大学英语写作与翻译课后习题答案

Unit 11）From her accent I guess she’s from the Northeast.2）It was very clever of her to turn his argument against himself。

3)I found a couple of shoes under the bed but they don’t make a pair。

4）Dr。

Bright always take his time as he examines his patients and treats them with extreme care。

5）British companies are trying to avoid the fate their American counterparts have already suffered.6）Wilfred’s remarks confirmed me in my opinion that he was an honorable(诚实的）young man。

7）The key witness for the prosecution（原告方) was offered police protection after she received death threats。

8）I thought that was the end of the matter but subsequent events proved me wrong。

9）Having practiced for so long，the New York baseball team stand a chance of winning the World Series (美国职业棒球大赛) this year. 10）At the trial ，Bob’s teacher，who was called as a character witness , said he was a quiet boy who had never been in trouble before。

Unit11 Shyness can vary from feeling mild discomfort to high levels of anxiety (从感觉轻微的不适高度的焦虑) that impact us in almost everything we do.2 Despite his stubbornness, he knew in his heart that he should avoid arousing any suspicions(避免引起任何怀疑).3 It will be interpreted as criticism no matter what you say.（成批评，无论你说什么).4 Let’s not allow ourselves to be upset by trifles (让我们不要为小事情烦心) (which) we should ignore and forget.5 Too much time spent dwelling on the past (花太多的时间老是想着过去) can get in the way of enjoying life as it happens.6 People who believe they can accomplish goals and solve problems (相信自己能够完成目标解决问题的人) are more likely to do well in school.1.人们认为，悲观常常会导致绝望、疾病和失败。

It is believed that pessimism often leads to hopelessness, sickness and failure. 2.于此相反，乐观主义能使你幸福、健康和成功。

Optimism, by contrast, can make you happy, healthy and successful.当你做某件事失败时，把失败当做一种学习的经历并从中汲取益处。

广东外语外贸大学2003年硕士研究生入学考试英语写作与翻译Task 1: Summary Writi ng (40%)Directions:Read carefully the following passage and summarize its contents in 100-120 words. Note that you must not copy complete sentences directly from the orig in al. Failure to do so would in cur deduct ion of your scores.PassageKilli ng for SportIt wouldn 'be quite true to say that some of my best friends are hunters. 〞Still, I do number among my respected acquaintances some who not only kill for the sake of killing but count it among their kee nest pleasures. And I can think of no better illustrati on of the fact that men may be separated at some point by fathomless abyss yet share elsewhere much com mon gro und. To me, it is incon ceivable that anyone can think an ani mal more in teresti ng dead tha n alive, I can also easily prove, to my own satisfact ion, that killi ng for sport "is the perfect type of that pure evil for which metaphysicia ns have sometimes sought.Most wicked deeds are done because the doer proposes some good for himself. The liar lies to gain some end; the swin dler and the thief want things which, if hon estly got, might be good in themselves. Eve n the murderer is usually remov ing some impedime nt to no rmal desires. Though all of these are selfish or un scrupulous, their deeds are not gratuitously evil. But the killer for sport seems to have no such excusable motive. He seems merely to prefer death to life, darkness to light. He seems to get nothing other tha n the satisfacti on of say ing: Somethi ng which wan ted to live is dead. Because I can bring terror and agony, I assure myself that I have power. Because of me there is that much less vitality, con scious ness and perhaps joy in the uni verse. I am the spirit that deni es." When a man wantonly destroys one of the works of man, we call him Van dal." When he wantonly destroys one of the works of God, we call him Sportsma n.〞The hunter-for-food may be as wicked and as misguided as vegetarians sometimes say, but he does not kill for the sake of killi ng. The ran chers and the farmers who exterm in ate all livi ng things not immediately profitable to them may sometimes be worki ng aga inst their own best in terests; but whether they are or not, they hope to achieve some supposed good by the exterm in ati on s, if to do evil, not in the hope of gain but for evil 's sake, in volves the deepest guilt by which man can be sta in ed, the n killi ng for killi ng 's sake is a terrify ing phe nomenon and as stro ng a proof as we could have of the reality of evil " with which present-day theologians are again concerned.Task 2: Interpretation of Graphical Information and essay writing (60%) Directions:The relati on ship betwee n the degree of participatio n in physical exercises duri ng senior high school years and academic achievements after graduation is investigated. The results of investigation are presented in the following table. Write an essay to describe and discuss the findings. You should also draw your own conclusions based on the information given in the table.Directions:Based on the assumptio n that the youn ger one starts to lear n a foreig n Ian guage, the higher the proficiency one would achieve ultimately, the provincial government of Guangdong has decided that in five years 'time, English course should be offered from Grade One in all primary schools of the Province, be they in cities or in rural areas. Write an essay of 500-600 words unequivocally expressing your stand on this issue. Whatever position you take, make sure to justify your decision. Give a title to your essay.Task 4: Tran slatio n (50%)(1) Directi ons: Tran slate the followi ng paragraph from En glish into Chin ese.And speak ing of freedom, is not the author free, as few men are free? Is he not secure, as few men are secure? The tools of his in dustry are so com mon and so cheap that they have almost ceased to have commercial value. He needs no bulky pile of raw material, no elaborate apparatus, no service of men or ani mals. He is depe ndent for his occupati on upon no one but himself, and nothing outside him that matters. He is the sovereign of an empire, self supporting, self-contained …No one can deprive him of his stock in trade ; no one can force him to exercise his faculty aga inst his will; no one can preve nt him exercis ing it as he chooses. The pen is the great liberator of men and nations. No chains can bind, no poverty can choke, no tariff can restrict the free play of his mind …(2) Directi ons: Tran slate the followi ng paragraph from Chin ese into En glish王冕见天色晚了，牵了牛回去。

