《大学思辨写作1》练习答案-Unit2EmpathyandJustice
《大学思辨英语教程写作1》练习答案-unit 3 growth and maturity (2)
大学思辨英语教程写作1练习答案 - Unit 3 Growth and Maturity一、词汇学习1. Command - Verb: to give an authoritative order. - Noun: an authoritative order.2. Accumulate - Verb: to gather or collect.3. Inevitable - Adjective: certain to happen; unavoidable.4. Rites - Noun: a religious or other solemn ceremony or act;a way of behaving or doing something that is customary.5. Entail - Verb: involve (something) as a necessary or inevitable part or consequence.二、短文改写原文： Growth and maturity entail several stages and experiences that shape who we become. It is inevitable that we encounter challenges and difficulties along the way. However, it is through overcoming these obstacles that we gain maturity and wisdom.改写： Becoming mature and growing up involve a series of stages and experiences that influence our personal development. It is unavoidable that we face various challengesand hardships throughout this process. Nevertheless, it is by successfully conquering these obstacles that we acquire wisdom and maturity.三、完形填空原文： Ad vertisements in today’s society often try to 1 the idea that people can purchase happiness. They try to 2 us that buying certain products will make us happier and more fulfilled. While it is true that having some material possessions can bring us temporary joy, true happiness and fulfillment come from 3 sources.Money is a 4 tool that can be used for good or for evil. It can provide us with security and opportunities, but it can also make us 5 and lead to dissatisfaction if we become too focused on accumulating wealth. We must remember that there are certain things that money cannot 6. It cannot buy love, friendship, or personal growth, which are all essential for true happiness.In order to truly be happy and fulfilled, we must 7 on developing meaningful relationships, pursuing our passions, and 8 to become the best version of ourselves. This requires self-reflection and self-improvement. 9 happiness comes from within and is not dependent on external factors such as possessions or wealth. It comes from living a life aligned with our values and finding fulfillment in the things that truly matter to us.It is 10 to sometimes be tempted by the notion that possessions can bring us happiness. However, it is important toremember that true happiness is not something that can be bought; it is something that comes from within.完形填空： 1. A. persuade 2. B. convince 3. D. inner 4. C. neutral 5. A. greedy 6. D. acquire 7. B. focus 8. A. striving 9. C. True 10. B. natural四、阅读理解1.原文： A 2016 study found that the average person spends nearly six hours a day on their phone. For many of us, our phone has become an extension of ourselves and a constant source of entertainment and distraction. However, what are the effects of this constant screen time on our mental health?One study conducted by researchers from the University of Pittsburgh found a correlation between increased social media use and feelings of depression and loneliness. The study followed over 1,700 adults and found that those who spent more time on social media platforms were more likely to report feelings of isolation and dissatisfaction with their lives.Another study published in the journal Computers in Human Behavior found that excessive smartphone use can lead to symptoms of addiction. Researchers surveyed over 300 college students and found that those who reported higher levels of dependence on their smartphones were more likely to experience symptoms of anxiety, depression, and loneliness.While smartphones and social media can provide us with a sense of connection and entertainment, it is important to bemindful of our usage. Excessive screen time can have negative effects on our mental health and well-being. It is essential to find a balance and engage in activities that promote our mental and emotional well-being.改写： According to a study conducted in 2016, the average person spends nearly six hours a day on their mobile phones. For many individuals, their phone has become an integral part of their lives, providing constant entertainment and distraction. However, what impact does this excessive screen time have on our mental health?Researchers from the University of Pittsburgh conducted a study that found a correlation between increased use of social media and feelings of loneliness and depression. The study, which involved over 1,700 adults, discovered that those who spent more time on social media platforms were more likely to feel isolated and dissatisfied with their lives.Another study published in the journal Computers in Human Behavior revealed that excessive use of smartphones can lead to symptoms of addiction. The study surveyed more than 300 college students and found that those who reported higher levels of smartphone dependency were more likely to experience symptoms of anxiety, depression, and loneliness.While smartphones and social media can offer a sense of connectivity and entertainment, it is crucial to be mindful of our usage. Spending excessive time on screens can have adverse effects on our mental health and overall well-being. Striking a balance and engaging in activities that promote our mental and emotional well-being is essential.2.原文： Growth and maturity involve taking responsibility for our actions and choices. As we grow older, we gain the autonomy to make decisions that shape our lives. This freedom comes with the need to take ownership of our actions and accept the consequences that result from them.Taking responsibility requires recognizing our role in the outcomes of our choices. It means acknowledging that the decisions we make have an impact on ourselves and those around us. By taking responsibility, we demonstrate our maturity and willingness to learn from our mistakes and grow as individuals.However, taking responsibility does not mean that we are entirely to blame for every negative outcome. It means understanding that we have the power to control how we respond to situations and make choices that align with our values and goals. It also means acknowledging that we have the ability to change and improve ourselves, even in challenging circumstances.Taking responsibility is a sign of personal growth and maturity. It allows us to demonstrate integrity, accountability, and resilience. By embracing responsibility, we develop a sense of ownership over our lives and take an active role in shaping our future.改写： Developing and maturing involves assuming responsibility for our actions and decisions. As we age, we obtain the independence to make choices that impact our lives. With this freedom comes the necessity to acknowledge the consequences that arise from our actions and accept them.Assuming responsibility entails understanding our involvement in the outcomes resulting from our decisions. It means recognizing that the choices we make have an influence on ourselves and those around us. By shouldering responsibility, we exhibit our maturity and willingness to learn from our errors and evolve as individuals.However, accepting responsibility does not imply that we bear full blame for every negative consequence. It means comprehending that we possess the power to control our responses to situations and make choices that are in line with our values and aspirations. It also means acknowledging our ability to adapt and better ourselves, even in the face of challenging circumstances.Taking responsibility signifies personal growth and maturity. It enables us to demonstrate integrity, accountability, and resilience. By embracing responsibility, we foster a sense of ownership over our lives and actively shape our own future.五、写作题目： Write an essay discussing the importance of personal growth and maturity in academic and professional settings.写作： In both academic and professional settings, personal growth and maturity play an indispensable role in our success and development. They not only shape our character but also determine our ability to handle challenges and make wise decisions.First and foremost, personal growth and maturity are fundamental for academic excellence. As students, we are constantly faced with the need to acquire new knowledge and skills. It is through personal growth that we can develop a thirst for learning, curiosity, and an open mind. By cultivating these qualities, we become more receptive to new ideas and perspectives, enhancing our ability to grasp complex concepts and apply them in academic endeavors.Furthermore, personal growth and maturity enable us to take responsibility for our academic progress. They teach us to prioritize our commitments, manage our time effectively, and persevere through obstacles. As we grow and mature, we recognize that success is not solely determined by intelligence but also by discipline and hard work. This self-discipline and work ethic become the driving forces behind our academic achievements.In addition to academic pursuits, personal growth and maturity are equally critical in professional settings. As professionals, we must navigate complex work environments, collaborate with diverse individuals, and handle challenging situations. Personal growth equips us with the necessary emotional intelligence and interpersonal skills to thrive in such environments.Moreover, personal growth encourages us to strive for continuous improvement in our professional lives. By being self-aware and open to feedback, we can identify areas for growth and actively seek opportunities for development. This may involve attending workshops, exploring new roles or responsibilities, or seeking guidance from mentors. Ultimately, personal growth and maturity enable us to adapt to evolving job demands and contribute meaningfully to our organizations.In conclusion, personal growth and maturity are essential components of success in academic and professional settings. They not only enhance our ability to acquire knowledge and overcome challenges, but also equip us with the skills necessary to excel in our chosen fields. By investing in our personal growth and embracing maturity, we position ourselves for an enriching and fulfilling academic and professional journey.。
《大学思辨英语教程写作1》练习答案-Unit 5 Dream and Faith
Unit5Dream and FaithPart I:Learning the SkillsActivity1:Match the themes with the following stories.A.The greatest kindness will not bind the ungrateful.B.Idleness brings want.C.Contentment with our lot is an element of happiness.D.Unity is strength.E.Fine feathers don’t make fine birds.Story1：CStory2:BStory3:AStory4:EStory5:DActivity2:Review the texts you have read in the previous units and figure out the theme(s)revealed in each text.Discuss with your partner how these themes are developed and revealed in the texts,and comment on the techniques that the authors use to develop the themes.Text Theme(s)How the theme(s)is(are)revealedCommentsThe Story of My Life(Chapter4)One could overcomea problem thatseems to beinsurmountable--Offered backgroundinformation about herself atthe beginning--Described the skillfulnessand patience of Ann Sullivan--the key moment of epiphany“The Diamond Necklace”Vanity and pride canbe expensiveA great contrast betweenwhat life is and what lifeMathilde fancies at thebeginningMathilde borrowed a necklaceand had a moment of herfancied life,Madame Loisel’s vanity causesher to want to live beyond hermeans and her pride thatprevents her from tellingMadame Forestiere the truth.“After Twenty Years”Justice is higher than friendship“The Selfish Giant”Sharing can bring joy “Too Soon aWoman”True courage is love“My Father sits in the Dark”The love of family members“The three Little Pigs(V1)One should try his best“The three Little Pigs(V2)Truth might take a turn when the narrator is different“A Day’s Wait”Courage isActivity3Read the poem“Sea-Fever”by John Masefield carefully.Write your answer to each question and then discuss your answer with your partner.1)What is the theme,or message that the author expresses in this poem?The simple things in life may be the best.2)What words are repeated to point out the theme?Without these words,do you think thatthe theme will be weakened or strengthened in the poem?Why?“all I ask”is used in all these stanzas to emphasize that what“I”want is easy to satisfy.Without these phrases,the effect will be weakened.3)What do you gain from this poem in terms of living a life?One can live a happy life without too many materials possessions.Activity4Read the following passage,and then complete the statements that follow.1)The phrase“not the brightest bulb in the lamp”in Para.1means he is not smart at all.2)After reading about Epaminondas’dealing with the cake,the butter and the puppy,your impression about him is he is quite simple-minded--not able to adapt with the change of specific circumstances.3)The theme of this folk tale is give unconditional love and accept the differences between people.Part II:Case AnalysisActivity5Read Text A and consider how the author develops the main theme of the story.Task1Understanding the textWork in groups or pairs and fill in the blanks with the missing information about how the author develops the main theme through a series of events and a twist with the last event.Soapy’Action Results Your Commentsthe1st event Dined luxuriously atsome expensiverestaurant.The head waiter kepthim from getting in.The snobbishwaiter judged himby his appearance.the2nd event Broke a shop windowand waited for thepolice to arrest him.The policeman didnot believe he did it.The policemantrusted only theirown judgment.the3rd event Asked the waiters tocall the police bytelling them he had nomoney for the dinnerhe just had at arestaurant.Two waiters pitchedhim out.He again failed.the4th event Accosted a youngwoman who wasnearby a police Rather than beingoffended,the womancame to him joyfully.The woman,probably aprostitute,is asocial problem.the5th event Started to yell andmake a noisy scene infront of a police.The policeman didnothing consideringhim as a universitystudent celebratingtheir victory ingames.The law wasenforceddifferentlytowards differentpeople.the6th event Stole a well-dressedman’s umbrella.It turned out the mantook the umbrellathat didn’t belong tohim in a restaurant.It is ironic that awell-dressed manstole an umbrella.the7th event Being touched bymusic from churchSoapy decided torestart.A policeman cameover and arrestedhim.The climax andending is quitedramatic.Task2Responding to the textWrite your answer to each question in full sentences.Then discuss your answers with your partner.1)Why did Soapy want to be arrested and what does that tell us about the theme of the story? Soapy wanted to have a“nicer”place for the coming winter.The living of the poor in that society seems quite hopeless and abnormal.2)What are the regular responsibilities of a policeman?How did the cop respond to Soapy’s several attempts to get arrested and how does that help to develop the theme of the story?A policeman’s regular responsibilities include order maintenance and misconduct prevention. By letting Soapy go several times despite his attempt to get arrested,it showed the police was not doing their job.It further prepared for the climax of the story and strengthened the theme.3)When Soapy was moved by the anthem music near the church and planned to start over,he was arrested.What is the significance of this event in further developing the theme?This is the climax of the story which made a sharp turn from what has happened in the previous events and makes the readers feel strongly about the absurdity of the society.4)Does the author convey his theme clearly in the text?How do you figure out the theme in the story?The author did not explicitly state the theme in the text.It was presented through the description of Soapy’s winter plans and what he had tried hard to achieve his purpose.5)What impact do you think the unexpected arrest would have on Soapy’s regained faith to “battle with his desperate fate”and“make a man of himself again”?It might ruin his plan to restart his life and probably he would lose his faith because of this event.Activity6Read Text B and consider how the author develops the main theme of the story.Task1Understanding the textWrite your answer to each question in full sentences.Then discuss your answers with your partner.1)Who is the protagonist and who is the antagonist in this story?The protagonist is a woman and the antagonist is a boy.2)What is the conflict mentioned at the beginning of the story?The boy tried to snatch her purse.3)What leads to the encounter between the protagonist and the antagonist?The boy wanted to buy a pair of shoes but couldn’t come up with the money needed.4)What did the woman decide to do after the first encounter with the boy?She dragged the boy to her home.5)Did the boy try to run away when he got a chance later?Why or why not?The boy did not try to run away when he got a chance at Mrs.Jone’s home because he got treated well by Mr.Jones.Task2Responding to the textThe dialogue plays an important role in the development of the theme of this story.Read the following dialogue excerpts and discuss with a partner how they demonstrate