美国大学英语写作课后习题答案

Suggested Answers for “The Yellow Ribbon”—by Pete Hamill (P. 210)

1.Vingo returned from prison to find that his wife still loved him and wanted him back.

2. b

3. a

4. B

5.Two examples: Vingo tells his story slowly and painfully and with great hesitation.

Vingo tells his story “slowly and painfully and with great hesitation.”

6. Examples of Vingo’s being honorable: He doesn’t express any self-pity about being in jail.

He owns up to his crime. He offers his wife her freedom.

7. Place names: Fort Lauderdale, New Jersey, Washington, Jacksonville, the 34th Street

Other transition: Terminal in New York, Philadelphia, Brunswick

8. But if she didn’t...

9. Maybe the author Hamill asked one of the young people in the story about her traveling experience.

10. The author ends this essay by describing how the young people shouted excitedly when they saw the yellow ribbons on the oak tree and how Vingo rose from his seat and made his way to the front of the bus to go home nervously.

We may expect that Vingo would receive an amazing and warm welcome when he walks into his home.

The author just wants to leaves some space for the readers to think and imagine freely.

P.256--Taming the Anger Monster: by Anne Davidson

1. d

2. Anger has become an increasingly common problem in our society.

3. “According to Carol Tavris, author of Anger: The Misunderstood Emotion, the keys to dealing with anger are common sense and patience.”

4. Effect: An epidemic of anger Three causes: Lack of time, technology, tension

6. B

7.

8. To begin with Technology is also Tension, the third major culprit

9. D

10. The first paragraph presents a story about a person with anger problems. The last paragraph shows how that story was successfully resolved.

P289.--Born to Be Different?: by Camille Lewis

c 2. a 3. D

4. She lists a series of examples where the “empathizing” mindset is evident:

female-dominated careers, female reading matter, and female relationships

5. Brain anatomy

Ways of interacting with the world

Ways of problem solving

6. Lewis presents her essay point by point. The first point is about brain anatomy, the

second is about interacting with the world, and the third is about problem solving.

For each point, she discusses women and then men.

7.

8. On the other hand (7)

In contrast (9)

But (11)

9. d 10 a

P.508--Suggested Answers for “Shame”—Dick Gregory (P.508)

Note: The numbers in parentheses refer to relevant paragraphs in the selection.

Reading Comprehension Questions, 584-585

1. A 2. D 3. b Answers a, c, and d are too narrow.

4. a Answers b, c, and d are too narrow. 5. c See Paragraph 6

6. True See Paragraph 23 7. a See Paragraph 5

8. B. The entire incident with the Community Chest Fund shows Richard’s pride

9. b Richard’s teacher ignores his problems and humiliates him in front of the entire class; see paragraphs 5 through 26.

10. b Helene cries over Richard’s humiliation; see paragraph 23.

Structure and Technique, 585

1. In paragraphs 1 and 2, Gregory mentions several steps he took to impress Helene Tucker. What were they? Why does he include them in his essay?

Answer:In order to impress Helene, Gregory brushed his hair, got a handkerchief, washed his socks and shirt every night, shoveled the snow off her walk, tried to make friends with her mother and aunts, and left money on her stoop. He describes those steps in detail because, besides demonstrating his devotion to Helene, they give a clear picture of Gregory’s poverty.

2. A metaphor is a suggested comparison. What metaphor does Gregory use in paragraph 5, and what is its purpose? What metaphor does he use in the second sentence of paragraph 7, and what does it mean?

Answer:In paragraph 5, Gregory uses the metaphor that he was pregnant to suggest the effects of poverty on him—it gave him strange tastes, which pregnant people get. It also filled him (as pregnancy fills someone), but with negative things: poverty, dirt, “smells that made people turn away,” and so on.

In the second sentence of paragraph 7, Gregory uses the metaphor of a flying eagle to represent the movement of money. (A picture of an eagle is engraved on one side of a quarter).

3. In narrating the incidents in the classroom and in the restaurant, Gregory chooses to provide actual dialogue rather than merely to tell what happened. Why?

Answer:By using the exact words spoken by Helene, the teacher, and himself, Gregory gives a very clear picture of what happened by allowing the reader to “experience” it, rather than simply hear a general summary. The dialogue between Helene and the teacher shows Helene as an ideal little student who received approval from the teacher. The dialogue between Gregory and the teacher, however, clearly demonstrates Gregory’s eagerness to impress Helene and his unsuccessful, embarrassing attempt to gain the teacher’s approval. If Gregory had merely described what had happened, we would have a much less vivid impression of the characters involved.

