美国大学英语写作课后习题答案Word文档下载推荐.docx

美国大学英语写作课后习题答案Word文档下载推荐.docx

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Heownsuptohiscrime.Heoffershiswifeherfreedom.

7.Placenames:

FortLauderdale,NewJersey,Washington,Jacksonville,the34thStreet

Othertransition:

TerminalinNewYork,Philadelphia,Brunswick

8.Butifshedidn’t...

9.MaybetheauthorHamillaskedoneoftheyoungpeopleinthestoryabouthertravelingexperience.

10.TheauthorendsthisessaybydescribinghowtheyoungpeopleshoutedexcitedlywhentheysawtheyellowribbonsontheoaktreeandhowVingorosefromhisseatandmadehiswaytothefrontofthebustogohomenervously.

WemayexpectthatVingowouldreceiveanamazingandwarmwelcomewhenhewalksintohishome.

Theauthorjustwantstoleavessomespaceforthereaderstothinkandimaginefreely.

P.256--TamingtheAngerMonster:

byAnneDavidson

1.d

2.Angerhasbecomeanincreasinglycommonprobleminoursociety.

3.“AccordingtoCarolTavris,authorofAnger:

TheMisunderstoodEmotion,thekeystodealingwithangerarecommonsenseandpatience.”

4.Effect:

AnepidemicofangerThreecauses:

Lackoftime,technology,tension

6.B

7.

8.TobeginwithTechnologyisalsoTension,thethirdmajorculprit

9.D

10.Thefirstparagraphpresentsastoryaboutapersonwithangerproblems.Thelastparagraphshowshowthatstorywassuccessfullyresolved.

P289.--BorntoBeDifferent?

:

byCamilleLewis

c2.a3.D

4.Shelistsaseriesofexampleswherethe“empathizing”mindsetisevident:

female-dominatedcareers,femalereadingmatter,andfemalerelationships

5.Brainanatomy

Waysofinteractingwiththeworld

Waysofproblemsolving

6.Lewispresentsheressaypointbypoint.Thefirstpointisaboutbrainanatomy,the

secondisaboutinteractingwiththeworld,andthethirdisaboutproblemsolving.

Foreachpoint,shediscusseswomenandthenmen.

7.

8.Ontheotherhand（7）

Incontrast（9）

But（11）

9.d10a

P.508--SuggestedAnswersfor“Shame”—DickGregory（P.508）

Note:

Thenumbersinparenthesesrefertorelevantparagraphsintheselection.

ReadingComprehensionQuestions,584-585

1.A2.D3.bAnswersa,c,anddaretoonarrow.

4.aAnswersb,c,anddaretoonarrow.5.cSeeParagraph6

6.TrueSeeParagraph237.aSeeParagraph5

8.B.TheentireincidentwiththeCommunityChestFundshowsRichard’spride

9.bRichard’steacherignoreshisproblemsandhumiliateshiminfrontoftheentireclass;

seeparagraphs5through26.

10.bHelenecriesoverRichard’shumiliation;

seeparagraph23.

StructureandTechnique,585

1.Inparagraphs1and2,GregorymentionsseveralstepshetooktoimpressHeleneTucker.Whatwerethey?

Whydoesheincludetheminhisessay?

Answer:

InordertoimpressHelene,Gregorybrushedhishair,gotahandkerchief,washedhissocksandshirteverynight,shoveledthesnowoffherwalk,triedtomakefriendswithhermotherandaunts,andleftmoneyonherstoop.Hedescribesthosestepsindetailbecause,besidesdemonstratinghisdevotiontoHelene,theygiveaclearpictureofGregory’spoverty.

2.Ametaphorisasuggestedcomparison.WhatmetaphordoesGregoryuseinparagraph5,andwhatisitspurpose?

Whatmetaphordoesheuseinthesecondsentenceofparagraph7,andwhatdoesitmean?

Inparagraph5,Gregoryusesthemetaphorthathewaspregnanttosuggesttheeffectsofpovertyonhim—itgavehimstrangetastes,whichpregnantpeopleget.Italsofilledhim（aspregnancyfillssomeone）,butwithnegativethings:

poverty,dirt,“smellsthatmadepeopleturnaway,”andsoon.

Inthesecondsentenceofparagraph7,Gregoryusesthemetaphorofaflyingeagletorepresentthemovementofmoney.（Apictureofaneagleisengravedononesideofaquarter）.

3.Innarratingtheincidentsintheclassroomandintherestaurant,Gregorychoosestoprovideactualdialogueratherthanmerelytotellwhathappened.Why?

ByusingtheexactwordsspokenbyHelene,theteacher,andhimself,Gregorygivesaveryclearpictureofwhathappenedbyallowingthereaderto“experience”it,ratherthansimplyhearageneralsummary.ThedialoguebetweenHeleneandtheteachershowsHeleneasanideallittlestudentwhoreceivedapprovalfromtheteacher.ThedialoguebetweenGregoryandtheteacher,however,clearlydemonstratesGregory’seagernesstoimpressHeleneandhisunsuccessful,embarrassingattempttogaintheteacher’sapproval.IfGregoryhadmerelydescribedwhathadhappened,wewouldhaveamuchlessvividimpressionofthecharactersinvolved.