名起诉他了第二版新视野大学英语读写教程第四册课文翻译Unit 1 text A名气之尾艺术家追求成名，如同狗自逐其尾，一旦追到手，除了继续追逐不知还能做些什么。

成功之残酷正在于它常常让那些追逐成功者自寻毁灭。

对一名正努力追求成功并刚刚崭露头角的艺术家，其亲朋常常会建议“正经的饭碗不能丢！”他们的担心不无道理。

追求出人头地，最乐观地说也困难重重，许多人到最后即使不是穷困潦倒，也是几近精神崩溃。

尽管如此，希望赢得追星族追捧和同行赞扬之类的不太纯洁的动机却在激励着他们向前。

享受成功的无上光荣，这种诱惑不是能轻易抵挡的。

成名者之所以成名，大多是因为发挥了自己在歌唱、舞蹈、绘画或写作等方面的特长，并能形成自己的风格。

为了能迅速走红，代理人会极力吹捧他们这种风格。

他们青云直上的过程让人看不清楚。

他们究竟是怎么成功的，大多数人也都说不上来。

尽管如此，艺术家仍然不能闲下来。

若表演者、画家或作家感到无聊，他们的作品就难以继续保持以前的吸引力，也就难以保持公众的注意力。

公众的热情消磨以后，就会去追捧下一个走红的人。

有些艺术家为了不落伍，会对他们的写作、跳舞或唱歌的风格稍加变动，但这将冒极大的失宠的危险。

公众对于他们藉以成名的艺术风格以外的任何形式都将不屑一顾。

知名作家的文风一眼就能看出来，如田纳西?威廉斯的戏剧、欧内斯特?海明威的情节安排、罗伯特?弗罗斯特或 T.S.艾略特的诗歌等。

同样，像莫奈、雷诺阿、达利这样的画家，希区柯克、费里尼、斯皮尔伯格、陈凯歌或张艺谋这样的电影制作人也是如此。

他们鲜明独特的艺术风格标志着与别人不同的艺术形式上的重大变革，这让他们名利双收，但也让他们付出了代价，那就是失去了用其他风格或形式表现自我的自由。

名气这盏聚光灯可比热带丛林还要炙热。

骗局很快会被揭穿，过多的关注带来的压力会让大多数人难以承受。

它让你失去自我。

你必须是公众认可的那个你，而不是真实的你或是可能的你。

艺人，就像政客一样，必须常常说些违心或连自己都不完全相信的话来取悦听众。

Unit11.在有些人眼里，毕加索（Picasso）的绘画会显得十分荒谬。

In the eyes of some people, Picasso’s paintings would seem rather foolish.2.他们利润增长部分的原因是由于采用了新的市场策略。

The increase in their profits is due partly to their new market strategy.3.那个男人告诉妻子把药放在最上面的搁架上，这样孩子们就够不着了。

The man told his wife to keep the medicine on the top shelf so that it would be beyond the children’s reach.4.有钱不一定幸福。

Happiness doesn’t always go with money.5.那辆小汽车从我买来以后尽给我添麻烦。

That car has given me nothing but trouble ever since I bought it.Unit21.自今年夏初起, 海尔公司(Haier) 展开了空调促销的广告大战。

