美国大学英语写作(第六版)(完整教资)

Unit SixTextThis essay on a famous man， whose name is not revealed until almost the end of the piece， is a study of monstrous conceit. Filled with biographical details that keep the reader guessing to the last moment， the essay concludes with a challenging view on the nature of genius： If a genius was so prolific， "is it any wonder that he had no time to be a man？"THE MONSTERDeems TaylorHe was an undersized little man， with a head too big for his body —— a sickly little man. His nerves were had. He had skin trouble. It was agony for him to wear anything next to his skin coarser than silk. And he had seclusions of grandeur.He was a monster of conceit. Never for one minute did he look at the world or at people， except in relation to himself. He was not only the most important person in the world， to himself； in his own eyes he was the only person who existed. He believed himself to be one of the greatest dramatists in the world， one of the greatest thinkers， and one of the greatest composers. To hear him talk， he was Shakespeare， and Beethoven， and Plato， rolled into one. And you would have had no difficulty in hearing him talk. He was one of the most exhausting conversationalists that ever lived. An evening with him was an evening spent in listening to a monologue. Sometimes he was brilliant； sometimes he was maddeningly tiresome. But whether he was being brilliant or dull， he had one sole topic of conversation： himself. What he thought and what he did.He had a mania for being in the right. The slightest hint of disagreement， from anyone， on the most trivial point， was enough to set him off on a harangue that might last for house， in which he proved himself right in so many ways， and with such exhausting volubility， that in the end his hearer， stunned and deafened， would agree with him， for the sake of peace.It never occurred to him that he and his doing were not of the most intense and fascinating interest to anyone with whom he came in contact. He had theories about almost any subject under the sun， including vegetarianism， the drama， politics，and music； and in support of these theories he wrote pamphlets， letters， books … thousands upon thousands of words，hundreds and hundreds of pages. He not only wrote these things， and published them —— usually at somebody else's expense —— but he would sit and read them aloud， for hours， to his friends and his family.He wrote operas， and no sooner did he have the synopsis of a story， but he would invite —— or rather summon —— a crowed of his friends to his house， and read it aloud to them. Not for criticism. For applause. When the complete poem was written， the friends had to come again， and hear that read aloud. Then he would publish the poem， sometimes years before the music that went with it was written. He played the piano like a composer， in the worst sense of what that implies， and he would sit down at the piano before parties that included some of the finest pianists of his time， and play for them， by the hour， his own music， needless to say. He had a composer's voice. And he would invite eminent vocalists to his house and sing them his operas， taking all the parts.He had the emotional stability of a six-year-old child. When he felt out of sorts， he would rave and stamp， or sink into suicidal gloom and talk darkly of going to the East to end his days as a Buddhist wonk. Ten minutes later， when something pleased him， he would rush out of doors and run around the garden， or jump up and down on the sofa， or stand on his head. He could be grief-stricken over the death of a pet dog， and he could be callous and heartless to a degree that would have made a Roman emperor shudder.He was almost innocent of any sense of responsibility. Not only did he seem incapable of supporting himself， but it never occurred to him that he was under ay obligation to do so. He was convinced that the world owed him a living. In support of this belief， he borrowed money from everybody who was good for a loan —— men， women， friends， or strangers. He wrote begging letters by the score， sometimes groveling without shame， at other loftily offering his intended benefactor the privilege of contributing to his support， and being mortally offended if the recipient declined the honor. I have found no record of his ever paying or repaying money to anyone who did not have a legal claim upon it.。

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。

英语6级作文万能模板Certainly! Here is a general template that can be adapted for various English composition topics at the level of a proficiency test like the CET-6 (College English Test Band 6) in China:Introduction:In the opening paragraph, introduce the topic and provide a brief overview of the issue. State your thesis statement, which will guide the rest of your essay.Body Paragraph 1:Begin with a topic sentence that introduces the first main point. Provide evidence or examples to support your point. Conclude the paragraph with a concluding sentence that ties back to your main point.Example:First and foremost, [main point]. For instance, [evidence or example]. This demonstrates that [how it supports your point].Body Paragraph 2:Introduce your second main point with another topic sentence. Again, provide evidence or examples, and end with aconcluding sentence.Example:Moreover, [second main point]. Evidence shows that [evidence or example]. Consequently, [how it supports your point].Body Paragraph 3:If applicable, introduce a third main point or counterargument. Address it with evidence and conclude the paragraph.Example:Admittedly, [counterargument]. However, [evidence or example] indicates that [how it doesn't undermine your argument].Conclusion:Summarize your main points and restate your thesis. Offer a final thought or a call to action if appropriate.Example:In conclusion, [brief summary of main points]. Therefore, [restatement of thesis]. It is imperative that [final thought or call to action].Closing:End your essay with a strong closing sentence that leaves a lasting impression on the reader.Example:Ultimately, [closing thought], which underscores the significance of [topic].Remember to adapt this template to fit the specific requirements of your essay prompt. Make sure your essay is well-organized, coherent, and that each paragraph flows logically into the next. Use a variety of sentence structures and vocabulary to demonstrate your language proficiency. Good luck with your writing!。

