarter-Pounder…Big….Mac…Coke3. Born…Raised…Shadow…Days4. Brianna…July…Connor…Matteo…Campbell5. The . . . Black…Eyed…Peas…Fergie’s6. Rory . . . Maggie. . . Noah. . . Highlights7. Vineyard…West…Chop8. Daisy…Troop…Cedar…Creek…Elementary9. Dr. . . . Landown10. Tuesday . . . Labor. . . Day. . .Moore. . .HallActivity 2 (page 446)Langan, College Writing Skills with Readings, 9e IM - 81. Boston…Tea…Party…British…American2. Korea . . . French . . . Swiss . . . Chinese3. Uncle … Harvey4. Introduction . . . W eb … Design5. VietnameseActivity 3 on Unnecessary Use of Capitals (page 447)1. provinces…north…east…west2. world's…continent…countries…nations3. electron . . . microscope . . . television . . . atomic4. poem . . . epic . . . poem . . . warrior5. saga…rise…fallReview Test 1 (447-448)1. French…British2. British…United…States…America…French…revolution3. French . . . Third…Estate…they…First…Estate4. July…Parisian…Bastille5. Monarchy…the…Reign…Terror6. A . . . France . . . Napoleon7. Emperor . . . Napoleon. . . French . . . Russia8. European . . . Alliance . . . Napoleon9. nationalism . . . Europe10. Congress . . . Vienna . . . monarchs. . .Europe. . .nineteenth. . .century Chapter 26: Numbers and AbbreviationsActivity 1 on Numbers (page 451)1. three-thirty 3:30 . . . one-sixteen 116 . . . Forty-Second 42nd2. four o'clock 4:00…twenty 203. fifty 50 . . . tenth 10 (or 10th)Activity 2 on Abbreviations (451-452)1. Nov. November . . . Jan. January . . . lbs. pounds2. A.M. morning…caf cafeteria3. p.o. post office . . . min. minutes . . . dol. dollarsReview Test 1 (page 452)1. S. ShiveLangan, College Writing Skills with Readings, 9e IM - 92. Prof. Professor3. four 44. Prof. Professor5. 3 three6. Psych. psychology7. Sept. September8. twenty 209. Psych.drs. psychologists10. exp. experimental11. One 112. & and13. 3rd third14. 7 seven15. pg. page16. fifty-six 5617. Hosp. Hospital18. one-thirty 1:3019. ped. pediatric20. psych. psychology21. dept. department22. Thx. Thank you23. Tom Thomas ShiveSection III: PunctuationChapter 27: ApostropheActivity 1 on Apostrophe in Contractions (page 455)1. Aren't2. they’re . . . don't3. I’m . . . who’s4. W ho's…it's…We're5. can’t . . . there’sActivity 2 on Apostrophe to Show Ownership or Possession (page 457)1. Great Britain's capital 6. Libby’s car2. One of New York City's major attractions 7. In the bakery’s window3. Switzerland's three official languages 8. Caden’s apartment4. The Previn family's piano 9. Brock’s tennis shoes5. John’s computer10. Whitney Parker’s house Activity 3 on Apostrophe to Show Ownership or Possession (page 458)Langan, College Writing Skills with Readings, 9e IM - 10Note: Sentence responses will vary; below are the possessive forms of the given words.2. The government’s3. Annalise’s4. The grocery store’s5. The golden retriever’s6. The ski resort’sActivity 4 on Apostrophe versus Simple Plurals (page 459)1. Possessive: wife’s armPlural: skates2. Possessive: Vonette’s decisionPlurals: predictions . . . opportunities3. Possessive: Picasso's paintingsPlurals: paintings…museums4. Possessive: doctor’s requestPlural: scars5. Possessive: people’s names, world’s countriesPlurals: names . . . countries6. Possessive: Seville's manyPlurals: attractions…Moors…centuries7. Possessive: children’s shoutsPlurals: shouts . . . eggs . . . lightbulbs . . . items8. Possessive: Tina’s camping handbookPlurals: tablets . . . ropes9. Possessive: children's novelPlurals: readers…ye ars10. Possessive: rattlesnake’s headPlural: eyesActivity 5 on Apostrophe with Plurals Ending in -s (page 460)1. campers’ tents2. Johnsons' daughters3. cities' subway and bus systems4. twins’ habit5. cars’ windshieldsReview Test 1 (page 460)1. state’s corrected to states’2. capital’s corrected to capitals3. Virginias corrected to Virginia’s4. wouldnt corrected to wouldn’t5. lions corrected to lion’sLangan, College Writing Skills with Readings, 9e IM - 116. Kentuckys corrected to Kentucky’s7. boys’ corrected to boys8. Conn ecticuts corrected to Connecticut’s9. Arkansas’ corrected to Arkansas’s10. rocks’ corrected to rocks11. States corrected to State’s12. students corrected to students’Chapter 28: Quotation MarksIntroductory text (page 462)1. capital2. new3. Commas4. insideActivity 1 on Set Off Words of a Speaker or Writer (462-463)1. Several people have been credited with saying, “The more I see of people, themore I like dogs.”2. "Let nature be your teacher," advised the poet William Wordsworth.3. According to the Bible, "The laborer is worthy of his hire."4. “The ballot,” said Abraham Lincoln, “is stronger than the bullet.”5. “When chefs go to great lengths,” the woman at the diet center said, “I go to greatwidths.”6. My frien d said that when she dies, she wants her headstone to read, “She lived lifeto the fullest!”7. “I apologize that my homework is tattered and stained,” said the child, “but Idropped it in a mud puddle.”8. Marilyn Monroe said, “I restore myself when I’m alone.”9. The article warned residents, “Severe weather is expected to arrive within the nexttwo days.”10. Although he is most known for being funny, when Robin Williams said, “Nomatter what people tell you, words and ideas can change the world,” he wasgiving serious advice.Activity 3 on Indirect Quotations (page 465)2. Monica said, "My grandmother has been the role model for several women in myfamily."3. Angelo said, “I want a box of the extra-crispy chicken.”4. My history professor told us, "Tomatoes were first grown in Peru."5. The instructor announced, “Thursday’s test has been canceled.”Activity 4 on Titles (page 466)Langan, College Writing Skills with Readings, 9e IM - 121. In her short story “A Sea Worry,” Maxine Hong Kingston describes a group ofteenage surfers and a mother who tries to understand them.2. The January issue of Discover magazine included an article entitled "Lost Citiesof the Amazon."3. We read the chapter “Pulling Up Roots” in Gail Sheehy’s book Passages.4. Raymond gave me a copy of last month's National Geographic magazine, whichfeatured a story called "Saving Energy: It Starts at Home."5. The movie Casablanca, which starred Humphrey Bogart, was originally cast withRonald Reagan in the leading role.6. One of my grandfather's favorite old TV shows was Thriller, a horror serieshosted by Boris Karloff, the man who starred in the 1931 movie Frankenstein.7. When the Beatles’ movie A Hard Day’s Night was first shown, fans screamed somuch that no one could hear the songs or the dialogue.8. Pinned on Jeffery's wall is the cover of a recent issue of Rolling Stone. The coverhas a photo of the British rock group The Rolling Stones.9. The sociology test will cover the first two chapters: “Culture and Diversity” and“Social Stratification.”10. An article in Consumer Reports called “Which Cereal for Breakfast?” claims thatchildren can learn to like low-sugar cereals like Cheerios and Wheaties.Review Test 1 (467-468)1. In Monty Python and the Holy Grail, John Cleese famously says, “I fart in yourgeneral direction. Your mother was a hamster and your father smelt ofelderberries.”2. In The Usual Suspects, Verbal Kint (Kevin Spacey) claims, “The greatest trick thedevil ever pulled was convincing the world he didn’t exist.”3. In the short story, “The Death of Ivan Ilych,” Leo Tolstoy writes, “In place ofdeath there was light.”4. “Remember to let her into your heart,” is one of the memorable lines from theBeatles’ song, “Hey Jude.”5. Tom Hanks plays a coach in A League of Their Own, but it certainly i sn’t hisfinest moment when he yells at one of his players, “Are you crying? There’s nocrying! There’s no crying in baseball!” [Correct]6. Forrest Gump includes many quotable lines, such as, “Run, Forrest, run. Run,Forrest!” and “Mama says, ‘Stupid is as stupid does.’”7. Richard Wilbur opens his poem, “The Writer,” with these lines, “In her room atthe prow of the house/ Where light breaks, and the windows are tossed withlinden,/ My daughter is writing a story.”8. Emily Blunt’s character in The Devil Wears Prada explains, “I’m just onestomach flu away from my goal weight.”9. “Find a truly original idea. It is the only way I will ever distinguish myself. It isthe only way I will ever matter,” John Nash moans in A Beautiful Mind.10. Robin Williams inspires his students in Dead Poets Society when he says, “…Butif you listen real close, you can hear them whisper their legacy to you. Go on, Langan, College Writing Skills with Readings, 9e IM - 13lean in. Listen, you hear it? Carpe, Carpe diem. Seize the day, boys. Make yourlives extraordinary.”Activity 1 on Comma Between Items in a Series (page 470)1. southern swamps, streams, lakes, and other2. hammock, popped open a frosty can of soda, and3. warm, deep, swirling4. eyes, relaxed manner, and5. soft, warmActivity 2 on Comma After Introductory Material (page 471)1. bacteria, penicillin2. wildly, Jesse3. states, the Appalachian4. begin, the audience5. brook, we noticedActivity 3 on Commas Around Words Interrupting the Flow of Thought (page 472)1. large pines, swaying in the wind,2. Hawaii, which became the fiftieth state in 1959,3. Liam Bage, an avid football fan,4. weather, windy and wild,5. actress, who has starred in many plays,Activity 4 on Comma Between Complete Thoughts (473-474)1. bulletin, and 6. reruns, so2. Correct 7. camera, or3. parlor, for 8. Correct4. trees, and 9. Correct5. tissue, but 10. CorrectActivity 5 on Comma with Direct Quotations (page 474)1. whisper, “Ladybird2. bursting," said3. a nnounced, “Tomorrow4. it,” the detective …. murderer, “and I…5. gap,” the conductorActivity 6 on Comma with Everyday Material (page 475)Langan, College Writing Skills with Readings, 9e IM - 141. Dublin, Maggie,2. July 15, 2009…Woodbridge Avenue, Fort Myers, Florida3. 875,000 . . . October 16, 19954. shows, Elaine, . . . 1,231 . . . Sarasota, Florida5. Highway, Great Plains, MinnesotaReview Test 1 (page 476)Note: Wording of rules may vary.1. tissues,” said . . . professor, “were(comma with direct quotation)2. large, juicy…sweet, cold, and refreshing(comma between items in a series)3. theater, we(comma after introductory material)4. counter, but(comma between two complete thoughts)5. reading, “Humans(comma to set off a direct quotation)6. plants, which now sell for very high prices,(commas with words interrupting the flow of thought)7. twenty-one, Tiger(comma after introductory material)8. Tucson, a large city in Arizona,(commas with words interrupting the flow of thought)9. Tunisia, Libya, Niger, Mali, and Mauritania(comma between items in a series)10. dogs, like most animals,(commas with words interrupting the flow of thought)Review Test 2 (page 477)1. gym, Nikki2. said, “Golf3. faculty, Jason's4. highway, so5. C6. ceremony, students fanned themselves with commencement programs,7. dead, the space shuttle . . . February 1, 2003.8. little,” said Ernie, “my9. medieval art, which is part of the New York Metropolitan Museum of Art,10. June 24, 1948, the Soviet Union…However, this…May 11, 1949, when Review Test 3 (477-478)Langan, College Writing Skills with Readings, 9e IM - 151. students, engenders2. evaluation, she3-4. students, except two,5. activity, and6. students, “Either7. activity, they8. portfolios, and9. portfolio, and10. expository, andChapter 30: Other Punctuation MarksActivity 1 on Colon (page 48001. speech:2. used:3. education:Activity 2 on Semicolon (page 480)1. creates; Shiva…destroys; and2. camera; my last3. $200; by . . . $100; andActivity 3 on Dash (page 481)1. leg—broken in three places—lay2. lives—they3. thing—a hotActivity 4 on Parentheses (page 481)1. independent (the country had been part of the Soviet Union since 1922), in2. seasons (1984–1996).3. Stone (Book 1), IActivity 5 on Hyphen (page 482)1. blood-red . . . picture-perfect2. lily-covered…sweet-smelling3. well-written . . . nerve-rackingReview Test 1 (482-483)Langan, College Writing Skills with Readings, 9e IM - 161. nephew—it's2. sister (who will be six next week) started3. students: “Always4. cherry-flavored5. Fermium (named after the Italian physicist Enrico Fermi, who helped develop theatomic bomb) is6. first-grader; . . . third-grader;7. class—read8. warm-hearted9. groups; other10. toilet: hireSection IV: Word UseChapter 31: Effective Word ChoiceNote: Answers may vary in all of the sentences that follow.Activity 1 on Slang (486-487)1. When our car broke down, the police were very helpful; they called a tow truck,which got there very quickly.2. I was astonished when I saw my parents dancing to rock music at my cousin'sanniversary party.3. Theo was so tired after his workout at the gym that he couldn’t find the energy todefrost a frozen dinner.4. When Rick tried to flirt with Lola at the school party, she told him to leave.5. The entire town was thrilled that the corrupt mayor was arrested.Activity 2 on Clichés (page 488)1. got away with murderAs the only girl in an otherwise all-boy family, I could do anything I wanted.Or: I was spoiled.2. on top of the world…as healthy as a horseI was extremely happy to hear that I was in excellent health.3. a shot in the darkMy suggestion is just a guess, but it’s better than nothing.4. more than she bargained forJanice got more work than she expected when she offered to help Larry with hishomework.5. stone's throw…as good as it getsNear the Colosseum in Rome are some restaurants where the food is the best inthe world.6. really hits the spotLangan, College Writing Skills with Readings, 9e IM - 17。
美国大学英语写作第9版答案156
美国大学英语写作第9版答案156before the s, the united states had a number of small colleges, most of them dating from colonial days. they were small, church connected institutions whose primary concern was to shape the moral character of their students.throughout europe, institutions of higher learning had developed, bearing the ancient name of university. in german university was concerned primarily with creating and spreading knowledge, not morals. between mid-century and the end of the s, more than nine thousand young americans, dissatisfied with their training at home, went to germany for advanced study. some of them return to become presidents of venerable colleges-----harvard, yale, columbia---and transform them into modern universities. the new presidents broke all ties with the churches and brought in a new kind of faculty.professors were hired for their knowledge of a subject, not because they were of the proper faith and had a strong arm for disciplining students. the new principle was that a university was to create knowledge as well as pass it on, and this called for a faculty composed of teacher-scholars. drilling and learning by rote were replaced by the german method of lecturing, in which the professors own research was presented in class. graduate training leading to the ph.d., an ancient german degree signifying the highest level of advanced scholarly attainment, was introduced. with the establishment of the seminar system, graduate student learned to question, analyze, and conduct their own research.at the same time, the new university greatly epanded in size and course offerings, breaking completely out of the old, constricted curriculum of mathematics, classics, rhetoric, and music. the president of harvard pioneered the elective system, by which students were able to choose their own course of study. the notion of major fields of study emerged. the new goal was to make the university relevant to the real pursuits of the world. paying close heed to the practical needs of society, the new universities trained men and women to work at its tasks, with engineering students being the most characteristic of the new regime. students were also trained as economists, architects, agriculturalists, social welfare workers, and teachers.。
美国大学英语写作课后习题集规范标准答案
Suggested Answers for The Yellow Ribbon ” -by Pete Hamill (P . 210)1.Vingo returned from prison to find that his wife still loved him and wanted him back.2.b3.a4.B5.Two examples: Vingo tells his story slowly and painfully and with great hesitation.Vingo tells his story slowly and painfully and with great hesitation/'6.Examples of Vingo's being honorable: He doesnrt express any self-pity about being in jail. He owns upto his crime. He offers his wife her freedom.7.Place names: Fort Lauderdale, New Jersey, Washington, Jacksonville, the 34th StreetOther transition: Terminal in New York, Philadelphia, Brunswick8.But if she didn't...9.Maybe the author Hamill asked one of the young people in the story about her traveling experience.10.The author ends this essay by describing how the young people shouted excitedly when they saw the yellow ribbons on the oak tree and how Vingo rose from his seat and made his way to the front of the bus to go home nervously.We may expect that Vingo would receive an amazing and warm welcome when he walks into his home. The author just wants to leaves some space for the readers to think and imagine freely.P.256--Taming the Anger Monster: by Anne Davidson1.d2.Anger has become an increasingly common problem in our society.3.According to Carol Tavris, author of Anger: The Misunderstood Emotion, the keys to dealing with anger are common sense and patiencce.4.Effect: An epidemic of anger Three causes: Lack of time, technology, tension6.B7.Supporting Point 1:Pw 曲raph(s)SiLipfMP< 2;Psi raj1 rupb(slSlipporlirtg IFint 3：ParagruphtsjSupFR/Hr% l\jhU 4；Supporling Pohm W Piimp rnph*iCtiiicliisiuri:Pumgruph:7.To begin with Technology is also Tension, the third major culprit8.D9.The first paragraph presents a story about a person with anger problems. The last paragraph shows how that story was successfully resolved.P289.--Born to Be Different?: by Camille Lewisc 2. a 3. D4.She lists a series of examples where th e^mpathizing” mindset is evident: female-dominated careers, female reading matter, and female relationships5.Brain anatomyWays of interacting with the worldWays of problem solving6.Lewis presents her essay point by point. The first point is about brain anatomy, the second is about interacting with the world, and the third is about problem solving. For each point, she discusses women and then men.7.Introduction:Paragraphs1-56-7Supporting Point 1:Paragraph (s) _Supporting Point 2:Paragraph(^) _3^9Supporting Point 3:Paragraph^) -10-11Conclusion:Paragraph -127.On the other hand (7)In contrast (9)But (11)8. d 10 aP.508--Suggested Answers for Shame ” -Dick Gregory (P .508)Note: The numbers in parentheses refer to relevant paragraphs in the selection.Reading Comprehension Questions, 584-5851.A2. D3. b Answers a, c, and d are too narrow.4. a Answers b, c, and d are too narrow.5. c See Paragraph 66. True See Paragraph 237. a See Paragraph 58.B. The entire incident with the Community Chest Fund shows Richards pride9.b Richard's teacher ignores his problems and humiliates him in front of the entire class;see paragraphs 5 through 26.10.b Helene cries over Richard s humiliation; see paragraph 23.Structure and Technique, 5851.In paragraphs 1 and 2, Gregory mentions several steps he took to impress Helene Tucker.What were they? Why does he include them in his essay?Answer:In order to impress Helene, Gregory brushed his hair, got a handkerchief, washed his socks and shirt every night, shoveled the snow off her walk, tried to make friends with her mother and aunts, and left money on her stoop. He describes those steps in detail because, besides demonstrating hisdevotion to Helene, they give a clear picture of Grego ry poverty.2.A metaphor is a suggested comparison. What metaphor does Gregory use in paragraph 5, andwhat is its purpose? What metaphor does he use in the second sentence of paragraph 7, and what does it mean?Answer:In paragraph 5, Gregory uses the metaphor that he was pregnant to suggest the effects of poverty on him — it gave him strange tastes, which pregnant people get. It also filled him (as pregnancy fills someone), but with negative things: poverty, dirt, smells that made people turn away, and so on.In the second sentence of paragraph 7, Gregory uses the metaphor of a flying eagle to represent the movement of money. (A picture of an eagle is engraved on one side of a quarter).3.In narrating the incidents in the classroom and in the restaurant, Gregory chooses to provide actualdialogue rather than merely to tell what happened. Why?Answer:By using the exact words spoken by Helene, the teacher, and himself, Gregory gives a very clear picture of what happened by allowing the reader to experience' it, rather than simply hear a general summary. The dialogue between Helene and the teacher shows Helene as an ideal little student who received approval from the teacher. The dialogue between Gregory and the teacher, however, clearly demonstrates Gregory"s eagernessto impress Helene and his unsuccessful, embarrassing attempt to gain the teach erapproval. If Gregory had merely described what had happened, we would have a much less vivid impression of the characters involved.4.At the end of the essay, Gregory shifts his focus from the classroom to the scene involving the wino atthe restaurant. What is the connection between this closing scene and the rest of the essay? Answer:In the body of the essay, Gregory is narrating a time that he was shamed publicly andno one came to his defense. In the closing scene, Gregory realizes that he has done the same thing—that he, too, has witnessed a person being shamed without assisting him. He feels a new kind of shame, that of having failed to help another man in need.Critical Reading and Discussion, 5861.When Gregory writes, I never learned hate at home, or shame. I had to go to school for