the theme in the story.The dialogue helps to develop the plot in which the theme is embedded.The first two dialogues introduced the first encounter of these two main characters as a background.Starting from the third dialogue,Mrs.Jones showed her concern for the boy by asking him to come along with her and wash his face.The following dialogues also revealed the kind heart of Mrs.Jones(not sending him to the jail and inviting the boy eat together with her).She also revealed that she made mistakes in the past but still warned that boy that he should not do illegal things in future. Task3Making a comparison between“The Cop and the Anthem”and“Thank You,M’am”Write your answer to each question in full sentences.Then discuss your answers with your partner.1)Are there any similarities between Soapy and Roger?Both Soapy and Roger were trying to do something bad to meet their own purposes.2)Are there any similarities between the policemen and Mrs.Luella Bates Washington Jones? Both the policemen and Mrs.Jones did what they thought they should do when dealing with Soapy and Roger respectively.3)What might happen if Soapy had met someone like Mrs.Luella Bates Washington Jones earlier in his life?Soapy might have become what he intended to become at the end of the story.4)What might happen if Roger had met a policeman as that in“The Cop and the Anthem”? Roger might be sent to prison and became someone like Soapy or even worse.5)What distinguishes Mrs.Luella Bates Washington Jones from the cops and what are the consequences of these differences?Mrs.Jones educated the boy in her own way and possibly prevented the boy from going astray in his future life.6)What are the respective viewpoints of the authors toward the disadvantaged(Soapy and Roger)and the powerful(the cops and Mrs.Luella Bates Washington Jones)in your opinion? How does that serve the theme of each story?The authors showed sympathy towards Soapy and Roger but in“The Cop and the Anthem”the author portrayed the cops as not doing what they were supposed to do while“Thank you Ma’m”offered a positive image of Mrs.Jones.The different treatment of the powerful makes these two stories developing towards different directions,each serving its own theme?????7)Do you think Mrs.Jones acted out of faith in the story?Why or why not?In what ways do you think a person of faith differs from a person without faith?Yes,she mentioned that she had done something wrong as a youth but she would not tell.Part III:Language StudyActivity7The following sentences are all from O.Henry’s works.Find out the figurative device(s)in each sentence and discuss the effect with your partner.There may be more than one answer.1)Hyperbole2)Metaphor3)Hyperbole4)Personification5)Metaphor6)Irony7)Personification8)Metaphor9)Understatement10)Personification11)Personification12)Simile13)Personification14)Metaphor15)PersonificationActivity8Read the following lines of poetry and find out the figurative device(s)in each excerpt. Excerpt1:simileExcerpt2:hyperboleExcerpt3:personificationExcerpt4:metaphorExcerpt5:personificationExcerpt6:metaphorExcerpt7:simileExcerpt8:personificationExcerpt9:metaphorActivity9Read the following two stories and underline the different parts.What makes the difference? Discuss your understanding with your partner.In these two excerpts,the difference lies in the figurative use of language.In the second excerpt, there were uses of onomatopoeia(Thunk,thunk)simile(soft pine needles covered the ground like a soft brown blanket;as anxious as a fish out of water),alliteration(twittered and tweeted), hyperbole(the sky-scraping branches of trees),and personification(made his heart dance).It creates images in the readers’mind.Activity10Read the following paragraph and then rewrite it using figurative language.1)Using Alliteration:Tanysha sat up late in her bedroom trying to study.Tanysha sat up late in her bedroom silently and studiously trying to study.2)Using Hyperbole:She was an all-A student…She was such a great student that anything less than a100++would send her sobbing from the room.3)Using Simile:…and tomorrow’s math test was an important one.Tomorrow’s math test was as important to Tanysha as a candidate’s final election speech is in the presidential election.4)Using Onomatopoeia:Lying back on her bed for a minute…With a squeak of bedsprings and the crunch of crumpled paper,Tanysha lay back on her bed for a minute.5)Using Metaphor:…Tanysha started daydreaming about going to college and becoming adoctor one day.She started daydreaming about going to the ivory tower learning to become a diseasefighter one day.。
大学思辨教程写作2说明文写作unit1答案
大学思辨教程写作2说明文写作unit1答案Unit1 Explanation Writing:1. What is the relationship between language and thought?Answer: Language and thought are closely intertwined. Language shapes our thinking by providing structure to it, while thought influences the way language is used. We use language to express our thoughts and feelings, and in doing so, our thoughts are shaped by the language we choose.2. How does the development of language affect our thinking?3. What are the advantages and disadvantages of using language?5. How does culture influence language use?Answer: Culture plays an important role in the way we use language. Different cultures have different conventions for language use, such as grammar, syntax and pronunciation. Additionally, certain words and phrases may mean different things in different cultures, and this can lead to misunderstandings between people from different backgrounds.6. In what ways can language reveal the culture of a certain group or society?Answer: Language can reveal a lot about the culture of a certain group or society. A language can reflect a culture’svalues, beliefs and attitudes, as well as its history and traditions. Additionally, certain dialects of a language can be used to identify a group or region, indicating the cultural heritage of the people who use it.7. What is the power of language?9. What are the effects of incorrect language use?。
《大学思辨英语教程写作1》练习答案-Unit 4 Truth and Interpretation
Unit4Truth and InterpretationPart I:Learning the SkillsActivity1Review the texts you have read in the previous units.Discuss with your partner which point of view is employed in each text and whether you would have different feelings about these texts if different points of view were employed.Suggestions for instructors:Discuss with students how the point of view change leads to the differences in the narration.Activity2Read the following four excerpts and discuss with your partner which point of view is employed in each excerpt,whether the difference gives you different feelings toward the same event and how your response is influenced by how much the narrator knows and how objective the narrator is.Activity3Narrate an incident in your childhood(either real or made-up)from several points of view: first from your own point of view;next from the point of view of your family;finally from the point of view of a stranger who witnessed the incident.Evaluate which point of view is easier to write and which point of view tells the story best.Suggestions for instructors:Another option:Read the following examples and ask the students to work in groups and rewrite from a different point of view(first person point of view,for instance)and share their writing with other groups.Leslie sat in front of Paul.She had two long,brown pigtails that reached all the way down to her waist.Paul saw those pigtails,and a terrible urge came over him.He wanted to pull a pigtail. He wanted to wrap his fist around it,feel the hair between his fingers,and just yank.He thought it would be fun to tie the pigtails together,or better yet,tie them to her chair.But most of all,he just wanted to pull one.---Sideways Stories from Wayside School by Louis Sachar At the pizza place,Tony the baker was getting the pizzas ready for baking.He flattened out a ball of dough into a large pancake and tossed it in the air.He spread tomato sauce on it, sprinkled it with cheese,and shoved it in the oven.Then the telephone rang.“A fellow from the factory wants a large pizza delivered in a hurry,”Tony’s wife called.“OK,I’ll get my coat,”said Tony.---Curious George and the Pizza by Margret ReyPart II:Case AnalysisActivity4Read the above two versions of“The Three Little Pigs”and consider the differences it makes when the narrator is different.Task1Understanding the textComplete the following sentences based on your understanding of the texts.1)The point of view in the first version is third-person limited omniscient point of view.2)The wolf in the first version was described as big and bad.3)The third little pig in the first version was described as smart.4)The point of view in the second version is first-person point of view.5)The wolf in the second version was described as innocent.6)The third little pig in the second version was described as impolite.Task2Responding to the textWrite your answer to each question in full sentences.Then discuss your answers with your partner.1)What leads to the different characterization of the wolf in the two versions?The different characterization of the wolf was created through the different points of view. 2)Which characterization of the wolf do you think is more reliable and what leads to your conclusion?The first was more reliable because the second version was using the first-person point of view.3)How does the change of point of view change the development of the story?The change of point of view leads to quite different interpretation of the same event.Text B A Day’s WaitSuggestions for instructors:The whole story was written from the father’s point of view.The students may be asked to work in groups and retell the story orally with the boy being the narrator.Activity5Read Text B and think about the story’s point of view.Task1Understanding the textFind out the following elements of the text.Character(s):a little boy and his fatherSetting:the little boy had a feverPoint of view:first person point of viewPlot:The little boy who had a fever thought he would die because he confused Fahrenheit and Celsius. Theme:It shows how death lets things appear in a different way.Task2Responding to the textWrite your answer to each question in full sentences.Then discuss your answers with your partner.1)Do you think the narrator is well chosen in the text?Why or why not?2)Was there any misunderstanding between the boy and his father?If yes,please find out the evidence.When the boy told his father that“…I mean you don’t have to stay if it’s going to bother you,”his father thought he would like to be left alone while the little boy thought he would die.3)What are the clues showing that the boy was very worried?4)Text B is mainly composed of dialogue.But there are two paragraphs used to describe what the father saw and did(“It was a bright,cold day,the ground covered with…We flushed a covey of quail under a high clay bank with overhanging brush…”).What functions do these two paragraphs play in developing the story?5)What does the author try to reveal through the boy’s struggle with his fever?6)Suppose you were going to die in a week.How would you spend the last week of your life?To what extent would this change your view of life?Part III:Language StudyActivity6The following is an excerpt from“The Selfish Giant.”Read and discuss how the words and phrases create the image of a harsh winter.Then the Spring came,and all over the country there were little blossoms and little birds.Only in the garden of the Selfish Giant it was still winter.The birds did not_______to sing in it as there were no children,and the trees forgot to______.Once a beautiful flower put its head out from the grass,but when it saw the notice-board it was so sorry for the children that it______back into the ground again,and went off to sleep.The only people who were_____were the Snow and the Frost.“Spring has forgotten this garden,”they cried,“so we will live here all the year round.”The Snow______up the grass with her great white_______,and the Frost______all the trees_______.Then they invited the North Wind to stay with them,and he came.He was____in furs,and he_____all day about the garden,and blew the chimney-pots down.“This is a delightful spot,”he said,“we must ask the Hail on a visit.”So the Hail came.Every day for three hours he_____on the roof of the castle till he broke most of the slates,and then he ran round and round the garden as fast as he could go.He was dressed in grey,and his breath was like ice. Activity7Read the following excerpts and discuss with your partner how many kinds of tenses are used in each excerpt and what the functions of tenses in narrative writing are.Mary______(like)to look at her mother from a distance and she_______(think)her very pretty, but as she______(know)very little of her she could scarcely have been expected to love her or to miss her very much when she was gone.She did not miss her at all,in fact,and as she was a self-absorbed child she gave her entire thought to herself,as she had always done.If she had been older she would no doubt have been very anxious at being left alone in the world,but she________(be)very young,and as she had always been taken care of,she supposed she always would be.She_______(get)up very early in the morning and_____(work)hard in the garden and she______(be)tired and sleepy,so as soon as Martha________(bring)her supper and she_______(eat)it,she was glad to go to bed.As she laid her head on the pillow she murmured to herself:“I’ll go out before breakfast and work with Dick on and then afterward—I believe—I’ll go to see him.”She thought.Activity8Read the following passages and fill in each blank with the given verb in its appropriate tense.He1)remembered the books of poetry upon his shelves at home.He2)had bought them in his bachelor days and many an evening,as he3)sat in the little room off the hall,he4)had been tempted to take one down from the bookshelf and read out something to his wife.But shyness had always held him back;and so the books5)had remained on their shelves.At times he6) repeated lines to himself and this consoled him.The Secret Garden1)was what Mary called it when she2)was thinking of it.She liked the name, and she liked still more the feeling that when its beautiful old walls shut her in no one knew where she was.It3)seemed almost like being shut out of the world in some fairy place.The few books she4)had read and liked had been fairy-story books,and she had read of secret gardens in some of the stories.。
《大学思辨写作1》练习答案-Unit1LifeandValue
《大学思辨写作1》练习答案-Unit1LifeandValueUnit 1 Life and ValuePre-class Exploration1 Make up your own story with the following words.1) apple, 2) alligator, 3) angry, 4) ambulance, 5) apologizeWhen I was enjoying my apple pie in the park, I heard a cry for help. It looked like an angry alligator was going to attack a naughty boy who got too close, now frightened. The police and ambulance were called but fortunately the alligator swam away. The boy thanked everyone and apologized for his misbehavior.The ambulance left and the parents were still angry with the naughty boy who could have been killed by attacking the alligator with an apple core. The boy apologized to his parents that he would never do it again.2 Read the fable “Hare and the Tortoise” on Page 5 and 6 and complete the following outline.1.Introduction of characters_Hare&Tortoise ______________2.The bet_Tortoise challenged Hare to have a race.__________3.The beginning of the race_Hare raced off while Tortoise crawled slowly behind._____4.The middle of the race_Hare stopped to took a nap while T ortoise kept going._5.The end of the raceWhen Hare woke up, he ran as fast as he could, but Tortoise passed the finishing line first.__ 6.The moral of the story _Perseverance is the key to success.