垃圾桶的英文-记事簿
A
NSWER KEY
Part One:
Essay Writing
1 An
Introduction to Writing
Activity
(Point and Support
in a Paragraph)
, pages
5
–
6
Point:
There are drawbacks to moviegoing.
Support:
1.
Inconvenience
b.
Long time to find parking spot and long
walk to theater
d.
Sticky floor
3.
Other moviegoers
a.
Running kids
b.
Laughing, shouting teenagers
Activity
(Introductory
Paragraph)
, 8
1.
c
2.
b
3.
a
4.
a. Inconvenience of going
out
b. Temptations of the theater
c.
Behavior of some patrons
Activity
(Body: Supporting
Paragraphs)
, 9
–
10
1.
To begin with, I just
don
‘
t enjoy the general
hassle of the evening.
2.
b. Parking lot is always
jammed
d. Tickets may sell out, and theater is
crowded
e. Tickets cost up to $$8 each
3.
Second, the theater offers tempting
snacks that I really don
‘
t
need.
4.
b. 2) chocolate bars
3)
Milk Duds
5.
Many of the other patrons are even more
of a problem than the concession stand.
6.
a. Little kids race up and down the
aisles
b. Teenagers talk back to the screen,
whistle, make funny noises
Activity
(Concluding Paragraph)
, 10
1.
a
2.
c
Review Activities,
18
–
20
Answers
will vary.
2 The Writing Process
Activities (
Freewriting,
Questioning, Making a List, Clustering, Scratch
Outline
), 25
–
31
Answers will vary.
Activity (
Writing a First
Draft
), 33
1.
thesis
5.
specific
2.
first
6.
bs
3.
equiped
(other
answers are possible)
7.
conclusion
4.
second and third
Activity
(
Revising with a Second
Draft
), 36
–
37
1.
Second
watching what I keep in the house
2.
however
comfortable seats
3.
unity . . . My friends are as bad as I
am.
7.
As
4.
support . . .
snacks like celery and carrot
8.
jump into my hands
sticks . . . no
ice cream in the freezer . . .
9.
disgusted
dripping with butter . . .
risk pulling out
my fillings as I chew
Activity (
Taking a Writing
Inventory
), 39
–
40
Answers will vary.
Activity
(
Prewriting
),
41
–
43
L, Q, SO,
C, F
Activity 1
(
Outlining
),
43
–
45
1.
Thesis:
My high
school had three problem areas.
a. Students
(1)
Involved
with drugs
(2)
Formed cliques
b. Teachers
(1)
Unwilling to help after
class
(2)
Much too strict
c. Buildings
(1)
Leaky ceilings
(2)
Ill-equipped gym
2.
Thesis:
Working as a
dishwasher in a restaurant was my worst job.
a.
Working conditions
(1)
Heat in kitchen
(2)
Noisy work area
b. Hours
5.
6.
(1)
Ten-hour shifts
(2)
Hours changed every week
c. Pay
(1)
Minimum wage
(2)
No bonus for
overtime
3.
Thesis:
Joining an aerobics
class has many benefits.
a. Social benefits
(1)
Make new
friends
(2)
Meet interesting instructors
b.
Mental benefits
(1)
Reduces mental stress
(2)
Improves
self-image
c. Physical benefits
(1)
Strengthens heart
(2)
Tones muscles
4.
Thesis:
My
favorite times in school were the days before
holiday vacations.
a. Lighter workload
(1)
Less work in
class
(2)
Less homework
b. Friendlier atmosphere
(1)
Teachers
more relaxed
(2)
Students happy about vacation
c.
Special events
(1)
Pep rallies
(2)
Holiday concerts
Activity 2
(
Outlining
),
45
–
47
Thesis:
More
and
more,
the
inventions
of
modern
technology
seem
to
be
cutting
us
off
from
contact with our fellow
human beings.
First topic
sentence:
The world of business is one
area in which technology is isolating us.
Support:
2. Workers
‘
salaries are automatically credited to their bank
accounts.
