美国大学英语写作（第六版）

美国大学英语写作(第六版)

ANSWER KEY

Part One: Essay Writing

1 An Introduction to Writing

Activity (Point and Support in a Paragraph), pages 5–6

Point: There are drawbacks to moviegoing.

Support: 1. Inconvenience

b. Long time to find parking spot and long walk to theater

d. Sticky floor

3. Other moviegoers

a. Running kids

b. Laughing, shouting teenagers

Activity (Introductory Paragraph), 8

1. c

2. b

3. a

4. a. Inconvenience of going out

b. Temptations of the theater

c. Behavior of some patrons

Activity (Body: Supporting Paragraphs), 9–10

1. To begin with, I just don’t enjoy the general hassle of the evening.

2. b. Parking lot is always jammed

d. Tickets may sell out, and theater is crowded

e. Tickets cost up to $8 each

3. Second, the theater offers tempting snacks that I really don’t need.

4. b. 2) chocolate bars

3) Milk Duds

5. Many of the other patrons are even more of a problem than the concession stand.

6. a. Little kids race up and down the aisles

b. Teenagers talk back to the screen, whistle, make funny noises

Activity (Concluding Paragraph), 10

1. a

2. c

Review Activities, 18–20

Answers will vary.

2 The Writing Process

Activities (Freewriting, Questioning, Making a List, Clustering, Scratch Outline), 25–31

Answers will vary.

(1) Ten-hour shifts

(2) Hours changed every week

c. Pay

(1) Minimum wage

(2) No bonus for overtime

3. Thesis: Joining an aerobics class has many benefits.

a. Social benefits

(1) Make new friends

(2) Meet interesting instructors

b. Mental benefits

(1) Reduces mental stress

(2) Improves self-image

c. Physical benefits

(1) Strengthens heart

(2) Tones muscles

4. Thesis: My favorite times in school were the days before holiday vacations.

a. Lighter workload

(1) Less work in class

(2) Less homework

b. Friendlier atmosphere

(1) Teachers more relaxed

(2) Students happy about vacation

c. Special events

(1) Pep rallies

(2) Holiday concerts

Activity 2 (Outlining), 45–47

Thesis:More and more, the inventions of modern technology seem to be cutting us off from contact with our fellow human beings.

First topic sentence:The world of business is one area in which technology is isolating us.

Support: 2. Workers’ salaries are automatically credited to their bank accounts.

3. Personal banking is becoming a detached process.

a. Customers interact with machines rather than people.

b. Some loans are accepted or rejected by computers, not loan officers.

Second topic sentence: Another area that technology is changing is entertainment.

Support: 1. For many people now, music is a solitary experience.

2. Fewer people go out to watch movies.

Third topic sentence: Education is a third important area in which technology is separating us from others.

Support: 1. Students sit alone in front of computers.

2. Students use software at home instead of interacting with others.

3. Videotapes are replacing class instruction.

Activity (Revising), 47–48

2, 1, 4, 3

3 The First and Second Steps in Essay Writing

Activity (Writing a Good Thesis), 50–51

List 1 List 2

2 Teachers 3 Bicycles

l Education 4 Dangers of bike riding

3 Math teacher l Recreation

5 My high school math 2 Recreational vehicles

teacher was incompetent. 5 Bike riding in the city is a

4 High school math teacher dangerous experience.

List 3 List 4

1 Retail companies 3 Camping

2 Supermarkets 4 First camping trip

4 Dealing with customers 2 Summer vacation

3 Working in a supermarket 5 My first camping trip was a

5 I’ve learned how to handle disastrous experience.

unpleasant supermarket customers. l Vacations

Activity (Common Errors in Writing a Thesis), 53

A. 1. TB B. 6. 2

2. TN 7. A

3. TB 8. 2

4. TN 9. A

5. TB 10. 2

Activity (Support the Thesis with Specific Evidence), 54–55

Answers for this activity will vary; a possible third point for each outline is listed below.

1. c. Learning new rules and procedures 4. c. Save money

2. c. Sense of humor 5. c. Long hours

3. c. Too cold in the winter 6. c. Worry about finances

Activity (The Importance of Specific Details), 57

S 1. The paragraph lists specific precautions: getting a permit and buying

pressure-treated lumber.

X 2. What kinds of things did the writer do wrong? What specific rules were enforced?

How did this parent punish the writer?

S 3 The paragraph lists specific examples of items that should not be improved:

cheesecake and jeans.

X 4. What kinds of problems does the dog have? How does the dog misbehave when the owners are away? How did the owners try to train the dog?

Activity 1 (The Importance of Adequate Details), 58

Answers are given in the text after the activity.

Activity (Identifying the Parts of an Essay), 61

Thesis statement: 4

Topic sentence of first supporting paragraph: 5

Topic sentence of second supporting paragraph: 15

Topic sentence of third supporting paragraph: 22

First sentence of the conclusion: 34

Activity 1 (Evaluating Thesis Statements), 61–62 Activity 2 (Evaluating Thesis Statements), 62

1. A a. 1. TN a.

OK b. OK b.

2. OK a. 2. TN a.

A b. OK b.

3. OK a. 3. TN a.

A b. OK b.

4. A a. 4. OK a.

OK b. TN b.

5. A a. 5. OK a.

OK b. TN b.

Activity 3 (Evaluating Thesis Statements), 62–63 Activity 4 (Evaluating Thesis Statements), 63

1. TB a. 1. OK a.

OK b. 2 b.

2. TB a. 2. 2 a.

OK b. OK b.

3. OK a. 3. OK a.

TB b. 2 b.

4. TB a. 4. 2 a.

OK b. OK b.

5. TB a. 5. 2 a.

OK b. OK b.

Activity (Completing Thesis Statements), 64

Answers for this activity will vary; a possible third point of development for each thesis statement is listed below.

1. science. 6. coach

2. to be enthusiastic. 7. we were emotionally immature.

3. my boyfriend. 8. manners

4. money. 9. my relationships with others.

5. breaks down regularly. 10. the time I dented my friend’s car.

Activity (Writing a Thesis Statement), 65

Answers may vary slightly.

1. The cars I’ve owned have reflected the changes in my personality.

2. Attending a two-year college has several advantages.

3. I have tried several ways to give up snacks.

4. Halloween is not all fun.

5. Three factors contributed to my heart attack.

Activity 1 (Limiting a Topic and Writing a Thesis), 66

Answers will vary; a possible thesis for each limited subject is listed below.

1. Sharing an apartment with a roommate helped me adjust to a new city.

2. Deciding to be less critical of your spouse can help a marriage.

3. My mother’s tidiness drives us crazy.

4. Fast-food restaurants are cheaper, cleaner, and friendlier than other restaurants.

5. My cousin Myra has several bad driving habits.

6. Regular exercise can help ease emotional problems.

7. Do-it-yourself repairs always end up costing me more money than they’re supposed to.

8. The free-agent system has made baseball a big business, not a sport.

9. Being a single parent can be exhausting, frustrating, and intimidating.

10. Noise pollution is a growing problem in our city.

Activity 2 (Limiting a Topic and Writing a Thesis), 67

Answers will vary; some possible limited subjects and thesis statements are listed below.

1. Exotic animals as pets

People should not be allowed to keep exotic animals as pets.

2. Teens and birth control

Parents should be notified if their daughters visit a birth control clinic.

3. The new season’s TV programming

The new television programs are carbon copies of last year’s successful shows.

4. Computerized offices

Computers in offices are creating new health problems for employees.

5. Major fields of study

Choosing a major does not have to be done blindly.

6. House calls

Doctors should be compelled to make house calls.

7. Summer vacations

Summer is the worst time of year to take a vacation.

8. Barbecuing

There are three kinds of people who will be found behind a barbecue grill.

9. Children’s allowances

Getting an allowance teaches a child to be responsible, mature, and thrifty.

10. Christmas shopping

One year I made the mistake of doing my Christmas shopping months in advance.

Activity (Providing Specific Evidence), 68–69

Answers will vary; some possibilities are listed below.

1. Guests arrived two hours late; roast was burned; host and hostess got into a huge fight

2. Collects dead frogs, birds, and worms; loves to dunk pizza in his chocolate milk; combs his hair with his toothbrush

3. Too tired; too hungry; too disorganized

4. Chose my friends for me; chose my clothes for me; chose my college for me

5. Baby-sitting, gardening, baking cookies

6. New ignition, new brakes, new heater

7. Cat got sick; kids got sick; roof started to leak

8. Slept at his desk; gave six hours of homework per night; had a nasty temper

Activity (Identifying Adequate Supporting Evidence), 69–70

AD 1.

U 2. What are specific examples of how people are thoughtless to pets? What are the particular needs of pets that may be ignored? Examples might include bathing animals regularly, treating them for fleas, helping them stay cool in summer, exercising them, and providing a nutritious diet.

U 3. What are specific examples of shows that are of little interest to people? Exactly how would commercials be changed? How would network news be made more interesting? Examples might include the names of shows (situation comedies, game shows, and so on) that aren’t popular. Commercials might be changed by eliminating repetitious jingles or celebrity endorsements (using examples of current commercials).

AD 4.

U 5. What are examples of how the woman was set in her ways? What did she say about the kind of hairdo she wanted? For example, the woman might have rejected any suggestions other than the style she was used to. What did the writer do that was unsuccessful? And how did the woman seem to indicate that the writer was not doing what she wanted? For instance, she might have shook her head or sighed every time the writer attempted to please her.

Activity (Adding Details to Complete an Essay), 70–73

Answers will vary; possible supporting details are included in the paragraphs below.

First of all, with no television to compete for our time, we found plenty of hours for personal interests. We all read more that week than we had read during the six months before.Dad introduced Mom to his favorite mystery writer—Dorothy Sayers—and it was pleasant to see them sitting on the sofa together, each one absorbed in a book. Luella, serious as always, read novels by Charles Dickens, while I settled modestly for the daily newspapers. We each also enjoyed some hobbies we had ignored for ages.Mom and Dad did crossword puzzles together, Lu dusted off her stamp collection, and I finished knitting the sweater I had started last September. In addition, my sister and I both stopped procrastinating with our homework.Instead of putting off our English and math assignments until our favorite shows were over, we tackled them right after supper and found that, without the sound of the TV blaring in our ears, we could do them in a couple of hours—far more quickly than we expected.

Second, we did chores that had been hanging over our heads for too long. There were many jobs around the house that had needed attention for some time.Mom fixed a faucet that had been dripping for weeks while Dad patched the cracked plaster in the dining room. Lu and I cleaned our closets, finding records, tapes, and magazines that had been missing for months. By the end of the week, the house was in tidier shape than it had been since we moved in. We also had a chance to do some long-postponed shopping.Mom and Dad picked out a new sofa for the den; Lu bought some new books, and I went through a whole stack of catalogs and finished all my Christmas shopping by mail. And each of us also did some letter writing or other paperwork that was long overdue. Mom and Dad struggled with this year’s income tax forms, Lu wrote to Johnny, a friend she met at Spirit Lake last summer, and I wrote a thank-you note to Aunt Elsie for letting me stay with her during my weekend in New York City last month.

Finally, and probably most important, we spent time with each other. Instead of being in the same room together while we stared at a screen, we actually talked for many pleasant hours. Mom told us about the programming project she has been doing at work, and we had fun planning the trip to Boston we are going to take this summer. Moreover, for the first time in years my family played some games together. We played several games of Scrabble, and we even got out the Monopoly set and played a game following the rules our family has made up over the years. And because we didn’t have to worry about missing this or that show, we had some family friends over a couple of evenings and spent an enjoyable time with them.We were glad to see how much the Overholt children had grown, and Joe and Sandy Ciprianni kept us laughing all evening with their stories about fixing up the old house they bought.

4 The Third Step in Essay Writing

Fill-ins (Common Methods of Organization), 75–76

The topic sentences in the essay use the words To begin with, Next, and Finally to help show time order.

The paragraph uses the following words to help show time order: Next, first, Then, After, and Finally.

The topic sentences in the essay use the words For one thing, In addition, and Most important to help show emphatic order.

The words Worst of all are used to mark the most emphatic detail in the paragraph.

Activity (Common Methods of Organization), 77

A. 1. time order B. time; emphatic; time; emphatic

2. emphatic order

3. combination of time and emphatic order

Activity (Transitions), 78–80

1. Addition signals: One, Also, Another

2. Time signals:After,First, Next, Finally

3. Space signals:Next [to], To the right, Near

4. Change-of-direction signals:But, however

5. Illustration signals:For example, such as

6. Conclusion signals:Finally, therefore

Activity (Transitional Sentences), 81

Answers may vary slightly.

In addition to teaching me about the importance of family support, my parents taught me the value of hard work.

Along with the value of hard work, my parents emphasized the benefits of a good education.