that”(paragraph 1), he is using irony — an inconsistency between what is expected and what actuallyoccurs. What does he mean by these two statements? What is the effect of his irony? Answer:Gregory means that although his home life was one of poverty and want, his home was not a place ofinhumane values, such as hatred and shame. But at school, which on its surface was a more positive place, he was made to feel hatred and shame. The ironic statement intrigues the reader and makes him or her want to know more about what Gregory means.2.What are Gregory" s feelings about his teacher? What were your feelings about her as you read thisessay? What could the teacher have done or said that wouldnot have made Gregory feel ashamed?Answer:Gregory seems sad and resentful that the teacher did not understand why he misbehavedin class and that she assumedhe was stupid and a troublemaker. But he also wanted her approval badly, as seen by the Community Chest incident and the fact that he got a big thrill ” out of being chosen to clean the blackboard. Students' suggestions about the teacher will vary. One possibility: She could have merely thanked Gregory in class and then spoken to him privately later if she doubted that he could contribute to Community Chest.3.Gregory shows how a childhood incident taught him shame. What other important lessons doesGregory learn in this essay? Explain.Answer:From paragraph 3, in which Gregory talks about his accomplishments later in life, we can conclude that he learned he could boost his self-esteem through his own efforts. Paragraph 5 shows that from his own experiences, he learned that children who are hungry and poor may feel invisible and so behave in ways that attract attention. From his experience with the wino, he learned that in order to feel good about himself, he would have to start standing up for other people who were shamed.4.At the end of his essay, Gregory says, I waited too long to help another man.” Why do you think hewaited so long to assist the wino? What are some reasons people do not always help others who are in need (for example, ignoring a homeless person seated on the sidewalk)? Answer:Gregory probably had many reasons for not helping the wino sooner: embarrassment at drawing attention to himself, reluctance to part with his hard-earned money, not wanting to get in trouble with Mr. Williams, not knowing the wino and thus feeling the affair wasn 't his business, etc. People have similar reasons for not helping others in need. In addition, people who ignore a homeless man may feel that the man's problems— maybe including substance abuse or mental illness are so big and deep-rooted that they are not qualified to help him in any effective way.Thesis-and-Support OutlineThesis: Living poor was, for the author, a humiliating experience.1.He was embarrassedin front of his classmatesand, worse, in front of Helene Tucker(7-23).2.Everybody knew he was a worthy boy ” who had no Dad and no money (28).3.His self-pity prevented him from helping another poor man, the wino (29-37).P.567 Suggested Answers for Propaganda Techniques in Today 's Advertising ” byAnn McClintockNote: The numbers in parentheses refer to relevant paragraphs in the selection.Reading Comprehension Questions, 648-6491.b2.d3.b Answer a is too broad; answers c and d are too narrow.4.c Answers a and b are too narrow; answer d is too broad.5.b Paragraph 96.d Paragraphs 18-197.c Paragraph 168.c Paragraph 239.b10.aStructure and Technique, 649-6501.In paragraph 1, McClintock's choice of words reveals her attitudes toward both propagandists and thepublic. What specific words reveal her attitudes, and what attitudes do they represent?Answer:McClintock describes propagandists as §educerS and brainwashers： She refers to their alluring images," their tricks, and their charm." She describes the public as content" and eager . . . victims." Her choice of words makes it clear that she thinks propagandists are untrustworthy and interested in taking unfair advantage of a too-trusting public.2.What key term does McClintock define in paragraph 2? Why does she define it here? Where else in theessay does she use the technique of definition?Answer:She defines the term propaganda. She places the definition close to the beginning because it is so essential to the reader understanding of the rest of her essay. Other points at which McClintock uses definition are in paragraphs 5, 6, 9, 12, 16, 18, and 21. In each of those paragraphs, she defines a particular propaganda technique.3.McClintock uses parentheses in two lists, the ones in paragraphs 7 and 19. What purpose do theseparentheses serve?Answer:Paragraph 7 lists high-sounding but basically empty phrases. The author uses parentheses toadd comments that reveal the emptiness of those listed phrases. Paragraph 19 lists claims that include Weasel words.” The author uses parenthesesto show just how insubstantial those weasel words are.4 . McClintock provides abundant examples throughout her essay. Why does she provide so manyexamples? What does she accomplish with this technique?Answer:McClintock's many examples, drawn from the television and print ads we all see every day, clarify her definitions and demonstrate that propaganda techniques are truly a factor in everyday life.The examples make the reader more aware of the effects of propaganda on decisions he or she makes. Critical Reading and Discussion, 6501.Some of the propaganda techniques listed in the selection have contrasting appeals. How do name-calling and glittering generalities contrast with each other? Testimonials and plain folks?Answer:Name-calling appeals to the instincts of fear, anger, and mistrust. Name-calling propaganda encourages the public to reject something or someone. Glittering generalities, on the other hand, appeal to the public's positive emotions: love, attraction, patriotism. The public is asked to accept the thing or person advertised by associating it with those emotions.Testimonials depend on the publics interest in or affection for celebrities— people ordinary viewers don't know but admire and see as bigger and more important than themselves. By contrast, plain folks advertising is based on the idea that the public likes to see ordinary people people like themselves in the products and services they buy.2.Why are ads that use the bandwagon approach so effective? What ads have you seen recently that usethat approach?Answer:The bandwagon technique is effective becauseof the human need to be part of a group. We feel safe and secure when we are surrounded by people who agree with us about somethin"even something as trivial as what frozen coffee cake is best ( Nobody doesn't like Sara Led). Answers to the second question will vary.3.The author states, Americans, adults and children alike, are being seduced.” What might be thedifferences between the ways adults and children react to the seductions of advertising?Answer:Answers will vary.4.McClintock states, We are victims, seemingly content— even eageLto be victimized" (paragraph 1). Doyou agree? Is this article likely to change how you view ads in the future? Why or why not?Answer:Answers will vary.Thesis-and-Support OutlineThesis: People should detect and understand common propaganda techniques, which appealto the emotions rather than to logic.1.W e are bombarded with ads, which present biased messages through various propagandatechniques, including seven common ones (1-4). calling— referring to a competitor with negatively charged names or comments (5).3.Glittering generalities— making important-sounding general claims with no explanation (6-8).4.Transfer associating something with a symbol or image most people respect and admire (9-11).5.Testimonial— promoting something with the support of a celebrity (12-15).6.Plain folks— associating something with the average person (16-17).7.C ard stacking— making something sound good by suppressing relevant evidence or making anunfinished claim (18-19).8.BandwagoL appealing to people s desire to do what many others are doing (20-21).e critical thinking to avoid reacting emotionally to ads (22-23).P.592 Suggested Answers for Here's to Your Health " -Joan DunayerNote: The numbers in parentheses refer to relevant paragraphs in the selection.Reading Comprehension Questions, 667-6681.c2.c3.d Answers a, b, and c are too narrow.4.c Answer a is too narrow; answer b is too broad; answer d, never directlystated in the article, is too narrow.5.b Paragraph 66.False Paragraph 47.True Paragraph 88.a9.False Paragraphs 6 and 810.d Paragraphs 4 and 8Structure and Technique, 668-6691.What method of introduction does Dunayer use? What effect do you think she hoped to achieve withthis introduction?Answer:She uses an anecdote. By telling a brief story about Tod's experience, she puts a human face on the larger idea that alcohol abuse is linked to societal pressure. It also sets the tone for Dunayer's thesis by showing the potential danger of even small amounts of alcohol.2.Dunayer introduces her criticism of alcohol with the words Part of the myth is . . . . " (See the firstsentence of paragraph 3.) What addition transitions does she use to introduce each of the three other parts of the myth (in the first sentences of paragraphs 5, 7, and 9)? What is gained by the use of these transitions?Answer:The three addition transitions are another," also," and finally." Each transition makes the reader aware that one element of the myth is being introduced.3.The body of Dunayer s essay is made up of four pairs of paragraphs (paragraphs 3 and 4; 5 and 6; 7and 8; 9 and 10). What is the relationship between the paragraphs in each pair? In which of the two paragraphs does Dunayer present her own perspective? Why do you think she puts her ownperspective in that paragraph?Answer:In the first paragraph of each pair, Dunayer presents one part of the alcohol myth.She begins each second paragraph with a topic sentence that represents her perspective. She then goes on to support her topic sentence with a series of facts. For example, below is the topic sentence of paragraph 4; it represents her perspective, which contradicts what the ad in paragraph 3 suggests about whiskey.Contrary to what the liquor company would have us believe, drinking is more closely related tolack of success than to achievements.She then follows that sentence with supporting facts.By presenting her perspective after describing each part of the myth, Dunayer makes her points more dramatically: She sets up an appealing image in the first paragraph of each pair only to knock it down with force in the second one.4.In her essay, Dunayer provides vivid descriptions of alcohol advertisements, particularly in paragraphs3 and 5. What vivid details does she provide? How do these details support her main point?Answer:In paragraph 3 she describes in detail the print ad showing two prosperous-looking businessmen in a restaurant, surrounded by fine crystal, velvet draperies, and spotless linen. In paragraph 5, she provides details about a beach scene: a young, beautiful, sexy woman; a young muscular man enticing her with a cold beer. By providing such detailed descriptions, Dunayer makes the reader very aware of the advertiser's premise (alcohol will make you successful; alcohol will make you sexually attractive) behind such ads.Critical Reading and Discussion, 6691.Dunayer presents and then rebuts four myths” about alcohol. What are these four myths? Accordingto Dunayer, what is the reality behind each myth?Answer:(1) Alcohol will make you professionally successful. In fact, says Dunayer, alcohol is frequently tied to low achievement and poverty. (2) Alcohol will make you sexually attractive. Dunayer says that alcohol actually lowers one's hormones and can lead to impotence and infertility. (3) Alcohol and sports mix well. Dunayer points out that alcohol slows the reflexes, interferes with the eyes' ability to focus, and increases the likelihood of various serious diseases.(4) Alcohol brings families closer together. In fact, Dunayer writes, alcohol is frequently involved in domestic violence, suicide, and birth defects.2.Dunayer concludes, “Here's to your health" rings with a terrible irony when it is accompanied by theclink of liquor glasses” (paragraph 11). What is the terrible irony ” she refers to? How does this irony—already signaled in her essay/s title — relate to her main point?Answer:The irony is that alcohol, rather than promoting one's health, is often tied to illness and misery.The irony is also implied in her main point— that while advertising myths promise us that alcohol will improve our lives, it is far more likely to have destructive effects.3.Do you think Dunayer's essay about the myths of alcohol is one-sided, or is it balanced? Explain. Whatadditional points could be used to support her point or to rebut it?Answer:The essay is one-sided in the sense that Dunayer does not include opinions from people who disagree with her. Other points she might have used to support her argument include the widespread idea among young people that using alcohol makes them seem more adult. Rebuttals of Dunayer's argument could include the ideas that many people use alcohol responsibly and that the problem is not with the product itself but with irresponsible people 's misuse of it.4.Advertisers often create myths or use false ideas to get people to buy their products. Besides alcoholads, what are some other examples of manipulative or deceptive advertising? Do you think advertisers should be permitted to use such tactics to sell products?Answer:Answers will vary.Thesis-and Support OutlineThesis: The media and our culture promote a false myth about alcohol.1.Part of the myth is that alcohol signals success; the reality is that alcohol can preventsuccess (3-4).2.Another part of the myth is that alcohol makes one sexually attractive; the reality is thatalcohol can make one less sexy (5-6).3.A third part of the myth is that alcohol combines well with athletics; the reality is thatalcohol slows people down and can lead to physical decline (7-8).4.The fourth part of the myth is that alcohol contributes to family happiness; the reality isthat alcohol can lead to great unhappiness.P.607 Suggested Answers for College Lectures: Is Anybody Listening? ” byDavid DanielsNote: The numbers in parentheses refer to relevant paragraphs in the selection.Reading Comprehension Questions , 683-6841.c2.a3.c Answers a, b and d are all too narrow, as each covers only a single point ofthe selection.4.b Answers a, c, and d are too narrow.5.d Paragraphs 5 and 76.a Paragraph 107.a Paragraph 108.a Paragraph 9 and 109.True Paragraphs 11 through 1310.c Paragraph 13Structure and Technique, 6841.Daniels begins his essay with an anecdote about a former teacher of his. How does this introductionrelate to his thesis?Answer:The anecdote is an extreme example of a college teacher who seemed unaware of whether his students were listening to him or not. The professor serves as a caricature of the type of teaching Daniels is criticizing.2.Does Daniels directly state his thesis? If so, where is it stated?Answer:Daniels states his thesis at the end of paragraph 4: The time is long overdue for us to abandon the lecture system and turn to methods that really work.3.In describing Mary's classroom experience (paragraphs 5 力Daniels provides numerous details. Whatare some of these details? How do they relate to the esSsymain idea? Answer:Some of the details provided include the huge class size, the lack of a roll call, the professors ancient notes, the lack of opportunity for student feedback, and the absence of quizzes. The details all contribute to the idea that lecture-heavy classesdo a poor job of involving the student in the subject and stimulating his or her thinking.4.Daniels' s essay is an argument against the lecture system of education. What argumentation techniques does he employ? (See pages 31937 for information on argumentation.) Answer:Daniels uses four of the argumentation techniques explained in Chapter 16, Argumentation," pages 319B22:1)Point out common ground. Daniels points out common ground between him and schools thatsupport lectures. In paragraph 8, he admits that many schools supplement lectures with discussion groups and that some classes, such as first-year English, are relatively small.2)Acknowledge differing viewpoints. Daniels acknowledges (but does not support) viewpoints thatdiffer from his. In paragraph 13, he states that administrators like lectures because they can cram far more students into a lecture hall than into a discussion class.He adds in the same paragraph that teachers and students find lectures easier because students can sit back and be passive and teachers ca engage in intellectual exhibitionism/'3)Grant the merits of differing viewpoints when appropriate. Daniels grants the merits of opposingviews in paragraph 15, where he states that lectures are economically necessary and also becausethey spring from a tradition in a setting that rightly values tradition for its own sake：4)Rebut differing views. Daniels rebuts the support for lecture classes for first- and second-yearstudents by stating the virtues of smaller classes, which are listed in paragraph 14: smaller classes force students to become more active, studentslistening skills improve, professors do a better job, and tests demand analysis and synthesis inste ad of empty memorization.” And while Daniels supports the tradition of lectures in paragraph 15, he immediately argues against their use in the first two years of college.Critical Reading and Discussion, 684-6851.Daniels states that listening intelligently is hard work ” (paragraph 9) and Active learning ...is far morebeneficial for those who have not yet fully learned how to learn (paragraph10). Why might Daniels feel that listening is so hard? And why does he feel that active learning is sogood?Answer:In paragraph 10, Daniels mentions that listening actively involves special techniques, including these two: trying to anticipate the speakers next point” and taking notes selectively Z" We can assume that he feels it takes time and practice to learn such techniques. In discussing active learning in paragraph 10, Daniels mentions several types: writing essays, performing experiments, and having work evaluated by an instructor. He obviously feels that these types of active work involve studentsin ways they are not ready to be involved in as listeners.2.In paragraph 8, Daniels acknowledges that he has exaggerated Mary's negative classroomexperience, saying, I admit this picture is overdrawn/' Does this admission strengthen or weaken his argument? Explain.Answer:The case could be made that the admission strengthens Daniels' argument. By admitting that he is exaggerating slightly, Daniels can point out that many classes do have most if not all of the negative aspects of Mary's class. It is also psychologically sound to admit a shortcoming of one's argument, as it helps establish the writer as a reasonable person.3.According to Daniels, the lecture system harms professors by reducing feedback from students toa minimum. What is useful about about feedback from students?Answer:If students' comments indicate they don't understand something, the teacher can then do something to help students improve their understanding. Studentscomments may also help teachers decide which activities and materials are effective and ineffective. Also, the knowledge that their view counts in class may motivate students to get involved with class work.4.How do your experiences in both lecture classeand smaller classes compare with Danielssdescriptions? As a student, which type of class do you prefer? Why? If you were an instructor, which type of class would you prefer to teach? Why?Answer:Answers will vary.Thesis-and-Support OutlineThesis: Colleges and universities should offer interactive, not lecture, classes to first- and second-year students (4, 15).1.The lecture system is outmoded (4).2.It is inadequate for students, especially less experienced students (5-11).3.It is harmful to educators (12).4.The lecture system continues because administrators like its profitability and teachers andstudents find it easier (13).5.Small, interactive classes benefit both students and teachers (14).。
美国大学英语写作课后习题与答案