__________________________ Part I: Learning the SkillsActivity 1Read the following passage and analyze it in terms of character(s), setting, plot, point of view and theme.Character(s)Main character(s):KiwiSupporting characters:Tane-mahuta, birdsSetting: forestPlotBeginning: Tanemahuta found the problem with the trees and asked the birds if someone would come down and live on the ground, eat the insects and save the trees.Middle: After the birds refused the god’s request to rescue the roots of his trees, Kiwistood out to help.Ending: Tane-mahuta rewarded Kiwi by making him the most famous and most loved bird. Point of view:The omniscient point of viewTheme:Sacrifices made for others will be rewarded eventually.Activity 2Make notes about an important event in your life. Then discuss in small groups. Suggestions for instructors ：Students share some events in their life, discuss it and then can select the most interesting story and talk about the reason of what makes it most interesting.Activity 3The following narrative passage by Jimmy Carter describes his childhood experience-mopping cotton on his father’s farm during the 1930s. To kill insects that ate cotton plant s, Carter’s family covered each cotton plant with molasses mixed with poison.Task 1 Understanding the textWrite T for true or F for false for each statement. _F_1) Carter wore shorts when he mopped cotton._T_ 2) The poison turned from a liquid to a solid on his pants._F_ 3) Carter folded his pants every night before he went to sleep._F 4) Carter washed his pants with his other clothes.Task 2 Responding to the textAnswer the following questions in full sentences. Then discuss your answers with your partner.1)Carter wrote “I preferred to protect my legs with long pants.” Why was this necessary?It would protect his legs from the sticky poison.2)Was this a comfortable job? Why or why not? How do you think Carter felt about it?It was very uncomfortable because the pants were sticky at first and hardened after a while and it was covered with poison. He felt “terrible” to put them back on in the morning.3)Why do you think mopping cotton was an important formative experience for Carter?It was hard work and he learned to deal with it from young.Part II: Case AnalysisActivity 4Read Text A and consider how the author presents the most important day in her life.Task 1 Understanding the textComplete the following chronological outline for the text. Include the most important events in it. Add adjectives whenever possible.1)Helen met Miss Sullivan on the third of March, 1887.2)Miss Sullivan led Helen into her room, gave Helen a doll and spelled into her hand d-o-l-l.3)Miss Sullivan put Helen’s hands under spout and spelled into her hand w-a-t-e-r.4)An awareness of the live meaning of “w-a-t-e-r” awakened Helen’s soul, gave it light, hope, joy, set it free!Task 2 Responding to the textWrite your answer to each question in full sentences. Then discuss your answers with your partner.1)Why did Helen often feel angry and bitter before she met Miss Sullivan?She could not see nor hear anything.3)What was Helen’s reaction when Miss Sullivan first spelt the word “d-o-l-l” into her hand?She was interested in this figure play and imitated it.4)What impact did this “w-a-t-e-r” incident have on H elen’s life?It is the start of her education, the life-changing event in her life.Activity 5Read Text B and think about how the story is developed.Task 1 Understanding the textComplete the following chronological outline for the text. Include the most important events in it. Add adjectives whenever possible.1)Mathilde felt sad because she was poor.2)Mathilde’s husband got a select invitation to a ball_______.3)Mathilde was irritated about the news.4)Mathilde’s husband agreed to give her _400 francs to buya suitable gown____.5)Matilde borrowed a diamond necklace from her friend.6)Mathilde was a great success at the night of the ball.7)She left the ball about four o’clock in the morning_______.8)Mathilde found that she lost_the diamond necklace________.9)Mathilde and Loisel bought a diamond necklace, returned it to Madame Forestier _ and had a hard life since then.10)Ten years later, _Mathilde learned the diamond necklace she had borrowed was not real___.Task 2 Responding to the textWrite your answer to each question in full sentences. Then discuss your answers with your partner.1) Why was Mathilde so unhappy at the beginning of the story?Young and good-looking as she was, she yearned for a luxurious life, but she was married to a government clerk with limited income. Her life was far from her expectations.2)What was her reaction when she learned of the invitation to the ball? Why?She was frustrated as she did not have a proper gown to wear to the ball.3)How did her life change due to the loss of the necklace?She and her husband paid 3400 francs for a diamond necklace that she could return it to Madame Forestier. They had to work very hard and lead a miserable life in order to pay off the debts.4) What was the primary cause of Mathilde’s mis fortune in your view?The primary cause of Mathilde’s misfortune is her vanity and desire for a luxurious life. Unsatisfied with her plain life as a clerk’s wife, she was eager to show her beauty at the grand ball,earning admiration from others.5) How do you judge Mathilda’s behavior from an ethical perspective?Answers may vary. For example, Mathilda was honest because she bought a real diamond necklace when she thought the one she lost was real and she was willing to work hard for ten years to pay off the debt—a high price to pay for her vanity but on the other hand, it showed her courage.Part III: Language StudyActivity 7Read Text A and Text B and note down the words and phrases that show time order.Text A Text BThe Story of My Life The Diamond NecklaceThe most important day I remember in all my O ne evening …life ……The day of the ball drew near …It was the third of March, 1887, three monthsThe next day ...before I was seven years old.The night of the ball arrived.On the afternoon of that eventful day,… about four o'clock in the morning.The morning after ...… about seven o'clock.When ….… all day...When….Loisel returned at nig ht….In the days that followed … before ....At the end of a week ….One day, while ….The next dayEarlier in the day ...Then …As … first ..then …When ….Every month ...At the end of ten years ….Activity 8Read Text A and Text B again, find out two more examples with concrete details fromeach text, and discuss your examples with your partner.Example 1:General: Do you know what it feels like if you can’t see and hear?Specific:Have you ever been at sea in a dense fog, when it seemed as if a tangible white darkness shut you in, and the great ship, tense and anxious, groped her way toward the shore with plummet and sounding-line, and you waited with beating heart for something to happen? I was like that ship before my education began, only I was without compass or sounding-line, and had no way of knowing how near the harbour was.Example 2:General:I was so happy that day that I looked forward to the next day to come when I went to bed. Specific:It would have been difficult to find a happier child than I was as I lay in my crib at the close of the eventful day and lived over the joys it had brought me, and for the first time longed for anew day to come.Example 3:General: Madame Loisel was pretty and attracted lots of attention at the ball.Specific:The night of the ball arrived. Madame Loisel was a great success. She was prettier than any other woman present, elegant, graceful, smiling and wild with joy. All the men looked at her, asked her name, sought to be introduced. All the attaches of the Cabinet wished to waltz with her. She was remarked by the minister himself.Example 4:General: She had to do all the housework herself.Specific:She came to know what heavy housework meant and the odious cares of the kitchen. She washed the dishes, using her dainty fingers and rosy nails on greasy pots and pans. She washed the soiled linen, the shirts and the dishcloths, which she dried upon a line; she carried the slops down to the street every morning and carried up the water, stopping for breath at every landing.。
《大学思辨英语教程写作1》练习答案-unit 4 truth and interpretation
《大学思辨英语教程写作1》练习答案-unit 4 truth and interpretation1、Unit 4 Truth and Interpretation Part I: Learning the Skills Activity 1 Review the texts you have read in the previous units. Discuss with your partner which point of view is employed in each text and whether you would have different feelings about these texts if different points of view were employed. Suggestions for instructors: Discuss with students how the point of view change leads to the differences in the narration. Activity 2 Read the following four excerpts and discuss with your partner 。
2、which point of view is employed in each excerpt, whether the difference gives you different feelings toward the same event and how your response is influenced by how much the narrator knows and how objective the narrator is. Activity 3 Narrate an incident in your childhood (either real or made-up) from several points of view: first from your own point of view; next from the point of view of your family; finally from the point of view of a stranger who witnessed the incident. Evaluate which point。
《大学思辨英语教程写作1》练习答案-Unit 3 Growth and Maturity
Unit3Growth and MaturityPre-class ExplorationSuggestions for instructors:Start the class with one of the pre-class activities and encourage the students to brainstorm of the setting described in the activity and the characters that are appropriate for the specific setting:What would be the key elements in those settings?What adjectives would the students use to describe a specific setting?What images or associations would that specific setting evoke?What would be some“typical”characters in these settings? Transfer to the Skills Section:(45minutes)Highlight the key points in setting section and analyze the setting in the activities.Part I:Learning the SkillsActivity1Read the following story and discuss with your partner the techniques used in developing the character Beaver.Activity2The following two passages are about two best friends,Deanna and Beverly.Read the two passages carefully and discuss with your partner the techniques the authors use to develop the characters in each passage.In Passage2,highlight those sentences that can correspond to the sentences([1],[2],[3]and[4])in Passage1and think about the impact of these differences on readers’impressions of the two characters.Activity3Read the excerpt from“Beauty and the Beast”by Jeanne-Marie Leprince de Beaumont and discuss the following questions with your partner:1)1)What happened to the character?He got lost in a forest and accidentally entered a splendid castle.2)How do you feel about the place that the character accidentally entered?It was like a fairy world.3)What is the role of the setting in this story?The sharp contrast between the snowy forest and the magnificence of the warm and cozy castle showed the readers a different world—a world that magic(or spell)might be working.4)What elements should be considered if you want to write a good setting?CharacterSuggestions for instructors：The settings of the merchant(Beauty’s father)were inReading the first four paragraphs,ask students to underline the words or phrases that indicate the setting such as“the forest,deep snow,bitter frost,only shelter was the hollow trunk of a great tree,howling of the wolves,falling snow covered up every path,rough,slippery”When he started to encounter the magical world:“a splendid castle,no snow had fallen in the avenue of orange trees,covered with flowers and fruits,several splendidly furnished rooms,pleasant warmth of the air,nobody in all this vast and splendid palace,deep silence reigned everywhere,empty rooms and galleries,a room where a clear fire was burning,a couch was drawn up cozily before it…”Ask the students to free write for10minutes about a setting that they are interested in and discuss with in groups about their writing before introducing how to craft an effective setting by offering sensory details.Activity4The following passage is the opening of Johnny Tremain by Esther Forbes.The author’s style is very descriptive and detailed,which helps readers picture the story in their mind and fully understand what is happening.Read it and discuss the following questions with your partner: 1)What is the setting?An early morning in Boston.2)What words and phrases describe SOUNDS in this place?Sound:(gulls)scream and quarrel,(cocks)cried,(hens)clucking,(horses)whinnied,(bells) cling-clanged.3)What can you TOUCH in this place?Touch:(gulls)icy(eyes).4)What can you SEE in this place?Sight:Gulls,cocks,cats,horses,cows,the morning sunlight,bells.5)What can you TASTE in this place?Taste:salty air.6)What can you SMELL in this place?Smell:the first dead fish,first bits of garbage,all kinds of animal smells.Activity5The following passages are developed on the basis of the setting“There is an air of mystery in the house.”Read and highlight the words and phrases that describe sounds,feelings,smells and sights,and discuss with your partner how these words and phrases can help demonstrate the character’s inner world in the setting.Passage1I shivered terribly at the sight of the deserted mansion that stood on the hilltop.With much curiosity,I treaded gingerly towards the mansion.Suddenly,I heard a distant howl that pierced through the silent night.At my wit’s end,I slowly walked towards mansion.My face turned ashen and my hair stood on ends when I got a better view of the spooky mansion.The wind sent chills down my spine as I walked slowly towards the gigantic door.Passage2Behind the dark alley,it stood a deserted house.I stood meekly outside the haunted house with my jaws hung open.Suddenly,I saw a silhouette of a person in the house.Shivers ran down my spine as I approached the house cautiously.When I reached the doorstep,I was paralyzed withfear.I muttered uneasily to myself about what was going to happen next as I could feel cold air blowing towards me.My face turned ashen when the door opened itself.Passage3I crept behind the house since the door was left ajar.The whole place was covered with dust and cobwebs.I stood meekly all alone when a big strong wind caused the wooden door to slam hard.I was paralyzed with fear.I picked up my courage and continued walking until I reached a smaller silver door.An eerie scream came from the door and soon,it turned into a howl.I decided to put a brave front and walk into the room…Passage4Benjamin’s hair stood on ends as the eerie scream pierced through the still night.The howling of dogs made him stood meekly.He treaded gingerly through the dark and scary corridor.He saw a trail of bloodstains on the wall and maggots were crawling all over the place.What Benjamin saw later will be forever etched in his mind.It was the toilet’s light flickering.The continuous switching of the switch could be heard even when no visible being could be seen doing it.He then smelt a strong stench of urine coming from the toilet bowl.Activity6Read the following short story“The Flowers”by Alice Walker and discuss the following questions with your partner:1)What is the setting?What are the elements in this setting?The woods behind her house.The elements of the setting include locale of the story(near her home vs.deeper into the woods);time(summer morning);mood and atmosphere (beautiful,light,good,vs.strangeness,gloomy,damp air,close and deep silence).2)How does the setting influence the characterization and the plot?The beautiful and peaceful part of the woods Myop explored was a sharp contrast with what she found deep in the woods—a man’s skeleton,probably a black male who was lynched. 3)What does the author mean by saying“And the summer was over”?The ten-year-old black girl lost her innocence when she witnessed this harsh scene and realized the racism so close to her.Activity7Read the following excerpt from Chapter6of The Secret Garden.Mary went to live with her uncle Mr.Archibald Craven in a big house after her parents died.She was exploring the rooms in the house when she heard someone’s crying.Pay attention to how the setting adds to the mystery of the big house and thus enhances the characterization of another character in the story:Colin Craven,the son of Mr.Craven,who is going to be introduced in the following chapters.Mary spent a long time examining all those many rooms in the big house—which is like a big maze.It showed the portrait of the family members with no one living in any of those rooms.It creates a mysterious and queer feeling as Mary felt.Her wanderings in the house led to more of her discoveries.Suggestions for instructors:Broader setting background:in1803,the territory of United Stated expanded greatly through the Louisiana Purchase.To encourage people move to West,the Homestead Act of1862 guaranteed that a settler could earn farmland just by living on it for five years and improving it.A lot people headed west in their dream of searching for a better life.But it was harder than many people had expected.Part II:Case AnalysisActivity8Read Text A and consider how the author establishes the settings for the story.Task1Understanding the textFigure out the settings for the story and consider how the characters behave in each setting. Then discuss your answers with your partner.Setting1:Mary was picked up.Pa didn’t want her,but Mary stood up to him without fear.Setting2:_When Pa headed to town to get food,Mary was left to take care of the children.Setting3:When the food was all gone,Mary found some mushroom and tried herself first before letting the children eat.Task2Responding to the textWrite your answer to each question in full sentences.Then discuss your answers with your partner.1)What is the personality of Mary?Independent,responsible,caring,brave,2)How do you think Mary’s character is shown through various settings:a.On prairie,she stood up to Pa without fear when she asked to travel alongb.In the mountains,she helped take care of the girls and cook________c.After Pa left,_she was in charge and risked her own life by trying the mushroom herself first before letting the children eat.3)In your opinion,did the eleven-year-old narrator become“too soon a man”as well?How did his attitude change under various circumstances?a.On prairie,he walked with his dad while his sisters could sit on the wagon.b.He worried about Mary when he understood her intentions of not allowing them to eat.4)What effect do the sentences:“Mary came out of the cabin then,walking sedately.As she came toward us,the sun began to shine”create?These sentences are symbolic,which showed the hope and the positive change in their lives.5)The text has also been published under the title“The Day the Sun Came Out.”Which title do you like better?Why?Answers may vary.6)Have you ever been given more responsibility than is usual for someone your age?Describe your experience being“too soon a woman”or“too soon a man.”How did it change you?