Activity (Other Connecting Words), 83

1. four times

2. he

3. iron range; throbbing swellings; frigid

Activity (Introductory Paragraph), 86-87 Activity (Concluding Paragraph), 89

1. B Starting with an opposite 1. P/R

2. F Quotation 2. Q

3. A General to narrow 3. S

Activity (Titles), 90–91

Answers will vary; examples of titles are given below.

1. Choosing McDonald’s

2. A Diner at Midnight

3. Audiences at Rock Concerts

Activity 1 (Organizing Through Time Order), 91–93

1. 1 2. 3 3. 1

3 1 3

2 2 2

Activity 2 (Organizing Through Emphatic Order), 95–96

1. 2 2. 3 3. 2

1 1 3

3 2 1

Activity (Providing Transitions), 93–94

First of all, there are the people . . .

For example, there are the ones . . .

Another type of nervous . . .

However, neither of these . . .

A second category of people . . .

On the contrary, they feel compelled . . .

As a result, no one hears . . .

After they have been to the theater . . .

Then they will start . . .

Last of all, there are the people who talk . . .

In addition, it is impossible . . .

But if ever I am granted . . .

Activity (Identifying Transitions and Other Connecting Words), 95–96

S 1. T 9.

P 2. RW 10.

T 3. S 11.

S 4. T 12.

P 5. P 13.

RW 6. RW 14.

P 7. T 15.

P 8.

Activity (Completing Transitional Sentences), 96–97

Thesis 1:

After making certain that your house conforms to state regulations, you must obtain legal

permits . . .

Finally, once you have the necessary legal permits, you can begin to advertise . . .

Thesis 2:

In addition to saving me money, watching the game at home is more comfortable than sitting in a stadium . . .

Even more important than cost and comfort, though, is the technology which makes a televised game better than the “real thing.”. . .

Activity (Identifying Introductions and Conclusions), 97-99

Pair 1:

D Incident or story

I Prediction or recommendation

Pair 2:

E Question(s)

G Summary and final thought

Pair 3:

F Quotation

G Summary and final thought

5 The Fourth Step in Essay Writing

Activity (Use Parallelism), 101–102

Answers may vary slightly.

1. The novelty store sells hand buzzers, plastic fangs, and fake insects.

2. Many people share the same three great fears: being in high places, working with numbers, and making speeches.

3. To decide on a career, people should think closely about their interests, hobbies, and skills.

4. At the body shop, the car was sanded down to the bare metal, painted with primer, and sprayed with red enamel.

5. In order to become a dancer, Lola is taking lessons, working in amateur shows, and auditioning for professional companies.

6. Juan’s last job offered security; his new job offers a better chance for advancement.

7. People in today’s world often try to avoid silence, whether on the job, in school, or at home.

8. Because the dying woman was dignified and courageous, she won everyone’s respect.

9. The politician trusted no one, rewarded loyalty, and depended only on his own instincts.

10. If we’re not careful, we’ll leave the next generation polluted air, contaminated water, and dying forests.

Activity (Consistency with Verbs), 103

1. arrive arrived 6. floated floats

2. asks asked 7. grabs grabbed

3. sliced slices 8. swooped swoops

4. went goes 9. recharged recharge

5. tips tipped 10. burns burned

Activity (Consistency with Pronouns), 104–105

1. your their health 6. you I can own

2. you I never know 7. you her indigestion

3. youwe have if youwe 8. you we don’t dare

4. their its aggressive 9. we they can learn

5. one you should plan 10. one you should dress

Activity 1 (Use Specific Words), 106–107

Answers will vary; following are examples.

1. Potato chips, pretzels, and salted peanuts . . .

2. . . . papers, books, and magazines . . .

3. . . . a TV, a CD player, and a computer.

4. The comics, the sports pages, the obituaries, and the society page . . .

5. . . .my throat, my ears, and my lungs . . .

Activity 2 (Use Specific Words), 107–108

Answers will vary; following are examples.

1. The rusty old Buick sputtered, whined, and refused to start.

2. The mathematics final was filled with tricky, baffling problems.

3. Little Robbie was so exhausted that he could scarcely keep his eyes open.

4. My cluttered, jumbled, dusty bedroom needs to be swept out, scrubbed, and reorganized.

5. A broken-down city bus blocked Main Street

and stopped traffic for an hour.

Activity (Use Active Verbs), 109

1. The typical American diet includes many unhealthy foods.

2. Hundreds of biting ants invaded the family picnic.

3. Doctors use antibiotics to treat many infections.

4. A drunk driver caused the fatal traffic accident.

5. The instructor will determine final grades on the basis of class performance.

Activity (Use Concise Words), 110–111

Answers will vary.

1. I will conclude by summarizing my major points.

2. Every day, parents must control their children’s television watching.

3. I am shy.

4. Magazine advertising contains clever hidden messages.

5. My worst mistake last week was to hurt my brother’s feelings and not apologize.

6. In today’s uncertain economy, the middle class finds it hard to save.

7. We liked last night’s television show, but our parents didn’t.

8. The school district canceled classes because of the bad weather.

9. I regret not having studied word processing in high school.

10. People are harmed by emotional as well as by physical abuse.

Activity (Revise by Adding a Second Complete Thought), 112–113

1. . . . sandwiches, for he is allergic . . .

2. . . . sleep, but the thought . . .

3. . . . bakery, and it has . . .

4. . . . soggy, for rainwater had . . .

5. . . . present, so I offered . . .

Activity (Revise by Adding a Dependent Thought), 114–115

Answers may vary.

1. Because I had forgotten to lock the front door, I . . .

2. When the bear turned over the rotten log, fat . . .

3. After Kevin had sent away for a set of tools, he . . .

4. Because some people are allergic to wool, they . . .

5. Even though an older woman in my typing class can type almost one hundred words a minute, she . . .

Activity (Revise by Beginning with a Special Opening Word or Phrase), 116

1. Reluctantly, Shirley signed the repair contract.

2. To improve their chances of promotion, the interns volunteered to work overtime.

3. During the trial, the accused murderer grinned at the witnesses.

4. Crowded with nervous pets, the vet’s office was noisy and confusing.

5. Trying to find something worth watching, Barry flipped from channel to channel.

Activity (Revise by Placing Adjectives or Verbs in a Series), 117–118

Answers may vary.

1. The baby toddled across the rug, picked up a button, and put the button in his mouth.

2. Brown, foul-tasting water dribbled out of the rusty metal tap.

3. By 6 A.M., I had read the textbook chapter, taken notes on it, studied the notes, and drunk eight cups of coffee.

4. The exterminator approached the large, papery wasps’ nests hanging under the old wooden eaves.

5. Slim brown reeds bordered the stagnant green pond.

Activity (Proofreading), 120–121

1. 2 6. 11

2. 4 7. 13

3. 5 8. 14

4. 6 9. 16

5. 9 10. 17

Corrections (methods of correction may vary):

1. an ashtray which I made 6. my father, who smoked

2. the pride I felt when I presented 7. bright purple, my favorite color

3. a shelf; it is a remarkably 8. its rim; they are colored neon green.

4. circle. Unfortunately, 9. love me, I look

5. or cigar, so I made 10. ugly ashtray; the answer

Review Test 1 (Using Parallelism), 122

1. filled with suspense suspenseful 6. selling toys toy salesperson

2. furniture for the office 7. food on the table putting food on the table

office furniture 8. to cram cramming

3. my kitchen working in my kitchen 9. bags are put on them bagged (or:put into bags)

4. preparing to prepare 10. with friendliness as well and his friendliness

5. being kind kindness

Review Test 2 (Using Parallelism), 123

1. to buy buying 6. were whispering whispered

2. shows on science science shows 7. to start starting

3. porch furniture that was rotted 8. pay that is good good pay

rotting porch furniture 9. was putting put

4. her shirt was torn a torn shirt 10. losing lost

5. takingtake (or:climbing . . . taking)

Review Test 1 (Using a Consistent Point of View), 124

1. is was taken 6. gets got the chicken

2. are were not on the same shelf 7. realizes realized it contained

3. proceeds proceeded slowly. 8. transfers transferred the groceries,

4. decides decided to pick up 9. notices noticed that the barbecued chicken

5. parks parked his shopping cart 10. says said to the clerk,

Review Test 2 (Using a Consistent Point of View), 125

1. you they work. 6. one I can meet

2. you I could hear 7. were to you me.

3. you we are supposed 8. you I drive

4. one I must complete 9. you they have turned in

5. you he could not tell 10. and asked to help you her.

Review Test 1 (Using Specific Words), 126

Answers will vary; examples are shown.

1. . . . I felt sad, angry, and worried.

2. The lukewarm soup, stale sandwiches, and limp salads . . .

3. Ants, moths, and spiders . . .

4. . . . it rained nonstop, with a bone-chilling wind.

5. . . . a broken arm, two broken ribs, and a concussion.

Review Test 2 (Using Specific Words), 127

Answers will vary; examples are shown.

1. The haughty, scowling salesman told us not to waste his time with stupid questions.

2. Betty dug her fists into her eyes and shook with sobs.

3. The third game of the World Series was a tense pitchers’ duel.

4. The airport lounge was thronged with holiday travelers.

5. The woman in the front seat was muttering to herself and trembling.

Review Test (Using Active Verbs), 128

1. The health inspector closed the pizza restaurant.

2. The workers in the library sorted huge stacks of donated books.

3. A virus infected my computer.

4. Oil companies will not increase gasoline prices this winter.

5. Our airplanes dropped high-powered bombs onto enemy bases.

6. The telephone company placed an additional charge on our phone bill.

7. A group of vandals damaged the community center.

8. Physical activity, meditation, and relaxation relieve stress.

9. The federal government will raise taxes to pay for highway improvements.

10. Studies show that watching violent TV programs increases violent behavior.

Review Test 1 (Using Concise Words), 129

Answers may vary; examples are shown.

1. I finally decided to look for a new job.

2. Because her printer was out of paper, Renee went to buy some.

3. Tamika realized suddenly that her date had stood her up.

4. Our teacher does not yet know if she will return next year.

5. The salesperson advised us to wait until the price dropped before buying our computer.

Review Test 2 (Using Concise Words), 130

Answers may vary; examples are shown.

1. Our company allows two fifteen-minute coffee breaks.

2. Your line of credit has been increased.

3. I prefer candy to fruit. (Or:I think candy tastes better than fruit.)

4. Lynn rarely admits that she has made a mistake.

5. Many people think that children should, by law, attend school until age sixteen.

Review Test 1 (Varying Your Sentences), 131

Answers will vary; examples are shown.

1. Sophie had repaired her broken watchband with a paper clip, but the clip snapped and the watch slid off her wrist.

2. The physical therapist watched as Julie tried to stand on her weakened legs and they crumpled under her.

3. Although there were parking spaces on the street, Richie pulled into an expensive garage because he did not want to risk damage to his new car.

4. Speeding, the brown truck skidded on some ice and almost hit a startled young police officer.

5. A sudden terrible rainstorm flooded our basement, knocked slates off the roof, and uprooted a young tree.

Review Test 2 (Varying Your Sentences), 132–133

Answers will vary; examples are shown.

1. When a sudden cold front hit the area, temperatures dropped thirty degrees in less than an hour. I was not wearing a warm jacket, so my teeth began to chatter.

2. Vern works as a model, so he has to look his best. When he gained ten pounds recently, he had to take off the extra weight, or he would have lost his job.

3. As the ball game was about to begin, a dog ran onto the field and began nipping the infielders’ ankles. The game had to be delayed until the dog was chased away.

4. The hungry lion watched the herd of gazelle closely. If a young or sick animal wandered away from the group, the lion would move in for the kill.

5. Suffering from arthritis, my aunt decided to find a helpful form of exercise. She learned that swimming is very healthful because it works every muscle group in the body without straining the muscles.

Review Test 3 (Varying Your Sentences), 134

Answers will vary; an example is shown.

Lena and Miles wanted a nice, quiet, relaxing vacation, so they rented a small lakeside cabin. Their first day there was very peaceful, but the situation quickly changed when a large family moved into a nearby cabin. They played music at top volume and raced around in a speedboat with a loud whining engine. Lena and Miles, no longer very relaxed, packed up their things, drove off, and returned to their quiet apartment.

6 Four Bases for Revising Essays

Activity (Revising for Unity), 138

The following sentences should be crossed out:

Paragraph 3: We are close now, though. In fact, Eddie recently painted my new apartment for me.

Paragraph 4: Now I realize that teenage drinking is dangerous. I read recently that the number one killer of teenagers is drunk driving.

Activity (Revising for Support), 141

Answers will vary.

Activity (Revising for Coherence), 144

Answers will vary.

Activity (Revising for Sentence Skills), 147–148

1. In word group 14, are should be is to make the verb agree with way.

2. In word group 19, quite should be quiet.

3. In word group 22, 5 should be spelled out.

4. In word group 22, began should be changed to the correct form of the verb, begun.

5. In word group 23, there should be quotation marks around “Bugs.”

6. In word group 23, an exclamation point is needed for an end mark.

7. In word group 24, Dumping the food in the disposalis a dangling modifier. It should be changed to They’ll all dump their food in the disposal, jump into the car, and . . .