4. At the end of the essay, Gregory shifts his focus from the classroom to the scene involving the wino at the restaurant. What is the connection between this closing scene and the rest of the essay?

Answer:In the body of the essay, Gregory is narrating a time that he was shamed publicly and no one came to his defense. In the closing scene, Gregory realizes that he has done the same thing—that he, too, has witnessed a person being shamed without assisting him. He feels a new kind of “shame,” that of having failed to help another man in need.

Critical Reading and Discussion,586

1. When Gregory writes, “I never learned hate at home, or shame. I had to go to school for that” (paragraph 1), he is using irony—an inconsistency between what is expected and what actually occurs. What does he mean by these two statements? What is the effect of his irony?

Answer:Gregory means that although his home life was one of poverty and want, his home was not a place of inhumane values, such as hatred and shame. But at school, which on its surface was a more positive place, he was made to feel hatred and shame. The ironic statement intrigues the reader and makes him or her want to know more about what Gregory means.

2. What are Gregory’s feelings about his teacher? What were your feelings about her as you read this essay? What could the teacher have done or said that wouldnot have made Gregory feel ashamed?

Answer:Gregory seems sad and resentful that the teacher did not understand why he misbehaved in class and that she assumed he was stupid and a troublemaker. But he also wanted her approval badly, as seen by the Community Chest incident and the fact that he got a “big thrill” out of being chosen to clean the blackboard. Students’ suggestions about the teacher will vary. One possibility: She could have merely thanked Gregory in class and then spoken to him privately later if she doubted that he could contribute to Community Chest.

3. Gregory shows how a childhood incident taught him shame. What other important lessons does Gregory learn in this essay? Explain.

Answer:From paragraph 3, in which Gregory talks about his accomplishments later in life, we can conclude that he learned he could boost his self-esteem through his own efforts. Paragraph 5 shows that from his own experiences, he learned that children who are hungry and poor may feel invisible and so behave in ways that attract attention. From his experience with the wino, he learned that in order to feel good about himself, he would have to start standing up for other people who were shamed.

4. At the end of his essay, Gregory says, “I waited too long to help another man.” Why do you think he waited so long to assist the wino? What are some reasons people do not always help others who are in need (for example, ignoring a homeless person seated on the sidewalk)?

Answer:Gregory probably had many reasons for not helping the wino sooner: embarrassment at drawing attention to himself, reluctance to part with his hard-earned money, not wanting to get in trouble with Mr. Williams, not knowing the wino and thus feeling the affair wasn’t his business, etc. People have similar reasons for not helping others in need. In addition, people who ignore a homeless man may feel that the man’s problems—maybe including substance abuse or mental illness—are so big and deep-rooted that they are not qualified to help him in any effective way.

Thesis-and-Support Outline

Thesis: Living poor was, for the author, a humiliating experience.

1. He was embarrassed in front of his classmates and, worse, in front of Helene Tucker (7-23).

2. Everybody knew he was a “worthy boy” who had no Dad and no money (28).

3. His self-pity prevented him from helping another poor man, the wino (29-37).

P.567 Suggested Answers for “Propaganda Techniques in Today’s Advertising” by Ann McClintock

Note: The numbers in parentheses refer to relevant paragraphs in the selection.

Reading Comprehension Questions,648-649

1. b

2. d

3. b Answer a is too broad; answers c and d are too narrow.

4. c Answers a and b are too narrow; answer d is too broad.

5. b Paragraph 9

6. d Paragraphs 18-19

7. c Paragraph 16

8. c Paragraph 23

9. b

10. a

Structure and Technique, 649-650

1. In paragraph 1, McClintock’s choice of words reveals her attitudes toward both propagandists and the public. What specific words reveal her attitudes, and what attitudes do they represent?

Answer:McClintock describes propagandists as “seducers” and “brainwashers.” She refers to their “alluring images,” their “tricks,” and their “charm.” She describes the public as “content” and “eager . . . victims.” Her choice of words makes it clear that she thinks propagandists are untrustworthy and interested in taking unfair advantage of a too-trusting public.

2. What key term does McClintock define in paragraph 2? Why does she define it here? Where else in the essay does she use the technique of definition?

Answer:She defines the term “propaganda.” She places the definition close to the beginning because it is so essential to the reader’s understanding of the rest of her essay. Other points at which McClintock uses definition are in paragraphs 5, 6, 9, 12, 16, 18, and 21. In each of those paragraphs, she defines a particular propaganda technique.

3. McClintock uses parentheses in two lists, the ones in paragraphs 7 and 19. What purpose do these parentheses serve?

Answer:Paragraph 7 lists “high-sounding but basically empty phrases.” The author uses parentheses to add comments that reveal the emptiness of those listed phrases. Paragraph 19 lists claims that include “weasel words.” The author uses parentheses to show just how insubstantial those weasel words are.

4 . McClintock provides abundant examples throughout her essay. Why does she provide so many examples? What does she accomplish with this technique?

Answer:McClintock’s many examples, drawn from the television and print ads we all see every day, clarify her definitions and demonstrate that propaganda techniques are truly a factor in everyday life. The examples make the reader more aware of the effects of propaganda on decisions he or she makes.

Critical Reading and Discussion,650

1. Some of the propaganda techniques listed in the selection have contrasting appeals. How do name-calling and glittering generalities contrast with each other? Testimonials and plain folks?

Answer:Name-calling appeals to the instincts of fear, anger, and mistrust. Name-calling propaganda encourages the public to reject something or someone. Glittering generalities, on the other hand, appeal to the public’s positive emotions: love, attraction, patriotism. The public is asked to accept the thing or person advertised by associating it with those emotions.

Testimonials depend on the public’s interest in or affection for celebrities—people ordinary viewers don’t know but admire and see as bigger and more important than themselves. By contrast, plain folks advertising is based on the idea that the public likes to see ordinary people—people like themselves—in the products and services they buy.

2. Why are ads that use the bandwagon approach so effective? What ads have you seen recently that use that approach?

Answer:The bandwagon technique is effective because of the human need to be part of a group. We feel safe and secure when we are surrounded by people who agree with us about something—even something as trivial as what frozen coffee cake is best (“Nobody doesn’t like Sara Lee”). Answers to the second question will vary.

3. The author states, “Americans, adults and children alike, are being seduced.” What might be the differences between the ways adults and children react to the seductions of advertising?

Answer:Answers will vary.

4. McClintock states, “We are victims, seemingly content—even eager—to be victimized” (paragraph 1). Do you agree? Is this article likely to change how you view ads in the future? Why or why not?

Answer:Answers will vary.

Thesis-and-Support Outline

Thesis: People should detect and understand common propaganda techniques, which appeal

to the emotions rather than to logic.

1. We are bombarded with ads, which present biased messages through various propaganda techniques, including seven common ones (1-4).

2. Name calling—referring to a competitor with negatively charged names or comments (5).

3. Glittering generalities—making important-sounding general claims with no explanation (6-8).

4. Transfer—associating something with a symbol or image most people respect and admire (9-11).

5. Testimonial—promoting something with the support of a celebrity (12-15).

6. Plain folks—associating something with the average person (16-17).

7. Card stacking—making something sound good by suppressing relevant evidence or making an unfinished claim (18-19).

8. Bandwagon—appealing to people’s desire to do what many others are doing (20-21).

9. Use critical thinking to avoid reacting emotionally to ads (22-23).

P.592 Suggested Answers for “Here’s to Your Health”—Joan Dunayer

Note: The numbers in parentheses refer to relevant paragraphs in the selection.

Reading Comprehension Questions,667-668

1. c

2. c

3. d Answers a, b, and c are too narrow.

4. c Answer a is too narrow; answer b is too broad; answer d, never directly stated in the article, is too narrow.

5. b Paragraph 6

6. False Paragraph 4

7. True Paragraph 8

8. a

9. False Paragraphs 6 and 8

10. d Paragraphs 4 and 8

Structure and Technique,668-669

1. What method of introduction does Dunayer use? What effect do you think she hoped to achieve with this introduction?

Answer:She uses an anecdote. By telling a brief story about Tod’s experience, she puts a human face on the larger idea that alcohol abuse is linked to societal pressure. It also sets the tone for Dunayer’s thesis by showing the potential danger of even small amounts of alcohol.

2. Dunayer introduces her criticism of alcohol with the words “Part of the myth is . . . .” (See the first sentence of paragraph 3.) What addition transitions does she use to introduce each of the three other parts of the myth (in the first sentences of paragraphs 5, 7, and 9)? What is gained by the use of these transitions?

Answer:The three addition transitions are “another,” “also,” and “finally.” Each transition makes the reader aware that one element of the myth is being introduced.

3. The body of Dunayer’s essay is made up of four pairs of paragraphs (paragraphs 3 and 4; 5 and 6; 7 and 8; 9 and 10). What is the relationship between the paragraphs in each pair? In which of the two paragraphs does Dunayer present her own perspective? Why do you think she puts her own perspective in that paragraph?

