troika美国大学英语写作课后习题集标准答案

2021年1月20日发(作者：hymn)
.-
Suggested Answers for
“
The Yellow Ribbon
”—
by Pete Hamill (P
. 210)
returned from prison to find that his wife still loved him and wanted him back.
2.
b
3.
a
4.
B
examples: Vingo tells his story slowly and painfully and with great hesitation.


Vingo tells his story
“
slowly and painfully and with great hesitation.
”

6.
Examples of Vingo
’
s being honorable: He doesn
’
t express any self-pity about being in jail.




He owns up to his crime. He offers his wife her freedom.

7. Place names: Fort Lauderdale, New Jersey, Washington, Jacksonville, the 34th Street



Other transition: Terminal in New York, Philadelphia, Brunswick
8.

But if she didn
’
t...
9.

Maybe
the
author
Hamill
asked
one
of
the
young
people
in
the
story
about
her
traveling
experience.
10.

The author ends this essay by describing how the young people shouted excitedly when they
saw the yellow ribbons on the oak tree and how Vingo rose from his seat and made his way to
the front of the bus to go home nervously.

We may expect that Vingo would receive an amazing and warm welcome when he walks into his
home.

The author just wants to leaves some space for the readers to think and imagine freely.


P
.256--Taming the Anger Monster: by Anne Davidson
1. d
2. Anger has become an increasingly common problem in our society.
3.
“
According to Carol Tavris, author of Anger: The Misunderstood Emotion, the keys to dealing
with anger are common sense and patience.
”

4. Effect: An epidemic of anger





Three causes: Lack of time, technology, tension
6. B
7.









8.


To begin with Technology is also Tension, the third major culprit
9.

D
.-
10.

The first paragraph presents a story about a person with anger problems. The last paragraph
shows how that story was successfully resolved.

P289.-- Born to Be Different?: by Camille Lewis
c



2. a





3. D
4. She lists a series of examples where the
“
empathizing
”
mindset is evident:
female-dominated careers, female reading matter, and female relationships
5. Brain anatomy
Ways of interacting with the world
Ways of problem solving
6. Lewis presents her essay point by point. The first point is about brain anatomy, the
second is about interacting with the world, and the third is about problem solving.
For each point, she discusses women and then men.
7.

8.

On the other hand (7)




In contrast (9)




But (11)
9.

d


10 a



P
.508--Suggested Answers for
“
Shame
”—
Dick Gregory (P
.508)
Note:
The numbers in parentheses refer to relevant paragraphs in the selection.
Reading Comprehension Questions, 584-585



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


See Paragraph 6



6. True

See Paragraph 23














7. a



See Paragraph 5







8. B.

The entire incident with the Community Chest Fund shows Richard
’
s pride



9. b

Richard
’
s teacher ignores his problems and humiliates him in front of the entire class;
see paragraphs 5 through 26.
10. b



Helene cries over Richard
’
s 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 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, 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,
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
to
provide actual dialogue rather than merely to tell what 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
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 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, 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,
586
.-
1.

When Gregory writes,
“
I never learned hate at home, or shame. I had to go to school for
that
”
(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 read
this
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 got
a
“
big thrill
”
out
of being chosen to
clean the blackboard. Students
’
suggestions 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 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 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 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 Outline

Thesis:



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).







P
.567 Suggested Answers for
“
Propaganda Techniques in Today
’
s Advertising
”
by
Ann McClintock
Note:
The numbers in parentheses refer to relevant paragraphs in the selection.
Reading Comprehension Questions,
648-649
1. b



2. d



3. b











Answer a is too broad; answers c and d are too narrow.



4. c











Answers a and b are too narrow; answer d is too broad.



5. b











Paragraph 9



6. d











Paragraphs 18-19



7. c











Paragraph 16



8. c











Paragraph 23






9. b













10. a
Structure and Technique,
649-650
1.

In
paragraph
1,
McClintock
’
s
choice
of
words
reveals
her
attitudes
toward
both
propagandists and the public. What specific words reveal her attitudes, and what attitudes do
they represent?
Answer:
McClintock describes propagandists as
“
seducers
”
and
“
brainwashers.
”
She refers to
their
“
alluring
images,
”

their
“
tricks,
”

and
their
“
charm.
”

She
describes
the
public
as
“
content
”

and
“
eager .
. .
victims.
”

Her
choice
of
words
makes
it
clear
that
she
thinks
propagandists
are
untrustworthy
and
interested
in
taking
unfair
advantage
of
a
too-trusting
public.
2.

What key term does McClintock define in paragraph 2? Why does she define it here? Where
else in the essay does she use the technique of definition?
Answer:
She defines the term
“
propaganda.
”
She places the definition close to the beginning
because it is so essential to the reader
’
s understanding of the rest of her essay. Other points at
which McClintock uses definition are in paragraphs 5, 6, 9, 12, 16, 18, and 21. In each of
those paragraphs, she defines a particular propaganda technique.
.-
3.

McClintock uses parentheses in two lists, the ones in paragraphs 7 and 19. What purpose do
these parentheses serve?
Answer:
Paragraph
7
lists
“
high-sounding
but
basically
empty
phrases.
”

The
author
uses
parentheses to add comments that reveal the emptiness of those listed phrases. Paragraph 19
lists
claims
that
include
“
weasel
words.
”

The
author
uses
parentheses
to
show
just
how
insubstantial those weasel words are.
4 . McClintock provides abundant examples throughout her essay. Why does she provide so many
examples? What does she accomplish with this technique?
Answer:
McClintock
’
s
many
examples,
drawn
from
the
television
and
print
ads
we
all
see
every
day,
clarify
her
definitions
and
demonstrate
that
propaganda
techniques
are
truly
a
factor
in
everyday
life.
The
examples
make
the
reader
more
aware
of
the
effects
of
propaganda on decisions he or she makes.
Critical Reading and Discussion,
650
1.

Some of the propaganda techniques listed in the selection have contrasting appeals. How do
name-calling
and
glittering
generalities
contrast
with
each
other?
Testimonials
and
plain
folks?
Answer:
Name-calling
appeals
to
the
instincts
of
fear,
anger,
and
mistrust.
Name-calling
propaganda encourages the public to reject something or someone. Glittering generalities, on
the
other
hand,
appeal
to
the
public
’
s
positive
emotions:
love,
attraction,
patriotism.
The
public is asked to accept the thing or person advertised by associating it with those emotions.

Testimonials depend on the public
’
s interest in or affection for celebrities
—
people ordinary
viewers don
’
t know but admire and see as bigger and more important than themselves. By
contrast,
plain
folks
advertising
is
based
on
the
idea
that
the
public
likes
to
see
ordinary
people
—
people like themselves
—
in the products and services they buy.
2.

Why
are
ads
that
use
the
bandwagon
approach
so
effective?
What
ads
have
you
seen
recently that use that approach?
Answer:
The
bandwagon
technique
is
effective
because
of
the
human
need
to
be
part
of
a
group. We feel safe and secure when we are surrounded by people who agree with us about
something
—
even something as trivial as what frozen coffee cake is best (
“
Nobody doesn
’
t
like Sara Lee
”
). Answers to the second question will vary.
3.

The author states,
“
Americans, adults and children alike, are being seduced.
”
What might
be
the
differences
between
the
ways
adults
and
children
react
to
the
seductions
of
advertising?
Answer:
Answers will vary.