3. Personal
banking is becoming a detached process.
a. Customers interact with
machines rather than people.
b. Some loans are accepted or rejected
by computers, not loan officers.
Second
topic sentence:
Another area that
technology is changing is entertainment.
Support:
1. For many people now,
music is a solitary experience.
2. Fewer people go out to watch movies.
Third topic sentence:
Education is a third important area in
which technology is separating us
from others.
Support:
1.
Students sit alone in front of
computers.
2. Students use
software at home instead of interacting with
others.
3. Videotapes
are replacing class instruction.
Activity
(
Revising
),
47
–
48
2, 1, 4, 3
3 The First and
Second Steps in Essay Writing
Activity (
Writing a Good
Thesis
), 50
–
51
List 1
List
2
2
Teachers
3
Bicycles
l
Education
4
Dangers
of
bike
riding
3
Math teacher
l
Recreation
5
My high school
math
2
Recreational vehicles
teacher was
incompetent.
5
Bike riding in
the city is
a
4
High school
math teacher
dangerous experience.
List 3
List 4
1
Retail companies
3
Camping
2
Supermarkets
4
First
camping
trip
4
Dealing with customers
2
Summer vacation
3
Working in a supermarket
5
My
first camping trip was a
5
I
‘
ve learned how
to handle
disastrous
experience.
unpleasant supermarket customers.
l
Vacations
Activity
(
Common Errors in Writing a
Thesis
), 53
A.
1.
TB
B.
6.
2
2.
TN
7.
A
3.
TB
8.
2
4.
TN
9.
A
5.
TB
10.
2
Activity
(
Support the Thesis with Specific
Evidence
), 54
–
55
Answers for
this activity will vary; a possible third point
for each outline is listed below.
1.
c.
Learning new rules and procedures
4.
c.
Save money
2.
c.
Sense
of
humor
5.
c.
Long hours
3.
c.
Too
cold
in
the
winter
6.
c.
Worry
about
finances
Activity (
The
Importance of Specific Details
), 57
S
1.
The paragraph lists
specific precautions: getting a permit and buying
pressure-treated lumber.
X
2.
What kinds of things did the writer do
wrong? What specific rules were enforced?
How
did this parent punish the writer?
S
3
The paragraph lists
specific examples of items that should not be
improved:
cheesecake and jeans.
X
4.
What
kinds
of
problems
does
the
dog
have?
How
does
the
dog
misbehave
when
the
owners are away? How did
the owners try to train the dog?
Activity 1 (
The Importance
of Adequate Details
), 58
Answers are given in the text after the
activity.
Activity
(
Identifying the Parts of an
Essay
), 61
Thesis statement:
4
Topic sentence of first supporting
paragraph: 5
Topic sentence of second
supporting paragraph: 15
Topic sentence
of third supporting paragraph: 22
First
sentence of the conclusion: 34
Activity
1 (Evaluating Thesis Statements),
61
–
62
Activity 2 (Evaluating Thesis
Statements), 62
1.
A
a.
1.
TN
a.
OK
b.
OK
b.
2.
OK
a.
2.
TN
a.
A
b.
OK
b.
3.
OK
a.
3.
TN
a.
A
b.
OK
b.
4.
A
a.
4.
OK
a.
OK
b.
TN
b.
5.
A
a.
5.
OK
a.
OK
b.
TN
b.
Activity 3 (Evaluating Thesis
Statements), 62
–
63 Activity
4 (Evaluating Thesis Statements), 63
1.
TB
a.
1.
OK
a.
OK
b.
2
b.
2.
TB
a.
2.
2
a.
OK
b.
OK
b.
3.
OK
a.
3.
OK
a.
TB
b.
2
b.
4.
TB
a.
4.
2
a.
OK
b.
OK
b.
5.
TB
a.
5.
2
a.
OK
b.
OK
b.
Activity (
Completing Thesis
Statements
), 64
Answers
for
this
activity
will
vary;
a
possible
third
point
of
development
for
each
thesis
statement is listed below.
1.
science.
6.
coach
2.
to be enthusiastic.
7.
we were emotionally
immature.
3.
my boyfriend.