Since the beginning of this summer, Haier has waged a massive ad campaign to promote its air-conditioner sales.2.玛丽的父母不同意她去美国，因此她最终能否实现自己的愿望尚不可知。

Mary’s parents frown on the idea of her going to America, so it remains to be seen whether she will realize her dream.3.罗斯明白约翰源源不断的来信，连同无数的玫瑰花，目的是为了赢得她的心。

大学英语教材3答案写作答案一：Module 1Section 1:1. Yes, she did.2. No, he doesn't.3. The teacher is tall and thin.4. The weather is sunny and warm.5. My hometown is small and beautiful.Section 2:1. She is my sister.2. They are my friends.3. He is my teacher.4. It is my car.5. We are students.Section 3:1. She is a doctor.2. He is a businessman.3. They are tourists.4. He is a journalist.5. She is a lawyer.Module 2Section 1:1. No, it isn't.2. Yes, she did.3. Yes, he can.4. No, they don't.5. Yes, it is.Section 2:1. I'm wearing a red shirt.2. He's driving a black car.3. She has long brown hair.4. They are eating delicious pizza.5. We have a big house.Section 3:1. I have two dogs.2. He has five cats.3. They have three children.4. She has a new phone.5. We have a busy schedule.Module 3Section 1:1. Yes, it is.2. Yes, they do.3. No, I don't.4. Yes, he is.5. No, she isn't.Section 2:1. I like to play soccer.2. He enjoys reading books.3. They love watching movies.4. She hates spiders.5. We prefer eating Italian food.Section 3:1. I am studying economics.2. He is majoring in computer science.3. They are pursuing a degree in psychology.4. She is specializing in architecture.5. We are taking a course in literature.Module 4Section 1:1. He goes to the gym every day.2. She takes a dance class twice a week.3. They go hiking on weekends.4. He practices the piano for two hours every day.5. She swims in the pool every morning. Section 2:1. I usually wake up at 7 am.2. He always eats breakfast before leaving home.3. They often meet for lunch on Fridays.4. She sometimes goes jogging in the evening.5. We rarely stay up late.Section 3:1. I want to travel the world.2. He hopes to become a famous actor.3. They dream of starting their own business.4. She plans to write a book.5. We aim to make a difference in the world. Module 5Section 1:1. I spent my summer vacation at the beach.2. He visited his grandparents in the countryside.3. They went hiking in the mountains.4. She attended a music festival in the city.5. We traveled to a foreign country.Section 2:1. I enjoyed trying new foods.2. He loved exploring historical sites.3. They had fun swimming in the ocean.4. She found the local culture fascinating.5. We made unforgettable memories.Section 3:1. I would like to visit Japan.2. He wants to go on a safari in Africa.3. They are interested in exploring South America.4. She dreams of visiting the Eiffel Tower in Paris.5. We hope to see the Northern Lights in Iceland.Module 6Section 1:1. I'm sorry, I don't understand.2. Can you please repeat that?3. Could you speak slower, please?4. Excuse me, could you help me?5. I'm sorry, I don't know the answer.Section 2:1. How do you say "hello" in Spanish?2. What does this word mean in English?3. Can you write it down for me?4. How do you spell your name?5. Can you teach me how to say this phrase?Section 3:1. I think learning a new language is important.2. It helps us communicate with people from different cultures.3. It opens up new opportunities in both personal and professional life.4. It allows us to understand and appreciate diverse perspectives.5. Learning a new language enhances cognitive skills and memory. Module 7Section 1:1. The movie was exciting and suspenseful.2. The book was well-written and thought-provoking.3. The restaurant had delicious food and excellent service.4. The concert was lively and entertaining.5. The play had impressive acting and beautiful set design. Section 2:1. The characters were relatable and well-developed.2. The plot was engaging and kept me hooked.3. The music was catchy and memorable.4. The artwork was stunning and visually appealing.5. The dance performance was graceful and breathtaking. Section 3:1. I would highly recommend this movie/book/restaurant.2. It is definitely worth experiencing.3. The quality of the production was top-notch.4. I was thoroughly impressed and satisfied.5. It left a lasting impression on me.以上是大学英语教材3中的一些答案，希望对你的学习有所帮助。

《大学英语（1）》课后练习答案与部分课文译文★课后练习参考答案：Unit 1 现在时1、I'm afraid I can't finish the work ___________to help me.A. unless you will comeB. unless you comeC. until you will comeD. until you shall come正确答案：B答案讲解：在时间、条件状语从句中，往往用一般现在时来表示将来的动作，故可以排除A、C 和D。

