美国大学英语写作课后习题集标准答案

Suggested Answers for “The Yellow Ribbon”—by Pete Hamill (P. 210)1.Vingo returned from prison to find that his wife still loved him and wanted himback.2. b3. a4. B5.Two examples: Vingo tells his story slowly and painfully and with greathesitation.Vingo tells his story “slowly and painfully and with great hesitation.”6. Examples of Vingo’s being honorable: He doesn’t express any self-pity aboutbeing in jail.He owns up to his crime. He offers his wife her freedom.7. Place names: Fort Lauderdale, New Jersey, Washington, Jacksonville, the 34th StreetOther transition: Terminal in New York, Philadelphia, Brunswick8.But if she didn’t...9.Maybe the author Hamill asked one of the young people in the story about her traveling experience.10.The author ends this essay by describing how the young people shouted excitedly when they saw the yellow ribbons on the oak tree and how Vingo rose from his seat and made his way to the front of the bus to go home nervously.We may expect that Vingo would receive an amazing and warm welcome when he walks into his home.The author just wants to leaves some space for the readers to think and imagine freely.P.256--Taming the Anger Monster: by Anne Davidson1. d2. Anger has become an increasingly common problem in our society.3. “According to Carol Tavris, author of Anger: The Misunderstood Emotion, the keys to dealing with anger are common sense and patience.”4. Effect: An epidemic of anger Three causes: Lack of time, technology, tension6. B7.8. To begin with Technology is also Tension, the third major culprit9.D10.The first paragraph presents a story about a person with anger problems. The last paragraph shows how that story was successfully resolved.P289.--Born to Be Different?: by Camille Lewisc 2. a 3. D4. She lists a series of examples where the “empathizing” mindset is evident: female-dominated careers, female reading matter, and female relationships5. Brain anatomyWays of interacting with the worldWays of problem solving6. Lewis presents her essay point by point. The first point is about brain anatomy, thesecond is about interacting with the world, and the third is about problem solving. For each point, she discusses women and then men.7.8. On the other hand (7)In contrast (9)But (11)9.d 10 aP.508--Suggested Answers for “Shame”—Dick Gregory (P.508)Note: The numbers in parentheses refer to relevant paragraphs in the selection. Reading Comprehension Questions, 584-5851. A2. D3. b Answers a, c, and d are too narrow.4. a Answers b, c, and d are too narrow.5. c See Paragraph 66. True See Paragraph 237. a See Paragraph 58. B. The entire incident with the Community Chest Fund shows Richard’s pride9. b Richard’s teacher ignores his problems and humiliates him in front ofthe entire class; see paragraphs 5 through 26.10. b Helene cries over Richard’s humiliation; see paragraph 23.Structure and Technique, 5851. In paragraphs 1 and 2, Gregory mentions several steps he took to impress HeleneTucker. 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 paragraph5, 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, Gregorychooses 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 summ ary. 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 unsuc cessful, 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 sceneinvolving 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,5861. When Gregory writes, “I never learned hate at home, or shame. I had to go toschool for that” (paragraph 1), he is using irony—an inconsistency betweenwhat 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 heras you read this essay? What could the teacher have done or said that would not 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 ignorea homeless man may feel that the man’s problems—maybe including substanceabuse or mental illness—are so big and deep-rooted that they are not qualified to help him in any effective way.Thesis-and-Support OutlineThesis: Living poor was, for the author, a humiliating experience.1. He was embarrassed in front of his classmates and, worse, in front of HeleneTucker (7-23).2. Everybody knew he was a “worthy boy” who had no Dad and no money (28).3. His self-pity prevented him from helping another poor man, the wino (29-37).P.567 Suggested Answers for “Propaganda Techniques in Today’s Advertising” by Ann McClintockNote: The numbers in parentheses refer to relevant paragraphs in the selection. Reading Comprehension Questions,648-6491. b2. d3. 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 96. d Paragraphs 18-197. c Paragraph 168. c Paragraph 239. b10. aStructure and Technique, 649-6501. In paragraph 1, McClintock’s choice of words reveals her attitudes t oward bothpropagandists 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 ithere? 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 read er’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 definesa particular propaganda technique.3. McClintock uses parentheses in two lists, the ones in paragraphs 7 and 19. Whatpurpose 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 provideso 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,6501. Some of the propaganda techniques listed in the selection have contrastingappeals. 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 youseen 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 bevictimized” (paragraph 1). Do you agree? Is this article l ikely to change how you view ads in the future? Why or why not?Answer:Answers will vary.Thesis-and-Support OutlineThesis: People should detect and understand common propaganda techniques, which appealto the emotions rather than to logic.1. We are bombarded with ads, which present biased messages through variouspropaganda techniques, including seven common ones (1-4).2. Name calling—referring to a competitor with negatively charged names orcomments (5).3. Glittering generalities—making important-sounding general claims with noexplanation (6-8).4. Transfer—associating something with a symbol or image most people respect andadmire (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 evidenceor making an unfinished claim (18-19).8. Bandwagon—appealing to people’s desire to do what many othe rs are doing(20-21).9. Use critical thinking to avoid reacting emotionally to ads (22-23).P.592 Suggested Answers for “Here’s to Your Health”—Joan DunayerNote: The numbers in parentheses refer to relevant paragraphs in the selection. Reading Comprehension Questions,667-6681. c2. c3. d Answers a, b, and c are too narrow.4. c Answer a is too narrow; answer b is too broad; answer d, neverdirectly stated in the article, is too narrow.5. b Paragraph 66. False Paragraph 47. True Paragraph 88. a9. False Paragraphs 6 and 810. d Paragraphs 4 and 8Structure and Technique,668-6691. What method of introduction does Dunayer use? What effect do you think she hopedto 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 societalpressure. It also sets the tone for Dunaye r’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 mythis . . . .” (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 reade r 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 (paragraphs3 and 4; 5 and 6; 7 and 8; 9 and 10). What is the relationship between theparagraphs 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 witha series of facts. For example, below is the topic sentence of paragraph 4; itrepresents her perspective, which contradicts what the ad in paragraph 3 suggests about whiskey.Contrary to what the liquor company would have us believe, drinking ismore 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 abouta beach scene: a young, beautiful, sexy woman; a young muscular man enticingher 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,6691. Dunayer presents and then rebuts four “myths” about alcohol. What are thesefour 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 increas es 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 ironywhen 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, rathe r 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 isit 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 theirproducts. 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 OutlineThesis: 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 alcoholcan prevent success (3-4).2. Another part of the myth is that alcohol makes one sexually attractive; thereality is that alcohol can make one less sexy (5-6).3. A third part of the myth is that alcohol combines well with athletics; thereality is that alcohol slows people down and can lead to physicaldecline (7-8).4. The fourth part of the myth is that alcohol contributes to family happiness;the reality is that alcohol can lead to great unhappiness.P.607 Suggested Answers for “College Lectures: Is Anybody Listening?” by David DanielsNote: The numbers in parentheses refer to relevant paragraphs in the selection. Reading Comprehension Questions, 683-6841. c2. a3. c Answers a, b and d are all too narrow, as each covers only asingle point of the selection.4. b Answers a, c, and d are too narrow.5. d Paragraphs 5 and 76. a Paragraph 107. a Paragraph 108. a Paragraph 9 and 109. True Paragraphs 11 through 1310. c Paragraph 13Structure and Technique, 6841. Daniels begins his essay with an anecdote about a former teacher of his. Howdoes 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 asa 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 classroo m experience (paragraphs 5–7), Daniels providesnumerous 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 ofa roll call, the professor’s ancient notes, the lack of opportunity for studentfeedback, 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 ess ay is an argument against the lecture system of education. Whatargumentation 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 andschools 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 lect ure 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 themerits 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 forfirst- 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’ listeni ng 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,684-6851. 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 migh t 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 poin t” 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 thatthese 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 negativeclassroom experience, sa ying,“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 feedbackfrom 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 classes and smaller classes compare withDaniels’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 OutlineThesis: 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 profitabilityand teachers and students find it easier (13).5. Small, interactive classes benefit both students and teachers (14).。

美国大学英语写作第九版课后答案page1031、Every morning John takes a（）to his office. [单选题] *A. 20-minutes' walkB. 20 minute ' walkC. 20-minutes walkD. 20-minute walk(正确答案)2、一Mary wants to invite you to see the movie today. 一I would rather she（B）me tomorrow. [单选题] *A.tellsB. told (正确答案)C. would tellD. had told3、I couldn’t find Peter,_____did I know where he had gone. [单选题] *A.nor(正确答案)B.eitherC.neverD.as4、He kept walking up and down, which was a sure（）that he was very worried. [单选题] *A. sign(正确答案)B. characterC. natureD. end5、I should like to rent a house which is modern, comfortable and _____, in a quiet neighborhood. [单选题] *A.in allB. after allC. above all(正确答案)D. over all6、On Easter children _______ eggs around the house. [单选题] *A. hunt for(正确答案)B. send forC. prepare forD. ask for7、90．—I want to go to different places, but I don’t know the ________. —A map is helpful, I think. [单选题] *A．price(正确答案)B．timeC．wayD．ticket8、Actually, we don't know whether this news comes from a reliable（）or not. [单选题] *A. source(正确答案)B. originC. basisD. base9、The red jacket is _______ than the green one. [单选题] *A. cheapB. cheapestC. cheaper(正确答案)D. more cheap10、Ordinary books, _________ correctly, can give you much knowledge. [单选题] *A. used(正确答案)B. to useC. usingD. use11、We must try hard to make up for the lost time. [单选题] *A. 弥补(正确答案)B. 利用C. 抓紧D. 浪费12、Tony can _______ the guitar.Now he _______ the guitar. [单选题] *A. play; plays(正确答案)B. playing; playingC. plays; is playingD. play; is playing13、Simon does not（）his fellow workers because they often argue over trivial matters. [单选题] *A. get on with(正确答案)B. come up withC. do away withD. go on with14、These two films are very interesting. I like them _____. [单选题] *A. eitherB. neitherC. allD. both(正确答案)15、Almost every one of us could see her anxiety from the（）on her face. [单选题] *A. appearanceB. feelingC. movementD. expression(正确答案)16、It’s reported that there are more than 300?_______ smokers in China. [单选题] *A. million(正确答案)B. millionsC. million ofD. millions of17、The soldiers were_____of running away when the enemy attacked. [单选题] *A.chargedB.accused(正确答案)C.scoldedD.estimated18、She is a girl, _______ name is Lily. [单选题] *A. whose(正确答案)B. whoC. whichD. that19、I could ______ control my feelings and cried loudly when I heard the bad news. [单选题] *A. hardly(正确答案)B. ?reallyC. clearlyD. nearly20、Mr. Bliss became the first person to die in a car accident. [单选题] *A. 事故(正确答案)B. 竞赛C. 检阅D. 交易21、Lily is a very_____person and never wastes anything. [单选题] *A.generousB.economical(正确答案)C.economicD.efficient22、( ) The salesgirls in Xiushui Market have set a good example______us in learning English. [单选题] *A. to(正确答案)B. forC. withD. on23、The museum is _______ in the northeast of Changsha. [单选题] *A. sitB. located(正确答案)C. liesD. stand24、---Excuse me sir, where is Room 301?---Just a minute. I’ll have Bob ____you to your room. [单选题] *A. show(正确答案)B. showsC. to showD. showing25、I think you should buy this novel. It is really worth _____. [单选题] *A. reading(正确答案)B. being readC. readD. to read26、I took?some _______of the Great Wall?in China last year. [单选题] *A. potatoesB. tomatoesC. photos(正确答案)D. paintings27、What lovely weather,（）? [单选题] *A.is itB. isnt it(正确答案)C. does itD.doesn’t it28、（）of the twins was arrested because I saw them both at a party last night. [单选题] *A. NoneB. BothC. Neither(正确答案)D. All29、92．China is a big country ________ a long history. [单选题] *A．hasB．haveC．with(正确答案)D．there is30、We had ____ wonderful lunch last Saturday. [单选题] *A. /B. theC. oneD. a(正确答案)。

A NSWER KEYPART FIVE: READINGS FOR WRITINGAnswers 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 HaleyNote: The numbers in parentheses refer to relevant paragraphs in the selection.Reading Comprehension Questions, 577-5781. c2. b3. 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 theselection.5. a Paragraph 16. c Paragraph 287. True Paragraph 148. a Paragraph 149. a Paragraph 2210. c Paragraph 12Structure and Technique,5791. 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 onthe Murzim. 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 “resistingthe 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 heincluded 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. Whichpurpose—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,5791. Before Haley decides to write to his loved ones, what series of thoughts and images goesthrough 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 feelsdissatisfied 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. Ifhe 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 conclusionsabout 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 OutlineThesis: 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 GregoryNote: The numbers in parentheses refer to relevant paragraphs in the selection.Reading Comprehension Questions, 584-5851. a2. d3. b Answers a, c, and d are too narrow.4. a Answers b, c, and d are too narrow.5. c Paragraph 66. True Paragraph 237. a Paragraph 58. b The entire incident with the Community Chest Fund shows Richard’spride; see also paragraph 28.9. b Richard’s teacher ignores his problems and humiliates him in front of theentire class; see paragraphs 5 through 26.10. b Helene cries over Richard’s humiliation; see paragraph 23.Structure and Technique, 5851. 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, andwhat 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 toprovide actual dialogue rather than merely to tell what happened. Why?Answer:By using the exact words spoken by Helene, the teacher, and himself, Gregory givesa very clear picture of what happened by allowing the reader to “experience” it, rather thansimply 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 winoat 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,5861. When Gregory writes, “I never learned hate at home, or shame. I had to go to school forthat” (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 readthis essay? What could the teacher have done or said that would not 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 gota “big thrill” out of being chosen to clean the blackboard. Students’ suggestions about theteacher 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 youthink 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 OutlineThesis: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 WilkinsNote: The numbers in parentheses refer to relevant paragraphs in the selection.Reading Comprehension Questions,589-5901. d2. a3. 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 36. a Paragraph 67. b Paragraph 78. b Paragraph 29. c Paragraph 610. d Paragraph 11 (We know that Miss Bean had not intended to knock thepencil from his hand because she gasped when the pencil went flying.) Structure and Technique,5911. Which pattern of essay development—comparison, narration, or description—does Wilkinsuse in most of his essay? Explain.Answe r: 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 hisessay smoothly from one event to the next? Find at least four different words that are examples of this signal.Answe r: 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?Answe r: 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 unexpectedmeanings. 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?Answe r: 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,5921. What does Wilkins mean by the term nonstandard person(paragraph 3)? Do you think helater felt more like a “standard” person? Why or why not?Answe r: 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 hewas 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?Answe r: 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 otherstudents 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). Buthow 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?Answe r: 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 tothink.” 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?Answe r: 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 OutlineThesis: A teacher helped the first black student in school to be accepted and to learnto think for himself.1. As a black newcomer to an all-white school in a bigoted neighborhood before the era ofcivil rights, the author felt shame for being different (1-3).2. Miss Bean immediately began to give Wilkins “human dimensions” by including him inclass 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 Beanmade 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, 596-5971. b2. d3. 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’sconfused feelings about the abortion.5. c Paragraph 66. False Paragraphs 4, 12, 207. d Paragraph 138. a Paragraph 39. c Paragraph 2710. True Paragraphs 5, 10Structure and Technique,597-5981. 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, Franckeposes 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. A simile is a figure of speech in which a writer compares one thing to another very differentthing, using the word like or as 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, Franckeemploys 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,5981. In what ways are the staff at Women’s Services considerate to Francke and to the otherpatients? In what ways are they not 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 responsesare 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 stillremains. 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 thinkambivalence 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 OutlineThesis: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 McMurtryNote: The numbers in parentheses refer to relevant paragraphs in the selection.Reading Comprehension Questions,604-4051. c2. b3. 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 86. b Paragraphs 9 and 107. a Paragraph 188. c Paragraph 149. b Paragraph 1810. dStructure and Technique,605-6061. 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 “skilledmasochism”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 sustainedplaying 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 experienceswith 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,6061. What is McMurtry’s current profession? How might his present position have influenced hisopinions 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 faircomparison? Why or why not?Answer:Answers will vary.3. According to McMurtry, what qualities of our society are reflected in football? What is youropinion 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 benefitssociety. Do you believe that football and sports in general are harmful or helpful to society?Explain.Answer:Answers will vary.Thesis-and-Support Outline。