美国大学英语写作（第六版）ANSWER KEYPart One: Essay Writ ing1 An In troduct ion to Writi ngActivity (Po int and Support in a Paragraph), pages 5 -6Poi nt: There are drawbacks to moviego ing.Support: 1. Inconvenienceb. Long time to find parking spot and long walk to theaterd. Sticky floor3. Other moviegoersa. Running kidsb. Laughi ng, shouti ng tee nagersActivity (In troductory Paragraph), 81. c2. b3. a4. a. Inconvenience of going outb. Temptatio ns of the theaterc. Behavior of some patr onsActivity (Body: Support ing Paragraphs), 9 -01. To begin with, I just don 'enjoy the general hassle of 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 tempti ng sn acks that I really don 'n eed.4. b. 2) chocolate bars3) Milk Duds5. Many of the other patr ons are eve n more of a problem tha n the con cessi on sta nd.6. a. Little kids race up and down the aislesb. Teen agers talk back to the scree n, whistle, make funny no isesActivity (Con cludi ng Paragraph), 101. a2. cReview Activities, 18 -20An swers will vary.2 The Writi ng ProcessActivities (Freewrit ing, Questi oning, Mak ing a List, Clusteri ng, Scratch Outl in e), 25 £1An swers will vary.Activity (Writing a First Draft), 33 1・thesisspecific2.firstbs3.equiped (other answers are possible)4.second and third7. conclusion Activity (Revising with a Second Draft). 36-371.Secondwatching what I keep in the house2.howevercomfortable seats3・ unity …My friends are as bad as I am.4. support …snacks like celery and carrotsticks …no ice cream in the freezer … dripping with butter •…risk pulling out my fillings as I chew Activity (Taking a Writing Inventory), 39-40 Answers will vary.Activity (PrewritingX 41-43L, Q, SO, C, FActivity 1 (Outlining), 43-451. Thesis:My high school had three problem areas.a.Students(1)Involved with drugs(2)Formed cliquesb.Teachers(1)Unwilling to help after class(2)Much too strictc.Buildings(1)Leaky ceilings(2)Ill-equipped gym 7. As8・ jump into my hands 9. disgusted2. 77»es/s;Working as a dishwasher in a restaurant was my worst job.a.Working conditions(1)Heat in kitchen(2)Noisy work areab.Hours 5.6.5.6.⑴ Ten-hour shifts (2) Hours cha nged every weekc. Pay(1) Mi nimum wage(2) No bonus for overtimeesis: Joining an aerobics class has many ben efits. a. Social ben efits(1) Make new friends(2) Meet in teresti ng in structors b. Men tal ben efits(1) Reduces men tal stress (2) Improves self-image c. Physical ben efits(1) Stre ngthe ns heart (2) Tones musclesesis: My favorite times in school were the days before holiday vacations. a. Lighter workload(1) Less work in class (2) Less homework b. Frie ndlier atmosphere(1) Teachers more relaxed(2) Stude nts happy about vacati on c. Special eve nts(1) Pep rallies(2) Holiday con certsty 2 (Outli nin g), 45 —7s:More and more, the inven ti ons of modern tech no logy seem to be cutti ng us off fro ct with our fellow huma n bein gs. ort: 2. Workers ' salaries are automatically credited to their bank accounts.3. Pers onal banking is beco ming a detached process.a. Customers in teract with mach ines rather tha n people.b. Some loans are accepted or rejected by computers, not officers.)nd topic senten ce:A no ther area that tech no logy is cha nging is en terta inment. pport: 1. For many people now, music is a solitary experie nee.3. Th4. ThActivi Thescon taFirst topic senten ce:The world of bus in ess is one area in which tech no logy is isolat ing us Supploa nSeco Su2. Fewer people go out to watch movies.Third topic sen ten ce: Educati on is a third importa nt area in which tech no logy is separat ingus from others.was a 5 I 'e learned how to handleun pleasa nt supermarket customers.Activity (Com mon Errors in Writ ing a Thesis), 53Support:1. Stude nts sit alone in front of computers.2. Stude nts use software at home in stead of in teract ing with others.3. Videotapes are replac ing class in structio n.Activity (Revis in g), 47 —8 2, 1,4, 3 3 The First and Sec ond Steps in Essay Writ ing Activity (Writi ng a Good Thesis), 50 —1 List 1 List2 2 Teachers l Educati onBicycles4 Da ngers of bike riding 3 Math teacher5 My high school math vehices Recreatio n Recreaional is a4 1 2 trip 4 3teacher was in compete nt.High school math teacher List 3Retail compa nies SupermarketsDeali ng with customers Working in a supermarketList 4Bike ridi ng in thecity dan gerous experie nce . 3Campi ng 4 First camnpin gSummer vacati on My first camping trip A. 2 A 21. 2. 3. 4.TB TN TB TNB.6. 7. 8. 9.disastrous experie Vacatio nsnce.5. TB 10. Activity (Support the Thesis with Specific Evide nee), 54 -55Answers for this activity will vary; a possible third point for each outline is listed below.1. c. Lear ning new rules and procedures2. c. Sense of humorLong hours3. c. Too cold in the winter about finan ces4. c. Save money5.6. c. Wc.VorryActivity (The Importa nee of Specific Details),57 SXSX1.2.34.The paragraph lists specific precautions: getting a permit and buying pressure-treated lumber.What kinds of things did the writer do wrong? What specific rules were en forced? How did this pare nt punish the writer?The paragraph lists specific examples of items that should not be improved: cheesecake and jea ns.What kinds of problems does the dog have? How does the dog misbehave whe n theowners are away? How did the owners try to train the dog? Activity 1 (The Importa nee of Adequate Details),58 Answers are given in the text after the activity.Activity (Ide ntify ing the Parts of an Essay), 61Thesis stateme nt:4 Topic sentence of first support ing paragraph: 5Topic sentence of sec ond support ing paragraph:15Topic sentence of third support ing paragraph: 22First sentence of the con clusi on: 34Activity 1 (Evaluating Thesis Statements), 61 -62 Activity 2 (Evaluati ng Thesis Stateme nts),621 . A1 . TN a.OKOK b. 2. 2 . TN a.AOK b. 3. 3 . TN a.AOKOKa.b.a.b.a.b.4.4. a. TN5. 5. OK a.OK b. b. a. OK a. OK b. TN Activity 3 (Evaluati ng Thesis Stateme nts), 62 1. 1. -63 Activity 4 (Evaluat ing ThesisStatemen TBb.ts), 63a.OKa. 2 2. 2.OK b.TBa. b.a. OK 3.3. OK b.OKb.a. OKa. 2 4. 4. TBb.TBa. b.a. OK 5. 5. OKb. TBa. b.a. OKb. OK Activity (Complet ing Thesis Stateme nts), 64Answers for this activity will vary; a possible third point of development for each stateme nt is listed below. 1. scie nee. 2. to be enthusiastic. emotio nally immature. 3. my boyfrie nd. 4. mon ey. relatio nships with others. 5. breaks down regularly. 6. coach 7. we 8. manners 9. b.thesis were my 10. the time I den ted myActivity (Writ ing a Thesis Stateme nt), 65 An swers may vary slightly.1. The cars I've owned have reflected the cha nges in my pers on ality.2. Attending a two-year college has several advantages.3. I have tried several ways to give up sn acks.4. Hallowee n is not all fun.5. Three factors con tributed to my heart attack. Activity 1 (Limiting a Topic and Writing a Thesis), 66An swers will vary; a possible thesis for each limited subject is listed below. Shari ng an apartme nt with a roommate helped me adjust to a new city. Decid ing to be less critical of your spouse can help a marriage. My mother ' tid in ess drives us crazy.Fast-food restaura nts are cheaper, clea ner, and frie ndlier tha n other restaura nts. My cous in Myra has several bad driv ing habits.Regular exercise can help ease emoti onal problems.Do-it-yourself repairs always end up costi ng me more money tha n they 're supposed to. 8. The free-age nt system has made baseball a big bus in ess, not a sport. 