8. In word group 24, make a beeline is a cliché. It should be changed to head quickly.

9. In word group 24, mcdonald’sshould be capitalized.

10. Word group 29 is a run-on. It can be corrected thus: . . . simple. Coworkers, . . .

Activity (Revising an Essay for Unity), 148–150

“Playing on the Browns”—Irrelevant sentences: 15, 24, 28

“How to Con an Instructor”—Irrelevant sentences: 11, 19, 24, 33

Activity (Evaluating Essays for Support), 156–158

“Formula for Happiness”—Supporting details needed after sentences 7, 13, 16, 20, 21

“Problems of a Foreign Student”—Supporting details needed after sentences 12, 17, 24

Activity (Revising Essays for Coherence), 152–155

“Noise Pollution”

1. sentence 6 5. sentence 19

2. canned music 6. rubble

3. sentence 12 7. six times

4. sentence 18 8. 4, 2, 3

“Weight Loss”

1. sentence 8 5. sentence 16

2. sentence 9 6. fat

3. sentence 12 7. four times

4. my best friend’s family 8. 3

Activity (Revising Essays for All Four Bases), 155–158

“Chiggers”

Paragraph 2: a (“I am definitely . . . and concrete.”)

Paragraph 3: c

Paragraph 4: d (“Mainly . . . summertime.”—fragment; “I will . . . red speck.”—run-on)

“The Hazards of Being an Only Child”

Paragraph 2: a (“Some only children . . . writing or drawing.”)

Paragraph 3: d (“And who . . . morning.”—fragment; “After all . . . secrets.”—run-on)

Paragraph 4: b (“. . . family decisions, either.”)

Answer Key

PART TWO: PATTERNS OF ESSAY DEVELOPMENT

8 Description

Questions on the Student Essays, 170–172

1. c

2. I’d been visiting my cousins . . .

3. c

4. b

sight hearing

5. b. He was staring off into space, idly tapping his spoon against the table, while she

sight sight

drew aimless parallel lines on her paper napkin with a bent dinner fork.

touch sight sight

c. The blouse is made of heavy eggshell-colored satin and reflects the light in its

sight

folds and hollows.

touch sight sight

d. Her brows are plucked into thin lines, which are like two pencil strokes added to

sight

highlight those fine, luminous eyes.

6. dull hum, silently waiting, deserted cooking area

7. b

8. The most haunting feature in the photo . . .

9. a

10. a

Questions on the Professional Essay, 180–181

1. Lou’s coffee shop is like “a fond but dysfunctional family.” (Wording may vary.)

2. d

3. Lou is concerned that she is smoking rather than eating.

4. b

5. sight, hearing, smell

6. d

7. After a moment . . .

8. c

9. a

10. b

Prewriting (Writing Assignment 2), 184–185

A. Plucked eyebrows

Oval face

Wavy brown hair

B. Silver earrings

Bracelet

Ring

C. Ring from another man

Signature (“Sincerely . . .”)

9 Narration

Questions on the Student Essays, 190–192

1. “Adopting a Handicap”

2. Thanks to a new building program . . .

3. Pine Street

had a lot of antique stores . . .

4. I hope my parents and I . . .

sight touch sight touch sight

5. a. My palms reddened and my wrist and forearm muscles started to ache as I tugged at the

touch

heavy metal wheels.

sight

b. I could not see the minister, the choir, or the altar.

hearing hearing

c. The club thudded against the side of Victor’s head, making him yelp with pain.

sight sight

d. As we ran, I kept seeing him sprawled on the ground, blood from our beating

trickling into his eyes.

6. Victor, the biggest of us . . .

7. three

8. a. Coping with the wheelchair (orLearning how to use the wheelchair)

b. Dealing with additional problems in the wheelchair

9. After, When, As

10. a

Questions on the Professional Essay, 197–198

1. Answers will vary. One possibility: Vingo returned from prison to find that his wife still loved him and wanted him back.

2. b

3. a

4. b

5. Answers may vary. Two examples:

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

Vingo asks his wife to leave a signal (the handkerchief) rather than confront her directly.

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. Fort Lauderdale, New Jersey, Washington, Jacksonville, the 34th Street

Terminal in New York, Philadelphia, Brunswick

8. But if she didn’t . . .

9. d

10. d

10 Examples

Questions on the Student Essays, 207–208

1. Some kids can be . . .

2. Paragraph 2 in “Everyday Cruelty”

3. To pass time as I walk . . .

4. Then they did even more cruel things . . .

5. A young woman chimed in . . .

6. Explore the rise of Nazi Germany; play a trivia game; hear the life story of a stranger

7. At lunchtime on Wednesday, Then, As people stared, Finally

8. But no part of everyday life . . .

9. “Altered States”: Confronted with inventions . . .

10. b

Questions on the Professional Essay, 215–216

1. b 7. 10

2. c 8. a. When, The next year

3. d b. too

4. c c. although

5. But, I said, he kept . . . 9. a

6. b 10. c

11 Process

Questions on the Student Essays, 226–228

1. First supporting paragraph; one example of a topic sentence: First, arrange time for exercise.

2. b

3. One of the problems . . .

4. Then get out the simple materials . . .

5. Paragraph 4 describes an incident with a plumber who left a bathtub dirty.

6. Paragraph 3 describes an incident with a “lemon” bicycle and an incident concerning an overcharge by a department store.

7. Next; To begin with; Then; Then

8. first . . . next

9. a

10. d

Questions on the Professional Essay, 234–236

1. The job-interview “game” may not be 5. d

much fun, but . . . orHere are guidelines 6. First of all, Then, Finally

to help you play . . . 7. a

2. d 8. On the other hand

3. b 9. b

4. c 10. b

Prewriting (Writing Assignment 2), 238

Step 1:Items 1 through 9 Step 3:Items 13 through 17

Step 2:Items 10 through 12

12 Cause and Effect

Questions on the Student Essays, 243–244

1. b

2. The single time . . .

3. In fact, my “antique” has opened my eyes to the advantages of owning an old car: economy, reliability, and familiarity. (Wording of answer may vary slightly.)

4. b, d

5. Because they are constantly observed . . .

6. c

7. In addition to the loss of privacy . . .

8. In addition; also

9. One; Last of all

10. a

Questions on the Professional Essay, 249–251

1. The thesis is implied in sentences 1 and 2. It could be stated thus: There are various possible reasons why mothers tend to hold their babies in their left arms.

2. d

3. b

4. a

5. Fathers show less left-side bias than mothers.

6. The effect:left-side bias

Two possible causes:Answers may vary. Any two of the following: Mother’s heart is on the left side; “left brain” is more “emotional”; baby usually turns head to right.

7. therefore

8. Recently a possible additional value . . .

9. d

10. b

13 Comparison and Contrast

Questions on the Student Essays, 261–262

1. Paragraph 3: Eating at the Chalet is . . .

2. Once, I forgot . . .

3. 2

4. (Wording of answers may vary)

a. Chalet is dimly lit; McDonald’s is bright.

b. Waiters at the Chalet are formal; employees at McDonald’s are friendly.

c. Food is unfamiliar at the Chalet; food is familiar at McDonald’s.

5. Even the other diners . . .

6. Now, I use several techniques . . .

7. on the other hand

8. most important

9. c

10. b

Questions on the Professional Essay, 268–270

1. Stated in paragraph 6: “. . . the families that operate like Beaver Cleaver’s are . . . disappearing because three parts of our lives have changed . . .”

2. c

3. c

4. Fast food, takeout, and heat-and-serve dishes make up much of the modern American diet.

5. Television and computers

6. 10

7. After, then

8. Today the words . . .

9. a

10. d

Prewriting (Writing Assignment 1), 270–273

First point: Different playing requirements

Second point: Different traits and skills involved

Third point: Different images

14 Definition

Questions on the Student Essays, 278–279

1. Paragraph 2: Football fans just plain . . .

2. Baseball fans go . . .

3. Should their beloved team . . .

4. c

5. 4

6. d

Questions on the Professional Essay, 285–287

1. Answers will vary. Example: Addiction to TV resembles addiction to alcohol or drugs in several ways.

2. d

3. b

4. b

5. The heroin addict’s damaged life; the alcoholic’s narrowed and dehumanized life

6. a

7. 6

8. Finally

9. c

10. b

15 Division and Classification

Questions on the Student Essays, 294–295

1. Paragraph 4

2. Mall managers have obviously . . .

3. These frogs are an example . . .

4. Then, they wander . . .

5. Paragraph 4

6. hearing

a. Hearing the music of the antique carousel housed there, Jenny begs to ride her favorite

sight

pony with its shining golden mane.

hearing sight

b. Shouting “I’m starving!” Fred, Jr., drags the family toward the food court, where

smell

he detects the seductive odor of pizza.

sight touch

c. Mom walks through a fabric store, running her hand over the soft velvets and

touch

slippery silks.

7. first, Then, Finally

8. A second kind of ad . . .

9. d

10. a

Questions on the Professional Essay, 300–302

1. Answers will vary. One example: Various kinds of waiting interrupt everyone’s life.

2. Answers will vary. One possibility: This is intentional; it is done for a humorous effect.

3. Watched-Pot Wait; Forced Wait

4. “You have a choice” in the Forced Wait.

5. He gives examples: protecting your car by not running it cold; preparing soup properly.

6. Introduction: paragraphs 1–2

Topic 1: paragraphs 3–5

Topic 2: paragraphs 6–8

Topic 3: paragraph 9

Topic 4: paragraphs 10–11

Conclusion: paragraphs 12–13

7. A cousin to the Watched-Pot Wait is . . .

8. b

9. d

10. He uses an image in which all the waits are involved. (Wording may vary.)

16 Argumentation

Questions on the Student Essays, 314–315

1. Paragraph 4. Topic sentences will vary; one example: Local news is often lacking in depth.

2. Is raising taxes . . .

3. Stress is probably greater . . .

4. “Teenagers and Jobs”: Also, teens who have money . . .

“Once Over Lightly”: They too dilute the news . . .

5. Paragraph 3 . . . However

6. Weatherpersons, reporters, anchorpersons

7. Paragraph 3: Another

Paragraph 4: Finally

8. Change-of-direction: But

Illustration:For example

9. b, c

10. b

Questions on the Professional Essay, 320–322

1. c

2. d

3. a

4. c

5. a

6. Knives promote physical fitness, don’t ricochet, don’t kill people cleaning them.

No, she is not really pro-knife; her point is that guns are even more dangerous than knives. (Answers may vary.)

7. In the first place, plus, and

8. We do, however, license . . .

9. c

10. a

ANSWER KEY

PART THREE: SPECIAL SKILLS

17 Taking Essay Exams

Activity (Step 2), 331

First, Mark wrote down the heading and then numbered the sources of stress under it. Also,

in parentheses beside each point he added an explanation (or:supporting material). Then he circled the four key words, and he wrote down the first letter of each word underneath his outline. Mark then used the first letter in each key word to make up a catchphrase that he could easily remember. Finally, he tested himself over and over until he could recall all four of the sources of stress that the first letters stood for. He also made sure that he recalled the supporting material that went with each idea.

Activity (Step 3), 332

1. b 4. c

2. d 5. a

3. e

Activity 1 (Step 5), 336

1. Mark begins with a sentence that clearly states what his paper is about.

2. Notice the corrections that Mark made . . .

3. The four signal words . . . are first, Another, third, and Most common (or:For example).

Activity 2 (Step 5), 336

Answers will vary.

18 Writing a Summary

Activity 1, 339–345

Here is a sample summary of the article “Power Learning”:

“Power Learning” describes three proven techniques for improving study skills: time control, classroom note-taking, and textbook study.

Time control is a matter of carefully scheduling your activities. The first step is to circle important dates on a large calendar. Record your study plan for one week or one day on the same calendar. This study plan should include set times for eating, going to classes, working, commuting, studying, and relaxing. Perhaps the best way to control your time is to make a list of the things you have to do. Mark the most important items on the list so that you will remember to do them first. Cross jobs off your list as you do them, and reschedule any uncompleted tasks.

Class notes can also be improved if you follow a regular procedure. Attending classes regularly helps, as does developing a system of abbreviations to use in your notes. You should also record any information your instructor writes on the board or enumerates (presents in a numbered list). “Emphasis words” such as “important” or “chief” can also help you decide what to take notes on, since they indicate the main ideas. Examples and information on how ideas are related to each other should also be included. Filling in incomplete notes and reviewing them soon after class help ensure that you have the complete record you need to understand and remember what was said.