Suggested Answers for “The Yellow Ribbon”—by Pete Hamill (P. 210)1.Vingo returned from prison to find that his wife still loved him and wanted him back.2. b3. a4. B5.Two examples: Vingo tells his story slowly and painfully and with great hesitation.Vingo tells his story “slowly and painfully and with great hesitation.”6. Examples of Vingo’s being honorable: He doesn’t express any self-pity about being in jail.He owns up to his crime. He offers his wife her freedom.7. Place names: Fort Lauderdale, New Jersey, Washington, Jacksonville, the 34th StreetOther transition: Terminal in New York, Philadelphia, Brunswick8.But if she didn’t...9.Maybe the author Hamill asked one of the young people in the story about her traveling experience.10.The author ends this essay by describing how the young people shouted excitedly when they saw the yellow ribbons on the oak tree and how Vingo rose from his seat and made his way to the front of the bus to go home nervously.We may expect that Vingo would receive an amazing and warm welcome when he walks into his home.The author just wants to leaves some space for the readers to think and imagine freely.P.256--Taming the Anger Monster: by Anne Davidson1. d2. Anger has become an increasingly common problem in our society.3. “According to Carol Tavris, author of Anger: The Misunderstood Emotion, the keys to dealing with anger are common sense and patience.”4. Effect: An epidemic of anger Three causes: Lack of time, technology, tension6. B7.8.To begin with Technology is also Tension, the third major culprit9.D10.The first paragraph presents a story about a person with anger problems. The last paragraph shows how that story was successfully resolved.P289.--Born to Be Different?: by Camille Lewisc 2. a 3. D4. She lists a series of examples where the “empathizing” mindset is evident:female-dominated careers, female reading matter, and female relationships5. Brain anatomyWays of interacting with the worldWays of problem solving6. Lewis presents her essay point by point. The first point is about brain anatomy, thesecond is about interacting with the world, and the third is about problem solving.For each point, she discusses women and then men.7.8. On the other hand (7)In contrast (9)But (11)9.d 10 aP.508--Suggested Answers for “Shame”—Dick Gregory (P.508)Note: The numbers in parentheses refer to relevant paragraphs in the selection.Reading Comprehension Questions, 584-5851. A2. D3. b Answers a, c, and d are too narrow.4. a Answers b, c, and d are too narrow.5. c See Paragraph 66. True See Paragraph 237. a See Paragraph 58. B. The entire incident with the Community Chest Fund shows Richard’s pride9. b Richard’s teacher ignores his problems and humiliates him in front of the entire class;see paragraphs 5 through 26.10. b Helene cries over Richard’s humiliation; see paragraph 23.Structure and Technique, 5851. In paragraphs 1 and 2, Gregory mentions several steps he took to impress Helene Tucker.What were they? Why does he include them in his essay?Answer:In order to impress Helene, Gregory brushed his hair, got a handkerchief, washed his socks and shirt every night, shoveled the snow off her walk, tried to make friends with her mother and aunts, and left money on her stoop. He describes those steps in detail because, besides demonstrating his devotion to Helene, they give a clear picture of Gregory’s poverty.2. A metaphor is a suggested comparison. What metaphor does Gregory use in paragraph 5, andwhat is its purpose? What metaphor does he use in the second sentence of paragraph 7, andwhat does it mean?Answer:In paragraph 5, Gregory uses the metaphor that he was pregnant to suggest the effects of poverty on him—it gave him strange tastes, which pregnant people get. It also filled him (as pregnancy fills someone), but with negative things: poverty, dirt, “smells that made people turn away,” and so on.In the second sentence of paragraph 7, Gregory uses the metaphor of a flying eagle to represent the movement of money. (A picture of an eagle is engraved on one side of a quarter).3. In narrating the incidents in the classroom and in the restaurant, Gregory chooses toprovide actual dialogue rather than merely to tell what happened. Why?Answer:By using the exact words spoken by Helene, the teacher, and himself, Gregory givesa very clear picture of what happened by allowing the reader to “experience” it, rather thansimply hear a general summary. The dialogue between Helene and the teacher shows Helene as an ideal little student who received approval from the teacher. The dialogue between Gregory and the teacher, however, clearly demonstrates Gregory’s eagerness to impress Helene and his unsuccessful, embarrassing attempt to gain the teacher’s approval. If Gregory had merely described what had happened, we would have a much less vivid impression of the characters involved.4. At the end of the essay, Gregory shifts his focus from the classroom to the scene involving the winoat the restaurant. What is the connection between this closing scene and the rest of the essay?Answer:In the body of the essay, Gregory is narrating a time that he was shamed publicly and no one came to his defense. In the closing scene, Gregory realizes that he has done the same thing—that he, too, has witnessed a person being shamed without assisting him. He feels a new kind of “shame,” that of having failed to help another man in need.Critical Reading and Discussion,5861. When Gregory writes, “I never learned hate at home, or shame. I had to go to school forthat” (paragraph 1), he is using irony—an inconsistency between what is expected and what actually occurs. What does he mean by these two statements? What is the effect of his irony?Answer:Gregory means that although his home life was one of poverty and want, his home was not a place of inhumane values, such as hatred and shame. But at school, which on its surface was a more positive place, he was made to feel hatred and shame. The ironic statement intrigues the reader and makes him or her want to know more about what Gregory means.2. What are Gregory’s feelings about his teacher? What were your feelings about her as you readthis essay? What could the teacher have done or said that would not have made Gregory feel ashamed?Answer:Gregory seems sad and resentful that the teacher did not understand why he misbehaved in class and that she assumed he was stupid and a troublemaker. But he also wanted her approval badly, as seen by the Community Chest incident and the fact that he gota “big thrill” out of being chosen to clean the blackboard. Students’ suggestions about theteacher will vary. One possibility: She could have merely thanked Gregory in class and then spoken to him privately later if she doubted that he could contribute to Community Chest.3. Gregory shows how a childhood incident taught him shame. What other important lessons does Gregory learn in this essay? Explain.Answer:From paragraph 3, in which Gregory talks about his accomplishments later in life, we can conclude that he learned he could boost his self-esteem through his own efforts.Paragraph 5 shows that from his own experiences, he learned that children who are hungry and poor may feel invisible and so behave in ways that attract attention. From his experience with the wino, he learned that in order to feel good about himself, he would have to start standing up for other people who were shamed.4. At the end of his essay, Gregory says, “I waited too long to help another man.” Why do youthink he waited so long to assist the wino? What are some reasons people do not always help others who are in need (for example, ignoring a homeless person seated on the sidewalk)?Answer:Gregory probably had many reasons for not helping the wino sooner: embarrassment at drawing attention to himself, reluctance to part with his hard-earned money, not wanting to get in trouble with Mr. Williams, not knowing the wino and thus feeling the affair wasn’t his business, etc. People have similar reasons for not helping others in need. In addition, people who ignore a homeless man may feel that the man’s problems—maybe including substance abuse or mental illness—are so big and deep-rooted that they are not qualified to help him in any effective way.Thesis-and-Support OutlineThesis:Living poor was, for the author, a humiliating experience.1. He was embarrassed in front of his classmates and, worse, in front of Helene Tucker(7-23).2. Everybody knew he was a “worthy boy” who had no Dad and no money (28).3. His self-pity prevented him from helping another poor man, the wino (29-37).P.567 Suggested Answers for “Propaganda Techniques in Today’s Advertising” by Ann McClintockNote: The numbers in parentheses refer to relevant paragraphs in the selection.Reading Comprehension Questions,648-6491. b2. d3. b Answer a is too broad; answers c and d are too narrow.4. c Answers a and b are too narrow; answer d is too broad.5. b Paragraph 96. d Paragraphs 18-197. c Paragraph 168. c Paragraph 239. b10. aStructure and Technique, 649-6501. In paragraph 1, McClintock’s choice of words reveals her attitudes toward bothpropagandists and the public. What specific words reveal her attitudes, and what attitudes do they represent?Answer:McClintock describes propagandists as “seducers” and “brainwashers.” She refers to their “alluring images,”their “tricks,”and their “charm.”She describes the public as “content”and “eager . . . victims.”Her choice of words makes it clear that she thinks propagandists are untrustworthy and interested in taking unfair advantage of a too-trusting public.2. What key term does McClintock define in paragraph 2? Why does she define it here? Whereelse in the essay does she use the technique of definition?Answer:She defines the term “propaganda.” She places the definition close to the beginning because it is so essential to the reader’s understanding of the rest of her essay. Other points at which McClintock uses definition are in paragraphs 5, 6, 9, 12, 16, 18, and 21. In each of those paragraphs, she defines a particular propaganda technique.3. McClintock uses parentheses in two lists, the ones in paragraphs 7 and 19. What purpose dothese parentheses serve?Answer:Paragraph 7 lists “high-sounding but basically empty phrases.”The author uses parentheses to add comments that reveal the emptiness of those listed phrases. Paragraph 19 lists claims that include “weasel words.”The author uses parentheses to show just how insubstantial those weasel words are.4 . McClintock provides abundant examples throughout her essay. Why does she provide so manyexamples? What does she accomplish with this technique?Answer:McClintock’s many examples, drawn from the television and print ads we all see every day, clarify her definitions and demonstrate that propaganda techniques are truly a factor in everyday life. The examples make the reader more aware of the effects of propaganda on decisions he or she makes.Critical Reading and Discussion,6501. Some of the propaganda techniques listed in the selection have contrasting appeals. How doname-calling and glittering generalities contrast with each other? Testimonials and plain folks?Answer:Name-calling appeals to the instincts of fear, anger, and mistrust. Name-calling propaganda encourages the public to reject something or someone. Glittering generalities, on the other hand, appeal to the public’s positive emotions: love, attraction, patriotism. The public is asked to accept the thing or person advertised by associating it with those emotions.Testimonials depend on the public’s interest in or affection for celebrities—people ordinary viewers don’t know but admire and see as bigger and more important than themselves. By contrast, plain folks advertising is based on the idea that the public likes to see ordinary people—people like themselves—in the products and services they buy.2. Why are ads that use the bandwagon approach so effective? What ads have you seenrecently that use that approach?Answer:The bandwagon technique is effective because of the human need to be part of a group. We feel safe and secure when we are surrounded by people who agree with us about something—even something as trivial as what frozen coffee cake is best (“Nobody doesn’t like Sara Lee”). Answers to the second question will vary.3. The author states, “Americans, adults and children alike, are being seduced.” What mightbe the differences between the ways adults and children react to the seductions of advertising?Answer:Answers will vary.4. McClintock states, “We are victims, seemingly content—even eager—to be victimized”(paragraph 1). Do you agree? Is this article likely to change how you view ads in the future?Why or why not?Answer:Answers will vary.Thesis-and-Support OutlineThesis: People should detect and understand common propaganda techniques, which appealto the emotions rather than to logic.1. We are bombarded with ads, which present biased messages through various propagandatechniques, including seven common ones (1-4).2. Name calling—referring to a competitor with negatively charged names or comments (5).3. Glittering generalities—making important-sounding general claims with no explanation (6-8).4. Transfer—associating something with a symbol or image most people respect and admire (9-11).5. Testimonial—promoting something with the support of a celebrity (12-15).6. Plain folks—associating something with the average person (16-17).7. Card stacking—making something sound good by suppressing relevant evidence ormaking an unfinished claim (18-19).8. Bandwagon—appealing to people’s desire to do what many others are doing (20-21).9. Use critical thinking to avoid reacting emotionally to ads (22-23).P.592 Suggested Answers for “Here’s to Your Health”—Joan DunayerNote: The numbers in parentheses refer to relevant paragraphs in the selection.Reading Comprehension Questions,667-6681. c2. c3. d Answers a, b, and c are too narrow.4. c Answer a is too narrow; answer b is too broad; answer d, never directlystated in the article, is too narrow.5. b Paragraph 66. False Paragraph 47. True Paragraph 88. a9. False Paragraphs 6 and 810. d Paragraphs 4 and 8Structure and Technique,668-6691. What method of introduction does Dunayer use? What effect do you think she hoped toachieve with this introduction?Answer:She uses an anecdote. By telling a brief story about Tod’s experience, she puts a human face on the larger idea that alcohol abuse is linked to societal pressure. It also sets the tone for Dunayer’s thesis by showing the potential danger of even small amounts of alcohol.2. Dunayer introduces her criticism of alcohol with the words “Part of the myth is . . . .” (Seethe first sentence of paragraph 3.) What addition transitions does she use to introduce each of the three other parts of the myth (in the first sentences of paragraphs 5, 7, and 9)? What is gained by the use of these transitions?Answer:The three addition transitions are “another,”“also,”and “finally.”Each transition makes the reader aware that one element of the myth is being introduced.3. The body of Dunayer’s essay is made up of four pairs of paragraphs (paragraphs 3 and 4; 5and 6; 7 and 8; 9 and 10). What is the relationship between the paragraphs in each pair? In which of the two paragraphs does Dunayer present her own perspective? Why do you think she puts her own perspective in that paragraph?Answer:In the first paragraph of each pair, Dunayer presents one part of the alcohol myth.She begins each second paragraph with a topic sentence that represents her perspective. She then goes on to support her topic sentence with a series of facts. For example, below is the topic sentence of paragraph 4; it represents her perspective, which contradicts what the ad in paragraph 3 suggests about whiskey.Contrary to what the liquor company would have us believe, drinking is more closelyrelated to lack of success than to achievements.She then follows that sentence with supporting facts.By presenting her perspective after describing each part of the myth, Dunayer makes her points more dramatically: She sets up an appealing image in the first paragraph of each pair only to knock it down with force in the second one.4. In her essay, Dunayer provides vivid descriptions of alcohol advertisements, particularly inparagraphs 3 and 5. What vivid details does she provide? How do these details support her main point?Answer:In paragraph 3 she describes in detail the print ad showing two prosperous-looking businessmen in a restaurant, surrounded by fine crystal, velvet draperies, and spotless linen.In paragraph 5, she provides details about a beach scene: a young, beautiful, sexy woman; a young muscular man enticing her with a cold beer. By providing such detailed descriptions, Dunayer makes the reader very aware of the advertiser’s premise (alcohol will make you successful; alcohol will make you sexually attractive) behind such ads.Critical Reading and Discussion,6691. Dunayer presents and then rebuts four “myths” about alcohol. What are these four myths?According to Dunayer, what is the reality behind each myth?Answer:(1) Alcohol will make you professionally successful. In fact, says Dunayer, alcohol is frequently tied to low achievement and poverty. (2) Alcohol will make you sexually attractive.Dunayer says that alcohol actually lowers one’s hormones and can lead to impotence and infertility. (3) Alcohol and sports mix well. Dunayer points out that alcohol slows the reflexes, interferes with the eyes’ability to focus, and increases the likelihood of various serious diseases. (4) Alcohol brings families closer together. In fact, Dunayer writes, alcohol is frequently involved in domestic violence, suicide, and birth defects.2. Dunayer concludes, “‘Here’s to your health’rings with a terrible irony when it isaccompanied by the clink of liquor glasses” (paragraph 11). What is the “terrible irony” she refers to? How does this irony—already signaled in her essay’s title—relate to her main point?Answer:The irony is that alcohol, rather than promoting one’s health, is often tied to illness and misery. The irony is also implied in her main point—that while advertising myths promise us that alcohol will improve our lives, it is far more likely to have destructive effects.3. Do you think Dunayer’s essay about the myths of alcohol is one-sided, or is it balanced?Explain. What additional points could be used to support her point or to rebut it?Answer:The essay is one-sided in the sense that Dunayer does not include opinions from people who disagree with her. Other points she might have used to support her argument include the widespread idea among young people that using alcohol makes them seem more adult.Rebuttals of Dunayer’s argument could include the ideas that many people use alcohol responsibly and that the problem is not with the product itself but with irresponsible people’s misuse of it.4. Advertisers often create myths or use false ideas to get people to buy their products. Besidesalcohol ads, what are some other examples of manipulative or deceptive advertising? Do you think advertisers should be permitted to use such tactics to sell products?Answer:Answers will vary.Thesis-and Support OutlineThesis: The media and our culture promote a false myth about alcohol.1. Part of the myth is that alcohol signals success; the reality is that alcohol can preventsuccess (3-4).2. Another part of the myth is that alcohol makes one sexually attractive; the reality is thatalcohol can make one less sexy (5-6).3. A third part of the myth is that alcohol combines well with athletics; the reality is thatalcohol slows people down and can lead to physical decline (7-8).4. The fourth part of the myth is that alcohol contributes to family happiness; the reality isthat alcohol can lead to great unhappiness.P.607 Suggested Answers for “College Lectures: Is Anybody Listening?” by David DanielsNote: The numbers in parentheses refer to relevant paragraphs in the selection.Reading Comprehension Questions, 683-6841. c2. a3. c Answers a, b and d are all too narrow, as each covers only a single point ofthe selection.4. b Answers a, c, and d are too narrow.5. d Paragraphs 5 and 76. a Paragraph 107. a Paragraph 108. a Paragraph 9 and 109. True Paragraphs 11 through 1310. c Paragraph 13Structure and Technique, 6841. Daniels begins his essay with an anecdote about a former teacher of his. How does thisintroduction relate to his thesis?Answer:The anecdote is an extreme example of a college teacher who seemed unaware of whether his students were listening to him or not. The professor serves as a caricature of the type of teaching Daniels is criticizing.2. Does Daniels directly state his thesis? If so, where is it stated?Answer:Daniels states his thesis at the end of paragraph 4: “The time is long overdue for us to abandon the lecture system and turn to methods that really work.”3. In describing Mary’s classroom experience (paragraphs 5–7), Daniels provides numerousdetails. What are some of these details? How do they relate to the essay’s main idea?Answer:Some of the details provided include the huge class size, the lack of a roll call, the professor’s ancient notes, the lack of opportunity for student feedback, and the absence of quizzes. The details all contribute to the idea that lecture-heavy classes do a poor job of involving the student in the subject and stimulating his or her thinking.4. Daniels’s essay is an argument against the lecture system of education. What argumentationtechniques does he employ? (See pages 319–337 for information on argumentation.)Answer:Daniels uses four of the argumentation techniques explained in Chapter 16, “Argumentation,” pages 319–322:1) Point out common ground. Daniels points out common ground between him and schoolsthat support lectures. In paragraph 8, he admits that many schools supplement lectures with discussion groups and that some classes, such as first-year English, are relatively small.2) Acknowledge differing viewpoints. Daniels acknowledges (but does not support)viewpoints that differ from his. In paragraph 13, he states that administrators like lectures because they “can cram far more students into a lecture hall than into a discussion class.” He adds in the same paragraph that teachers and students find lectures easier because students can sit back and be passive and teachers can “engage in intellectual exhibitionism.”3) Grant the merits of differing viewpoints when appropriate. Daniels grants the merits ofopposing views in paragraph 15, where he states that lectures are “economically necessary” and also because they “spring from a tradition in a setting that rightly values tradition for its own sake.”4) Rebut differing views. Daniels rebuts the support for lecture classes for first- andsecond-year students by stating the virtues of smaller classes, which are listed in paragraph 14: smaller classes force students to become more active, students’ listening skills improve, professors do a better job, and tests demand analysis and synthesis instead of “empty memorization.”And while Daniels supports the tradition of lectures in paragraph 15, he immediately argues against their use in the first two years of college.Critical Reading and Discussion,684-6851. Daniels states that “listening intelligently is hard work” (paragraph 9) and “Active learning. . . is far more beneficial for those who have not yet fully learned how to learn” (paragraph10). Why might Daniels feel that listening is so hard? And why does he feel that activelearning is so good?Answer:In paragraph 10, Daniels mentions that listening actively involves special techniques, including these two: “trying to anticipate the speaker’s next point”and “taking notes selectively.” We can assume that he feels it takes time and practice to learn such techniques. In discussing active learning in paragraph 10, Daniels mentions several types: writing essays, performing experiments, and having work evaluated by an instructor. He obviously feels that these types of active work involve students in ways they are not ready to be involved in as listeners.2. In paragraph 8, Daniels acknowledges that he has exaggerated Mary’s negative classroomexperience, saying,“I admit this picture is overdrawn.”Does this admission strengthen or weaken his argument? Explain.Answer:The case could be made that the admission strengthens Daniels’argument. By admitting that he is exaggerating slightly, Daniels can point out that many classes do have most if not all of the negative aspects of Mary’s class. It is also psychologically sound to admit a shortcoming of one’s argument, as it helps establish the writer as a reasonable person.3. According to Daniels, the lecture system harms professors by reducing feedback fromstudents to a minimum. What is useful about about feedback from students?Answer:If students’ comments indicate they don’t understand something, the teacher can then do something to help students improve their understanding. Students’ comments may also help teachers decide which activities and materials are effective and ineffective. Also, the knowledge that their view counts in class may motivate students to get involved with class work.4. How do your experiences in both lecture classes and smaller classes compare with Daniels’sdescriptions? As a student, which type of class do you prefer? Why? If you were an instructor, which type of class would you prefer to teach? Why?Answer:Answers will vary.Thesis-and-Support OutlineThesis:Colleges and universities should offer interactive, not lecture, classes to first- and second-year students (4, 15).1. The lecture system is outmoded (4).2. It is inadequate for students, especially less experienced students (5-11).3. It is harmful to educators (12).4. The lecture system continues because administrators like its profitability and teachers andstudents find it easier (13).5. Small, interactive classes benefit both students and teachers (14).。