根据题意，选择“除非你来帮我，否则我恐怕完不成工作”更合情理，所以答案为B。

2、We can go when the ground____________.A. is dryingB. has driedC. driedD. dry正确答案：B答案讲解：有时为了明确在时间上分句动作的完成先于主句的动作，也可用现在完成时表示将来某一时刻前完成的动作，但不能用将来完成时的形式。

因此，答案为B，意为“当地面干了以后，我们就可以走了。

”3、Come and sit down by the fire. Your hand____________.A. feel so coldlyB. is feeling so coldC. feels so coldD. is felt so cold正确答案：C答案讲解：主语your hand是单数形式，谓语动词也应选择单数形式，故可以排除A。

表示主语具有的特征、状态时应用一般现在时，故又可以排除B。

表示某物给人以某种感觉时应用主动语态，所以选C，意为“过来坐在火边，你的手很凉”。

4、Various programs____________on TV. World news____________best received.A. will show, areB. are shown, isC. are showing, isD. have shown, are正确答案：B答案讲解：第一句话的主语various programs是复数，故应选择复数的谓语动词，而第二句话的主语world news是单数，要对应单数的谓语动词，这样便可以排除A和D。

大学英语写作与翻译新教材部分练习参考答案Part I 1.6.英汉词语差异比较1.6.1翻译下列句子，注意“story”一词的不同含义。

1. Some reporters who were not included in the session broke the story.有些没有参加那次会议的记者把内情捅了出去。

2. You put me on the spot. I have to cook up a story this time.你把我拖下水，这回我要找借口了。

3. A young man came to Scotti’s office with a story.一个年轻人来到斯科特的办公室报案。

4. Last December, the Post first reported that probes were being made in each of these cities, but officials refused to confirm the story.去年12月，《邮报》首先报道侦查工作已在那些城市里进行，但官员们拒绝证实这条消息。

1.6.2 用“kill”一词翻译下列短语拒绝建议kill a proposal 倒人胃口kill sb.’s appetite 关闭发动机kill the engine 打发时间kill the time 扼杀和平kill the peace 破坏气氛kill the mood 解除婚约kill a marriage 使某人希望破灭kill sb.s hope1.6.3翻译下列短语trade barrier 贸易壁垒cultural barrier 文化隔膜language barrier 语言障碍geographical barrier 地理阻隔英汉词序差异比较1.6.4翻译下列句子，注意划线部分的汉译。

1. There are all kinds of waves invisible to the naked eye in the aerospace. （形容词短语）太空中有各种各样肉眼看不见的波。

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).。

大学英语写作2课后答案大学英语写作2课后答案导语：答案，指对有关问题所作的解答。

以下是，大学写作2课后答案，仅供参考！大学英语写作2课后答案Unit 1 I. translation1背离传统需要极大It takes an enormous amount of courage to make a departure from the tradition.2汤姆过去很腼腆，但这次却非常勇敢在大庭广众面前上台表演了Tom used to be very shy, but this time he was bold enough to give a performance in front of a large audience.3很多教育家认为从小培养孩子的创新精神是很可取的Many educators think it desirable to foster the creative spirit in the child at an early age.4假设那幅画的确是名作，你觉得值得购买吗？Assuming this painting really is a masterpiece, do you think it’s worthwhile to buy it?5如果这些数据统计上是站的住脚的，那它将会帮助我们认识正在调查的问题。

If the data is statistically valid, it will throw light on the problem we are investigating.要提高我们的英语水平，关键是多读多写多听多说。

此外尽可能多背熟一些好文章也十分重要。

如果你脑子没有储存大量好的英语文章，你就不能用英语自由地表达自己的思想。

一边学一边总结经验也很有帮助，因为这样做，我们就能搞明白哪种学习方法更有效的，能够产生最理想的效果。

只要我们坚持努力学习，到时候我们就会完成掌握英语的任务To improve our English, it is critical to do more reading, writing, listening and speaking. Besides, learning by heart asmany well-written essays as possible is also very important. Without an enormous store of good English writing in your head you cannot express yourself freely in English. It is also helpful to summarize our experience as we go along, for in so doing, we can figure out which way of learning is more effective and will produce the most desirable result. As long as we keep working hard on it, we will in due course accomplish the task of mastering English.Unit 2 I. Translation1. 该公司否认其捐款有商业目的The company denied that its donations had a commercial purpose.2每当他生气的时候，他说话就有一点结巴。