《大学思辨写作1》练习答案-Unit2EmpathyandJustice

1、Unit2EmpathyandJusticePre-classexploration2.Lookatthepeoplearoundyou.Selectoneofthemandmakeacarefulobservationofthispersonsuchashisorherappearance,clothing,hairstyle,facialexpressionandbehavior(suchaschewinggumortypingatextmessage).Asyoulookattheperson,whatgeneralimpressiondoyouget?Doyoulikehisorher

2、lookornot?Doesthepersonmakeyousmile,chuckle,frownorfeelannoyed?Thenwritedownyourobservationsanddiscussthemwithyourpartner.Suggestionsforinstructors:Theinstructorcanaskstudentstodescribesomeoneinclassindetailandlettheothersguesswhothatpersonis.Theinstructorcanprovidesomepicturesfromnewspapersormagazi

3、nessothatthestudentscanusethoseasdiscussionmaterials.Askonegrouptodescribeacertaincharacterinwordsandanothergrouptodrawthecharacterbasedonthedescription.PartI:LearningtheSkillsActivity1BeaverGoesShoppingReadthefollowingstoryanddiscusswithyourpartnerthetechniquesusedindevelopingthecharacterBeaver.Wha

4、tBeaversaysBeavertalkedtodifferentanimalsaboutwhatfoodtobuy.Hecommunicatedwithseveralanimalsabouthisfood.WhatBeaverdoesBeavertalkedandactedandkepttryingdifferentfoodafterlisteningtodifferentpeoplesadvice.WhatBeaverthinksandfeelsHefeltsad(unhappy)whenhecouldntfindthefoodhewantedandhappywhenhegottheca

5、rrots.Activity2Thefollowingtwopassagesareabouttwobestfriends,DeannaandBeverly.Readthetwopassagescarefullyanddiscusswithyourpartnerthetechniquestheauthorsusetodevelopthecharactersineachpassage.InPassage2,highlightthosesentencesthatcancorrespondtothesentences(1,2,3and4)inPassage1andthinkabouttheimpact

6、ofthesedifferencesonreadersimpressionsofthetwocharacters.Thetechniquehereiswhetherusingshowingortellingincharacterdevelopment.Whilethefirstusestelling,thesecondmostlyusedshowingwithspecificdetailsanddialogues.PartII:CaseAnalysisActivity3ReadTextAandconsiderhowtheauthorkeepsmovingtheplotofthestoryfor

7、ward.Whattechniquesareemployedtodevelopthecharacters?Task1UnderstandingthetextCharacter(s):Apoliceman,themanwaitingforhisfriend.Setting:Adimly-lightedstreetcornerinNewYorkatachillynight.Plot:Beginning:Apolicemanwaspatrollingthestreet.Middle:Themanwhowaswaitingforhisfriendtalkedtothepoliceman.Ending:

8、Themanturnedouttobeamanwantedbythepolice.Pointofview:Objectivethirdpointofview.Theme:Justicecomesbeforefriendship.Task2RespondingtothetextWriteyouranswertoeachquestioninfullsentences.Thendiscussyouranswerswithyourpartner.1)Whathadhappenedinthepast20yearstoJimmyandBob?JimmybecameapolicemanwhileBobgot

9、richbyinvolvingincriminalactivities.sfeelingwhilehewaswaitingforJimmy?Jimmywasaniceandhonestguy.Hewasexcitedandproudthathehadbeen“successful3)HowdidJimmydealwiththeawkwardsituation?Hedidnotrevealhisrealidentity.4)IfyouwereJimmy,howwouldyoudealwiththeawkwardsituation?Answersmayvary.Activity4ReadTextB

10、andconsiderhowtheauthorpresentsthechangeoftheSelfishGiant.WhattechniquesareemployedtodevelopthecharacterGiant?Task1UnderstandingthetextCompletethechronologicaloutlineofthetext.Includethemostimportanteventsinthestory.1)ChildrenlikedtoplayintheGiantsgarden.2)OnedaytheGiantcamebackand_putasignuptokeept

11、hegardentohimself_.3)ThentheGianthadalongwinterandspringnevercame.OnemorningtheGiantheardsomelovelymusicandsawamostwonderfulsight.Everyafternoon,whenschoolwasover,thechildrencameandplayedwiththeGiant.Yearswentover,andtheGiantgrewveryoldandfeeble.Onewintermorninghelookedoutofhiswindowhefoundatreecove

12、redwithlovelywhiteblossomsandunderneathitstoodthelittleboyhehadloved.Whenthechildrenraninthatafternoon,theyfoundtheGiantlyingdeadunderthetree,allcoveredwithwhiteblossoms.Task2RespondingtothetextWriteyouranswertoeachquestioninfullsentences.Thendiscussyouranswerswithyourpartner.WhywastheGiantunhappyto

13、seethechildrenplayinginhisgardenwhenhecamebackfromhisvisittohisfriend?Haveyoueverseenasimilarphenomenoninyourlife?Hethoughtthegardenwashisandhedidnotwanttoshareitwithothers.2)HowdidtheauthorpresenttheGiantsrealizationofhisselfishness?Throughamonologue“myowngardenismyowngarden”andhisactionofputtingan