8.
manners
4.
money.
9.
my
relationships with others.
5.
breaks
down
regularly.
10.
the
time
I
dented
my
friend
‘
s car.
Activity (
Writing a Thesis
Statement
), 65
Answers may vary slightly.
1.
The cars I
‘
ve
owned have reflected the changes in my
personality.
2.
Attending a two-year college has
several advantages.
3.
I have tried several ways
to give up snacks.
4.
Halloween is not all fun.
5.
Three factors contributed to my heart
attack.
Activity 1 (
Limiting
a Topic and Writing a Thesis
), 66
Answers will vary; a possible thesis
for each limited subject is listed
below.
1.
Sharing an apartment with a
roommate helped me adjust to a new city.
2.
Deciding to be less critical of your
spouse can help a marriage.
3.
My
mother
‘
s tidiness drives us
crazy.
4.
Fast-food restaurants are cheaper,
cleaner, and friendlier than other restaurants.
5.
My cousin Myra has several bad driving
habits.
6.
Regular exercise can help ease
emotional problems.
7.
Do-it-yourself repairs
always end up costing me more money than
they
‘
re supposed to.
8.
The free-agent system has made baseball
a big business, not a sport.
9.
Being a
single parent can be exhausting, frustrating, and
intimidating.
10.
Noise pollution is a growing problem in
our city.
Activity 2
(
Limiting a Topic and Writing a
Thesis
), 67
Answers will
vary; some possible limited subjects and thesis
statements are listed below.
1.
Exotic animals as pets
People should
not be allowed to keep exotic animals as pets.
2.
Teens and birth control
Parents should
be notified if their daughters visit a birth
control clinic.
3.
The new
season
‘
s TV programming
The
new television programs are carbon copies of last
year
‘
s successful shows.
4.
Computerized offices
Computers in
offices are creating new health problems for
employees.
5.
Major fields of study
Choosing a
major does not have to be done blindly.
6.
House calls
Doctors should be compelled
to make house calls.
7.
Summer vacations
Summer is the worst time of year to
take a vacation.
8.
Barbecuing
There are three
kinds of people who will be found behind a
barbecue grill
.
9.
Children
‘
s
allowances
Getting an allowance teaches a child to
be responsible, mature, and thrifty.
10.
Christmas
shopping
One year I made the mistake of doing my
Christmas shopping months in advance.
Activity (
Providing Specific
Evidence
), 68
–
69
Answers will vary; some possibilities
are listed below.
1.
Guests
arrived two hours late; roast was burned; host and
hostess got into a huge fight
2.
Collects dead
frogs, birds, and worms; loves to dunk pizza in
his chocolate milk; combs his
hair with
his toothbrush
3.
Too tired; too hungry; too
disorganized
4.
Chose my friends for me; chose my
clothes for me; chose my college for me
5.
Baby-sitting, gardening, baking cookies
6.
New ignition, new brakes, new heater
7.
Cat got sick; kids got sick; roof
started to leak
8.
Slept at his desk; gave six
hours of homework per night; had a nasty temper
Activity (
Identifying
Adequate Supporting Evidence
),
69
–
70
AD
1.
U
2. What are specific examples of how people are
thoughtless to pets? What are the particular
needs of pets that may be ignored?
Examples might include bathing animals regularly,
treating
them
for
fleas,
helping
them
stay
cool
in
summer,
exercising
them,
and
providing a nutritious
diet.
U 3. What are specific examples
of shows that are of little interest to people?
Exactly how would
commercials
be
changed?
How
would
network
news
be
made
more
interesting?
Examples might include the names of
shows (situation comedies, game shows, and so
on)
that
aren
‘
t
popular.
Commercials
might
be
changed
by
eliminating
repetitious
jingles or
celebrity endorsements (using examples of current
commercials).
AD
4.
U
5. What are examples of how the woman was set in
her ways? What did she say about the kind
of hairdo she wanted? For example, the
woman might have rejected any suggestions
other than the style she was used to.
What did the writer do that was unsuccessful?
