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美国大学英语写作课后习题答案

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SuggestedAnswersfor“TheYellowRibbon”—byPeteHamill(P.2101.Vingoreturnedfromprisontofindthathiswifestilllovedhimandwantedhimback.2.b3.a4.B
5.Twoexamples:Vingotellshisstoryslowlyandpainfullyandwithgreathesitation.Vingotellshisstory“slowlyandpainfullyandwithgreathesitation.”
6.ExamplesofVingo’sbeinghonorable:Hedoesn’texpressanyself-pityaboutbeinginjail.Heownsuptohiscrime.Heoffershiswifeherfreedom.
7.Placenames:FortLauderdale,NewJersey,Washington,Jacksonville,the34thStreetOthertransition:TerminalinNewYork,Philadelphia,Brunswick8.Butifshedidn’t...
9.MaybetheauthorHamillaskedoneoftheyoungpeopleinthestoryabouthertravelingexperience.
10.TheauthorendsthisessaybydescribinghowtheyoungpeopleshoutedexcitedlywhentheysawtheyellowribbonsontheoaktreeandhowVingorosefromhisseatandmadehiswaytothefrontofthebustogohomenervously.
WemayexpectthatVingowouldreceiveanamazingandwarmwelcomewhenhewalksintohishome.
Theauthorjustwantstoleavessomespaceforthereaderstothinkandimaginefreely.P.256--TamingtheAngerMonster:byAnneDavidson1.d
2.Angerhasbecomeanincreasinglycommonprobleminoursociety.
3.“AccordingtoCarolTavris,authorofAnger:TheMisunderstoodEmotion,thekeystodealingwithangerarecommonsenseandpatience.”
4.Effect:AnepidemicofangerThreecauses:Lackoftime,technology,tension6.B7.
8.TobeginwithTechnologyisalsoTension,thethirdmajorculprit9.D
10.Thefirstparagraphpresentsastoryaboutapersonwithangerproblems.Thelastparagraphshowshowthatstorywassuccessfullyresolved.
P289.--BorntoBeDifferent:byCamilleLewis
c2.a3.D
4.Shelistsaseriesofexampleswherethe“empathizing”mindsetisevident:female-dominatedcareers,femalereadingmatter,andfemalerelationships5.Brainanatomy
Waysofinteractingwiththeworld