Suggested Answers for “The Yellow Ribbon”—by Pete Hamill (P. 210)1.Vingo returned from prison to find that his wife still loved him and wanted him back.2. b3. a4. B5.Two examples: Vingo tells his story slowly and painfully and with great hesitation. Vingo tells his story “slowly and painfully and with great hesitation.”6. Examples of Vingo’s being honorable: He doesn’t express any self-pity about being injail.He owns up to his crime. He offers his wife her freedom.7. Place names: Fort Lauderdale, New Jersey, Washington, Jacksonville, the 34th StreetOther transition: Terminal in New York, Philadelphia, Brunswick8.But if she didn’t...9.Maybe the author Hamill asked one of the young people in the story about her traveling experience.10.The author ends this essay by describing how the young people shouted excitedly when they saw the yellow ribbons on the oak tree and how Vingo rose from his seat and made his way to the front of the bus to go home nervously.We may expect that Vingo would receive an amazing and warm welcome when he walks into his home.The author just wants to leaves some space for the readers to think and imagine freely.P.256--Taming the Anger Monster: by Anne Davidson1. d2. Anger has become an increasingly common problem in our society.3. “According to Carol Tavris, author of Anger: The Misunderstood Emotion, the keys to dealing with anger are common sense and patience.”4. Effect: An epidemic of anger Three causes: Lack of time, technology, tension6. B7.8.To begin with Technology is also Tension, the third major culprit9.D10.The first paragraph presents a story about a person with anger problems. The last paragraph shows how that story was successfully resolved.P289.--Born to Be Different?: by Camille Lewisc 2. a 3. D4. She lists a series of examples where the “empathizing” mindset is evident:female-dominated careers, female reading matter, and female relationships5. Brain anatomyWays of interacting with the worldWays of problem solving6. Lewis presents her essay point by point. The first point is about brain anatomy, the second is about interacting with the world, and the third is about problem solving. For each point, she discusses women and then men.7.8. On the other hand (7)In contrast (9)But (11)9.d 10 aP.508--Suggested Answers for “Shame”—Dick Gregory (P.508)Note: The numbers in parentheses refer to relevant paragraphs in the selection. Reading Comprehension Questions, 584-5851. A2. D3. b Answers a, c, and d are too narrow.4. a Answers b, c, and d are too narrow.5. c See Paragraph 66. True See Paragraph 237. a See Paragraph 58. B. The entire incident with the Community Chest Fund shows Richard’s pride9. b Richard’s teacher ignores his problems and humiliates him in front of the entireclass; see paragraphs 5 through 26.10. b Helene cries over Richard’s humiliation; see paragraph 23.Structure and Technique, 5851. In paragraphs 1 and 2, Gregory mentions several steps he took to impress HeleneTucker. 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 inparagraph 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 toprovide 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 summ ary. 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 unsuc cessful, embarrassing attempt to gain the teacher’s approval. If Gregory had merelydescribed 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 sceneinvolving 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,5861. When Gregory writes, “I never learned hate at home, or shame. I had to go to schoolfor 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 youread this essay? What could the teacher have done or said that would not 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.” Whydo you think he waited so long to assist the wino? What are some reasons people donot 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 OutlineThesis:Living poor was, for the author, a humiliating experience.1. He was embarrassed in front of his classmates and, worse, in front of HeleneTucker (7-23).2. Everybody knew he was a “worthy boy” who had no Dad and no money (28).3. His self-pity prevented him from helping another poor man, the wino (29-37).P.567 Suggested Answers for “Propaganda Techniques in Today’s Advertising” by Ann McClintockNote: The numbers in parentheses refer to relevant paragraphs in the selection. Reading Comprehension Questions,648-6491. b2. d3. 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 96. d Paragraphs 18-197. c Paragraph 168. c Paragraph 239. b10. aStructure and Technique, 649-6501. In paragraph 1, McClintock’s choice of words reveals her attitudes t oward bothpropagandists 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 shethinks 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 read er’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. Whatpurpose 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 sheprovide 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 techniquesare 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,6501. 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 youseen 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 agreewith us about something—even something as trivial as what frozen coffee cake isbest (“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.” Whatmight be the differences between the ways adults and children react to theseductions of advertising?Answer:Answers will vary.4. McClintock states, “We are victims, seemingly content—even eager—to bevictimized” (paragraph 1). Do you agree? Is this article l ikely to change how you viewads in the future? Why or why not?Answer:Answers will vary.Thesis-and-Support OutlineThesis: People should detect and understand common propaganda techniques, which appealto the emotions rather than to logic.1. We are bombarded with ads, which present biased messages through variouspropaganda techniques, including seven common ones (1-4).2. Name calling—referring to a competitor with negatively charged names orcomments (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 andadmire (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 evidenceor making an unfinished claim (18-19).8. Bandwagon—appealing to people’s desire to do what many othe rs are doing(20-21).9. Use critical thinking to avoid reacting emotionally to ads (22-23).P.592 Suggested Answers for “Here’s to Your Health”—Joan DunayerNote: The numbers in parentheses refer to relevant paragraphs in the selection.Reading Comprehension Questions,667-6681. c2. c3. d Answers a, b, and c are too narrow.4. c Answer a is too narrow; answer b is too broad; answer d, neverdirectly stated in the article, is too narrow.5. b Paragraph 66. False Paragraph 47. True Paragraph 88. a9. False Paragraphs 6 and 810. d Paragraphs 4 and 8Structure and Technique,668-6691. What method of introduction does Dunayer use? What effect do you think she hopedto 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 Dunaye r’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 3and 4; 5 and 6; 7 and 8; 9 and 10). What is the relationship between the paragraphsin 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 moreclosely 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 acold 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,6691. Dunayer presents and then rebuts four “myths” about alcohol. What are these fourmyths? 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 sexua lly 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 isaccompanied 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, rathe r than promoting one’s health, is often tied to illness and misery. The irony is also implied in her main point—that while advertisingmyths 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 itbalanced? 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 OutlineThesis: 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 canprevent success (3-4).2. Another part of the myth is that alcohol makes one sexually attractive; the reality isthat alcohol can make one less sexy (5-6).3. A third part of the myth is that alcohol combines well with athletics; the reality isthat 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; thereality is that alcohol can lead to great unhappiness.P.607 Suggested Answers for “College Lectures: Is Anybody Listening?” byDavid DanielsNote: The numbers in parentheses refer to relevant paragraphs in the selection. Reading Comprehension Questions, 683-6841. c2. a3. c Answers a, b and d are all too narrow, as each covers only a singlepoint of the selection.4. b Answers a, c, and d are too narrow.5. d Paragraphs 5 and 76. a Paragraph 107. a Paragraph 108. a Paragraph 9 and 109. True Paragraphs 11 through 1310. c Paragraph 13Structure and Technique, 6841. Daniels begins his essay with an anecdote about a former teacher of his. How doesthis 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 classroo m experience (paragraphs 5–7), Daniels providesnumerous 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 ess ay is an argument against the lecture system of education. Whatargumentation 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 andschools 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 lect ure 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 ofopposing 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- andsecond-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,684-6851. Daniels states that “listening intelligently is hard work” (paragraph 9) and “Activelearning. . . 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 poin t” 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 negativeclassroom experience, sa ying,“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 feedbackfrom 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 classes and smaller classes compare withDaniels’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 OutlineThesis: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 andteachers and students find it easier (13).5. Small, interactive classes benefit both students and teachers (14).。

Suggested Answers for “The Yellow Ribbon”—by Pete Hamill (P. 210)1.Vingo returned from prison to find that his wife still loved him and wanted himback.2. b3. a4. B5.Two examples: Vingo tells his story slowly and painfully and with greathesitation.Vingo tells his story “slowly and painfully and with great hesitation.”6. Examples of Vingo’s being honorable: He doesn’t express any self-pity aboutbeing in jail.He owns up to his crime. He offers his wife her freedom.7. Place names: Fort Lauderdale, New Jersey, Washington, Jacksonville, the 34th StreetOther transition: Terminal in New York, Philadelphia, Brunswick8.But if she didn’t...9.Maybe the author Hamill asked one of the young people in the story about her traveling experience.10.The author ends this essay by describing how the young people shouted excitedly when they saw the yellow ribbons on the oak tree and how Vingo rose from his seat and made his way to the front of the bus to go home nervously.We may expect that Vingo would receive an amazing and warm welcome when he walks into his home.The author just wants to leaves some space for the readers to think and imagine freely.P.256--Taming the Anger Monster: by Anne Davidson1. d2. Anger has become an increasingly common problem in our society.3. “According to Carol Tavris, author of Anger: The Misunderstood Emotion, the keys to dealing with anger are common sense and patience.”4. Effect: An epidemic of anger Three causes: Lack of time, technology, tension6. B7.8. To begin with Technology is also Tension, the third major culprit9.D10.The first paragraph presents a story about a person with anger problems. The last paragraph shows how that story was successfully resolved.P289.--Born to Be Different?: by Camille Lewisc 2. a 3. D4. She lists a series of examples where the “empathizing” mindset is evident: female-dominated careers, female reading matter, and female relationships5. Brain anatomyWays of interacting with the worldWays of problem solving6. Lewis presents her essay point by point. The first point is about brain anatomy, thesecond is about interacting with the world, and the third is about problem solving. For each point, she discusses women and then men.7.8. On the other hand (7)In contrast (9)But (11)9.d 10 aP.508--Suggested Answers for “Shame”—Dick Gregory (P.508)Note: The numbers in parentheses refer to relevant paragraphs in the selection.Reading Comprehension Questions, 584-5851. A2. D3. b Answers a, c, and d are too narrow.4. a Answers b, c, and d are too narrow.5. c See Paragraph 66. True See Paragraph 237. a See Paragraph 58. B. The entire incident with the Community Chest Fund shows Richard’s pride9. b Richard’s teacher ignores his problems and humiliates him in front ofthe entire class; see paragraphs 5 through 26.10. b Helene cries over Richard’s humiliation; see paragraph 23.Structure and Technique, 5851. In paragraphs 1 and 2, Gregory mentions several steps he took to impress HeleneTucker. 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 paragraph5, 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, Gregorychooses 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 Gregoryhad 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 sceneinvolving 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,5861. When Gregory writes, “I never learned hate at home, or shame. I had to go toschool 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 heras you read this essay? What could the teacher have done or said that would not 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 learnedthat 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 ignorea homeless man may feel that the man’s problems—maybe including substance abuseor mental illness—are so big and deep-rooted that they are not qualified to help him in any effective way.Thesis-and-Support OutlineThesis: Living poor was, for the author, a humiliating experience.1. He was embarrassed in front of his classmates and, worse, in front of HeleneTucker (7-23).2. Everybody knew he was a “worthy boy” who had no Dad and no money (28).3. His self-pity prevented him from helping another poor man, the wino (29-37).P.567 Suggested Answers for “Propaganda Techniques in Today’s Advertising” by Ann McClintockNote: The numbers in parentheses refer to relevant paragraphs in the selection. Reading Comprehension Questions,648-6491. b2. d3. 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 96. d Paragraphs 18-197. c Paragraph 168. c Paragraph 239. b10. aStructure and Technique, 649-6501. In paragraph 1, McClintock’s choice of words reveals her attitudes toward bothpropagandists 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 ithere? 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 definesa particular propaganda technique.3. McClintock uses parentheses in two lists, the ones in paragraphs 7 and 19. Whatpurpose 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 provideso 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,6501. Some of the propaganda techniques listed in the selection have contrastingappeals. 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 positiveemotions: love, attraction, patriotism. The public is asked to accept the thingor 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 moreimportant than themselves. By contrast, plain folks advertising is based on theidea 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 youseen recently that use that approach?Answer:The bandwagon technique is effective because of the human need to be partof a group. We feel safe and secure when we are surrounded by people who agreewith us about something—even something as trivial as what frozen coffee cakeis best (“Nobody doesn’t like Sara Lee”). Answers to the second question willvary.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 theseductions of advertising?Answer:Answers will vary.4. McClintock states, “We are victims, seemingly content—even eager—to bevictimized” (paragraph 1). Do you agree? Is this article likely to change howyou view ads in the future? Why or why not?Answer:Answers will vary.Thesis-and-Support OutlineThesis: People should detect and understand common propaganda techniques, which appealto the emotions rather than to logic.1. We are bombarded with ads, which present biased messages through variouspropaganda techniques, including seven common ones (1-4).2. Name calling—referring to a competitor with negatively charged names orcomments (5).3. Glittering generalities—making important-sounding general claims with noexplanation (6-8).4. Transfer—associating something with a symbol or image most people respect andadmire (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 evidenceor making an unfinished claim (18-19).8. Bandwagon—appealing to people’s desire to do what many others are doing(20-21).9. Use critical thinking to avoid reacting emotionally to ads (22-23).P.592 Suggested Answers for “Here’s to Your Health”—Joan DunayerNote: The numbers in parentheses refer to relevant paragraphs in the selection. Reading Comprehension Questions,667-6681. c2. c3. d Answers a, b, and c are too narrow.4. c Answer a is too narrow; answer b is too broad; answer d, neverdirectly stated in the article, is too narrow.5. b Paragraph 66. False Paragraph 47. True Paragraph 88. a9. False Paragraphs 6 and 810. d Paragraphs 4 and 8Structure and Technique,668-6691. What method of introduction does Dunayer use? What effect do you think she hopedto 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 mythis . . . .” (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 (paragraphs3 and 4; 5 and 6; 7 and 8; 9 and 10). What is the relationship between theparagraphs 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 witha series of facts. For example, below is the topic sentence of paragraph 4; itrepresents her perspective, which contradicts what the ad in paragraph 3 suggests about whiskey.Contrary to what the liquor company would have us believe, drinking ismore 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 abouta beach scene: a young, beautiful, sexy woman; a young muscular man enticingher 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,6691. Dunayer presents and then rebuts four “myths” about alcohol. What are thesefour 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 sportsmix 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 whenit 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 isit 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 theirproducts. 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 OutlineThesis: 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 alcoholcan prevent success (3-4).2. Another part of the myth is that alcohol makes one sexually attractive; thereality is that alcohol can make one less sexy (5-6).3. A third part of the myth is that alcohol combines well with athletics; thereality is that alcohol slows people down and can lead to physicaldecline (7-8).4. The fourth part of the myth is that alcohol contributes to family happiness;the reality is that alcohol can lead to great unhappiness.P.607 Suggested Answers for “College Lectures: Is Anybody Listening?” by David DanielsNote: The numbers in parentheses refer to relevant paragraphs in the selection. Reading Comprehension Questions, 683-6841. c2. a3. c Answers a, b and d are all too narrow, as each covers only asingle point of the selection.4. b Answers a, c, and d are too narrow.5. d Paragraphs 5 and 76. a Paragraph 107. a Paragraph 108. a Paragraph 9 and 109. True Paragraphs 11 through 1310. c Paragraph 13Structure and Technique, 6841. Daniels begins his essay with an anecdote about a former teacher of his. Howdoes 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 asa 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 providesnumerous 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 ofa roll call, the professor’s ancient notes, the lack of opportunity for studentfeedback, 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. Whatargumentation 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 andschools 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 themerits 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 forfirst- 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,684-6851. 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 andpractice 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 negativeclassroom 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 feedbackfrom 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 classes and smaller classes compare withDaniels’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 OutlineThesis: 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 profitabilityand teachers and students find it easier (13).5. Small, interactive classes benefit both students and teachers (14).。