9. Bei ng a si ngle pare nt can be exhaust ing, frustrati ng, and in timidati ng. 10. Noise pollution is a growing problem in our city. Activity 2 (Limiting a Topic and Writing a Thesis), 67Answers will vary; some possible limited subjects and thesis statements are listed below. 1. Exotic ani mals as petsPeople should not be allowed to keep exotic animals as pets.2. Teens and birth con trolParents should be notified if their daughters visit a birth control clinic. 3. The new seas on ' TV program mingThe new televisi on programs are carb on copies of last year ' successful shows.4. Computerized officesComputers in offices are creati ng new health problems for employees.5. Major fields of studyChoos ing a major does not have to be done bli ndly.6. House callsDoctors should be compelled to make house calls.7. Summer vacati onsSummer is the worst time of year to take a vacati on.8. Barbecu ingThere are three kinds of people who will be found behi nd a barbecue grill. 9. Children ' allowances1. 2. 3. 4. 5. 6. 7.Getting an allowance teaches a child to be responsible, mature, and thrifty.10. Christmas shopp ingOne year I made the mistake of doing my Christmas shopp ing mon ths in adva nce. Activity (Provid ing Specific Evide nce), 68 -69An swers will vary; some possibilities are listed below.1. Guests arrived two hours late; roast was burned; host and hostess got into a huge fight2. Collects dead frogs, birds, and worms; loves to dunk pizza in his chocolate milk; combs hishair with his toothbrush3. Too tired; too hun gry; too disorga ni zed4. Chose my frie nds for me; chose my clothes for me; chose my college for me5. Baby-sitti ng, garde ning, bak ing cookies6. New ign iti on, new brakes, new heater7. Cat got sick; kids got sick; roof started to leak8. Slept at his desk; gave six hours of homework per ni ght; had a n asty temperActivity (Ide ntify ing Adequate Support ing Evide nce), 69 ^0AD 1.U 2. What are specific examples of how people are thoughtless to pets? What are the particular n eeds of pets that may be igno red? Examples might in clude bath ing animalsregularly, treating them for fleas, helping them stay cool in summer, exercis ingthem, and providi ng a nu tritious diet.U 3. What are specific examples of shows that are of little in terest to people? Exactly how would commercials be changed? How would network news be made moreinteresting? Examples might include the names of shows (situation comedies, gameshows, and so on) that aren 'popular. Commercials might be changed by elim in ating repetitious jin gles or celebrity en dorseme nts (us ing examples of curre ntcommercials).AD 4.U 5. What are examples of how the woma n was set in her ways? What did she say about the kind of hairdo she wan ted? For example, the woma n might have rejected anysuggestions other than the style she was used to. What did the writer do that was unsuccessful? And how did the woma n seem to in dicate that the writer was not doingwhat she wan ted? For in sta nce, she might have shook her head or sighed everytime the writer attempted to please her.Activity (Addi ng Details to Complete an Essay), 70 —3An swers will vary; possible support ing details are in cluded in the paragraphs below.First of all, with no television to compete for our time, we found plenty of hours for pers onal in terests. We all read more that week tha n we had read duri ng the six mon ths before Dad in troduced Mom to his favorite mystery writer —Dorothy Sayers—and it was pleasant to see them sitting on the sofa together, each one absorbed in a book. Luella, serious as always, read no vels by Charles Dicke ns, while I settled modestly for the daily n ewspapers. We each also enjo yed some hobbies we had ignored for agesMom and Dad did crosswordpuzzles together, Lu dusted off her stamp collect ion, and I fini shed kni tt ing the sweater I had started last September. In addition, my sister and I both stopped procrasti nat ing with our homework. In stead of putt ing off our En glish and math assig nments until our favorite shows were over, we tackled them right after supper and found that, without the sound of the TV blaring in our ears, we could do them in a couple of hours —far more quickly tha n we expected.Second, we did chores that had bee n hanging over our heads for too long. There were many jobs around the house that had n eeded atte ntio n for some time.Mom fixed a faucet that had bee n dripp ing for weeks while Dad patched the cracked plaster in the dining room. Lu and I clea ned our closets, finding records, tapes, and magaz ines that had bee n miss ing for mon ths. By the end of the week, the house was in tidier shape tha n it had bee n since we moved in. We also had a cha nee to do some Ion g-postp oned shopp in g.Mom and Dad picked out a new sofa for the den; Lu bought some new books, and I went through a whole stack of catalogs and finished all my Christmas shopping by mail. And each of us also did some letter writ ing or other paperwork that was long overdue. Mom and Dad struggled with this year ' in come tax forms, Lu wrote to Joh nny, a frie nd she met at Spirit Lake last summer, and I wrote a thank-you note to Aunt Elsie for letting me stay with her during my weekend in New York City last mon th.Fin ally, and probably most importa nt, we spe nt time with each other. I nstead of being in the same room together while we stared at a screen, we actually talked for many pleasa nt hours. Mom told us about the program ming project she has bee n doing at work, and we had fun pla nning the trip to Bost on we are going to take this summer. Moreover, for the first time in years my family played some games together. We played several games of Scrabble, and we eve n got out the Mon opoly set and played a game follow ing the rules our family has made up over the years. And because we did n'thave to worry about miss ing this or that show, we had some family frie nds over a couple of eve nings and spe nt an enjo yable time with them. We were glad to see how much the Overholt children had grown, and Joe and Sandy Ciprianni kept us laughing all evening with their stories about fixing up the old house they bought.4 The Third Step in Essay Writi ngFill-i ns (Com mon Methods of Orga ni zati on), 75 —6The topic senten ces in the essay use the words To beg in with, Next, and Finally to help show time order.The paragraph uses the followi ng words to help show time order: Next, first, Then, After, and Fin ally.The topic sentences in the essay use the words For one thing, In addition, and Most important to help show emphatic order.3The words Worst of all are used to mark the most emphatic detail in the paragraph. Activity (Com mon Methods of Orga ni zati on), 77 A. 1. B. time; emphatic; time; emphatic2. emphatic order3. comb in ati on of time and emphatic orderActivity (Transitions), 78 -801. Addition signals: One, Also, Another2. Time sig nals:After ,First, Next, Fin ally3. Space sig nals:Next [to], To the right, Near4. Change-of-direction signals: But, however5. Illustration signals: For example, such as6. Conclusion signals: Finally, therefore Activity (Transitional Sentences), 81 An swers may vary slightly.In additi on to teach ing me about the importa nee of family support, my pare nts taught me the value of hard work.Along with the value of hard work, my pare nts emphasized the ben efits of a good educati on. Activity (Other Conn ecti ng Words), 83 1. four times2. he3. iron range; throbbing swellings; frigid 3. 