(If you prefer,describe an experience someone you know or know about has had.)Answers may vary.Activity9Read Text B and consider the setting the author establishes for the story.What is the role of the setting in developing the story?Task1Understanding the textWrite your answer to each question in full sentences.Then discuss your answers with your partner.1)When and where did this story take place?This story is set at nights and in the narrator’s home.2)What did the father do in the darkness?And what did the son do?He would sit in the dark and smoke and think.His son was quite worried about his father. 3)At what point in the story did the son begin to understand his father’s habit?When his father told him that he can’t get used to lights.4)What words or sentences in the story tell the reader that the son was needlessly worrying about his father?He kept asking his father“why don’t you go to bed?”and he was“afraid,worried,angry, curious”and felt“unless I get an answer I will go crazy”,etc.Part III:Language StudyActivity10Read Text A and Text B and find expressions related to five senses(smell,taste,touch,sound and sight)or others(such as emotion).Discuss with your partner how these words are helpful to demonstrate the characters’personalities.Text A Text BSMELL She sliced that big,solidmushroom and heated greasein a pan.The smell of itbrought the little girls out oftheir quilt,TASTE Then she fried slices of themushroom while the little girlsdanced with anxiety.Wefeasted,we three,my sistersand I,…Soon I become thirsty.(I drink a lot of water.)I go to the kitchen for a drink.TOUCH She got up and rummagedaround in the grub box.I climb the steps softly, skipping the ones that creak. He is sitting in the same chair,his elbows on his knees,his cold pipe in his teeth,his unblinking eyes staring straight ahead.SOUND It was near dark when therewas an answer to my yelling,and Mary came into theclearing.The ticking of the alarm clock on the ice box.The low hum of an automobile passing many blocks away.The swish of papers moved along the street by the breeze.A whispering rise and fall of sound,like low breathing.It is strangely pleasant.SIGHT Mary stood in thedoorway for a while,lookingout at the dripping world as ifshe found it beautiful.The dim shadow of light that comes through the window from the street lamp only makes the room seem darker.Mary roasted it in chunks over the fire,half crying with the smoke.The dryness in my throat reminds me.I step briskly into the kitchen.Activity11Read Text A and Text B.Find more examples of concrete words in describing the settings and share with your partner your comments about the effects of these concrete words on the plot of each story.Text A Text BActivity12Look carefully at the picture below and think about how you would describe the house.1)What is your impression of the house respectively when reading these two descriptions?The first is pleasant while the second is spooky.2)Write down some expressions in the two descriptions which help to create the two different atmospheres.DescriptionsDescription1Description2always very pleasant stood alonethick,cold stoneStone which kept out the cold in winter andthe heat in summerWindows shone;doors opened invitingly Roof shone blackly,freezing rain,windowsshook and rattled;doors locked with big,heavy chainsLittle white waves Waves crashed angrily against the cliffCool blue sea,sunny sky Wind blew over the empty fields。
《大学思辨英语教程写作1》练习答案-Unit 5 Dream and Faith
Unit5Dream and FaithPart I:Learning the SkillsActivity1:Match the themes with the following stories.A.The greatest kindness will not bind the ungrateful.B.Idleness brings want.C.Contentment with our lot is an element of happiness.D.Unity is strength.E.Fine feathers don’t make fine birds.Story1：CStory2:BStory3:AStory4:EStory5:DActivity2:Review the texts you have read in the previous units and figure out the theme(s)revealed in each text.Discuss with your partner how these themes are developed and revealed in the texts,and comment on the techniques that the authors use to develop the themes.Text Theme(s)How the theme(s)is(are)revealedCommentsThe Story of My Life(Chapter4)One could overcomea problem thatseems to beinsurmountable--Offered backgroundinformation about herself atthe beginning--Described the skillfulnessand patience of Ann Sullivan--the key moment of epiphany“The Diamond Necklace”Vanity and pride canbe expensiveA great contrast betweenwhat life is and what lifeMathilde fancies at thebeginningMathilde borrowed a necklaceand had a moment of herfancied life,Madame Loisel’s vanity causesher to want to live beyond hermeans and her pride thatprevents her from tellingMadame Forestiere the truth.“After Twenty Years”Justice is higher than friendship“The Selfish Giant”Sharing can bring joy “Too Soon aWoman”True courage is love“My Father sits in the Dark”The love of family members“The three Little Pigs(V1)One should try his best“The three Little Pigs(V2)Truth might take a turn when the narrator is different“A Day’s Wait”Courage isActivity3Read the poem“Sea-Fever”by John Masefield carefully.Write your answer to each question and then discuss your answer with your partner.1)What is the theme,or message that the author expresses in this poem?The simple things in life may be the best.2)What words are repeated to point out the theme?Without these words,do you think thatthe theme will be weakened or strengthened in the poem?Why?“all I ask”is used in all these stanzas to emphasize that what“I”want is easy to satisfy.Without these phrases,the effect will be weakened.3)What do you gain from this poem in terms of living a life?One can live a happy life without too many materials possessions.Activity4Read the following passage,and then complete the statements that follow.1)The phrase“not the brightest bulb in the lamp”in Para.1means he is not smart at all.2)After reading about Epaminondas’dealing with the cake,the butter and the puppy,your impression about him is he is quite simple-minded--not able to adapt with the change of specific circumstances.3)The theme of this folk tale is give unconditional love and accept the differences between people.Part II:Case AnalysisActivity5Read Text A and consider how the author develops the main theme of the story.Task1Understanding the textWork in groups or pairs and fill in the blanks with the missing information about how the author develops the main theme through a series of events and a twist with the last event.Soapy’Action Results Your Commentsthe1st event Dined luxuriously atsome expensiverestaurant.The head waiter kepthim from getting in.The snobbishwaiter judged himby his appearance.the2nd event Broke a shop windowand waited for thepolice to arrest him.The policeman didnot believe he did it.The policemantrusted only theirown judgment.the3rd event Asked the waiters tocall the police bytelling them he had nomoney for the dinnerhe just had at arestaurant.Two waiters pitchedhim out.He again failed.the4th event Accosted a youngwoman who wasnearby a police Rather than beingoffended,the womancame to him joyfully.The woman,probably aprostitute,is asocial problem.the5th event Started to yell andmake a noisy scene infront of a police.The policeman didnothing consideringhim as a universitystudent celebratingtheir victory ingames.The law wasenforceddifferentlytowards differentpeople.the6th event Stole a well-dressedman’s umbrella.It turned out the mantook the umbrellathat didn’t belong tohim in a restaurant.It is ironic that awell-dressed manstole an umbrella.the7th event Being touched bymusic from churchSoapy decided torestart.A policeman cameover and arrestedhim.The climax andending is quitedramatic.Task2Responding to the textWrite your answer to each question in full sentences.Then discuss your answers with your partner.1)Why did Soapy want to be arrested and what does that tell us about the theme of the story? Soapy wanted to have a“nicer”place for the coming winter.The living of the poor in that society seems quite hopeless and abnormal.2)What are the regular responsibilities of a policeman?How did the cop respond to Soapy’s several attempts to get arrested and how does that help to develop the theme of the story?A policeman’s regular responsibilities include order maintenance and misconduct prevention. By letting Soapy go several times despite his attempt to get arrested,it showed the police was not doing their job.It further prepared for the climax of the story and strengthened the theme.3)When Soapy was moved by the anthem music near the church and planned to start over,he was arrested.What is the significance of this event in further developing the theme?This is the climax of the story which made a sharp turn from what has happened in the previous events and makes the readers feel strongly about the absurdity of the society.4)Does the author convey his theme clearly in the text?How do you figure out the theme in the story?The author did not explicitly state the theme in the text.It was presented through the description of Soapy’s winter plans and what he had tried hard to achieve his purpose.5)What impact do you think the unexpected arrest would have on Soapy’s regained faith to “battle with his desperate fate”and“make a man of himself again”?It might ruin his plan to restart his life and probably he would lose his faith because of this event.Activity6Read Text B and consider how the author develops the main theme of the story.Task1Understanding the textWrite your answer to each question in full sentences.Then discuss your answers with your partner.1)Who is the protagonist and who is the antagonist in this story?The protagonist is a woman and the antagonist is a boy.2)What is the conflict mentioned at the beginning of the story?The boy tried to snatch her purse.3)What leads to the encounter between the protagonist and the antagonist?The boy wanted to buy a pair of shoes but couldn’t come up with the money needed.4)What did the woman decide to do after the first encounter with the boy?She dragged the boy to her home.5)Did the boy try to run away when he got a chance later?Why or why not?The boy did not try to run away when he got a chance at Mrs.Jone’s home because he got treated well by Mr.Jones.Task2Responding to the textThe dialogue plays an important role in the development of the theme of this story.Read the following dialogue excerpts and discuss with a partner how they demonstrate the theme in the story.The dialogue helps to develop the plot in which the theme is embedded.The first two dialogues introduced the first encounter of these two main characters as a background.Starting from the third dialogue,Mrs.Jones showed her concern for the boy by asking him to come along with her and wash his face.The following dialogues also revealed the kind heart of Mrs.Jones(not sending him to the jail and inviting the boy eat together with her).She also revealed that she made mistakes in the past but still warned that boy that he should not do illegal things in future. Task3Making a comparison between“The Cop and the Anthem”and“Thank You,M’am”Write your answer to each question in full sentences.Then discuss your answers with your partner.1)Are there any similarities between Soapy and Roger?Both Soapy and Roger were trying to do something bad to meet their own purposes.2)Are there any similarities between the policemen and Mrs.Luella Bates Washington Jones? Both the policemen and Mrs.Jones did what they thought they should do when dealing with Soapy and Roger respectively.3)What might happen if Soapy had met someone like Mrs.Luella Bates Washington Jones earlier in his life?Soapy might have become what he intended to become at the end of the story.4)What might happen if Roger had met a policeman as that in“The Cop and the Anthem”? Roger might be sent to prison and became someone like Soapy or even worse.5)What distinguishes Mrs.Luella Bates Washington Jones from the cops and what are the consequences of these differences?Mrs.Jones educated the boy in her own way and possibly prevented the boy from going astray in his future life.6)What are the respective viewpoints of the authors toward the disadvantaged(Soapy and Roger)and the powerful(the cops and Mrs.Luella Bates Washington Jones)in your opinion? How does that serve the theme of each story?The authors showed sympathy towards Soapy and Roger but in“The Cop and the Anthem”the author portrayed the cops as not doing what they were supposed to do while“Thank you Ma’m”offered a positive image of Mrs.Jones.The different treatment of the powerful makes these two stories developing towards different directions,each serving its own theme?????7)Do you think Mrs.Jones acted out of faith in the story?Why or why not?In what ways do you think a person of faith differs from a person without faith?Yes,she mentioned that she had done something wrong as a youth but she would not tell.Part III:Language StudyActivity7The following sentences are all from O.Henry’s works.Find out the figurative device(s)in each sentence and discuss the effect with your partner.There may be more than one answer.1)Hyperbole2)Metaphor3)Hyperbole4)Personification5)Metaphor6)Irony7)Personification8)Metaphor9)Understatement10)Personification11)Personification12)Simile13)Personification14)Metaphor15)PersonificationActivity8Read the following lines of poetry and find out the figurative device(s)in each excerpt. Excerpt1:simileExcerpt2:hyperboleExcerpt3:personificationExcerpt4:metaphorExcerpt5:personificationExcerpt6:metaphorExcerpt7:simileExcerpt8:personificationExcerpt9:metaphorActivity9Read the following two stories and underline the different parts.What makes the difference? Discuss your understanding with your partner.In these two excerpts,the difference lies in the figurative use of language.In the second excerpt, there were uses of onomatopoeia(Thunk,thunk)simile(soft pine needles covered the ground like a soft brown blanket;as anxious as a fish out of water),alliteration(twittered and tweeted), hyperbole(the sky-scraping branches of trees),and personification(made his heart dance).It creates images in the readers’mind.Activity10Read the following paragraph and then rewrite it using figurative language.1)Using Alliteration:Tanysha sat up late in her bedroom trying to study.Tanysha sat up late in her bedroom silently and studiously trying to study.2)Using Hyperbole:She was an all-A student…She was such a great student that anything less than a100++would send her sobbing from the room.3)Using Simile:…and tomorrow’s math test was an important one.Tomorrow’s math test was as important to Tanysha as a candidate’s final election speech is in the presidential election.4)Using Onomatopoeia:Lying back on her bed for a minute…With a squeak of bedsprings and the crunch of crumpled paper,Tanysha lay back on her bed for a minute.5)Using Metaphor:…Tanysha started daydreaming about going to college and becoming adoctor one day.She started daydreaming about going to the ivory tower learning to become a diseasefighter one day.。
《大学思辨写作1》练习答案-Unit 3 Growth and Maturity