And
how
did
the
woman
seem
to
indicate
that
the
writer
was
not
doing
what
she
wanted? For instance,
she might have shook her head or sighed every time
the writer
attempted to please her.
Activity (
Adding Details to
Complete an Essay
),
70
–
73
Answers
will vary; possible supporting details are
included in the paragraphs below.
First of all, with no television to
compete for our time, we found plenty of hours for
personal
interests.
We
all
read
more
that
week
than
we
had
read
during
the
six
months
before.
Dad
introduced
Mom
to
his
favorite
mystery
writer
—
Dorothy
Sayers
—
and
it
was
pleasant
to see them sitting on the sofa together, each one
absorbed in a book. Luella, serious as
always, read novels by Charles Dickens,
while I settled modestly for the daily newspapers.
W
e
each also enjoyed some
hobbies we had ignored for ages.
Mom and
Dad did crossword puzzles
together, Lu
dusted off her stamp collection, and I finished
knitting the sweater I had started last
September.
In addition, my
sister and I both stopped procrastinating with our
homework.
Instead
of putting
off our English and math assignments until our
favorite shows were over, we tackled
them right after supper and found that,
without the sound of the TV blaring in our ears,
we could
do them in a couple of
hours
—
far more quickly than
we expected.
Second, we did chores that
had been hanging over our heads for too long.
There were many
jobs around the house
that had needed attention for some
time.
Mom fixed a faucet that had been
dripping for weeks while Dad patched
the cracked plaster in the dining room. Lu and I
cleaned
our closets, finding records,
tapes, and magazines that had been missing for
months. By the end
of the week, the
house was in tidier shape than it had been since
we moved in.
We also had a
chance to do some long-postponed
shopping.
Mom and Dad picked out a new
sofa for the den;
Lu bought some new
books, and I went through a whole stack of
catalogs and finished all my
Christmas
shopping by mail.
And each of us also
did some letter writing or other paperwork that
was
long
overdue.
Mom
and
Dad
struggled
with
this
year
‘
s
income
tax
forms,
Lu
wrote
to
Johnny, a friend she met at Spirit Lake
last summer, and I wrote a thank-you note to Aunt
Elsie
for letting me stay with her
during my weekend in New York City last month.
Finally,
and
probably
most
important,
we
spent
time
with
each
other.
Instead
of
being
in
the
same
room
together
while
we
stared
at
a
screen,
we
actually
talked
for
many
pleasant hours.
Mom told us
about the programming project she has been doing
at work, and we
had fun planning the
trip to Boston we are going to take this summer.
Moreover, for the first time
in years my family played some games
together.
We played several games of
Scrabble, and we
even got out the
Monopoly set and played a game following the rules
our family has made up
over the
years.
And because we
didn
‘
t have to
worry about missing this or that show,
we had
some family friends over a
couple of evenings and spent an enjoyable time
with them.
We were
glad to
see how much the Overholt children had
grown, and Joe and Sandy Ciprianni
kept
us
laughing all evening with
their stories about fixing up the old house they
bought.
4 The
Third Step in Essay Writing
Fill-ins (
Common Methods of
Organization
),
75
–
76
The topic
sentences in the essay use the words
To
begin with, Next, and Finally to help show
time order.
The paragraph
uses the following words to help show time order:
Next, first, Then, After, and
Finally.
The topic sentences in the essay use
the words For one thing, In addition, and Most
important to
help show emphatic order.
The words Worst of all are used to mark
the most emphatic detail in the paragraph.
Activity (
Common Methods of
Organization
), 77
A.
1.
time
order
B.
time; emphatic; time;
emphatic
2.
emphatic order
3.
combination of time and
emphatic order
Activity
(
Transitions
),
78
–
80
1.
Addition
signals:
One, Also, Another
2.
Time signals:
After
,
First,
Next, Finally
3.
Space
signals:
Next [to], To the right, Near
4.
Change-of-direction
signals:
But, however
5.
Illustration
signals:
For example, such as
6.
Conclusion signals:
Finally,
therefore
Activity
(
Transitional Sentences
), 81
Answers may vary slightly.