1Activity (Introductory Paragraph), 86-87 891. B Start ing with an opposite2. F Quotation3. A Gen eral to narrowActivity (Titles), 90 -91An swers will vary; examples of titles are give n below. 1. Choosing McDonald ' 2. A Diner at Midnight3. Audie nces at Rock Con certsActivity 1 (Orga nizi ng Through Time Order), 91 —3 1. 1 Activity (Concluding Paragraph),1. P/R2. Q3. S2.3Activity 2 (Orga nizi ng Through Emphatic Order), 95 -96 1. 2 2.3. 21331Activity (Provid ing Tran sitio ns), 93 -94First of all, there are the people ...For example, there are the ones ...Ano ther type of n ervous ...However, n either of these ...A sec ond category of people ...On the contrary, they feel compelled ...As a result, no one hears ...After they have bee n to the theater ...Then they will start ...Last of all, there are the people who talk ...In additi on, it is impossible ...But if ever I am gran ted ...Activity (Ide ntify ing Tran siti ons and Other Conn ect ing Words), 95 -6S 1. T 9. P 2. RW 10.T 3. S 11. S 4. T 12. P 5. P 13. RW 6. RW 14.P 7. T 15. P 8.Activity (Completi ng Tran siti onal Senten ces), 96 -7Thesis 1:After maki ng certai n that your house con forms to state regulati ons, you must obtai n legal permits ...Fin ally, once you have the n ecessary legal permits, you can beg in to advertise ...Thesis 2:In addition to saving me money, watching the game at home is more comfortable than sitting in a stadium ...Eve n more importa nt tha n cost and comfort, though, is the tech no logy which makes atelevised game better tha n the real thing. ”...Activity (Ide ntify ing In troductio ns and Con clusi on s), 97-99 Pair 1: D In cide nt or story I Predicti on or recomme ndati on Pair 2: E Questio n(s) GSummary and final thought Pair 3: F Quotatio n G Summary and final thought5 The Fourth Step in Essay Writi ng Activity (Use Parallelism), 101 -02 An swers may vary slightly. 1. 2. 3. 4. 5. 6. 7. The no velty store sells hand buzzers, plastic fan gs, and fake insects. Many people share the same three great fears: being in high places, working numbers, and making speeches. To decide on a career, people should think closely about their in terests, hobbies, an skills. At the body shop, the car was san ded dow n to the bare metal, pain ted with primer,and sprayed with red en amel.In order to become a dan cer, Lola is tak ing less ons, work ing in amateur shows,and auditioning for professi onal compa ni es.Juan ' last job offered security; his new job offers a better chanee for advancement People in today ' world often try to avoid silenee, whether on the job, in school, or athome.with Because the dying woma n was dig nified and courageous, she won every one 'respect. The politician trusted no one, rewarded loyalty, and depended only on his in stinets.If we 're not careful, we 'lleave the next generation polluted air, contaminated water, and dying forests. Activity (Con siste ncy with Verbs), 103 1. 8. 9. 10. 2. 3. arrive arrived floated floats asks asked grabbed sliced slices swooped swoops7. own 6. grabs 8.9.7. 4. went goes recharged rechargeThe rusty old Buick sputtered, whin ed, and refusedto start. The mathematics final was filled with tricky, baffling problems.Little Robbie was so exhausted that he couldscarcely keep his eyes ope n.My cluttered, jumbled, dusty bedroom needs to beswept out, scrubbed, and reorga ni zed. 5. A broken-down city bus blocked Main Street5. tips tipped burnedActivity (Con siste ncy with Pron ou ns), 104 -05 1.10. burns y©ur their health can ownyou I never knowin digesti onyouwe have if youwe daretheir its aggressive can lear none you should plan should dressActivity 1 (Use Specific Words), 106 -07 Answers will vary; followi ng are examples. 1.2. 3. 4. 5. 6.I2. 3. 4. 5. 8. you9. 10.you herwe don ' we they one youPotato chips, pretzels, and salted pea nuts ... ...papers, books, and magaz ines ... ...a TV, a CD player, and a computer.The comics, the sports pages, the obituaries, and the society page ......my throat, my ears, and my lungs ...Activity 2 (Use Specific Words), 107 -08 An swers will vary; followi ng areexamples.1.2.3.4. The typical America n diet in eludes many un healthy foods.Hun dreds of bit ing ants inv aded the family pic nic. Doctors use an tibiotics to treat many in fecti ons.A drunk driver caused the fatal traffic accide nt.The in structor will determ ine final grades on the basis of class performa nee.and stopped traffic for an hour. Activity (Use Active Verbs), 1091.2.3.4.5.Activity (Use Concise Words), 110 -11 An swers will vary.9.7.1. I will con elude by summariz ing my major poi nts.2. Every day, pare nts must con trol their childre n ' televisio n watchi ng.3. I am shy.4. Magaz ine advertis ing contains clever hidde n messages.5. My worst mistake last week was to hurt my brother ' feeli ngs and not apologize.6. In today ' uncertain economy, the middle class finds it hard to save.7. We liked last night ' television show, but our parents didn '8. The school district can celed classes because of the bad weather.9. I regret not hav ing studied word process ing in high school. 10. People are harmed by emoti onal as well as by physical abuse. Activity (Revise by Addi ng a Seco nd Complete Thought), 112 -13 1. . . . san dwiches, for he is allergic ... 2. . . . sleep, but the thought ... 3. . . . bakery, and it has ...4. . . . soggy, for rain water had ...5.. . . prese nt, so I offered ...Activity (Revise by Addi ng a Depe ndent Thought), 114 -15An swers may vary.1. Because I had forgotten to lock the front door, I ...2. Whe n the bear tur ned over the rotte n log, fat ...3. After Kevin had sent away for a set of tools, he ...4. Because some people are allergic to wool, they ...5. Eve n though an older woma n in my typ ing class can type almost one hun dred words aminu te, she ...Activity (Revise by Beg inning with a Special Opening Word or Phrase), 116 1. Relucta ntly, Shirley sig ned the repair con tract.2. To improve their cha nces of promotio n, the interns volun teered to work overtime.3. During the trial, the accused murderer grinned at the wit nesses.4. Crowded with nervous pets, the vet ' office was noisy and confusing.5. Trying to find somethi ng worth watchi ng, Barry flipped from cha nnel to cha nn el. Activity (Revise by Placing Adjectives or Verbs in a Series), 117 -18An swers may vary.1. The baby toddled across the rug, picked up a butt on, and put the butt on in his mouth.2. Brow n, foul-tasti ng water dribbled out of the rusty metal tap.3. By 6 A.M., I had read the textbook chapter, take n no tes on it, studied the no tes, anddrunk eight cups of coffee. 