Unit 3 Growth and MaturityPre-class ExplorationSuggestions for instructors: Start the class with one of the pre-class activities and encourage the students to brainstorm of the setting described in the activity and the characters that are appropriate for the specific setting: What would be the key elements in those settings? What adjectives would the students use to describe a specific setting? What images or associations would that specific setting evoke? What would be some “typical” characters in thes e settings? Transfer to the Skills Section: (45 minutes)Highlight the key points in setting section and analyze the setting in the activities.Part I: Learning the SkillsActivity 1Read the following story and discuss with your partner the techniques used in developingthe character Beaver.Activity 2The following two passages are about two best friends, Deanna and Beverly. Read the two passages carefully and discuss with your partner the techniques the authors use to develop the characters in each passage. In Passage 2, highlight those sentences that can correspondto the sentences ([1], [2], [3] and [4]) in Passage 1 and think about the impact of these differences on readers’ impressions of the two characters.Activity 3Read the excerpt from “Beauty and the Beast” by Jeanne-Marie Leprince de Beaumontand discuss the following questions with your partner:1)1) What happened to the character?He got lost in a forest and accidentally entered a splendid castle.2)How do you feel about the place that the character accidentally entered?It was like a fairy world.3)What is the role of the setting in this story?The sharp contrast between the snowy forest and the magnificence of the warm and cozy castle showed the readers a different world—a world that magic (or spell) might be working.4)What elements should be considered if you want to write a good setting?CharacterSuggestions for instructors：The settings of the merchant (Beauty’s father) were inReading the first four paragraphs, ask students to underline the words or phrases that indicate the setting such as “the forest, deep snow, bitter frost, only shelter was the hollow trunk of a great tree, howling of the wolves, falling snow covered up every path, rough, slippery”When he started to encounter the magical world:“a splendid castle, no snow had fallen in the avenue of orange trees, covered with flowers and fruits, several splendidly furnished rooms, pleasant warmth of the air, nobody in all this vast and splendid palace, deep silence reigned everywhere, empty rooms and galleries, a room where a clear fire was burning, a couch was drawn up cozily before it…”Ask the students to free write for 10 minutes about a setting that they are interested in and discuss with in groups about their writing before introducing how to craft an effective setting by offering sensory details.Activity 4The following passage is the opening of Johnny Tremain by Esther Forbes. The author’s styleis very descriptive and detailed, which helps readers picture the story in their mind and fully understand what is happening. Read it and discuss the following questions with your partner: 1)What is the setting?An early morning in Boston.2)What words and phrases describe SOUNDS in this place?Sound: (gulls) scream and quarrel, (cocks ) cried,(hens) clucking, (horses) whinnied, (bells) cling-clanged.3)What can you TOUCH in this place?Touch: (gulls) icy (eyes).4)What can you SEE in this place?Sight: Gulls, cocks, cats, horses, cows, the morning sunlight, bells.5)What can you TASTE in this place?Taste: salty air.6)What can you SMELL in this place?Smell: the first dead fish, first bits of garbage, all kinds of animal smells.Activity 5The following passages are developed on the basis of the setting “There is an air of mysteryin the house.” Read and highlight the words and phrases that describe sounds, feelings, smells and sights, and discuss with your partner how these words and phrases can help demonstrate the character’s inner world in the setting.Passage 1I shivered terribly at the sight of the deserted mansion that stood on the hilltop. With much curiosity, I treaded gingerly towards the mansion. Suddenly, I heard a distant howl that pierced through the silent night. At my wit’s end, I slowly walked towards mansion. My face turned ashen and my hair stood on ends when I got a better view of the spooky mansion. The wind sent chills down my spine as I walked slowly towards the gigantic door.Passage 2Behind the dark alley, it stood a deserted house. I stood meekly outside the haunted house with my jaws hung open. Suddenly, I saw a silhouette of a person in the house. Shivers ran down my spine as I approached the house cautiously. When I reached the doorstep, I was paralyzed withfear. I muttered uneasily to myself about what was going to happen next as I could feel cold air blowing towards me. My face turned ashen when the door opened itself.Passage 3I crept behind the house since the door was left ajar. The whole place was covered with dust and cobwebs. I stood meekly all alone when a big strong wind caused the wooden door to slam hard.I was paralyzed with fear. I picked up my courage and continued walking until I reached a smaller silver door. An eerie scream came from the door and soon, it turned into a howl. I decided to put a brave front and walk into the room…Passage 4Benjamin’s hair stood on ends as the eerie scream pierced through the still night. The howling of dogs made him stood meekly. He treaded gingerly through the dark and scary corridor. He saw a trail of bloodstains on the wall and maggots were crawling all over the place. What Benjamin saw later will be forever etched in his mind. It was the toilet’s light flickering. The continuous switching of the switch could be heard even when no visible being could be seen doing it. He then smelt a strong stench of urine coming from the toilet bowl.Activity 6Read the following short story “The Flowers” by Alice Walker and discuss the following questions with your partner:1)What is the setting? What are the elements in this setting?The woods behind her house. The elements of the setting include locale of the story (near her home vs. deeper into the woods); time (summer morning); mood and atmosphere (beautiful, light, good, vs. strangeness, gloomy, damp air, close and deep silence).2)How does the setting influence the characterization and the plot?The beautiful and peaceful part of the woods Myop explored was a sharp contrast with what she found deep in the woods—a man’s skeleton, probably a bl ack male who was lynched. 3)What does the author mean by saying “And the summer was over”?The ten-year-old black girl lost her innocence when she witnessed this harsh scene and realized the racism so close to her.Activity 7Read the following excerpt from Chapter 6 of The Secret Garden. Mary went to live with her uncle Mr. Archibald Craven in a big house after her parents died. She was exploring the rooms in the house when she heard someone’s crying. Pay attention to how the setting adds to the mystery of the big house and thus enhances the characterization of another character in the story: Colin Craven, the son of Mr. Craven, who is going to be introduced in the following chapters.Mary spent a long time examining all those many rooms in the big house—which is like a big maze. It showed the portrait of the family members with no one living in any of those rooms. It creates a mysterious and queer feeling as Mary felt. Her wanderings in the house led to more of her discoveries.Broader setting background: in 1803, the territory of United Stated expanded greatly through the Louisiana Purchase. To encourage people move to West, the Homestead Act of 1862 guaranteed that a settler could earn farmland just by living on it for five years and improving it. A lot people headed west in their dream of searching for a better life. But it was harder than many people had expected.Part II: Case AnalysisActivity 8Read Text A and consider how the author establishes the settings for the story.Task 1 Understanding the textFigure out the settings for the story and consider how the characters behave in each setting. Then discuss your answers with your partner.Setting 1: Mary was picked up. Pa didn’t want her, but Mary stood up to him without fear.Setting 2: _When Pa headed to town to get food, Mary was left to take care of the children.Setting 3: When the food was all gone, Mary found some mushroom and tried herself first before letting the children eat.Task 2 Responding to the textWrite your answer to each question in full sentences. Then discuss your answers with your partner.1)What is the personality of Mary?Independent, responsible, caring, brave,2)How do you think Mary’s character is shown through various settings:a.On prairie, she stood up to Pa without fear when she asked to travel alongb.In the mountains, she helped take care of the girls and cook________c.After Pa left, _she was in charge and risked her own life by trying the mushroom herself first before letting the children eat.3)In your opinion, did the eleven-year-old narrator become “too soon a man” as well? How did his attitude change under various circumstances?a.On prairie, he walked with his dad while his sisters could sit on the wagon.b.He worried about Mary when he understood her intentions of not allowing them to eat.4)What effect do the sentences: “Mary came out of the cabin then, walking sedately. As she came toward us, the sun began to shine” create?These sentences are symbolic, which showed the hope and the positive change in their lives.5)The text has also been published under the title “The Day the Sun Came Out.” Which title do you like better? Why?Answers may vary.6) Have you ever been given more responsibility than is usual for someone your age? Describe your experience being “too soon a woman” or “too soon a man.” How did it change you? (If you prefer, describe an experience someone you know or know about has had.)Answers may vary.Activity 9Read Text B and consider the setting the author establishes for the story. What is the role of the setting in developing the story?Task 1 Understanding the textWrite your answer to each question in full sentences. Then discuss your answers with your partner.1)When and where did this story take place?This story is set at nig hts and in the narrator’s home.2)What did the father do in the darkness? And what did the son do?He would sit in the dark and smoke and think. His son was quite worried about his father. 3)At what point in the story did the son begin to understand his fat her’s habit?When his father told him that he can’t get used to lights.4)What words or sentences in the story tell the reader that the son was needlessly worrying about his father?He kept asking his father “why don’t you go to bed?” and he was “afraid, w orried, angry, curious” and felt “unless I get an answer I will go crazy”, etc.Part III: Language StudyActivity 10Read Text A and Text B and find expressions related to five senses (smell, taste, touch, sound and sight) or others (such as emotion). Discuss with your partner how these words are helpful to demonstrate the characters’ personalities.Text A Text BSMELL She sliced that big, solidmushroom and heated greasein a pan. The smell of itbrought the little girls out oftheir quilt,TASTE Then she fried slices of the Soon I become thirsty. (I drinkmushroom while the little girls a lot of water.) I go to thedanced with anxiety. We kitchen for a drink.feasted, we three, my sistersand I, …TOUCH She got up and rummaged I climb the steps softly,around in the grub box. skipping the ones that creak.He is sitting in the same chair,。
《大学思辨写作1》练习答案-Unit 2 Empathy and Justice
Unit 2 Empathy and JusticePre-class exploration2. Look at the people around you. Select one of them and make a carefulobservation of this person such as his or her appearance, clothing, hairstyle, facialexpression and behavior (such as chewing gum or typing a text message). As youlook at the person, what general impression do you get? Do you like his or her lookor not? Does the person make you smile, chuckle, frown or feel annoyed? Then writedown your observations and discuss them with your partner. Suggestions for instructors:1The instructor can ask students to describe someone in class in detail and let the others guess who that person is.2The instructor can provide some pictures from newspapers or magazines so that the students can use those as discussion materials. Ask one group to describea certaincharacter in words and another group to draw the characterbased on the description.Part I: Learning the SkillsActivity 1 Beaver Goes ShoppingRead the following story and discuss with your partner the techniques used in developingthe character Beaver.What Beaver saysBeaver talked to different animals about what food to buy. He communicated with several animals about his food.What Beaver doesBeaver talked and acted and kept trying different food after listening to different people’s advice.What Beaver thinks and feelsHe felt sad ( unhappy) when he couldn’t find the food he wanted and happy when he got the carrots.Activity 2The following two passages are about two best friends, Deanna and Beverly. Read thetwo passages carefully and discuss with your partner the techniques the authors useto develop the characters in each passage. In Passage 2, highlight those sentences thatcan correspond tothe sentences ([1], [2], [3] and [4]) in Passage 1 and think about theimpact of these differences on readers’ impressions of the two characters.The technique here is whether using showing or telling in character development. While the first uses telling, the second mostly used showing with specific details and dialogues.Part II: Case AnalysisActivity 3Read Text A and consider how the author keeps moving the plot of the story forward. What techniques are employed to develop the characters?Task 1 Understanding the textCharacter(s):A policeman, the man waiting for his friend.Setting:Adimly-lightedstreet corner in New York at a chilly night.Plot:Beginning: A policeman was patrolling the street.Middle: The man who was waiting for his friend talked to the policeman.Ending: The man turned out to be a man wanted by the police.Point of view:Objective third point of view.Theme:Justice comes before friendship.Task 2 Responding to the textWrite your answer to each question in full sentences. Then discuss your answerswithyour partner.1)What had happened in the past 20 years to Jimmy and Bob?Jimmy became a policeman while Bob got rich by involving in criminal activities.2)What kind of person was Jimmy in the eyes of Bob? Could you imagine Bob’sfeeling while he was waiting for Jimmy?Jimmy was a nice and honest guy. He was excited and proud that he had been “successful”. 3)How did Jimmy deal with the awkward situation?He did not reveal his real identity.4)If you were Jimmy, how would you deal with the awkward situation?Answers may vary.Activity 4Read Text B and consider how the author presents the change of the Selfish Giant.What techniques are employed to develop the character Giant?Task 1 Understanding the textComplete the chronological outline of the text. Include the most important events in the story.1) Children liked to play in the Giant’s garden.2)One day the Giant came back and _put a sign up to keep the garden to himself__.3)Then the Giant had a long winterandspringnever came.4)One morning the Giant heard some lovely music and saw a most wonderful sight.5)Every afternoon, when school was over, the children came and played withthe Giant.6)Years went over, and the Giant grew very old and feeble.7)One winter morning he looked out of his window he found a tree covered with lovely white blossomsand underneath it stood the little boy he had loved.8)When the children ran in that afternoon, they found the Giant lying deadunder the tree, all covered with white blossoms.Task 2 Responding to the textWrite your answer to each question in full sentences. Then discuss your answers withyour partner.1)Why was the Giant unhappy to see the children playing in his garden when he cameback from his visit to his friend? Have you ever seen a similar phenomenon in your life?He thought the garden was his and he did not want to share it with others.2)How did the author present the Giant’s realization of his selfishness?Through a monologue “my own garden is my own garden” and his action of putting ano trespassing sign.3)What did the Giant gain by allowing the children to play in his garden?He gained happiness.4)What role did the little boy play in the development of the story?The little boy changed the selfish giant into a loving giant and as a symbolic figure(angel); he was very important.Part III: Language StudyActivity 5Read Text A and Text B and find more examples of concrete language and figurative language. Then discuss their functions with your partner.Activity 6The following sentences are developed from the sentence Sheila replied, “I don’t know where he is.”With different concrete details, Sheila becomes different kinds of person. Discuss with your partner your understanding of what kind of person Sheila is in each context.1)Sheila rolled her eyes and sighed loudly, then threw up her hands in exasperation and replied curtly, “I don’t know where he is.”Sheila was quick-tempered.2)Staring blankly out of the window, Sheila exhaled softly, closed her eyes for a moment and replied, “I don’t know where he is.”Sheila was gentle.3)Sheila stared at her mother, teary-eyed, shuddering with fear, and sobbingly replied, “I don’t know where he is.”Sheila was timid /fearful.4)Sheila continued to pass the items over the scanner, staring down at the counter, and without even looking at the customer, replied indifferently, “I don’t know where he is.”Sheila was impolite.Activities 7-8Suggestions for instructors:These two activities would help students to practice the characterization skills as well as characterization through concrete and/or figurative language.We suggest that the teacher could ask students to work on the two activities themselves first. If in class, the teacher could ask students to select one task from each activity and work in pair about 10 minutes. Then the teacher could ask students to share their work and arrange the whole class to appreciate their writing.More examples for Activity 8The old woman looked old and sad.A.When I came out of the train, I heard someone sobbing. I headed towards the direction whereby the sobbing came from. I spotted an old woman with wrinkled skin and silver hair. She had teeth that had yellowed with age. She also looked miserable and gloomy. The old woman was sitting in a humid corner whereby no one cared about her. As I went closer to her, I could see tears streaming down her face. I realized that she was hunched-back. I could tell from her appearance that she was a burden to her family.B.The frail-looking lady inched forward like she only had a limited space to move her feet. From a far distance, I could see her wrinkled skin and her teeth that had yellowed with age. She looked cheerless with sunken eyes and cheeks. Her sinewy hands looked like she had worked hard for many years. She looked really feeble and seemed like she could not even swat a fly without missing it. Her silvery hair was no longer bright and shiny, but instead it was dull. Her face was gloomy and her smile was gone. She hunched her back and took a couple of steps forward. She looked up in dismay and sighed.If time permits, the instructor can ask students to work in groups and list five ways to show that a person is sad, or angry or happy.For example:On entering the door I remembered the doll I had broken. I felt my way to the hearth and picked up the pieces. I tried vainly to put them together. Then my eyes filled with tears; for I realized what I had done, and for the first time I felt repentance and sorrow.—The Story of My LifeHe stopped, distracted, seeing that his wife was weeping. Two great tears ran slowly from the corners of her eyes toward the corners of her mouth.—The Diamond Necklace。