美国大学英语写作分级测试作文题目
美国大学英语写作分级测试作文题目全文共10篇示例，供读者参考篇1Hey everyone! Today I wanna talk about the English writing test in American universities. It's super important 'cause it helps teachers know how good your English writing skills are.First, let's talk about the test itself. You gotta write a long essay about a topic they give you. It could be anything from "Why is reading important?" to "How does technology affect our lives?" You gotta write at least 2000 words, which is a loooot of writing.Next, let's talk about how to do well on the test. Make sure you plan out your essay first. Think about what you wanna say in each paragraph and write a little outline. Then, start writing your essay. Remember to have a strong introduction, body paragraphs with examples, and a conclusion that sums it all up. Also, don't forget to use good grammar and spelling. You don't wanna lose points for silly mistakes.Finally, practice makes perfect. Try writing essays on different topics every day. Ask a teacher or parent to read andgive you feedback. This way, you'll get better at writing in English and be ready for the big test.So, there you have it. Writing the English test in American universities is super important. But if you plan well, practice a lot, and pay attention to details, you'll do great! Keep writing, keep practicing, and you'll ace that test for sure. Good luck!篇2Oh boy, writing a 2000-word essay for the American College English Writing Proficiency Test sounds like a tough cookie! But hey, no worries, I'll give it my best shot!My topic for this essay is "The Importance of Education in Shaping Our Future". Education is super duper important because it helps us learn new stuff, grow our brains, and become smarter. Without education, we wouldn't know how to read, write, or do math. That would be a bummer!In school, we learn about all kinds of cool things like science, history, and art. Education helps us understand the world around us and makes us better at solving problems. Plus, it opens up lots of new opportunities for us in the future. Like, if we want to be a doctor, a teacher, or an astronaut, we gotta go to school and learn lots of stuff first.Education also helps us become good citizens who can make a positive impact on the world. We learn about things like kindness, respect, and teamwork in school. This helps us become good friends, neighbors, and leaders in our community.So, let's all work hard in school, keep on learning, and use our education to make the world a better place. The future is bright for us kids who are getting a good education!篇3Title: My Experience in the American University English Writing Level TestHi everyone! So, today I want to share with you all about the English writing level test that I took in the American university. It was super cool, but also a bit challenging. Let me tell you all about it!First of all, when I got to the test center, I was so excited but also a little bit nervous. The room was big and there were a lot of other students there too. The test started with some easy questions like grammar and vocabulary. I felt pretty confident answering those questions because I have been studying English for a long time.But then, things got a bit harder. We had to write an essay on a given topic. The topic was about describing our favorite place in the world. I chose to write about the beach because I love going there with my family. I tried my best to use all the grammar and vocabulary that I knew to make my essay sound good.After the test, I was so relieved that it was over. I felt like I tried my best and that's all that matters. I think I did pretty well on the test, but I won't know for sure until I get my results back.Overall, the English writing level test in the American university was a great experience. It was challenging, but also fun.I learned a lot from it and I can't wait to see how I did. I hope I did well and can continue to improve my English writing skills in the future. Thank you for listening to my story, guys!篇4Hello everyone! Today I want to tell you about the English writing placement test for universities in the United States. It is a test that helps universities determine which English writing course is best for you.The English writing placement test usually consists of writing an essay on a given topic. The topics can be about anything fromyour favorite hobby to a current social issue. The most important thing is to express your ideas clearly and logically.When writing the essay, it is important to follow the basic structure of an essay. Start with an introduction where you introduce the topic and state your thesis statement. Then, write the body paragraphs where you provide evidence and examples to support your thesis. Finally, end with a conclusion where you summarize your main points.It is also important to use proper grammar, spelling, and punctuation. Make sure to proofread your essay before submitting it to avoid any mistakes.If you are not sure about your English writing skills, don't worry! There are different levels of English writing courses at universities to help you improve. Just do your best on the placement test and don't be afraid to ask for help if you need it.In conclusion, the English writing placement test is an important step in your university journey. Just remember to stay calm, think clearly, and write with confidence. Good luck!篇5Okie dokie! Here's my essay about the topic of "American University English Writing Placement Test" in a more kid-friendly way:Yay! I had to take a test called the American University English Writing Placement Test to see how well I can write in English. It was so cool and I was a little bit nervous at first, but then I remembered to just do my best! The test had different levels and I had to write an essay to show how good I am at writing in English.I started by reading the prompt and thinking about what I wanted to say. Then, I made a plan in my head about how to organize my ideas. I remembered to use good sentences and make sure my writing was clear and easy to understand. I talked about my hobbies, my family, and my favorite things to do. I also wrote about why I like English and how I practice it every day.After I finished writing my essay, I checked it to make sure there were no mistakes. I fixed any errors I found and made sure everything sounded good. Then, I handed it in and crossed my fingers that I did a good job!I was so excited when I got my results back and found out that I did really well on the test! I felt so proud of myself for trying my best and doing a good job. I can't wait to keeppracticing my English and getting even better at writing! Yay for English writing tests!篇6If you were asked to write an essay for an English writing placement test for a college in the USA, it might sound something like this:Title: My Summer AdventuresHey guys! So, I wanna tell you about my summer vacation. It was so cool! Me and my family went to this awesome beach in Florida. The sand was so white and the water was super clear. We built sandcastles and played in the waves all day long.One day, we went on a boat tour and saw dolphins swimming in the ocean. It was the coolest thing I've ever seen! I even got to feed a seagull some crackers. It was so funny watching it try to catch them in mid-air.At night, we roasted marshmallows and made s'mores by the campfire. We sang songs and told stories until it was time to go to bed. I'll never forget those warm summer nights under the stars.Overall, my summer vacation was amazing and I can't wait to go back next year. I'm so grateful for all the fun memories I made with my family. Summer is the best time of year!So, what did you do this summer? Let me know in the comments below. Can't wait to hear all about your adventures!篇7Title: My Experience with the American College English Writing Placement TestHi everyone! Today I want to tell you all about my experience with the American college English writing placement test. It was a big deal for me because it would determine which English class I would be placed in at college.First, I had to write an essay on a given topic. The topic was about my favorite hobby and why I liked it. I chose to write about playing soccer because I love playing with my friends and it keeps me active and healthy.I tried my best to use good vocabulary and grammar in my essay. I also made sure to include an introduction, body paragraphs, and a conclusion. I even added some examples and details to support my ideas.After I finished writing the essay, I had to do some multiple choice questions about grammar, punctuation, and sentence structure. Some of them were tricky, but I remembered what my English teacher taught me and I did my best to answer them correctly.Overall, the test was challenging but I felt proud of myself for completing it. I hope I did well and can get into a good English class in college. I will keep practicing my writing skills so I can continue to improve.Thanks for listening to my story! Have you ever taken a placement test before? Let me know in the comments below. Bye!篇8Title: My Experience Taking the American University English Writing Placement TestHi everyone! Today I want to tell you about my experience taking the American University English Writing Placement Test. It was super exciting but also a little bit scary!First, let me tell you what the test was all about. The test was to see how well I could write in English. There were a lot ofquestions that asked me to write essays about different topics. Some of the topics were really easy, like “My Favorite Animal” or “What I Did Last Summer.” But some of them were super hard, like “The Impact of Technology on Society” or “Climate Change and Its Effects.”I was really nervous when I first started the test. I wasn’t sure if I would be able to write good essays on all the topics. But once I got into it, I found that I actually knew a lot more than I thought! I wrote about my dog, who is my favorite animal, and about how I went to the beach last summer. I also wrote about how technology can be both good and bad for society, and how we need to take care of the environment because of climate change.By the time I finished the test, I was so proud of myself! I had written all my essays and I felt like I had done a really good job. I can’t wait to find out my score and see if I can skip any English classes in college!Taking the American University English Writing Placement Test was definitely a challenge, but it was also a lot of fun. I learned that I can write really well in English, and I can’t wait to keep practicing and getting even better. I hope all of you can dothe same too! Thanks for listening to my story, and I’ll see you next time!篇9Hey, do you want to hear about the writing test I took in college? It was so hard! We had to write an essay that was more than 2000 words long. Can you believe it? The topic was about the best ways to stay healthy in college. I had to come up with a bunch of ideas and reasons to support them.First, I talked about eating healthy. I said that it's important to eat lots of fruits and vegetables, and to avoid junk food. I also mentioned how drinking enough water is super important for staying healthy.Next, I talked about exercising regularly. I said that going to the gym or doing yoga or taking a dance class are all great ways to stay active. I also mentioned how important it is to get enough sleep and manage stress.Finally, I talked about the importance of taking care of your mental health. I said that it's important to take breaks and relax, and to talk to someone if you're feeling overwhelmed.I had to write all of this in a really organized way, with a strong introduction and conclusion. It was a lot of work, but I think I did my best. I hope I get a good grade on it!篇10Oh my goodness! Today in school we had this super long test called the "Grade Level Test for English Writing in American Universities". It was sooo hard but I tried my best! The test had questions where we had to write essays, like one question was "What is the impact of social media on teenagers?" and another was "Discuss the importance of a college education". It was crazy because we had to write so much! I had to write about 2000 words in total! I felt like my hand was going to fall off from writing so much!I did my best to answer all the questions and tried to make my writing really nice and neat. I used big words that I learned in school and tried to organize my ideas in a cool way. I also made sure to check my spelling and punctuation because I didn't want to make any mistakes.After I finished the test, I felt super proud of myself for trying my best. Even though it was hard, I had fun writing the essays and expressing my ideas. I hope I did well on the test and get agood grade! Maybe one day I'll go to a cool American university and write even more awesome essays! Writing is so much fun!。
美国大学英语写作(第六版)(完整教资)
A NSWER KEYPart One: Essay Writing1 An Introduction to WritingActivity (Point and Support in a Paragraph), pages 5–6Point:There are drawbacks to moviegoing.Support: 1. Inconvenienceb. Long time to find parking spot and long walk to theaterd. Sticky floor3. Other moviegoersa. Running kidsb. Laughing, shouting teenagersActivity (Introductory Paragraph), 81. c2. b3. a4. a. Inconvenience of going outb. Temptations of the theaterc. Behavior of some patronsActivity (Body: Supporting Paragraphs), 9–101. To begin with, I just don’t enjoy the general hassle of the evening.2. b. Parking lot is always jammedd. Tickets may sell out, and theater is crowdede. Tickets cost up to $8 each3. Second, the theater offers tempting snacks that I really don’t need.4. b. 2) chocolate bars3) Milk Duds5. Many of the other patrons are even more of a problem than the concession stand.6. a. Little kids race up and down the aislesb. Teenagers talk back to the screen, whistle, make funny noisesActivity (Concluding Paragraph), 101. a2. cReview Activities, 18–20Answers will vary.2 The Writing ProcessActivities (Freewriting, Questioning, Making a List, Clustering, Scratch Outline), 25–31Answers will vary.Activity (Writing a First Draft), 331. thesis 5.specific2. first 6.bs3. equiped (other answers are possible)7. conclusion4. second and thirdActivity (Revising with a Second Draft), 36–371. Second 5.watching what I keep in the house2. however 6.comfortable seats3. unity . . . My friends are as bad as I am. 7. As4. support . . . snacks like celery and carrot 8. jump into my handssticks . . . no ice cream in the freezer . . . 9. disgusteddripping with butter . . . risk pulling outmy fillings as I chewActivity (Taking a Writing Inventory), 39–40Answers will vary.Activity (Prewriting), 41–43L, Q, SO, C, FActivity 1 (Outlining), 43–451. Thesis:My high school had three problem areas.a. Students(1) Involved with drugs(2) Formed cliquesb. Teachers(1) Unwilling to help after class(2) Much too strictc. Buildings(1) Leaky ceilings(2) Ill-equipped gym2. Thesis:Working as a dishwasher in a restaurant was my worst job.a. Working conditions(1) Heat in kitchen。
美国大学英语写作课后习题集规范标准答案
Suggested Answers for “The Yellow Ribbon”—by Pete Hamill (P. 210)1.Vingo returned from prison to find that his wife still loved him and wanted him back.2. b3. a4. B5.Two examples: Vingo tells his story slowly and painfully and with great hesitation.Vingo tells his story “slowly and painfully and with great hesitation.”6. Examples of Vingo’s being honorable: He doesn’t express any self-pity about being in jail.He owns up to his crime. He offers his wife her freedom.7. Place names: Fort Lauderdale, New Jersey, Washington, Jacksonville, the 34th StreetOther transition: Terminal in New York, Philadelphia, Brunswick8.But if she didn’t...9.Maybe the author Hamill asked one of the young people in the story about her traveling experience.10.The author ends this essay by describing how the young people shouted excitedly when they saw the yellow ribbons on the oak tree and how Vingo rose from his seat and made his way to the front of the bus to go home nervously.We may expect that Vingo would receive an amazing and warm welcome when he walks into his home.The author just wants to leaves some space for the readers to think and imagine freely.P.256--Taming the Anger Monster: by Anne Davidson1. d2. Anger has become an increasingly common problem in our society.3. “According to Carol Tavris, author of Anger: The Misunderstood Emotion, the keys to dealing with anger are common sense and patience.”4. Effect: An epidemic of anger Three causes: Lack of time, technology, tension6. B7.8.To begin with Technology is also Tension, the third major culprit9.D10.The first paragraph presents a story about a person with anger problems. The last paragraph shows how that story was successfully resolved.P289.