Answer:In the first paragraph of each pair, Dunayer presents one part of the alcohol myth. She begins each second paragraph with a topic sentence that represents her perspective. She then goes on to support her topic sentence with a series of facts. For example, below is the topic sentence of paragraph 4; it represents her perspective, which contradicts what the ad in paragraph 3 suggests about whiskey.

Contrary to what the liquor company would have us believe, drinking is more closely related to lack of success than to achievements.

She then follows that sentence with supporting facts.

By presenting her perspective after describing each part of the myth, Dunayer makes her points more dramatically: She sets up an appealing image in the first paragraph of each pair only to knock it down with force in the second one.

4. In her essay, Dunayer provides vivid descriptions of alcohol advertisements, particularly in paragraphs 3 and 5. What vivid details does she provide? How do these details support her main point?

Answer:In paragraph 3 she describes in detail the print ad showing two prosperous-looking businessmen in a restaurant, surrounded by fine crystal, velvet draperies, and spotless linen. In paragraph 5, she provides details about a beach scene: a young, beautiful, sexy woman; a young muscular man enticing her with a cold beer. By providing such detailed descriptions, Dunayer makes the reader very aware of the advertiser’s premise (alcohol will make you successful; alcohol will make you sexually attractive) behind such ads.

Critical Reading and Discussion,669

1. Dunayer presents and then rebuts four “myths” about alcohol. What are these four myths? According to Dunayer, what is the reality behind each myth?

Answer:(1) Alcohol will make you professionally successful. In fact, says Dunayer, alcohol is frequently tied to low achievement and poverty. (2) Alcohol will make you sexually attractive. Dunayer says that alcohol actually lowers one’s hormones and can lead to impotence and infertility. (3) Alcohol and sports mix well. Dunayer points out that alcohol slows the reflexes, interferes with the eyes’ ability to focus, and increases the likelihood of various serious diseases. (4) Alcohol brings families closer together. In fact, Dunayer writes, alcohol is frequently involved in domestic violence, suicide, and birth defects.

2. Dunayer concludes, “‘Here’s to your health’ rings with a terrible irony when it is accompanied by the clink of liquor glasses” (paragraph 11). What is the “terrible irony” she refers to? How does this irony—already signaled in her essay’s title—relate to her main point?

Answer:The irony is that alcohol, rather than promoting one’s health, is often tied to illness and misery. The irony is also implied in her main point—that while advertising myths promise us that alcohol will improve our lives, it is far more likely to have destructive effects.

3. Do you think Dunayer’s essay about the myths of alcohol is one-sided, or is it balanced? Explain. What additional points could be used to support her point or to rebut it?

Answer:The essay is one-sided in the sense that Dunayer does not include opinions from people who disagree with her. Other points she might have used to support her argument include the widespread idea among young people that using alcohol makes them seem more adult. Rebuttals of Dunayer’s argument could include the ideas that many people use alcohol responsibly and that the problem is not with the product itself but with irresponsible people’s misuse of it.

4. Advertisers often create myths or use false ideas to get people to buy their products. Besides alcohol ads, what are some other examples of manipulative or deceptive advertising? Do you think advertisers should be permitted to use such tactics to sell products?

Answer:Answers will vary.

Thesis-and Support Outline

Thesis: The media and our culture promote a false myth about alcohol.

1. Part of the myth is that alcohol signals success; the reality is that alcohol can prevent success (3-4).

2. Another part of the myth is that alcohol makes one sexually attractive; the reality is that alcohol can make one less sexy (5-6).

3. A third part of the myth is that alcohol combines well with athletics; the reality is that alcohol slows people down and can lead to physical decline (7-8).

4. The fourth part of the myth is that alcohol contributes to family happiness; the reality is that alcohol can lead to great unhappiness.

P.607 Suggested Answers for “College Lectures: Is Anybody Listening?” by

David Daniels

Note: The numbers in parentheses refer to relevant paragraphs in the selection.

Reading Comprehension Questions, 683-684

1. c

2. a

3. c Answers a, b and d are all too narrow, as each covers only a single point of the selection.

4. b Answers a, c, and d are too narrow.

5. d Paragraphs 5 and 7

6. a Paragraph 10

7. a Paragraph 10

8. a Paragraph 9 and 10

9. True Paragraphs 11 through 13

10. c Paragraph 13

Structure and Technique, 684

1. Daniels begins his essay with an anecdote about a former teacher of his. How does this introduction relate to his thesis?