Finally, following an organized sequence of steps will help you master difficult textbooks. After making sure you understand the title of a textbook chapter, try skimming the first and last paragraphs to see if they introduce or summarize main ideas. Headings, subheadings, words in boldface or italic print, and pictures or diagrams provide further clues to key points. Once you have previewed the chapter, you should read it carefully, marking definitions and examples, enumerations, and emphasis words by highlighting, underlining, or adding symbols in the margins. As you read the material a second time, take notes in simplified outline form. Study these notes one section at a time by asking yourself questions and answering them without looking back at your notes.

Therefore, improved study skills are the result of taking control of your time, improving your in-class note-taking, and studying textbooks in an organized way.

Activities 2 and 3, 346 Activity (Summarizing a Book), 346

Answers will vary. Answers will vary.

19 Writing a Report

Activities 1 and 2, 351

Answers will vary.

20 Writing a Résumé and Job Application Letter

Activity, 357

Answers will vary.

21 Using the Library and the Internet

Activity, 358

Answers will vary.

Activity (Card Catalog), 360–361

A. 1. Answers will vary.

2. subject section

B. 1. Answers will vary. Example: Beloved

2. Answers will vary. Example: Men at Work

3. Edward Gibbon

4. Richard Nelson Belles

5. Answers will vary. Examples: Being Adopted: The Lifelong Search for Self—David M.

Brodzinsky et al; Raising Adopted Children—Lois Ruskai Melina

6. The Lives of a Cell Silent Spring

a. Lewis Thomas a. Rachel Carson

b. Viking b. Fawcett Crest or Houghton Mifflin

c. 1974 c. 1964 (Fawcett) or 1994 (Houghton Mifflin)

d. QH331/T45 d. QH545.P4/C38

e. Biology— e. Pesticides—Environmental aspects

Philosophy Pesticides—Toxicology

Pesticides and wildlife

Insect pests—biological control

7. Answers will vary, depending on the books chosen.

Activity (Book Stacks), 362–363

Option 1: Library of Congress System Option 2: Dewey Decimal System

1. d 1. c

2. a 2. c

3. c 3. b

Activity 1, 365

1. Find books on your topic or Research a topic through the subject section of the book file.

2. Find articles on your topic or Research a topic through the subject section of magazine files.

Activity 2, 365-366

Answers will vary.

Activity, 373–375

Answers will vary.

22 Writing a Research Paper

Activity (Works Cited), 386

1. Zuckerman, Larry. The Potato. Boston: Faber and Faber, 1998.

2. Gibbs, Nancy. “The Age of Ritalin.” Time 30 Nov. 1998: 86-96.

3. Stone, Andrea. “Today’s Military Tougher on Families.” USA Today 27 Nov. 1998:

1A-2A.

4. Papalia, Diane E., and Sally W. Olds. Human Development. 7th ed. New York: McGraw-Hill, 1999.

5. Hitchens, Christopher. “Goodbye to All That.” Harper’s Nov. 1998: 37-47.

ANSWER KEY

PART FIVE: READINGS FOR WRITING

Answers are provided starting below for the comprehension questions, the structure/technique questions, and the discussion questions that follow each of the 21 reading selections. In addition, a suggested brief outline is provided for each reading selection. As explained on page 11 of this manual, the outline highlights the thesis of each selection and the main support for that thesis.

Suggested Answers for “Thank You”—Alex Haley

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

Reading Comprehension Questions, 577-578

1. c

2. b

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

4. d Answers a and c are too narrow; answer b is an idea not mentioned in the selection.

5. a Paragraph 1

6. c Paragraph 28

7. True Paragraph 14

8. a Paragraph 14

9. a Paragraph 22

10. c Paragraph 12

Structure and Technique,579

1. Which pattern or patterns of development does Haley use in his essay? Explain.

Answer: Much of “Thank You” is a narration of the story of Haley’s letters. As is usually the case with narration, that story also includes description (especially in paragraphs 1, 4, 19). However, Haley’s conclusion reveals that his essay is meant to be an argument for saying “thank you.” In paragraphs 28–30, he writes of encouraging students to say “thank you.”

And to readers—of letters written on his stationery and of this reading—he addresses words that summarize his argument: “Find the good—and praise it.”

2. Paragraph 4 contains a vivid description of part of Haley’s Thanksgiving night on theMurzim. What sensory details (sight, smell, hearing, taste, and/or touch) does he provide? What is the effect of all these details?

Answer:Haley provides details that appeal to three senses. First, he appeals to the sense of touch when he writes of the “great, deep draughts” he breathed in and the feeling in his feet of “vibrations from the deep-set, turbine diesels.” He appeals to the sense of sight with the images of the “white cook’s hat and the long apron” and of the movement of water “resisting the skin of a ship.” And he appeals to the sense of hearing with the words “that slightly hissing sound the sea makes.”

The effect of the descriptive details is a peaceful scene that sets the mood for Haley’s thoughts about Thanksgiving and the people he should thank.

3. Most of Haley’s essay is about the three thank-you letters he wrote. Why do you think he included the anecdote about the helpful man at the airport? How is it related to his point about giving thanks?

Answer:By including the anecdote about the helpful airline man, Haley shows that he feels it is important to give thanks to people in everyday situations, not just to our elders.

This anecdote provides a transition from his first three letters of thanks (which apply only to the author) to his implied argument that we all should remember to thank others.

4. Writers’ most common purposes are to inform, to entertain, and to persuade. Which purpose—or purposes—do you think Haley has in mind?

Answer:The information about Haley’s experiences and conclusions supports his central purpose, which is to persuade readers of the importance of giving thanks (28 and 30).

Critical Reading and Discussion,579

1. Before Haley decides to write to his loved ones, what series of thoughts and images goes through his mind as he reflects on the meaning of Thanksgiving? What is the connection between these traditional images and what Haley finally realizes?

Answer:After having cooked dinner on the ship, Haley first thinks about “the historic . . . Pilgrims, Indians” and the foods typically associated with Thanksgiving (5). Yet this conventional imagery is inadequate, and Haley seeks a way to “personally apply” the holiday (6). He then thinks about giving thanks through prayer to God (6–7), but again feels dissatisfied with this approach (8). Finally, Haley comes up with a more concrete and personal way to celebrate Thanksgiving: to thank the people in his life for all they have done for him (9). By going beyond the images of the holiday, Haley expands the traditional meaning of Thanksgiving to include a personal one.

2. Alex Haley was far from home when he decided to thank the important people in his life. If he had remained at home, do you think he would have still thanked these people? Why or why not?

Answer: Answers will vary. Some students may say that Haley would probably have continued to take the important people in his life for granted if he had not been far away. They might reasonably argue that he needed time and distance to really appreciate what they had done for him.

3. How does Haley feel about the three responses to his thank-you letters? What conclusions about human nature does he draw from these responses?

Answer:All three letters left Haley “not only astounded, but more humbled than before” (20). The fact that his father was “moved” to answer his letter showed Haley how profoundly the thank-you letter had affected his father (22). By quoting parts of Reverend Nelson’s letter, Haley implies that it brought him great satisfaction to have given the Reverend “welcome reassurance that his career had been appreciated” (23). Grandma’s letter evoked tears from Haley, who is moved by the gratitude that would cause her to spend hours responding to him (24).

The three responses reveal something almost “mystical in human nature,” which Haley identifies as the secret “yearning . . . for more of their fellows to express appreciation for their efforts” (25).

4. Haley is a world-renowned writer. Who might have influenced his decision to be a writer? What made these people such powerful role models in his life? In general, what would you say are the qualities of a good role model?

Answer: Answers may vary, although one reasonable response is that all three people Haley thanked—as well as the other four who had died (10)—helped shape the person he has become and therefore influenced his decision to be a writer. The father’s insistence on the value and beauty of reading probably influenced Haley most profoundly (14). But Haley is also indebted to Reverend Nelson and Grandma, who trained him to be a good and moral human being with positive aspirations.

Answers to the final question may vary, but students might cite, as qualities of a good role model, integrity, persistence, resilience, sensitivity, compassion, and the like.

Thesis-and-Support Outline

Thesis: Writing thank-you letters taught the author the value of showing appreciation.

1. His father was touched to learn that he had truly helped his own son (22).

2. His school principal was reassured of his own self-worth as a result of an appreciative letter (23).

3. His grandmother was just as grateful to him as he was to her (24).

Suggested Answers for “Shame”—Dick Gregory

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 Paragraph 6

6. True Paragraph 23

7. a Paragraph 5

8. b The entire incident with the Community Chest Fund shows Richard’s pride; see also paragraph 28.

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).

Suggested Answers for “I Became Her Target”—Roger Wilkins

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

Reading Comprehension Questions,589-590

1. d

2. a

3. d Answers a and c are too broad; answer b is not supported by the selection.

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

5. d Paragraph 3

6. a Paragraph 6

7. b Paragraph 7

8. b Paragraph 2

9. c Paragraph 6

10. d Paragraph 11 (We know that Miss Bean had not intended to knock the pencil from his hand because she gasped when the pencil went flying.)

Structure and Technique,591

1. Which pattern of essay development—comparison, narration, or description—does Wilkins use in most of his essay? Explain.

Answer: Wilkins primarily uses narration. Although description is woven throughout, he is generally telling the story of his family’s move to Grand Rapids and a series of events that occurred there.

2. Which kind of transition signal—addition, time, or space—does Wilkins use to move his essay smoothly from one event to the next? Find at least four different words that are examples of this signal.

Answer: Wilkins uses time signals, including “before” (paragraph 2), “later” (7), “after,” (8), “final,” (11), and “afterward” (11). Time signals are often used in narratives to clarify the time relationships between events.

3. In the first paragraph, Wilkins chooses to provide some historical background for his story. Why do you think he chose the specific details mentioned there? What might have been lost if these details had been excluded from the essay?

Answer: The historical events Wilkins lists provide helpful context for the story he is about to tell. By telling readers that he is writing about the World War II era, when the symbolic beginning of the civil rights movement was more than ten years away, he helps readers understand how unusual it was in those days for a single black student to enroll in a formerly all-white school. If Wilkins had not included the details and readers had assumed the story happened more recently, they would have been surprised to read of an all-white school where blacks were considered a novelty.

4. A title can offer interesting insights into an essay, especially if the title acquires unexpected meanings. Before reading this essay, what did you think the title “I Became Her Target” might refer to? What additional meanings do you think Wilkins intended?

Answer: The first impression most readers are likely to get of the title is that someone “targeted” Wilkins in an unpleasant way, as in “targeted for criticism.” Wilkins’s real meaning seems to be twofold: that Miss Bean made him a “target” for her attention because she wanted to force other students to recognize him as a colleague, and later he became the literal “target” of the eraser she threw.

Critical Reading and Discussion,592

1. What does Wilkins mean by the termnonstandard person (paragraph 3)? Do you think he later felt more like a “standard” person? Why or why not?

Answer: At first, it seemed that “standard” in the Grand Rapids school could only mean white. As a nonwhite student, Wilkins was made to feel less than normal, adequate, or accepted. By saying in paragraph 11 that he became “just another kid in school,” Wilkins indicates that he came to feel more “standard.”

2. Wilkins mentions several ways in which Miss Bean treated him differently from the way he was treated by the other teachers at Creston. How did her approach differ from theirs? What does this approach reveal about Miss Bean—as a teacher and as a person?

Answer: Unlike Wilkins’s other teachers, who chose to ease him in by ignoring him for a while, Miss Bean made him talk in class immediately. She also asked him questions that required him to do his own thinking, not merely give the “correct” answer. Her approach reveals she was an effective teacher: she realized that if she did not take the lead, the other students would isolate Wilkins. Also, she knew the value of encouraging students to think for themselves and express their own opinions. In addition, her approach reveals she was a sensitive person, concerned about Wilkins’s success in his new school.

3. Wilkins says that initially he was Miss Bean’s “incipient teacher’s pet” (paragraph 6). But how did Miss Bean’s behavior toward him go beyond mere favoritism? In what way did her treatment of Wilkins affect how his peers regarded him?

Answer: Through her attention to Wilkins, Miss Bean was inviting him to demonstrate to the class that he was an intelligent, normal kid. By forcing him to give answers, to “clean up [another student’s] mess” and to present his opinions, she made it more likely that other students would see him as a person rather than as a “dark presence.”

4. In paragraph 7, Wilkins says, “Miss Bean became the first teacher ever to require me to think.” Prior to Miss Bean’s class, what do you suspect Wilkins—and his classmates—were being taught to do in school? Describe a teacher who gave you “the sense that thinking was part of education.” In your opinion, what can teachers do to get students to think?

Answer: Wilkins’s comment suggests that his other teachers had primarily required him to memorize material and parrot it back. Answers to the rest of the question will vary.

Thesis-and-Support Outline

Thesis: A teacher helped the first black student in school to be accepted and to learn

to think for himself.

1. As a black newcomer to an all-white school in a bigoted neighborhood before the era of civil rights, the author felt shame for being different (1-3).

