美国大学英语写作 课后答案PART 5

1、ANSWER 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.

2、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, 577-578 1. c 2.

3、b 3. 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 the selection. 5. a Paragraph 1 6. c Paragraph 28 7. True Paragraph 14 8. a Paragraph 14 9. a Paragraph 22 10. c Paragraph 12Structure and Technique,5791. Which pat

4、tern or patterns of development does Haley use in his essay? Explain.Answer: Much of “Thank You” is a narration of the story of Haleys letters. As is usually the case with narration, that story also includes description (especially in paragraphs 1, 4, 19). However, Haleys conclusion reveals that his

5、 essay is meant to be an argument for saying “thank you.” In paragraphs 2830, he writes of encouraging students to say “thank you.”And to readersof letters written on his stationery and of this readinghe addresses words that summarize his argument: “Find the goodand praise it.”2. Paragraph 4 contain

6、s a vivid description of part of Haleys Thanksgiving night on theMurzim. 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

7、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 cooks hat and the long apron” and of the movement of water “resisting the skin of a ship.” And he appe

8、als 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 Haleys thoughts about Thanksgiving and the people he should thank.3. Most of Haleys essay is about the three thank-you letters he w

9、rote. Why do you think he included 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

10、 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. Which purposeor purposesdo you

11、think Haley has in mind?Answer:The information about Haleys 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 thou

12、ghts and images goes through 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 ty

13、pically 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 (67), but again feels dissatisfied with this approach (8). Finally, Haley comes up with a more

14、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

15、 the important people in his life. If he 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 a

16、way. 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 conclusions about human nature does he draw from these responses?Answer:All three letters left Haley “not

17、 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 Nelsons letter, Haley implies that it brought him great satisfaction to have give

18、n the Reverend “welcome reassurance that his career had been appreciated” (23). Grandmas 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 identi

19、fies 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 th

20、e qualities of a good role model?Answer: Answers may vary, although one reasonable response is that all three people Haley thankedas 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 fathers insistence on the value

21、 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

22、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 re

23、assured 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-

24、585 1. a 2. d 3. b Answers a, c, and d are too narrow. 4. a Answers b, c, and d are too narrow. 5. c Paragraph 6 6. True Paragraph 23 7. a Paragraph 5 8. b The entire incident with the Community Chest Fund shows Richards pride; see also paragraph 28. 9. b Richards teacher ignores his problems and hu

25、miliates him in front of the entire class; see paragraphs 5 through 26. 10. b Helene cries over Richards humiliation; see paragraph 23.Structure and Technique, 585 1. In paragraphs 1 and 2, Gregory mentions several steps he took to impress Helene Tucker. What were they? Why does he include them in h

26、is 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 demonstr

27、ating his devotion to Helene, they give a clear picture of Gregorys poverty.2. A metaphor is a suggested comparison. What metaphor does Gregory use in paragraph 5, and what is its purpose? What metaphor does he use in the second sentence of paragraph 7, and what does it mean?Answer:In paragraph 5, G

28、regory uses the metaphor that he was pregnant to suggest the effects of poverty on himit 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

29、 of paragraph 7, Gregory uses the metaphor of a flying eagle to represent the movement of money. (A picture of an eagle is engraved on one side of a quarter).3. In narrating the incidents in the classroom and in the restaurant, Gregory chooses to provide actual dialogue rather than merely to tell wh

30、at happened. Why?Answer:By using the exact words spoken by Helene, the teacher, and himself, Gregory gives a very clear picture of what happened by allowing the reader to “experience” it, rather than simply hear a general summary. The dialogue between Helene and the teacher shows Helene as an ideal

31、little student who received approval from the teacher. The dialogue between Gregory and the teacher, however, clearly demonstrates Gregorys eagerness to impress Helene and his unsuccessful, embarrassing attempt to gain the teachers approval. If Gregory had merely described what had happened, we woul

32、d have a much less vivid impression of the characters involved.4. At the end of the essay, Gregory shifts his focus from the classroom to the scene involving the wino at the restaurant. What is the connection between this closing scene and the rest of the essay?Answer:In the body of the essay, Grego

33、ry 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 thingthat 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

34、in need.Critical Reading and Discussion,5861. When Gregory writes, “I never learned hate at home, or shame. I had to go to school for that” (paragraph 1), he is using ironyan inconsistency between what is expected and what actually occurs. What does he mean by these two statements? What is the effec

35、t 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

36、reader and makes him or her want to know more about what Gregory means.2. What are Gregorys feelings about his teacher? What were your feelings about her as you read this essay? What could the teacher have done or said that wouldnot have made Gregory feel ashamed?Answer:Gregory seems sad and resentf

37、ul that the teacher did not understand why he misbehaved in class and that she assumed he was stupid and a troublemaker. But he also wanted her approval badly, as seen by the Community Chest incident and the fact that he got a “big thrill” out of being chosen to clean the blackboard. Students sugges

38、tions about the teacher will vary. One possibility: She could have merely thanked Gregory in class and then spoken to him privately later if she doubted that he could contribute to Community Chest.3. Gregory shows how a childhood incident taught him shame. What other important lessons does Gregory l

39、earn 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 po

40、or 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

41、 man.” Why do you think he waited so long to assist the wino? What are some reasons people do not always help others who are in need (for example, ignoring a homeless person seated on the sidewalk)?Answer:Gregory probably had many reasons for not helping the wino sooner: embarrassment at drawing att

42、ention 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 wasnt his business, etc. People have similar reasons for not helping others in need. In addition, people who ignore a homeless man may f

43、eel that the mans problemsmaybe including substance abuse or mental illnessare 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 classm

44、ates 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

45、to relevant paragraphs in the selection.Reading Comprehension Questions,589-590 1. d 2. a 3. 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 3 6. a Paragraph 6 7. b Paragraph 7 8. b Paragraph 2 9. c Paragraph 6 10. d

46、 Paragraph 11 (We know that Miss Bean had not intended to knock the pencil from his hand because she gasped when the pencil went flying.)Structure and Technique,591 1. Which pattern of essay developmentcomparison, narration, or descriptiondoes Wilkins use in most of his essay? Explain.Answer: Wilkin

47、s primarily uses narration. Although description is woven throughout, he is generally telling the story of his familys move to Grand Rapids and a series of events that occurred there.2. Which kind of transition signaladdition, time, or spacedoes Wilkins use to move his essay smoothly from one event

48、to the next? Find at least four different words that are examples of this signal.Answer: 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 ev

49、ents.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?Answer: The historical events Wilkins lists provide helpful

50、 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

51、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

52、 title acquires unexpected meanings. 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?Answer: The first impression most readers are likely to get of the title is that someone “targeted” Wilkins in an

53、unpleasant way, as in “targeted for criticism.” Wilkinss 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 Readin

54、g and Discussion,5921. What does Wilkins mean by the termnonstandard person (paragraph 3)? Do you think he later felt more like a “standard” person? Why or why not?Answer: At first, it seemed that “standard” in the Grand Rapids school could only mean white. As a nonwhite student, Wilkins was made to

55、 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 he was treated by the other teachers a

56、t Creston. How did her approach differ from theirs? What does this approach reveal about Miss Beanas a teacher and as a person?Answer: Unlike Wilkinss 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

57、 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 other students 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 Wilkinss success in his new school.3. Wilkins says that initially he was Miss Beans “incipient teachers pet” (paragraph 6). But how did Miss Beans beh