4. The exterm in ator approached the large, papery wasps ' n ests hanging un der the oldwoode n eaves.5. Slim brow n reeds bordered the stag nant gree n pond.6.Activity (Proofreadi ng), 120 —21 1. 211 2. 413 3. 514 4. 616 5. 917Corrections (methods of correcti on may vary): 1. an ashtray which I made who smoked2. the pride I felt when I presented favorite color3. a shelf; it is a remarkably are colored neon gree n.4. circle. Unfortunately, look5. or cigar, so I madethe an swerReview Test 1 (Using Parallelism), 1221. filed —with suspense suspenseful salespers on2. furniture for the office —table putt ing food on the table office furniture cram crammi ng3. my kitchen working in my kitchen bagged (or: put intobags)4. preparing to preparefrien dli ness as well and his frie ndli ness 5. being kind ki ndn essReview Test 2 (Using Parallelism), 123 1. to buy buying whispering whispered 2. shows on scienee scienee shows3. porch furniture_that was rotted good pay7. 8. 9. 10.6. my father,7. bright purple, my8. its rim; they 9. love me, I 10. ugly ashtray;6. selling toys toy7.food on the8. 也9. bags are put on them10. with6. were7. to start starti ng8. pay that is goodrotting porch furniture put4. her shirt was torn a torn shirt5. taking4ake ( or: climbing ... taking)Review Test 1 (Using a Consistent Point of View), 124 1. is was takengot the chicke n2. are were not on the same shelfcontained3. proceeds proceeded slowly.tran sferred the groceries,4. decides decided to pick up barbecued chicke n5. parks parked his shopp ing cartReview Test 2 (Using a Consistent Point of View), 1251. you they work. meet2. you I could hear you me.3. you we are supposed4. o^e I must complete turned in5. you he could not tell help you her.Review Test 1 (Using Specific Words), 126An swers will vary; examples are show n.1. . . . I felt sad, an gry, and worried.2. The lukewarm soup, stale san dwiches, and limp salads ...3. An ts, moths, and spiders ...4. . . . it rained non stop, with a bon e-chilli ng wind.5. . . . a broke n arm, two broke n ribs, and a con cussi on. Review Test 2 (Us ing Specific Words), 127 An swers will vary; examples are show n.1. The haughty, scowling salesman told us not to waste his time with stupid questions.2. Betty dug her fists into her eyes and shook with sobs.3. The third game of the World Series was a tense pitchers ' duel.4. The airport lounge was thro nged with holiday travelers.5. The woman in the front seat was muttering to herself and trembling. Review Test (Usi ng Active Verbs), 1289. was putt ing 10. losing lost 6. gets7. realizes realized it8. tran sfers9. notices noticed that the10. says said to the clerk,6. one I can7. were to8. you I drive9. you they have 10. and asked toThe health in spector closed the pizza restaura nt.The workers in the library sorted huge stacks of don ated books. A virus in fected my computer.Oil compa nies will not in crease gasoli ne prices this win ter.Our airpla nes dropped high-powered bombs onto en emy bases.The telepho ne compa ny placed an additi onal charge on our pho ne bill. A group of van dals damaged the com mun ity cen ter.Physical activity, meditation, and relaxation relieve stress.The federal gover nment will raise taxes to pay for highway improveme nts. Studies show that watch ing viole nt TV programs in creases viole nt behavior.I fin ally decided to look for a new job. Because her prin ter was out of paper, Renee went to buy some. Tamika realized sudde nly that her date had stood her up. Our teacher does not yet know if she will return next year.The salesperson advised us to wait until the price dropped before buying computer.Review Test 2 (Us ing Con cise Words), 130 An swers may vary; examples are show n. 1. 2. 3. 4.1. 2. 3. 4. 5. 6. 7. 8. 9. 10.Review Test 1 (Us ing Con cise Words), 129 An swers may vary; examples areshow n.1.2.3.4.5.5.1. Whe n a sudde n cold front hit the area, temperatures dropped thirty degrees in less tha n anhour. I was not weari ng a warm jacket, so my teeth bega n to chatter.2. Vern works as a model, so he has to look his best. Whe n he gained ten pounds rece ntly, hehad to take off the extra weight, or he would have lost his job.3. As the ball game was about to beg in, a dog ran onto the field and bega n n ipp ing the infielders ' an kles. The game had to be delayed un til the dog was chased away.4. The hungry lion watched the herd of gazelle closely. If a young or sick animal wandered awayfrom the group, the lion would move in for the kill.5. Suffering from arthritis, my aunt decided to find a helpful form of exercise. She learned thatswimming is very healthful because it works every muscle group in the body without stra ining the muscles.Review Test 3 (Varyi ng Your Sen te nces), 134 Answers will vary; an example is shown.Lena and Miles wan ted a ni ce, quiet, relax ing vacati on, so they ren ted a smalllakeside cab in. Their first day there was very peaceful, but the situati on quickly cha nged whe n a large family moved into a n earby cab in. They played music at top volume and raced around in aspeedboat with a loud whining engine. Lena and Miles, no Ion ger very relaxed, packed uptheir thin gs, drove off, and retur ned to their quiet apartme nt.6 Four Bases for Revis ing EssaysActivity our Our compa ny allows two fiftee n-mi nute coffee breaks.Your line of credit has bee n in creased.I prefer candy to fruit. ( Or: I think candy tastes better than fruit.) Lynn rarely admits that she has made a mistake.Many people think that childre n should, by law, atte nd school un til age sixtee n. Review Test 1 (Varyi ng Your Sen te nces), 131An swers will vary; examples are show n. 1. Sophie had repaired her broke n watchba nd with a paper clip, but the clip sn apped and the watch slid off her wrist.The physical therapist watched as Julie tried to sta nd on her weake ned legs and theycrumpled un der her.Although there were park ing spaces on the street, Richie pulled in to an expe nsivegarage because he did not want to risk damage to his new car.Speed ing, the brow n truck skidded on some ice and almost hit a startled young policeofficer.A sudde n terrible rain storm flooded our baseme nt, kno cked slates off the roof uprooted a young tree.Review Test 2 (Varyi ng Your Senten ces), 132-33 An swers will vary; examples are show n.2. 3. 4. 5. and。