思辨性作文分论点拟写训练题及答案
思辨性作文分论点拟写训练题及答案英文回答：Topic 1: The Importance of Education for Economic Development.Sub-thesis: Education is a crucial investment that fosters economic growth through its impact on human capital, innovation, and productivity.Topic 2: The Role of Technology in Enhancing Learning Experiences.Sub-thesis: Technology acts as a transformative toolthat enhances learning by providing access to vast resources, personalized instruction, and collaborative opportunities.Topic 3: The Value of Diversity in the Workplace.Sub-thesis: Diversity in the workplace promotes creativity, innovation, and improved problem-solving through the exchange of diverse perspectives.Topic 4: The Impact of Social Media on Political Participation.Sub-thesis: Social media platforms enable increased political engagement by providing a means for individuals to connect, share information, and express their views.Topic 5: The Ethical Implications of Artificial Intelligence.Sub-thesis: Artificial intelligence raises complex ethical challenges that require careful consideration to ensure responsible and equitable deployment.中文回答：论题 1，教育对经济发展的重要性。
高三英语文学批评角度单选题30题
高三英语文学批评角度单选题30题1. In "Pride and Prejudice", Elizabeth Bennet is known for her intelligence and independence. Which of the following is NOT a characteristic of Elizabeth?A. CourageousB. SubmissiveC. WittyD. Perceptive答案：B。
解析：在《傲慢与偏见》中，伊丽莎白·贝内特勇敢、机智且有洞察力，她并不顺从。
选项A，她敢于挑战传统观念，具有勇气；选项C，她言语机智幽默；选项D，她对人和事有敏锐的洞察力。
2. In "Jane Eyre", Jane is a character full of determination. Which description does NOT match Jane?A. Strong-willedB. TimidC. PrincipledD. Intelligent答案：B。
解析：简·爱是一个意志坚强、有原则且聪明的人。
她并不胆小。
选项A，她在面对困难时表现出坚强的意志；选项C，她坚守自己的原则；选项D，她很聪明。
3. In "Great Expectations", Pip is a complex character. Which trait isleast likely to be associated with Pip?A. ArrogantB. Kind-heartedC. GreedyD. Loyal答案：A。
解析：皮普虽然有一些缺点，但他本质上是善良、忠诚的，并不傲慢。
选项B，他对朋友和家人表现出善良；选项C，在某些阶段他可能有一些贪婪的表现；选项D，他对一些人很忠诚。
大学思辨英语教材2答案
大学思辨英语教材2答案Unit 1: Critical Thinking and ArgumentationExercise 1:1. A. As a critical thinker, one should rely on evidence and reason rather than emotions or personal biases when making decisions or forming opinions. Critical thinking helps us distinguish between fact and opinion and improves problem-solving skills.B. Critical thinking skills are valuable in various situations, such as academic research, professional settings, and everyday life. Proficient critical thinkers can analyze complex information, evaluate arguments, and make sound judgments.C. Developing critical thinking skills requires practice and exposure to different perspectives. Engaging in debates, reading diverse texts, and seeking feedback are effective strategies to enhance critical thinking abilities.2. A. A strong argument must have a clear claim or thesis statement that is supported by relevant evidence. Additionally, an argument should address counterarguments and provide reasoning to support the claim.B. Fallacies are common mistakes in reasoning that can weaken an argument. Examples of fallacies include ad hominem attacks, appealing to emotion, and using circular reasoning.C. Evaluating arguments involves assessing the credibility of the source, the use of evidence and logic, and the overall coherence and effectiveness of the argument.Exercise 2:1. A. A valid argument is one in which the conclusion logically follows from the premises. Validity is determined by the structure of the argument, regardless of whether the premises or conclusion are true.B. An invalid argument is one in which the conclusion does not logically follow from the premises. Even if the premises are true, an invalid argument cannot guarantee the truth of the conclusion.C. Soundness is a higher standard of argument validity as it requires both valid reasoning and true premises. A valid argument with false premises or a false conclusion is unsound.2. A. A deductive argument is one that aims to provide conclusive evidence to support its conclusion. It relies on logical reasoning and is either valid or invalid.B. An inductive argument is one that aims to provide probable evidence to support its conclusion. It relies on patterns, generalizations, and observations, and is either strong or weak.C. Both deductive and inductive reasoning have their strengths and limitations. Recognizing the type of argument and its purpose is crucial for evaluating its validity and soundness.Unit 2: Language and RhetoricExercise 1:1. A. Rhetoric refers to the art of persuasive communication. It involves the strategic use of language, tone, and delivery to effectively convey a message, influence an audience, or stimulate a particular response.B. The three modes of persuasion in rhetoric are ethos (credibility and trustworthiness of the speaker or writer), pathos (appeal to emotions and values), and logos (appeal to logic, reason, and evidence).C. Understanding rhetoric helps us analyze persuasive techniques used in various texts, speeches, or advertisements. It allows us to critically evaluate the intended messages and the techniques employed to convey them.2. A. Language is a powerful tool for communication and can shape our thoughts, perceptions, and interactions. Understanding the elements and functions of language helps us effectively express ourselves and interpret others' messages.B. The components of language include phonology (sounds), morphology (word structure), syntax (sentence structure), semantics (meaning), and pragmatics (language use in context).C. Language can convey both denotative (literal) and connotative (associative and emotional) meanings. Additionally, language can be used to inform, persuade, entertain, or express emotions.Exercise 2:1. A. Figurative language involves the use of words or expressions in a non-literal way to create a vivid or imaginative effect. Examples of figurative language include metaphors, similes, personification, and hyperbole.B. Figurative language adds depth and richness to communication by appealing to our senses and emotions. It can create powerful imagery, enhance descriptions, and evoke specific responses from the audience.C. Identifying and interpreting figurative language requires understanding the intended meaning behind the words and recognizing the cultural, historical, or contextual associations that contribute to the figurative expression.2. A. Stylistic devices are techniques used to enhance the effectiveness and impact of language. Examples include repetition, parallelism, alliteration, assonance, and rhetorical questions.B. Stylistic devices can emphasize key points, create rhythm or harmony, and engage the audience. They can be found in various forms of communication, including speeches, poems, and advertisements.C. Analyzing the use of stylistic devices helps us understand the intended effects of the language and the strategies employed by the speaker or writer to convey their message persuasively.Please note that the above content is a suggested outline and actual answers may vary depending on the specific questions and context within the "大学思辨英语教材2".。
《大学思辨写作1》练习题答案-Unit-2-Empathy-and-Justice.doc
Unit 2 Empathy and JusticePre-class exploration2. Look at the people around you. Select one of them and make a carefulobservation of this person such as his or her appearance, clothing, hairstyle, facialexpression and behavior (such as chewing gum or typing a text message). As youlook at the person, what general impression do you get? Do you like his or her lookor not? Does the person make you smile, chuckle, frown or feel annoyed? Then writedown your observations and discuss them with your partner. Suggestions for instructors: 1The in structor can ask stude nts to describe some one in class in detail and let the others guess who that person is.2The instructor can provide some pictures from newspapers or magazines so that the students can use those as discussion materials. Ask one group to describea certain character in words and another group to draw the characterbased on the description.Part I: Learning the SkillsActivity 1 Beaver Goes ShoppingRead the following story and discuss with your partner the techniques used in developing the character Beaver.What Beaver saysBeaver talked to d if fere nt animals about what food to buy. He comm un icated with several animals about his food・What Beaver doesBeaver talked and acted and kept trying d if fere nt food after listening to d iff ere nt people's advice. What Beaver thinks and feelsHe felt sad ( unhappy) when he couldn〃t find the food he wanted and happy when he got the carrots.Activity 2The following two passages are about two best friends, Deanna and Beverly. Read thetwo passages carefully and discuss with your partner the techniques the authors useto develop the characters in each passage. In Passage 2, highlight those sentences thatcan correspond tothe sentences ([1], [2], [3] and [4]) in Passage 1 and think about theimpact of these differences on readers' impressions of the two characters.The technique here is whether using show!ng or telling in character development. While the first uses telling, the second mostly used showing with spec讦ic details and dialogues・Part II: Case AnalysisActivity 3Read Text A and consider how the author keeps moving the plot of the story forward. What techniques are employed to develop the characters?Task 1 Understanding the textCharacter(s):A policeman, the man waiting for his friend.Setting:Adimly-lightedstreet corner in New York at a chilly night・Plot:Beginning: A policeman was patrolling the street.Middle: The man who was waiting for his friend talked to the policeman.Ending: The man tur ned out to be a man wan ted by the police.Point of view:Objective third point of view.Theme:Justice comes before friendship・Task 2 Responding to the textWrite your answer to each question in full sentences. Then discuss your answers withyour partner. 1)What had happened in the past 20 years to Jimmy and Bob?Jimmy became a policeman while Bob got rich by involving in criminal activities.2)What kind of person was Jimmy in the eyes of Bob? Could you imagine Bob'sfeeling while he was waiting for Jimmy?Jimmy was a nice and honest guy. He was excited and proud that he had been "successful".3)How did Jimmy deal with the awkward situation?He did not reveal his real identity.4)If you were Jimmy, how would you deal with the awkward situation?Answers may vary.Activity 4Read Text B and consider how the author presents the change of the Selfish Giant.What techniques are employed to develop the character Giant?Task 1 Understanding the textComplete the chronological outline of the text. Include the most important events in the story.1)Children liked to play in the Giant's garden.2)One day the Giant came back and put a sign up to keep the garden to himself •3)Then the Giant had a long winterandspringnever came・4)One morning the Giant heard some lovely music and saw a most wonderful sight.5)Every after no on, whe n school was over, the childre n came and played withthe Giant.6)Years went over, and the Giant grew very old and feeble.7)On e win ter morni ng he looked out of his win dow he found a tree covered with lovely white blossomsand underneath it stood the little boy he had loved・8)Whe n the children ran in that after no on，they found the Giant lying dead un der the tree, all covered with white blossoms.Task 2 Responding to the textWrite your answer to each question in full sentences. Then discuss your answers with your partner. 1)Why was the Giant unhappy to see the children playing in his garden when he cameback from his visit to his frie nd? Have you ever see n a similar phe no men on in your life?He thought the garden was his and he did not want to share it with others・2)How did the author present the Giant's realization of his selfishness?Through a monologue "my own garden is my own gardeand his action of putting a no trespassing sign.3)What did the Giant gain by allowing the children to play in his garden?He gained happiness.4)What role did the little boy play in the development of the story?The little boy changed the selfish giant into a loving giant and as a symbolic figure(angel); he was very important.Part III: Language StudyActivity 5Read Text A and Text B and find more examples of concrete language and figurative language. Then discuss their functions with your partner.Activity 6The following sentences are developed from the sentence Sheila replied, "I don't know where he/s//With different concrete details, Sheila becomes different kinds of person. Discuss with your partner your understanding of what kind of person Sheila is in each context.1)Sheila rolled her eyes and sighed loudly, then threw up her hands in exasperation and replied curtly, "I don't know where he is."Sheila was quick-tempered・2)Staring blankly out of the window, Sheila exhaled softly, closed her eyes for a moment and replied,"I dorft know where he is."Sheila was gentle・3)Sheila stared at her mother, teary-eyed, shuddering with fear, and sobbingly replied, "I don't know where he is."Sheila was timid /fearful.4)Sheila continued to pass the items over the seanner，staring down at the counter, and without eve n looki ng at the customer, replied in d iff ere ntly, "I dorft know where he is."Sheila was impolite.Activities 7-8Suggestions for instructors:These two activities would help students to practice the characterization skills as well as characterizati on through con Crete and/or figurative Ian guage.We suggest that the teacher could ask students to work on the two activities themselves first. If in class, the teacher could ask students to select one task from each activity and work in pair about 10 minutes. Then the teacher could ask students to share their work and arrange the whole class to appreciate their writing.More examples for Activity 8The old woman looked old and sad.A.Whe n I came out of the trai r\ I heard some one sobbi ng. I headed towards the directi on whereby the sobbing came from. I spotted an old woman with wrinkled skin and silver hair. She had teeth that had yellowed with age・ She also looked miserable and gloomy. The old woman was sitting in a humid corner whereby no one cared about her. As I went closer to her, I could see tears streaming down her face・ I realized that she was hunched-back・ I could tell from her appearance that she was a burden to her family.B.The frail-looking lady inched forward like she only had a limited space to move her feet. From a far distanee, I could see her wrinkled skin and her teeth that had yellowed with age・She looked cheerless with sunken eyes and cheeks・ Her sinewy hands looked like she had worked hard for many years・ She looked really feeble and seemed like she could not even swat a fly without missing it. Her silvery hair was no Ion ger bright and shiny, but in stead it was dull. Her face was gloomy and her smile was gone・ She hunched her back and took a couple of steps forward・ She looked up in dismay and sighed.If time permits, the instructor can ask students to work in groups and list five ways to show that a person is sad, or angry or happy.For example:On entering the door I remembered the doll I had broken. I felt my way to the hearth and picked up the pieces. I tried vainly to put them together. Then my eyes filled with tears; for I realized what I had done, and for the first time I felt repe ntance and sorrow . — The Story of My LifeHe stopped, distracted, seeing that his wife was weeping. Two great tears ran slowly from the corners of her eves toward the corners of her mouth.—The Diamond Necklace。
大学思辨英语教程写作2单元答案