--Born to Be Different?: by Camille Lewisc 2. a 3. D4. She lists a series of examples where the “empathizing” mindset is evident:female-dominated careers, female reading matter, and female relationships5. Brain anatomyWays of interacting with the worldWays of problem solving6. Lewis presents her essay point by point. The first point is about brain anatomy, thesecond is about interacting with the world, and the third is about problem solving.For each point, she discusses women and then men.7.8. On the other hand (7)In contrast (9)But (11)9.d 10 aP.508--Suggested Answers for “Shame”—Dick Gregory (P.508)Note: The numbers in parentheses refer to relevant paragraphs in the selection.Reading Comprehension Questions, 584-5851. A2. D3. b Answers a, c, and d are too narrow.4. a Answers b, c, and d are too narrow.5. c See Paragraph 66. True See Paragraph 237. a See Paragraph 58. B. The entire incident with the Community Chest Fund shows Richard’s pride9. b Richard’s teacher ignores his problems and humiliates him in front of the entire class;see paragraphs 5 through 26.10. b Helene cries over Richard’s humiliation; see paragraph 23.Structure and Technique, 5851. In paragraphs 1 and 2, Gregory mentions several steps he took to impress Helene Tucker.What were they? Why does he include them in his essay?Answer:In order to impress Helene, Gregory brushed his hair, got a handkerchief, washed his socks and shirt every night, shoveled the snow off her walk, tried to make friends with her mother and aunts, and left money on her stoop. He describes those steps in detail because, besides demonstrating his devotion to Helene, they give a clear picture of Gregory’s poverty.2. A metaphor is a suggested comparison. What metaphor does Gregory use in paragraph 5, andwhat is its purpose? What metaphor does he use in the second sentence of paragraph 7, andwhat does it mean?Answer:In paragraph 5, Gregory uses the metaphor that he was pregnant to suggest the effects of poverty on him—it gave him strange tastes, which pregnant people get. It also filled him (as pregnancy fills someone), but with negative things: poverty, dirt, “smells that made people turn away,” and so on.In the second sentence of paragraph 7, Gregory uses the metaphor of a flying eagle to represent the movement of money. (A picture of an eagle is engraved on one side of a quarter).3. In narrating the incidents in the classroom and in the restaurant, Gregory chooses toprovide actual dialogue rather than merely to tell what happened. Why?Answer:By using the exact words spoken by Helene, the teacher, and himself, Gregory givesa very clear picture of what happened by allowing the reader to “experience” it, rather thansimply hear a general summary. The dialogue between Helene and the teacher shows Helene as an ideal little student who received approval from the teacher. The dialogue between Gregory and the teacher, however, clearly demonstrates Gregory’s eagerness to impress Helene and his unsuccessful, embarrassing attempt to gain the teacher’s approval. If Gregory had merely described what had happened, we would have a much less vivid impression of the characters involved.4. At the end of the essay, Gregory shifts his focus from the classroom to the scene involving the winoat the restaurant. What is the connection between this closing scene and the rest of the essay?Answer:In the body of the essay, Gregory is narrating a time that he was shamed publicly and no one came to his defense. In the closing scene, Gregory realizes that he has done the same thing—that he, too, has witnessed a person being shamed without assisting him. He feels a new kind of “shame,” that of having failed to help another man in need.Critical Reading and Discussion,5861. When Gregory writes, “I never learned hate at home, or shame. I had to go to school forthat” (paragraph 1), he is using irony—an inconsistency between what is expected and what actually occurs. What does he mean by these two statements? What is the effect of his irony?Answer:Gregory means that although his home life was one of poverty and want, his home was not a place of inhumane values, such as hatred and shame. But at school, which on its surface was a more positive place, he was made to feel hatred and shame. The ironic statement intrigues the reader and makes him or her want to know more about what Gregory means.2. What are Gregory’s feelings about his teacher? What were your feelings about her as you readthis essay? What could the teacher have done or said that would not have made Gregory feel ashamed?Answer:Gregory seems sad and resentful that the teacher did not understand why he misbehaved in class and that she assumed he was stupid and a troublemaker. But he also wanted her approval badly, as seen by the Community Chest incident and the fact that he gota “big thrill” out of being chosen to clean the blackboard. Students’ suggestions about theteacher will vary. One possibility: She could have merely thanked Gregory in class and then spoken to him privately later if she doubted that he could contribute to Community Chest.3. Gregory shows how a childhood incident taught him shame. What other important lessons does Gregory learn in this essay? Explain.Answer:From paragraph 3, in which Gregory talks about his accomplishments later in life, we can conclude that he learned he could boost his self-esteem through his own efforts.Paragraph 5 shows that from his own experiences, he learned that children who are hungry and poor may feel invisible and so behave in ways that attract attention. From his experience with the wino, he learned that in order to feel good about himself, he would have to start standing up for other people who were shamed.4. At the end of his essay, Gregory says, “I waited too long to help another man.” Why do youthink he waited so long to assist the wino? What are some reasons people do not always help others who are in need (for example, ignoring a homeless person seated on the sidewalk)?Answer:Gregory probably had many reasons for not helping the wino sooner: embarrassment at drawing attention to himself, reluctance to part with his hard-earned money, not wanting to get in trouble with Mr. Williams, not knowing the wino and thus feeling the affair wasn’t his business, etc. People have similar reasons for not helping others in need. In addition, people who ignore a homeless man may feel that the man’s problems—maybe including substance abuse or mental illness—are so big and deep-rooted that they are not qualified to help him in any effective way.Thesis-and-Support OutlineThesis:Living poor was, for the author, a humiliating experience.1. He was embarrassed in front of his classmates and, worse, in front of Helene Tucker(7-23).2. Everybody knew he was a “worthy boy” who had no Dad and no money (28).3. His self-pity prevented him from helping another poor man, the wino (29-37).P.567 Suggested Answers for “Propaganda Techniques in Today’s Advertising” by Ann McClintockNote: The numbers in parentheses refer to relevant paragraphs in the selection.Reading Comprehension Questions,648-6491. b2. d3. b Answer a is too broad; answers c and d are too narrow.4. c Answers a and b are too narrow; answer d is too broad.5. b Paragraph 96. d Paragraphs 18-197. c Paragraph 168. c Paragraph 239. b10. aStructure and Technique, 649-6501. In paragraph 1, McClintock’s choice of words reveals her attitudes toward bothpropagandists and the public. What specific words reveal her attitudes, and what attitudes do they represent?Answer:McClintock describes propagandists as “seducers” and “brainwashers.” She refers to their “alluring images,”their “tricks,”and their “charm.”She describes the public as “content”and “eager . . . victims.”Her choice of words makes it clear that she thinks propagandists are untrustworthy and interested in taking unfair advantage of a too-trusting public.2. What key term does McClintock define in paragraph 2? Why does she define it here? Whereelse in the essay does she use the technique of definition?Answer:She defines the term “propaganda.” She places the definition close to the beginning because it is so essential to the reader’s understanding of the rest of her essay. Other points at which McClintock uses definition are in paragraphs 5, 6, 9, 12, 16, 18, and 21. In each of those paragraphs, she defines a particular propaganda technique.3. McClintock uses parentheses in two lists, the ones in paragraphs 7 and 19. What purpose dothese parentheses serve?Answer:Paragraph 7 lists “high-sounding but basically empty phrases.”The author uses parentheses to add comments that reveal the emptiness of those listed phrases. Paragraph 19 lists claims that include “weasel words.”The author uses parentheses to show just how insubstantial those weasel words are.4 . McClintock provides abundant examples throughout her essay. Why does she provide so manyexamples? What does she accomplish with this technique?Answer:McClintock’s many examples, drawn from the television and print ads we all see every day, clarify her definitions and demonstrate that propaganda techniques are truly a factor in everyday life. The examples make the reader more aware of the effects of propaganda on decisions he or she makes.Critical Reading and Discussion,6501. Some of the propaganda techniques listed in the selection have contrasting appeals. How doname-calling and glittering generalities contrast with each other? Testimonials and plain folks?Answer:Name-calling appeals to the instincts of fear, anger, and mistrust. Name-calling propaganda encourages the public to reject something or someone. Glittering generalities, on the other hand, appeal to the public’s positive emotions: love, attraction, patriotism. The public is asked to accept the thing or person advertised by associating it with those emotions.Testimonials depend on the public’s interest in or affection for celebrities—people ordinary viewers don’t know but admire and see as bigger and more important than themselves. By contrast, plain folks advertising is based on the idea that the public likes to see ordinary people—people like themselves—in the products and services they buy.2. Why are ads that use the bandwagon approach so effective? What ads have you seenrecently that use that approach?Answer:The bandwagon technique is effective because of the human need to be part of a group. We feel safe and secure when we are surrounded by people who agree with us about something—even something as trivial as what frozen coffee cake is best (“Nobody doesn’t like Sara Lee”). Answers to the second question will vary.3. The author states, “Americans, adults and children alike, are being seduced.” What mightbe the differences between the ways adults and children react to the seductions of advertising?Answer:Answers will vary.4. McClintock states, “We are victims, seemingly content—even eager—to be victimized”(paragraph 1). Do you agree? Is this article likely to change how you view ads in the future?Why or why not?Answer:Answers will vary.Thesis-and-Support OutlineThesis: People should detect and understand common propaganda techniques, which appealto the emotions rather than to logic.1. We are bombarded with ads, which present biased messages through various propagandatechniques, including seven common ones (1-4).2. Name calling—referring to a competitor with negatively charged names or comments (5).3. Glittering generalities—making important-sounding general claims with no explanation (6-8).4. Transfer—associating something with a symbol or image most people respect and admire (9-11).5. Testimonial—promoting something with the support of a celebrity (12-15).6. Plain folks—associating something with the average person (16-17).7. Card stacking—making something sound good by suppressing relevant evidence ormaking an unfinished claim (18-19).8. Bandwagon—appealing to people’s desire to do what many others are doing (20-21).9. Use critical thinking to avoid reacting emotionally to ads (22-23).P.592 Suggested Answers for “Here’s to Your Health”—Joan DunayerNote: The numbers in parentheses refer to relevant paragraphs in the selection.Reading Comprehension Questions,667-6681. c2. c3. d Answers a, b, and c are too narrow.4. c Answer a is too narrow; answer b is too broad; answer d, never directlystated in the article, is too narrow.5. b Paragraph 66. False Paragraph 47. True Paragraph 88. a9. False Paragraphs 6 and 810. d Paragraphs 4 and 8Structure and Technique,668-6691. What method of introduction does Dunayer use? What effect do you think she hoped toachieve with this introduction?Answer:She uses an anecdote. By telling a brief story about Tod’s experience, she puts a human face on the larger idea that alcohol abuse is linked to societal pressure. It also sets the tone for Dunayer’s thesis by showing the potential danger of even small amounts of alcohol.2. Dunayer introduces her criticism of alcohol with the words “Part of the myth is . . . .” (Seethe first sentence of paragraph 3.) What addition transitions does she use to introduce each of the three other parts of the myth (in the first sentences of paragraphs 5, 7, and 9)? What is gained by the use of these transitions?Answer:The three addition transitions are “another,”“also,”and “finally.”Each transition makes the reader aware that one element of the myth is being introduced.3. The body of Dunayer’s essay is made up of four pairs of paragraphs (paragraphs 3 and 4; 5and 6; 7 and 8; 9 and 10). What is the relationship between the paragraphs in each pair? In which of the two paragraphs does Dunayer present her own perspective? Why do you think she puts her own perspective in that paragraph?Answer:In the first paragraph of each pair, Dunayer presents one part of the alcohol myth.She begins each second paragraph with a topic sentence that represents her perspective. She then goes on to support her topic sentence with a series of facts. For example, below is the topic sentence of paragraph 4; it represents her perspective, which contradicts what the ad in paragraph 3 suggests about whiskey.Contrary to what the liquor company would have us believe, drinking is more closelyrelated to lack of success than to achievements.She then follows that sentence with supporting facts.By presenting her perspective after describing each part of the myth, Dunayer makes her points more dramatically: She sets up an appealing image in the first paragraph of each pair only to knock it down with force in the second one.4. In her essay, Dunayer provides vivid descriptions of alcohol advertisements, particularly inparagraphs 3 and 5. What vivid details does she provide? How do these details support her main point?Answer:In paragraph 3 she describes in detail the print ad showing two prosperous-looking businessmen in a restaurant, surrounded by fine crystal, velvet draperies, and spotless linen.In paragraph 5, she provides details about a beach scene: a young, beautiful, sexy woman; a young muscular man enticing her with a cold beer. By providing such detailed descriptions, Dunayer makes the reader very aware of the advertiser’s premise (alcohol will make you successful; alcohol will make you sexually attractive) behind such ads.Critical Reading and Discussion,6691. Dunayer presents and then rebuts four “myths” about alcohol. What are these four myths?According to Dunayer, what is the reality behind each myth?Answer:(1) Alcohol will make you professionally successful. In fact, says Dunayer, alcohol is frequently tied to low achievement and poverty. (2) Alcohol will make you sexually attractive.Dunayer says that alcohol actually lowers one’s hormones and can lead to impotence and infertility. (3) Alcohol and sports mix well. Dunayer points out that alcohol slows the reflexes, interferes with the eyes’ability to focus, and increases the likelihood of various serious diseases. (4) Alcohol brings families closer together. In fact, Dunayer writes, alcohol is frequently involved in domestic violence, suicide, and birth defects.2. Dunayer concludes, “‘Here’s to your health’rings with a terrible irony when it isaccompanied by the clink of liquor glasses” (paragraph 11). What is the “terrible irony” she refers to? How does this irony—already signaled in her essay’s title—relate to her main point?Answer:The irony is that alcohol, rather than promoting one’s health, is often tied to illness and misery. The irony is also implied in her main point—that while advertising myths promise us that alcohol will improve our lives, it is far more likely to have destructive effects.3. Do you think Dunayer’s essay about the myths of alcohol is one-sided, or is it balanced?Explain. What additional points could be used to support her point or to rebut it?Answer:The essay is one-sided in the sense that Dunayer does not include opinions from people who disagree with her. Other points she might have used to support her argument include the widespread idea among young people that using alcohol makes them seem more adult.Rebuttals of Dunayer’s argument could include the ideas that many people use alcohol responsibly and that the problem is not with the product itself but with irresponsible people’s misuse of it.4. Advertisers often create myths or use false ideas to get people to buy their products. Besidesalcohol ads, what are some other examples of manipulative or deceptive advertising? Do you think advertisers should be permitted to use such tactics to sell products?Answer:Answers will vary.Thesis-and Support OutlineThesis: The media and our culture promote a false myth about alcohol.1. Part of the myth is that alcohol signals success; the reality is that alcohol can preventsuccess (3-4).2. Another part of the myth is that alcohol makes one sexually attractive; the reality is thatalcohol can make one less sexy (5-6).3. A third part of the myth is that alcohol combines well with athletics; the reality is thatalcohol slows people down and can lead to physical decline (7-8).4. The fourth part of the myth is that alcohol contributes to family happiness; the reality isthat alcohol can lead to great unhappiness.P.607 Suggested Answers for “College Lectures: Is Anybody Listening?” by David DanielsNote: The numbers in parentheses refer to relevant paragraphs in the selection.Reading Comprehension Questions, 683-6841. c2. a3. c Answers a, b and d are all too narrow, as each covers only a single point ofthe selection.4. b Answers a, c, and d are too narrow.5. d Paragraphs 5 and 76. a Paragraph 107. a Paragraph 108. a Paragraph 9 and 109. True Paragraphs 11 through 1310. c Paragraph 13Structure and Technique, 6841. Daniels begins his essay with an anecdote about a former teacher of his. How does thisintroduction relate to his thesis?Answer:The anecdote is an extreme example of a college teacher who seemed unaware of whether his students were listening to him or not. The professor serves as a caricature of the type of teaching Daniels is criticizing.2. Does Daniels directly state his thesis? If so, where is it stated?Answer:Daniels states his thesis at the end of paragraph 4: “The time is long overdue for us to abandon the lecture system and turn to methods that really work.”3. In describing Mary’s classroom experience (paragraphs 5–7), Daniels provides numerousdetails. What are some of these details? How do they relate to the essay’s main idea?Answer:Some of the details provided include the huge class size, the lack of a roll call, the professor’s ancient notes, the lack of opportunity for student feedback, and the absence of quizzes. The details all contribute to the idea that lecture-heavy classes do a poor job of involving the student in the subject and stimulating his or her thinking.4. Daniels’s essay is an argument against the lecture system of education. What argumentationtechniques does he employ? (See pages 319–337 for information on argumentation.)Answer:Daniels uses four of the argumentation techniques explained in Chapter 16, “Argumentation,” pages 319–322:1) Point out common ground. Daniels points out common ground between him and schoolsthat support lectures. In paragraph 8, he admits that many schools supplement lectures with discussion groups and that some classes, such as first-year English, are relatively small.2) Acknowledge differing viewpoints. Daniels acknowledges (but does not support)viewpoints that differ from his. In paragraph 13, he states that administrators like lectures because they “can cram far more students into a lecture hall than into a discussion class.” He adds in the same paragraph that teachers and students find lectures easier because students can sit back and be passive and teachers can “engage in intellectual exhibitionism.”3) Grant the merits of differing viewpoints when appropriate. Daniels grants the merits ofopposing views in paragraph 15, where he states that lectures are “economically necessary” and also because they “spring from a tradition in a setting that rightly values tradition for its own sake.”4) Rebut differing views. Daniels rebuts the support for lecture classes for first- andsecond-year students by stating the virtues of smaller classes, which are listed in paragraph 14: smaller classes force students to become more active, students’ listening skills improve, professors do a better job, and tests demand analysis and synthesis instead of “empty memorization.”And while Daniels supports the tradition of lectures in paragraph 15, he immediately argues against their use in the first two years of college.Critical Reading and Discussion,684-6851. Daniels states that “listening intelligently is hard work” (paragraph 9) and “Active learning. . . is far more beneficial for those who have not yet fully learned how to learn” (paragraph10). Why might Daniels feel that listening is so hard? And why does he feel that activelearning is so good?Answer:In paragraph 10, Daniels mentions that listening actively involves special techniques, including these two: “trying to anticipate the speaker’s next point”and “taking notes selectively.” We can assume that he feels it takes time and practice to learn such techniques. In discussing active learning in paragraph 10, Daniels mentions several types: writing essays, performing experiments, and having work evaluated by an instructor. He obviously feels that these types of active work involve students in ways they are not ready to be involved in as listeners.2. In paragraph 8, Daniels acknowledges that he has exaggerated Mary’s negative classroomexperience, saying,“I admit this picture is overdrawn.”Does this admission strengthen or weaken his argument? Explain.Answer:The case could be made that the admission strengthens Daniels’argument. By admitting that he is exaggerating slightly, Daniels can point out that many classes do have most if not all of the negative aspects of Mary’s class. It is also psychologically sound to admit a shortcoming of one’s argument, as it helps establish the writer as a reasonable person.3. According to Daniels, the lecture system harms professors by reducing feedback fromstudents to a minimum. What is useful about about feedback from students?Answer:If students’ comments indicate they don’t understand something, the teacher can then do something to help students improve their understanding. Students’ comments may also help teachers decide which activities and materials are effective and ineffective. Also, the knowledge that their view counts in class may motivate students to get involved with class work.4. How do your experiences in both lecture classes and smaller classes compare with Daniels’sdescriptions? As a student, which type of class do you prefer? Why? If you were an instructor, which type of class would you prefer to teach? Why?Answer:Answers will vary.Thesis-and-Support OutlineThesis:Colleges and universities should offer interactive, not lecture, classes to first- and second-year students (4, 15).1. The lecture system is outmoded (4).2. It is inadequate for students, especially less experienced students (5-11).3. It is harmful to educators (12).4. The lecture system continues because administrators like its profitability and teachers andstudents find it easier (13).5. Small, interactive classes benefit both students and teachers (14).。
