美国大学英语写作课后习题答案

Lastrevisionon21December2020美国大学英语写作课后习答案SuggestedAnswersfor“TheYellowRibbon”—byPeteHamill(P.210)Vingoreturnedfromprisontofindthathiswifestilllovedhimandwantedhimback.baBTwoexamples:Vingotellshisstoryslowlyandpainfullyandwithgreathesitation.Vingotellshisstory“slowlyandpainfullyandwithgreathesitation.”ExamplesofVingo’sbeinghonorable:Hedoesn’texpressanyself-pityaboutbeinginjail.Heownsuptohiscrime.Heoffershiswifeherfreedom.7.Placenames:FortLauderdale,NewJersey,Washington,Jacksonville,the34thStreetOthertransition:TerminalinNewYork,Philadelphia,BrunswickButifshedidn’t...MaybetheauthorHamillaskedoneoftheyoungpeopleinthestoryabouthertravelingexperience.TheauthorendsthisessaybydescribinghowtheyoungpeopleshoutedexcitedlywhentheysawtheyellowribbonsontheoaktreeandhowVingorosefromhisseatandmadehiswaytothefrontofthebustogohomenervously.WemayexpectthatVingowouldreceiveanamazingandwarmwelcomewhenhewalksintohishome.Theauthorjustwantstoleavessomespaceforthereaderstothinkandimaginefreely.theAngerMonster:byAnneDavidson1.d2.Angerhasbecomeanincreasinglycommonprobleminoursociety.3.“AccordingtoCarolTavris,authorofAnger:TheMisunderstoodEmotion,thekeystodealingwithangerarecommonsenseandpatience.”4.Effect:AnepidemicofangerThreecauses:Lackoftime,technology,tension6.B7.TobeginwithTechnologyisalsoTension,thethirdmajorculpritDThefirstparagraphpresentsastoryaboutapersonwithangerproblems.Thelastparagraphshowshowthatstorywassuccessfullyresolved.toBeDifferent:byCamilleLewisc2.a3.D4.Shelistsaseriesofexampleswherethe“empathizing”mindsetisevident:female-dominatedcareers,femalereadingmatter,andfemalerelationships5.BrainanatomyWaysofinteractingwiththeworldWaysofproblemsolving6.Lewispresentsheressaypointbypoint.Thefirstpointisaboutbrainanatomy,thesecondisaboutinteractingwiththeworld,andthethirdisaboutproblemsolving.Foreachpoint,shediscusseswomenandthenmen.7.8.Ontheotherhand(7)Incontrast(9)But(11)d10aAnswersfor“Shame”—DickGregoryNote:Thenumbersinparenthesesrefertorelevantparagraphsintheselection.ReadingComprehensionQuestions,584-5851.A2.D3.bAnswersa,c,anddaretoonarrow.4.aAnswersb,c,anddaretoonarrow.5.cSeeParagraph66.TrueSeeParagraph237.aSeeParagraph58.B.TheentireincidentwiththeCommunityChestFundshowsRichard’spride9.bRichard’steacherignoreshisproblemsandhumiliateshiminfrontoftheentireclass;seeparagraphs5through26.10.bHelenecriesoverRichard’shumiliation;seeparagraph23.StructureandTechnique,5851.Inparagraphs1and2,GregorymentionsseveralstepshetooktoimpressHeleneTucker.WhatweretheyWhydoesheincludetheminhisessayAnswer:InordertoimpressHelene,Gregorybrushedhishair,gotahandkerchief,washedhissocksandshirteverynight,shoveledthesnowoffherwalk,triedtomakefriendswithhermotherandaunts,andleftmoneyonherstoop.Hedescribesthosestepsindetailbecause,besidesdemonstratinghisdevotiontoHelene,theygiveaclearpictureofGregory’spoverty.2.Ametaphorisasuggestedcomparison.WhatmetaphordoesGregoryuseinparagraph5,andwhatisitspurposeWhatmetaphordoesheuseinthesecondsentenceofparagraph7,andwhatdoesitmeanAnswer:Inparagraph5,Gregoryusesthemetaphorthathewaspregnanttosuggesttheeffectsofpovertyonhim—itgavehimstrangetastes,whichpregnantpeopleget.Italsofilledhim(aspregnancyfillssomeone),butwithnegativethings:poverty,dirt,“smellsthatmadepeopleturnaway,”andsoon.Inthesecondsentenceofparagraph7,Gregoryusesthemetaphorofaflyingeagletorepresentthemovementofmoney.