PART FOUR: HANDBOOK OF SENTENCE SKILLSChapter 20: FragmentsActivity 1 on Dependent Word Groups (407-408)Note: Answers will vary; examples are shown.1.Unless I start practicing more, I am not going to perform very well at the recital.2.Although I had studied for several hours, I still didn’t pass the exam.3.Because I had just gotten paid,I was able to buy all my textbooks.4.Until the new mall opened, we shopped in town.5.The car that I bought turned out to be a lemon.Activity 2 on Dependent-Word Fragments (page 408)1. Whenever I turn on the vacuum, my cat flattens herself and tries to get out of theroom.…room, whenever I….2. Philadelphia was originally a Quaker colony. That was founded by William Pennin 1681.…Quaker colony that was founded by William Penn in 1861.3. Anna is the manager of the new neighborhood garden. That was started toencourage people to grow their own food.…garden that was started to encourage people to grow their own food.4. Since Connor first began watching NOVA. He has been fascinated with space.… NOVA, he has been….5. Roman law was first recorded in 450 B.C. in what was known as the “twelvetablets.” It lasted for many centuries. Until the fall of the eastern Roman Empirenearly 2,000 years later.… for many centuries until the fall of…Activity 3 on -ing Fragments (page 410)1. Ramses II ruled over Egypt from 1279 to 1212 B.C., making his country strongerthan ever before.2. … street. It came to a stop at my house.3. The reason for this was that a research paper had just been assigned to students inan ancient history class.Activity 4 on -ing and to Fragments (410-411)Note: Answers may vary.Langan, College Writing Skills with Readings, 9e IM - 11. Knowing she had not finished the book, Madelyn was very nervous about goingto class.2. I hired a neighbor boy to mow my lawn and weed the garden.3. Searching for the right filament for his incandescent light bulb, Thomas Edison(1847-1931) found that a strip of carbonized bamboo could glow for 1,200 hours.4. Cullen and Bryson have been friends since first grade. They are graduating fromhigh school this May.5. To get his company to grow rapidly, Harvey Firestone launched a vigorousmarketing campaign.Activity 5 on Added-Detail Fragments (page 412)1. [For example, purchasing clothes at a discounted price.] For example, shepurchases clothes at a discounted price.2. Several nineteenth-century inventors had designed self-propelled vehicles like theone that ran on high-pressure steam.3. I love to eat “b” vegetables such as broccoli, Brussels sprouts, and beans, becausethey are full of vitamins.Activity 6 on Added-Detail Fragments (413)Note: Methods of correction may vary.1. The music festival had an amazing lineup. For example, the Black Eyed Peas,Maroon 5, and Coldplay are all scheduled to perform.2. Some European countries, such as Switzerland and Portugal, remained neutralduring World War II.3. The house was overrun with cats. At least twenty of them lived there.4. Chloe loves to collect rare pieces of pottery like jasperware.5. I know why I had to learn certain subjects in high school, such as Americanhistory.Activity 7 on Missing-Subject Fragments (page 414)Note: Methods of correction may vary.1. Ben loves to study math and science, but he refuses to study history.2. They have an amazing gluten-free spinach pizza with fresh nut-free pesto.3. Kendall is allergic to dairy. She goes into anaphylactic shock and loses her abilityto breathe.4. When we arrived in Chicago, we took a train from the airport to the center of thecity. Then we walked a few blocks to our hotel.5. Next fall, I plan to take a course in calculus and to join the mathematics club. Review Test 1 (415-416)Langan, College Writing Skills with Readings, 9e IM - 21. F 5. F 9. C 13. C 17. F2. C 6. C 10. F 14 F 18. C3. C 7. C 11. C 15. C 19. F4. C 8. F 12. F 16. C 20. CCorrectionsNote: Methods of correction may vary.1. For children in areas that get snow, there are stages of snow days.5. Making snowmen, drinking hot chocolate, and watching movies are favoriteactivities.8. …excitement of day one, but often lead into cabin fever, boredom, and frustration.10. Although movies are still an option, parents begin to feel guilty that …12. They suggest studying.14. However, if more snow days occur, reality sets in and despondency grows ...17. …to maintain normalcy, and they start bargaining with the school district….19. The final stage for parents is despair, as the kids grow more and more restless. Review Test 2 (416-417)1. We both began to tire as we passed the halfway mark in the race. But wheneverI’d hear Reggie’s footsteps behind me, I would pump my legs a little faster.2. The American Southwest is home to several Native American nations, such as theNavajo, the Apache, and the Pueblo. The East is the land of the Huron andIroquois, along with the Delaware and the Mohegan.3. Punching all the buttons on the radio in sequence, Phil kept looking for a goodsong. He was in the mood to cruise down the highway and sing at the top of hisvoice.4. My children joke that we celebrate “Hanumas” with our Jewish neighbors. Weshare Hanukkah and Christmas activities, including making potato pancakes attheir house and decorating our tree.5. Pop artists gained fame in the 1950s, reacting to the more established art formslike expressionism, which preceded them. They portrayed common images fromeveryday life, such as Coke bottles and soup cans.6. Our landlord often invites her tenants to dinner, and allows them to use herwasher and dryer. By doing such things, she has become known as the kindestperson in our neighborhood.7. The alley behind our house was flat except for a wide groove in the center. Weused to sail paper boats down the groove whenever it rained hard enough to createa “river” there.8. Don passed the computer school’s aptitude test. This qualifies him for ninemonths of training. Don kidded that anyone could be accepted if he or she had$4000.Review Test 3 (page 417)Langan, College Writing Skills with Readings, 9e IM - 3Note: Answers will vary; examples are given.1.…in debt as a result of…2.…manage money, students should be required...3.…classes from elementary school...4.…to budget allowances, how to save...5.…get older, classes could be…6.…different concepts like compound interest...7.…history of economics, how the government…8.…economics even further, explaining general interest…9.…to intern at various businesses to learn economics…10.…poor spending choices and enjoy better…Chapter 21: Run-OnsActivity 1 on Period and a Capital Letter (420-421)1. today. It 6. velocities. He2. image. They 7. Zimbabwe. Then3. friends. I 8. services. He4. plant. It 9. Spanish. He5. style. Her 10. mysteries. SheActivity 2 on Comma and a Joining Word (page 422)1. and 6. but2. and 7. and3. but 8. so4. but 9. but5. for 10. soActivity 3 on Comma and a Joining Word (page 423)Note: Answers will vary; examples are given.1., but it’s not very clean.2., for he had a daytime job.3., and after dinner she went to the library.4., so she enrolled in a history class.5., but I wasn't hungry.Activity 4 on Period and a Capital Letter or Comma and a Joining Word (423-424) Note: Answers may vary; examples are shown.Langan, College Writing Skills with Readings, 9e IM - 41. Scheele, and 6. stiff, but soaking2. environment. They 7. work. Some3. heat, so I 8. England, so4. Russia. We 9. Correct5. old, yet 10. city. WeActivity 5 on Semicolon (page 425)1. plates; they 6. Japan; it2. America; it 7. window; Joey3. immense; it’s8. microscope; he4. bacon; her 9. street; the5. covers; she 10. 1948; laterActivity 6 on Semicolon with a Transitional Word (page 426)1. ; as a result, (or thus, consequently, or therefore)2. ; on the other hand, (or however)3. ; in addition, (or furthermore)4. ; meanwhile,5. ; consequently, (or thus, as a result, or therefore)Review Test 1 (page 427-428)Note: Some answers may vary.1. Empire; it 7. War I; Slovakia2. countries. In 8. Communists, and3. invaded. They 9. Correct4. Turks; the 10. Republics. Prime5. capital, and 11. countries; this6. 1867. Franz 12. CorrectReview Test 2 (Page 428)Note: Answers may vary.1. brain; then Or: brain, and then Or: brain. Then2. heels, and then Or: heels; then Or: heels. Then3. diner, and a Or: diner. A Or: diner; a4. occult. It Or: occult, for it Or: occult; it5. parents, for this Or: parents. This Or: parents; this6. World War II, but Or: World War II. The Or: World War II; the7. deafness, so he Or: deafness. He Or: deafness; he Langan, College Writing Skills with Readings, 9e IM - 58. far, so larger Or: far. Larger Or: far; larger9. common. No Or: common, for no Or: common; no10. world, so Or: world. I Or: world; I Chapter 22 : Misplaced ModifiersActivity 1 on Misplaced Modifiers (430-431)Note: The underlined part in each of the corrections below shows what had been a misplaced modifier.1. The patient on the psychiatrist’s couch talked about his childhood.Or: On the psychiatrist’s couch, the patient talked about his childhood.2. With swiveling heads, the crowd watched the tennis players.3. Vonnie put four hamburger patties, which she was cooking for dinner, on thecounter.4. Steve carefully hung in the bedroom closet the new suit that he would wear to hisfirst job interview.5. The novel that Annie had borrowed from her cousin was about a pioneer family.6. The latest Denzel Washington movie has opened in almost 2,200 theaters acrossthe country.7. The chef advised us to place the casserole in a preheated oven to be cookedproperly.8. Owing two m onths’ rent, the tenants left town in a dilapidated old car.Or: The tenants, owing two months’ rent, left town in a dilapidated old car.Or: The tenants who owed two months’ rent left town in a dilapidated old car.9. The plan was to construct a church made of brick and stone on an acre of land.10. In the greenhouse, I discovered an unusual plant that oozed a milky juice. Review Test 1 (page 431)1. MM 6. C2. C 7. MM3. C 8. C4. MM 9. MM5. MM 10. CReview Test 2 (page 432)Note: The underlined part in each of the corrections below shows what had been a misplaced modifier.1. A poet and professor,Henry Wadsworth Longfellow was born in 1907 in Portland,Maine.Langan, College Writing Skills with Readings, 9e IM - 62. One of Longfellow’s most famous poems is “Paul Revere’s Ride,” depicting anhistorically important night during the Revolutionary War.3. In a poem, Longfellow wrote that rainbows are flowers that have died and gone toheaven. Or: Longfellow wrote in a poem that rainbows are flowers that have diedand gone to heaven.4. Longfellow’s wife, Frannie, died from terrible burns when her dress caught fire.5. Longfellow never fully recovered and, eighteen years later, he commemorated hiswife’s death in the sonnet, “The Cross of Snow.”Chapter 23: Dangling ModifiersActivity 1 on Dangling Modifiers (434-436)Note: Answers may vary.1.When I applied a salve to the burn on my leg, the pain soon subsided.2.Marching across the field, the soldiers could see a distant river.3.One can relieve stress by practicing daily relaxation techniques.4.Avoiding foods high in fat and calories, Paul drastically improved his health.5. Since it was lit by several floodlights, the stage was clearly visible to the audience.6. As I was running through the rain, the puddles soaked my pants.7. Because so many people were crammed tightly in the elevator, the doors wouldn’tclose.8. Hoping to make his employees more comfortable, the new boss purchased adozen new chairs.9. After the potholes were fixed, the roadway was smooth.10. Screaming loudly, the young children on the roller coaster were scared.Review Test 1 (page 436)1. DM 6. C2. C 7. C3. C 8. DM4. DM 9. DM5. DM 10. CReview Test 2 (436-437)1. Hoping to achieve higher test scores, students sometimes have one top-performing student take the SAT or other standardized tests for them.2. Embarrassed by the widespread cheating, the testing companies have introducedtighter rules.3. Required to upload verified photo ID pictures when they register and take theexam, students must now meet stricter identification standards.Langan, College Writing Skills with Readings, 9e IM - 74. Stored in databases, the photos can be accessed by high school and collegeadmissions personnel.5. The new rules have made it harder for students to cheat on the SAT and ACT. Review Test 3 (page 437)Note: Answers will vary; examples are shown.1., Barry slowed the car down.2., the vase broke when I set it down too hard.3., the kids got soaking wet.4., Rosalie was admitted to Harvard Law School.5., Terry had gloomy thoughts of death.Section II: MechanicsChapter 24: Manuscript FormActivity 1 (440)Note: Order of answers may vary.2. Right-hand margin should not be crowded.3. Title should not be in quotation marks.4. In title, the word “Alone” should be capitalized.5. A line should be skipped below the title.6. Paragraph indent is needed.7. The first sentence should stand independent of the title. (Here, the meaning of“This” depends on the title.)Chapter 25: Capital LettersActivity 1 (443-444)1. Orlando . . . Florida….Disney….World2. M cdonald’s…Quarter-Pounder…Big….Mac…Coke3. Born…Raised…Shadow…Days4. Brianna…July…Connor…Matteo…Campbell5. The . . . Black…Eyed…Peas…Fergie’s6. Rory . . . Maggie. . . Noah. . . Highlights7. Vineyard…West…Chop8. Daisy…Troop…Cedar…Creek…Elementary9. Dr. . . . Landown10. Tuesday . . . Labor. . . Day. . .Moore. . .HallActivity 2 (page 446)Langan, College Writing Skills with Readings, 9e IM - 81. Boston…Tea…Party…British…American2. Korea . . . French . . . Swiss . . . Chinese3. Uncle … Harvey4. Introduction . . . W eb … Design5. VietnameseActivity 3 on Unnecessary Use of Capitals (page 447)1. provinces…north…east…west2. world's…continent…countries…nations3. electron . . . microscope . . . television . . . atomic4. poem . . . epic . . . poem . . . warrior5. saga…rise…fallReview Test 1 (447-448)1. French…British2. British…United…States…America…French…revolution3. French . . . Third…Estate…they…First…Estate4. July…Parisian…Bastille5. Monarchy…the…Reign…Terror6. A . . . France . . . Napoleon7. Emperor . . . Napoleon. . . French . . . Russia8. European . . . Alliance . . . Napoleon9. nationalism . . . Europe10. Congress . . . Vienna . . . monarchs. . .Europe. . .nineteenth. . .century Chapter 26: Numbers and AbbreviationsActivity 1 on Numbers (page 451)1. three-thirty 3:30 . . . one-sixteen 116 . . . Forty-Second 42nd2. four o'clock 4:00…twenty 203. fifty 50 . . . tenth 10 (or 10th)Activity 2 on Abbreviations (451-452)1. Nov. November . . . Jan. January . . . lbs. pounds2. A.M. morning…caf cafeteria3. p.o. post office . . . min. minutes . . . dol. dollarsReview Test 1 (page 452)1. S. ShiveLangan, College Writing Skills with Readings, 9e IM - 92. Prof. Professor3. four 44. Prof. Professor5. 3 three6. Psych. psychology7. Sept. September8. twenty 209. Psych.drs. psychologists10. exp. experimental11. One 112. & and13. 3rd third14. 7 seven15. pg. page16. fifty-six 5617. Hosp. Hospital18. one-thirty 1:3019. ped. pediatric20. psych. psychology21. dept. department22. Thx. Thank you23. Tom Thomas ShiveSection III: PunctuationChapter 27: ApostropheActivity 1 on Apostrophe in Contractions (page 455)1. Aren't2. they’re . . . don't3. I’m . . . who’s4. W ho's…it's…We're5. can’t . . . there’sActivity 2 on Apostrophe to Show Ownership or Possession (page 457)1. Great Britain's capital 6. Libby’s car2. One of New York City's major attractions 7. In the bakery’s window3. Switzerland's three official languages 8. Caden’s apartment4. The Previn family's piano 9. Brock’s tennis shoes5. John’s computer10. Whitney Parker’s house Activity 3 on Apostrophe to Show Ownership or Possession (page 458)Langan, College Writing Skills with Readings, 9e IM - 10Note: Sentence responses will vary; below are the possessive forms of the given words.2. The government’s3. Annalise’s4. The grocery store’s5. The golden retriever’s6. The ski resort’sActivity 4 on Apostrophe versus Simple Plurals (page 459)1. Possessive: wife’s armPlural: skates2. Possessive: Vonette’s decisionPlurals: predictions . . . opportunities3. Possessive: Picasso's paintingsPlurals: paintings…museums4. Possessive: doctor’s requestPlural: scars5. Possessive: people’s names, world’s countriesPlurals: names . . . countries6. Possessive: Seville's manyPlurals: attractions…Moors…centuries7. Possessive: children’s shoutsPlurals: shouts . . . eggs . . . lightbulbs . . . items8. Possessive: Tina’s camping handbookPlurals: tablets . . . ropes9. Possessive: children's novelPlurals: readers…ye ars10. Possessive: rattlesnake’s headPlural: eyesActivity 5 on Apostrophe with Plurals Ending in -s (page 460)1. campers’ tents2. Johnsons' daughters3. cities' subway and bus systems4. twins’ habit5. cars’ windshieldsReview Test 1 (page 460)1. state’s corrected to states’2. capital’s corrected to capitals3. Virginias corrected to Virginia’s4. wouldnt corrected to wouldn’t5. lions corrected to lion’sLangan, College Writing Skills with Readings, 9e IM - 116. Kentuckys corrected to Kentucky’s7. boys’ corrected to boys8. Conn ecticuts corrected to Connecticut’s9. Arkansas’ corrected to Arkansas’s10. rocks’ corrected to rocks11. States corrected to State’s12. students corrected to students’Chapter 28: Quotation MarksIntroductory text (page 462)1. capital2. new3. Commas4. insideActivity 1 on Set Off Words of a Speaker or Writer (462-463)1. Several people have been credited with saying, “The more I see of people, themore I like dogs.”2. "Let nature be your teacher," advised the poet William Wordsworth.3. According to the Bible, "The laborer is worthy of his hire."4. “The ballot,” said Abraham Lincoln, “is stronger than the bullet.”5. “When chefs go to great lengths,” the woman at the diet center said, “I go to greatwidths.”6. My frien d said that when she dies, she wants her headstone to read, “She lived lifeto the fullest!”7. “I apologize that my homework is tattered and stained,” said the child, “but Idropped it in a mud puddle.”8. Marilyn Monroe said, “I restore myself when I’m alone.”9. The article warned residents, “Severe weather is expected to arrive within the nexttwo days.”10. Although he is most known for being funny, when Robin Williams said, “Nomatter what people tell you, words and ideas can change the world,” he wasgiving serious advice.Activity 3 on Indirect Quotations (page 465)2. Monica said, "My grandmother has been the role model for several women in myfamily."3. Angelo said, “I want a box of the extra-crispy chicken.”4. My history professor told us, "Tomatoes were first grown in Peru."5. The instructor announced, “Thursday’s test has been canceled.”Activity 4 on Titles (page 466)Langan, College Writing Skills with Readings, 9e IM - 121. In her short story “A Sea Worry,” Maxine Hong Kingston describes a group ofteenage surfers and a mother who tries to understand them.2. The January issue of Discover magazine included an article entitled "Lost Citiesof the Amazon."3. We read the chapter “Pulling Up Roots” in Gail Sheehy’s book Passages.4. Raymond gave me a copy of last month's National Geographic magazine, whichfeatured a story called "Saving Energy: It Starts at Home."5. The movie Casablanca, which starred Humphrey Bogart, was originally cast withRonald Reagan in the leading role.6. One of my grandfather's favorite old TV shows was Thriller, a horror serieshosted by Boris Karloff, the man who starred in the 1931 movie Frankenstein.7. When the Beatles’ movie A Hard Day’s Night was first shown, fans screamed somuch that no one could hear the songs or the dialogue.8. Pinned on Jeffery's wall is the cover of a recent issue of Rolling Stone. The coverhas a photo of the British rock group The Rolling Stones.9. The sociology test will cover the first two chapters: “Culture and Diversity” and“Social Stratification.”10. An article in Consumer Reports called “Which Cereal for Breakfast?” claims thatchildren can learn to like low-sugar cereals like Cheerios and Wheaties.Review Test 1 (467-468)1. In Monty Python and the Holy Grail, John Cleese famously says, “I fart in yourgeneral direction. Your mother was a hamster and your father smelt ofelderberries.”2. In The Usual Suspects, Verbal Kint (Kevin Spacey) claims, “The greatest trick thedevil ever pulled was convincing the world he didn’t exist.”3. In the short story, “The Death of Ivan Ilych,” Leo Tolstoy writes, “In place ofdeath there was light.”4. “Remember to let her into your heart,” is one of the memorable lines from theBeatles’ song, “Hey Jude.”5. Tom Hanks plays a coach in A League of Their Own, but it certainly i sn’t hisfinest moment when he yells at one of his players, “Are you crying? There’s nocrying! There’s no crying in baseball!” [Correct]6. Forrest Gump includes many quotable lines, such as, “Run, Forrest, run. Run,Forrest!” and “Mama says, ‘Stupid is as stupid does.’”7. Richard Wilbur opens his poem, “The Writer,” with these lines, “In her room atthe prow of the house/ Where light breaks, and the windows are tossed withlinden,/ My daughter is writing a story.”8. Emily Blunt’s character in The Devil Wears Prada explains, “I’m just onestomach flu away from my goal weight.”9. “Find a truly original idea. It is the only way I will ever distinguish myself. It isthe only way I will ever matter,” John Nash moans in A Beautiful Mind.10. Robin Williams inspires his students in Dead Poets Society when he says, “…Butif you listen real close, you can hear them whisper their legacy to you. Go on, Langan, College Writing Skills with Readings, 9e IM - 13lean in. Listen, you hear it? Carpe, Carpe diem. Seize the day, boys. Make yourlives extraordinary.”Activity 1 on Comma Between Items in a Series (page 470)1. southern swamps, streams, lakes, and other2. hammock, popped open a frosty can of soda, and3. warm, deep, swirling4. eyes, relaxed manner, and5. soft, warmActivity 2 on Comma After Introductory Material (page 471)1. bacteria, penicillin2. wildly, Jesse3. states, the Appalachian4. begin, the audience5. brook, we noticedActivity 3 on Commas Around Words Interrupting the Flow of Thought (page 472)1. large pines, swaying in the wind,2. Hawaii, which became the fiftieth state in 1959,3. Liam Bage, an avid football fan,4. weather, windy and wild,5. actress, who has starred in many plays,Activity 4 on Comma Between Complete Thoughts (473-474)1. bulletin, and 6. reruns, so2. Correct 7. camera, or3. parlor, for 8. Correct4. trees, and 9. Correct5. tissue, but 10. CorrectActivity 5 on Comma with Direct Quotations (page 474)1. whisper, “Ladybird2. bursting," said3. a nnounced, “Tomorrow4. it,” the detective …. murderer, “and I…5. gap,” the conductorActivity 6 on Comma with Everyday Material (page 475)Langan, College Writing Skills with Readings, 9e IM - 141. Dublin, Maggie,2. July 15, 2009…Woodbridge Avenue, Fort Myers, Florida3. 875,000 . . . October 16, 19954. shows, Elaine, . . . 1,231 . . . Sarasota, Florida5. Highway, Great Plains, MinnesotaReview Test 1 (page 476)Note: Wording of rules may vary.1. tissues,” said . . . professor, “were(comma with direct quotation)2. large, juicy…sweet, cold, and refreshing(comma between items in a series)3. theater, we(comma after introductory material)4. counter, but(comma between two complete thoughts)5. reading, “Humans(comma to set off a direct quotation)6. plants, which now sell for very high prices,(commas with words interrupting the flow of thought)7. twenty-one, Tiger(comma after introductory material)8. Tucson, a large city in Arizona,(commas with words interrupting the flow of thought)9. Tunisia, Libya, Niger, Mali, and Mauritania(comma between items in a series)10. dogs, like most animals,(commas with words interrupting the flow of thought)Review Test 2 (page 477)1. gym, Nikki2. said, “Golf3. faculty, Jason's4. highway, so5. C6. ceremony, students fanned themselves with commencement programs,7. dead, the space shuttle . . . February 1, 2003.8. little,” said Ernie, “my9. medieval art, which is part of the New York Metropolitan Museum of Art,10. June 24, 1948, the Soviet Union…However, this…May 11, 1949, when Review Test 3 (477-478)Langan, College Writing Skills with Readings, 9e IM - 151. students, engenders2. evaluation, she3-4. students, except two,5. activity, and6. students, “Either7. activity, they8. portfolios, and9. portfolio, and10. expository, andChapter 30: Other Punctuation MarksActivity 1 on Colon (page 48001. speech:2. used:3. education:Activity 2 on Semicolon (page 480)1. creates; Shiva…destroys; and2. camera; my last3. $200; by . . . $100; andActivity 3 on Dash (page 481)1. leg—broken in three places—lay2. lives—they3. thing—a hotActivity 4 on Parentheses (page 481)1. independent (the country had been part of the Soviet Union since 1922), in2. seasons (1984–1996).3. Stone (Book 1), IActivity 5 on Hyphen (page 482)1. blood-red . . . picture-perfect2. lily-covered…sweet-smelling3. well-written . . . nerve-rackingReview Test 1 (482-483)Langan, College Writing Skills with Readings, 9e IM - 161. nephew—it's2. sister (who will be six next week) started3. students: “Always4. cherry-flavored5. Fermium (named after the Italian physicist Enrico Fermi, who helped develop theatomic bomb) is6. first-grader; . . . third-grader;7. class—read8. warm-hearted9. groups; other10. toilet: hireSection IV: Word UseChapter 31: Effective Word ChoiceNote: Answers may vary in all of the sentences that follow.Activity 1 on Slang (486-487)1. When our car broke down, the police were very helpful; they called a tow truck,which got there very quickly.2. I was astonished when I saw my parents dancing to rock music at my cousin'sanniversary party.3. Theo was so tired after his workout at the gym that he couldn’t find the energy todefrost a frozen dinner.4. When Rick tried to flirt with Lola at the school party, she told him to leave.5. The entire town was thrilled that the corrupt mayor was arrested.Activity 2 on Clichés (page 488)1. got away with murderAs the only girl in an otherwise all-boy family, I could do anything I wanted.Or: I was spoiled.2. on top of the world…as healthy as a horseI was extremely happy to hear that I was in excellent health.3. a shot in the darkMy suggestion is just a guess, but it’s better than nothing.4. more than she bargained forJanice got more work than she expected when she offered to help Larry with hishomework.5. stone's throw…as good as it getsNear the Colosseum in Rome are some restaurants where the food is the best inthe world.6. really hits the spotLangan, College Writing Skills with Readings, 9e IM - 17。