英语老师六级作文模板English Teacher Level Six Essay Template。

Introduction。

Begin with a hook to capture the reader's attention.State the main idea of the essay, which should be related to the topic provided.Provide a brief overview of the points that will be discussed.Body Paragraph 1。

Introduce the first point in the outline.Provide supporting evidence and examples to support the point.Analyze the evidence and explain its significance.Provide a concluding statement that summarizes the point.Body Paragraph 2。

Introduce the second point in the outline.Provide supporting evidence and examples to support the point.Analyze the evidence and explain its significance.Provide a concluding statement that summarizes the point.Body Paragraph 3。

Introduce the third point in the outline.Provide supporting evidence and examples to supportthe point.Analyze the evidence and explain its significance.Provide a concluding statement that summarizes the point.Body Paragraph 4。

I. Writing一些人认为大学应该为毕业生提供工作中所需要的知识和技能。

另一些人则认为大学的主要功能是让学生获得理论知识，而不必考虑课程所传授的内容是否是雇主所需要的。

你认为大学的主要功能应该是什么？要求：字数150-180之间With the current economic instability, it is understandable that university students tend to regard (view / take / think of / consider / treat) universities primarily as institutions where they can acquire (gain / obtain / attain) job skills.This is especially true, considering (given) the fact that the costs of tuition and fees have risen each year. As a result, the pursuit of higher education today has become a substantial investment. So it is beyond reproach that university students and their parents expect a reasonable rate of return which can be, to some degree (extent), quantified by the job skills that are gained through higher education. [前两段描述现象及其成因]However, merely equipping students with employment skills may go against the very purpose of universities. As technology expands and evolves on a daily basis, it is unrealistic to believe that university administrators and faculty are able to determine the specific skills that will satisfy employers’ demand (need / requirement) in three or four years. Besides, if provided with the knowledge and skills needed in the workplace only, college graduates may not be capable of innovation at work because truly innovative ideas of employees are likely to come from a combination of a thorough (full / complete / comprehensive)understanding of the fundamental theories and their ability to apply these theories to practice creatively. [阐明自身观点及所依据的理由(考场写作中，该段落中出现的理由仅需给出其一即可。

美国大学英语写作part3美国大学英语写作part3最近有人问美国大学英语写作part3，店铺这儿特地查找资料，为大家整理了一下的美国大学英语写作part3，欢迎大家阅读，希望对大家有用。

Firstofall,therearethepe;Onthecontrary,theyfeelco;Afterthey havebeentotheth;Lastofall,therearethepeo;Activity(IdentifyingTra n;P7.T15.P8.;Activity(CompletingTrans;Thesis2:;sittingina First of all, there are the people . . . For example, there are the ones . . . Another type of nervous . . . However, neither of these . . .A second category of people . . .On the contrary, they feel compelled . . . As a result, no one hears . . .After they have been to the theater . . . Then they will start . . .Last of all, there are the people who talk . . . In addition, it is impossible . . . But if ever I am granted . . .Activity (Identifying Transitions and Other Connecting Words), 95–96 S 1. T 9. P 2. RW 10. T 3. S 11. S 4. T 12. P 5. P 13. RW 6. RW 14.P 7. T 15. P 8.Activity (Completing Transitional Sentences), 96–97 Thesis 1: Thesis 2:sitting in a stadium . . .televised game better than the ―real thing.‖. . .Activity (Identifying Introductions and Conclusions), 97-99 Pair 1:D Incident or storyI Prediction or recommendation Pair 2:E Question(s)G Summary and final thought Pair 3:F QuotationG Summary and final thought5 The Fourth Step in Essay Writing Activity (Use Parallelism), 101–102 Answers may vary slightly.1. 2. Many people share the same three great fears: being in high places, working3. To decide on a career, people should think closely about their interests, hobbies,4. At the body shop, the car was sanded down to the bare metal, painted with5. In order to become a dancer, Lola is taking lessons, working in amateur shows,6. Juan’s last job offered security; a better chance foradvancement.7. People in today’s world often try to avoid silence, whether on the job, in school,8. Because the dying woman was dignified and everyone’srespect.9. instincts.10. If we’re not careful, we’ll leave the next generation polluted air, contaminatedActivity (Consistency with Verbs), 1031. arrived 6.2. asked 7.3. 8.4. goes9. 5. tipped 10.Activity (Consistency with Pronouns), 104–1051. their health 6.2. I never know 7.3. 8. don’t dare4. its aggressive 9.5. you should plan 10. you should dressActivity 1 (Use Specific Words), 106–107 Answers will vary; following are examples.1. Potato chips, pretzels, and salted peanuts . . .2. . . . papers, books, and magazines . . .3. . . . a TV, a CD player, and a computer.4. The comics, the sports pages, the obituaries, and the society page . . .5. . . .my throat, my ears, and my lungs . . . Activity 2 (Use Specific Words), 107–108 Answers will vary; following are examples.1. The rusty old Buick sputtered, whined, and refused to start.2. The mathematics final was filled with tricky, baffling problems.3. Little Robbie was so exhausted that he could scarcely keep his eyes open.4. My cluttered, jumbled, dusty bedroom needs to be swept out, scrubbed, andreorganized.5. A broken-down city bus blocked Main Streetand stopped traffic for an hour. Activity (Use Active Verbs), 1091. The typical American diet includes many unhealthy foods.2. Hundreds of biting ants invaded the family picnic.3. Doctors use antibiotics to treat many infections.4. A drunk driver caused the fatal traffic accident.5. The instructor will determine final grades on the basis of class performance. Activity (Use Concise Words), 110–111 Answers will vary.1. I will conclude by summarizing my major points.2. Every day, parents must control their children’s television watching.3. I am shy.4. Magazine advertising contains clever hidden messages.。