Waysofproblemsolving
6.Lewispresentsheressaypointbypoint.Thefirstpointisaboutbrainanatomy,thesecondisaboutinteractingwiththeworld,andthethirdisaboutproblemsolving.Foreachpoint,shediscusseswomenandthenmen.7.
8.Ontheotherhand(7Incontrast(9But(119.d10a
P.508--SuggestedAnswersfor“Shame”—DickGregory(P.508Note:Thenumbersinparenthesesrefertorelevantparagraphsintheselection.ReadingComprehensionQuestions,584-585
1.A2.D3.bAnswersa,c,anddaretoonarrow.4.aAnswersb,c,anddaretoonarrow.5.cSeeParagraph6
6.TrueSeeParagraph237.aSeeParagraph5
8.B.TheentireincidentwiththeCommunityChestFundshowsRichard’spride
9.bRichard’steacherignoreshisproblemsandhumiliateshiminfrontoftheentireclass;
seeparagraphs5through26.
10.bHelenecriesoverRichard’shumiliation;seeparagraph23.StructureandTechnique,585
1.Inparagraphs1and2,GregorymentionsseveralstepshetooktoimpressHeleneTucker.WhatweretheyWhydoesheincludetheminhisessay
Answer:InordertoimpressHelene,Gregorybrushedhishair,gotahandkerchief,washedhissocksandshirteverynight,shoveledthesnowoffherwalk,triedtomakefriendswithhermotherandaunts,andleftmoneyonherstoop.Hedescribesthosestepsindetailbecause,besidesdemonstratinghisdevotiontoHelene,theygiveaclearpictureofGregory’spoverty.2.Ametaphorisasuggestedcomparison.WhatmetaphordoesGregoryuseinparagraph5,and
whatisitspurposeWhatmetaphordoesheuseinthesecondsentenceofparagraph7,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,586
1.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,ignoringahomelesspersonseatedonthesidewalkAnswer:Gregoryprobablyhadmanyreasonsfornothelpingthewinosooner:embarrassmentatdrawingattentiontohimself,reluctancetopartwithhishard-earnedmoney,notwantingtogetintroublewithMr.Williams,notknowingthewinoandthusfeelingtheaffairwasn’thisbusiness,etc.Peoplehavesimilarreasonsfornothelpingothersinneed.Inaddition,peoplewhoignoreahomelessmanmayfeelthattheman’sproblems—maybeincludingsubstanceabuseormentalillness—aresobiganddeep-rootedthattheyarenotqualifiedtohelphiminanyeffectiveway.
Thesis-and-SupportOutline
Thesis:Livingpoorwas,fortheauthor,ahumiliatingexperience.
1.Hewasembarrassedinfrontofhisclassmatesand,worse,infrontofHeleneTucker
(7-23.
2.Everybodyknewhewasa“worthyboy”whohadnoDadandnomoney(28.3.Hisself-pitypreventedhimfromhelpinganotherpoorman,thewino(29-37.
P.567SuggestedAnswersfor“PropagandaTechniquesinToday’sAdvertising”byAnnMcClintock
Note:Thenumbersinparenthesesrefertorelevantparagraphsintheselection.ReadingComprehensionQuestions,648-6491.b2.d
3.bAnsweraistoobroad;answerscanddaretoonarrow.4.cAnswersaandbaretoonarrow;answerdistoobroad.5.bParagraph9
6.dParagraphs18-197.cParagraph168.cParagraph239.b10.a
StructureandTechnique,649-650

1.Inparagraph1,McClintock’schoiceofwordsrevealsherattitudestowardbothpropagandistsandthepublic.Whatspecificwordsrevealherattitudes,andwhatattitudesdotheyrepresentAnswer:McClintockdescribespropagandistsas“seducers”and“brainwashers.”Shereferstotheir“alluringimages,”their“tricks,”andtheir“charm.”Shedescribesthepublicas“content”and“eager...victims.”Herchoiceofwordsmakesitclearthatshethinkspropagandistsareuntrustworthyandinterestedintakingunfairadvantageofatoo-trustingpublic.
2.WhatkeytermdoesMcClintockdefineinparagraph2WhydoesshedefineithereWhereelseintheessaydoessheusethetechniqueofdefinition
Answer: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,650
1.Someofthepropagandatechniqueslistedintheselectionhavecontrastingappeals.Howdoname-callingandglitteringgeneralitiescontrastwitheachotherTestimonialsandplainfolksAnswer:Name-callingappealstotheinstinctsoffear,anger,andmistrust.Name-callingpropagandaencouragesthepublictorejectsomethingorsomeone.Glitteringgeneralities,ontheotherhand,appealtothepublic’spositiveemotions:love,attraction,patriotism.Thepublicisaskedtoacceptthethingorpersonadvertisedbyassociatingitwiththoseemotions.
Testimonialsdependonthepublic’sinterestinoraffectionforcelebrities—peopleordinary
viewersdon’tknowbutadmireandseeasbiggerandmoreimportantthanthemselves.By

contrast,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-SupportOutline
Thesis:Peopleshoulddetectandunderstandcommonpropagandatechniques,whichappealtotheemotionsratherthantologic.
1.Wearebombardedwithads,whichpresentbiasedmessagesthroughvariouspropaganda
techniques,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—makingsomethingsoundgoodbysuppressingrelevantevidenceor
makinganunfinishedclaim(18-19.
8.Bandwagon—appealingtopeople’sdesiretodowhatmanyothersaredoing(20-21.9.Usecriticalthinkingtoavoidreactingemotionallytoads(22-23.
P.592SuggestedAnswersfor“Here’stoYourHealth”—JoanDunayerNote:Thenumbersinparenthesesrefertorelevantparagraphsintheselection.ReadingComprehensionQuestions,667-6681.c2.c
3.dAnswersa,b,andcaretoonarrow.
4.cAnsweraistoonarrow;answerbistoobroad;answerd,neverdirectly
statedinthearticle,istoonarrow.