2. Miss Bean immediately began to give Wilkins “human dimensions” by including him in class discussion (4-6).

3. By requiring Wilkins to give his opinion on facts learned in class, Miss Bean showed him “that thinking was part of education” and that he could “form opinions that had some value” (7-10).

4. By (accidentally) knocking a pencil from Wilkins’s hand with a tossed eraser, Miss Bean made Wilkins “just another kid in school” (11).

Suggested Answers for “The Ambivalence of Abortion”—Linda Bird Francke

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

Reading Comprehension Questions, 596-597

1. b

2. d

3. a Answer b gives an incorrect idea of how the author feels about the abortion;

answers c and d are too narrow.

4. c Answers a and d are too narrow; answer b does not reflect the author’s confused feelings about the abortion.

5. c Paragraph 6

6. False Paragraphs 4, 12, 20

7. d Paragraph 13

8. a Paragraph 3

9. c Paragraph 27

10. True Paragraphs 5, 10

Structure and Technique,597-598

1. Which method of introduction—broad-to-narrow, anecdote, or questions—does Francke use? Why do you think she chose this way to begin her essay?

Answer:Francke uses an anecdote, the story of how she and her husband decided she should have an abortion. By doing so, she immediately shows the reader that she is writing about something that is a very personal issue for her. In addition, the anecdote sets the tone of ambivalence of the piece (“Oh, how we tried to rationalize it that night”).

2. A rhetorical question is one for which no answer is expected. In paragraph 14, Francke poses an extended rhetorical question. What does she achieve by using this technique?

Answer:While telling the reader what thoughts went through Francke’s mind before the abortion, the question also reveals a major source of her doubts: she has a great love and respect for all living things. Also, by framing these ideas in question form, she helps the reader better understand the ambivalence she felt.

3. Asimile is a figure of speech in which a writer compares one thing to another very different thing, using the wordlike oras to bring out a surprising relationship between the two. In paragraph 19, Francke uses a simile when she writes that her baby “was sucked up like ashes after a cocktail party.” Why does she use this particular simile? What view of abortion does it suggest?

Answer:The image of ashes being vacuumed up suggests an unimportant bit of trash being cleaned up. Francke uses it to suggest a casual view of abortion in which the fetus didn’t matter.

4. Repetition is one way of emphasizing an idea. In the final sentences of her essay, Francke employs repetition when she writes, “ ‘Of course we have room,’ I cry to the ghost. ‘Of course, we do.’ ” What is she emphasizing by repeating the words “of course”? Where does she use repetition in paragraph 3, and what is she emphasizing there?

Answer:By repeating “Of course,” she emphasizes that she regrets the abortion and wishes she and her husband could have welcomed the child into their lives. In paragraph 3, she repeats the word “agreed”: “There just wasn’t room in our lives now for another baby. We both agreed. And agreed. And agreed.” This repetition emphasizes the difficulty of the decision, the struggle Francke and her husband had to endure to come to their agreement.

Critical Reading and Discussion,598

1. In what ways are the staff at Women’s Services considerate to Francke and to the other patients? In what ways are theynot considerate?

Answer:They are considerate in terms of the patients’ need for quick efficiency—they do their jobs well. They are cheerful and polite. They are less considerate by not acknowledging the mixed feelings their patients may have been having. By telling one scared patient, “By this afternoon you’ll be dancing a jig,” the aide brushes aside the woman’s fear. They do not appear to offer the women an opportunity to have second thoughts and cancel the abortion

2. Not everyone in this essay responds to abortion in the same way. What different responses are apparent in Francke’s essay? In your opinion, what are the reasons for these differences?

Answer:Francke herself felt sad and confused about her abortion. Other women at the center seemed “dazed,” while others seemed unmoved, as if “they were going right back to Bloomingdale’s.” Students’ answers to the second question will vary.

3. At the end of Francke’s essay, the question about whether she supports abortion still remains. From your sense of the essay, do you think Francke is for or against abortion after having had one? Why?

Answer:Students’ answers will vary.

4. Francke emphasizes her ambivalence toward abortion throughout the essay. Do you think ambivalence is a valid position, or is it an easy way to avoid a difficult question? In general, should people have straightforward answers to complex questions? Explain.

Answer:Answers will vary.

Thesis-and-Support Outline

Thesis: Having an abortion was a complex decision the author sometimes regrets having made.

1. She and her husband had difficulty rationalizing their decision (1-3).

2. Her experiences at the Women’s Services clinic were physically and emotionally revolting (4-22).

3. She sometimes sees the “ghost” of her unborn baby and seems to regret her choice (27).

Suggested Answers for “Smash Thy Neighbor”—John McMurtry

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

Reading Comprehension Questions,604-405

1. c

2. b

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

4. d Answers a and c are too narrow; answer b contradicts the author.

5. c Paragraphs 5 through 8

6. b Paragraphs 9 and 10

7. a Paragraph 18

8. c Paragraph 14

9. b Paragraph 18

10. d

Structure and Technique,605-606

1. McMurtry uses several patterns of development in his essay: comparison-contrast, cause-effect, description, narration, and argumentation. Where does he use each of those patterns?

Answer:McMurtry uses comparison-contrast in paragraphs 5–8, where he compares football and war, and 9–10, where he contrasts his early joy in football with what the game became. He uses cause-effect in paragraphs 15 and 17–18, talking about the game’s effect and players and audience. Description is found in numerous places, such as paragraph 11, in which he describes his injuries. Narration occurs in in paragraph 2, where McMurtry tells the story of his injury and hospitalization. The entire piece is argumentation—everything the author says is meant to support his argument that football in its present state is too violent. In addition to supporting his case forcefully throughout, he uses two specific argumentation strategies: 1) in paragraph 15, he states an opposing view of football, and 2) he then rebuts that view in paragraphs 16–18.

2. McMurtry uses terms such as “body wreckage,” “body shattering,” and “skilled masochism” to describe organized football. Find three other phrases the author uses to describe football (beginning with paragraph 9). What effect does McMurtry hope this language will have on the reader?

Answer:“Brutal circus,” “crippling bodily moves,” “joyless drill,” “people-smashing,” and “angry antagonism” are among the descriptive phrases McMurtry uses. He wants the reader to conclude that football in its present form causes too much harm.

3. In paragraph 11, McMurtry provides a series of details about the injuries he has sustained playing football. List some of these details. Why do you think he includes these personal details in his essay?

Answer:The details McMurtry provides include torn knee ligaments, broken nose, broken jaw, torn ankle ligaments, fractured ankle, fractured ribs, torn cartilage, dislocated fingers and toes, and dislocated shoulder. McMurtry includes such details to give a powerful picture of the toll football has taken on his body and also to show that he is writing about a topic with which he has had considerable experience.

4. In “Smash Thy Neighbor,” McMurtry repeatedly describes his own personal experiences with football. What do these anecdotes contribute to the essay? How do they relate to the larger point he is trying to make?

Answer:The anecdotes make it clear that even a thoughtful, intelligent man like McMurtry could become so nearly irrational in his attitude towards football: that he would do things to his opponents that he never would in his other life; that he would play despite injuries that threatened his health; that he became vicious and inhumane. By sharing his own experiences, he makes a persuasive point that organized football has very negative effects.

Critical Reading and Discussion,606

1. What is McMurtry’s current profession? How might his present position have influenced his opinions about football?

Answer:In paragraph 1, McMurtry says he is a university philosophy teacher. As a scholar and philosopher, McMurtry has probably spent a good deal of time thinking about his former life as a professional athlete. As a philosopher, he would know the works of Aristotle (cited in paragraph 15) and be capable of seeing the difference between the role of stage tragedy and bloody athletic contests.

2. The author makes a comparison between war and football. Do you think this is a fair comparison? Why or why not?

Answer:Answers will vary.

3. According to McMurtry, what qualities of our society are reflected in football? What is your opinion of his analysis?

Answer:In paragraph 14, McMurtry cites a Harvard study that says such qualities as “impersonal acceptance of inflicted injury,” the devotion of “organizational goals,” the “ability to turn oneself on and off,” and the desire to win are prized by our society, especially in business. Students’ opinion of the analysis will vary.

4. In paragraphs 15–18, McMurtry points out—and then refutes—the belief that football benefits society. Do you believe that football and sports in general are harmful or helpful to society? Explain.

Answer:Answers will vary.

Thesis-and-Support Outline

Thesis: Violence is a central part of organized football for the teams and the fans.

1. The author and other football players suffer throughout their lives because of the violence of the game (1-4).

2. The violence of football is evident when it is compared and contrasted with war (5-8).

3. Everyone involved with football promotes and accepts its violent ways, which are not so unlike other brutal practices in our society (9-14).

4. Rather than helping players and spectators work off unhealthy feelings, football encourages violent aggression and the admiration of such aggression (15-18).

5. After having suffered greatly in football, the author quit (19).

Suggested Answers for “In My Day”—Russell Baker

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

Reading Comprehension Questions,612-613

1. c

2. a

3. b Answers a, c, and d are too narrow (59).

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

5. True Paragraphs 40-44

6. c Paragraphs 1-48

7. d Paragraph 44

8. b Paragraphs 2-5, 16-32, 46-47

9. c Paragraphs 10, 14-15, 40, 44, 58-59

10. False Paragraphs 58-59

Structure and Technique, 613

1. The author’s thesis is a general point that he derives from his personal family experiences. Where does he first mention this thesis? Why do you think he chose to state his thesis at this point in the piece?

Answer:Baker states his thesis—that children should recognize their link to the past—in the final paragraph of the essay. Perhaps he does so to allow readers to experience events in the order in which they occurred: he had to first live through the experiences with his mother and his children to come to the conclusion that is his thesis. He may also have saved his thesis for the end to emphasize that he came to this realization too late in his own life, when he was already “forever out of touch” with his mother.

2. Baker uses repetition and parallel wording—phrases with the same grammatical pattern—in three places: paragraphs 14, 15, and 52–55. Find the instances of these two techniques. What does Baker achieve by using these stylistic elements?

Answer:In paragraph 14, Baker uses both repetition and parallel wording when he writes, “Determined to speak her mind, determined to have her way, determined to bend those who opposed her.” In paragraph 15 he repeats the word “ran” four times and the phrase “she ran” three times. He uses parallel structure as well in paragraph 15 when he writes, “She ran when she made the beds, ran when she set the table,” and “victory was not to the lazy, the timid, the slugabed, the drugstore cowboy, the libertine.” Finally, in paragraphs 52–55 he repeats the phrase “In my day” four times.

The author uses parallelism and repetition to emphasize repeated behavior and continuing attitudes: his mother’s aggressive determination, her constant activity, and her continuing view of those less active than she, as well as the author’s frequent “lectures” to his children comparing his youth and that of his children.

3. Throughout “In My Day,” Baker uses dialogue to narrate conversations that he had with his mother. Locate at least two of these dialogues. What is gained by including these conversations in this essay?

Answer:Baker quotes conversations with his mother in paragraphs 2–9, 11–12, 16–26, 28–32, and 45–46. Dialogue shows readers what happened by allowing them to witness the conversations. It is thus a more direct and often more interesting method of narration than description. Compare, for example, the following:

• Dialogue: “Where’s Russell?” she asked one day when I came to visit at the nursing home.

“I’m Russell,” I said.

• Description:One day when I visited my mother at the nursing home, she didn’t recognize me and asked where I was.

4. In paragraph 15, Baker presents a series of details about his mother. What do these details illustrate about his mother? How does this description relate to Baker’s main point?

Answer:The details make it clear that she was not only physically energetic but also disapproving of people whom she saw as less hardworking and outspoken than she. This image is the one Baker had as he grew up, the one that formed his long-held opinions of his mother. It relates to his thesis in that it contrasts with the mother he would have known if he had had a better idea of what she and her family were like before he knew her.

Critical Reading and Discussion,614

1. In both his own words and those of his mother, the author reveals that she was unhappy during most of the last years of her life. According to the selection, what were the reasons for her unhappiness?

Answer:In paragraph 40, Baker explains that his mother has a “rage against the weakness, the boredom, and the absence of love that too much age had brought her,” some of which she communicates in the letter quoted in paragraph 43 (“I’m just so very tired and lonely”).

2. When his mother’s mind began to wander, Baker’s first impulse was to “argue her back to reality” (paragraph 16). Later, he instead “tried to travel along with her on those fantastic swoops to the past” (paragraph 44). What does the reading suggest about why he wanted to bring his mother back to reality? And why did he later change his mind?

Answer:Baker’s initial desire to “argue her back to reality” is probably related to his admission that “one thinks of parents differently from other people. Other people can become frail and break, but not parents.” He felt a need for his mother to be healthy and strong because he found it hard to admit she was changing and weakening—he states in paragraph 16, “For a time I could not accept the inevitable.” He later changed his mind because he realized that her “swoops to the past” brought her more peace and happiness than reality did.