Answer:The anecdote is an extreme example of a college teacher who seemed unaware of whether his students were listening to him or not. The professor serves as a caricature of the type of teaching Daniels is criticizing.

2. Does Daniels directly state his thesis? If so, where is it stated?

Answer:Daniels states his thesis at the end of paragraph 4: “The time is long overdue for us to abandon the lecture system and turn to methods that really work.”

3. In describing Mary’s classroom experience (paragraphs 5–7), Daniels provides numerous details. What are some of these details? How do they relate to the essay’s main idea?

Answer:Some of the details provided include the huge class size, the lack of a roll call, the professor’s ancient notes, the lack of opportunity for student feedback, and the absence of quizzes. The details all contribute to the idea that lecture-heavy classes do a poor job of involving the student in the subject and stimulating his or her thinking.

4. Daniels’s essay is an argument against the lecture system of education. What argumentation techniques does he employ? (See pages 319–337 for information on argumentation.)

Answer:Daniels uses four of the argumentation techniques explained in Chapter 16, “Argumentation,” pages 319–322:

1) Point out common ground. Daniels points out common ground between him and schools that support lectures. In paragraph 8, he admits that many schools supplement lectures with discussion groups and that some classes, such as first-year English, are relatively small.

2) Acknowledge differing viewpoints. Daniels acknowledges (but does not support) viewpoints that differ from his. In paragraph 13, he states that administrators like lectures because they “can cram far more students into a lecture hall than into a discussion class.” He adds in the same paragraph that teachers and students find lectures easier because students can sit back and be passive and teachers can “engage in intellectual exhibitionism.”

3) Grant the merits of differing viewpoints when appropriate. Daniels grants the merits of opposing views in paragraph 15, where he states that lectures are “economically necessary” and also because they “spring from a tradition in a setting that rightly values tradition for its own sake.”

4) Rebut differing views. Daniels rebuts the support for lecture classes for first- and second-year students by stating the virtues of smaller classes, which are listed in paragraph 14: smaller classes force students to become more active, students’ listening skills improve, professors do a better job, and tests demand analysis and synthesis instead of “empty memorization.” And while Daniels supports the tradition of lectures in paragraph 15, he immediately argues against their use in the first two years of college.

Critical Reading and Discussion,684-685

1. Daniels states that “listening intelligently is hard work” (paragraph 9) and “Active learning

. . . is far more beneficial for those who have not yet fully learned how to learn” (paragraph 10). Why might Daniels feel that listening is so hard? And why does he feel that active learning is so good?

Answer:In paragraph 10, Daniels mentions that listening actively involves special techniques, including these two: “trying to anticipate the speaker’s next point” and “taking notes selectively.” We can assume that he feels it takes time and practice to learn such techniques. In discussing active learning in paragraph 10, Daniels mentions several types: writing essays, performing experiments, and having work evaluated by an instructor. He obviously feels that these types of active work involve students in ways they are not ready to be involved in as listeners.

2. In paragraph 8, Daniels acknowledges that he has exaggerated Mary’s negative classroom experience, saying,“I admit this picture is overdrawn.” Does this admission strengthen or weaken his argument? Explain.

Answer:The case could be made that the admission strengthens Daniels’ argument. By admitting that he is exaggerating slightly, Daniels can point out that many classes do have most if not all of the negative aspects of Mary’s class. It is also psychologically sound to admit a shortcoming of one’s argument, as it helps establish the writer as a reasonable person.

3. According to Daniels, the lecture system harms professors by reducing feedback from students to a minimum. What is useful about about feedback from students?

Answer:If students’ comments indicate they don’t understand something, the teacher can then do something to help students improve their understanding. Students’ comments may also help teachers decide which activities and materials are effective and ineffective. Also, the knowledge that their view counts in class may motivate students to get involved with class work.

4. How do your experiences in both lecture classesand smaller classes compare with Daniels’s descriptions? As a student, which type of class do you prefer? Why? If you were an instructor, which type of class would you prefer to teach? Why?

Answer:Answers will vary.

Thesis-and-Support Outline

Thesis: Colleges and universities should offer interactive, not lecture, classes to first- and second-year students (4, 15).

1. The lecture system is outmoded (4).

2. It is inadequate for students, especially less experienced students (5-11).

3. It is harmful to educators (12).

4. The lecture system continues because administrators like its profitability and teachers and students find it easier (13).

5. Small, interactive classes benefit both students and teachers (14).

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