大学思辨英语教程写作2单元答案大学思辨英语教程写作2单元答案大学思辨英语教程写作第2单元的答案大家看到了吗?下面是店铺给大家整理的大学思辨英语教程写作2单元答案，供大家参阅!大学思辨英语教程写作2单元答案Part III: Language Study Activity 5Read Text A and T ext B and find more examples of concrete language and figurative language. Then discuss their functions with your partner.Activity 6The following sentences are developed from the sentence Sheila replied,“I don’tknow where he is.”With different concrete details, Sheila becomes different kindsof person.Discuss with your partner your understanding of what kind of personSheila is in each context.1) Sheila rolled her eyes and sighed loudly, then threw up her hands in exasperation and replied curtly, “I don’t know where he is.”Sheila was quick-tempered.2) Staring blankly out of the window, Sheila exhaled softly, closed her eyes for a moment and replied, “I don’t know where he is.”Sheila was gentle.3) Sheila stared at her mother, teary-eyed, shuddering with fear, and sobbingly replied, “I don’t know where he is.”Sheila was timid /fearful.4) Sheila continued to pass the items over the scanner, staring down at the counter, and without even looking at the customer, replied indifferently, “I don’t know where he is.”Sheila was impolite.Activities 7-8Suggestions for instructors:These two activities would help students to practice the characterization skills as well as characterization through concrete and/or figurative language.We suggest that the teacher could ask students to work on the two activities themselves first. If in class, the teacher could ask students to select one task from each activity and work in pair about 10 minutes. Then the teacher could ask students to share their work and arrange the whole class to appreciate their writing.More examples for Activity 8The old woman looked old and sad.A.When I came out of the train, I heard someone sobbing. I headed towards the direction whereby the sobbing came from. I spotted an old woman with wrinkled skin and silver hair. She had teeth that had yellowed with age. She also looked miserable and gloomy. The old woman was sitting in a humid corner whereby no one cared about her. As I went closer to her, I could see tears streaming down her face. I realized that she was hunched-back.I could tell from her appearance that she was a burden to her family.B.The frail-looking lady inched forward like she only had a limited space to move her feet. From a far distance, I could see her wrinkled skin and her teeth that had yellowed with age. She looked cheerless with sunken eyes and cheeks. Her sinewy hands looked like she had worked hard for many years. She looked really feeble and seemed like she could not even swat a flywithout missing it. Her silvery hair was no longer bright and shiny, but instead it was dull. Her face was gloomy and her smile was gone. She hunched her back and took a couple of steps forward. She looked up in dismay and sighed.If time permits, the instructor can ask students to work in groups and list five ways to show that a person is sad, or angry or happy.For example:On entering the door I remembered the doll I had broken. I felt my way to the hearth and picked what I had done, and for the first time I felt repentance and sorrow.—The Story of My Life —The Diamond Necklace第5 / 6页She wept at once, with sudden, wild abandonment, in her sister’s arms.—The Story of an HourAfter Harry Potter’s parents were killed, baby Harry was put onto the doorsteps of his uncle and aunt which made Hagrid, Professor McGonagall and Dumbledore sad:For a full minute the three of them stood and looked at the little bundle; —Harry Potter and the Sorcerer’s Stone Harry.–(Fred was killed and Hermione was sad, Harry Potter and the Deathly Hallows)Hermione Before Harry could say or do anything, she tucked the enormous ran toward the staircase to the girls’ dormitories and out of sight.—Harry Potter and the Prisoner of Azkaban face as low as possible, wiping them off on his robes, pretending to do up his shoelace, so that Lupin wouldn't see.–Harry Potter and the Prisoner of Azkaban“You may rest assured that she will be punished,” Mr. Crouch added coldly.“M-m-master…” Winky stammered, looking up at Mr. Crouch, “M-m-master, p-p-please…”—Harry Potter and the Goblet of Fire—Harry Potter and the Goblet of Fire“Master Barty, you bad boy!”whispered Winky, tears trickling between her fingers.—Harry Potter and the Goblet of Fire大学思辨英语教程写作2单元答案Part II: Case Analysis Activity 3Read Text A and consider how the author keeps moving the plot of the story forward. What techniques are employed to develop the characters?Task 1 Understanding the textTask 2 Responding to the textWrite your answer to each question in full sentences. Then discuss your answers withyour partner.1) What had happened in the past 20 years to Jimmy and Bob?Jimmy became a policeman while Bob got rich by involving in criminal activities.2) What kind of person was Jimmy in the eyes of Bob? Could you imagine Bob’sfeeling while he was waiting for Jimmy?Jimmy was a nice and honest guy. He was excited and proud that he had be en “successful”.3) How did Jimmy deal with the awkward situation?He did not reveal his real identity.4) If you were Jimmy, how would you deal with the awkward situation?Answers may vary.Activity 4Read Text B and consider how the author presents the change of the Selfish Giant. What techniques are employed to develop the character Giant?Task 1 Understanding the textComplete the chronological outline of the text. Include the most important events in the story.1) Children liked to play in the Giant’s garden. 5) Every afternoon, when school was over, the children came and played withthe Giant.6) Years went over, and the Giant grew very old and feeble.7) One winter morning he looked out of his window he founda tree covered with lovely white blossomsand underneath it stood the little boy he had loved.8) When the children ran in that afternoon, they found the Giant lying deadunder the tree, all covered with white blossoms.Task 2 Responding to the textWrite your answer to each question in full sentences. Then discuss your answers with your partner.1) Why was the Giant unhappy to see the children playing in his garden when he cameback from his visit to his friend? Have you ever seen a similar phenomenon in your life?He thought the garden was his and he did not want to share it with others.2) How did the author present the Giant’s realization of his selfishness?Through a monologue “my own garden is my own garden” and his action of putting a no trespassing sign.3) What did the Giant gain by allowing the children to play in his garden?He gained happiness.4) What role did the little boy play in the development of the story?The little boy changed the selfish giant into a loving giant and as a symbolic figure(angel); he was very important.大学思辨英语教程写作2单元答案Part I: Learning the Skills Activity 1 Beaver Goes ShoppingRead the following story and discuss with your partner the techniques used in developing the character Beaver.What Beaver saysBeaver talked to different animals about what food to buy. He communicated with several animals about his food.What Beaver doesBeaver talked and acted and kept trying different food after listening to different people’s advice.What Beaver thinks and feelsHe felt sad ( unhappy) when he couldn’t find the food he wanted and happy when he got the carrots.Activity 2The following two passages are about two best friends, Deanna and Beverly. Read thetwo passages carefully and discuss with your partner the techniques the authors useto develop the characters in each passage. In Passage 2, highlight those sentences thatcan correspond tothe sentences ([1], [2], [3] and [4]) in Passage 1 and think about theimpact of these differences on readers’ impressions of the two characters.The technique here is whether using showing or telling in character development. While the first uses telling, the second mostly used showing with specific details and dialogues.。
《大学思辨英语教程写作1》练习答案-Unit 3 Growth and Maturity
Unit3Growth and MaturityPre-class ExplorationSuggestions for instructors:Start the class with one of the pre-class activities and encourage the students to brainstorm of the setting described in the activity and the characters that are appropriate for the specific setting:What would be the key elements in those settings?What adjectives would the students use to describe a specific setting?What images or associations would that specific setting evoke?What would be some“typical”characters in these settings? Transfer to the Skills Section:(45minutes)Highlight the key points in setting section and analyze the setting in the activities.Part I:Learning the SkillsActivity1Read the following story and discuss with your partner the techniques used in developing the character Beaver.Activity2The following two passages are about two best friends,Deanna and Beverly.Read the two passages carefully and discuss with your partner the techniques the authors use to develop the characters in each passage.In Passage2,highlight those sentences that can correspond to the sentences([1],[2],[3]and[4])in Passage1and think about the impact of these differences on readers’impressions of the two characters.Activity3Read the excerpt from“Beauty and the Beast”by Jeanne-Marie Leprince de Beaumont and discuss the following questions with your partner:1)1)What happened to the character?He got lost in a forest and accidentally entered a splendid castle.2)How do you feel about the place that the character accidentally entered?It was like a fairy world.3)What is the role of the setting in this story?The sharp contrast between the snowy forest and the magnificence of the warm and cozy castle showed the readers a different world—a world that magic(or spell)might be working.4)What elements should be considered if you want to write a good setting?CharacterSuggestions for instructors：The settings of the merchant(Beauty’s father)were inReading the first four paragraphs,ask students to underline the words or phrases that indicate the setting such as“the forest,deep snow,bitter frost,only shelter was the hollow trunk of a great tree,howling of the wolves,falling snow covered up every path,rough,slippery”When he started to encounter the magical world:“a splendid castle,no snow had fallen in the avenue of orange trees,covered with flowers and fruits,several splendidly furnished rooms,pleasant warmth of the air,nobody in all this vast and splendid palace,deep silence reigned everywhere,empty rooms and galleries,a room where a clear fire was burning,a couch was drawn up cozily before it…”Ask the students to free write for10minutes about a setting that they are interested in and discuss with in groups about their writing before introducing how to craft an effective setting by offering sensory details.Activity4The following passage is the opening of Johnny Tremain by Esther Forbes.The author’s style is very descriptive and detailed,which helps readers picture the story in their mind and fully understand what is happening.Read it and discuss the following questions with your partner: 1)What is the setting?An early morning in Boston.2)What words and phrases describe SOUNDS in this place?Sound:(gulls)scream and quarrel,(cocks)cried,(hens)clucking,(horses)whinnied,(bells) cling-clanged.3)What can you TOUCH in this place?Touch:(gulls)icy(eyes).4)What can you SEE in this place?Sight:Gulls,cocks,cats,horses,cows,the morning sunlight,bells.5)What can you TASTE in this place?Taste:salty air.6)What can you SMELL in this place?Smell:the first dead fish,first bits of garbage,all kinds of animal smells.Activity5The following passages are developed on the basis of the setting“There is an air of mystery in the house.”Read and highlight the words and phrases that describe sounds,feelings,smells and sights,and discuss with your partner how these words and phrases can help demonstrate the character’s inner world in the setting.Passage1I shivered terribly at the sight of the deserted mansion that stood on the hilltop.With much curiosity,I treaded gingerly towards the mansion.Suddenly,I heard a distant howl that pierced through the silent night.At my wit’s end,I slowly walked towards mansion.My face turned ashen and my hair stood on ends when I got a better view of the spooky mansion.The wind sent chills down my spine as I walked slowly towards the gigantic door.Passage2Behind the dark alley,it stood a deserted house.I stood meekly outside the haunted house with my jaws hung open.Suddenly,I saw a silhouette of a person in the house.Shivers ran down my spine as I approached the house cautiously.When I reached the doorstep,I was paralyzed withfear.I muttered uneasily to myself about what was going to happen next as I could feel cold air blowing towards me.My face turned ashen when the door opened itself.Passage3I crept behind the house since the door was left ajar.The whole place was covered with dust and cobwebs.I stood meekly all alone when a big strong wind caused the wooden door to slam hard.I was paralyzed with fear.I picked up my courage and continued walking until I reached a smaller silver door.An eerie scream came from the door and soon,it turned into a howl.I decided to put a brave front and walk into the room…Passage4Benjamin’s hair stood on ends as the eerie scream pierced through the still night.The howling of dogs made him stood meekly.He treaded gingerly through the dark and scary corridor.He saw a trail of bloodstains on the wall and maggots were crawling all over the place.What Benjamin saw later will be forever etched in his mind.It was the toilet’s light flickering.The continuous switching of the switch could be heard even when no visible being could be seen doing it.He then smelt a strong stench of urine coming from the toilet bowl.Activity6Read the following short story“The Flowers”by Alice Walker and discuss the following questions with your partner:1)What is the setting?What are the elements in this setting?The woods behind her house.The elements of the setting include locale of the story(near her home vs.deeper into the woods);time(summer morning);mood and atmosphere (beautiful,light,good,vs.strangeness,gloomy,damp air,close and deep silence).2)How does the setting influence the characterization and the plot?The beautiful and peaceful part of the woods Myop explored was a sharp contrast with what she found deep in the woods—a man’s skeleton,probably a black male who was lynched. 3)What does the author mean by saying“And the summer was over”?The ten-year-old black girl lost her innocence when she witnessed this harsh scene and realized the racism so close to her.Activity7Read the following excerpt from Chapter6of The Secret Garden.Mary went to live with her uncle Mr.Archibald Craven in a big house after her parents died.She was exploring the rooms in the house when she heard someone’s crying.Pay attention to how the setting adds to the mystery of the big house and thus enhances the characterization of another character in the story:Colin Craven,the son of Mr.Craven,who is going to be introduced in the following chapters.Mary spent a long time examining all those many rooms in the big house—which is like a big maze.It showed the portrait of the family members with no one living in any of those rooms.It creates a mysterious and queer feeling as Mary felt.Her wanderings in the house led to more of her discoveries.Suggestions for instructors:Broader setting background:in1803,the territory of United Stated expanded greatly through the Louisiana Purchase.To encourage people move to West,the Homestead Act of1862 guaranteed that a settler could earn farmland just by living on it for five years and improving it.A lot people headed west in their dream of searching for a better life.But it was harder than many people had expected.Part II:Case AnalysisActivity8Read Text A and consider how the author establishes the settings for the story.Task1Understanding the textFigure out the settings for the story and consider how the characters behave in each setting. Then discuss your answers with your partner.Setting1:Mary was picked up.Pa didn’t want her,but Mary stood up to him without fear.Setting2:_When Pa headed to town to get food,Mary was left to take care of the children.Setting3:When the food was all gone,Mary found some mushroom and tried herself first before letting the children eat.Task2Responding to the textWrite your answer to each question in full sentences.Then discuss your answers with your partner.1)What is the personality of Mary?Independent,responsible,caring,brave,2)How do you think Mary’s character is shown through various settings:a.On prairie,she stood up to Pa without fear when she asked to travel alongb.In the mountains,she helped take care of the girls and cook________c.After Pa left,_she was in charge and risked her own life by trying the mushroom herself first before letting the children eat.3)In your opinion,did the eleven-year-old narrator become“too soon a man”as well?How did his attitude change under various circumstances?a.On prairie,he walked with his dad while his sisters could sit on the wagon.b.He worried about Mary when he understood her intentions of not allowing them to eat.4)What effect do the sentences:“Mary came out of the cabin then,walking sedately.As she came toward us,the sun began to shine”create?These sentences are symbolic,which showed the hope and the positive change in their lives.5)The text has also been published under the title“The Day the Sun Came Out.”Which title do you like better?Why?Answers may vary.6)Have you ever been given more responsibility than is usual for someone your age?Describe your experience being“too soon a woman”or“too soon a man.”How did it change you?