美国大学英语写作(第六版)part_four
23 Subjects and VerbsActivity,4101. The ripening tomatoes glistened on the sunny windowsill.2. Acupuncture reduces the pain of my headaches.3. Elena twisted a strand of hair around her fingers.4. My brother built his bookshelves from cinder blocks and planks.5. A jackrabbit bounds up to fifteen feet in one leap.6. The singer’s diamond earrings sparkled in the spotlight.7. My roommate crashed his car on the icy highway.8. On St. Patrick’s Day, our neighborhood tavern serves green beer.9. My six-year-old brother survives on a diet of peanut butter and jelly.10. During my parents’ divorce, I felt like a rag doll being torn between two people.Activity, 4121. A thick layer of dust covers the top of our refrigerator.2. In June, sagging Christmas decorations were still hanging in the windows ofthe abandoned house.3. The people in the all-night coffee shop seemed weary and lost.4. Every plant in the dim room bent toward the small window.5. A glaring headline about the conviction of a local congressman attracted myattention.6. Two of the biggest stores in the mall are going out of business.7. The modem’s tiny red lights suddenly started to flicker.8. A neighbor of mine does all her work at home and E-mails it to the office.9. The jar of peppercorns tumbled from the spice shelf and shattered on the floor.10. The scar in the hollow of Brian’s throat is the result of an emergency operationto clearhis windpipe.Review Test, 4131. With one graceful motion, the shortstop fielded the grounder and threw to firstbase.2. Like human mothers, sheep and goat mothers develop close bonds with theirbabies.3. Before class, Antonietta and Jorge rushed to the coffee machine in the hall.4. I shifted uncomfortably on the lumpy mattress before falling into a restlesssleep.5. Waiting in the long ticket line, Matt shifted his weight from one foot to theother.6. Ancient Egyptians were branding cattle more than four thousand years ago.7. Dogs and cats crowded the veterinarian’s offic e on Monday morning.8. The driver abruptly halted her Jeep and backed up toward a narrow parkingplace.9. During the American Revolution, some brides rejected white wedding gownsand wore red as a symbol of rebellion.10. The little girl’s frantic family called a psychic to locate the child.24 FragmentsNote: For each item the fragment, or that part of the original fragment not changed during correction, is underlined.Activity 2 (Dependent-Word Fragments), 417–4181. Whenever I spray deodorant, my cat arches her back.2. We had a great time playing football in the house until he came home for theweekend.3. If Kim takes too long saying good-bye to her boyfriend, her father will startflicking the porch light.4. Scientists are studying mummified remains that are thousands of years old.5. Before I turn on the microwave oven, I have to turn off the overhead light inthe kitchen.Activity 1 (-ing Fragments), 4191. Marble-sized hailstones fell from the sky, flattening the young plants in thecornfield.2. They came to a stop at my house.3. The reason for this is that I am partially deaf.Activity 2 (-ing and to Fragments), 4201. Looking at the worm on the table, Shelby groaned.2. I put a box of baking soda in the freezer to get rid of the musty smell.3. Staring at the clock on the far wall, I nervously began my speech.4. Fantasizing about the upcoming weekend, Jerome sat quietly at his desk.5. To get to the bus station from here, you have to walk two blocks out of yourway.Activity 1 (Added-Detail Fragments), 421-4221. For example, he sees the new movies first.2. And his fingertips are always black, like ink pads.3. Electronic devices, such as video cameras and cell phones, keep getting smaller.Activity 2 (Added-Detail Fragments), 4221. Left-handed students face problems. For example, they must sit atright-handed desks.2. Mrs. Fields always wears her lucky clothes, such as a blouse printed with four-leafclovers, to bingo.3. Hundreds of moths were swarming around the stadium lights like large flecksof snow.4. For instance, he buys and sells comic books and movie posters.5. I wonder now why I had to learn certain subjects, such as geometry.Activity (Missing-Subject Fragments),423–4241. Then she does fifty sit-ups.2. I like all kinds of pizza but refuse to eat frozen pizza.3. They break out in hives when they eat it, and they can even have troublebreathing.4. To distract me, the dentist tugged at a corner of my mouth. Then he jabbed aneedle into my gums and injected a painkiller.5. Last semester, I took six courses and worked part-time in a discount drugstore. Review test 1Corrections (methods of correction may vary): p4252. I’m starting to think there is no safe place left to ride a bicycle.3. When I try to ride in the highway, in order to go to school, I feel like a rabbitbeing pursued by predators.6. Drivers whip past me at high speeds and try to see how close they can get tomy bike without actually killing me.7. When they pull onto the shoulder of the road or make a right turn, driverscompletely ignore my vehicle.11. Regardless of an approaching bike rider, street-side car doors willunexpectedly open.14. Frustrated drivers who are stuck in traffic will make nasty comments or shoutout obscene propositions.16. While jaywalking across the street, the pedestrian will treat me, a law-abidingbicyclist, to a withering look of disdain.19. Pedestrians may even cross my path deliberately, as if to prove their higherposition in the pecking order of the city streets.Review Test 2, P4261. We both began to tire as we passed the halfway mark in the race. Butwhenever I’d hear Reggie’s footsteps behind me,I would pump my legs a little faster.2. I have a few phobias, such as fear of heights and fear of dogs. My ultimatenightmare is to be trapped in a hot-air balloon with three German shepherds.3. Punching all the buttons on the radio in sequence, Phil kept looking for a goodsong. He was in the mood to cruise down the highway and sing at the top of his voice.4. My children joke that we celebrate “Hanumas” with our Jewish neighbors. Weshare Hanukkah and Christmas activities, including making potato pancakes at their house and decorating our tree.5. I noticed two cartons of cigarettes sticking up out of my neighbor’s trash bag. Irealized that he had made up his mind to give up smoking for the fifth time this year.6. I’ve decided to leave home and rent an apartment with my best friend. Bybeing away from home and on my own, I will get along better with my parents.7. The alley behind our house was flat except for a wide groove in the center. Weused to sail paper boats down the groove whenever it rained hard enough to create a “river” there.8. Don passed the computer school’s aptitude tes t, which qualifies him for ninemonths of training. Don kidded that anyone could be accepted if he or she had $4000.32 Misplaced ModifiersActivity, 469–470Note: The underlined part in each of the corrections below shows what had been a misplaced modifier.1. The patient on the psychiatrist’s couch talked about his childhood.Or: On the psychiatrist’s couch, the patient talked about his childhood.2. With swiveling heads, the crowd watched the tennis players.3. V onnie put four hamburger patties, which she was cooking for dinner, on thecounter.4. Steve carefully hung in the bedroom closet the new suit that he would wear tohis first job interview.5 Anne ripped on a car door the shirt that she made in sewing class.Or: Anne ripped the shirt that she made in sewing class on a car door.6. The latest Tom Hanks movie has opened in almost 2,200 theaters across thecountry.7. Wearing a bulletproof vest, the newscaster spoke softly into a microphone.Or:The newscaster, wearing a bulletproof vest,spoke softly into a microphone.8. Owing two months’ rent, the tenants left town in a dilapidated old car.Or: The tenants, owing two months’ rent, left town in a dilapidated old car.Or: The tenants who owed two months’ rent left town in a dilapidated old car.9. The woman with arthritis picked up a heavy frying pan.10. In the greenhouse, I discovered an unusual plant that oozed a milky juice. Review Test 2, 471Note: The underlined part in each of the corrections below shows what had been a misplaced modifier.1. Henry Wadsworth Longfellow wrote in a poem that rainbows are flowers thathave died and gone to heaven.Or: In a poem, Henry Wadsworth Longfellow wrote that rainbows are flowers that have died and gone to heaven.2. I filled almost an entire notebook with biology lab drawings.3. With envious eyes, the apprentice watched the master carpenter expertly fit thedoor.4. The photographer pointed the camera equipped with a special night-vision scope at the shy deer.Or:The photographer pointed at the shy deer the camera equipped with a special night-vision scope.5. With tired faces, the people on the bus stared at the ceiling or read newspapers.33 Dangling ModifiersActivity, 473–4741. The audience cheered wildly as the elephants, dancing on their hind legs,paraded by.Or:The audience cheered wildly as the elephants paraded by, dancing on their hind legs.2. The police spokesperson said the suspect, last seen wearing dark glasses and ablond wig, was still being sought.3. As I was pouring out the cereal, a coupon fell into my bowl of milk.4. I knew the limousine, which was escorted by dozens of police motorcycles,carried someone important.Or:Because it was escorted by dozens of police motorcycles, I knew the limousine carried someone important.5. Tired and exasperated, we had a fight that was inevitable.Or: Because we were tired and exasperated, the fight we had was inevitable.6. Fran had difficulty removing the anchovies, which were packed tightly in atiny can.7. Raquel finally found her sneakers, which had been kicked carelessly under thebed.8. As I worked at the Xerox machine, the morning dragged on.9. While we were sitting at a sidewalk café, all sorts of interesting people passedby.10. Though they were somewhat warped, Uncle Zeke played his records from theforties.Or:Uncle Zeke played his somewhat warped records from the forties. Review Test 2, 4751. Because I hadn’t had much sleep, my concentration during class was weak.Or: Not having had much sleep, I couldn’t concentrate very well during class.2. A team of surgeons successfully separated the Siamese twins, who were joinedat the hip.3. While I was wading in the shallow surf, a baby shark brushed past my leg.4. While being restrained by federal marshals, the kidnapper was sentenced bythe judge.Or: The judge sentenced the kidnapper, who was being restrained by federal marshals.5. Beth was in a sentimental frame of mind, so the music brought tears to hereyes.34 Manuscript FormActivity, 478(Order of answers may vary.)2. Right-hand margins should not be crowded.3. Title should not be put in quotation marks or underlined.4. “Alone” should be capitalized in the title.5. A line should be skipped between the title and the first line of text.6. Paragraphs should be indented.7. The first sentence of the paper must stand independent of the title. (In thestudent paper, the reader must rely on the title to know what “This” in the first sentence refers to.)38 Quotation MarksActivity 1 (Set Off Words of a Speaker or Writer), 4981. Several people have been credited with saying, “The more I see of people, themore I like dogs.”2. Beatrice asked, “Do you give a discount to senior citizens?”3. “This hamburger is raw!” c ried Leon.4. The bumper sticker on the rear of the battered old car read, “Don’t laugh—it’spaid for.”5. “I know why Robin Hood robbed only the rich,” said the comedian. “The poordon’t have any money.”6. “These CDs,” proclaimed the television announcer, “are not sold in any store.”7. “When chefs go to great lengths,” the woman at the diet center said, “I go togreat widths.”8. “If you accept an invitation to dinner,” said the Duchess of Windsor, “you havea moral obligation to be amusing.”9. On a tombstone in a Maryland cemetery are the words, “Here lies an atheist,all dressed up and no place to go.”10. The columnist advised, “Be nice to people on your way up because you’llmeet them on your way down.”Activity 2 (Set Off Words of a Speaker or Writer), 499Activity (Indirect Quotations), 5002. Sonya said, “My uncle looks just like a large basset hound.”3. Angelo said, “I want a box of the extra-crispy chicken.”4. My boss said, “You can make mistakes as long as you don’t repeat them.”5. The instructor announced, “Thursday’s test has been cancelled.”Activity (Titles), 501–5021. In her short story “A Sea Worry,” Maxine Hong Kingston describes a group of teenage surfers and a mother who tries to understand them.2. I bought the National Enquirer to read an article entitled “Painful Beauty Secretsof the Stars.”3. We read the chapter “Pulling Up Roots” in Gail Sheehy’s book Passages.4. Jamila used an article titled “Winter Blues” from Time magazine in herresearch paper about seasonal depression.5. The movie Casablanca, which starred Humphrey Bogart, was originally castwith Ronald Reagan in the leading role.6. My favorite old TV show was Thriller, a horror series hosted by Boris Karloff,the man who starred in the 1931 movie Frankenstein.7. When the Beatles’ movie A Hard Day’s Night was first shown, fans screamedso much that no one could hear the songs or the dialogue.8. On my father’s wall is a framed front page of The New York Times ofFebruary 25, 1940—the day he was born.9. The sociology test will cover the first two chapters: “Culture and Diversity”and “Social Stratification.”10. An article in Consumer Reports called “Which Cereal for Breakfast?” claimsthat children can learn to like low-sugar cereals like Cheerios and Wheaties. Review Test 1, 5031. The psychology class read a short story called “Silent Snow, Secret Snow,”about a young boy who creates his own fantasy world.2. While filming the movie Vertigo, the actress Kim Novak was agonizing overhow to play a particular scene until the director, Alfred Hitchcock, reminded her, “Kim, it’s only a movie!”3. “I’m aga inst grade school students’ using pocket calculators,” said Fred. “I spentthree years learning long division, and so should they.”4. The composer George Gershwin wrote many hundreds of hit songs, includingclassics like “Summertime” and “Somebody Loves Me.”5. When I gagged while taking a foul-tasting medicine, my wife said, “Put an icecube on your tongue first, and then you won’t taste it.”6. I looked twice at the newspaper headline that read, “Man in River HadDrinking Problem.”7. To learn more about the stock market for his business class, Jared beganreading the column by Pablo Galarza in Money magazine called “Market Rap.”8. When a guest at the wedding was asked what he was giving the couple, hereplied, “About six months.”9. Theodore Roosevelt, a pioneer in conservation, once said, “When I hear of thedestruction of a species, I feel as if all the works of some great writer had perishe d.”10. “If you’re ever in trouble,” said the police officer, “you’ll have a betterchance of attracting aid if you shout ‘Fire’ instead of ‘Help.’ ”。
美国大学英语写作 答案PART.3
A NSWER KEYPART THREE: SPECIAL SKILLS17 Taking Essay ExamsActivity (Step 2), 331First, Mark wrote down the heading and then numbered the sources of stress under it. Also, in parentheses beside each point he added an explanation (or:supporting material). Then he circled the four key words, and he wrote down the first letter of each word underneath his outline. Mark then used the first letter in each key word to make up a catchphrase that he could easily remember. Finally, he tested himself over and over until he could recall all four of the sources of stress that the first letters stood for. He also made sure that he recalled the supporting material that went with each idea.Activity (Step 3), 3321. b 4. c2. d 5. a3. eActivity 1 (Step 5), 3361. Mark begins with a sentence that clearly states what his paper is about.2. Notice the corrections that Mark made . . .3. The four signal words . . . are first, Another, third, and Most common (or:For example). Activity 2 (Step 5), 336Answers will vary.18 Writing a SummaryActivity 1, 339–345Here is a sample summary of the article “Power Learning”:“Power Learning”describes three proven techniques for improving study skills: time control, classroom note-taking, and textbook study.Time control is a matter of carefully scheduling your activities. The first step is to circle important dates on a large calendar. Record your study plan for one week or one day on the same calendar. This study plan should include set times for eating, going to classes, working, commuting, studying, and relaxing. Perhaps the best way to control your time is to make a list of the things you have to do. Mark the most important items on the list so that you will remember to do them first. Cross jobs off your list as you do them, and reschedule any uncompleted tasks.Class notes can also be improved if you follow a regular procedure. Attending classes regularly helps, as does developing a system of abbreviations to use in your notes. You should also record any information your instructor writes on the board or enumerates (presents in a numbered list). “Emphasis words”such as “important”or “chief”can also help you decide what to take notes on, since they indicate the main ideas. Examples and information on how ideas are related to each other should also be included. Filling in incomplete notes and reviewingthem soon after class help ensure that you have the complete record you need to understand and remember what was said.Finally, following an organized sequence of steps will help you master difficult textbooks. After making sure you understand the title of a textbook chapter, try skimming the first and last paragraphs to see if they introduce or summarize main ideas. Headings, subheadings, words in boldface or italic print, and pictures or diagrams provide further clues to key points. Once you have previewed the chapter, you should read it carefully, marking definitions and examples, enumerations, and emphasis words by highlighting, underlining, or adding symbols in the margins. As you read the material a second time, take notes in simplified outline form. Study these notes one section at a time by asking yourself questions and answering them without looking back at your notes.Therefore, improved study skills are the result of taking control of your time, improving your in-class note-taking, and studying textbooks in an organized way.Activities 2 and 3, 346 Activity (Summarizing a Book), 346 Answers will vary. Answers will vary.19 Writing a ReportActivities 1 and 2, 351Answers will vary.20 Writing a Résumé and Job Application LetterActivity, 357Answers will vary.21 Using the Library and the InternetActivity, 358Ans wers will vary.Activity (Card Catalog), 360–361A. 1. Answers will vary.2. subject sectionB. 1. Answers will vary. Example: Beloved2. Answers will vary. Example: Men at Work3. Edward Gibbon4. Richard Nelson Belles5. Answers will vary. Examples: Being Adopted: The Lifelong Search for Self—David M.Brodzinsky et al; Raising Adopted Children—Lois Ruskai Melina6. The Lives of a Cell Silent Springa. Lewis Thomas a. Rachel Carsonb. Viking b. Fawcett Crest orHoughton Mifflinc. 1974 c. 1964 (Fawcett) or1994 (Houghton Mifflin)d. QH331/T45 d. QH545.P4/C38e. Biology— e. Pesticides—Environmental aspectsPhilosophyPesticides—ToxicologyPesticides and wildlifeInsect pests—biological control7. Answers will vary, depending on the books chosen.Activity (Book Stacks), 362–363Option 1: Library of Congress System Option 2: Dewey Decimal System1. d1. c2. a2. c3. c 3. bActivity 1, 3651. Find books on your topic or Research a topic through the subject section of the book file.2. Find articles on your topic or Research a topic through the subject section of magazine files. Activity 2, 365-366Answers will vary.Activity, 373–375Answers will vary.22 Writing a Research PaperActivity (Works Cited), 3861. Zuckerman, Larry. The Potato. Boston: Faber and Faber, 1998.2. Gibbs, Nancy. “The Age of Ritalin.” Time 30 Nov. 1998: 86-96.3. Stone, Andrea. “Today’s Military Tougher on Families.” USA Today 27 Nov. 1998:1A-2A.4. Papalia, Diane E., and Sally W. Olds. Human Development. 7th ed. New York: McGraw-Hill, 1999.5. Hitchens, Christopher. “Goodbye to All That.” Harper’s Nov. 1998: 37-47.。
美国大学英语写作_教案
课程目标：1. 培养学生英语写作的基本技能，包括语法、词汇、句子结构和段落组织。
2. 提高学生分析问题和表达观点的能力，能够撰写不同类型的英语文章。
3. 增强学生的批判性思维和创造性思维，学会独立思考和解决问题。
4. 培养学生的学术诚信意识，避免抄袭和剽窃。
