美国大学英语写作课后习题答案

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.P.256--TamingtheAngerMonster:byAnneDavidson1.d2.Angerhasbecomeanincreasinglycommonprobleminoursociety.3.“AccordingtoCarolTavris,authorofAnger:TheMisunderstoodEmotion,thekeystodealingwithangerarecommonsenseandpatience.”4.Effect:AnepidemicofangerThreecauses:Lackoftime,technology,tension6.B7.TobeginwithTechnologyisalsoTension,thethirdmajorculpritDThefirstparagraphpresentsastoryaboutapersonwithangerproblems.Thelastparagraphshowshowthatstorywassuccessfullyresolved.P289.--BorntoBeDifferent?: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)d10aP.508--SuggestedAnswersfor“Shame”—DickGregory(P.508)Note: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.Whatwerethey?Whydoesheincludetheminhisessay?Answer:InordertoimpressHelene,Gregorybrushedhishair,gotahandkerchief,washedhissocksandshirteverynight,shoveledthesnowoffherwalk,triedtomakefriendswithhermotherandaunts,andleftmoneyonherstoop.Hedescribesthosestepsindetailbecause,besidesdemonstratinghisdevotiontoHelene,theygiveaclearpictureofGregory’spoverty.2.Ametaphorisasuggestedcomparison.WhatmetaphordoesGregoryuseinparagraph5,andwhatisitspurpose?Whatmetaphordoesheuseinthesecondsentenceofparagraph7,andwhatdoesitmean?Answer:Inparagraph5,Gregoryusesthemetaphorthathewaspregnanttosuggesttheeffectsofpovertyonhim—itgavehimstrangetastes,whichpregnantpeopleget.Italsofilledhim(aspregnancyfillssomeone),butwithnegativethings:poverty,dirt,“smellsthatmadepeopleturnaway,”andsoon.Inthesecondsentenceofparagraph7,Gregoryusesthemetaphorofaflyingeagletorepresentthemovementofmoney.(Apictureofaneagleisengravedononesideofaquarter).3.Innarratingtheincidentsintheclassroomandintherestaurant,Gregorychoosestoprovideactualdialogueratherthanmerelytotellwhathappened.Why?Answer:ByusingtheexactwordsspokenbyHelene,theteacher,andhimself,Gregorygivesaveryclearpictureofwhathappenedbyallowingthereaderto“experience”it,ratherthansimplyhearageneralsummary.ThedialoguebetweenHeleneandtheteachershowsHeleneasanideallittlestudentwhoreceivedapprovalfromtheteacher.ThedialoguebetweenGregoryandtheteacher,however,clearlydemonstratesGregory’seagernesstoimpressHeleneandhisunsuccessful,embarrassingattempttogaintheteacher’sapproval.IfGregoryhadmerelydescribedwhathadhappened,wewouldhaveamuchlessvividimpressionofthecharactersinvolved.4.Attheendoftheessay,Gregoryshiftshisfocusfromtheclassroomtothesceneinvolvingthewinoattherestaurant.Whatistheconnectionbetweenthisclosingsceneandtherestoftheessay?Answer:Inthebodyoftheessay,Gregoryisnarratingatimethathewasshamedpubliclyandnoonecametohisdefense.Intheclosingscene,Gregoryrealizesthathehasdonethesamething—thathe,too,haswitnessedapersonbeingshamedwithoutassistinghim.Hefeelsanewkindof“shame,”thatofhavingfailedtohelpanothermaninneed.CriticalReadingandDiscussion,5861.WhenGregorywrites,“Ineverlearnedhateathome,orshame.Ihadtogotoschoolforthat”(paragraph1),heisusingirony—aninconsistencybetweenwhatisexpectedandwhatactuallyoccurs.Whatdoeshemeanbythesetwostatements?Whatistheeffectofhisirony?Answer:Gregorymeansthatalthoughhishomelifewasoneofpovertyandwant,hishomewasnotaplaceofinhumanevalues,suchashatredandshame.Butatschool,whichonitssurfacewasamorepositiveplace,hewasmadetofeelhatredandshame.TheironicstatementintriguesthereaderandmakeshimorherwanttoknowmoreaboutwhatGregorymeans.2.WhatareGregory’sfeelingsabouthisteacher?Whatwereyourfeelingsaboutherasyoureadthisessay?WhatcouldtheteacherhavedoneorsaidthatwouldnothavemadeGregoryfeelashamed?Answer:Gregoryseemssadandresentfulthattheteacherdidnotunderstandwhyhemisbehavedinclassandthatsheassumedhewasstupidandatroublemaker.Buthealsowantedherapprovalbadly,asseenbytheCommunityChestincidentandthefactthathegota“bigthrill”outofbeingchosentocleantheblackboard.Students’suggestionsabouttheteacherwillvary.Onepossibility:ShecouldhavemerelythankedGregoryinclassandthenspokentohimprivatelylaterifshedoubtedthathecouldcontributetoCommunityChest.3.Gregoryshowshowachildhoodincidenttaughthimshame.WhatotherimportantlessonsdoesGregorylearninthisessay?Explain.Answer:Fromparagraph3,inwhichGregorytalksabouthisaccomplishmentslaterinlife,wecanconcludethathelearnedhecouldboosthisself-esteemthroughhisownefforts.Paragraph5showsthatfromhisownexperiences,helearnedthatchildrenwhoarehungryandpoormayfeelinvisibleandsobehaveinwaysthatattractattention.Fromhisexperiencewiththewino,helearnedthatinordertofeelgoodabouthimself,hewouldhavetostartstandingupforotherpeoplewhowereshamed.4.Attheendofhisessay,Gregorysays,“Iwaitedtoolongtohelpanotherman.”Whydoyouthinkhewaitedsolongtoassistthewino?Whataresomereasonspeopledonotalwayshelpotherswhoareinneed(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).P.567SuggestedAnswersfor“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,andwhatattitudesdotheyrepresent?Answer:McClintockdescribespropagandistsas“seducers”and“brainwashers.”Shereferstotheir“alluringimages,”their“tricks,”andtheir“charm.”Shedescribesthepublicas“content”and“eager...victims.”Herchoiceofwordsmakesitclearthatshethinkspropagandistsareuntrustworthyandinterestedintakingunfairadvantageofatoo-trustingpublic.2.WhatkeytermdoesMcClintockdefineinparagraph2?Whydoesshedefineithere?Whereelseintheessaydoessheusethetechniqueofdefinition?Answer:Shedefinestheterm“propaganda.”Sheplacesthedefinitionclosetothebeginningbecauseitissoessentialtothereader’sunderstandingoftherestofheressay.OtherpointsatwhichMcClintockusesdefinitionareinparagraphs5,6,9,12,16,18,and21.Ineachofthoseparagraphs,shedefinesaparticularpropagandatechnique.3.McClintockusesparenthesesintwolists,theonesinparagraphs7and19.Whatpurposedotheseparenthesesserve?Answer:Paragraph7lists“high-soundingbutbasicallyemptyphrases.”Theauthorusesparenthesestoaddcommentsthatrevealtheemptinessofthoselistedphrases.Paragraph19listsclaimsthatinclude“weaselwords.”Theauthorusesparenthesestoshowjusthowinsubstantialthoseweaselwordsare.4.McClintockprovidesabundantexamplesthroughoutheressay.Whydoessheprovidesomanyexamples?Whatdoessheaccomplishwiththistechnique?Answer:McClintock’smanyexamples,drawnfromthetelevisionandprintadsweallseeeveryday,clarifyherdefinitionsanddemonstratethatpropagandatechniquesaretrulyafactorineverydaylife.Theexamplesmakethereadermoreawareoftheeffectsofpropagandaondecisionsheorshemakes.CriticalReadingandDiscussion,6501.Someofthepropagandatechniqueslistedintheselectionhavecontrastingappeals.Howdoname-callingandglitteringgeneralitiescontrastwitheachother?Testimonialsandplainfolks?Answer:Name-callingappealstotheinstinctsoffear,anger,andmistrust.Name-callingpropagandaencouragesthepublictorejectsomethingorsomeone.Glitteringgeneralities,ontheotherhand,appealtothepublic’spositiveemotions:love,attraction,patriotism.Thepublicisaskedtoacceptthethingorpersonadvertisedbyassociatingitwiththoseemotions.Testimonialsdependonthepublic’sinterestinoraffectionforcelebrities—peopleordinaryviewersdon’tknowbutadmireandseeasbiggerandmoreimportantthanthemselves.Bycontrast,plainfolksadvertisingisbasedontheideathatthepubliclikestoseeordinarypeople—peoplelikethemselves—intheproductsandservicestheybuy.2.Whyareadsthatusethebandwagonapproachsoeffective?Whatadshaveyouseenrecentlythatusethatapproach?Answer:Thebandwagontechniqueiseffectivebecauseofthehumanneedtobepartofagroup.Wefeelsafeandsecurewhenwearesurroundedbypeoplewhoagreewithusaboutsomething—evensomethingastrivialaswhatfrozencoffeecakeisbest(“Nobodydoesn’tlikeSaraLee”).Answerstothesecondquestionwillvary.3.Theauthorstates,“Americans,adultsandchildrenalike,arebeingseduced.”Whatmightbethedifferencesbetweenthewaysadultsandchildrenreacttotheseductionsofadvertising?Answer:Answerswillvary.4.McClintockstates,“Wearevictims,seeminglycontent—eveneager—tobevictimized”(paragraph1).Doyouagree?Isthisarticlelikelytochangehowyouviewadsinthefuture?Whyorwhynot?Answer: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).P.592SuggestedAnswersfor“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.WhatmethodofintroductiondoesDunayeruse?Whateffectdoyouthinkshehopedtoachievewiththisintroduction?Answer:Sheusesananecdote.BytellingabriefstoryaboutTod’sexperience,sheputsahumanfaceonthelargerideathatalcoholabuseislinkedtosocietalpressure.ItalsosetsthetoneforDunayer’sthesisbyshowingthepotentialdangerofevensmallamountsofalcohol.2.Dunayerintroduceshercriticismofalcoholwiththewords“Partofthemythis....”(Seethefirstsentenceofparagraph3.)Whatadditiontransitionsdoessheusetointroduceeachofthethreeotherpartsofthemyth(inthefirstsentencesofparagraphs5,7,and9)?Whatisgainedbytheuseofthesetransitions?Answer:Thethreeadditiontransitionsare“another,”“also,”and“finally.”Eachtransitionmakesthereaderawarethatoneelementofthemythisbeingintroduced.3.ThebodyofDunayer’sessayismadeupoffourpairsofparagraphs(paragraphs3and4;5and6;7and8;9and10).Whatistherelationshipbetweentheparagraphsineachpair?InwhichofthetwoparagraphsdoesDunayerpresentherownperspective?Whydoyouthinksheputsherownperspectiveinthatparagraph?Answer:Inthefirstparagraphofeachpair,Dunayerpresentsonepartofthealcoholmyth.Shebeginseachsecondparagraphwithatopicsentencethatrepresentsherperspective.Shethengoesontosupporthertopicsentencewithaseriesoffacts.Forexample,belowisthetopicsentenceofparagraph4;itrepresentsherperspective,whichcontradictswhattheadinparagraph3suggestsaboutwhiskey.Contrarytowhattheliquorcompanywouldhaveusbelieve,drinkingismorecloselyrelatedtolackofsuccessthantoachievements.Shethenfollowsthatsentencewithsupportingfacts.Bypresentingherperspectiveafterdescribingeachpartofthemyth,Dunayermakesherpointsmoredramatically:Shesetsupanappealingimageinthefirstparagraphofeachpaironlytoknockitdownwithforceinthesecondone.4.Inheressay,Dunayerprovidesvividdescriptionsofalcoholadvertisements,particularlyinparagraphs3and5.Whatvividdetailsdoessheprovide?Howdothesedetailssupporthermainpoint?Answer:Inparagraph3shedescribesindetailtheprintadshowingtwoprosperous-lookingbusinessmeninarestaurant,surroundedbyfinecrystal,velvetdraperies,andspotlesslinen.Inparagraph5,sheprovidesdetailsaboutabeachscene:ayoung,beautiful,sexywoman;ayoungmuscularmanenticingherwithacoldbeer.Byprovidingsuchdetaileddescriptions,Dunayermakesthereaderveryawareoftheadvertiser’spremise(alcoholwillmakeyousuccessful;alcoholwillmakeyousexuallyattractive)behindsuchads.CriticalReadingandDiscussion,6691.Dunayerpresentsandthenrebutsfour“myths”aboutalcohol.Whatarethesefourmyths?AccordingtoDunayer,whatistherealitybehindeachmyth?Answer:(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”sherefersto?Howdoesthisirony—alreadysignaledinheressay’stitle—relatetohermainpoint?Answer:Theironyisthatalcohol,ratherthanpromotingone’shealth,isoftentiedtoillnessandmisery.Theironyisalsoimpliedinhermainpoint—thatwhileadvertisingmythspromiseusthatalcoholwillimproveourlives,itisfarmorelikelytohavedestructiveeffects.3.DoyouthinkDunayer’sessayaboutthemythsofalcoholisone-sided,orisitbalanced?Explain.Whatadditionalpointscouldbeusedtosupportherpointortorebutit?Answer:Theessayisone-sidedinthesensethatDunayerdoesnotincludeopinionsfrompeoplewhodisagreewithher.Otherpointsshemighthaveusedtosupportherargumentincludethewidespreadideaamongyoungpeoplethatusingalcoholmakesthemseemmoreadult.RebuttalsofDunayer’sargumentcouldincludetheideasthatmanypeopleusealcoholresponsiblyandthattheproblemisnotwiththeproductitselfbutwithirresponsiblepeople’smisuseofit.4.Advertisersoftencreatemythsorusefalseideastogetpeopletobuytheirproducts.Besidesalcoholads,whataresomeotherexamplesofmanipulativeordeceptiveadvertising?Doyouthinkadvertisersshouldbepermittedtousesuchtacticstosellproducts?Answer:Answerswillvary.Thesis-andSupportOutlineThesis:Themediaandourculturepromoteafalsemythaboutalcohol.1.Partofthemythisthatalcoholsignalssuccess;therealityisthatalcoholcanpreventsuccess(3-4).2.Anotherpartofthemythisthatalcoholmakesonesexuallyattractive;therealityisthatalcoholcanmakeonelesssexy(5-6).3.Athirdpartofthemythisthatalcoholcombineswellwithathletics;therealityisthatalcoholslowspeopledownandcanleadtophysicaldecline(7-8).4.Thefourthpartofthemythisthatalcoholcontributestofamilyhappiness;therealityisthatalcoholcanleadtogreatunhappiness.P.607SuggestedAnswersfor“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.Howdoesthisintroductionrelatetohisthesis?Answer:Theanecdoteisanextremeexampleofacollegeteacherwhoseemedunawareofwhetherhisstudentswerelisteningtohimornot.TheprofessorservesasacaricatureofthetypeofteachingDanielsiscriticizing.2.DoesDanielsdirectlystatehisthesis?Ifso,whereisitstated?Answer:Danielsstateshisthesisattheendofparagraph4:“Thetimeislongoverdueforustoabandonthelecturesystemandturntomethodsthatreallywork.”3.IndescribingMary’sclassroomexperience(paragraphs5–7),Danielsprovidesnumerousdetails.Whataresomeofthesedetails?Howdotheyrelatetotheessay’smainidea?Answer: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“spr