(If you prefer,describe an experience someone you know or know about has had.)Answers may vary.Activity9Read Text B and consider the setting the author establishes for the story.What is the role of the setting in developing the story?Task1Understanding the textWrite your answer to each question in full sentences.Then discuss your answers with your partner.1)When and where did this story take place?This story is set at nights and in the narrator’s home.2)What did the father do in the darkness?And what did the son do?He would sit in the dark and smoke and think.His son was quite worried about his father. 3)At what point in the story did the son begin to understand his father’s habit?When his father told him that he can’t get used to lights.4)What words or sentences in the story tell the reader that the son was needlessly worrying about his father?He kept asking his father“why don’t you go to bed?”and he was“afraid,worried,angry, curious”and felt“unless I get an answer I will go crazy”,etc.Part III:Language StudyActivity10Read Text A and Text B and find expressions related to five senses(smell,taste,touch,sound and sight)or others(such as emotion).Discuss with your partner how these words are helpful to demonstrate the characters’personalities.Text A Text BSMELL She sliced that big,solidmushroom and heated greasein a pan.The smell of itbrought the little girls out oftheir quilt,TASTE Then she fried slices of themushroom while the little girlsdanced with anxiety.Wefeasted,we three,my sistersand I,…Soon I become thirsty.(I drink a lot of water.)I go to the kitchen for a drink.TOUCH She got up and rummagedaround in the grub box.I climb the steps softly, skipping the ones that creak. He is sitting in the same chair,his elbows on his knees,his cold pipe in his teeth,his unblinking eyes staring straight ahead.SOUND It was near dark when therewas an answer to my yelling,and Mary came into theclearing.The ticking of the alarm clock on the ice box.The low hum of an automobile passing many blocks away.The swish of papers moved along the street by the breeze.A whispering rise and fall of sound,like low breathing.It is strangely pleasant.SIGHT Mary stood in thedoorway for a while,lookingout at the dripping world as ifshe found it beautiful.The dim shadow of light that comes through the window from the street lamp only makes the room seem darker.Mary roasted it in chunks over the fire,half crying with the smoke.The dryness in my throat reminds me.I step briskly into the kitchen.Activity11Read Text A and Text B.Find more examples of concrete words in describing the settings and share with your partner your comments about the effects of these concrete words on the plot of each story.Text A Text BActivity12Look carefully at the picture below and think about how you would describe the house.1)What is your impression of the house respectively when reading these two descriptions?The first is pleasant while the second is spooky.2)Write down some expressions in the two descriptions which help to create the two different atmospheres.DescriptionsDescription1Description2always very pleasant stood alonethick,cold stoneStone which kept out the cold in winter andthe heat in summerWindows shone;doors opened invitingly Roof shone blackly,freezing rain,windowsshook and rattled;doors locked with big,heavy chainsLittle white waves Waves crashed angrily against the cliffCool blue sea,sunny sky Wind blew over the empty fields。
大学思辨英语教程写作2第一单元答案
大学思辨英语教程写作2第一单元答案1、I tell my mother not ______ me.（）[单选题] *A. worry aboutB. to worry about(正确答案)C. worry withD. to worry with2、Miss Smith is a friend of _____. [单选题] *A. Jack’s sister’s(正确答案)B. Jack’s sisterC. Jack sister’sD. Jack sister3、There _______ no water or milk in the fridge. [单选题] *A. is(正确答案)B. areC. hasD. have4、My home is about _______ away from the school. [单选题] *A. three hundred metreB. three hundreds metresC. three hundred metres(正确答案)D. three hundreds metre5、—______ is the concert ticket?—It’s only 160 yuan.（）[单选题] *A. How manyB How much(正确答案)C. How oftenD. How long6、We should have breakfast every day to keep ______. [单选题] *A. healthB. healthy(正确答案)C. healthilyD. the healthy7、A brown bear escaped from the zoo, which was a（）to everyone in the town. [单选题] *A. HarmB. violenceC. hurtD. threat(正确答案)8、He _______ walks to school, because he lives near school. [单选题] *A. sometimes(正确答案)B. neverC. doesn’tD. don’t9、Jim will _______ New York at 12 o’clock. [单选题] *A. get onB. get outC. get offD. get to(正确答案)10、This kind of work _______ skills and speed. [单选题] *A. looks forB. waits forC. calls for(正确答案)D. cares for11、They all choose me ______ our class monitor.（）[单选题] *A. as(正确答案)B. inC. withD. on12、They returned successfully from ______ moon to _____ earth. [单选题] *A. /; /B. /; theC. the; the(正确答案)D. the; /13、When Max rushed to the classroom, his classmates _____ exercises attentively. [单选题] *A. didB. have doneC. were doing(正确答案)D. do14、Amy and her best friend often ______ books together.（）[单选题] *A. read(正确答案)B. readsC. is readingD. to read15、You can borrow my book, _____ you promise to give it back to me by the end of this month. [单选题] *A.even ifB. as long as(正确答案)C. in caseD. even though16、If you want to _______, you’d better eat more healthy food and do more exercise. [单选题] *A. keep fatB. keep calmC. keep healthy(正确答案)D. keep on17、22．Will there ________ any schools in the future? [单选题] *A．isB．areC．amD．be(正确答案)18、We can’t go out ______ school nights. （）[单选题] *A. inB. on(正确答案)C. atD. by19、--All of you have passed the test!--_______ pleasant news you have told us! [单选题] *A. HowB. How aC. What(正确答案)D. What a20、Tom sits _______ Mary and Jane. [单选题] *A. amongB. between(正确答案)C. onD. next21、—What can I do to help at the old people’s home?—You ______ read stories to the old people. （）[单选题] *A. could(正确答案)B. mustC. shouldD. would22、( ) What she is worried __ is ____ her daughter is always addicted to chatting online./; that [单选题] *A /; thatB of thatC about that(正确答案)D about what23、John suggest _____ anything about it until they found out more facts. [单选题] *A not to sayB. not sayC to say notD not saying(正确答案)24、The secretary was asked to_____of the waste paper on the desk. [单选题] *A.disappearB.dispose(正确答案)C.declareD.got rid25、He does ______ in math.（）[单选题] *A. goodB. betterC. well(正确答案)D. best26、_______ your help, I can’t finish my job. [单选题] *A. withB. without(正确答案)C. inD. into27、Bob used ______ on the right in China, but he soon got used ______ on the left in England.（）[单选题] *A. to drive; to driveB. to drive; drivingC. to driving; to driveD. to drive; to driving(正确答案)28、We haven't heard from him so far. [单选题] *A. 到目前为止(正确答案)B. 一直C. 这么远D. 这么久29、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 with30、There may be something wrong with her _______. She can’t see things clearly. [单选题] *A. eyes(正确答案)B. earsC. mouthD. nose。
井冈山大学《思辨英语写作》2023-2024学年第一学期期末试卷
井冈山大学《思辨英语写作》2023-2024学年第一学期期末试卷院(系)_______ 班级_______ 学号_______ 姓名_______1、_____ here, come and have a cup of tea.A．Passing B．To pass C．Pass D．Having passed2、If you h ave a job, ______ yourself to it and finally you’ll succeed.A．do devote B．to devoteC．devoting D．devoted3、We ______ be careful with the words we say when we are angry.A．may B．can C．might D．should4、You’d better write down the phone number of that rest aurant for future ________. A．purpose B．reference C．memory D．assessment5、________ has greater potential than flammable ice being mined from underneath the South China Sea when it comes to a global energy revolution.A．nothing B．neitherC．no one D．none6、一"Peter, have you got your new flat furnished?—Yes. I ______ some used furniture and it was a real bargain.A．will buy B．have bought C．bought D．had bought7、Jane established a program, ____ young people to take part in activities ____ promote greater concern for the environment．A．to encourage; where B．having encouraged; whereC．encouraging; that D．encouraged; which8、---How was your trip to Xi'an last month？--_____________. It was raining cats and dogs during my stay there.A．Wonderful B．ExcitingC．Not bad D．It couldn't be worse9、Many of us see reading as an investment in ourselves，so it’s only natural that we want to learn something useful ________ our efforts.A．in view of B．in response toC．in parallel with D．in return for10、These diagrams are especially helpful when we have a concrete problem ______ at hand. A．be solved B．to solve C．solved D．being solved第二部分阅读理解（满分20分）阅读下列短文，从每题所给的A、B、C、D 四个选项中，选出最佳选项。
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Unit 2 Empathy and JusticePre-class exploration2. Look at the people around you. Select one of them and make a carefulobservation of this person such as his or her appearance, clothing, hairstyle, facialexpression and behavior (such as chewing gum or typing a text message). As youlook at the person, what general impression do you get? Do you like his or her lookor not? Does the person make you smile, chuckle, frown or feel annoyed? Then writedown your observations and discuss them with your partner. Suggestions for instructors:1The instructor can ask students to describe someone in class in detail and let the others guess who that person is.2The instructor can provide some pictures from newspapers or magazines so that the students can use those as discussion materials. Ask one group to describea certaincharacter in words and another group to draw the characterbased on the description.Part I: Learning the SkillsActivity 1 Beaver Goes ShoppingRead the following story and discuss with your partner the techniques used in developingthe character Beaver.What Beaver saysBeaver talked to different animals about what food to buy. He communicated with several animals about his food.What Beaver doesBeaver talked and acted and kept trying different food after listening to different people’s advice.What Beaver thinks and feelsHe felt sad ( unhappy) when he couldn’t find the food he wanted and happy when he got the carrots.Activity 2The following two passages are about two best friends, Deanna and Beverly. Read thetwo passages carefully and discuss with your partner the techniques the authors useto develop the characters in each passage. In Passage 2, highlight those sentences thatcan correspond tothe sentences ([1], [2], [3] and [4]) in Passage 1 and think about theimpact of these differences on readers’ impressions of the two characters.The technique here is whether using showing or telling in character development. While the first uses telling, the second mostly used showing with specific details and dialogues.Part II: Case AnalysisActivity 3Read Text A and consider how the author keeps moving the plot of the story forward. What techniques are employed to develop the characters?Task 1 Understanding the textCharacter(s):A policeman, the man waiting for his friend.Setting:Adimly-lightedstreet corner in New York at a chilly night.Plot:Beginning: A policeman was patrolling the street.Middle: The man who was waiting for his friend talked to the policeman.Ending: The man turned out to be a man wanted by the police.Point of view:Objective third point of view.Theme:Justice comes before friendship.Task 2 Responding to the textWrite your answer to each question in full sentences. Then discuss your answerswithyour partner.1)What had happened in the past 20 years to Jimmy and Bob?Jimmy became a policeman while Bob got rich by involving in criminal activities.2)What kind of person was Jimmy in the eyes of Bob? Could you imagine Bob’sfeeling while he was waiting for Jimmy?Jimmy was a nice and honest guy. He was excited and proud that he had been “successful”. 3)How did Jimmy deal with the awkward situation?He did not reveal his real identity.4)If you were Jimmy, how would you deal with the awkward situation?Answers may vary.Activity 4Read Text B and consider how the author presents the change of the Selfish Giant.What techniques are employed to develop the character Giant?Task 1 Understanding the textComplete the chronological outline of the text. Include the most important events in the story.1) Children liked to play in the Giant’s garden.2)One day the Giant came back and _put a sign up to keep the garden to himself__.3)Then the Giant had a long winterandspringnever came.4)One morning the Giant heard some lovely music and saw a most wonderful sight.5)Every afternoon, when school was over, the children came and played withthe Giant.6)Years went over, and the Giant grew very old and feeble.7)One winter morning he looked out of his window he found a tree covered with lovely white blossomsand underneath it stood the little boy he had loved.8)When the children ran in that afternoon, they found the Giant lying deadunder the tree, all covered with white blossoms.Task 2 Responding to the textWrite your answer to each question in full sentences. Then discuss your answers withyour partner.1)Why was the Giant unhappy to see the children playing in his garden when he cameback from his visit to his friend? Have you ever seen a similar phenomenon in your life?He thought the garden was his and he did not want to share it with others.2)How did the author present the Giant’s realization of his selfishness?Through a monologue “my own garden is my own garden” and his action of putting ano trespassing sign.3)What did the Giant gain by allowing the children to play in his garden?He gained happiness.4)What role did the little boy play in the development of the story?The little boy changed the selfish giant into a loving giant and as a symbolic figure(angel); he was very important.Part III: Language StudyActivity 5Read Text A and Text B and find more examples of concrete language and figurative language. Then discuss their functions with your partner.Activity 6The following sentences are developed from the sentence Sheila replied, “I don’t know where he is.”With different concrete details, Sheila becomes different kinds of person. Discuss with your partner your understanding of what kind of person Sheila is in each context.1)Sheila rolled her eyes and sighed loudly, then threw up her hands in exasperation and replied curtly, “I don’t know where he is.”Sheila was quick-tempered.2)Staring blankly out of the window, Sheila exhaled softly, closed her eyes for a moment and replied, “I don’t know where he is.”Sheila was gentle.3)Sheila stared at her mother, teary-eyed, shuddering with fear, and sobbingly replied, “I don’t know where he is.”Sheila was timid /fearful.4)Sheila continued to pass the items over the scanner, staring down at the counter, and without even looking at the customer, replied indifferently, “I don’t know where he is.”Sheila was impolite.Activities 7-8Suggestions for instructors:These two activities would help students to practice the characterization skills as well as characterization through concrete and/or figurative language.We suggest that the teacher could ask students to work on the two activities themselves first. If in class, the teacher could ask students to select one task from each activity and work in pair about 10 minutes. Then the teacher could ask students to share their work and arrange the whole class to appreciate their writing.More examples for Activity 8The old woman looked old and sad.A.When I came out of the train, I heard someone sobbing. I headed towards the direction whereby the sobbing came from. I spotted an old woman with wrinkled skin and silver hair. She had teeth that had yellowed with age. She also looked miserable and gloomy. The old woman was sitting in a humid corner whereby no one cared about her. As I went closer to her, I could see tears streaming down her face. I realized that she was hunched-back. I could tell from her appearance that she was a burden to her family.B.The frail-looking lady inched forward like she only had a limited space to move her feet. From a far distance, I could see her wrinkled skin and her teeth that had yellowed with age. She looked cheerless with sunken eyes and cheeks. Her sinewy hands looked like she had worked hard for many years. She looked really feeble and seemed like she could not even swat a fly without missing it. Her silvery hair was no longer bright and shiny, but instead it was dull. Her face was gloomy and her smile was gone. She hunched her back and took a couple of steps forward. She looked up in dismay and sighed.If time permits, the instructor can ask students to work in groups and list five ways to show that a person is sad, or angry or happy.For example:On entering the door I remembered the doll I had broken. I felt my way to the hearth and picked up the pieces. I tried vainly to put them together. Then my eyes filled with tears; for I realized what I had done, and for the first time I felt repentance and sorrow.—The Story of My LifeHe stopped, distracted, seeing that his wife was weeping. Two great tears ran slowly from the corners of her eyes toward the corners of her mouth.—The Diamond Necklace。