How to Make It in College, Now That You're Here*by Brain O'Keeney1. Today is your first day on campus. Y ou were a high school senior three months ago. Or maybe you've been at home with children for the last ten years. Or maybe you work full time and you're coming to school to start the process that leads to a better job. Whatever your background is, you're probably not too concerned today with staying in college. After all, you just got over the hurdle (and the paperwork) of applying to this place and organizing your life so that you could attend. And today, you're confused and tired. Everything is a hassle, from finding the classrooms to standing in line at the bookstore. But read my advice anyway. And if you don't read it today, clip and save this article. Y ou might want to look at it a little further down the road.2. By the way, if this isn't your very first day, don't skip this article. Maybe you haven't been doing as well in your studies as you'd hoped. Or perhaps you've had problems juggling your work schedule, your class schedule, and your social life. If so, read on. Y ou're about to get the inside story on making it in college. On the basis of my own experience as a final-year student, and after dozens of interviews with successful students, I've worker out a no-fail system for coping with college. These are the inside tips every student needs to do well in school. I've put myself in your place, and I'm going to answer the questions that will cross (or have already crossed) your mind during your stay here.What's the Secret of Getting Good Grades?3. It all comes down to getting those grades, doesn't it? After all, you came here for some reasons, and you're going to need passing grades to get the credits or degree you want. Many of us never did much studying in high school; most of the learning we did took place in the classroom. College, however, is a lot different. Y ou're really on your own when it comes to passing courses. In fact, sometimes you'll feel as if nobody cares if you make it or not. Therefore, you've got to figure out a study system that gets results. Sooner or later, you'll be* Taken from John Langan: College Writing Skills with Readings（《美国大学英语写作》第六版），北京：外语教学与研究出版社. Pp 673 – 678alone with those books. After that, you'll be sitting in a classroom with an exam sheet on your desk. Whether you stare at that exam with a queasy stomach or whip through it fairly confidently depends on your study techniques. Most of the successful students I talked to agreed that the following eight study tips deliver solid results.4. (1) Set up a study place. Those students you see "studying" in the cafeteria or game room aren't learning much. Y ou just can't learn when you're distracted by people and noise. Even the library can be a bad place to study if you constantly find yourself watching the clouds outside or the students walking through the stacks. It takes guts to sit, alone, in a quiet place in order to study. But you have to do it. Find a room at home or a spot in the library that's relatively quiet –and boring. When you sit there, you won't have much to do except study.5. (2) Get into a study frame of mind. When you sit down, do it with the attitude that you're going to get this studying done. Y ou're not going to doodle in your notebook or make a list for the supermarket. Decide that you are going to study and learn now, so that you can move on to more interesting things as soon as possible.6. (3) Give yourself rewards. If you sweat out a block of study time, and do a good job on it, treat yourself. Y ou deserve it. Y ou can "psych" yourself up for studying by promising to reward yourself afterward. A present for yourself can be anything from a favorite TV show toa relaxing bath to a dish of double chocolate ice cream.7. (4) Skim the textbook first. Lots of students sit down with an assignment like "read chapter five, page 125-150" and do just that. They turn to page 125 and start to read. After a while, they find that they have no idea what they just read. For the last ten minutes, they've been thinking about their five-year-old or what they're going to eat for dinner. Eventually, they plot through all the pages but don't remember much afterward.8. In order to prevent this problem, skim the textbook chapter first. This means: look at the title, the subtitles, the headings, the pictures, the first and last paragraphs. Try to find out what the person who wrote the book had in mind when he or she organized the chapter. What was important enough to set off as a title or in bold type? After skimming, you should be able to explain to yourself what the main points of the chapter are. Unless you’re a kind of person who would step into an empty elevator shaft without looking first, you'll soon discover the value of skimming.9. (5) Take notes on what you're studying.This sounds like a hassle, but it works. Go back over the material after you've read it, and jot down key words and phrases in the margins. When you review the chapter for a test, you'll have handy little things like "definition ofrationalization" or "example of assimilation" in the margins. If the material is especially tough, organize a separate sheet of notes. Write down definitions, examples, lists, and main ideas. The idea is to have a single sheet that boils the entire chapter down to a digestible lump.10. (6)Review After Y ou've Read and Taken Notes. Some people swear that talking to yourself works. Tell yourself about the most important points in the chapter. Once you've said them out loud, they seem to stick better in your mind. If you can't talk to yourself about the material after reading it, that's a sure sign you don't really know it.11. (7)Give Up.This may sound contradictory, but give up when you've had enough. Y ou should try to make it through at least an hour, though. Ten minutes here and there are useless. When your head starts to pound and your eyes develop spidery red lines, quit. Y ou won't do much learning when you're exhausted.12. (8) Take a College Skills Course If Y ou Need It. Don't hesitate or feel embarrassed about enrolling in a study skills course. Many students say they wouldn't have made it without one.How Can I Keep Up with All My Responsibilities Without Going Crazy?13. Y ou've got a class schedule. Y ou're supposed to study. Y ou've got a family. Y ou've gota husband, wife, boyfriend, girlfriend, child. Y ou've got a job. How are you possibly going to cover all the bases in your life and maintain your sanity? This is one of the toughest problems students face. Even if they start the semester with the best of intentions, they eventually find themselves tearing their hair out trying to do everything they're supposed to do. Believe it or not, though, it is possible to meet all your responsibilities. And you don't have to turn into a hermit or give up your loved ones to do so.14. The secret here is to organize your time. But don't just sit around half the semester planning to get everything together soon. Before you know it, you'll be confronted with midterms, papers, family, and work all at once. Don't let yourself reach that breaking point. Instead, try these three tactics.15. (1) Monthly Calendar. Get one of those calendars with big blocks around the dates. Give yourself an overview of the whole term by marking down the due dates for papers and projects. Circle test and exam days. This way those days don't sneak up on you unexpectedly.16. (2) Study Schedule. Sit down during the first few days of this semester and make upa sheet listing the days and hours of the week. Fill in your work and class hours first. Then try to block out some study hours. It's better to study a little every day than to create a hugeonce-or twice-a week marathon session. Schedule study hours for your hardest classes for the times when you feel most energetic. For example, I battled my tax law textbook in the mornings; when I looked at it after 7:00 P.M., I might as well have been reading Chinese. The usual proportion, by the way is one hour of study time for every class hour.17. In case you're one of those people who get carried away, remember to leave blocks of free time, too. Y ou won't be any good to yourself or anyone else if you don't relax a nd pack in the studying once in a while.18. (3) "To Do" List. This is the secret that, more than any other, got me through college. Once a week (or every day if you want to), writes a list of what you have to do. Write down everything from "write English paper" to "buy cold cuts for lunch." The best thing about a "to do" list is that it seems to tame all those stray "I have to" thoughts that nag at your mind. Just making the list seems to make the tasks "double." After you finish something on the list, cross it off. Don't be compulsive about finishing everything; you're not Superman or Wonder Woman. Get the important things done first. The secondary things you don't finish can simply be moved to your next "to do" list.What Can I Do If Personal Problems Get in the Way of My Studies?19. One student, Roger, told me this story:Everything was going OK for me until the middle of the spring semester. I went through a terrible time when I broke up with my girlfriend and started seeing her best friend. I was trying to deal with my ex-girlfriend's hurt and anger, my new girlfriend's guilt, and my own worries and anxieties at the same time. In addition to this, my mother was sick and on a medication that made her really irritable. I hated to go home because the atmosphere was so uncomfortable. Soon, I started missing classes becauseI couldn't deal with the academic pressures as well as my own personal problems. Itseemed easier to hang around my girlfriend's apartment than to face all my problems at home and at school.20. Another student, Marian, told me:I'd been married for eight years and the relationship wasn't going too well. I saw the handwriting in the wall, and I decided to prepare for the future. I enrolled in college, because I knew I'd need a decent job to support myself. Well, my husband hada fit because I was going to school. We were arguing a lot anyway, and he made italmost impossible for me to study at home. I think he was angry and almost jealous because I was drawing away from him, it got so bad that I thought about quittingcollege for a while. I wasn't getting any support at home, and it was just too hard to go on.21. Personal troubles like these are overwhelming when you're going through them. School seems like the least important thing in your life. The two students above are perfect examples of this. But if you think about it, quitting or failing school would be the worst thing for these two students. Roger's problems, at least with his girlfriends, would simmer down eventually, and then he'd regret having left school. Marian had to finish college if she wanted to be able to live independently. Sometimes, you've just got to hang tough.22. But what do you do while you're trying to live through a lousy time? First of all, do something difficult. Ask yourself, honestly, if you're exaggerating small problems as an excuse to avoid classes and studying. It takes strength to admit this, but there's no sense in kidding yourself. If your problems are serious, and real, try to make some human contacts at school. Lots of students hide inside a miserable shell made of their own troubles and feel isolated and lonely. Believe me, there are plenty of students with problems. Not everyone is getting A's and having a fabulous social and home life at the same time. As you go through the term, you'll pick up some vibrations about the students in your classes. Perhaps someone strikes you as a compatible person. Why not speak to that person after class? Share a cup of coffee in the cafeteria or walk to the parking lot together. Y ou're not looking for a best friend or the love of your life. Y ou just want to build a little network of support for yourself. Sharing your difficulties, questions, and complaints with a friendly person on campus can make a world of difference in how you feel.23. Finally, if your problems are overwhelming, get some professional help. Why do you think colleges spend countless dollars on counseling departments and campus psychiatric services? More than ever, students all over the country are taking advantage of the help offered by support groups and therapy sessions. There’s no shame attached to asking for help, either; in fact, almost 40 percent of college students (according to one survey) will use counselling services during their time in school. Just walk into a student center or counselling office and ask for an appointment. Y ou wouldn’t think twice about asking a dentist to help you get rid of your toothache. Councselors are paid – and want – to help you with your problems.Why Do Some People Make It and Some Drop Out?24. Anyone who spends at least one semester in college notices that some students give up on their classes. The person who sits behind you in accounting, for example, begins to missa lot of class meetings and eventually vanishes. Or another student comes to class without the assignment, doodles in a notebook during the lecture, and leaves during the break. What’s the difference between students like this and the ones who succeed in school? My survey may be nonscientific, but everyone I asked said the same thing: attitude. A positive attitude is the key to everything else –good study habits, smart time scheduling, and coping with personal difficulties.25. What does “a positive attitude” mean? Well, for one thing, it means avoiding the zombie syndrome. It means not only showing up for your classes, but also doing something while you’re there. Really listen. Take notes. Ask a question if you want to. Don’t just walk into a class, put your mind in neutral, and drift away to never-never land.26. Having a positive attitude goes deeper than this, though. It means being mature about college as an institution. Too many students approach college classes like six-year-olds who expect first grade to be as much fun as Sesame Street.F irst grade, as we all know, isn’t as much fun as Sesame Street. And college classes can sometimes be downright dull. If you let a boring class discourage you so much that you want to leave school, you’ll lose in the long run. Look at your priorities. Y ou want a degree, or a certificate, or a career. If you have to, you can make it through a less-than-interesting class in order to achieve what you want. Get whatever you can out of every class. But if you simply can’t stand a certain class, be determined to fulfill its requirements and be done with in once and for all.27. After the initial high of starting school, you have to settle in for the long haul. If you follow the advice here, you’ll be prepared to face the academic crunch. Y ou’ll also live through the semester without giving up your family, your job, or Monday Night Football. Finally, going to college can be an exciting time. Y ou do learn. And when you learn things, the world becomes a more interesting place.。