课程内容：第一部分：写作基础- 语法和词汇：复习和巩固英语基础语法，学习并运用常用词汇。
- 句子结构：练习不同句型的构建，如简单句、复合句和复杂句。
- 段落组织：学习如何撰写结构清晰、逻辑严密的段落。
第二部分：写作方法- 描写：练习通过描述细节来传达感受和情景。
- 叙事：学习如何讲述一个故事，包括情节、角色和主题。
- 举例：学习如何通过具体的例子来支持论点。
- 过程：学习如何说明如何完成某个过程或任务。
- 因果：学习如何分析原因和结果之间的关系。
- 对比：学习如何比较和对比两个或多个对象。
- 定义：学习如何准确、清晰地定义概念。
- 分类：学习如何对事物进行分类。
- 论述：学习如何提出论点，并使用证据来支持论点。
第三部分：大学阶段专门题材写作- 学术论文：学习如何撰写学术论文，包括文献综述、研究方法和结论。
- 报告：学习如何撰写报告，包括目的、方法、结果和结论。
- 书评：学习如何撰写书评，包括对书籍内容的分析和评价。
第四部分：遣词造句技巧- 词汇选择：学习如何根据语境选择合适的词汇。
- 句子润色：学习如何使句子更加生动、准确和有力。
- 避免语法错误：学习如何避免常见的语法错误。
第五部分：写作练习- 预读材料：提供一系列阅读材料，用于写作练习。
- 写作任务：分配不同的写作任务，包括短文、论文和报告。
- 反馈和修改：提供反馈，指导学生修改自己的作品。
教学方法：- 讲授：讲解写作技巧和理论。
- 演示：通过示例展示如何应用写作技巧。
- 小组讨论：鼓励学生讨论和分享写作经验。
- 个别辅导：提供个别辅导，帮助学生解决写作中的问题。
- 写作任务：分配写作任务，鼓励学生独立完成。
美国大学英语写作
手把手教你美国大学写作(包括Eng125及Upper-level writing)如何拿A前言: 在Umich学习＋生活了一年，目睹各种学霸、大神、奇葩无数，比起各位大神们在众多科目中的出色表现，小妹我实在是佩服敬仰以及自愧不如。
也许自己唯一能拿得出手的便是大学的写作课了。
上学期，也就是Winter 2011，刚刚结束了虐心的、摧残的、魔鬼般的English125，也就是每个人都必须上的First Year Writing课。
之所以说它虐心，是因为它的workload不但异常繁重，而且也是绝对的苛刻，判分很严，绝非水课，算是中国学生的老大难了。
没上的时候听了各种人的传言，说它是绝对的GPA-puller, 心中实乃惴惴不安。
但是经过这一学期的无尽煎熬以及兢兢业业的每天与essay大战一百八十回合，我也算熬过来了，而且总成绩还意想不到地得了个A+，也是我们班唯一的一个。
这之后，许多人都问我Eng125该怎么学，有些人让我帮着改作文，还有一些人干脆直接跟我说Eng125求包养。
看来不少人还是对Eng125心中没底气，无所适从，需要经验和帮助的。
在这篇文章里，我会介绍我的心得体会，经验教训，写作技巧，以及一些建议，希望能够多多少少帮到那些需要帮助的人。
一、什么是First year writing？在选择它的时候有没有什么技巧？First year writing是个LSA的distribution，是一个Required Course。
当然了其他一些学院也可能会要求，比如Ross，但是像Engineering School就不用上。
不过可以满足这个Requirement的其实有好几种课，比如English124，这个就比较偏文艺了，读的都是小说啊诗歌啊散文啊这些相对来说文艺一些的东西。
比如English125，这个开的Section其实最多，有几十个Section，每个Section的主题还不一样，但是Eng125还是First year writing大家选的最多的课，主要就是学Academic Writing，教你怎么写规范的大学议论文的。
美国大学英语写作 答案PART.3
A NSWER KEYPART THREE: SPECIAL SKILLS17 Taking Essay ExamsActivity (Step 2), 331First, Mark wrote down the heading and then numbered the sources of stress under it. Also, in parentheses beside each point he added an explanation (or:supporting material). Then he circled the four key words, and he wrote down the first letter of each word underneath his outline. Mark then used the first letter in each key word to make up a catchphrase that he could easily remember. Finally, he tested himself over and over until he could recall all four of the sources of stress that the first letters stood for. He also made sure that he recalled the supporting material that went with each idea.Activity (Step 3), 3321. b 4. c2. d 5. a3. eActivity 1 (Step 5), 3361. Mark begins with a sentence that clearly states what his paper is about.2. Notice the corrections that Mark made . . .3. The four signal words . . . are first, Another, third, and Most common (or:For example). Activity 2 (Step 5), 336Answers will vary.18 Writing a SummaryActivity 1, 339–345Here is a sample summary of the article “Power Learning”:“Power Learning”describes three proven techniques for improving study skills: time control, classroom note-taking, and textbook study.Time control is a matter of carefully scheduling your activities. The first step is to circle important dates on a large calendar. Record your study plan for one week or one day on the same calendar. This study plan should include set times for eating, going to classes, working, commuting, studying, and relaxing. Perhaps the best way to control your time is to make a list of the things you have to do. Mark the most important items on the list so that you will remember to do them first. Cross jobs off your list as you do them, and reschedule any uncompleted tasks.Class notes can also be improved if you follow a regular procedure. Attending classes regularly helps, as does developing a system of abbreviations to use in your notes. You should also record any information your instructor writes on the board or enumerates (presents in a numbered list). “Emphasis words”such as “important”or “chief”can also help you decide what to take notes on, since they indicate the main ideas. Examples and information on how ideas are related to each other should also be included. Filling in incomplete notes and reviewingthem soon after class help ensure that you have the complete record you need to understand and remember what was said.Finally, following an organized sequence of steps will help you master difficult textbooks. After making sure you understand the title of a textbook chapter, try skimming the first and last paragraphs to see if they introduce or summarize main ideas. Headings, subheadings, words in boldface or italic print, and pictures or diagrams provide further clues to key points. Once you have previewed the chapter, you should read it carefully, marking definitions and examples, enumerations, and emphasis words by highlighting, underlining, or adding symbols in the margins. As you read the material a second time, take notes in simplified outline form. Study these notes one section at a time by asking yourself questions and answering them without looking back at your notes.Therefore, improved study skills are the result of taking control of your time, improving your in-class note-taking, and studying textbooks in an organized way.Activities 2 and 3, 346 Activity (Summarizing a Book), 346 Answers will vary. Answers will vary.19 Writing a ReportActivities 1 and 2, 351Answers will vary.20 Writing a Résumé and Job Application LetterActivity, 357Answers will vary.21 Using the Library and the InternetActivity, 358Ans wers will vary.Activity (Card Catalog), 360–361A. 1. Answers will vary.2. subject sectionB. 1. Answers will vary. Example: Beloved2. Answers will vary. Example: Men at Work3. Edward Gibbon4. Richard Nelson Belles5. Answers will vary. Examples: Being Adopted: The Lifelong Search for Self—David M.Brodzinsky et al; Raising Adopted Children—Lois Ruskai Melina6. The Lives of a Cell Silent Springa. Lewis Thomas a. Rachel Carsonb. Viking b. Fawcett Crest orHoughton Mifflinc. 1974 c. 1964 (Fawcett) or1994 (Houghton Mifflin)d. QH331/T45 d. QH545.P4/C38e. Biology— e. Pesticides—Environmental aspectsPhilosophyPesticides—ToxicologyPesticides and wildlifeInsect pests—biological control7. Answers will vary, depending on the books chosen.Activity (Book Stacks), 362–363Option 1: Library of Congress System Option 2: Dewey Decimal System1. d1. c2. a2. c3. c 3. bActivity 1, 3651. Find books on your topic or Research a topic through the subject section of the book file.2. Find articles on your topic or Research a topic through the subject section of magazine files. Activity 2, 365-366Answers will vary.Activity, 373–375Answers will vary.22 Writing a Research PaperActivity (Works Cited), 3861. Zuckerman, Larry. The Potato. Boston: Faber and Faber, 1998.2. Gibbs, Nancy. “The Age of Ritalin.” Time 30 Nov. 1998: 86-96.3. Stone, Andrea. “Today’s Military Tougher on Families.” USA Today 27 Nov. 1998:1A-2A.4. Papalia, Diane E., and Sally W. Olds. Human Development. 7th ed. New York: McGraw-Hill, 1999.5. Hitchens, Christopher. “Goodbye to All That.” Harper’s Nov. 1998: 37-47.。
(完整版)美国大学英语写作 课后答案
《美国大学英语写作》课后习题答案(PART 1) ANSWER KEYPart One: Essay Writing1 An Introduction to WritingActivity (Point and Support in a Paragraph), pages 5–6 Point: There are drawbacks to moviegoing.Support: 1. Inconvenienceb. Long time to find parking spot and long walk to theaterd. Sticky floor3. Other moviegoersa. Running kidsb. Laughing, shouting teenagersActivity (Introductory Paragraph), 81. c2. b3. a4. a. Inconvenience of going outb. Temptations of the theaterc. Behavior of some patronsActivity (Body: Supporting Paragraphs), 9–101. To begin with, I just don’t enjoy the general hassleof the evening.2. b. Parking lot is always jammedd. Tickets may sell out, and theater is crowdede. Tickets cost up to $8 each3. Second, the theater offers tempting snacks that I really don’t need.4. b. 2) chocolate bars3) Milk Duds5. Many of the other patrons are even more of a problem than the concession stand.6. a. Little kids race up and down the aislesb. Teenagers talk back to the screen, whistle, make funny noisesActivity (Concluding Paragraph), 101. a2. cReview Activities, 18–20Answers will vary.2 The Writing ProcessActivities (Freewriting, Questioning, Making a List, Clustering, Scratch Outline), 25–31Answers will vary.Activity (Writing a First Draft), 331. thesis 5. specific2. first 6. bs3. equiped (other answers are possible) 7.conclusion4. second and thirdActivity (Revising with a Second Draft), 36–371. Second 5. watching what I keep in the house2. however 6. comfortable seats3. unity . . . My friends are as bad as I am.7. As4. support . . . snacks like celery and carrot8. jump into my handssticks . . . no ice cream in the freezer . . .9. disgusteddripping with butter . . . risk pulling out。
美国大学英语写作课后答案PART2
Answer KeyPART TWO: PATTERNS OF ESSAY DEVELOPMENT8 DescriptionQuestions on the Student Essays, 170–1721. c2. I’d been visiting my cousins . . .3. c4. bsight hearing5. b. He was staring off into space, idly tapping his spoon against the table, while shesightsightdrew aimless parallel lines on her paper napkin with a bent dinner fork.touch sight sightc. The blouse is made of heavy eggshell-colored satin and reflects the light in itssightfolds and hollows.touch sight sightd. Her brows are plucked into thin lines, which are like two pencil strokes added tosighthighlight those fine, luminous eyes.6. dull hum, silently waiting, deserted cooking area7. b8. The most haunting feature in the photo . . .9. a10. aQuestions on the Professional Essay, 180–1811. Lou’s coffee shop is like “a fond but dysfunctional family.”(Wording may vary.)2. d3. Lou is concerned that she is smoking rather than eating.4. b5. sight, hearing, smell6. d7. After a moment . . .8. c9. a10. bPrewriting (Writing Assignment 2), 184–185A. Plucked eyebrowsOval faceWavy brown hairB. Silver earringsBraceletRingC. Ring from another manSignature (“Sincerely . . .”)9 NarrationQuestions on the Student Essays, 190–1921. “Adopting a Handicap”2. Thanks to a new building program . . .3. Pine Streethad a lot of antique stores . . .4. I hope my parents and I . . .sight touch sight touch sight5. a. My palms reddened and my wrist and forearm muscles started to ache as I tugged at thetouchheavy metal wheels.sightb. I could not see the minister, the choir, or the altar.hearinghearingc. The club thudded against the side of Victor’s head, making him yelp with pain.sightsightd. As we ran, I kept seeing him sprawled on the ground, blood from our beatingtrickling into his eyes.6. Victor, the biggest of us . . .7. three8. a. Coping with the wheelchair (or Learning how to use the wheelchair)b. Dealing with additional problems in the wheelchair9. After, When, As10. aQuestions on the Professional Essay, 197–1981. Answers will vary. One possibility: Vingo returned from prison to find that his wife stillloved him and wanted him back.2. b3. a4. b5. Answers may vary. Two examples:Vingo tells his story “slowly and painfully and with great hesitation.”Vingo asks his wife to leave a signal (the handkerchief) rather than confront her directly.6. Examples of Vingo’s being honorable: He doesn’t express any self-pity about being in jail.He owns up to his crime. He offers his wife her freedom.7. Fort Lauderdale, New Jersey, Washington, Jacksonville, the 34th StreetTerminal in New Y ork, Philadelphia, Brunswick8. But if she didn’t . . .9. d10. d10 ExamplesQuestions on the Student Essays, 207–2081. Some kids can be . . .2. Paragraph 2 in “Everyday Cruelty”3. To pass time as I walk . . .4. Then they did even more cruel things . . .5. A young woman chimed in . . .6. Explore the rise of Nazi Germany; play a trivia game; hear the life story of a stranger7. At lunchtime on Wednesday, Then, As people stared, Finally8. But no part of everyday life . . .9. “Altered States”: Confronted with inventions . . .10. bQuestions on the Professional Essay, 215–2161. b 7.102. c 8.a. When, The next year3. db. too4. cc. although5. But, I said, he kept . . . 9. a6. b 10.c11 ProcessQuestions on the Student Essays, 226–2281. First supporting paragraph; one example of a topic sentence: First, arrange time forexercise.2. b3. One of the problems . . .4. Then get out the simple materials . . .5. Paragraph 4 describes an incident with a plumber who left a bathtub dirty.6. Paragraph 3 describes an incident with a “lemon”bicycle and an incident concerning anovercharge by a department store.7. Next; To begin with; Then; Then8. first . . . next9. a10. dQuestions on the Professional Essay, 234–2361. The job-interview “game” may not be 5. dmuch fun, but . . . or Here are guidelines 6. First of all, Then, Finallyto help you play . . . 7. a2. d 8.On the other hand3. b 9.b4. c 10.bPrewriting (Writing Assignment 2), 238Step 1:Items 1 through 9 Step 3:Items 13 through 17Step 2:Items 10 through 1212Cause and EffectQuestions on the Student Essays, 243–2441. b2. The single time . . .3. In fact, my “antique” has opened my eyes to the advantages of owning an old car: economy,reliability, and familiarity. (Wording of answer may vary slightly.)4. b, d5. Because they are constantly observed . . .6. c7. In addition to the loss of privacy . . .8. In addition; also9. One; Last of all10. aQuestions on the Professional Essay, 249–2511. The thesis is implied in sentences 1 and2. It could be stated thus: There are variouspossible reasons why mothers tend to hold their babies in their left arms.2. d3. b4. a5. Fathers show less left-side bias than mothers.6. The effect:left-side biasTwo possible causes:Answers may vary. Any two of the following: Mother’s heart is on the left side; “left brain” is more “emotional”; baby usually turns head to right.7. therefore8. Recently a possible additional value . . .9. d10. b13Comparison and ContrastQuestions on the Student Essays, 261–2621. Paragraph 3: Eating at the Chalet is . . .2. Once, I forgot . . .3. 24. (Wording of answers may vary)a. Chalet is dimly lit; McDonald’s is bright.b. Waiters at the Chalet are formal; employees at McDonald’s are friendly.c. Food is unfamiliar at the Chalet; food is familiar at McDonald’s.5. Even the other diners . . .6. Now, I use several techniques . . .7. on the other hand8. most important9. c10. bQuestions on the Professional Essay, 268–2701. Stated in paragraph 6: “. . . the families that operate like Beaver Cleaver’s are . . .disappearing because three parts of our lives have changed . . .”2. c3. c4. Fast food, takeout, and heat-and-serve dishes make up much of the modern American diet.5. Television and computers6. 107. After, then8. Today the words . . .9. a10. dPrewriting (Writing Assignment 1), 270–273First point: Different playing requirementsSecond point: Different traits and skills involvedThird point: Different images14DefinitionQuestions on the Student Essays, 278–2791. Paragraph 2: Football fans just plain . . .2. Baseball fans go . . .3. Should their beloved team . . .4. c5. 46. dQuestions on the Professional Essay, 285–2871. Answers will vary. Example: Addiction to TV resembles addiction to alcohol or drugs inseveral ways.2. d3. b4. b5. The heroin addict’s damaged life; the alcoholic’s narrowed and dehumanized life6. a7. 68. Finally9. c10. b15Division and ClassificationQuestions on the Student Essays, 294–2951. Paragraph 42. Mall managers have obviously . . .3. These frogs are an example . . .4. Then, they wander . . .5. Paragraph 46. hearinga. Hearing the music of the antique carousel housed there, Jenny begs to ride herfavoritesightpony with its shining golden mane.hearing sightb. Shouting “I’m starving!” Fred, Jr., drags the family toward the food court, wheresmellhe detects the seductive odor of pizza.sighttouchc. Mom walks through a fabric store, running her hand over the soft velvets andtouchslippery silks.7. first, Then, Finally8. A second kind of ad . . .9. d10. aQuestions on the Professional Essay, 300–3021. Answers will vary. One example: V arious kinds of waiting interrupt everyone’s life.2. Answers will vary. One possibility: This is intentional; it is done for a humorous effect.3. Watched-Pot Wait; Forced Wait4. “Y ou have a choice” in the Forced Wait.5. He gives examples: protecting your car by not running it cold; preparing soup properly.6. Introduction: paragraphs 1–2Topic 1: paragraphs 3–5Topic 2: paragraphs 6–8Topic 3: paragraph 9Topic 4: paragraphs 10–11Conclusion: paragraphs 12–137. A cousin to the Watched-Pot Wait is . . .8. b9. d10. He uses an image in which all the waits are involved. (Wording may vary.)16ArgumentationQuestions on the Student Essays, 314–3151. Paragraph 4. Topic sentences will vary; one example: Local news is often lacking in depth.2. Is raising taxes . . .3. Stress is probably greater . . .4. “Teenagers and Jobs”: Also, teens who have money . . .“Once Over Lightly”: They too dilute the news . . .5. Paragraph 3 . . . However6. Weatherpersons, reporters, anchorpersons7. Paragraph 3: AnotherParagraph 4: Finally8. Change-of-direction: ButIllustration:For example9. b, c10. bQuestions on the Professional Essay, 320–3221. c2. d3. a4. c5. a6. Knives promote physical fitness, don’t ricochet, don’t kill people cleaning them.No, she is not really pro-knife; her point is that guns are even more dangerous than knives. (Answers may vary.)7. In the first place, plus, and8. We do, however, license . . .9. c10. a。
美国大学英语写作课后习题答案
Suggested Answers for “The Yellow Ribbon”—by Pete Hamill (P. 210)1.Vingo returned from prison to find that his wife still loved him and wanted him back.2. b3. a4. B5.Two examples: Vingo tells his story slowly and painfully and with great hesitation.Vingo tells his story “slowly and painfully and with great hesitation.”6. Examples of Vingo’s being honorable: He doesn’t express any self-pity about being in jail.He owns up to his crime. He offers his wife her freedom.7. Place names: Fort Lauderdale, New Jersey, Washington, Jacksonville, the 34th StreetOther transition: Terminal in New York, Philadelphia, Brunswick8.But if she didn’t...9.Maybe the author Hamill asked one of the young people in the story about her traveling experience.10.The author ends this essay by describing how the young people shouted excitedly when they saw the yellow ribbons on the oak tree and how Vingo rose from his seat and made his way to the front of the bus to go home nervously.We may expect that Vingo would receive an amazing and warm welcome when he walks into his home.The author just wants to leaves some space for the readers to think and imagine freely.P.256--Taming the Anger Monster: by Anne Davidson1. d2. Anger has become an increasingly common problem in our society.3. “According to Carol Tavris, author of Anger: The Misunderstood Emotion, the keys to dealing with anger are common sense and patience.”4. Effect: An epidemic of anger Three causes: Lack of time, technology, tension6. B7.8.To begin with Technology is also Tension, the third major culprit9.D10.The first paragraph presents a story about a person with anger problems. The last paragraph shows how that story was successfully resolved.P289.