5.bParagraph66.FalseParagraph47.TrueParagraph88.a
9.FalseParagraphs6and810.dParagraphs4and8StructureandTechnique,668-669
1.WhatmethodofintroductiondoesDunayeruseWhateffectdoyouthinkshehopedtoachievewiththisintroductionAnswer:Sheusesananecdote.BytellingabriefstoryaboutTod’sexperience,sheputsahumanfaceonthelargerideathatalcoholabuseislinkedtosocietalpressure.ItalsosetsthetoneforDunayer’sthesisbyshowingthepotentialdangerofevensmallamountsofalcohol.2.Dunayerintroduceshercriticismofalcoholwiththewords“Partofthemythis....”(Seethefirstsentenceofparagraph3.Whatadditiontransitionsdoessheusetointroduceeachofthethreeotherpartsofthemyth(inthefirstsentencesofparagraphs5,7,and9WhatisgainedbytheuseofthesetransitionsAnswer:Thethreeadditiontransitionsare“another,”“also,”and“finally.”Eachtransitionmakesthereaderawarethatoneelementofthemythisbeingintroduced.
3.ThebodyofDunayer’sessayismadeupoffourpairsofparagraphs(paragraphs3and4;5and6;7and8;9and10.WhatistherelationshipbetweentheparagraphsineachpairInwhichofthetwoparagraphsdoesDunayerpresentherownperspectiveWhydoyouthinksheputsherownperspectiveinthatparagraph
Answer:Inthefirstparagraphofeachpair,Dunayerpresentsonepartofthealcoholmyth.Shebeginseachsecondparagraphwithatopicsentencethatrepresentsherperspective.Shethengoesontosupporthertopicsentencewithaseriesoffacts.Forexample,belowisthetopicsentenceofparagraph4;itrepresentsherperspective,whichcontradictswhattheadinparagraph3suggestsaboutwhiskey.
Contrarytowhattheliquorcompanywouldhaveusbelieve,drinkingismorecloselyrelatedtolackofsuccessthantoachievements.Shethenfollowsthatsentencewithsupportingfacts.
Bypresentingherperspectiveafterdescribingeachpartofthemyth,Dunayermakesherpointsmoredramatically:Shesetsupanappealingimageinthefirstparagraphofeachpaironlytoknockitdownwithforceinthesecondone.
4.Inheressay,Dunayerprovidesvividdescriptionsofalcoholadvertisements,particularlyinparagraphs3and5.WhatvividdetailsdoessheprovideHowdothesedetailssupporthermainpoint