3. Does Baker believe he has been a good son to his mother? A good father to his children? In your opinion, what does it mean to be a “good son” or a “good father”?

Answer:Baker is critical of himself both as a son and as a father. His reference to his “infrequent visits” to his mother and his comment that his pep-talk letter to his mother was really “a threat” suggest that he feels guilty that he was not more supportive of her. Likewise, his references to his lecturing of his children and reference to himself as an “ancient bore” imply that he thinks he could have done a better job of parenting. Students’ answers to the last question will vary.

4. In paragraph 41, Baker says that “one thinks of parents differently from other people. Other people can become frail and break, but not parents.” What does he mean? Would this view strengthen—or weaken—people’s relationships with their parents or guardians?

Answer:Answers will vary, but following are some common views on the topics in question 4: For most of us, parents play an extremely powerful role in our lives as we are growing up. As a result, it is easy for us to form the impression, as illogical as it may be, that they are invulnerable. Even when we resent them, we expect them always to be there and to be strong. Many of us find it threatening when our parents show weakness, whether because of age, illness, or adversity. We don’t know how to cope when our parents need us to become their caretakers instead of the other way around. If adult children cannot accept their parents’ frailty, they are likely to withdraw from a parent in his or her time of need.

Thesis-and-Support Outline

Thesis: Children should know their family’s past and that they are connected to a series of generations.

1. Baker gets some insight into his mother and his relationship with her by reliving significant parts of her life with her (1-49).

2. Baker’s experience with his mother causes him to reflect upon his own faulty relationship with his children (50-58).

Suggested Answers for “A Love Affair with Books”— Bernadete Piassa

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

Reading Comprehension Questions,618-619

1. d

2. b

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

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

5. False Paragraph 4

6. d Paragraph 6

7. c Paragraph 4

8. d Paragraphs 6-9, 13

9. d Paragraph 9

10. b Paragraphs 14-15

Structure and Technique,619

1. After Piassa moves away from the subject of her mother, why do you think she returns to it in her essay’s conclusion? What is the effect of her coming back to that topic?

Answer:Piassa returns to the subject of her mother to show that she now understands why her mother feared her interest in books—that her mother was correct in thinking books could lead Piassa away from the life her mother had in mind. Also, the return to the topic of her mother brings the essay full circle, giving it a satisfying sense of conclusion.

2. What would you say is the main method of development Piassa uses to support her thesis? Explain your answer.

Answer:This is primarily a narrative essay. Although Piassa incorporates other techniques, particularly examples and cause-effect, she is telling a chronologically ordered story of her life as defined by the role of books in it—it begins when she is a child and ends after her move to New York.

3. Piassa mentions a number of books and short stories that were important to her, yet she describes the plot of only one of these. Which one? Why might she have selected this particular plot to describe so specifically?

Answer:She describes in some detail the story called “Illicit Happiness.” She chose to concentrate on this story because it was especially meaningful to her, as it suggested that there were other people in the world who were passionate about books.

4. When writing about books, Piassa draws upon language typically used to describe romance. Find examples of places in the essay where Piassa uses “romantic” words. What does she achieve by using this language?

Answer:Piassa refers in paragraph 1 to “strange and forbidden emotions.” In paragraph 2, she writes that she didn’t know she “would fall in love with books.” In several places, she calls books her “most faithful lovers.” She writes of being “seduced” by a Gabriel Garcia Marquez story. Her use of such language makes it clear that books are much more than a mere pastime for her, that she feels deep love and passion for them.

Critical Reading and Discussion,620

1. In what ways were books “like a drug” to Piassa? What effects similar to those of drugs does she say books had on her?

Answer:Like a drug, books made Piassa want to neglect other aspects of her life. At home, she hid herself away to read in private, as though she were doing something illegal. Her need for books was constant and insatiable, like an addict’s craving for more narcotic. She was willing to risk her mother’s disapproval in order to read more and more.

2. Piassa writes that books made her “dare to live another kind of life” from the one her mother wanted for her. In what ways has Piassa’s life differed from her mother’s plan for her? How do you think books might have contributed to those differences?

Answer:At the end of the essay, Piassa is living in a foreign country and still enjoying reading. She does not mention having a husband. Her mother hoped she would settle in Brazil and live a traditional life, married to a “rich, tiresome man.” Books, Piassa wrote, “gave me wings to fly, to discover new places. They made me dare to live another kind of life. They made me wish for more.” Clearly, books helped her realize that the kind of life her mother envisioned was not the only option available to her.

3. At each stage of her life, Piassa had to overcome particular challenges in order to do the reading that she loved. What were those challenges at different points in her life, and how did she deal with them?

Answer:When her mother disapproved of her reading, Piassa would hide and read just a few pages at a time. Later, after reading the only book of literature at her boarding school, she found her aunt’s library and read there. After she moved to New York, she made herself learn English well enough to read in that language.

4. Piassa’s mother discouraged her from reading. Often, though, parents would like their children to read more. What are some ways that parents can encourage children to read?

Answer:Answers will vary.

Thesis-and-Support Outline

Thesis: Piassa’s relationship with books has been central to her life (1).

1. As a child and adolescent in small-town Brazil, Piassa became “addicted” to books and the power they had to transport her to exciting, interesting places (1-9).

2. Piassa loved reading so much that she defied her mother, who constantly urged her not to read (2).

3. When she moved to New York, Piassa learned English so that she could continue her beloved pastime of reading (10-11).

4. Books continue to enthrall and excite Piassa, even though she has been reading her whole life (12-13).

5. Piassa realizes that books have dramatically changed the course that her life has taken (14-15).

Suggested Answers for “Women and Men in Conversation”—Deborah Tannen

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

Reading Comprehension Questions, 626-627

1. c

2. b

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

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

5. False Paragraph 3

6. b Paragraph 14

7. d

8. True Paragraph 10

9. a Paragraphs 12, 14–18, 24

10. b Paragraphs 7–13

Structure and Technique,627-628

1. In comparing and contrasting males and females, which method of organization does Tannen use: one side at a time or point by point? Why might she have chosen this method?

Answer:Tannen uses the point-by-point method. By doing so, she can quickly demonstrate her view that under similar circumstances, men and women communicate quite differently.

2. What method does Tannen use to begin her piece—an opposite, a quotation, or an anecdote? Do you think this method of introduction is effective here? Why or why not?

Answer:Tannen begins the essay with an anecdote. Students will vary in their opinions of its effectiveness, but its intent is to present in interesting, memorable form an illustration of the dilemma she will explore throughout the essay.

3. Generally, Tannen provides brief examples as she contrasts male and female communication. But in two cases she provides extended examples about specific couples. Why do you think she does this, and why does she return to those examples later in the essay?

Answer:Tannen describes two couples in some detail (the couple mentioned in the opening anecdote and the couple mentioned at the end of paragraph 12). She provides extended examples in order to give a more in-depth look at the way their conversational differences affect their relationships. She returns to the first example in paragraph 22 to show that for each of them, the couple’s conversational style serves a purpose. She returns to the second couple in paragraph 22 to show that men and women can draw closer together by trying to accommodate each other’s styles.

4. How would you outline paragraph 13? What is the main point? What secondary points support it?

Answer:An outline might look like this:

Main point: Tannen’s study showed that girls tend to talk about a single topic and boys about many topics.

I. Second grade

A. Second-grade girls talked about mutual acquaintances.

B. Second-grade boys teased, joked, and talked about items in the room and games.

II. Sixth grade

A. Sixth-grade girls talked about problems with a mutual friend.

B. Sixth-grade boys talked about fifty-five different topics.

Critical Reading and Discussion,628

1. Tannen writes that “systematic differences in childhood socialization make talk between women and men like cross-cultural communication” (paragraph 8). Do you agree that men and women seem to belong to different cultures? Why or why not?

Answer:Answers will vary depending upon students’ experience.

2. According to Tannen, how do men’s and women’s communication styles differ? What do you see as the pros and cons of each style? What might men gain and lose through their style, and what might women gain and lose through theirs?

Answer:Some of the differences Tannen notes are these: Men talk more in public; women talk more at home. Women talk to establish friendship and intimacy; men focus on doing things together. Women look directly at one another during conversation; men tend to look elsewhere. Women concentrate on one topic at a time; men tend to jump from topic to topic. When a friend talks about a problem, women tend to ask questions and express understanding; men tend to dismiss the problem as not so bad. Women show they are listening by making noises; men listen silently. Women express agreement and support, while men often point out the other side of an argument. Students’ answers to the rest of the question will vary.

3. What solution does Tannen offer for the problems of male-female communication, and what example does she use to illustrate that solution? How well do you think her solution would work?

Answer:Tannen advises women and men to learn to understand the other’s communication style and to stop blaming one another for the differences inherent in their styles. Men, she says, may try to adapt when they realize how important conversation is to women, but if they don’t, women should understand that this is not a failure of intimacy and should look to other friends for conversation. Tannen uses the example of the young man who stopped lying down and covering his eyes when he realized it bothered his girlfriend. Students may have different opinions about how well Tannen’s solution will work.

4. Does the behavior of young people you know parallel the behavior of the girls and boys that Tannen describes? Provide an example or two to support your answer.

Answer:Answers will vary.

Thesis-and-Support Outline

Thesis: Men and women could relate to each other better if they understood each other’s modes of communication (23).

1. American women tend to value verbal intimacy with their spouse more than men do. This difference in communication styles may result in the breakdown of a relationship (1-5).

2. Girls are socialized to establish intimacy through talking, while boys learn to create bonds through doing things—patterns that continue through adulthood (9-10).

3. The listening and talking styles of men and women differ, including their body language (12), their choice of and attention to topics (13-16), their verbal responsiveness (17-18), and their willingness to disagree (19-20).

4. Women and men need to recognize their different “cultures” of conversation and accommodate rather than dismiss one another’s styles (23-26).

Suggested Answers for “The Monster”—Deems Taylor

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

Reading Comprehension Questions,633-634

1. c

2. d

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

4. a Answer b is wrong; answer c and d are too narrow.

5. c Paragraph 9

6. False Paragraph 8

7. c

8. a Paragraphs 7–8

9. c Paragraphs 4–5, 10

10. c Paragraphs 2, 4, 13

Structure and Technique,635

1. Taylor avoids revealing the name of his subject until paragraph 12. Why do you think he made this choice? And why does he wait until paragraph 12 to balance the negative information about Wagner’s behavior with positive comments about his musical works?

Answer:By withholding his subject’s name, the author strengthens readers’ interest: The strong picture of a nameless monstrous person makes us more and more curious about who the monster is. In addition, by at first causing readers to despise the “monster,” only to tell them their conclusion is wrong, the author adds drama that emphasizes his thesis.

2. Why do you think Taylor chose to title his essay “The Monster”?

Answer:The answer lies in his final sentence, in which he implies that Wagner was hardly a human being at all. By the usual standards of human behavior, Wagner was monstrous. But Taylor suggests that only a superhuman “monster” could have accomplished all that Wagner did as a composer.

3. What wording in paragraph 2 is echoed in paragraph 13? How has it been changed when used the second time? What is the effect of this change?

Answer:The wording in paragraph 2 is this: “He believed himself to be one of the greatest dramatists in the world, one of the greatest thinkers, and one of the greatest composers.” This wording causes the reader to strongly doubt the man’s opinion of himself. In paragraph 13, the wording is this: “He was one of the world’s great dramatists; he was a great thinker; he was one of the most stupendous musical geniuses. . . .” The effect is to let the reader know, in a startling and emphatic fashion, that Wagner’s very high opinion of himself was, after all, justified.

4. Taylor uses unexpected wording in some of his descriptions. What is surprising about the wording in the following excerpts, and how is the meaning affected by that wording?

“He was almost innocent of any sense of responsibility.” (Paragraph 7)

“He had a genius for making enemies.” (Paragraph 11)

“There is greatness about his worst mistakes.” (Paragraph 15)

Answer:We usually think of “innocent” as referring to a harmless, childlike quality, so it is an unusual word to describe a person’s lack of responsibility. The use of the word makes us think of Wagner less as an irresponsible adult than as a sort of overgrown child who can be forgiven for shortcomings. “Genius” usually has the positive connotations of a great gift or talent; so to speak of Wagner’s “genius for making enemies” is surprising. It suggests again that Wagner was such an unusual man that normal standards of behavior were beyond him. And the idea that even his mistakes were “great” suggests that no matter what Wagner did, he was incapable of writing mediocre music.

Critical Reading and Discussion,635

1. When Taylor writes in paragraph 5, “He had a composer’s voice,” what is he implying about Wagner’s singing? What makes you think so?

Answer:Taylor is implying that Wagner sang poorly. We can conclude this from Taylor’s previous statement that Wagner “played the piano like a composer, in the worst sense of what that implied.” In other words, the author is reminding us that a composer’s talent is composing, not necessarily playing the piano or singing.