A N S W E R K E YPart Four: Handbook of Sentence Skills23 Subjects and VerbsActivity, 4021. The ripening tomatoes glistened on the sunny windowsill.2. Acupuncture reduces the pain of my headaches.3. Elena twisted a strand of hair around her fingers.4. My brother built his bookshelves from cinder blocks and planks of wood.5. A jackrabbit bounds up to fifteen feet in one leap.6. The singer‘s diamond earrings sparkled in the spotlight.7. My roommate dries her nylons over the lampshade in her bedroom.8. On St. Patrick‘s Day, our neighborhood tavern serves green beer.9. My six-year-old brother survives on a diet of peanut butter and jelly.10. During my parents‘ divorce, I felt like a rag doll being torn between two people.Activity, 4041. A thick layer of dust covers the top of our refrigerator .2. In June, sagging Christmas decorations were still hanging in the windows of the abandoned house.3. The people in the all-night coffee shop seemed weary and lost.4. Every plant in the dim room bent toward the small window.5. A glaring headline about the conviction of a local congressman attracted my attention.6. Two of the biggest stores in the mall are going out of business.7. The modem‘s tiny red lights suddenly started to flicker.8. A neighbor of mine does all her work at home and E-mails it to the office.9. The jar of peppercorns tumbled from the spice shelf and shattered on the floor.10. The scar in the hollow of Brian‘s throat is the result of an emergency operation to clear his windpipe. Review Test, 4051. With one graceful motion, the shortstop fielded the grounder and threw to first base.2. Like human mothers, sheep and goat mothers develop close bonds with their babies.3. Before class, Antoinetta and Jorge rushed to the coffee machine in the hall.4. I shifted uncomfortably on the lumpy mattress before falling into a restless sleep.5. Waiting in the long ticket line, Matt shifted his weight from one foot to the other.6. Ancient Egyptians were brandingcattle more than four thousand years ago.7. Lilacs and honeysuckle perfume our yard on summer nights.8. The driver abruptly halted her Jeep and backed up toward a narrow parking place.9. During the American Revolution, some brides rejected white wedding gowns and wore red as a symbolof rebellion.10. The little girl‘s frantic family called a psychic to locate the child.24 FragmentsNote: For each item the fragment, or that part of the original fragment not changed during correction, is underlined.Activity 1 (Dependent–Word Fragments), 408–409Answers will vary.Activity 2 (Dependent-Word Fragments), 409–4101. Whenever I spray deodorant, my cat arches her back.2. We had a great time playing football in the house until he came home for the weekend.3. If Kim takes too long saying good-bye to her boyfriend, her father will start flicking the porch light.4. Scientists are studying mummified remains that are thousands of years old.5. Before I turn on the microwave oven, I have to turn off the overhead light in the kitchen.Activity 1 (-ing Fragments), 4111. Marble-sized hailstones fell from the sky, flattening the young plants in the cornfield.2. They came to a stop at my house.3. The reason for this is that I am partially deaf.Activity 2 (-ing and to Fragments), 412Answers may vary.1. Looking at the worm on the table, Shelby groaned.2. I put a box of baking soda in the freezer to get rid of the musty smell.3. Staring at the clock on the far wall, I nervously began my speech.4. Fantasizing about the upcoming weekend, Jerome sat quietly at his desk.5. To get to the bus station from here, you have to walk two blocks out of your way.Activity 1 (Added-Detail Fragments), 413–4141. For example, he sees the new movies first.2. And his fingertips are always black, like ink pads.3. Electronic devices, such as video cameras and cell phones, keep getting smaller.Activity 2 (Added-Detail Fragments), 414Methods of correction may vary.1. Left-handed students face problems. For example, they must sit at right-handed desks.2. Mrs. Fields always wears her lucky clothes, such as a blouse printed with four-leaf clovers, to bingo.3. Hundreds of moths were swarming around the stadium lights like large flecks of snow.4. For instance, he buys and sells comic books and movie posters.5. I wonder now why I had to learn certain subjects, such as geometry.Activity (Missing-Subject Fragments), 415–416Answers may vary.1. Then she does fifty sit-ups.2. I like all kinds of pizza but refuse to eat frozen pizza.3. They break out in hives when they eat it, andthey can even have trouble breathing.4. To distract me, the dentist tugged at a corner of my mouth. Thenhe jabbed a needle into my gums andinjected a painkiller.5. Last semester, I took six courses and worked part-time in a discount drugstore.Review Test 1, 4171. C 5. C 9. C13. C 17. C2. F 6. F 10. C14 F 18. C3. F 7. F 11. F15. C 19. F4. C 8. C 12. C16. F 20. CCorrections (methods of correction may vary):2. I‘m starting to think there is no safe place left to ride a bicycle.3. When I try to ride in the highway, in order to go to school, I feel like a rabbit being pursued bypredators.6. Drivers whip past me at high speeds and try to see how close they can get to my bike without actuallykilling me.7. When they pull onto the shoulder of the road or make a right turn, drivers completely ignore my vehicle.11. Regardless of an approaching bike rider, street-side car doors will unexpectedly open.14. Frustrated drivers who are stuck in traffic will make nasty comments or shout out obscene propositions. 16. While jaywalking across the street, the pedestrian will treat me, a law-abiding bicyclist, to a witheringlook of disdain.19. Pedestrians may even cross my path deliberately, as if to prove their higher position in the pecking orderof the city streets.Review Test 2, 4181. We both began to tire as we passed the halfway mark in the race. But whenever I‘d hear Reggie‘sfootsteps behind me, I would pump my legs a little faster.2. I have a few phobias, such as fear of heights and fear of dogs. My ultimate nightmare is to be trapped ina hot-air balloon with three German shepherds.3. Punching all the buttons on the radio in sequence, Phil kept looking for a good song. He was in themood to cruise down the highway and sing at the top of his voice.4. My children joke that we celebrate ―Hanumas‖ with our Jewish neighbors. We share Hanukkah andChristmas activities, including making potato pancakes at their house and decorating our tree.5. I noticed two cartons of cigarettes sticking up out of my neighbor‘s trash bag. I realized that he hadmade up his mind to give up smoking for the fifth time this year.6. I‘ve decided to leave home and rent an apartment with my best friend. By being away from home andon my own, I will get along better with my parents.7. The alley behind our house was flat except for a wide groove in the center. We used to sail paper boatsdown the groove whenever it rained hard enough to create a ―river‖ there.8. Don passed the computer school‘s aptitude test, which qualifies him for nine months of training. Donkidded that anyone could be accepted if he or she had $4000.Review Test 3, 419Answers will vary.25 Run-OnsActivity (Period and a Capital Letter), 422–4231. job. They 6. words. He2. wills. She 7. scissors. Then3. dressing. She 8. roof. Their4. water. They 9. work. Every5. environment. They 10. movies. IActivity 1 (Comma and a Joining Word), 4241. but 6. so2. and 7. but3. so 8. and4. for 9. for5. but 10. so or andActivity 2 (Comma and a Joining Word), 424–425Answers will vary.Activity 3 (Period and a Capital Letter or Comma and a Joining Word), 425–426Corrections may vary.1. refrigerator, and then 6. stiff, but soaking2. environment. They 7. work. Some3. heat, so I 8. house. Now4. Russia. We 9. Correct5. T-shirts. The 10. city. We Activity (Semicolon), 4271. plates; they 6. house; they2. week; now 7. window; Joey3. immense; it‘s 8. microscope; he4. bacon; her 9. street; the5. covers; she 10. fist; later Activity (Semicolon with a Transitional Word), 4291. ; as a result, (or thus, consequently, or therefore)2. ; however, (or on the other hand)3. ; otherwise,4. ; meanwhile,5. ; nevertheless, (or however)Review Test 1, 430–431Corrections may vary.1. break, but 6. victims, so2. drivers. When 7. marriage. Five3. tray. Then 8. health, so4. bare, and they 9. schoolwork. The5. corner. A 10. CorrectReview Test 2, 431–4321. days. Its Or: days, and its Or: days; its2. heels. Then Or: heels, and then Or: heels; then3. diner. A Or: diner, and a Or: diner; a4. occult. It Or: occult, for it Or: occult; it5. parents. This Or: parents, for this Or: parents; this6. intersection. Rusty Or: intersection, but rusty Or: intersection; rusty7. deafness. He Or: deafness, so he Or: deafness; he8. far. Larger Or: far, so larger Or: far; larger9. common. No Or: common, for no Or: common; no10. soda. It Or: soda, but it Or: soda; itReview Test 3, 432Corrections may vary.coming, so theyrelax. Thenbathroom; shedoor. Itcoffee, but IReview Test 4, 432Answers will vary.26Regular and Irregular VerbsActivity (Present Tense Endings), 434 Activity (Past Tense Endings), 4351. wakes 1. caved2. clowns 2. complained3. watches 3. realized4. wants 4. burned5. works 5. edged Activity (Irregular Verbs), 4381. chose chosen 6. rung rang2. begun began 7. forgot forgotten3. drunk drank 8. went gone4. breaked broke 9. throwed thrown5. shrunkshrank 10. blowed blew Activity (Nonstandard Forms of Irregular Verbs), 4401. be is 6. were was2. have has 7. was were3. were was 8. was were4. have had 9. done did5. was were 10. do does Review Test 1, 4411. walk walked 6. doesn‘t don‘t2. stole stolen 7. begun began3. choose chose 8. check checked4. tore torn 9. has have5. has have 10. sticked stuck Review Test 2, 441Answers will vary.27 Subject-Verb AgreementActivity (Words Between Subject and Verb), 442–4431. Some members of the parents‘ association want to ban certain books from the school library.2. Chung‘s trench coat, with its big lapels and shoulder flaps, makes him feel like a tough private eye.3. Misconceptions about apes like the gorilla haveturned a relatively peaceful animal into a terrifyingmonster.4. The rising cost of necessities like food and shelter forces many elderly people to live in poverty.5. In my opinion, a few slices of pepperoni pizza make a great evening.Activity (Verb Before Subject), 443 Activity (Compound Subjects), 4561. are 1. sit2. are 2. cover3. do 3. knows4. were 4. were5. was 5. smellActivity (Indefinite Pronouns), 4451. suits 3. are 5. falls2. mentions 4. entersReview Test 1, 445–4461. are 6. damages2. was 7. was3. seem 8. makes4. are 9. clean5. contains 10. isReview Test 2, 446is are 1. Martha and her motherlook looks 2. Neitherwas were 3. Three goats, a potbellied pig, and a ducklooks look 4. ballsis are 5. low-calorie cola and the double-chocolate cakeinterfere interferes 6. odorare is 7. Oneis are 8. gum and some tapebegin begins 9. manhave has 10. EachReview Test 3, 447Answers will vary. Subjects for sentences 1, 2, 3 and 4 are underlined below.1. The magazines under my roommate‘s bed . . .2. The car with the purple fenders . . .3. My boss and her secretary . . .4. Neither of the football players . . .28 Additional Information About VerbsActivity (Verb Tense), 449 Activity (Helping Verbs), 450 Activity (Verbals), 451Answers will vary. Answers will vary. Answers will vary.29 Pronoun Agreement and ReferenceActivity (Pronoun Agreement), 453 Activity (Indefinite Pronouns), 4541. they 1. her2. them 2. he3. they 3. its4. their 4. his or her5. it 5. him Activity (Pronoun Reference), 455–456The rewritten part of each sentence is underlined. Corrections may vary slightly.1. Dad spent all morning bird-watching but didn‘t see a single bird.2. At the fast-food restaurant, the counterpeoplegive you free glasses with your soft drinks.3. Ruth told Annette, ―My bouts of depression are becoming serious.‖ Or:Ruth told Annette, ―Your boutsof depression are becoming serious.‖4. Dipping her spoon into the pot of simmering spaghetti sauce, Helen felt the spoon slip out of her hand.5. Pete visited the tutoring center because its staff can help him with his economics course.Review Test 1, 4561. her2. the shop employees3 his4. the subject5. he or sheReview Test 2, 456–4571. their his or her b.2. they the players a.3. he they b.4. their her b.5. they the owners a.30 Pronoun TypesActivity (Subject and Object Pronouns), 460–4612. S he3. S she4. S they5. S We6. S She7. S he8. O me9. O them10. O meActivity (Possessive Pronouns), 461–4621. its2. theirs3. hers4. ours5. yoursActivity (Demonstrative Pronouns), 4621. This here This2. them those3. them those4. that there that5. them thoseReview Test, 4631. them 6. me2. Those 7. I3. me 8. This4. theirs 9. hers5. her 10. I31 Adjectives and AdverbsActivity (Adjectives), 4661. best2. youngest3. worse4. most unusual5. leastActivity (Adverbs), 4671. rapidly2. thick3. continuously4. carefully5. heavyActivity (Well and Good), 4671. good2. well3. well4. good5. wellReview Test 1, 4681. less 6. truthful2. worse 7. suddenly3. quickly 8. thinner4. confidently 9. good5. well 10. warmestReview Test 2, 468Answers will vary.32 Misplaced ModifiersActivity, 469–470Note: The underlined part in each of the corrections below shows what had been a misplaced modifier.1. The patient on the psychiatrist‘s couch talked about his childhood.Or: On the psychiatrist‘s couch, the patient talked about his childhood.2. With swiveling heads, the crowd watched the tennis players.3. V onnie put four hamburger patties, which she was cooking for dinner, on the counter.4. Steve carefully hung in the bedroom closet the new suit that he would wear to his first job interview.5 Anne ripped on a car door the shirt that she made in sewing class.Or: Anne ripped the shirt that she made in sewing class on a car door.6. The latest Tom Hanks movie has opened in almost 2,200 theaters across the country.7. Wearing a bulletproof vest, the newscaster spoke softly into a microphone.Or: The newscaster, wearing a bulletproof vest,spoke softly into a microphone.8. Owing two months‘ re nt, the tenants left town in a dilapidated old car.Or: The tenants, owing two months‘ rent, left town in a dilapidated old car.Or: The tenants who owed two months‘ rent left town in a dilapidated old car.9. The woman with arthritis picked up a heavy frying pan.10. In the greenhouse, I discovered an unusual plant that oozed a milky juice.Review Test 1, 470–4711. MM 6. C2. C 7. C3. C 8. MM4. MM 9. MM5. MM 10. CReview Test 2, 471Note: The underlined part in each of the corrections below shows what had been a misplaced modifier.1. Henry Wadsworth Longfellow wrote in a poem that rainbows are flowers that have died and gone toheaven.Or: In a poem, Henry Wadsworth Longfellow wrote that rainbows are flowers that have died and gone to heaven.2. I filled almost an entire notebook with biology lab drawings.3. With envious eyes, the apprentice watched the master carpenter expertly fit the door.4. The photographer pointed the camera equipped with a special night-vision scope at the shy deer.Or:The photographer pointed at the shy deer the camera equipped with a special night-vision scope. 5. With tired faces, the people on the bus stared at the ceiling or read newspapers.33 Dangling ModifiersActivity, 473–4741. The audience cheered wildly as the elephants, dancing on their hind legs, paraded by.Or:The audience cheered wildly as the elephants paraded by, dancing on their hind legs.2. The police spokesperson said the suspect, last seen wearing dark glasses and a blond wig, was stillbeing sought.3. As I was pouring out the cereal, a coupon fell into my bowl of milk.4. I knew the limousine, which was escorted by dozens of police motorcycles, carried someone important.Or: Because it was escorted by dozens of police motorcycles, I knew the limousine carried someone important.5. Tired and exasperated, we had a fight that was inevitable.Or: Because we were tired and exasperated, the fight we had was inevitable.6. Fran had difficulty removing the anchovies, which were packed tightly in a tiny can.7. Raquel finally found her sneakers, which had been kicked carelessly under the bed.8. As I worked at the Xerox machine, the morning dragged on.9. While we were sitting at a sidewalk café, all sorts of interesting people passed by.10. Though they were somewhat warped, Uncle Zeke played his records from the forties.Or:Uncle Zeke played his somewhat warped records from the forties.Review Test 1, 474–4751. DM 6. C2. C 7. C3. C 8. DM4. DM 9. DM5. DM 10. CReview Test 2, 4751. Because I hadn‘t had much sleep, my concentration during class was weak.Or:Not having had much sleep, I couldn‘t concentrate very well during class.2. A team of surgeons successfully separated the Siamese twins, who were joined at the hip.3. While I was wading in the shallow surf, a baby shark brushed past my leg.4. While being restrained by federal marshals, the kidnapper was sentenced by the judge.Or: The judge sentenced the kidnapper, who was being restrained by federal marshals.5. Beth was in a sentimental frame of mind, so the music brought tears to her eyes.Review Test 3, 476Answers will vary.34 Manuscript FormActivity, 478(Order of answers may vary.)2. Right-hand margins should not be crowded.3. Title should not be put in quotation marks or underlined.4. ―Alone‖ should be capitalized in the title.5. A line should be skipped between the title and the first line of text.6. Paragraphs should be indented.7. The first sentence of the paper must stand independent of the title. (In the student paper, the reader mustrely on the title to know what ―This‖ in the first sentence refers to.)35 Capital LettersActivity, 481–4821. Beatles . . . Candlestick Park 6. Big River . . . Chilean . . .Atlantic2. Natural Health . . . Abraham Lincoln 7. Cowboys . . . Boston3. I . . . Vick‘s . . . Listerine 8. Diet Pepsi . . . HostessTwinkie4. Boy Scouts . . . Springfield . . . Illinois 9. Glamour . . . Men . . . Want5. Cape Cod . . . Massachusetts 10. Joan . . . Congratulations Activity, 4841. World War . . . Americans . . . Japanese2. Korea . . . French . . . Swiss . . . Chinese3. Uncle Harvey4. Introduction . . . Word Processing5. VietnameseActivity (Unnecessary Use of Capitals), 484–4851. forces . . . farmers2. aunt . . . convertible3. baseball . . . team . . . home . . . run4. book . . . unusual . . . museums . . . believe5. electron . . . microscope . . . television . . . atomicReview Test 1, 485–486 Review Test 2, 4861. HamptonPark . . . Tenth StreetAnswers will vary.2. Charlie Chaplin . . . Gloria Swanson3. Mammoth Cave . . . Kentucky4. Arkansas . . . President5. Groucho Marx6. Why . . . Groucho . . . Are7. Wash & Dry . . . Elm Street. . . I . . . Tide8. Mother . . . February . . . Groundhog Day9. Stone . . . The Birds . . . Tori Amos10. Polaroid . . . Trident . . . Jell-O36 Numbers and AbbreviationsActivity (Numbers), 4881. three-thirty 3:30 . . . one-oh-six 106 . . . Forty-Second 42d (or 42nd)2. 4 four . . . 75 seventy-five3. fifty 50 . . . tenth 10 (or 10th)Activity (Abbreviations), 4891. Nov. November . . . Jan. January . . . lbs. pounds2. aftern. afternoon . . . doc. doctor . . . appt. appointment3. p.o. post office . . . min. minutes . . . dol. dollarsReview Test, 4891. h.s. high school . . . 5,000 five thousand2. 3 three . . . cigs. cigarettes3. 2 two . . . Feb. February . . . twenty-fifth 25 (or 25th)4. Span. Spanish . . . 1 one . . . One 15. kitch. kitchen . . . 3 three37 ApostropheActivity (Apostrophe in Contractions), 490–4912. they‘re . . . I‘d3. I‘m . . . who‘s4. We‘re . . . who‘s . . . it‘s5. can‘t . . . there‘sActivity 1 (Apostrophe to Show Ownership or Possession), 4921. The comedian‘s annoying voice2. The quarterback‘s performance3. The old woman‘s thin hand4. the jewelry store‘s window5. the TV weatherperson‘s mouth6. Lamont‘s new denim shirt7. Rachel‘s hair8. Dennis‘s bowl of cereal9. Donna‘s Honda10. The ap artment‘s previous tenantActivity 2 (Apostrophe to Show Ownership or Possession), 493 Answers will vary; below are the possessive forms of the given words.2. Felipe‘s3. pilot‘s4. neighbor‘s5. school‘s6. gunslinger‘sActivity (Apostrophe versus Simple Plurals), 494–4951. Possessive: wife‘s armPlural: skates2. Possessive: Vonette‘s decisionPlurals: predictions . . . opportunities3. Possessive: fire‘s extreme heatPlurals: telephones . . . chairs4. Possessive: doctor‘s requestPlural: scars5. Possessive: people‘s, world‘sPlurals: names . . . countries6. Possessive: Hal‘s shirtPlural: pants . . . fingernails7. Possessive: children‘s shoutsPlurals: shouts . . . eggs . . . lightbulbs . . . items8. Possessive: Tina‘s camping handbookPlurals: tablets . . . ropes9. Possessive: Carmen‘s leaky penPlural: fingers10. Possessive: rattlesnake‘s headPlural: eyesActivity, 4951. campers‘ tents2. Murrays‘ phone bills3. buildings‘ steep steps4. twins‘ habit5. cars‘ windshieldsReview Test, 495–4961. sofa‘s . . . chair‘s2. barn‘s . . . hayloft‘s3. book‘s . . . customer‘s4. Phil‘s . . . writer‘s5. boss‘s . . . Charlie‘s6. couldn‘t . . . car‘s7. parents‘ . . . children‘s8. cat‘s . . . dog‘s9. sun‘s . . . street‘s10. river‘s . . . Hendersons‘38 Quotation MarksActivity 1 (Set Off Words of a Speaker or Writer), 4981. Several people have been credited with saying, ―The more I see of people, the more I like dogs.‖2. Beatrice asked, ―Do you give a discount to senior citizens?‖3. ―This hamburger is raw!‖ cried Leon.4. The bum per sticker on the rear of the battered old car read, ―Don‘t laugh—it‘s paid for.‖5. ―I know why Robin Hood robbed only the rich,‖ said the comedian. ―The poor don‘t have any money.‖6. ―These CDs,‖ proclaimed the television announcer, ―are not sold in any store.‖7. ―When chefs go to great lengths,‖ the woman at the diet center said, ―I go to great widths.‖8. ―If you accept an invitation to dinner,‖ said the Duchess of Windsor, ―you have a moral obligation to beamusing.‖9. On a tombstone in a Maryland cemetery are the words, ―Here lies an atheist, all dressed up and no placeto go.‖10. The columnist advised, ―Be nice to people on your way up because you‘ll meet them on your waydown.‖Activity 2 (Set Off Words of a Speaker or Writer), 499Answers will vary.Activity (Indirect Quotations), 5002. Sonya said, ―My uncle looks just like a large basset hound.‖3. Angelo said, ―I want a box of the extra-crispy chicken.‖4. My boss said, ―You can make mistakes as long as you don‘t repeat them.‖5. The instructor announced, ―Thursday‘s test has been cancelled.‖Activity (Titles), 501–5021. In her short story ―A Sea Worry,‖ Maxine Hong Kingston describes a group of teenage surfers and amother who tries to understand them.2. I bought the National Enquirer to read an article entitled ―Painful Beauty Secrets of the Stars.‖3. We read the chapter ―Pulling Up Roots‖ in Gail Sheehy‘s book Passages.4. Jamila used an article titled ―Winter Blues‖ from Time magazine in her research paper about seasonaldepression.5. The movie Casablanca, which starred Humphrey Bogart, was originally cast with Ronald Reagan in theleading role.6. My favorite old TV show was Thriller, a horror series hosted by Boris Karloff, the man who starred inthe 1931 movie Frankenstein.7. When the Beatles‘ movie A Hard Day‘s Night was first shown, fans screamed so much that no onecould hear the songs or the dialogue.8. On my father‘s wall is a framed front page of The New York Times of February 25, 1940—the day hewas born.9. The sociology test will cover the first two chapters: ―Culture and Diversity‖ and ―Social Stratification.‖10. An article in Consumer Reports called ―Which Cereal for Breakfast?‖ claims that children can learn tolike low-sugar cereals like Cheerios and Wheaties.Review Test 1, 5031. The psychology class read a short story called ―Silent Snow, Secret Snow,‖ about a young boy whocreates his own fantasy world.2. While filming the movie Vertigo, the actress Kim Novak was agonizing over how to play a particularscene until the director, Alfred Hitchcock, reminded her, ―Kim, it‘s only a movie!‖3. ‖I‘m against grade school students‘ using pocket calculators,‖ said Fred. ―I spent three years learninglong d ivision, and so should they.‖4. The composer George Gershwin wrote many hundreds of hit songs, including classics like―Summertime‖ and ―Somebody Loves Me.‖5. When I gagged while taking a foul-tasting medicine, my wife said, ―Put an ice cube on you r tongue first,and then you won‘t taste it.‖6. I looked twice at the newspaper headline that read, ―Man in River Had Drinking Problem.‖7. To learn more about the stock market for his business class, Jared began reading the column by PabloGalarza in Money magazine called ―Market Rap.‖8. When a guest at the wedding was asked what he was giving the couple, he replied, ―About six months.‖9. Theodore Roosevelt, a pioneer in conservation, once said, ―When I hear of the destruction of a species, Ifeel as if all the works of some great writer had perished.‖10. ―If you‘re ever in trouble,‖ said the police officer, ―you‘ll have a better chance of attracting aid if youshout ‗Fire‘ instead of ‗Help.‘ ‖Review Test 2, 503Answers will vary.39 CommaActivity (Comma Between Items in a Series), 5051. dead insects, crumbs, and dust balls2. hammock, popped open a frosty can of soda, and3. warm, deep, swirling4. eyes, relaxed manner, and5. musty, shadowyActivity (Comma After Introductory Material), 5061. window, gusts2. wildly, Jesse3. river, people4. begin, the5. water, theActivity (Commas Around Words Interrupting the Flow of Thought), 5071. breeze, hot and damp,2. chickens, loosely wrapped in plastic,3. wallet, which he kept in his front pants pocket,4. Delgado, who is an avid Yankees fan,5. ships, a majestic sight,Activity (Comma Between Complete Thoughts), 508–5091. bulletin, and2. Correct3. parlor, for4. crushed, and5. shower, but6. reruns, so7. camera, or8. Correct9. Correct10. CorrectActivity (Comma with Direct Quotations), 5091. announced, ―In2. grapefruit,‖ . . . comedian,3. asked, ―Did4. louder,‖ a5. visitors, ―WeActivity (Comma with Everyday Material), 5101. mind, George,2. Amigos, 5607 Pacific Boulevard,3. 875,000 . . . October 16, 19954. shows, Elaine, . . . 1,231 . . . Sarasota, Florida5. Highway, Great Plains, MinnesotaReview Test 1, 511Wording of rules may vary.1. tissues,‖ said . . . professor, ―were(comma with direct quotation)2. cream, miniature marshmallows, and。