In
addition
to
teaching
me
about
the
importance
of
family
support,
my
parents
taught
me
the
value of
hard work.
Along with the value of hard
work, my parents emphasized the benefits of a good
education.
Activity (
Other
Connecting Words
), 83
1.
four times
2.
he
3.
iron range; throbbing
swellings; frigid
Activity
(Introductory Paragraph), 86-87
Activity
(Concluding Paragraph), 89
1.
B
Starting with an opposite
1.
P/R
2.
F
Quotation
2.
Q
3.
A
General to
narrow
3.
S
Activity
(
Titles
),
90
–
91
Answers
will vary; examples of titles are given
below.
1.
Choosing
McDonald
‘
s
2.
A Diner at
Midnight
3.
Audiences at Rock Concerts
Activity 1 (
Organizing
Through Time Order
),
91
–
93
1.
1
2.
3.
1
3
3
2
2
Activity 2 (Organizing Through Emphatic
Order), 95
–
96
1.
2
2.
3.
2
1
3
3
1
Activity (
Providing
Transitions
),
93
–
94
First of
all, there are the people . . .
For
example, there are the ones . . .
3
1
2
3
1
2
Another type of nervous . . .
However, neither of these . . .
A second category of people . . .
On the contrary, they feel compelled .
. .
As a result, no one hears . . .
After they have been to the theater . .
.
Then they will start . . .
Last of all, there are the people who
talk . . .
In addition, it is
impossible . . .
But if ever I am
granted . . .
Activity
(
Identifying Transitions and Other
Connecting Words
),
95
–
96
S
1.
T
9.
P
2.
RW
10.
T
3.
S
11.
S
4.
T
12.
P
5.
P
13.
RW
6.
RW
14.
P
7.
T
15.
P
8.
Activity
(
Completing Transitional
Sentences
), 96
–
97
Thesis 1:
After
making certain that your house conforms to state
regulations, you must obtain legal
permits . . .
Finally, once
you have the necessary legal permits, you can
begin to advertise . . .
Thesis
2:
In addition to saving me
money, watching the game at home is more
comfortable than sitting in a
stadium .
. .
Even more important than cost and
comfort, though, is the technology which makes a
televised
game better than the
―
real
thing.
‖
. . .
Activity (
Identifying
Introductions and Conclusions
), 97-99
Pair 1:
D
Incident or story
I
Prediction or
recommendation
Pair 2:
E
Question(s)
G
Summary and final thought
Pair 3:
F
Quotation
G
Summary and
final thought
5
The Fourth Step in Essay Writing
Activity (
Use
Parallelism
),
101
–
102
Answers
may vary slightly.
1.
The novelty store sells
hand buzzers, plastic fangs, and fake insects.
2.
Many people share the same three great
fears: being in high places, working with numbers,
and making speeches.
3.
To decide on
a career, people should think closely about their
interests, hobbies, and skills.
4.
At
the
body
shop,
the
car
was
sanded
down
to
the
bare
metal,
painted
with
primer,
and
sprayed with red enamel.
5.
In
order
to
become
a
dancer,
Lola
is
taking
lessons,
working
in
amateur
shows,
and
auditioning for
professional companies.
6.
Juan
‘
s last job
offered security; his new job offers a better
chance for advancement.
7.
People
in
today
‘
s
world
often
try
to
avoid
silence,
whether
on
the
job,
in
school,
or
at
home.
8.
Because the dying woman was dignified
and courageous, she won
everyone
‘
s respect.
9.
The politician trusted no one, rewarded
loyalty, and depended only on his own instincts.
10.
If
we
‘
re not careful,
we
‘
ll leave the next
generation polluted air, contaminated water, and
dying forests.