Answer:Inparagraph3shedescribesindetailtheprintadshowingtwoprosperous-lookingbusinessmeninarestaurant,surroundedbyfinecrystal,velvetdraperies,andspotlesslinen.Inparagraph5,sheprovidesdetailsaboutabeachscene:ayoung,beautiful,sexywoman;ayoungmuscularmanenticingherwithacoldbeer.Byprovidingsuchdetaileddescriptions,Dunayermakesthereaderveryawareoftheadvertiser’spremise(alcoholwillmakeyousuccessful;alcoholwillmakeyousexuallyattractivebehindsuchads.CriticalReadingandDiscussion,669
1.Dunayerpresentsandthenrebutsfour“myths”aboutalcohol.WhatarethesefourmythsAccordingtoDunayer,whatistherealitybehindeachmythAnswer:(1Alcoholwillmakeyouprofessionallysuccessful.Infact,saysDunayer,alcoholisfrequentlytiedtolowachievementandpoverty.(2Alcoholwillmakeyousexuallyattractive.Dunayersaysthatalcoholactuallylowersone’shormonesandcanleadtoimpotenceandinfertility.(3Alcoholandsportsmixwell.Dunayerpointsoutthatalcoholslowsthereflexes,interfereswiththeeyes’abilitytofocus,andincreasesthelikelihoodofvariousseriousdiseases.(4Alcoholbringsfamiliesclosertogether.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-andSupportOutline
Thesis:Themediaandourculturepromoteafalsemythaboutalcohol.
1.Partofthemythisthatalcoholsignalssuccess;therealityisthatalcoholcanprevent
success(3-4.
2.Anotherpartofthemythisthatalcoholmakesonesexuallyattractive;therealityisthat
alcoholcanmakeonelesssexy(5-6.
3.Athirdpartofthemythisthatalcoholcombineswellwithathletics;therealityisthat
alcoholslowspeopledownandcanleadtophysicaldecline(7-8.
4.Thefourthpartofthemythisthatalcoholcontributestofamilyhappiness;therealityis
thatalcoholcanleadtogreatunhappiness.
P.607SuggestedAnswersfor“CollegeLectures:IsAnybodyListening”byDavidDaniels
Note:Thenumbersinparenthesesrefertorelevantparagraphsintheselection.ReadingComprehensionQuestions,683-6841.c2.a
3.cAnswersa,banddarealltoonarrow,aseachcoversonlyasinglepointof
theselection.
4.bAnswersa,c,anddaretoonarrow.5.dParagraphs5and76.aParagraph107.aParagraph10
8.aParagraph9and109.TrueParagraphs11through1310.cParagraph13StructureandTechnique,684
1.Danielsbeginshisessaywithananecdoteaboutaformerteacherofhis.HowdoesthisintroductionrelatetohisthesisAnswer:Theanecdoteisanextremeexampleofacollegeteacherwhoseemedunawareofwhetherhisstudentswerelisteningtohimornot.TheprofessorservesasacaricatureofthetypeofteachingDanielsiscriticizing.
2.DoesDanielsdirectlystatehisthesisIfso,whereisitstated
Answer:Danielsstateshisthesisattheendofparagraph4:“Thetimeislongoverdueforustoabandonthelecturesystemandturntomethodsthatreallywork.”
3.IndescribingMary’sclassroomexperience(paragraphs5–7,Danielsprovidesnumerousdetails.WhataresomeofthesedetailsHowdotheyrelatetotheessay’smainideaAnswer:Someofthedetailsprovidedincludethehugeclasssize,thelackofarollcall,theprofessor’sancientnotes,thelackofopportunityforstudentfeedback,andtheabsenceof