2. In what ways, according to Taylor, was Wagner like a six-year-old child (paragraph 6)? Like an Indian rajah (paragraph 8)?

Answer:Wagner was like a child in his sudden, self-absorbed mood changes. He was like an Indian rajah in his grand lifestyle. The word “rajah” not only emphasizes Wagner’s lifestyle; it also underscores the contrast between a rajah’s income and Wagner’s.

3. From what sources does Taylor imply that he gathered his negative information about Wagner? Why does the author include information about those sources?

Answer:The author suggests in paragraph 12 that he consulted newspapers, police reports, the testimony of people who knew Wagner, Wagner’s own letters, and Wagner’s autobiography. By naming those sources, the author answers any doubts readers might have about the hard-to-believe details of Wagner’s behavior.

4. Do you agree with Taylor’s conclusion that Wagner’s failings should be overlooked? Do unusually gifted people deserve to be held to different standards from the rest of us? Can you think of any gifted people of our time who are held to different standards?

Answer:Answers will vary. However, in thinking about their answers, students might consider sports and entertainment stars.

Thesis-and-Support Outline

Thesis: Wagner’s personal failings are less important than the great works he produced (14-15).

1. Wagner was physically weak and sickly (1).

2. He was incredibly pompous and self-centered, admitting no opinions but his own (2-5).

3. Flagrantly moody, he took no responsibility for his irrational actions, including his rampant borrowing and misspending and his womanizing (6-9).

4. He maintained relationships only if they supported his sense of his own grandeur, and he did not hesitate to make enemies of those with whom he disagreed (10-11).

5. But, as the abiding popularity of his works has proved, his genius has far transcended and outlived his personal failings (13-15).

Suggested Answers for “Why Are Students Turned Off?”—Casey Banas

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

Reading Comprehension Questions,639-640

1. a

2. d

3. b Answer a is misleading, answer c is too broad, answer d is too narrow.

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

5. c Paragraph 11

6. False Paragraph 12

7. b Paragraph 7

8. c Paragraph 7, 8, 9

9. b Paragraph 12

10. b Paragraph 6, 12

Structure and Technique, 640

1. Which method of introduction—broad-to-narrow, anecdote, or questions—does Banas use in her essay? Why do you think she chose this approach?

Answer:Banas begins with a brief anecdote about Ellen Glanz lying about her homework. She uses the anecdote to draw her readers in by making them curious about who Ellen is and why she lied.

2. List the time transitions that Banas uses in paragraph 12. How do they help Banas make her point?

Answer:She uses the transitions “since,” “before,” “now,” “before,” and “now.” They help make clear the contrast in Glanz’s attitudes before and after her time as a student. That contrast, in turn, supports the author’s main idea: “teachers and students. . . are in separate worlds and have an ongoing power struggle.”

3. Throughout “Why Are Students Turned Off?” Banas shifts between summarizing Ellen Glanz’s words and quoting Glanz directly. Find an instance in the essay in which both direct and indirect quotations are used in the same paragraph. What does Banas gain or lose from using this technique? (Refer to pages 509–512 for definitions and examples of direct and indirect quotations.)

Answer:In paragraph 11, for instance, Banas both paraphrases Glanz and quotes her directly. Paraphrasing allows Banas to express Glanz’s thoughts concisely, while the occasional direct quotation lets the reader hear Glanz’s own voice when she expresses herself especially clearly or memorably.

4. Parallel structures are often used to emphasize similar information. They can create a smooth, readable style. For example, note the series of -ing verbs in the following sentence from paragraph 2: “ . . . studentsdoing as little as necessary to pass tests and get good grades, studentsusing ruses to avoid assignments, and studentsmanipulating teachers to do the work for them.” Find two other uses of parallelism, one in paragraph 4 and one in paragraph 7.

Answer:Paragraph 4: “I considered my options: Confess openly to the teacher, copy someone else’s sheet, or make up an excuse.” (Each phrase begins with a verb in the same tense).

Paragraph 7: “ . . . figuring out how to best present an idea, thinking about whom to call on, whom to draw out, whom to shut up; how to get students involved, how to make my point clearer, how to respond . . .” (The first series of parallel phrases begins with an -ing verb, the second with “whom to,” and the third with “how to.”)

Critical Reading and Discussion, 641

1. After reading this essay, what do you think Glanz’s attitude is? Is she pro- or anti-teacher? Pro- or anti-student? Provide evidence for your position.

Answer:Student answers will vary, but it is apparent that Glanz wants to be supportive of both teachers and students. She sees an educational system that has evolved in forms that damage both the teachers’ ability to teach and the students’ ability to learn.

2. Banas suggests that many students are in school to get good grades—not to learn. Explain whether or not you agree with this assessment. Do you find that getting a good grade isn’t always the same as really learning?

Answer:Answers will vary.

3. The author ends with Glanz’s view of “the larger issue”: “We must be sure, ourselves, that what we are teaching is worth knowing.” What was taught in your high school classes that you feel is worth knowing or not worth knowing? Explain why. Also, what is being taught in your college classes that you feel is worth knowing or not worth knowing, and why?

Answer:Answers will vary.

4. Much of this essay contrasts the behavior of students with that of teachers. In what ways does Glanz see their behavior and views differing? What do you think each group should be doing differently?

Answer:Glanz sees students avoiding assignments, and teachers then doing the work for them in class. She sees students sitting passively in class while teachers are active. She sees students regarding their teachers as boring, while the teachers are (in their own lives) very interesting. She sees students avoiding responsibility for their own learning and teachers assuming they are demanding too much. And she sees students doing only what they feel is necessary to get a good grade, including cheating, and teachers unaware of the big gap between them and students. Students will have their own opinions about what each group should be doing differently.

Thesis-and-Support Outline

Thesis: “. . . students are turned off because they have little power and responsibility for their own education” (2).

1. Students don’t decide on or do homework; teachers assign it and then do it themselves in class (3-4).

2. Teachers take an active role in the classroom, and students, a passive one (5-7).

3. Students see teachers primarily as grade-distributors and role-players, not as people who can teach them things (9-10).

4. Teachers demand too little of students (12).

Suggested Answers for “Propaganda Techniques in Today’s Advertising”—

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).

Suggested Answers for “Bombs Bursting in Air”—Beth Johnson

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

Reading Comprehension Questions, 655-656

1. d

2. b

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

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

5. c Paragraph 3

6. b Paragraph 11

7. False Paragraphs 5, 7–8

8. b Paragraph 6

9. d

10. b Paragraphs 12–13, 15

Structure and Technique, 656-657

1. Johnson begins her essay with a narrative of an evening at her son’s sports event. At what point does she make the transition into the body of her essay? Which words or phrases does she use to make this transition?

Answer:The transition occurs at the beginning of paragraph 3. There, Johnson uses the words “Bombs indeed” to make the transition from the “bombs” mentioned in the lyrics of the national anthem to “bombs” of another kind.

2. Foreshadowing is a technique an author sometimes uses to hint at something that has not yet been revealed. Find an example of foreshadowing in paragraph 2. Where, later in the essay, does she return to this subject? What is the effect of this foreshadowing?

Answer:The author foreshadows by writing of “[n]ews that reached me today” without revealing what that news was. In the following paragraph (3), she reveals the news and how it was conveyed. The foreshadowing heightens the readers’ interest—we read on, curious to learn about the “news.”

3. Why do you think the author delays telling about the outcome of Shannon’s surgery until the end of the essay? How would the essay be different if she had revealed early on that the surgery was successful?

Answer:By saving the results of Shannon’s surgery for the end, Johnson accomplishes several things. She creates a balanced structure for the essay, beginning and ending it with Shannon’s story. She helps the reader experience a little of the suspense and worry that Shannon’s friends and family went through as they awaited the results of the surgery. If Johnson had immediately told the outcome of the surgery, the way Shannon’s illness qualified as a “bomb” in people’s lives would have been less evident.

4. Note the parallel phrasing in paragraph 3: “We’d . . . talked of Furby and Scooby-Doo and Tootsie Rolls. Now her parents were hurriedly learning a new vocabulary—CAT scans and pediatric neurosurgery and frontal lobe.” Why might the author have used parallel structure here? What is the effect?

Answer:By balancing pleasant childish words against frightening medical terminology, Johnson heightens the contrast between a child’s everyday world and Shannon’s situation. The effect of this contrast is to give the reader a sense of the frightening shift in concerns that Shannon’s parents had to make.

Critical Reading and Discussion,657

1. The author mentions bombs in the introduction and then usesbomb symbolically in other parts of the essay. What are some of the places in which she uses that symbol, and what does she intend it to mean? Do you think it is an effective symbol?

Answer:Johnson uses the word “bomb” and bomb-related imagery (tremors, shock waves, explosions, shrapnel, bomb shelter) frequently—for example, in paragraphs 3, 6, 9, 10, 11, 13, 15. The symbol represents those upsetting and even tragic incidents that occur unavoidably in every life. Answers will vary as to its effectiveness, but students may feel it is a fitting symbol for incidents that shake us badly and whose aftereffects can be far-reaching.

2. In paragraph 12, Johnson mentions incidents involving her first love, a professor, her father, and her marriage. What do these examples have in common? Why do you think Johnson included them?

Answer:Each example is of a life incident that has both sweet and sad memories for the author. She includes the examples to demonstrate that life is filled with experiences that are not simply “good” or “bad” but a mixture of both.

3. Judging from the rest of the essay, what does Johnson mean by saying that “the greater our investment in life, the larger the target we create”?

Answer:Johnson focuses on relationships with others, so we can deduce that she uses “investment in life” to mean an emotional commitment to others. Once we are committed to people, they may hurt us, or we may feel sad when they experience misfortune. Therefore, the more people we care about and the deeper our caring, the greater a “target” we are for such painful experiences.

4. Adults sometimes sentimentally think of childhood as a time of happy, carefree innocence, as the author suggests in paragraph 8. Yet, during childhood, most of us witnessed events that began to make us aware that life was not always happy or fair. What such events do you remember? What impression did they make on you?

Answer:Answers will vary according to students’ experience.

Thesis-and-Support Outline

Thesis: Being truly open to life’s joys is worth it, even though that also means experiencing its sorrows and tragedies.

1. Johnson is aware of the potential of tragedy to strike, but is nevertheless shaken when it does, as in the case of Shannon’s illness (3-6).

2. Like her own daughter, Johnson as a naive child didn’t comprehend the seriousness of the unfortunate occurrences happening around her (8-9).

3. Like her own teenage son, Johnson became aware of unjust and random misfortune when tragedy began striking closer to home, as when her best friend died suddenly (10-11).

4. Despite her adult awareness of life’s impending tragedies, she recognizes that one must remain open to sorrow in order to experiences life’s joys (13-15).

Suggested Answers for “Kids and Computers: Digital Danger”—Alison Sperry

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

Reading Comprehension Questions,661-663

1. a

2. c

3. c Answer a is too narrow; answer b is wrong; answer d is too broad.

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

5. False Paragraph 4 (No mention is made of parental involvement.)

6. c Paragraph 8

7. b Paragraph 8

8. c Paragraph 5

9. d Paragraph 6

10. b Paragraph 4

Structure and Technique,663

1. In this comparison-and-contrast essay, which method of development (point-by-point or one-side-at-a-time) does the the author use? How would using the other method have changed the essay?

Answer:Sperry uses a point-by-point method. The one-side-at-a-time approach would have diminished the essay’s effectiveness—the sharp contrasts between Sperry’s alternating points would have been less apparent.

2. Which sentence in the reading clearly states Sperry’s thesis? How does it relate to the organization of the essay as a whole?

Answer:The thesis is found at the end of paragraph 2: “Unlike traditional games and toys, ‘wired’ entertainment encourages kids to be unimaginative, socially immature, and crudely desensitized to the world around them.” The organization of the essay then follows the order of the thesis statement, as Sperry contrasts traditional play and electronic play in terms of imagination, social interaction, and sensitivity.

3. At the ends of her paragraphs, Sperry frequently uses the word “learning” or “lesson.” Why do you think she repeats these words so often? How do they relate to her thesis?

Answer:Sperry repeats the words “learning” and “lesson” to emphasize her belief that children’s play is more than recreation—that in fact, a child’s play is teaching him or her how to live. The words support the underlying assumption of her thesis that play encourages children to develop in certain directions.

4. Why do you think the author concludes her discussion of the lesson of video games (paragraphs 9–10) so abruptly? What is the effect of this sudden ending?

Answer:Sperry ends the discussion abruptly in the hopes that the reader will supply his or her own answer to the question of what violent video games teach children. A realization that readers reach on their own will be more powerful than one supplied to them by the author.

Critical Reading and Discussion,663

1. According to the author, how does what a child learns by playing with Play-Doh contrast with what she learns by playing a video game?

Answer:Sperry says that a child playing with Play-Doh learns that she has the capability to create, while a child playing a video game merely observes someone else’s creativity.