Activity
(
Consistency with Verbs
),
103
1.
arrive
arrived
6.
floated
floats
2.
asks
asked
7.
grabs
grabbed
3.
sliced
slices
8.
swooped swoops
4.
went
goes
9.
recharged recharge
5.
tips
tipped
10.
burns
burned
Activity (
Consistency with
Pronouns
),
104
–
105
1.
your
their
health
6.
you
I
can
own
2.
you
I
never
know
7.
you
her
indigestion
3.
youwe have if
youwe
8.
you we don
‘
t dare
4.
their its aggressive
9.
we they can
learn
5.
one you should plan
10.
one you should
dress
Activity 1
(
Use Specific Words
),
106
–
107
Answers
will vary; following are examples.
1.
Potato chips,
pretzels, and salted peanuts . . .
2.
. . . papers,
books, and magazines . . .
3.
. . . a
TV
, a CD player, and a computer.
4.
The comics, the sports pages, the
obituaries, and the society page . . .
5.
. . .my
throat, my ears, and my lungs . . .
Activity 2 (
Use Specific
Words
), 107
–
108
Answers will vary; following are
examples.
1.
The rusty old Buick sputtered, whined,
and refused to start.
2.
The mathematics final was
filled with tricky, baffling problems.
3.
Little Robbie
was so exhausted that he could scarcely keep his
eyes open.
4.
My cluttered, jumbled, dusty bedroom
needs to be swept out, scrubbed, and reorganized.
5.
A
broken-down city bus blocked
Main
Street
and stopped traffic
for an hour.
Activity (
Use
Active Verbs
), 109
1.
The typical
American diet includes many unhealthy foods.
2.
Hundreds of biting ants invaded the
family picnic.
3.
Doctors use antibiotics to
treat many infections.
4.
A drunk driver caused the
fatal traffic accident.
5.
The instructor will
determine final grades on the basis of class
performance.
Activity (
Use
Concise Words
),
110
–
111
Answers
will vary.
1.
I will conclude by summarizing my major
points.
2.
Every day, parents must control their
children
‘
s television
watching.
3.
I am shy.
4.
Magazine advertising
contains clever hidden messages.
5.
My worst
mistake last week was to hurt my
brother
‘
s feelings and not
apologize.
6.
In today
‘
s
uncertain economy, the middle class finds it hard
to save.
7.
We liked last
night
‘
s television show, but
our parents didn
‘
t.
8.
The school district canceled classes
because of the bad weather.
9.
I regret not
having studied word processing in high school.
10.
People are
harmed by emotional as well as by physical abuse.
Activity (
Revise by Adding a
Second Complete Thought
),
112
–
113
1.
. . .
sandwiches, for he is allergic . . .
2.
. . . sleep,
but the thought . . .
3.
. . . bakery, and it has .
. .
4.
. . . soggy, for rainwater had . . .
5.
. . . present, so I offered . . .
Activity (
Revise by Adding a
Dependent Thought
),
114
–
115
Answers
may vary.
1.
Because I had forgotten to lock the
front door, I . . .
2.
When the bear turned over
the rotten log, fat . . .
3.
After Kevin
had sent away for a set of tools, he . . .
4.
Because some people are allergic to
wool, they . . .
5.
Even
though
an
older
woman
in
my
typing
class
can
type
almost
one
hundred
words
a
minute, she . . .
Activity
(
Revise by Beginning with a Special
Opening Word or Phrase
), 116
1.
Reluctantly, Shirley signed the repair
contract.
2.
To improve their chances of promotion,
the interns volunteered to work overtime.
3.
During the trial, the accused murderer
grinned at the witnesses.
4.
Crowded with
nervous pets, the vet
‘
s
office was noisy and confusing.
5.
Trying to
find something worth watching, Barry flipped from
channel to channel.
Activity
(
Revise by Placing Adjectives or Verbs
in a Series
),
117
–
118
Answers
may vary.
1.
The baby toddled across the rug, picked
up a button, and put the button in his mouth.
2.
Brown, foul-tasting water dribbled out
of the rusty metal tap.
3.
By 6 A.M., I had read the
textbook chapter, taken notes on it, studied the
notes, and drunk
eight cups of coffee.
4.
The exterminator approached the large,
papery wasps
‘
nests hanging
under the old wooden
eaves.
5.
Slim brown
reeds bordered the stagnant green pond.
Activity
(
Proofreading
),
120
–
121
1.