quizzes.Thedetailsallcontributetotheideathatlecture-heavyclassesdoapoorjobofinvolvingthestudentinthesubjectandstimulatinghisorherthinking.
4.Daniels’sessayisanargumentagainstthelecturesystemofeducation.Whatargumentationtechniquesdoesheemploy(Seepages319–337forinformationonargumentation.Answer:DanielsusesfouroftheargumentationtechniquesexplainedinChapter16,“Argumentation,”pages319–322:
1Pointoutcommonground.Danielspointsoutcommongroundbetweenhimandschoolsthatsupportlectures.Inparagraph8,headmitsthatmanyschoolssupplementlectureswithdiscussiongroupsandthatsomeclasses,suchasfirst-yearEnglish,arerelativelysmall.2Acknowledgedifferingviewpoints.Danielsacknowledges(butdoesnotsupportviewpointsthatdifferfromhis.Inparagraph13,hestatesthatadministratorslikelecturesbecausethey“cancramfarmorestudentsintoalecturehallthanintoadiscussionclass.”Headdsinthesameparagraphthatteachersandstudentsfindlectureseasierbecausestudentscansitbackandbepassiveandteacherscan“engageinintellectualexhibitionism.”
3Grantthemeritsofdifferingviewpointswhenappropriate.Danielsgrantsthemeritsofopposingviewsinparagraph15,wherehestatesthatlecturesare“economicallynecessary”andalsobecausethey“springfromatraditioninasettingthatrightlyvaluestraditionforitsownsake.”
4Rebutdifferingviews.Danielsrebutsthesupportforlectureclassesforfirst-andsecond-yearstudentsbystatingthevirtuesofsmallerclasses,whicharelistedinparagraph14:smallerclassesforcestudentstobecomemoreactive,students’listeningskillsimprove,professorsdoabetterjob,andtestsdemandanalysisandsynthesisinsteadof“emptymemorization.”AndwhileDanielssupportsthetraditionoflecturesinparagraph15,heimmediatelyarguesagainsttheiruseinthefirsttwoyearsofcollege.CriticalReadingandDiscussion,684-685
1.Danielsstatesthat“listeningintelligentlyishardwork”(paragraph9and“Activelearning...isfarmorebeneficialforthosewhohavenotyetfullylearnedhowtolearn”(paragraph10.WhymightDanielsfeelthatlisteningissohardAndwhydoeshefeelthatactivelearningissogood
Answer:Inparagraph10,Danielsmentionsthatlisteningactivelyinvolvesspecialtechniques,includingthesetwo:“tryingtoanticipatethespeaker’snextpoint”and“takingnotesselectively.”Wecanassumethathefeelsittakestimeandpracticetolearnsuchtechniques.Indiscussingactivelearninginparagraph10,Danielsmentionsseveraltypes:writingessays,performingexperiments,andhavingworkevaluatedbyaninstructor.Heobviouslyfeelsthat

thesetypesofactiveworkinvolvestudentsinwaystheyarenotreadytobeinvolvedinaslisteners.
2.Inparagraph8,DanielsacknowledgesthathehasexaggeratedMary’snegativeclassroomexperience,saying,“Iadmitthispictureisoverdrawn.”DoesthisadmissionstrengthenorweakenhisargumentExplain.Answer:ThecasecouldbemadethattheadmissionstrengthensDaniels’argument.Byadmittingthatheisexaggeratingslightly,DanielscanpointoutthatmanyclassesdohavemostifnotallofthenegativeaspectsofMary’sclass.Itisalsopsychologicallysoundtoadmitashortcomingofone’sargument,asithelpsestablishthewriterasareasonableperson.
3.AccordingtoDaniels,thelecturesystemharmsprofessorsbyreducingfeedbackfromstudentstoaminimum.WhatisusefulaboutaboutfeedbackfromstudentsAnswer:Ifstudents’commentsindicatetheydon’tunderstandsomething,theteachercanthendosomethingtohelpstudentsimprovetheirunderstanding.Students’commentsmayalsohelpteachersdecidewhichactivitiesandmaterialsareeffectiveandineffective.Also,theknowledgethattheirviewcountsinclassmaymotivatestudentstogetinvolvedwithclasswork.
4.HowdoyourexperiencesinbothlectureclassesandsmallerclassescomparewithDaniels’sdescriptionsAsastudent,whichtypeofclassdoyoupreferWhyIfyouwereaninstructor,whichtypeofclasswouldyouprefertoteachWhy
Answer:Answerswillvary.Thesis-and-SupportOutline
Thesis:Collegesanduniversitiesshouldofferinteractive,notlecture,classestofirst-and
second-yearstudents(4,15.
1.Thelecturesystemisoutmoded(4.
2.Itisinadequateforstudents,especiallylessexperiencedstudents(5-11.3.Itisharmfultoeducators(12.
4.Thelecturesystemcontinuesbecauseadministratorslikeitsprofitabilityandteachersand
studentsfinditeasier(13.
5.Small,interactiveclassesbenefitbothstudentsandteachers(14.

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