美国大学英语写作课后习题答案Word格式文档下载.docx
- 文档编号:18043830
- 上传时间:2022-12-13
- 格式:DOCX
- 页数:11
- 大小:24.63KB
美国大学英语写作课后习题答案Word格式文档下载.docx
《美国大学英语写作课后习题答案Word格式文档下载.docx》由会员分享,可在线阅读,更多相关《美国大学英语写作课后习题答案Word格式文档下载.docx(11页珍藏版)》请在冰豆网上搜索。
6.ExamplesofVingo’sbeinghonorable:
Hedoesn’texpressanyself-pityaboutbeinginjail.
Heownsuptohiscrime.Heoffershiswifeherfreedom.
7.Placenames:
FortLauderdale,NewJersey,Washington,Jacksonville,the34thStreet
Othertransition:
TerminalinNewYork,Philadelphia,Brunswick
8.Butifshedidn’t...
9.MaybetheauthorHamillaskedoneoftheyoungpeopleinthestoryabouthertravelingexperience.
10.TheauthorendsthisessaybydescribinghowtheyoungpeopleshoutedexcitedlywhentheysawtheyellowribbonsontheoaktreeandhowVingorosefromhisseatandmadehiswaytothefrontofthebustogohomenervously.
WemayexpectthatVingowouldreceiveanamazingandwarmwelcomewhenhewalksintohishome.
Theauthorjustwantstoleavessomespaceforthereaderstothinkandimaginefreely.
theAngerMonster:
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.
toBeDifferent:
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
Answersfor“Shame”—DickGregory
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.WhatweretheyWhydoesheincludetheminhisessay
Answer:
InordertoimpressHelene,Gregorybrushedhishair,gotahandkerchief,washedhissocksandshirteverynight,shoveledthesnowoffherwalk,triedtomakefriendswithhermotherandaunts,andleftmoneyonherstoop.Hedescribesthosestepsindetailbecause,besidesdemonstratinghisdevotiontoHelene,theygiveaclearpictureofGregory’spoverty.
2.Ametaphorisasuggestedcomparison.WhatmetaphordoesGregoryuseinparagraph5,andwhatisitspurposeWhatmetaphordoesheuseinthesecondsentenceofparagraph7,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.WhatdoeshemeanbythesetwostatementsWhatistheeffectofhisirony
Gregorymeansthatalthoughhishomelifewasoneofpovertyandwant,hishomewasnotaplaceofinhumanevalues,suchashatredandshame.Butatschool,whichonitssurfacewasamorepositiveplace,hewasmadetofeelhatredandshame.TheironicstatementintriguesthereaderandmakeshimorherwanttoknowmoreaboutwhatGregorymeans.
2.WhatareGregory’sfeelingsabouthisteacherWhatwereyourfeelingsaboutherasyoureadthisessayWhatcouldtheteacherhavedoneorsaidthatwouldnothavemadeGregoryfeelashamed
Gregoryseemssadandresentfulthattheteacherdidnotunderstandwhyhemisbehavedinclassandthatsheassumedhewasstupidandatroublemaker.Buthealsowantedherapprovalbadly,asseenbytheCommunityChestincidentandthefactthathegota“bigthrill”outofbeingchosentocleantheblackboard.Students’suggestionsabouttheteacherwillvary.Onepossibility:
ShecouldhavemerelythankedGregoryinclassandthenspokentohimprivatelylaterifshedoubtedthathecouldcontributetoCommunityChest.
3.Gregoryshowshowachildhoodincidenttaughthimshame.WhatotherimportantlessonsdoesGregorylearninthisessayExplain.
Fromparagraph3,inwhichGregorytalksabouthisaccomplishmentslaterinlife,wecanconcludethathelearnedhecouldboosthisself-esteemthroughhisownefforts.Paragraph5showsthatfromhisownexperiences,helearnedthatchildrenwhoarehungryandpoormayfeelinvisibleandsobehaveinwaysthatattractattention.Fromhisexperiencewiththewino,helearnedthatinordertofeelgoodabouthimself,hewouldhavetostartstandingupforotherpeoplewhowereshamed.
4.Attheendofhisessay,Gregorysays,“Iwaitedtoolongtohelpanotherman.”WhydoyouthinkhewaitedsolongtoassistthewinoWhataresomereasonspeopledonotalwayshelpotherswhoareinneed(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).
SuggestedAnswersfor“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.WhatkeytermdoesMcClintockdefineinparagraph2WhydoesshedefineithereWhereelseintheessaydoessheuset
- 配套讲稿:
如PPT文件的首页显示word图标,表示该PPT已包含配套word讲稿。双击word图标可打开word文档。
- 特殊限制:
部分文档作品中含有的国旗、国徽等图片,仅作为作品整体效果示例展示,禁止商用。设计者仅对作品中独创性部分享有著作权。
- 关 键 词:
- 美国 大学 英语 写作 课后 习题 答案