Suggested Answers for The Yellow Ribbon ” -by Pete Hamill (P . 210)1.Vingo returned from prison to find that his wife still loved him and wanted him back.2.b3.a4.B5.Two examples: Vingo tells his story slowly and painfully and with great hesitation.Vingo tells his story slowly and painfully and with great hesitation/'6.Examples of Vingo's being honorable: He doesnrt express any self-pity about being in jail. He owns upto his crime. He offers his wife her freedom.7.Place names: Fort Lauderdale, New Jersey, Washington, Jacksonville, the 34th StreetOther transition: Terminal in New York, Philadelphia, Brunswick8.But if she didn't...9.Maybe the author Hamill asked one of the young people in the story about her traveling experience.10.The author ends this essay by describing how the young people shouted excitedly when they saw the yellow ribbons on the oak tree and how Vingo rose from his seat and made his way to the front of the bus to go home nervously.We may expect that Vingo would receive an amazing and warm welcome when he walks into his home. The author just wants to leaves some space for the readers to think and imagine freely.P.256--Taming the Anger Monster: by Anne Davidson1.d2.Anger has become an increasingly common problem in our society.3.According to Carol Tavris, author of Anger: The Misunderstood Emotion, the keys to dealing with anger are common sense and patiencce.4.Effect: An epidemic of anger Three causes: Lack of time, technology, tension6.B7.Supporting Point 1:Pw 曲raph(s)SiLipfMP< 2;Psi raj1 rupb(slSlipporlirtg IFint 3：ParagruphtsjSupFR/Hr% l\jhU 4；Supporling Pohm W Piimp rnph*iCtiiicliisiuri:Pumgruph:7.To begin with Technology is also Tension, the third major culprit8.D9.The first paragraph presents a story about a person with anger problems. The last paragraph shows how that story was successfully resolved.P289.--Born to Be Different?: by Camille Lewisc 2. a 3. D4.She lists a series of examples where th e^mpathizing” mindset is evident: female-dominated careers, female reading matter, and female relationships5.Brain anatomyWays of interacting with the worldWays of problem solving6.Lewis presents her essay point by point. The first point is about brain anatomy, the second is about interacting with the world, and the third is about problem solving. For each point, she discusses women and then men.7.Introduction:Paragraphs1-56-7Supporting Point 1:Paragraph (s) _Supporting Point 2:Paragraph(^) _3^9Supporting Point 3:Paragraph^) -10-11Conclusion:Paragraph -127.On the other hand (7)In contrast (9)But (11)8. d 10 aP.508--Suggested Answers for Shame ” -Dick Gregory (P .508)Note: The numbers in parentheses refer to relevant paragraphs in the selection.Reading Comprehension Questions, 584-5851.A2. D3. b Answers a, c, and d are too narrow.4. a Answers b, c, and d are too narrow.5. c See Paragraph 66. True See Paragraph 237. a See Paragraph 58.B. The entire incident with the Community Chest Fund shows Richards pride9.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, 5851.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 hisdevotion to Helene, they give a clear picture of Grego ry poverty.2.A metaphor is a suggested comparison. What metaphor does Gregory use in paragraph 5, andwhat 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 actualdialogue 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 eagernessto impress Helene and his unsuccessful, embarrassing attempt to gain the teach erapproval. 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 atthe 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 andno 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, 5861.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 actuallyoccurs. 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 ofinhumane 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 thisessay? 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 misbehavedin class and that she assumedhe 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 doesGregory 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 hewaited 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 OutlineThesis: Living poor was, for the author, a humiliating experience.1.He was embarrassedin front of his classmatesand, worse, in front of Helene Tucker(7-23).2.Everybody knew he was a worthy boy ” who had no Dad and no money (28).3.His self-pity prevented him from helping another poor man, the wino (29-37).P.567 Suggested Answers for Propaganda Techniques in Today 's Advertising ” byAnn McClintockNote: The numbers in parentheses refer to relevant paragraphs in the selection.Reading Comprehension Questions, 648-6491.b2.d3.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 96.d Paragraphs 18-197.c Paragraph 168.c Paragraph 239.b10.aStructure and Technique, 649-6501.In paragraph 1, McClintock's choice of words reveals her attitudes toward both propagandists and thepublic. What specific words reveal her attitudes, and what attitudes do they represent?Answer:McClintock describes propagandists as §educerS 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 theessay 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 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 theseparentheses serve?Answer:Paragraph 7 lists high-sounding but basically empty phrases. The author uses parentheses toadd comments that reveal the emptiness of those listed phrases. Paragraph 19 lists claims that include Weasel words.” The author uses parenthesesto show just how insubstantial those weasel words are.4 . McClintock provides abundant examples throughout her essay. Why does she provide so manyexamples? 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, 6501.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 publics 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 usethat approach?Answer:The bandwagon technique is effective becauseof 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 somethin"even something as trivial as what frozen coffee cake is best ( Nobody doesn't like Sara Led). Answers to the second question will vary.3.The author states, Americans, adults and children alike, are being seduced.” What might be thedifferences 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 eageLto be victimized" (paragraph 1). Doyou 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 OutlineThesis: People should detect and understand common propaganda techniques, which appealto the emotions rather than to logic.1.W e are bombarded with ads, which present biased messages through various propagandatechniques, including seven common ones (1-4). 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.C ard stacking— making something sound good by suppressing relevant evidence or making anunfinished claim (18-19).8.BandwagoL appealing to people s desire to do what many others are doing (20-21).e critical thinking to avoid reacting emotionally to ads (22-23).P.592 Suggested Answers for Here's to Your Health " -Joan DunayerNote: The numbers in parentheses refer to relevant paragraphs in the selection.Reading Comprehension Questions, 667-6681.c2.c3.d Answers a, b, and c are too narrow.4.c Answer a is too narrow; answer b is too broad; answer d, never directlystated in the article, is too narrow.5.b Paragraph 66.False Paragraph 47.True Paragraph 88.a9.False Paragraphs 6 and 810.d Paragraphs 4 and 8Structure and Technique, 668-6691.What method of introduction does Dunayer use? What effect do you think she hoped to achieve withthis 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 firstsentence 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; 7and 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 ownperspective 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 tolack 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 paragraphs3 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, 6691.Dunayer presents and then rebuts four myths” about alcohol. What are these four myths? Accordingto 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 theclink 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. Whatadditional 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 alcoholads, 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 OutlineThesis: 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 preventsuccess (3-4).2.Another part of the myth is that alcohol makes one sexually attractive; the reality is thatalcohol can make one less sexy (5-6).3.A third part of the myth is that alcohol combines well with athletics; the reality is thatalcohol 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 isthat alcohol can lead to great unhappiness.P.607 Suggested Answers for College Lectures: Is Anybody Listening? ” byDavid DanielsNote: The numbers in parentheses refer to relevant paragraphs in the selection.Reading Comprehension Questions , 683-6841.c2.a3.c Answers a, b and d are all too narrow, as each covers only a single point ofthe selection.4.b Answers a, c, and d are too narrow.5.d Paragraphs 5 and 76.a Paragraph 107.a Paragraph 108.a Paragraph 9 and 109.True Paragraphs 11 through 1310.c Paragraph 13Structure and Technique, 6841.Daniels begins his essay with an anecdote about a former teacher of his. How does this introductionrelate 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 力Daniels provides numerous details. Whatare some of these details? How do they relate to the esSsymain idea? Answer:Some of the details provided include the huge class size, the lack of a roll call, the professors ancient notes, the lack of opportunity for student feedback, and the absence of quizzes. The details all contribute to the idea that lecture-heavy classesdo 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 31937 for information on argumentation.) Answer:Daniels uses four of the argumentation techniques explained in Chapter 16, Argumentation," pages 319B22:1)Point out common ground. Daniels points out common ground between him and schools thatsupport 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 thatdiffer 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 ca engage in intellectual exhibitionism/'3)Grant the merits of differing viewpoints when appropriate. Daniels grants the merits of opposingviews in paragraph 15, where he states that lectures are economically necessary and also becausethey 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-yearstudents by stating the virtues of smaller classes, which are listed in paragraph 14: smaller classes force students to become more active, studentslistening skills improve, professors do a better job, and tests demand analysis and synthesis inste ad 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, 684-6851.Daniels states that listening intelligently is hard work ” (paragraph 9) and Active learning ...is far morebeneficial for those who have not yet fully learned how to learn (paragraph10). Why might Daniels feel that listening is so hard? And why does he feel that active learning is sogood?Answer:In paragraph 10, Daniels mentions that listening actively involves special techniques, including these two: trying to anticipate the speakers next point” and taking notes selectively Z" 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 studentsin ways they are not ready to be involved in as listeners.2.In paragraph 8, Daniels acknowledges that he has exaggerated Mary's negative classroomexperience, 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 toa 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. Studentscomments 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 classeand smaller classes compare with Danielssdescriptions? 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 OutlineThesis: 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 andstudents find it easier (13).5.Small, interactive classes benefit both students and teachers (14).。

Suggested Answers for “The Yellow Ribbon”—by Pete Hamill (P. 210)1.Vingo returned from prison to find that his wife still loved him and wanted him back.2. b3. a4. B5.Two examples: Vingo tells his story slowly and painfully and with great hesitation.Vingo tells his story “slowly and painfully and with great hesitation.”6. Examples of Vingo’s being honorable: He doesn’t express any self-pity about being in jail.He owns up to his crime. He offers his wife her freedom.7. Place names: Fort Lauderdale, New Jersey, Washington, Jacksonville, the 34th StreetOther transition: Terminal in New York, Philadelphia, Brunswick8.But if she didn’t...9.Maybe the author Hamill asked one of the young people in the story about her traveling experience.10.The author ends this essay by describing how the young people shouted excitedly when they saw the yellow ribbons on the oak tree and how Vingo rose from his seat and made his way to the front of the bus to go home nervously.We may expect that Vingo would receive an amazing and warm welcome when he walks into his home.The author just wants to leaves some space for the readers to think and imagine freely.P.256--Taming the Anger Monster: by Anne Davidson1. d2. Anger has become an increasingly common problem in our society.3. “According to Carol Tavris, author of Anger: The Misunderstood Emotion, the keys to dealing with anger are common sense and patience.”4. Effect: An epidemic of anger Three causes: Lack of time, technology, tension6. B7.8.To begin with Technology is also Tension, the third major culprit9.D10.The first paragraph presents a story about a person with anger problems. The last paragraph shows how that story was successfully resolved.P289.--Born to Be Different?: by Camille Lewisc 2. a 3. D4. She lists a series of examples where the “empathizing” mindset is evident:female-dominated careers, female reading matter, and female relationships5. Brain anatomyWays of interacting with the worldWays of problem solving6. Lewis presents her essay point by point. The first point is about brain anatomy, thesecond is about interacting with the world, and the third is about problem solving.For each point, she discusses women and then men.7.8. On the other hand (7)In contrast (9)But (11)9.d 10 aP.508--Suggested Answers for “Shame”—Dick Gregory (P.508)Note: The numbers in parentheses refer to relevant paragraphs in the selection.Reading Comprehension Questions, 584-5851. A2. D3. b Answers a, c, and d are too narrow.4. a Answers b, c, and d are too narrow.5. c See Paragraph 66. True See Paragraph 237. a See Paragraph 58. B. The entire incident with the Community Chest Fund shows Richard’s pride9. 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, 5851. 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, andwhat is its purpose? What metaphor does he use in the second sentence of paragraph 7, andwhat 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 toprovide actual dialogue rather than merely to tell what happened. Why?Answer:By using the exact words spoken by Helene, the teacher, and himself, Gregory givesa very clear picture of what happened by allowing the reader to “experience” it, rather thansimply 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 winoat 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,5861. When Gregory writes, “I never learned hate at home, or shame. I had to go to school forthat” (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 readthis essay? What could the teacher have done or said that would not 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 gota “big thrill” out of being chosen to clean the blackboard. Students’ suggestions about theteacher 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 youthink 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 OutlineThesis:Living poor was, for the author, a humiliating experience.1. He was embarrassed in front of his classmates and, worse, in front of Helene Tucker(7-23).2. Everybody knew he was a “worthy boy” who had no Dad and no money (28).3. His self-pity prevented him from helping another poor man, the wino (29-37).P.567 Suggested Answers for “Propaganda Techniques in Today’s Advertising” by Ann McClintockNote: The numbers in parentheses refer to relevant paragraphs in the selection.Reading Comprehension Questions,648-6491. b2. d3. 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 96. d Paragraphs 18-197. c Paragraph 168. c Paragraph 239. b10. aStructure and Technique, 649-6501. In paragraph 1, McClintock’s choice of words reveals her attitudes toward bothpropagandists 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? Whereelse 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 dothese 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 manyexamples? 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,6501. Some of the propaganda techniques listed in the selection have contrasting appeals. How doname-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 seenrecently 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 mightbe 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 OutlineThesis: People should detect and understand common propaganda techniques, which appealto the emotions rather than to logic.1. We are bombarded with ads, which present biased messages through various propagandatechniques, 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 ormaking an unfinished claim (18-19).8. Bandwagon—appealing to people’s desire to do what many others are doing (20-21).9. Use critical thinking to avoid reacting emotionally to ads (22-23).P.592 Suggested Answers for “Here’s to Your Health”—Joan DunayerNote: The numbers in parentheses refer to relevant paragraphs in the selection.Reading Comprehension Questions,667-6681. c2. c3. d Answers a, b, and c are too narrow.4. c Answer a is too narrow; answer b is too broad; answer d, never directlystated in the article, is too narrow.5. b Paragraph 66. False Paragraph 47. True Paragraph 88. a9. False Paragraphs 6 and 810. d Paragraphs 4 and 8Structure and Technique,668-6691. What method of introduction does Dunayer use? What effect do you think she hoped toachieve 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 . . . .” (Seethe 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; 5and 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 closelyrelated 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 inparagraphs 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,6691. 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 isaccompanied 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. Besidesalcohol 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 OutlineThesis: 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 preventsuccess (3-4).2. Another part of the myth is that alcohol makes one sexually attractive; the reality is thatalcohol can make one less sexy (5-6).3. A third part of the myth is that alcohol combines well with athletics; the reality is thatalcohol 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 isthat alcohol can lead to great unhappiness.P.607 Suggested Answers for “College Lectures: Is Anybody Listening?” by David DanielsNote: The numbers in parentheses refer to relevant paragraphs in the selection.Reading Comprehension Questions, 683-6841. c2. a3. c Answers a, b and d are all too narrow, as each covers only a single point ofthe selection.4. b Answers a, c, and d are too narrow.5. d Paragraphs 5 and 76. a Paragraph 107. a Paragraph 108. a Paragraph 9 and 109. True Paragraphs 11 through 1310. c Paragraph 13Structure and Technique, 6841. Daniels begins his essay with an anecdote about a former teacher of his. How does thisintroduction 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 numerousdetails. 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 argumentationtechniques 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 schoolsthat 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 ofopposing 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- andsecond-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,684-6851. 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” (paragraph10). Why might Daniels feel that listening is so hard? And why does he feel that activelearning 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 classroomexperience, 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 fromstudents 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 classes and smaller classes compare with Daniels’sdescriptions? 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 OutlineThesis: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 andstudents find it easier (13).5. Small, interactive classes benefit both students and teachers (14).。

Answer KeyPART TWO: PATTERNS OF ESSAY DEVELOPMENT8 DescriptionQuestions on the Student Essays, 170–1721. c2. I’d been visiting my cousins . . .3. c4. bsight hearing5. b. He was staring off into space, idly tapping his spoon against the table, while shesightsightdrew aimless parallel lines on her paper napkin with a bent dinner fork.touch sight sightc. The blouse is made of heavy eggshell-colored satin and reflects the light in itssightfolds and hollows.touch sight sightd. Her brows are plucked into thin lines, which are like two pencil strokes added tosighthighlight those fine, luminous eyes.6. dull hum, silently waiting, deserted cooking area7. b8. The most haunting feature in the photo . . .9. a10. aQuestions on the Professional Essay, 180–1811. Lou’s coffee shop is like “a fond but dysfunctional family.”(Wording may vary.)2. d3. Lou is concerned that she is smoking rather than eating.4. b5. sight, hearing, smell6. d7. After a moment . . .8. c9. a10. bPrewriting (Writing Assignment 2), 184–185A. Plucked eyebrowsOval faceWavy brown hairB. Silver earringsBraceletRingC. Ring from another manSignature (“Sincerely . . .”)9 NarrationQuestions on the Student Essays, 190–1921. “Adopting a Handicap”2. Thanks to a new building program . . .3. Pine Streethad a lot of antique stores . . .4. I hope my parents and I . . .sight touch sight touch sight5. a. My palms reddened and my wrist and forearm muscles started to ache as I tugged at thetouchheavy metal wheels.sightb. I could not see the minister, the choir, or the altar.hearinghearingc. The club thudded against the side of Victor’s head, making him yelp with pain.sightsightd. As we ran, I kept seeing him sprawled on the ground, blood from our beatingtrickling into his eyes.6. Victor, the biggest of us . . .7. three8. a. Coping with the wheelchair (or Learning how to use the wheelchair)b. Dealing with additional problems in the wheelchair9. After, When, As10. aQuestions on the Professional Essay, 197–1981. Answers will vary. One possibility: Vingo returned from prison to find that his wife stillloved him and wanted him back.2. b3. a4. b5. 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 StreetTerminal in New York, Philadelphia, Brunswick8. But if she didn’t . . .9. d10. d10 ExamplesQuestions on the Student Essays, 207–2081. 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 stranger7. At lunchtime on Wednesday, Then, As people stared, Finally8. But no part of everyday life . . .9. “Altered States”: Confronted with inventions . . .10. bQuestions on the Professional Essay, 215–2161. b 7.102. c 8.a. When, The next year3. db. too4. cc. although5. But, I said, he kept . . . 9. a6. b 10.c11 ProcessQuestions on the Student Essays, 226–2281. First supporting paragraph; one example of a topic sentence: First, arrange time forexercise.2. b3. 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 anovercharge by a department store.7. Next; To begin with; Then; Then8. first . . . next9. a10. dQuestions on the Professional Essay, 234–2361. The job-interview “game” may not be 5. dmuch fun, but . . . or Here are guidelines 6. First of all, Then, Finallyto help you play . . . 7. a2. d 8.On the other hand3. b 9.b4. c 10.bPrewriting (Writing Assignment 2), 238Step 1:Items 1 through 9 Step 3:Items 13 through 17Step 2:Items 10 through 1212Cause and EffectQuestions on the Student Essays, 243–2441. b2. 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, d5. Because they are constantly observed . . .6. c7. In addition to the loss of privacy . . .8. In addition; also9. One; Last of all10. aQuestions on the Professional Essay, 249–2511. The thesis is implied in sentences 1 and2. It could be stated thus: There are variouspossible reasons why mothers tend to hold their babies in their left arms.2. d3. b4. a5. Fathers show less left-side bias than mothers.6. The effect:left-side biasTwo 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. therefore8. Recently a possible additional value . . .9. d10. b13Comparison and ContrastQuestions on the Student Essays, 261–2621. Paragraph 3: Eating at the Chalet is . . .2. Once, I forgot . . .3. 24. (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 hand8. most important9. c10. bQuestions on the Professional Essay, 268–2701. Stated in paragraph 6: “. . . the families that operate like Beaver Cleaver’s are . . .disappearing because three parts of our lives have changed . . .”2. c3. c4. Fast food, takeout, and heat-and-serve dishes make up much of the modern American diet.5. Television and computers6. 107. After, then8. Today the words . . .9. a10. dPrewriting (Writing Assignment 1), 270–273First point: Different playing requirementsSecond point: Different traits and skills involvedThird point: Different images14DefinitionQuestions on the Student Essays, 278–2791. Paragraph 2: Football fans just plain . . .2. Baseball fans go . . .3. Should their beloved team . . .4. c5. 46. dQuestions on the Professional Essay, 285–2871. Answers will vary. Example: Addiction to TV resembles addiction to alcohol or drugs inseveral ways.2. d3. b4. b5. The heroin addict’s damaged life; the alcoholic’s narrowed and dehumanized life6. a7. 68. Finally9. c10. b15Division and ClassificationQuestions on the Student Essays, 294–2951. Paragraph 42. Mall managers have obviously . . .3. These frogs are an example . . .4. Then, they wander . . .5. Paragraph 46. hearinga. Hearing the music of the antique carousel housed there, Jenny begs to ride herfavoritesightpony with its shining golden mane.hearing sightb. Shouting “I’m starving!” Fred, Jr., drags the family toward the food court, wheresmellhe detects the seductive odor of pizza.sighttouchc. Mom walks through a fabric store, running her hand over the soft velvets andtouchslippery silks.7. first, Then, Finally8. A second kind of ad . . .9. d10. aQuestions on the Professional Essay, 300–3021. 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 Wait4. “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 1–2Topic 1: paragraphs 3–5Topic 2: paragraphs 6–8Topic 3: paragraph 9Topic 4: paragraphs 10–11Conclusion: paragraphs 12–137. A cousin to the Watched-Pot Wait is . . .8. b9. d10. He uses an image in which all the waits are involved. (Wording may vary.)16ArgumentationQuestions on the Student Essays, 314–3151. 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 . . . However6. Weatherpersons, reporters, anchorpersons7. Paragraph 3: AnotherParagraph 4: Finally8. Change-of-direction: ButIllustration:For example9. b, c10. bQuestions on the Professional Essay, 320–3221. c2. d3. a4. c5. a6. 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, and8. We do, however, license . . .9. c10. a。

Suggested Answers for “The Yellow Ribbon”—by Pete Hamill (P. 210)1.Vingo returned from prison to find that his wife still loved him and wanted him back.2. b3. a4. B5.Two examples: Vingo tells his story slowly and painfully and with great hesitation.Vingo tells his story “slowly and painfully and with great hesitation.”6. Examples of Vingo’s being honorable: He doesn’t express any self-pity about being in jail.He owns up to his crime. He offers his wife her freedom.7. Place names: Fort Lauderdale, New Jersey, Washington, Jacksonville, the 34th StreetOther transition: Terminal in New York, Philadelphia, Brunswick8.But if she didn’t...9.Maybe the author Hamill asked one of the young people in the story about her traveling experience.10.The author ends this essay by describing how the young people shouted excitedly when they saw the yellow ribbons on the oak tree and how Vingo rose from his seat and made his way to the front of the bus to go home nervously.We may expect that Vingo would receive an amazing and warm welcome when he walks into his home.The author just wants to leaves some space for the readers to think and imagine freely.P.256--Taming the Anger Monster: by Anne Davidson1. d2. Anger has become an increasingly common problem in our society.3. “According to Carol Tavris, author of Anger: The Misunderstood Emotion, the keys to dealing with anger are common sense and patience.”4. Effect: An epidemic of anger Three causes: Lack of time, technology, tension6. B7.8.To begin with Technology is also Tension, the third major culprit9.D10.The first paragraph presents a story about a person with anger problems. The last paragraph shows how that story was successfully resolved.P289.--Born to Be Different?: by Camille Lewisc 2. a 3. D4. She lists a series of examples where the “empathizing” mindset is evident:female-dominated careers, female reading matter, and female relationships5. Brain anatomyWays of interacting with the worldWays of problem solving6. Lewis presents her essay point by point. The first point is about brain anatomy, thesecond is about interacting with the world, and the third is about problem solving.For each point, she discusses women and then men.7.8. On the other hand (7)In contrast (9)But (11)9.d 10 aP.508--Suggested Answers for “Shame”—Dick Gregory (P.508)Note: The numbers in parentheses refer to relevant paragraphs in the selection.Reading Comprehension Questions, 584-5851. A2. D3. b Answers a, c, and d are too narrow.4. a Answers b, c, and d are too narrow.5. c See Paragraph 66. True See Paragraph 237. a See Paragraph 58. B. The entire incident with the Community Chest Fund shows Richard’s pride9. 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, 5851. 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, andwhat is its purpose? What metaphor does he use in the second sentence of paragraph 7, andwhat 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 toprovide actual dialogue rather than merely to tell what happened. Why?Answer:By using the exact words spoken by Helene, the teacher, and himself, Gregory givesa very clear picture of what happened by allowing the reader to “experience” it, rather thansimply 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 winoat 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,5861. When Gregory writes, “I never learned hate at home, or shame. I had to go to school forthat” (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 readthis essay? What could the teacher have done or said that would not 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 gota “big thrill” out of being chosen to clean the blackboard. Students’ suggestions about theteacher 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 youthink 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 OutlineThesis:Living poor was, for the author, a humiliating experience.1. He was embarrassed in front of his classmates and, worse, in front of Helene Tucker(7-23).2. Everybody knew he was a “worthy boy” who had no Dad and no money (28).3. His self-pity prevented him from helping another poor man, the wino (29-37).P.567 Suggested Answers for “Propaganda Techniques in Today’s Advertising” by Ann McClintockNote: The numbers in parentheses refer to relevant paragraphs in the selection.Reading Comprehension Questions,648-6491. b2. d3. 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 96. d Paragraphs 18-197. c Paragraph 168. c Paragraph 239. b10. aStructure and Technique, 649-6501. In paragraph 1, McClintock’s choice of words reveals her attitudes toward bothpropagandists 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? Whereelse 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 dothese 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 manyexamples? 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,6501. Some of the propaganda techniques listed in the selection have contrasting appeals. How doname-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 seenrecently 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 mightbe 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 OutlineThesis: 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 propagandatechniques, 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 ormaking an unfinished claim (18-19).8. Bandwagon—appealing to people’s desire to do what many others are doing (20-21).9. Use critical thinking to avoid reacting emotionally to ads (22-23).P.592 Suggested Answers for “Here’s to Your Health”—Joan DunayerNote: The numbers in parentheses refer to relevant paragraphs in the selection.Reading Comprehension Questions,667-6681. c2. c3. d Answers a, b, and c are too narrow.4. c Answer a is too narrow; answer b is too broad; answer d, never directlystated in the article, is too narrow.5. b Paragraph 66. False Paragraph 47. True Paragraph 88. a9. False Paragraphs 6 and 810. d Paragraphs 4 and 8Structure and Technique,668-6691. What method of introduction does Dunayer use? What effect do you think she hoped toachieve 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 . . . .” (Seethe 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; 5and 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 closelyrelated 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 inparagraphs 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,6691. 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 seriousdiseases. (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 isaccompanied 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. Besidesalcohol 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 OutlineThesis: 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 preventsuccess (3-4).2. Another part of the myth is that alcohol makes one sexually attractive; the reality is thatalcohol can make one less sexy (5-6).3. A third part of the myth is that alcohol combines well with athletics; the reality is thatalcohol 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 isthat alcohol can lead to great unhappiness.P.607 Suggested Answers for “College Lectures: Is Anybody Listening?” byDavid DanielsNote: The numbers in parentheses refer to relevant paragraphs in the selection.Reading Comprehension Questions, 683-6841. c2. a3. c Answers a, b and d are all too narrow, as each covers only a single point ofthe selection.4. b Answers a, c, and d are too narrow.5. d Paragraphs 5 and 76. a Paragraph 107. a Paragraph 108. a Paragraph 9 and 109. True Paragraphs 11 through 1310. c Paragraph 13Structure and Technique, 6841. Daniels begins his essay with an anecdote about a former teacher of his. How does thisintroduction 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 numerousdetails. 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 argumentationtechniques 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 schoolsthat 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 lecturesbecause 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 ofopposing 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- andsecond-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,684-6851. 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” (paragraph10). Why might Daniels feel that listening is so hard? And why does he feel that activelearning 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 classroomexperience, 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 fromstudents 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 classes and smaller classes compare with Daniels’sdescriptions? 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 OutlineThesis: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 andstudents find it easier (13).5. Small, interactive classes benefit both students and teachers (14).。

A NSWER KEYPART FIVE: READINGS FOR WRITINGAnswers 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 HaleyNote: The numbers in parentheses refer to relevant paragraphs in the selection.Reading Comprehension Questions, 577-5781. c2. b3. 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 theselection.5. a Paragraph 16. c Paragraph 287. True Paragraph 148. a Paragraph 149. a Paragraph 2210. c Paragraph 12Structure and Technique,5791. 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 onthe Murzim. 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 “resistingthe 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 heincluded 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. Whichpurpose—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,5791. Before Haley decides to write to his loved ones, what series of thoughts and images goesthrough 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 feelsdissatisfied 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. Ifhe 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 conclusionsabout 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 OutlineThesis: 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 GregoryNote: The numbers in parentheses refer to relevant paragraphs in the selection.Reading Comprehension Questions, 584-5851. a2. d3. b Answers a, c, and d are too narrow.4. a Answers b, c, and d are too narrow.5. c Paragraph 66. True Paragraph 237. a Paragraph 58. b The entire incident with the Community Chest Fund shows Richard’spride; see also paragraph 28.9. b Richard’s teacher ignores his problems and humiliates him in front of theentire class; see paragraphs 5 through 26.10. b Helene cries over Richard’s humiliation; see paragraph 23.Structure and Technique, 5851. 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, andwhat 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 toprovide actual dialogue rather than merely to tell what happened. Why?Answer:By using the exact words spoken by Helene, the teacher, and himself, Gregory givesa very clear picture of what happened by allowing the reader to “experience” it, rather thansimply 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 winoat 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,5861. When Gregory writes, “I never learned hate at home, or shame. I had to go to school forthat” (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 readthis essay? What could the teacher have done or said that would not 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 gota “big thrill” out of being chosen to clean the blackboard. Students’ suggestions about theteacher 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 youthink 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 OutlineThesis: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 WilkinsNote: The numbers in parentheses refer to relevant paragraphs in the selection.Reading Comprehension Questions,589-5901. d2. a3. 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 36. a Paragraph 67. b Paragraph 78. b Paragraph 29. c Paragraph 610. d Paragraph 11 (We know that Miss Bean had not intended to knock thepencil from his hand because she gasped when the pencil went flying.) Structure and Technique,5911. Which pattern of essay development—comparison, narration, or description—does Wilkinsuse in most of his essay? Explain.Answe r: 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 hisessay smoothly from one event to the next? Find at least four different words that are examples of this signal.Answe r: 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?Answe r: 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 unexpectedmeanings. 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?Answe r: 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,5921. What does Wilkins mean by the term nonstandard person(paragraph 3)? Do you think helater felt more like a “standard” person? Why or why not?Answe r: 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 hewas 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?Answe r: 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 otherstudents 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). Buthow 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?Answe r: 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 tothink.” 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?Answe r: 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 OutlineThesis: A teacher helped the first black student in school to be accepted and to learnto think for himself.1. As a black newcomer to an all-white school in a bigoted neighborhood before the era ofcivil rights, the author felt shame for being different (1-3).2. Miss Bean immediately began to give Wilkins “human dimensions” by including him inclass 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 Beanmade 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, 596-5971. b2. d3. 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’sconfused feelings about the abortion.5. c Paragraph 66. False Paragraphs 4, 12, 207. d Paragraph 138. a Paragraph 39. c Paragraph 2710. True Paragraphs 5, 10Structure and Technique,597-5981. 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, Franckeposes 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. A simile is a figure of speech in which a writer compares one thing to another very differentthing, using the word like or as 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, Franckeemploys 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,5981. In what ways are the staff at Women’s Services considerate to Francke and to the otherpatients? In what ways are they not 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 responsesare 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 stillremains. 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 thinkambivalence 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 OutlineThesis: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 McMurtryNote: The numbers in parentheses refer to relevant paragraphs in the selection.Reading Comprehension Questions,604-4051. c2. b3. 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 86. b Paragraphs 9 and 107. a Paragraph 188. c Paragraph 149. b Paragraph 1810. dStructure and Technique,605-6061. 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 “skilledmasochism”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 sustainedplaying 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 experienceswith 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,6061. What is McMurtry’s current profession? How might his present position have influenced hisopinions 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 faircomparison? Why or why not?Answer:Answers will vary.3. According to McMurtry, what qualities of our society are reflected in football? What is youropinion 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 benefitssociety. Do you believe that football and sports in general are harmful or helpful to society?Explain.Answer:Answers will vary.Thesis-and-Support Outline。

A NSWER KEYPART THREE: SPECIAL SKILLS17 Taking Essay ExamsActivity (Step 2), 331First, 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), 3321. b 4. c2. d 5. a3. eActivity 1 (Step 5), 3361. 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), 336Answers will vary.18 Writing a SummaryActivity 1, 339–345Here 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 reviewingthem 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 ReportActivities 1 and 2, 351Answers will vary.20 Writing a Résumé and Job Application LetterActivity, 357Answers will vary.21 Using the Library and the InternetActivity, 358Ans wers will vary.Activity (Card Catalog), 360–361A. 1. Answers will vary.2. subject sectionB. 1. Answers will vary. Example: Beloved2. Answers will vary. Example: Men at Work3. Edward Gibbon4. Richard Nelson Belles5. Answers will vary. Examples: Being Adopted: The Lifelong Search for Self—David M.Brodzinsky et al; Raising Adopted Children—Lois Ruskai Melina6. The Lives of a Cell Silent Springa. Lewis Thomas a. Rachel Carsonb. Viking b. Fawcett Crest orHoughton Mifflinc. 1974 c. 1964 (Fawcett) or1994 (Houghton Mifflin)d. QH331/T45 d. QH545.P4/C38e. Biology— e. Pesticides—Environmental aspectsPhilosophyPesticides—ToxicologyPesticides and wildlifeInsect pests—biological control7. Answers will vary, depending on the books chosen.Activity (Book Stacks), 362–363Option 1: Library of Congress System Option 2: Dewey Decimal System1. d1. c2. a2. c3. c 3. bActivity 1, 3651. 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, 365-366Answers will vary.Activity, 373–375Answers will vary.22 Writing a Research PaperActivity (Works Cited), 3861. 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.。