(Apictureofaneagleisengravedononesideofaquarter).3.Innarratingtheincidentsintheclassroomandintherestaurant,Gregorychoosestoprovideactualdialogueratherthanmerelytotellwhathappened.WhyAnswer:ByusingtheexactwordsspokenbyHelene,theteacher,andhimself,Gregorygivesaveryclearpictureofwhathappenedbyallowingthereaderto“experience”it,ratherthansimplyhearageneralsummary.ThedialoguebetweenHeleneandtheteachershowsHeleneasanideallittlestudentwhoreceivedapprovalfromtheteacher.ThedialoguebetweenGregoryandtheteacher,however,clearlydemonstratesGregory’seagernesstoimpressHeleneandhisunsuccessful,embarrassingattempttogaintheteacher’sapproval.IfGregoryhadmerelydescribedwhathadhappened,wewouldhaveamuchlessvividimpressionofthecharactersinvolved.4.Attheendoftheessay,Gregoryshiftshisfocusfromtheclassroomtothesceneinvolvingthewinoattherestaurant.WhatistheconnectionbetweenthisclosingsceneandtherestoftheessayAnswer:Inthebodyoftheessay,Gregoryisnarratingatimethathewasshamedpubliclyandnoonecametohisdefense.Intheclosingscene,Gregoryrealizesthathehasdonethesamething—thathe,too,haswitnessedapersonbeingshamedwithoutassistinghim.Hefeelsanewkindof“shame,”thatofhavingfailedtohelpanothermaninneed.CriticalReadingandDiscussion,5861.WhenGregorywrites,“Ineverlearnedhateathome,orshame.Ihadtogotoschoolforthat”(paragraph1),heisusingirony—aninconsistencybetweenwhatisexpectedandwhatactuallyoccurs.WhatdoeshemeanbythesetwostatementsWhatistheeffectofhisironyAnswer:Gregorymeansthatalthoughhishomelifewasoneofpovertyandwant,hishomewasnotaplaceofinhumanevalues,suchashatredandshame.Butatschool,whichonitssurfacewasamorepositiveplace,hewasmadetofeelhatredandshame.TheironicstatementintriguesthereaderandmakeshimorherwanttoknowmoreaboutwhatGregorymeans.2.WhatareGregory’sfeelingsabouthisteacherWhatwereyourfeelingsaboutherasyoureadthisessayWhatcouldtheteacherhavedoneorsaidthatwouldnothavemadeGregoryfeelashamedAnswer:Gregoryseemssadandresentfulthattheteacherdidnotunderstandwhyhemisbehavedinclassandthatsheassumedhewasstupidandatroublemaker.Buthealsowantedherapprovalbadly,asseenbytheCommunityChestincidentandthefactthathegota“bigthrill”outofbeingchosentocleantheblackboard.Students’suggestionsabouttheteacherwillvary.Onepossibility:ShecouldhavemerelythankedGregoryinclassandthenspokentohimprivatelylaterifshedoubtedthathecouldcontributetoCommunityChest.3.Gregoryshowshowachildhoodincidenttaughthimshame.WhatotherimportantlessonsdoesGregorylearninthisessayExplain.Answer:Fromparagraph3,inwhichGregorytalksabouthisaccomplishmentslaterinlife,wecanconcludethathelearnedhecouldboosthisself-esteemthroughhisownefforts.Paragraph5showsthatfromhisownexperiences,helearnedthatchildrenwhoarehungryandpoormayfeelinvisibleandsobehaveinwaysthatattractattention.Fromhisexperiencewiththewino,helearnedthatinordertofeelgoodabouthimself,hewouldhavetostartstandingupforotherpeoplewhowereshamed.4.Attheendofhisessay,Gregorysays,“Iwaitedtoolongtohelpanotherman.”WhydoyouthinkhewaitedsolongtoassistthewinoWhataresomereasonspeopledonotalwayshelpotherswhoareinneed(forexample,ignoringahomelesspersonseatedonthesidewalk)Answer:Gregoryprobablyhadmanyreasonsfornothelpingthewinosooner:embarrassmentatdrawingattentiontohimself,reluctancetopartwithhishard-earnedmoney,notwantingtogetintroublewithMr.Williams,notknowingthewinoandthusfeelingtheaffairwasn’thisbusiness,etc.Peoplehavesimilarreasonsfornothelpingothersinneed.Inaddition,peoplewhoignoreahomelessmanmayfeelthattheman’sproblems—maybeincludingsubstanceabuseormentalillness—aresobiganddeep-rootedthattheyarenotqualifiedtohelphiminanyeffectiveway.Thesis-and-SupportOutlineThesis:Livingpoorwas,fortheauthor,ahumiliatingexperience.1.Hewasembarrassedinfrontofhisclassmatesand,worse,infrontofHeleneTucker(7-23).2.Everybodyknewhewasa“worthyboy”whohadnoDadandnomoney(28).3.Hisself-pitypreventedhimfromhelpinganotherpoorman,thewino(29-37).SuggestedAnswersfor“PropagandaTechniquesinToday’sAdvertising”byAnnMcClintockNote:Thenumbersinparenthesesrefertorelevantparagraphsintheselection.ReadingComprehensionQuestions,648-6491.b2.d3.bAnsweraistoobroad;answerscanddaretoonarrow.4.cAnswersaandbaretoonarrow;answerdistoobroad.5.bParagraph96.dParagraphs18-197.cParagraph168.cParagraph239.b10.aStructureandTechnique,649-6501.Inparagraph1,McClintock’schoiceofwordsrevealsherattitudestowardbothpropagandistsandthepublic.Whatspecificwordsrevealherattitudes,andwhatattitudesdotheyrepresentAnswer:McClintockdescribespropagandistsas“seducers”and“brainwashers.”Shereferstotheir“alluringimages,”their“tricks,”andtheir“charm.”Shedescribesthepublicas“content”and“eager...victims.”Herchoiceofwordsmakesitclearthatshethinkspropagandistsareuntrustworthyandinterestedintakingunfairadvantageofatoo-trustingpublic.2.WhatkeytermdoesMcClintockdefineinparagraph2WhydoesshedefineithereWhereelseintheessaydoessheusethetechniqueofdefinitionAnswer:Shedefinestheterm“propaganda.”Sheplacesthedefinitionclosetothebeginningbecauseitissoessentialtothereader’sunderstandingoftherestofheressay.OtherpointsatwhichMcClintockusesdefinitionareinparagraphs5,6,9,12,16,18,and21.Ineachofthoseparagraphs,shedefinesaparticularpropagandatechnique.3.McClintockusesparenthesesintwolists,theonesinparagraphs7and19.WhatpurposedotheseparenthesesserveAnswer:Paragraph7lists“high-soundingbutbasicallyemptyphrases.”Theauthorusesparenthesestoaddcommentsthatrevealtheemptinessofthoselistedphrases.Paragraph19listsclaimsthatinclude“weaselwords.”Theauthorusesparenthesestoshowjusthowinsubstantialthoseweaselwordsare.4.McClintockprovidesabundantexamplesthroughoutheressay.WhydoessheprovidesomanyexamplesWhatdoessheaccomplishwiththistechniqueAnswer:McClintock’smanyexamples,drawnfromthetelevisionandprintadsweallseeeveryday,clarifyherdefinitionsanddemonstratethatpropagandatechniquesaretrulyafactorineverydaylife.Theexamplesmakethereadermoreawareoftheeffectsofpropagandaondecisionsheorshemakes.CriticalReadingandDiscussion,6501.Someofthepropagandatechniqueslistedintheselectionhavecontrastingappeals.Howdoname-callingandglitteringgeneralitiescontrastwitheachotherTestimonialsandplainfolksAnswer:Name-callingappealstotheinstinctsoffear,anger,andmistrust.Name-callingpropagandaencouragesthepublictorejectsomethingorsomeone.Glitteringgeneralities,ontheotherhand,appealtothepublic’spositiveemotions:love,attraction,patriotism.Thepublicisaskedtoacceptthethingorpersonadvertisedbyassociatingitwiththoseemotions.Testimonialsdependonthepublic’sinterestinoraffectionforcelebrities—peopleordinaryviewersdon’tknowbutadmireandseeasbiggerandmoreimportantthanthemselves.Bycontrast,plainfolksadvertisingisbasedontheideathatthepubliclikestoseeordinarypeople—peoplelikethemselves—intheproductsandservicestheybuy.2.WhyareadsthatusethebandwagonapproachsoeffectiveWhatadshaveyouseenrecentlythatusethatapproachAnswer:Thebandwagontechniqueiseffectivebecauseofthehumanneedtobepartofagroup.Wefeelsafeandsecurewhenwearesurroundedbypeoplewhoagreewithusaboutsomething—evensomethingastrivialaswhatfrozencoffeecakeisbest(“Nobodydoesn’tlikeSaraLee”).Answerstothesecondquestionwillvary.3.Theauthorstates,“Americans,adultsandchildrenalike,arebeingseduced.”WhatmightbethedifferencesbetweenthewaysadultsandchildrenreacttotheseductionsofadvertisingAnswer:Answerswillvary.4.McClintockstates,“Wearevictims,seeminglycontent—eveneager—tobevictimized”(paragraph1).DoyouagreeIsthisarticlelikelytochangehowyouviewadsinthefutureWhyorwhynotAnswer:Answerswillvary.Thesis-and-SupportOutlineThesis:Peopleshoulddetectandunderstandcommonpropagandatechniques,whichappealtotheemotionsratherthantologic.1.Wearebombardedwithads,whichpresentbiasedmessagesthroughvariouspropagandatechniques,includingsevencommonones(1-4).2.Namecalling—referringtoacompetitorwithnegativelychargednamesorcomments(5).3.Glitteringgeneralities—makingimportant-soundinggeneralclaimswithnoexplanation(6-8).4.Transfer—associatingsomethingwithasymbolorimagemostpeoplerespectandadmire(9-11).5.Testimonial—promotingsomethingwiththesupportofacelebrity(12-15).6.Plainfolks—associatingsomethingwiththeaverageperson(16-17).7.Cardstacking—makingsomethingsoundgoodbysuppressingrelevantevidenceormakinganunfinishedclaim(18-19).8.Bandwagon—appealingtopeople’sdesiretodowhatmanyothersaredoing(20-21).9.Usecriticalthinkingtoavoidreactingemotionallytoads(22-23).SuggestedAnswersfor“Here’stoYourHealth”—JoanDunayerNote:Thenumbersinparenthesesrefertorelevantparagraphsintheselection.ReadingComprehensionQuestions,667-6681.c2.c3.dAnswersa,b,andcaretoonarrow.4.cAnsweraistoonarrow;answerbistoobroad;answerd,neverdirectlystatedinthearticle,istoonarrow.5.bParagraph66.FalseParagraph47.TrueParagraph88.a9.FalseParagraphs6and810.dParagraphs4and8StructureandTechnique,668-6691.WhatmethodofintroductiondoesDunayeruseWhateffectdoyouthinkshehopedtoachievewiththisintroductionAnswer:Sheusesananecdote.BytellingabriefstoryaboutTod’sexperience,sheputsahumanfaceonthelargerideathatalcoholabuseislinkedtosocietalpressure.ItalsosetsthetoneforDunayer’sthesisbyshowingthepotentialdangerofevensmallamountsofalcohol.2.Dunayerintroduceshercriticismofalcoholwiththewords“Partofthemythis....”(Seethefirstsentenceofparagraph3.)Whatadditiontransitionsdoessheusetointroduceeachofthethreeotherpartsofthemyth(inthefirstsentencesofparagraphs5,7,and9)WhatisgainedbytheuseofthesetransitionsAnswer:Thethreeadditiontransitionsare“another,”“also,”and“finally.”Eachtransitionmakesthereaderawarethatoneelementofthemythisbeingintroduced.3.ThebodyofDunayer’sessayismadeupoffourpairsofparagraphs(paragraphs3and4;5and6;7and8;9and10).WhatistherelationshipbetweentheparagraphsineachpairInwhichofthetwoparagraphsdoesDunayerpresentherownperspectiveWhydoyouthinksheputsherownperspectiveinthatparagraphAnswer:Inthefirstparagraphofeachpair,Dunayerpresentsonepartofthealcoholmyth.Shebeginseachsecondparagraphwithatopicsentencethatrepresentsherperspective.Shethengoesontosupporthertopicsentencewithaseriesoffacts.Forexample,belowisthetopicsentenceofparagraph4;itrepresentsherperspective,whichcontradictswhattheadinparagraph3suggestsaboutwhiskey.Contrarytowhattheliquorcompanywouldhaveusbelieve,drinkingismorecloselyrelatedtolackofsuccessthantoachievements.Shethenfollowsthatsentencewithsupportingfacts.Bypresentingherperspectiveafterdescribingeachpartofthemyth,Dunayermakesherpointsmoredramatically:Shesetsupanappealingimageinthefirstparagraphofeachpaironlytoknockitdownwithforceinthesecondone.4.Inheressay,Dunayerprovidesvividdescriptionsofalcoholadvertisements,particularlyinparagraphs3and5.WhatvividdetailsdoessheprovideHowdothesedetailssupporthermainpointAnswer:Inparagraph3shedescribesindetailtheprintadshowingtwoprosperous-lookingbusinessmeninarestaurant,surroundedbyfinecrystal,velvetdraperies,andspotlesslinen.Inparagraph5,sheprovidesdetailsaboutabeachscene:ayoung,beautiful,sexywoman;ayoungmuscularmanenticingherwithacoldbeer.Byprovidingsuchdetaileddescriptions,Dunayermakesthereaderveryawareoftheadvertiser’spremise(alcoholwillmakeyousuccessful;alcoholwillmakeyousexuallyattractive)behindsuchads.CriticalReadingandDiscussion,6691.Dunayerpresentsandthenrebutsfour“myths”aboutalcohol.WhatarethesefourmythsAccordingtoDunayer,whatistherealitybehindeachmythAnswer:(1)Alcoholwillmakeyouprofessionallysuccessful.Infact,saysDunayer,alcoholisfrequentlytiedtolowachievementandpoverty.(2)Alcoholwillmakeyousexuallyattractive.Dunayersaysthatalcoholactuallylowersone’shormonesandcanleadtoimpotenceandinfertility.(3)Alcoholandsportsmixwell.Dunayerpointsoutthatalcoholslowsthereflexes,interfereswiththeeyes’abilitytofocus,andincreasesthelikelihoodofvariousseriousdiseases.(4)Alcoholbringsfamiliesclosertogether.Infact,Dunayerwrites,alcoholisfrequentlyinvolvedindomesticviolence,suicide,andbirthdefects.2.Dunayerconcludes,“‘Here’stoyourhealth’ringswithaterribleironywhenitisaccompaniedbytheclinkofliquorglasses”(paragraph11).Whatisthe“terribleirony”shereferstoHowdoesthisirony—alreadysignaledinheressay’stitle—relatetohermainpointAnswer:Theironyisthatalcohol,ratherthanpromotingone’shealth,isoftentiedtoillnessandmisery.Theironyisalsoimpliedinhermainpoint—thatwhileadvertisingmythspromiseusthatalcoholwillimproveourlives,itisfarmorelikelytohavedestructiveeffects.3.DoyouthinkDunayer’sessayaboutthemythsofalcoholisone-sided,orisitbalancedExplain.WhatadditionalpointscouldbeusedtosupportherpointortorebutitAnswer:Theessayisone-sidedinthesensethatDunayerdoesnotincludeopinionsfrompeoplewhodisagreewithher.Otherpointsshemighthaveusedtosupportherargumentincludethewidespreadideaamongyoungpeoplethatusingalcoholmakesthemseemmoreadult.RebuttalsofDunayer’sargumentcouldincludetheideasthatmanypeopleusealcoholresponsiblyandthattheproblemisnotwiththeproductitselfbutwithirresponsiblepeople’smisuseofit.4.Advertisersoftencreatemythsorusefalseideastogetpeopletobuytheirproducts.Besidesalcoholads,whataresomeotherexamplesofmanipulativeordeceptiveadvertisingDoyouthinkadvertisersshouldbepermittedtousesuchtacticstosellproductsAnswer:Answerswillvary.Thesis-andSupportOutlineThesis:Themediaandourculturepromoteafalsemythaboutalcohol.1.Partofthemythisthatalcoholsignalssuccess;therealityisthatalcoholcanpreventsuccess(3-4).2.Anotherpartofthemythisthatalcoholmakesonesexuallyattractive;therealityisthatalcoholcanmakeonelesssexy(5-6).3.Athirdpartofthemythisthatalcoholcombineswellwithathletics;therealityisthatalcoholslowspeopledownandcanleadtophysicaldecline(7-8).4.Thefourthpartofthemythisthatalcoholcontributestofamilyhappiness;therealityisthatalcoholcanleadtogreatunhappiness.SuggestedAnswersfor“CollegeLectures:IsAnybodyListening”byDavidDanielsNote:Thenumbersinparenthesesrefertorelevantparagraphsintheselection.ReadingComprehensionQuestions,683-6841.c2.a3.cAnswersa,banddarealltoonarrow,aseachcoversonlyasinglepointoftheselection.4.bAnswersa,c,anddaretoonarrow.5.dParagraphs5and76.aParagraph107.aParagraph108.aParagraph9and109.TrueParagraphs11through1310.cParagraph13StructureandTechnique,6841.Danielsbeginshisessaywithananecdoteaboutaformerteacherofhis.HowdoesthisintroductionrelatetohisthesisAnswer:Theanecdoteisanextremeexampleofacollegeteacherwhoseemedunawareofwhetherhisstudentswerelisteningtohimornot.TheprofessorservesasacaricatureofthetypeofteachingDanielsiscriticizing.2.DoesDanielsdirectlystatehisthesisIfso,whereisitstatedAnswer:Danielsstateshisthesisattheendofparagraph4:“Thetimeislongoverdueforustoabandonthelecturesystemandturntomethodsthatreallywork.”3.IndescribingMary’sclassroomexperience(paragraphs5–7),Danielsprovidesnumerousdetails.WhataresomeofthesedetailsHowdotheyrelatetotheessay’smainideaAnswer:Someofthedetailsprovidedincludethehugeclasssize,thelackofarollcall,theprofessor’sancientnotes,thelackofopportunityforstudentfeedback,andtheabsenceofquizzes.Thedetailsallcontributetotheideathatlecture-heavyclassesdoapoorjobofinvolvingthestudentinthesubjectandstimulatinghisorherthinking.4.Daniels’sessayisanargumentagainstthelecturesystemofeducation.Whatargumentationtechniquesdoesheemploy(Seepages319–337forinformationonargumentation.)Answer:DanielsusesfouroftheargumentationtechniquesexplainedinChapter16,“Argumentation,”pages319–322:1)Pointoutcommonground.Danielspointsoutcommongroundbetweenhimandschoolsthatsupportlectures.Inparagraph8,headmitsthatmanyschoolssupplementlectureswithdiscussiongroupsandthatsomeclasses,suchasfirst-yearEnglish,arerelativelysmall.2)Acknowledgedifferingviewpoints.Danielsacknowledges(butdoesnotsupport)viewpointsthatdifferfromhis.Inparagraph13,hestatesthatadministratorslikelecturesbecausethey“cancramfarmorestudentsintoalecturehallthanintoadiscussionclass.”Headdsinthesameparagraphthatteachersandstudentsfindlectureseasierbecausestudentscansitbackandbepassiveandteacherscan“engageinintellectualexhibitionism.”3)Grantthemeritsofdifferingviewpointswhenappropriate.Danielsgrantsthemeritsofopposingviewsinparagraph15,wherehestatesthatlecturesare“economicallynecessary”andalsobecausethey“springfromatraditioninasettingthatrightlyvaluestraditionforitsownsake.”4)Rebutdifferingviews.Danielsrebutsthesupportforlectureclassesforfirst-andsecond-yearstudentsbystatingthevirtuesofsmallerclasses,whicharelistedinparagraph14:smallerclassesforcestudentstobecomemoreactive,students’listeningskillsimprove,professorsdoabetterjob,andtestsdemandanalysisandsynthesisinsteadof“emptymemorization.”AndwhileDanielssupportsthetraditionoflecturesinparagraph15,heimmediatelyarguesagainsttheiruseinthefirsttwoyearsofcollege.CriticalReadingandDiscussion,684-6851.Danielsstatesthat“listeningintelligentlyishardwork”(paragraph9)and“Activelearning...isfarmorebeneficialforthosewhohavenotyetfullylearnedhowtolearn”(paragraph10).WhymightDanielsfeelthatlisteningissohardAndwhydoeshefeelthatactivelearningissogoodAnswer:Inparagraph10,Danielsmentionsthatlisteningactivelyinvolvesspecialtechniques,includingthesetwo:“tryingtoanticipatethespeaker’snextpoint”and“takingnotesselectively.”Wecanas