Suggested Answers for “The Yellow Ribbon”—by Pete Hamill (P. 210)
1.Vingo returned from prison to find that his wife still loved him and wanted him back. 2. b 3. a 4. B
5.Two 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 wouldnot 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.
4. McClintock states, “We are victims, seemingly content—even eager—to be victimized” (paragraph 1). Do you agree? Is this article likely to change how you view ads in the future? Why or why not? Answer:Answers will vary. Thesis-and-Support Outline
Thesis: People should detect and understand common propaganda techniques, which appeal to the emotions rather than to logic.
1. We are bombarded with ads, which present biased messages through various propaganda
techniques, including seven common ones (1-4).
2. Name calling—referring to a competitor with negatively charged names or comments (5). 3. Glittering generalities—making important-sounding general claims with no explanation (6-8). 4. Transfer—associating something with a symbol or image most people respect and admire (9-11). 5. Testimonial—promoting something with the support of a celebrity (12-15). 6. Plain folks—associating something with the average person (16-17).
7. Card stacking—making something sound good by suppressing relevant evidence or making an
unfinished claim (18-19).
8. Bandwagon—appealing to people’s desire to do what many others are doing (20-21). 9. Use critical thinking to avoid reacting emotionally to ads (22-23).
P.592 Suggested Answers for “Here’s to Your Health”—Joan Dunayer Note: The numbers in parentheses refer to relevant paragraphs in the selection. Reading Comprehension Questions,667-668 1. c 2. c
3. d Answers a, b, and c are too narrow.
4. c Answer a is too narrow; answer b is too broad; answer d, never directly stated in
the article, is too narrow.
5. b Paragraph 6 6. False Paragraph 4 7. True Paragraph 8
美国大学英语写作课后习题答案