4.Attheendoftheessay,Gregoryshiftshisfocusfromtheclassroomtothesceneinvolvingthewinoattherestaurant.Whatistheconnectionbetweenthisclosingsceneandtherestoftheessay?

Inthebodyoftheessay,Gregoryisnarratingatimethathewasshamedpubliclyandnoonecametohisdefense.Intheclosingscene,Gregoryrealizesthathehasdonethesamething—thathe,too,haswitnessedapersonbeingshamedwithoutassistinghim.Hefeelsanewkindof“shame,”thatofhavingfailedtohelpanothermaninneed.

CriticalReadingandDiscussion,586

1.WhenGregorywrites,“Ineverlearnedhateathome,orshame.Ihadtogotoschoolforthat”（paragraph1）,heisusingirony—aninconsistencybetweenwhatisexpectedandwhatactuallyoccurs.Whatdoeshemeanbythesetwostatements?

Whatistheeffectofhisirony?

Gregorymeansthatalthoughhishomelifewasoneofpovertyandwant,hishomewasnotaplaceofinhumanevalues,suchashatredandshame.Butatschool,whichonitssurfacewasamorepositiveplace,hewasmadetofeelhatredandshame.TheironicstatementintriguesthereaderandmakeshimorherwanttoknowmoreaboutwhatGregorymeans.

2.WhatareGregory’sfeelingsabouthisteacher?

Whatwereyourfeelingsaboutherasyoureadthisessay?

WhatcouldtheteacherhavedoneorsaidthatwouldnothavemadeGregoryfeelashamed?

Gregoryseemssadandresentfulthattheteacherdidnotunderstandwhyhemisbehavedinclassandthatsheassumedhewasstupidandatroublemaker.Buthealsowantedherapprovalbadly,asseenbytheCommunityChestincidentandthefactthathegota“bigthrill”outofbeingchosentocleantheblackboard.Students’suggestionsabouttheteacherwillvary.Onepossibility:

ShecouldhavemerelythankedGregoryinclassandthenspokentohimprivatelylaterifshedoubtedthathecouldcontributetoCommunityChest.

3.Gregoryshowshowachildhoodincidenttaughthimshame.WhatotherimportantlessonsdoesGregorylearninthisessay?

Explain.

Fromparagraph3,inwhichGregorytalksabouthisaccomplishmentslaterinlife,wecanconcludethathelearnedhecouldboosthisself-esteemthroughhisownefforts.Paragraph5showsthatfromhisownexperiences,helearnedthatchildrenwhoarehungryandpoormayfeelinvisibleandsobehaveinwaysthatattractattention.Fromhisexperiencewiththewino,helearnedthatinordertofeelgoodabouthimself,hewouldhavetostartstandingupforotherpeoplewhowereshamed.

4.Attheendofhisessay,Gregorysays,“Iwaitedtoolongtohelpanotherman.”Whydoyouthinkhewaitedsolongtoassistthewino?

Whataresomereasonspeopledonotalwayshelpotherswhoareinneed（forexample,ignoringahomelesspersonseatedonthesidewalk）?

Gregoryprobablyhadmanyreasonsfornothelpingthewinosooner:

embarrassmentatdrawingattentiontohimself,reluctancetopartwithhishard-earnedmoney,notwantingtogetintroublewithMr.Williams,notknowingthewinoandthusfeelingtheaffairwasn’thisbusiness,etc.Peoplehavesimilarreasonsfornothelpingothersinneed.Inaddition,peoplewhoignoreahomelessmanmayfeelthattheman’sproblems—maybeincludingsubstanceabuseormentalillness—aresobiganddeep-rootedthattheyarenotqualifiedtohelphiminanyeffectiveway.

Thesis-and-SupportOutline

Thesis:

Livingpoorwas,fortheauthor,ahumiliatingexperience.

1.Hewasembarrassedinfrontofhisclassmatesand,worse,infrontofHeleneTucker（7-23）.

2.Everybodyknewhewasa“worthyboy”whohadnoDadandnomoney（28）.

3.Hisself-pitypreventedhimfromhelpinganotherpoorman,thewino（29-37）.

P.567SuggestedAnswersfor“PropagandaTechniquesinToday’sAdvertising”byAnnMcClintock

ReadingComprehensionQuestions,648-649

1.b

2.d

3.bAnsweraistoobroad;

answerscanddaretoonarrow.

4.cAnswersaandbaretoonarrow;

answerdistoobroad.

5.bParagraph9

6.dParagraphs18-19

7.cParagraph16

8.cParagraph23

9.b

10.a

StructureandTechnique,649-650

1.Inparagraph1,McClintock’schoiceofwordsrevealsherattitudestowardbothpropagandistsandthepublic.Whatspecificwordsrevealherattitudes,andwhatattitudesdotheyrepresent?

McClintockdescribespropagandistsas“seducers”and“brainwashers.”Shereferstotheir“alluringimages,”their“tricks,”andtheir“charm.”Shedescribesthepublicas“content”and“eager...victims.”Herchoiceofwordsmakesitclearthatshethinkspropagandistsareuntrustworthyandinterestedintakingunfairadvantageofatoo-trustingpublic.

2.WhatkeytermdoesMcClintockdefineinparagraph2?

Whydoesshedefineithere?

Whereelseintheessaydoessheusethetec