AN S WER K EPPartOne:EssaPWriting1AnIntroductiontoWritingActivitP(PointandSupportinaParagraph),pages5–6Point:Therearedrawbackstomoviegoing.Support:1.Inconvenienceb.Longtimetofindparkingspotandlongwalktotheaterd.StickPfloor3.Othermoviegoersa.Runningkidsughing,shoutingteenagersActivitP(IntroductorPParagraph),81.c2.b3.a4.a.Inconvenienceofgoingoutb.Temptationsofthetheaterc.BehaviorofsomepatronsActivitP(BodP:SupportingParagraphs),9–101.Tobeginwith,Ijustdon’tenjo Pthegeneralhassleoftheevening.2.b.ParkinglotisalwaPsjammedd.TicketsmaPsellout,andtheateriscrowdede.Ticketscostupto$8each3.Second,thetheaterofferstemptingsnacksthatIreallP don’tneed.4.b.2)chocolatebars3)MilkDuds5.ManPoftheotherpatronsareevenmoreofaproblemthantheconcessionstand.6.a.Littlekidsraceupanddowntheaislesb.Teenagerstalkbacktothescreen,whistle,makefunnPnoisesActivitP(ConcludingParagraph),101.a2.cReviewActivities,18–20AnswerswillvarP.2TheWritingProcessActivities(Freewriting,Questioning,MakingaList,Clustering,ScratchOutlin e),25–31AnswerswillvarP.ActivitP(WritingaFirstDraft),331.thesis5.specific2.first6.bs3.equiped(otheranswersarepossible)7.conclusion4.secondandthirdActivitP(RevisingwithaSecondDraft),36–371.Second5.watchingwhatIkeepinthehousefortableseats3.unitP...MPfriendsareasbadasIam.7.As4.support...snackslikecelerPandcarrot8.jumpintomPhands sticks...noicecreaminthefreezer...9.disgusted drippingwithbutter...riskpullingoutmPfillingsasIchewActivitP(TakingaWritingInventorP),39–40 AnswerswillvarP.ActivitP(Prewriting),41–43L,Q,SO,C,FActivitP1(Outlining),43–451.Thesis:MPhighschoolhadthreeproblemareas.a.Students(1)Involvedwithdrugs(2)Formedcliquesb.Teachers(1)Unwillingtohelpafterclass(2)Muchtoostrictc.Buildings(1)LeakPceilings(2)Ill-equippedgPm2.Thesis:WorkingasadishwasherinarestaurantwasmPworstjob.a.Workingconditions(1)Heatinkitchen(2)NoisPworkareab.Hours(1)Ten-hourshifts(2)HourschangedeverPweekc.PaP(1)Minimumwage(2)Nobonusforovertime3.Thesis:JoininganaerobicsclasshasmanPbenefits.a.Socialbenefits(1)Makenewfriends(2)Meetinterestinginstructorsb.Mentalbenefits(1)Reducesmentalstress(2)Improvesself-imagec.PhPsicalbenefits(1)Strengthensheart(2)Tonesmuscles4.Thesis:MPfavoritetimesinschoolwerethedaPsbeforeholidaPvacations.a.Lighterworkload(1)Lessworkinclass(2)Lesshomeworkb.Friendlieratmosphere(1)TeachersmorerelaGed(2)StudentshappPaboutvacationc.Specialevents(1)Peprallies(2)HolidaPconcertsActivitP2(Outlining),45–47Thesis:Moreandmore,theinventionsofmoderntechnologPseemtobecuttingusofff romcontactwithourfellowhumanbeings.Firsttopicsentence:TheworldofbusinessisoneareainwhichtechnologPisisolat ingus.Support:2.Workers’salariesareautomaticall Pcreditedtotheirbankaccounts.3.Personalbankingisbecomingadetachedprocess.a.Customersinteractwithmachinesratherthanpeople.b.SomeloansareacceptedorrejectedbPcomputers,notloanofficers. Secondtopicsentence:AnotherareathattechnologPischangingisentertainment. Support:1.FormanPpeoplenow,musicisasolitarPeGperience.2.Fewerpeoplegoouttowatchmovies.Thirdtopicsentence:EducationisathirdimportantareainwhichtechnologPissep aratingusfromothers.Support:1.Studentssitaloneinfrontofcomputers.2.Studentsusesoftwareathomeinsteadofinteractingwithothers.3.Videotapesarereplacingclassinstruction.ActivitP(Revising),47–482,1,4,33TheFirstandSecondStepsinEssaPWritingActivitP(WritingaGoodThesis),50–51List1List22Teachers3BicPcleslEducation4Dangersofbikeriding3MathteacherlRecreation5MPhighschoolmath2Recreationalvehicles teacherwasincompetent.5BikeridinginthecitPisa4HighschoolmathteacherdangerouseGperience.List3List41Retailcompanies3Camping2Supermarkets4Firstcampingtrip4Dealingwithcustomers2Summervacation3Workinginasupermarket5MPfirstcampingtripwasa5I’velearnedhowtohandledisastrouse Gperience. unpleasantsupermarketcustomers.lVacationsActivitP(CommonErrorsinWritingaThesis),53A.1.TBB.6.22.TN7.A3.TB8.24.TN9.A5.TB10.2ActivitP(SupporttheThesiswithSpecificEvidence),54–55 AnswersforthisactivitPwillvarP;apossiblethirdpointforeachoutlineisliste dbelow.1.c.Learningnewrulesandprocedures4.c.SavemoneP2.c.Senseofhumor5.c.Longhours3.c.Toocoldinthewinter6.c.WorrPaboutfinancesActivitP(TheImportanceofSpecificDetails),57S1.Theparagraphlistsspecificprecautions:gettingapermitandbuPing pressure-treatedlumber.G2.Whatkindsofthingsdidthewriterdowrong?Whatspecificruleswereenforced? Howdidthisparentpunishthewriter?S3TheparagraphlistsspecificeGamplesofitemsthatshouldnotbeimproved: cheesecakeandjeans.G4.Whatkindsofproblemsdoesthedoghave?Howdoesthedogmisbehavewhentheowner sareawaP?HowdidtheownerstrPtotrainthedog?ActivitP1(TheImportanceofAdequateDetails),58 AnswersaregivenintheteGtaftertheactivitP.ActivitP(IdentifPingthePartsofanEssaP),61Thesisstatement:4Topicsentenceoffirstsupportingparagraph:5 Topicsentenceofsecondsupportingparagraph:15 Topicsentenceofthirdsupportingparagraph:22Firstsentenceoftheconclusion:34ActivitP1(EvaluatingThesisStatements),61–62ActivitP2(EvaluatingThesisStatem ents),621.Aa.1.TNa.OKb.OKb.2.OKa.2.TNa.Ab.OKb.3.OKa.3.TNa.Ab.OKb.4.Aa.4.OKa.OKb.TNb.5.Aa.5.OKa.OKb.TNb.ActivitP3(EvaluatingThesisStatements),62–63ActivitP4(EvaluatingThesisStatem ents),631.TBa.1.OKa.OKb.2b.2.TBa.2.2a.OKb.OKb.3.OKa.3.OKa.TBb.2b.4.TBa.4.2a.OKb.OKb.5.TBa.5.2a.OKb.OKb.ActivitP(CompletingThesisStatements),64 AnswersforthisactivitPwillvarP;apossiblethirdpointofdevelopmentforeacht hesisstatementislistedbelow.1.science.6.coach2.tobeenthusiastic.7.wewereemotionallPimmature.3.mPboPfriend.8.manners4.moneP.9.mPrelationshipswithothers.5.breaksdownregularlP.10.thetimeIdentedmP friend’scar.ActivitP(WritingaThesisStatement),65AnswersmaPvarPslightlP.1.ThecarsI’veownedhavereflectedthechangesinm PpersonalitP.2.Attendingatwo-Pearcollegehasseveraladvantages.3.IhavetriedseveralwaPstogiveupsnacks.4.Halloweenisnotallfun.5.ThreefactorscontributedtomPheartattack.ActivitP1(LimitingaTopicandWritingaThesis),66AnswerswillvarP;apossiblethesisforeachlimitedsubjectislistedbelow.1.SharinganapartmentwitharoommatehelpedmeadjusttoanewcitP.2.DecidingtobelesscriticalofPourspousecanhelpamarriage.3.MP mother’stidinessdrivesuscraz P.4.Fast-foodrestaurantsarecheaper,cleaner,andfriendlierthanotherrestaurants.5.MPcousinMPrahasseveralbaddrivinghabits.6.RegulareGercisecanhelpeaseemotionalproblems.7.Do-it-PourselfrepairsalwaPsendupcostingmemoremonePthantheP’resupposedto.8.Thefree-agentsPstemhasmadebaseballabigbusiness,notasport.9.BeingasingleparentcanbeeGhausting,frustrating,andintimidating.10.NoisepollutionisagrowingprobleminourcitP.ActivitP2(LimitingaTopicandWritingaThesis),67AnswerswillvarP;somepossiblelimitedsubjectsandthesisstatementsarelisted below.1.EGoticanimalsaspets PeopleshouldnotbeallowedtokeepeGoticanimalsaspets.2.Teensandbirthcontrol Parentsshouldbenotifiediftheirdaughtersvisitabirthcontrolclinic.3.Thenewseason’sTVprogr amming ThenewtelevisionprogramsarecarboncopiesoflastP ear’ssuccessfulshows.puterizedoffices ComputersinofficesarecreatingnewhealthproblemsforemploPees.5.MajorfieldsofstudPChoosingamajordoesnothavetobedoneblindlP.6.HousecallsDoctorsshouldbecompelledtomakehousecalls.7.SummervacationsSummeristheworsttimeofPeartotakeavacation.8.Barbecuing Therearethreekindsofpeoplewhowillbefoundbehindabarbecuegrill.9.Children’sallowances Gettinganallowanceteachesachildtoberesponsible,mature,andthriftP.10.Christmasshopping OnePearImadethemistakeofdoingmPChristmasshoppingmonthsinadvance. ActivitP(ProvidingSpecificEvidence),68–69AnswerswillvarP;somepossibilitiesarelistedbelow.1.Guestsarrivedtwohourslate;roastwasburned;hostandhostessgotintoahugefight2.Collectsdeadfrogs,birds,andworms;lovestodunkpizzainhischocolatemilk;combshishairwithhistoothbrush3.Tootired;toohungrP;toodisorganized4.ChosemPfriendsforme;chosemPclothesforme;chosemPcollegeforme5.BabP-sitting,gardening,bakingcookies6.Newignition,newbrakes,newheater7.Catgotsick;kidsgotsick;roofstartedtoleak8.Sleptathisdesk;gavesiGhoursofhomeworkpernight;hadanastPtemper ActivitP(IdentifPingAdequateSupportingEvidence),69–70AD1.U2.WhatarespecificeGamplesofhowpeoplearethoughtlesstopets?Whatarethepar ticularneedsofpetsthatmaPbeignored?EGamplesmightincludebathinganimalsregularlP,treatingthemforfleas,helpingthemstaPcoolinsummer,eGercisingthem,andprovidinganutritiousdiet.U3.WhatarespecificeGamplesofshowsthatareoflittleinteresttopeople?EGactl Phowwouldcommercialsbechanged?Howwouldnetworknewsbemademoreinteresting?EGamplesmightincludethenamesofshows(situationcomedies,gameshows,andsoon)thataren’mercialsmightbechangedbPeliminatingrepetitiousjinglesorcelebritPendorsements(usingeGamplesofcurrentcommercials).AD4.U5.WhatareeGamplesofhowthewomanwassetinherwaPs?WhatdidshesaPaboutthekin dofhairdoshewanted?ForeGample,thewomanmighthaverejectedanPsuggestionsotherthanthestPleshewasusedto.Whatdidthewriterdothatwasunsuccessful?Andhowdidthewomanseemtoindicatethatthewriterwasnotdoingwhatshewanted?Forinstance,shemighthaveshookherheadorsighedeverPtimethewriterattemptedtopleaseher.ActivitP(AddingDetailstoCompleteanEssaP),70–73AnswerswillvarP;possiblesupportingdetailsareincludedintheparagraphsbelo w.Firstofall,withnotelevisiontocompeteforourtime,wefoundplentPofhoursforp ersonalinterests.WeallreadmorethatweekthanwehadreadduringthesiGmonthsbe fore.DadintroducedMomtohisfavoritemPsterPwriter—DorothPSaPers—anditwa spleasanttoseethemsittingonthesofatogether,eachoneabsorbedinabook.Luell a,seriousasalwaPs,readnovelsbPCharlesDickens,whileIsettledmodestlPforth edailPnewspapers.W eeachalsoenjoPedsomehobbieswehadignoredforages.Momand Daddidcrosswordpuzzlestogether,Ludustedoffherstampcollection,andIfinish edknittingthesweaterIhadstartedlastSeptember.Inaddition,mPsisterandIbot hstoppedprocrastinatingwithourhomework.InsteadofputtingoffourEnglishand mathassignmentsuntilourfavoriteshowswereover,wetackledthemrightaftersup perandfoundthat,withoutthesoundoftheTVblaringinourears,wecoulddothemina coupleofhours—farmorequicklPthanweeGpected.Second,wedidchoresthathadbeenhangingoverourheadsfortoolong.Therewer emanPjobsaroundthehousethathadneededattentionforsometime.MomfiGedafauce tthathadbeendrippingforweekswhileDadpatchedthecrackedplasterinthedining room.LuandIcleanedourclosets,findingrecords,tapes,andmagazinesthathadbe enmissingformonths.BPtheendoftheweek,thehousewasintidiershapethanithadbeensincewemovedin.Wealsohadachancetodosomelong-postponedshopping.Momand Dadpickedoutanewsofafortheden;Luboughtsomenewbooks,andIwentthroughawhol estackofcatalogsandfinishedallmPChristmasshoppingbPmail.Andeachofusalso didsomeletterwritingorotherpaperworkthatwaslongoverdue.MomandDadstruggl edwiththisP ear’sincometa Gforms,LuwrotetoJohnnP,afriendshemetatSpiritLa kelastsummer,andIwroteathank-PounotetoAuntElsieforlettingmestaPwithherd uringmPweekendinNewPorkCitPlastmonth.FinallP,andprobablPmostimportant,wespenttimewitheachother.Insteadofbein ginthesameroomtogetherwhilewestaredatascreen,weactuallPtalkedformanPple asanthours.Momtoldusabouttheprogrammingprojectshehasbeendoingatwork,and wehadfunplanningthetriptoBostonwearegoingtotakethissummer.Moreover,fort hefirsttimeinPearsmPfamilPplaPedsomegamestogether.WeplaPedseveralgameso fScrabble,andweevengotouttheMonopolPsetandplaPedagamefollowingtheruleso urfamilPhasmadeupoverthePears.Andbecausewedidn’thavetoworr Paboutmissin gthisorthatshow,wehadsomefamilPfriendsoveracoupleofeveningsandspentanen joPabletimewiththem.WeweregladtoseehowmuchtheOverholtchildrenhadgrown,a ndJoeandSandPCipriannikeptuslaughingalleveningwiththeirstoriesaboutfiGi nguptheoldhousethePbought.4TheThirdStepinEssaPWritingFill-ins(CommonMethodsofOrganization),75–76 ThetopicsentencesintheessaPusethewordsTo begin with,NeGt,andFinallPtohelpshowtimeorder.Theparagraphusesthefollowingwordstohelpshowtimeorder:NeGt, first, Then, After,andFinallP.ThetopicsentencesintheessaPusethewordsFor one thing,In addition,andMost importanttohelpshowemphaticorder.ThewordsWorst of allareusedtomarkthemostemphaticdetailintheparagraph. ActivitP(CommonMethodsofOrganization),77A.1.timeorderB.time;emphatic;time;emphatic2.emphaticorderbinationoftimeandemphaticorderActivitP(Transitions),78–801.Additionsignals:One,Also,Another2.Timesignals:After,First,NeGt,FinallP3.Spacesignals:NeGt[to],Totheright,Near4.Change-of-directionsignals:But,however5.Illustrationsignals:ForeGample,suchas6.Conclusionsignals:FinallP,thereforeActivitP(TransitionalSentences),81AnswersmaPvarPslightlP. InadditiontoteachingmeabouttheimportanceoffamilPsupport,mPparentstaughtmethevalueofhard work.Alongwiththevalueofhard work,mPparentsemphasizedthebenefitsofa good education.ActivitP(OtherConnectingWords),831.fourtimes2.he3.ironrange;throbbingswellings;frigidActivitP(IntroductorPParagraph),86-87ActivitP(ConcludingParagraph),891.BStartingwithanopposite1.P/R2.FQuotation2.Q3.AGeneraltonarrow3.SActivitP(Titles),90–91AnswerswillvarP;eGamplesoftitlesaregivenbelow.1.ChoosingMcDonald’s2.ADineratMidnight3.AudiencesatRockConcertsActivitP1(OrganizingThroughTimeOrder),91–931.12.33.1313222ActivitP2(OrganizingThroughEmphaticOrder),95–961.22.33.2113321ActivitP(ProvidingTransitions),93–94Firstofall,therearethepeople...ForeGample,therearetheones...AnothertPpeofnervous...However,neitherofthese...AsecondcategorPofpeople...OnthecontrarP,thePfeelcompelled...Asaresult,noonehears...AfterthePhavebeentothetheater...ThenthePwillstart...Lastofall,therearethepeoplewhotalk...Inaddition,itisimpossible...ButifeverIamgranted...ActivitP(IdentifPingTransitionsandOtherConnectingWords),95–96 S1.T9.P2.RW10.T3.S11.S4.T12.P5.P13.RW6.RW14.P7.T15.P8.ActivitP(CompletingTransitionalSentences),96–97Thesis1:AftermakingcertainthatPour house conforms to state regulations,Poumustobtainlegalpermits...FinallP,oncePouhavethenecessarPlegal permits,Poucanbegintoadvertise... Thesis2:InadditiontosavingmemoneP,watchingthegameathomeismorecomfortablethansit tinginastadium...Evenmoreimportantthancostandcomfort,though,isthetechnologPwhichmakesate levisedgamebetterthanthe“realthing.”...ActivitP(IdentifPingIntroductionsandConclusions),97-99Pair1:DIncidentorstorPIPredictionorrecommendationPair2:EQuestion(s)GSummarPandfinalthoughtPair3:FQuotationGSummarPandfinalthought5TheFourthStepinEssaPWritingActivitP(UseParallelism),101–102AnswersmaPvarPslightlP.1.ThenoveltPstoresellshandbuzzers,plasticfangs,andfake insects.2.ManPpeoplesharethesamethreegreatfears:beinginhighplaces,workingwithnumbers,andmaking speeches.3.Todecideonacareer,peopleshouldthinkcloselPabouttheirinterests,hobbies,andskills.4.AtthebodPshop,thecarwassandeddowntothebaremetal,paintedwithprimer,andspraPed withredenamel.5.Inordertobecomeadancer,Lolaistakinglessons,workinginamateurshows,andauditioningforprofessionalcompanies.6.Juan’slastjobofferedsecurit P;his new joboffersabetterchanceforadvancement.7.PeopleintodaP’sworldoftentr Ptoavoidsilence,whetheronthejob,inschool,orat home.8.BecausethedPingwomanwasdignifiedandcourageous,shewoneverP one’srespect.9.Thepoliticiantrustednoone,rewardedloPaltP,anddependedonlPonhisowninstincts.10.Ifwe’renotcareful,we’llleavethen eGtgenerationpollutedair,contaminatedwater,anddPing forests.ActivitP(ConsistencPwithVerbs),1031.arrivearrived6.floatedfloats2.asksasked7.grabsgrabbed3.slicedslices8.swoopedswoops4.wentgoes9.rechargedrecharge5.tipstipped10.burnsburnedActivitP(ConsistencPwithPronouns),104–1051.Pourtheirhealth6.PouIcanown2.PouIneverknow7.Pouherindigestion3.PouwehaveifPouwe8.Pou wedon’tdare4.theiritsaggressive9.wethePcanlearn5.onePoushouldplan10.onePoushoulddressActivitP1(UseSpecificWords),106–107AnswerswillvarP;followingareeGamples.1.Potatochips,pretzels,andsaltedpeanuts...2....papers,books,andmagazines...3....aTV,aCDplaPer,andacomputer.4.Thecomics,thesportspages,theobituaries,andthesocietPpage...5....mPthroat,mPears,andmPlungs...ActivitP2(UseSpecificWords),107–108AnswerswillvarP;followingareeGamples.1.TherustPoldBuicksputtered,whined,andrefusedtostart.2.ThemathematicsfinalwasfilledwithtrickP,bafflingproblems.3.LittleRobbiewassoeGhaustedthathecouldscarcelPkeephisePesopen.4.MPcluttered,jumbled,dustPbedroomneedstobesweptout,scrubbed,andreorganized.5.Abroken-downcitPbusblocked MainStreetandstoppedtrafficforanhour.ActivitP(UseActiveVerbs),1091.ThetPpicalAmericandietincludesmanPunhealthPfoods.2.HundredsofbitingantsinvadedthefamilPpicnic.3.DoctorsuseantibioticstotreatmanPinfections.4.Adrunkdrivercausedthefataltrafficaccident.5.Theinstructorwilldeterminefinalgradesonthebasisofclassperformance.ActivitP(UseConciseWords),110–111AnswerswillvarP.1.IwillconcludebPsummarizingmPmajorpoints.2.EverPdaP,parentsmustc ontroltheirchildren’stelevisionwatching.3.IamshP.4.Magazineadvertisingcontainscleverhiddenmessages.5.MPworstmistakelastweekwastohurtmP brother’sfeelingsandnotapologize.6.IntodaP’suncertaineconom P,themiddleclassfindsithardtosave.7.Welikedlastnight’ste le visionshow,butourparentsdidn’t.8.Theschooldistrictcanceledclassesbecauseofthebadweather.9.Iregretnothavingstudiedwordprocessinginhighschool.10.PeopleareharmedbPemotionalaswellasbPphPsicalabuse.ActivitP(RevisebPAddingaSecondCompleteThought),112–1131....sandwiches,forheisallergic...2....sleep,butthethought...3....bakerP,andithas...4....soggP,forrainwaterhad...5....present,soIoffered...ActivitP(RevisebPAddingaDependentThought),114–115AnswersmaPvarP.1.BecauseIhadforgottentolockthefrontdoor,I...2.Whenthebearturnedovertherottenlog,fat...3.AfterKevinhadsentawaPforasetoftools,he...4.Becausesomepeopleareallergictowool,theP...5.EventhoughanolderwomaninmPtPpingclasscantPpealmostonehundredwordsaminute,she...ActivitP(RevisebPBeginningwithaSpecialOpeningWordorPhrase),1161.ReluctantlP,ShirlePsignedtherepaircontract.2.Toimprovetheirchancesofpromotion,theinternsvolunteeredtoworkovertime.3.Duringthetrial,theaccusedmurderergrinnedatthewitnesses.4.Crowdedwithnervouspets,thevet’sofficewasnois Pandconfusing.5.TrPingtofindsomethingworthwatching,BarrPflippedfromchanneltochannel. ActivitP(RevisebPPlacingAdjectivesorVerbsinaSeries),117–118 AnswersmaPvarP.1.ThebabPtoddledacrosstherug,pickedupabutton,andputthebuttoninhismouth.2.Brown,foul-tastingwaterdribbledoutoftherustPmetaltap.3.BP6A.M.,IhadreadtheteGtbookchapter,takennotesonit,studiedthenotes,anddrunkeightcupsofcoffee.4.TheeGterminatorapproachedthelarge,paperP wasps’nestshangingundertheoldwoodeneaves.5.Slimbrownreedsborderedthestagnantgreenpond.ActivitP(Proofreading),120–1211.26.112.47.133.58.144.69.165.910.17Corrections(methodsofcorrectionmaPvarP):1.anashtraPwhichImade6.mPfather,whosmoked2.theprideIfeltwhenIpresented7.brightpurple,mPfavoritecolor3.ashelf;itisaremarkablP8.itsrim;theParecoloredneongreen.4.circle.UnfortunatelP,9.loveme,Ilook5.orcigar,soImade10.uglPashtraP;theanswerReviewTest1(UsingParallelism),1221.filledwithsuspensesuspenseful6.sellingtoPstoPsalesperson2.furniturefortheoffice7.foodonthetableputtingfoodonthetableofficefurniture8.tocramcramming3.mPkitchenworkinginmPkitchen9.bagsareputonthembagged(or:putintobags)4.preparingtoprepare10.withfriendlinessaswellandhisfriendliness5.beingkindkindnessReviewTest2(UsingParallelism),1231.tobuPbuPing6.werewhisperingwhispered2.showsonsciencescienceshows7.tostartstarting3.porchfurniturethatwasrotted8.paPthatisgoodgoodpaP rottingporchfurniture9.wasputtingput4.hershirtwastornatornshirt10.losinglost5.takingtake(or:climbing...taking)ReviewTest1(UsingaConsistentPointofView),1241.iswastaken6.getsgotthechicken2.arewerenotonthesameshelf7.realizesrealizeditcontained3.proceedsproceededslowlP.8.transferstransferredthegroceries,4.decidesdecidedtopickup9.noticesnoticedthatthebarbecuedchicken5.parksparkedhisshoppingcart10.saPssaidtotheclerk,ReviewTest2(UsingaConsistentPointofView),1251.PouthePwork.6.oneIcanmeet2.PouIcouldhear7.weretoPoume.3.Pouwearesupposed8.PouIdrive4.oneImustcomplete9.PouthePhaveturnedin5.Pouhecouldnottell10.andaskedtohelpPouher.ReviewTest1(UsingSpecificWords),126AnswerswillvarP;eGamplesareshown.1....Ifeltsad,angrP,andworried.2.Thelukewarmsoup,stalesandwiches,andlimpsalads...3.Ants,moths,andspiders...4....itrainednonstop,withabone-chillingwind.5....abrokenarm,twobrokenribs,andaconcussion.ReviewTest2(UsingSpecificWords),127AnswerswillvarP;eGamplesareshown.1.ThehaughtP,scowlingsalesmantoldusnottowastehistimewithstupidquestions.2.BettPdugherfistsintoherePesandshookwithsobs.3.ThethirdgameoftheWorldSerieswasatensepitchers’duel.4.TheairportloungewasthrongedwithholidaPtravelers.5.Thewomaninthefrontseatwasmutteringtoherselfandtrembling.ReviewTest(UsingActiveVerbs),1281.Thehealthinspectorclosedthepizzarestaurant.2.TheworkersinthelibrarPsortedhugestacksofdonatedbooks.3.AvirusinfectedmPcomputer.4.Oilcompanieswillnotincreasegasolinepricesthiswinter.5.Ourairplanesdroppedhigh-poweredbombsontoenemPbases.6.ThetelephonecompanPplacedanadditionalchargeonourphonebill.7.AgroupofvandalsdamagedthecommunitPcenter.8.PhPsicalactivitP,meditation,andrelaGationrelievestress.9.ThefederalgovernmentwillraisetaGestopaPforhighwaPimprovements.10.StudiesshowthatwatchingviolentTVprogramsincreasesviolentbehavior. ReviewTest1(UsingConciseWords),129AnswersmaPvarP;eGamplesareshown.1.IfinallPdecidedtolookforanewjob.2.Becauseherprinterwasoutofpaper,ReneewenttobuPsome.3.TamikarealizedsuddenlPthatherdatehadstoodherup.4.OurteacherdoesnotPetknowifshewillreturnneGtPear.5.ThesalespersonadvisedustowaituntilthepricedroppedbeforebuPingourcomputer.ReviewTest2(UsingConciseWords),130AnswersmaPvarP;eGamplesareshown.1.OurcompanPallowstwofifteen-minutecoffeebreaks.2.Pourlineofcredithasbeenincreased.3.IprefercandPtofruit.(Or:IthinkcandPtastesbetterthanfruit.)4.LPnnrarelPadmitsthatshehasmadeamistake.5.ManPpeoplethinkthatchildrenshould,bPlaw,attendschooluntilagesiGteen. ReviewTest1(VarPingPourSentences),131AnswerswillvarP;eGamplesareshown.1.Sophiehadrepairedherbrokenwatchbandwithapaperclip,buttheclipsnappedandthewatchslidoffherwrist.2.ThephPsicaltherapistwatchedasJulietriedtostandonherweakenedlegsandthePcrumpledunderher.3.Althoughtherewereparkingspacesonthestreet,RichiepulledintoaneGpensivegaragebecausehedidnotwanttoriskdamagetohisnewcar.4.Speeding,thebrowntruckskiddedonsomeiceandalmosthitastartledPoungpoliceofficer.5.Asuddenterriblerainstormfloodedourbasement,knockedslatesofftheroof,anduprootedaPoungtree.ReviewTest2(VarPingPourSentences),132–133AnswerswillvarP;eGamplesareshown.1.Whenasuddencoldfronthitthearea,temperaturesdroppedthirtPdegreesinlessthananhour.Iwasnotwearingawarmjacket,somPteethbegantochatter.2.Vernworksasamodel,sohehastolookhisbest.WhenhegainedtenpoundsrecentlP,hehadtotakeofftheeGtraweight,orhewouldhavelosthisjob.3.Astheballgamewasabouttobegin,adogranontothefieldandbegannippingtheinfielders’ankles.Thegamehadtobedela PeduntilthedogwaschasedawaP.4.ThehungrPlionwatchedtheherdofgazellecloselP.IfaPoungorsickanimalwanderedawaPfromthegroup,thelionwouldmoveinforthekill.5.Sufferingfromarthritis,mPauntdecidedtofindahelpfulformofeGercise.ShelearnedthatswimmingisverPhealthfulbecauseitworkseverPmusclegroupinthebodPwithoutstrainingthemuscles.ReviewTest3(VarPingPourSentences),134AnswerswillvarP;aneGampleisshown.LenaandMileswantedanice,quiet,relaGingvacation,sothePrentedasmalllakesi decabin.TheirfirstdaPtherewasverPpeaceful,butthesituationquicklPchanged whenalargefamilPmovedintoanearbPcabin.ThePplaPedmusicattopvolumeandrace daroundinaspeedboatwithaloudwhiningengine.LenaandMiles,nolongerverPrela Ged,packeduptheirthings,droveoff,andreturnedtotheirquietapartment.6FourBasesforRevisingEssaPsActivitP(RevisingforUnitP),138 Thefollowingsentencesshouldbecrossedout:Paragraph3:Weareclosenow,though.Infact,EddierecentlPpaintedmPnewapartment forme.Paragraph4:NowIrealizethatteenagedrinkingisdangerous.IreadrecentlPthatthe numberonekillerofteenagersisdrunkdriving.ActivitP(RevisingforSupport),141AnswerswillvarP.ActivitP(RevisingforCoherence),144AnswerswillvarP.ActivitP(RevisingforSentenceSkills),147–1481.Inwordgroup14,are shouldbe is tomaketheverbagreewith waP.2.Inwordgroup19,quite shouldbe quiet.3.Inwordgroup22,5shouldbespelledout.4.Inwordgroup22,began shouldbechangedtothecorrectformoftheverb,begun.5.Inwordgroup23,thereshouldbequotationmarksaround“Bugs.”6.Inwordgroup23,aneGclamationpointisneededforanendmark.7.Inwordgroup24,Dumpingthefoodinthedisposal isadanglingmodifier.Itshouldbechangedto TheP’llalldumptheirfoodinthedisposal,jumpintothecar,and ...8.Inwordgroup24,makeabeeline isacliché.Itshouldbechangedto headquicklP.9.Inwordgroup24,mcdonald’s shouldbecapitalized.10.Wordgroup29isarun-on.Itcanbecorrectedthus:...simple.Coworkers,... ActivitP(RevisinganEssaPforUnitP),148–150“Pla P ingontheBrowns”—Irrelevantsentences:15,24,28 “HowtoConanInstructor”—Irrelevantsentences:11,19,24,33ActivitP(EvaluatingEssaPsforSupport),156–158 “FormulaforHappiness”—Supportingdetailsneededaftersentences7,13,16,2 0,21 “ProblemsofaForeignStudent”—Supportingdetailsneededaftersentences12, 17,24ActivitP(RevisingEssaPsforCoherence),152–155“NoisePollution”1.sentence65.sentence192.cannedmusic6.rubble3.sentence127.siGtimes4.sentence188.4,2,3“Weigh tL oss”1.sentence85.sentence162.sentence96.fat3.sentence127.fourtimes4.mP bestfriend’sfamil P8.3ActivitP(RevisingEssaPsforAllFourBases),155–158“Chiggers”Paragraph2:a(“Iamdefinitel P...andconcrete.”)Paragraph3:cParagraph4:d(“Mainl P...summertime.”—fragmen t;“Iwill...redspeck.”—r un-on)“TheHazardsofBeinganOnl P Child”Paragraph2:a(“Someonl P children...writingordrawing.”)Paragraph3:d(“Andwho...morning.”—fragment;“Afterall...secrets.”—r un-on)Paragraph4:b(“...famil P decisions,either.”)。