14、otrespassingsign.WhatdidtheGiantgainbyallowingthechildrentoplayinhisgarden?Hegainedhappiness.Whatroledidthelittleboyplayinthedevelopmentofthestory?Thelittleboychangedtheselfishgiantintoalovinggiantandasasymbolicfigure(angel);hewasveryimportant.PartIII:LanguageStudyActivity5ReadTextAandTextBandfindmo

15、reexamplesofconcretelanguageandfigurativelanguage.Thendiscusstheirfunctionswithyourpartner.Concretelanguage:TextAHewasakindofplodder,though,goodfellowashewas.Therewasnowafine,colddrizzlefalling,andthewindhadrisenfromitsuncertainpuffsintoasteadyblow.Thefewfootpassengersastirinthatquarterhurrieddismal

16、lyandsilentlyalongwithcoatcollarsturnedhighandpocketedhands.Thetwomenstartedupthestreet,arminarm.ThemanfromtheWest,hisEgotismenlargedbysuccess,wasbeginningtooutlinethehistoryofhiscareer.Theother,submergedinhisovercoat,listenedwithinterest.TextBItwasalargelovelygarden,withsoftgreengrass.andthereweret

17、welvepeach-treesthatinthespring-timebrokeoutintodelicateblossomsofpinkandpearl,andintheautumnborerichfruit.Yearswentover,andtheGiantgrewveryoldandfeeble.Everydayforthreehourshe(theHail)rattledontheroofofthecastletillhebrokemostoftheslatesThebirdswereflyingaboutandtwitteringwithdelight.Downstairsrant

18、heGiantingreatjoy,andoutintothegarden.Hehastenedacrossthegrass,andcameneartothechild.Figurativelanguage:TextAHeandIwereraisedhereinNewYork,justliketwobrothers,together.Ivehadtocompetewithsomeofthesharpestwitsgoingtogetmypile.AmangetsinagrooveinNewYork.IttakestheWesttoputarazor-edgeonhim.”Therewasnow

19、afine,colddrizzlefalling,andthewindhadrisenfromitsuncertainpuffsintoasteadyblow.Activity6TextBHereandthereoverthegrassstoodbeautifulflowerslikestars,Onceabeautifulflowerputitsheadoutfromthegrass,butwhenitsawthenotice-boarditwassosorryforthechildrenthatitslippedbackintothegroundagain,andwentofftoslee

20、p.“Youletmeplayonceinyourgarden,todayyoushallcomewithmetomygarden,whichisParadise.”AndtheGiantheartsmeltedashelookedout.ThefollowingsentencesaredevelopedfromthesentenceSheilareplied,“Idontknowwhereheis.With”differentconcretedetails,Sheilabecomesdifferentkindsofperson.Discusswithyourpartneryourunders

21、tandingofwhatkindofpersonSheilaisineachcontext.1)Sheilarolledhereyesandsighedloudly,thenthrewupherhandsinexasperationandrepliedcurtly,“Idontknowwhereheis.”Sheilawasquick-tempered.2)Staringblanklyoutofthewindow,Sheilaexhaledsoftly,closedhereyesforamomentandreplied,“Idontknowwhereheis.”Sheilawasgentle

22、.3)Sheilastaredathermother,teary-eyed,shudderingwithfear,andsobbinglyreplied,knowwhereheis.”Sheilawastimid/fearful.4)Sheilacontinuedtopasstheitemsoverthescanner,staringdownatthecounter,andwithoutevenlookingatthecustomer,repliedindifferently,“Idontknowwhereheis.Sheilawasimpolite.Activities7-8Suggesti

23、onsforinstructors:Thesetwoactivitieswouldhelpstudentstopracticethecharacterizationskillsaswellascharacterizationthroughconcreteand/orfigurativelanguage.Wesuggestthattheteachercouldaskstudentstoworkonthetwoactivitiesthemselvesfirst.Ifinclass,theteachercouldaskstudentstoselectonetaskfromeachactivityan

24、dworkinpairabout10minutes.Thentheteachercouldaskstudentstosharetheirworkandarrangethewholeclasstoappreciatetheirwriting.MoreexamplesforActivity8Theoldwomanlookedoldandsad.A.WhenIcameoutofthetrain,Iheardsomeonesobbing.Iheadedtowardsthedirectionwherebythesobbingcamefrom.Ispottedanoldwomanwithwrinkleds

25、kinandsilverhair.Shehadteeththathadyellowedwithage.Shealsolookedmiserableandgloomy.Theoldwomanwassittinginahumidcornerwherebynoonecaredabouther.AsIwentclosertoher,Icouldseetearsstreamingdownherface.Irealizedthatshewashunched-back.Icouldtellfromherappearancethatshewasaburdentoherfamily.B.Thefrail-lookingladyinchedforwardlikesheonlyhadalimitedspacetomoveherfeet.Fromafardistance,Icouldseeherwrinkledskinandherteeththathady