--Born to Be Different?: by Camille Lewisc 2. a 3. D4. She lists a series of examples where the “empathizing” mindset is evident:female-dominated careers, female reading matter, and female relationships5. Brain anatomyWays of interacting with the worldWays of problem solving6. Lewis presents her essay point by point. The first point is about brain anatomy, thesecond is about interacting with the world, and the third is about problem solving.For each point, she discusses women and then men.7.8. On the other hand (7)In contrast (9)But (11)9.d 10 aP.508--Suggested Answers for “Shame”—Dick Gregory (P.508)Note: The numbers in parentheses refer to relevant paragraphs in the selection.Reading Comprehension Questions, 584-5851. A2. D3. b Answers a, c, and d are too narrow.4. a Answers b, c, and d are too narrow.5. c See Paragraph 66. True See Paragraph 237. a See Paragraph 58. B. The entire incident with the Community Chest Fund shows Richard’s pride9. b Richard’s teacher ignores his problems and humiliates him in front of the entire class;see paragraphs 5 through 26.10. b Helene cries over Richard’s humiliation; see paragraph 23.Structure and Technique, 5851. In paragraphs 1 and 2, Gregory mentions several steps he took to impress Helene Tucker.What were they? Why does he include them in his essay?Answer:In order to impress Helene, Gregory brushed his hair, got a handkerchief, washed his socks and shirt every night, shoveled the snow off her walk, tried to make friends with her mother and aunts, and left money on her stoop. He describes those steps in detail because, besides demonstrating his devotion to Helene, they give a clear picture of Gregory’s poverty.2. A metaphor is a suggested comparison. What metaphor does Gregory use in paragraph 5, andwhat is its purpose? What metaphor does he use in the second sentence of paragraph 7, andwhat does it mean?Answer:In paragraph 5, Gregory uses the metaphor that he was pregnant to suggest the effects of poverty on him—it gave him strange tastes, which pregnant people get. It also filled him (as pregnancy fills someone), but with negative things: poverty, dirt, “smells that made people turn away,” and so on.In the second sentence of paragraph 7, Gregory uses the metaphor of a flying eagle to represent the movement of money. (A picture of an eagle is engraved on one side of a quarter).3. In narrating the incidents in the classroom and in the restaurant, Gregory chooses toprovide actual dialogue rather than merely to tell what happened. Why?Answer:By using the exact words spoken by Helene, the teacher, and himself, Gregory givesa very clear picture of what happened by allowing the reader to “experience” it, rather thansimply hear a general summary. The dialogue between Helene and the teacher shows Helene as an ideal little student who received approval from the teacher. The dialogue between Gregory and the teacher, however, clearly demonstrates Gregory’s eagerness to impress Helene and his unsuccessful, embarrassing attempt to gain the teacher’s approval. If Gregory had merely described what had happened, we would have a much less vivid impression of the characters involved.4. At the end of the essay, Gregory shifts his focus from the classroom to the scene involving the winoat the restaurant. What is the connection between this closing scene and the rest of the essay?Answer:In the body of the essay, Gregory is narrating a time that he was shamed publicly and no one came to his defense. In the closing scene, Gregory realizes that he has done the same thing—that he, too, has witnessed a person being shamed without assisting him. He feels a new kind of “shame,” that of having failed to help another man in need.Critical Reading and Discussion,5861. When Gregory writes, “I never learned hate at home, or shame. I had to go to school forthat” (paragraph 1), he is using irony—an inconsistency between what is expected and what actually occurs. What does he mean by these two statements? What is the effect of his irony?Answer:Gregory means that although his home life was one of poverty and want, his home was not a place of inhumane values, such as hatred and shame. But at school, which on its surface was a more positive place, he was made to feel hatred and shame. The ironic statement intrigues the reader and makes him or her want to know more about what Gregory means.2. What are Gregory’s feelings about his teacher? What were your feelings about her as you readthis essay? What could the teacher have done or said that would not have made Gregory feel ashamed?Answer:Gregory seems sad and resentful that the teacher did not understand why he misbehaved in class and that she assumed he was stupid and a troublemaker. But he also wanted her approval badly, as seen by the Community Chest incident and the fact that he gota “big thrill” out of being chosen to clean the blackboard. Students’ suggestions about theteacher will vary. One possibility: She could have merely thanked Gregory in class and then spoken to him privately later if she doubted that he could contribute to Community Chest.3. Gregory shows how a childhood incident taught him shame. What other important lessons does Gregory learn in this essay? Explain.Answer:From paragraph 3, in which Gregory talks about his accomplishments later in life, we can conclude that he learned he could boost his self-esteem through his own efforts.Paragraph 5 shows that from his own experiences, he learned that children who are hungry and poor may feel invisible and so behave in ways that attract attention. From his experience with the wino, he learned that in order to feel good about himself, he would have to start standing up for other people who were shamed.4. At the end of his essay, Gregory says, “I waited too long to help another man.” Why do youthink he waited so long to assist the wino? What are some reasons people do not always help others who are in need (for example, ignoring a homeless person seated on the sidewalk)?Answer:Gregory probably had many reasons for not helping the wino sooner: embarrassment at drawing attention to himself, reluctance to part with his hard-earned money, not wanting to get in trouble with Mr. Williams, not knowing the wino and thus feeling the affair wasn’t his business, etc. People have similar reasons for not helping others in need. In addition, people who ignore a homeless man may feel that the man’s problems—maybe including substance abuse or mental illness—are so big and deep-rooted that they are not qualified to help him in any effective way.Thesis-and-Support OutlineThesis:Living poor was, for the author, a humiliating experience.1. He was embarrassed in front of his classmates and, worse, in front of Helene Tucker(7-23).2. Everybody knew he was a “worthy boy” who had no Dad and no money (28).3. His self-pity prevented him from helping another poor man, the wino (29-37).P.567 Suggested Answers for “Propaganda Techniques in Today’s Advertising” by Ann McClintockNote: The numbers in parentheses refer to relevant paragraphs in the selection.Reading Comprehension Questions,648-6491. b2. d3. b Answer a is too broad; answers c and d are too narrow.4. c Answers a and b are too narrow; answer d is too broad.5. b Paragraph 96. d Paragraphs 18-197. c Paragraph 168. c Paragraph 239. b10. aStructure and Technique, 649-6501. In paragraph 1, McClintock’s choice of words reveals her attitudes toward bothpropagandists and the public. What specific words reveal her attitudes, and what attitudes do they represent?Answer:McClintock describes propagandists as “seducers” and “brainwashers.” She refers to their “alluring images,”their “tricks,”and their “charm.”She describes the public as “content”and “eager . . . victims.”Her choice of words makes it clear that she thinks propagandists are untrustworthy and interested in taking unfair advantage of a too-trusting public.2. What key term does McClintock define in paragraph 2? Why does she define it here? Whereelse in the essay does she use the technique of definition?Answer:She defines the term “propaganda.” She places the definition close to the beginning because it is so essential to the reader’s understanding of the rest of her essay. Other points at which McClintock uses definition are in paragraphs 5, 6, 9, 12, 16, 18, and 21. In each of those paragraphs, she defines a particular propaganda technique.3. McClintock uses parentheses in two lists, the ones in paragraphs 7 and 19. What purpose dothese parentheses serve?Answer:Paragraph 7 lists “high-sounding but basically empty phrases.”The author uses parentheses to add comments that reveal the emptiness of those listed phrases. Paragraph 19 lists claims that include “weasel words.”The author uses parentheses to show just how insubstantial those weasel words are.4 . McClintock provides abundant examples throughout her essay. Why does she provide so manyexamples? What does she accomplish with this technique?Answer:McClintock’s many examples, drawn from the television and print ads we all see every day, clarify her definitions and demonstrate that propaganda techniques are truly a factor in everyday life. The examples make the reader more aware of the effects of propaganda on decisions he or she makes.Critical Reading and Discussion,6501. Some of the propaganda techniques listed in the selection have contrasting appeals. How doname-calling and glittering generalities contrast with each other? Testimonials and plain folks?Answer:Name-calling appeals to the instincts of fear, anger, and mistrust. Name-calling propaganda encourages the public to reject something or someone. Glittering generalities, on the other hand, appeal to the public’s positive emotions: love, attraction, patriotism. The public is asked to accept the thing or person advertised by associating it with those emotions.Testimonials depend on the public’s interest in or affection for celebrities—people ordinary viewers don’t know but admire and see as bigger and more important than themselves. By contrast, plain folks advertising is based on the idea that the public likes to see ordinary people—people like themselves—in the products and services they buy.2. Why are ads that use the bandwagon approach so effective? What ads have you seenrecently that use that approach?Answer:The bandwagon technique is effective because of the human need to be part of a group. We feel safe and secure when we are surrounded by people who agree with us about something—even something as trivial as what frozen coffee cake is best (“Nobody doesn’t like Sara Lee”). Answers to the second question will vary.3. The author states, “Americans, adults and children alike, are being seduced.” What mightbe the differences between the ways adults and children react to the seductions of advertising?Answer:Answers will vary.4. McClintock states, “We are victims, seemingly content—even eager—to be victimized”(paragraph 1). Do you agree? Is this article likely to change how you view ads in the future?Why or why not?Answer:Answers will vary.Thesis-and-Support OutlineThesis: People should detect and understand common propaganda techniques, which appealto the emotions rather than to logic.1. We are bombarded with ads, which present biased messages through various propagandatechniques, including seven common ones (1-4).2. Name calling—referring to a competitor with negatively charged names or comments (5).3. Glittering generalities—making important-sounding general claims with no explanation (6-8).4. Transfer—associating something with a symbol or image most people respect and admire (9-11).5. Testimonial—promoting something with the support of a celebrity (12-15).6. Plain folks—associating something with the average person (16-17).7. Card stacking—making something sound good by suppressing relevant evidence ormaking an unfinished claim (18-19).8. Bandwagon—appealing to people’s desire to do what many others are doing (20-21).9. Use critical thinking to avoid reacting emotionally to ads (22-23).P.592 Suggested Answers for “Here’s to Your Health”—Joan DunayerNote: The numbers in parentheses refer to relevant paragraphs in the selection.Reading Comprehension Questions,667-6681. c2. c3. d Answers a, b, and c are too narrow.4. c Answer a is too narrow; answer b is too broad; answer d, never directlystated in the article, is too narrow.5. b Paragraph 66. False Paragraph 47. True Paragraph 88. a9. False Paragraphs 6 and 810. d Paragraphs 4 and 8Structure and Technique,668-6691. What method of introduction does Dunayer use? What effect do you think she hoped toachieve with this introduction?Answer:She uses an anecdote. By telling a brief story about Tod’s experience, she puts a human face on the larger idea that alcohol abuse is linked to societal pressure. It also sets the tone for Dunayer’s thesis by showing the potential danger of even small amounts of alcohol.2. Dunayer introduces her criticism of alcohol with the words “Part of the myth is . . . .” (Seethe first sentence of paragraph 3.) What addition transitions does she use to introduce each of the three other parts of the myth (in the first sentences of paragraphs 5, 7, and 9)? What is gained by the use of these transitions?Answer:The three addition transitions are “another,”“also,”and “finally.”Each transition makes the reader aware that one element of the myth is being introduced.3. The body of Dunayer’s essay is made up of four pairs of paragraphs (paragraphs 3 and 4; 5and 6; 7 and 8; 9 and 10). What is the relationship between the paragraphs in each pair? In which of the two paragraphs does Dunayer present her own perspective? Why do you think she puts her own perspective in that paragraph?Answer:In the first paragraph of each pair, Dunayer presents one part of the alcohol myth.She begins each second paragraph with a topic sentence that represents her perspective. She then goes on to support her topic sentence with a series of facts. For example, below is the topic sentence of paragraph 4; it represents her perspective, which contradicts what the ad in paragraph 3 suggests about whiskey.Contrary to what the liquor company would have us believe, drinking is more closelyrelated to lack of success than to achievements.She then follows that sentence with supporting facts.By presenting her perspective after describing each part of the myth, Dunayer makes her points more dramatically: She sets up an appealing image in the first paragraph of each pair only to knock it down with force in the second one.4. In her essay, Dunayer provides vivid descriptions of alcohol advertisements, particularly inparagraphs 3 and 5. What vivid details does she provide? How do these details support her main point?Answer:In paragraph 3 she describes in detail the print ad showing two prosperous-looking businessmen in a restaurant, surrounded by fine crystal, velvet draperies, and spotless linen.In paragraph 5, she provides details about a beach scene: a young, beautiful, sexy woman; a young muscular man enticing her with a cold beer. By providing such detailed descriptions, Dunayer makes the reader very aware of the advertiser’s premise (alcohol will make you successful; alcohol will make you sexually attractive) behind such ads.Critical Reading and Discussion,6691. Dunayer presents and then rebuts four “myths” about alcohol. What are these four myths?According to Dunayer, what is the reality behind each myth?Answer:(1) Alcohol will make you professionally successful. In fact, says Dunayer, alcohol is frequently tied to low achievement and poverty. (2) Alcohol will make you sexually attractive.Dunayer says that alcohol actually lowers one’s hormones and can lead to impotence and infertility. (3) Alcohol and sports mix well. Dunayer points out that alcohol slows the reflexes, interferes with the eyes’ability to focus, and increases the likelihood of various serious diseases. (4) Alcohol brings families closer together. In fact, Dunayer writes, alcohol is frequently involved in domestic violence, suicide, and birth defects.2. Dunayer concludes, “‘Here’s to your health’rings with a terrible irony when it isaccompanied by the clink of liquor glasses” (paragraph 11). What is the “terrible irony” she refers to? How does this irony—already signaled in her essay’s title—relate to her main point?Answer:The irony is that alcohol, rather than promoting one’s health, is often tied to illness and misery. The irony is also implied in her main point—that while advertising myths promise us that alcohol will improve our lives, it is far more likely to have destructive effects.3. Do you think Dunayer’s essay about the myths of alcohol is one-sided, or is it balanced?Explain. What additional points could be used to support her point or to rebut it?Answer:The essay is one-sided in the sense that Dunayer does not include opinions from people who disagree with her. Other points she might have used to support her argument include the widespread idea among young people that using alcohol makes them seem more adult.Rebuttals of Dunayer’s argument could include the ideas that many people use alcohol responsibly and that the problem is not with the product itself but with irresponsible people’s misuse of it.4. Advertisers often create myths or use false ideas to get people to buy their products. Besidesalcohol ads, what are some other examples of manipulative or deceptive advertising? Do you think advertisers should be permitted to use such tactics to sell products?Answer:Answers will vary.Thesis-and Support OutlineThesis: The media and our culture promote a false myth about alcohol.1. Part of the myth is that alcohol signals success; the reality is that alcohol can preventsuccess (3-4).2. Another part of the myth is that alcohol makes one sexually attractive; the reality is thatalcohol can make one less sexy (5-6).3. A third part of the myth is that alcohol combines well with athletics; the reality is thatalcohol slows people down and can lead to physical decline (7-8).4. The fourth part of the myth is that alcohol contributes to family happiness; the reality isthat alcohol can lead to great unhappiness.P.607 Suggested Answers for “College Lectures: Is Anybody Listening?” by David DanielsNote: The numbers in parentheses refer to relevant paragraphs in the selection.Reading Comprehension Questions, 683-6841. c2. a3. c Answers a, b and d are all too narrow, as each covers only a single point ofthe selection.4. b Answers a, c, and d are too narrow.5. d Paragraphs 5 and 76. a Paragraph 107. a Paragraph 108. a Paragraph 9 and 109. True Paragraphs 11 through 1310. c Paragraph 13Structure and Technique, 6841. Daniels begins his essay with an anecdote about a former teacher of his. How does thisintroduction relate to his thesis?Answer:The anecdote is an extreme example of a college teacher who seemed unaware of whether his students were listening to him or not. The professor serves as a caricature of the type of teaching Daniels is criticizing.2. Does Daniels directly state his thesis? If so, where is it stated?Answer:Daniels states his thesis at the end of paragraph 4: “The time is long overdue for us to abandon the lecture system and turn to methods that really work.”3. In describing Mary’s classroom experience (paragraphs 5–7), Daniels provides numerousdetails. What are some of these details? How do they relate to the essay’s main idea?Answer:Some of the details provided include the huge class size, the lack of a roll call, the professor’s ancient notes, the lack of opportunity for student feedback, and the absence of quizzes. The details all contribute to the idea that lecture-heavy classes do a poor job of involving the student in the subject and stimulating his or her thinking.4. Daniels’s essay is an argument against the lecture system of education. What argumentationtechniques does he employ? (See pages 319–337 for information on argumentation.)Answer:Daniels uses four of the argumentation techniques explained in Chapter 16, “Argumentation,” pages 319–322:1) Point out common ground. Daniels points out common ground between him and schoolsthat support lectures. In paragraph 8, he admits that many schools supplement lectures with discussion groups and that some classes, such as first-year English, are relatively small.2) Acknowledge differing viewpoints. Daniels acknowledges (but does not support)viewpoints that differ from his. In paragraph 13, he states that administrators like lectures because they “can cram far more students into a lecture hall than into a discussion class.” He adds in the same paragraph that teachers and students find lectures easier because students can sit back and be passive and teachers can “engage in intellectual exhibitionism.”3) Grant the merits of differing viewpoints when appropriate. Daniels grants the merits ofopposing views in paragraph 15, where he states that lectures are “economically necessary” and also because they “spring from a tradition in a setting that rightly values tradition for its own sake.”4) Rebut differing views. Daniels rebuts the support for lecture classes for first- andsecond-year students by stating the virtues of smaller classes, which are listed in paragraph 14: smaller classes force students to become more active, students’ listening skills improve, professors do a better job, and tests demand analysis and synthesis instead of “empty memorization.”And while Daniels supports the tradition of lectures in paragraph 15, he immediately argues against their use in the first two years of college.Critical Reading and Discussion,684-6851. Daniels states that “listening intelligently is hard work” (paragraph 9) and “Active learning. . . is far more beneficial for those who have not yet fully learned how to learn” (paragraph10). Why might Daniels feel that listening is so hard? And why does he feel that activelearning is so good?Answer:In paragraph 10, Daniels mentions that listening actively involves special techniques, including these two: “trying to anticipate the speaker’s next point”and “taking notes selectively.” We can assume that he feels it takes time and practice to learn such techniques. In discussing active learning in paragraph 10, Daniels mentions several types: writing essays, performing experiments, and having work evaluated by an instructor. He obviously feels that these types of active work involve students in ways they are not ready to be involved in as listeners.2. In paragraph 8, Daniels acknowledges that he has exaggerated Mary’s negative classroomexperience, saying,“I admit this picture is overdrawn.”Does this admission strengthen or weaken his argument? Explain.Answer:The case could be made that the admission strengthens Daniels’argument. By admitting that he is exaggerating slightly, Daniels can point out that many classes do have most if not all of the negative aspects of Mary’s class. It is also psychologically sound to admit a shortcoming of one’s argument, as it helps establish the writer as a reasonable person.3. According to Daniels, the lecture system harms professors by reducing feedback fromstudents to a minimum. What is useful about about feedback from students?Answer:If students’ comments indicate they don’t understand something, the teacher can then do something to help students improve their understanding. Students’ comments may also help teachers decide which activities and materials are effective and ineffective. Also, the knowledge that their view counts in class may motivate students to get involved with class work.4. How do your experiences in both lecture classes and smaller classes compare with Daniels’sdescriptions? As a student, which type of class do you prefer? Why? If you were an instructor, which type of class would you prefer to teach? Why?Answer:Answers will vary.Thesis-and-Support OutlineThesis:Colleges and universities should offer interactive, not lecture, classes to first- and second-year students (4, 15).1. The lecture system is outmoded (4).2. It is inadequate for students, especially less experienced students (5-11).3. It is harmful to educators (12).4. The lecture system continues because administrators like its profitability and teachers andstudents find it easier (13).5. Small, interactive classes benefit both students and teachers (14).。