A NSWER KEYPART THREE: SPECIAL SKILLS17 Taking Essay ExamsActivity (Step 2), 331First, 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), 3321. b 4. c2. d 5. a3. eActivity 1 (Step 5), 3361. 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), 336Answers will vary.18 Writing a SummaryActivity 1, 339–345Here 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 reviewingthem 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 ReportActivities 1 and 2, 351Answers will vary.20 Writing a Résumé and Job Application LetterActivity, 357Answers will vary.21 Using the Library and the InternetActivity, 358Ans wers will vary.Activity (Card Catalog), 360–361A. 1. Answers will vary.2. subject sectionB. 1. Answers will vary. Example: Beloved2. Answers will vary. Example: Men at Work3. Edward Gibbon4. Richard Nelson Belles5. Answers will vary. Examples: Being Adopted: The Lifelong Search for Self—David M.Brodzinsky et al; Raising Adopted Children—Lois Ruskai Melina6. The Lives of a Cell Silent Springa. Lewis Thomas a. Rachel Carsonb. Viking b. Fawcett Crest orHoughton Mifflinc. 1974 c. 1964 (Fawcett) or1994 (Houghton Mifflin)d. QH331/T45 d. QH545.P4/C38e. Biology— e. Pesticides—Environmental aspectsPhilosophyPesticides—ToxicologyPesticides and wildlifeInsect pests—biological control7. Answers will vary, depending on the books chosen.Activity (Book Stacks), 362–363Option 1: Library of Congress System Option 2: Dewey Decimal System1. d1. c2. a2. c3. c 3. bActivity 1, 3651. 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, 365-366Answers will vary.Activity, 373–375Answers will vary.22 Writing a Research PaperActivity (Works Cited), 3861. 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.。

A NSWER KEYPART FIVE: READINGS FOR WRITINGAnswers 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 HaleyNote: The numbers in parentheses refer to relevant paragraphs in the selection.Reading Comprehension Questions, 577-5781. c2. b3. 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 theselection.5. a Paragraph 16. c Paragraph 287. True Paragraph 148. a Paragraph 149. a Paragraph 2210. c Paragraph 12Structure and Technique,5791. 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 onthe Murzim. 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 “resistingthe 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 heincluded 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. Whichpurpose—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,5791. Before Haley decides to write to his loved ones, what series of thoughts and images goesthrough 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 feelsdissatisfied 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. Ifhe 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 conclusionsabout 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 OutlineThesis: 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 GregoryNote: The numbers in parentheses refer to relevant paragraphs in the selection.Reading Comprehension Questions, 584-5851. a2. d3. b Answers a, c, and d are too narrow.4. a Answers b, c, and d are too narrow.5. c Paragraph 66. True Paragraph 237. a Paragraph 58. b The entire incident with the Community Chest Fund shows Richard’spride; see also paragraph 28.9. b Richard’s teacher ignores his problems and humiliates him in front of theentire class; see paragraphs 5 through 26.10. b Helene cries over Richard’s humiliation; see paragraph 23.Structure and Technique, 5851. 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, andwhat 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 toprovide actual dialogue rather than merely to tell what happened. Why?Answer:By using the exact words spoken by Helene, the teacher, and himself, Gregory givesa very clear picture of what happened by allowing the reader to “experience” it, rather thansimply 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 winoat 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,5861. When Gregory writes, “I never learned hate at home, or shame. I had to go to school forthat” (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 readthis essay? What could the teacher have done or said that would not 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 gota “big thrill” out of being chosen to clean the blackboard. Students’ suggestions about theteacher 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 youthink 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 OutlineThesis: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 WilkinsNote: The numbers in parentheses refer to relevant paragraphs in the selection.Reading Comprehension Questions,589-5901. d2. a3. 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 36. a Paragraph 67. b Paragraph 78. b Paragraph 29. c Paragraph 610. d Paragraph 11 (We know that Miss Bean had not intended to knock thepencil from his hand because she gasped when the pencil went flying.) Structure and Technique,5911. Which pattern of essay development—comparison, narration, or description—does Wilkinsuse in most of his essay? Explain.Answe r: 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 hisessay smoothly from one event to the next? Find at least four different words that are examples of this signal.Answe r: 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?Answe r: 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 unexpectedmeanings. 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?Answe r: 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,5921. What does Wilkins mean by the term nonstandard person(paragraph 3)? Do you think helater felt more like a “standard” person? Why or why not?Answe r: 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 hewas 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?Answe r: 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 otherstudents 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). Buthow 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?Answe r: 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 tothink.” 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?Answe r: 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 OutlineThesis: A teacher helped the first black student in school to be accepted and to learnto think for himself.1. As a black newcomer to an all-white school in a bigoted neighborhood before the era ofcivil rights, the author felt shame for being different (1-3).2. Miss Bean immediately began to give Wilkins “human dimensions” by including him inclass 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 Beanmade 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, 596-5971. b2. d3. 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’sconfused feelings about the abortion.5. c Paragraph 66. False Paragraphs 4, 12, 207. d Paragraph 138. a Paragraph 39. c Paragraph 2710. True Paragraphs 5, 10Structure and Technique,597-5981. 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, Franckeposes 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. A simile is a figure of speech in which a writer compares one thing to another very differentthing, using the word like or as 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, Franckeemploys 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,5981. In what ways are the staff at Women’s Services considerate to Francke and to the otherpatients? In what ways are they not 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 responsesare 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 stillremains. 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 thinkambivalence 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 OutlineThesis: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 McMurtryNote: The numbers in parentheses refer to relevant paragraphs in the selection.Reading Comprehension Questions,604-4051. c2. b3. 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 86. b Paragraphs 9 and 107. a Paragraph 188. c Paragraph 149. b Paragraph 1810. dStructure and Technique,605-6061. 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 “skilledmasochism”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 sustainedplaying 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 experienceswith 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,6061. What is McMurtry’s current profession? How might his present position have influenced hisopinions 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 faircomparison? Why or why not?Answer:Answers will vary.3. According to McMurtry, what qualities of our society are reflected in football? What is youropinion 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 benefitssociety. Do you believe that football and sports in general are harmful or helpful to society?Explain.Answer:Answers will vary.Thesis-and-Support Outline。

《美国大学英语写作》课后习题答案(PART 1) ANSWER KEYPart One: Essay Writing1 An Introduction to WritingActivity (Point and Support in a Paragraph), pages 5–6 Point: There are drawbacks to moviegoing.Support: 1. Inconvenienceb. Long time to find parking spot and long walk to theaterd. Sticky floor3. Other moviegoersa. Running kidsb. Laughing, shouting teenagersActivity (Introductory Paragraph), 81. c2. b3. a4. a. Inconvenience of going outb. Temptations of the theaterc. Behavior of some patronsActivity (Body: Supporting Paragraphs), 9–101. To begin with, I just don’t enjoy the general hassleof the evening.2. b. Parking lot is always jammedd. Tickets may sell out, and theater is crowdede. Tickets cost up to $8 each3. Second, the theater offers tempting snacks that I really don’t need.4. b. 2) chocolate bars3) Milk Duds5. Many of the other patrons are even more of a problem than the concession stand.6. a. Little kids race up and down the aislesb. Teenagers talk back to the screen, whistle, make funny noisesActivity (Concluding Paragraph), 101. a2. cReview Activities, 18–20Answers will vary.2 The Writing ProcessActivities (Freewriting, Questioning, Making a List, Clustering, Scratch Outline), 25–31Answers will vary.Activity (Writing a First Draft), 331. thesis 5. specific2. first 6. bs3. equiped (other answers are possible) 7.conclusion4. second and thirdActivity (Revising with a Second Draft), 36–371. Second 5. watching what I keep in the house2. however 6. comfortable seats3. unity . . . My friends are as bad as I am.7. As4. support . . . snacks like celery and carrot8. jump into my handssticks . . . no ice cream in the freezer . . .9. disgusteddripping with butter . . . risk pulling out。