英语6级书信作文模板英文回答：Dear Professor Smith,。

I am writing to express my sincere interest in the Master's program in Linguistics at the University of California, Berkeley. As a recent graduate of theUniversity of California, Los Angeles with a Bachelor's degree in Linguistics, I am eager to continue my education in this field and believe that the program at UC Berkeley would be an ideal fit for my academic and career goals.During my undergraduate studies, I developed a strong foundation in linguistics, with a particular focus on phonetics and phonology. My coursework in these areas provided me with a comprehensive understanding of the fundamental principles of language sound systems, including how they are produced, perceived, and represented. I also gained experience in conducting phonetic and phonologicalanalyses of various languages, which honed my analytical and problem-solving skills.In addition to my coursework, I was actively involved in research in the Linguistics Department at UCLA. I worked as a research assistant on a project that investigated the acquisition of Mandarin tones by native English speakers. This experience gave me valuable hands-on experience in designing and conducting research studies, interpreting data, and presenting my findings at academic conferences. It also ignited my passion for pursuing research in linguistics.I am particularly interested in the research focus of your department in sociolinguistics and language variation. Your work on the sociophonetics of African American English and language change in endangered languages has greatly inspired me. I believe that my background in phonetics and phonology, combined with my interest in sociolinguistics, would make me a strong candidate for your program.I am eager to contribute to the vibrant intellectualcommunity at UC Berkeley. I am confident that I can make a positive contribution to your department through my research and my active participation in seminars and other academic activities. I am also excited about the opportunity to collaborate with world-renowned faculty and fellow graduate students.I have attached my resume and transcripts for your review. I would appreciate the opportunity to discuss my application further with you or other members of the admissions committee. Thank you for your time and consideration.Sincerely,。

我上美国大学的写作课美国大学ENGL101写作课我上美国大学的写作课美国大学*****写作课文学写作是新生入学后第一个学期的必修课。

美国人对写作的重视无与伦比。

无论你即将选择的专业是文是理，将来从事的工作是金融还是医生，在他们的眼里，写作是基础，是工具，是人人都要掌握的技能。

我曾经和我的文学写作课教授Karen进行过讨论。

当得知中国的理工科学生进入大学后，就等于和写作课说再见时，她显得万分诧异。

“这是个天大的误区!只要你工作，你就需要写作!科学家要写实验报告，经济学家要写研究论文，企业家要写商业计划，就算在非政府组织工作，你也需要写文件!”Karen紧皱着眉头，劈头盖脸地批判。

直率，爽朗，外向，这就是Karen的性格。

Karen个子高高的，40多岁了，走起路来还是婀娜多姿，扭动着腰肢，像康涅迪格河边绿色的树叶，在夏日的风中轻轻摇摆。

每次上课，她都浓妆艳抹，穿一袭紧身套装，勾勒出漂亮的身材。

我们班上的学生有十几个，全部都是把英语作为第二语言的外国人。

第一次见面，Karen就以命令的口吻说，以后要叫她的名字，不要按照惯例，称她为Harrison教授，理由是她并没有比我们老多少，叫名字让她感觉更年轻。

Karen的确很年轻。

阳光灿烂的日子，她喜欢在室外的草坪上给我们上课。

大家围成一圈，席地而坐，一边喝着可乐，一边讨论刚刚读完的文学巨著。

只要不是在发言，哪怕你慵懒地枕着书包，躺在草坪上听课，她也毫不介意。

偶尔，Karen还会把教室搬到她家里。

那是一幢两层的别墅，坐落在康涅迪格河畔。

我们在楼下高谈阔论，她的两个小女儿则会躲在楼梯上，扑闪着亮晶晶的大眼睛，听我们南腔北调地七嘴八舌。

尤其是当窗外飘起鹅毛大雪，坐在Karen家老旧的皮沙发上，望着壁炉里熊熊燃烧的火焰，喝着咖啡、热巧克力，吃着糕点和曲奇，再去谈论托尔斯泰和海明威，实在是别有风情。

文学写作课的模式是每周读一本书、写一篇文章，课堂上的时间则完全用于讨论。