2. In paragraph 4, Sperry compares a video-game player to two things: a pigeon pecking at a lever and a joystick. What do these comparisons imply about the player?

Answer:The comparisons suggest that the player’s involvement in the game is mindless and uncreative.

3. Which “danger” of electronic entertainment do you think Sperry finds most troubling? How can you tell?

Answer:It’s apparent that Sperry is most concerned about the way that violent video games desensitize children to the human beings around them. Her references to the video-player’s rejection of real life around him and his identification with the psychotic-killer character in the game are more alarming than her other critiques of electronic entertainment. She also uses emphatic order in her essay, saving for the final point (the most powerful placement in an essay) her point about desensitization. Her abrupt ending to that point, compared to her extended discussions of the earlier points, also implies that she sees desensitization as being in a separate, more serious, category.

4. Do you agree with Sperry’s view of the dangers of electronic media? What have you observed about the effects of video games and Internet chat rooms on users? What should parents’ attitude be toward their children’s involvement with these forms of entertainment?

Answer:Answers will vary.

Thesis-and-Support Outline

Thesis: Electronic entertainment influences kids in disturbing ways (2).

1. Electronic games rob children of opportunities to be creative and imaginative (3-4).

2. Excessive computer use keeps children from evolving healthy and necessary social skills (5-7).

3. Violent and graphic electronic media desensitize children to things that a healthy person would find unpleasant (8-10).

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.

Suggested Answers for “How to Make It in College, Now That You’re Here”—Brian O’Keeney

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

Reading Comprehension Questions, 676-677

1. d

2. c

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

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

5. d Paragraphs 2 and 13

6. d Paragraph 23

7. d Paragraphs 15 through 18

8. a Paragraph 2

9. b Paragraph 9

10. d Paragraphs 2, 13

Structure and Technique,678

1. O’Keeney uses a highly structured format in his essay. What are some of the features of this format? Why do you think O’Keeney structured his essay in this way?

Answer:O’Keeney divides the body of his essay into four sections; each section begins with a boldfaced question that might be asked by a college student, followed by the author’s answer or answers to the question. His answers to two of the questions take the form of a numbered list. He uses such a structure in order to give students very specific, easy-to-remember advice.

2. Does the author clearly state his thesis? If so, where is it stated, and how?

Answer:The thesis is found in paragraph 2: “On the basis of my own experience as a final-year student, and after dozens of interviews with successful students, I’ve worked out a no-fail system for coping with college.”

3. What method of introduction does the author use in the section on personal problems (starting with paragraph 19)? What is the value of using this method?

Answer:O’Keeney begins the section with two anecdotes, the stories of Roger and Marian. The value of such anecdotes is that they vividly illustrate the kinds of personal problems a student might have and the toll these problems might take on him or her.

4. Throughout his essay, O’Keeney uses the second person; that is, he addresses his readers with the word “you.” How does such a technique advance his main point?

Answer:In using the second person, the author makes it clear that his “no-fail system for coping with college” was written for students to read, emphasizing that to succeed, students must take his advice personally.

Critical Reading and Discussion,678

1. What, according to O’Keeney, is the secret of getting good grades? Have you used any of O’Keeney’s study methods? If so, how useful do you think they have been for you? Are there any that you haven’t used, but might try? Explain your answer.

Answer:O’Keeney says the key to good grades is effective study techniques. He provides eight tips for effective studying: (1) Set up a study place; (2) get into a studious frame of mind; (3) reward yourself; (4) skim textbook readings first; (5) take notes; (6) review by “talking to yourself”; (7) take a break before you’re exhausted; and (8) take a skills course if you need it. Answers to the last three questions will vary.

2. What does O’Keeney recommend students do in order to manage their time and responsibilities more effectively? Which of these suggestions are you most likely to use? Which are you least likely to use? Why?

Answer:O’Keeney’s recommendations include keeping a monthly calendar, establishing a study schedule, and making to-do lists. Students’ answers will vary as to the techniques they might use and why.

3. What is the secret the author says got him through college? What do you think is the most helpful or important suggestion the author makes in the selection? Give reasons for your choice.

Answer:The author cites “to-do lists” as the technique that was most important for him. Students’ answers to the rest of the question will vary.

4. Do you agree with the author that Roger and Marian should stay in school? Are there any situations in which it would be better for students to quit school or leave, at least temporarily? Explain, giving examples to support your answer.

Answer:Answers will vary.

Thesis-and-Support Outline

Thesis: You can succeed in college if you follow certain guidelines.

1. You can get good grades by developing good study habits (3-12).

2. You can handle your various responsibilities by scheduling your time efficiently (13-18).

3. You should learn how to cope when personal problems conflict with school work (19-23).

4. You can develop a positive attitude (24-27).

Suggested Answers for “College Lectures: Is Anybody Listening?”—

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).

Suggested Answers for “Seven Ways

to Keep the Peace at Home”—

Daniel A. Sugarman

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

Reading Comprehension Questions, 693-694

1. d

2. b

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

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

5. c Paragraph 23

6. True Paragraph 11

7. c Paragraph 34

8. c Paragraph 39

9. c Paragraph 40

10. False Paragraph 4: Some families need professional help, but Sugarman implies that “certain principles of Family First Aid” are enough for most families.

Structure and Technique, 695

1. For the essay as a whole, what method of introduction—broad-to-narrow, anecdote, or questions—does the author use? What method does he use to begin section 1? Section 2? Section 3?

Answer: He begins the essay with an anecdote. Sections 1 and 2 also begin with anecdotes; section 3 begins with a question.

2. Sugarman supports his main points in several ways. One way is with examples. What examples does he use to support his first step, “Give Up the Myth of the Perfect Family”? How much space is given to each of those examples? What other type of support is used in paragraph 11?

Answer:The first example for “Give Up the Myth of the Perfect Family” is the unhappy teenager, whom Sugarman describes in just two sentences. He uses the teenager as an introduction to the false idea of a “perfect family.” The second example is of the Martin family, a more detailed account covering four paragraphs. The Martin family shows how destructive it is to expect oneself or others to be perfect family members.

In paragraph 11, Sugarman supports his point about the perfect family with expert testimony that shows “happy homes” aren’t as important as people may think, and “troubled homes” aren’t as bad as people may think.

3. How does Sugarman organize and present his main supporting details? What do his methods achieve?

Answer:Sugarman organizes his main supporting details by presenting them as numbered steps in boldface. This has the effect of helping the reader to remember (and easily review) his points—while the selection is several pages long, there are only seven main supporting points to remember. To further help the reader understand and remember his points, Sugarman provides a brief summary of each point before going on to the next one. For instance, before presenting his second step, he reviews point 1 in a single sentence that makes up paragraph 12.

4. Throughout his essay, Sugarman alternates between quoting people directly and reporting indirectly what they said. Should he have used only direct quotations? Should he have used only indirect quotations? Why or why not?

Answer:Student opinions will vary, but in general a mix of direct and indirect quotations is desirable. Direct quotations are called for when a speaker’s words are particularly memorable or to the point. Indirect quotations are preferable when an author’s paraphrase can get the point across more meaningfully than the speaker’s own words.

Critical Reading and Discussion,695

1. According to Sugarman, who is more to blame for family problems: parents or children? Give examples from the selection to support your point.

Answer:Sugarman implies that children’s bad behavior is often a response to parents’ unresolved tensions or issues. Some examples: The little girl became a hypochondriac in response to her parents’ busyness. Frank Martin was acting out because of his parents’ self-hatred. Lucille was using drugs and sex to escape from her parents’ use of her as a middleman.

2. In section 4, what does Sugarman mean by the term “blueprint”? What does he suggest is the way to avoid “a collision course” between parents with a blueprint and a child with different plans for himself or herself? What blueprint did your parents have for you, and how does it compare with your own goals for yourself?

Answer:A blueprint is a “secret master plan” parents have for a child’s life. Sugarman states that avoiding a clash with their children over those blueprints requires “understanding and flexibility,” the wisdom to revise their blueprints “so that they incorporate the child’s realistic needs and aptitudes.” Students reports on their parents’ blueprints will, of course, vary.

3. Sugarman states that people often “feel they must hide their feelings” from family members. Why do you think it is sometimes difficult for family members to be honest with one another? Do you agree with Sugarman that an important way of reducing family tensions is “to send honest communication”? Or are there times when it is best not to be totally honest? Explain.

Answer:Answers will vary, but here are some reasons family members might hide their feelings from one another: They are confused about their own feelings and so unable to express them clearly; they are afraid their real feelings will anger or hurt someone else; or they wish to hurt another person by refusing to share their feelings.

4. In section 5, Sugarman discusses family contracts. What does he mean by the word “contract”? Describe any contracts that exist between members of families you’re familiar with.

Answer: Sugarman uses the word “contract” to refer to an unspoken, unrecognized agreement (as between Tom and Gina in their early years) or an agreement between people who are aware of it (as with the husband and wife in paragraph 33). Students will have various answers about families they’re familiar with.

Thesis-and-Support Outline

Thesis: “. . . certain principles of Family First Aid can go a long way in reducing friction for most families” (4).

1. Give up the myth of the Perfect Family (5-12). 5. Learn to use contracts (28-33).

2. Tell it like you feel it (13-19). 6. Stop the good guy/bad guy routine (34-37).

3. Don’t play telephone (20-23). 7. Get rid of old emotional baggage (38-41).

4. Make your blueprint flexible (24-27).

Suggested Answers for “In Praise of the F Word”—Mary Sherry

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

Reading Comprehension Questions,699-700

1. a

2. d

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

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

5. c Paragraph 9

6. d Paragraphs 2 and 7

7. c Paragraph 11

8. d Some of the numerous spots where Sherry implies that our educational system asks too little of its students are in paragraphs 3, 7, 8, and 11.

9. True Paragraph 10

10. c The author discusses only her own experiences as a parent and teacher.

Structure and Technique,700

1. In current vocabulary, “the F Word” usually refers to something other than “fail.” Why do you think Mary Sherry used the term in her title, rather than simply using “fail” or “failure”? What effect does her title have on the reader?

Answer:“The F word” usually refers to a common obscenity. The title intrigues readers, who probably initially think Sherry will somehow be praising that obscenity. Her choice to use “the F word” rather than “fail” or “failure” immediately gains the reader’s interest and implies the wry point that for many teachers and students, “failure” is actually as objectionable a word as the obscenity.

2. In which paragraph does the author first mention her thesis? What is her main method of development, and how is it related to that thesis? Where does she use narration to support her thesis?

Answer:Sherry first mentions her thesis at the end of paragraph 4, when she speaks approvingly of “the trump card of failure.” Her essay is primarily an argument piece, in which she hopes to persuade the reader that failure is a useful educational tool. She narrates the incident about Mrs. Stifter and her son to demonstrate how the threat of failure worked in that case.

3. What contrast transition is used in the first sentence of paragraph 10? What ideas are being contrasted within that sentence?

Answer:The transition is “but.” Sherry is contrasting the ideas that (1) people can rise above their problems, and (2) they need a reason to do so. She is emphasizing that people don’t necessarily do what they can do—they need a compelling motivation.

4. In paragraph 11, how many times does Sherry use “mean” or “means”? What might her purpose be for repeating this word so frequently?

Answer:She repeats the words three times. Her point is to drive home the idea that bringing failing back into the classroom would require participation from various parties—parents and teachers.

Critical Reading and Discussion, 700

1. Sherry writes that “before a teacher can expect students to concentrate, he has to get their attention, no matter what distractions may be at hand.” What examples of distractions does Sherry mention? Find several in her essay. Can you think of others—perhaps ones that existed in your own high school?

Answer:Sherry mentions the “distractions” of drugs and divorce. Her own son was “distracted” by talking to his friends. She mentions her own students who are dealing with unemployment, chemical dependency, and abusive relationships. Students may contribute other “distractions.”

2. What does Sherry mean by calling the program she teaches in an “educational-repair shop”? What does the term tell us about Sherry’s attitude towards high schools?

Answer:The words “repair shop” suggest that the program she teaches in must repair damage done in high school, where the skills she teaches should have been taught. Sherry clearly believes high schools are doing an inadequate job.

3. Sherry writes, “Young people generally don’t have the maturity to value education in the same way my adult students value it.” Do you agree or disagree? Support your view with details and observations from your own experience.

Answer:Answers will vary.

4. Do you feel your high school teachers made an honest effort to give you the skills you need—and to make you aware of the importance of those skills? If not, what should your teachers and school have done that they did not do?

Answer:Answers will vary.

Thesis-and-Support Outline

Thesis: Schools should include flunking students as part of their regular policy.

1. Students are being cheated by our educational system (1-3).

2. Since being passed from grade to grade despite poor performance cheats students, flunking must be used as an educational tool (4-11).

3. Making flunking work as a policy requires teacher/parent cooperation (11).

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