2
6.
11
2.
4
7.
13
3.
5
8.
14
4.
6
9.
16
5.
9
10.
17
Corrections (methods of
correction may vary):
1.
an
ashtray
which
I
made
6.
my
father,
who
smoked
2.
the
pride
I
felt
when
I
presented
7.
bright
purple,
my
favorite color
3.
a
shelf;
it
is
a
remarkably
8.
its
rim;
they
are
colored neon green.
4.
circle.
Unfortunately,
9.
love
me,
I
look
5.
or
cigar,
so
I
made
10.
ugly
ashtray;
the answer
Review Test 1 (
Using
Parallelism
), 122
1.
filled
with
suspense
suspenseful
salesperson
2.
furniture
for
the
office
table putting
food on the table
office
furniture
cramming
3.
my kitchen
working in my kitchen
(
or:
put into
bags)
4.
preparing
to
prepare
as well and his
friendliness
5.
being kind kindness
Review
Test 2 (
Using Parallelism
),
123
1.
to
buy
buying
whispering whispered
2.
shows on
science science shows
3.
porch furniture that was rotted
pay
rotting porch furniture
4.
her shirt was torn a torn shirt
5.
takingtake
(
or:
climbing . . . taking)
Review Test 1 (
Using a
Consistent Point of View
), 124
1.
is
was
taken
got the chicken
2.
are
were
not
on
the
same
shelf
contained
3.
proceeds
proceeded
slowly.
the groceries,
4.
decides
decided
to
pick
up
barbecued chicken
5.
parks parked
his shopping cart
Review Test 2 (
Using a
Consistent Point of View
), 125
1.
you
they
work.
6.
selling
toys
toy
7.
food
on
the
8.
to cram
9.
bags are put on them bagged
10.
with
friendliness
6.
were
7.
to start starting
8.
pay that is good good
9.
was putting put
10.
losing lost
6.
gets
7.
realizes
realized
it
8.
transfers
transferred
9.
notices
noticed
that
the
10.
says said to
the clerk,
6.
one
I
can
meet
2.
you
I
could
hear
7.
were
to
you me.
3.
you we are supposed
8.
you I drive
4.
one
I
must
complete
9.
you
they
have
turned in
5.
you he could not tell
10.
and asked to help
you her.
Review Test 1
(
Using Specific Words
), 126
Answers will vary; examples are shown.
1.
.
. . I felt sad, angry, and worried.
2.
The lukewarm
soup, stale sandwiches, and limp salads . . .
3.
Ants, moths, and spiders . . .
4.
.
. . it rained nonstop, with a bone-chilling wind.
5.
.
. . a broken arm, two broken ribs, and a
concussion.
Review Test 2
(
Using Specific Words
), 127
Answers will vary; examples are shown.
1.
The haughty, scowling salesman told us
not to waste his time with stupid questions.
2.
Betty dug her fists into her eyes and
shook with sobs.
3.
The third game of the World
Series was a tense pitchers
‘
duel.
4.
The airport lounge was thronged with
holiday travelers.
5.
The woman in the front seat
was muttering to herself and trembling.
Review Test (
Using Active
Verbs
), 128
1.
The health inspector closed
the pizza restaurant.
2.
The workers in the library
sorted huge stacks of donated books.
3.
A virus
infected my computer.
4.
Oil companies will not
increase gasoline prices this winter.
5.
Our airplanes
dropped high-powered bombs onto enemy bases.
6.
The telephone company placed an
additional charge on our phone bill.
7.
A group of
vandals damaged the community center.
8.
Physical
activity, meditation, and relaxation relieve
stress.
9.
The federal government will raise taxes
to pay for highway improvements.
10.
Studies show that watching
violent TV programs increases violent behavior.
Review Test 1 (
Using Concise
Words
), 129
Answers may
vary; examples are shown.
1.
I finally
decided to look for a new job.
2.
Because her
printer was out of paper, Renee went to buy some.
3.
Tamika realized suddenly that her date
had stood her up.
4.
Our teacher does not yet
know if she will return next year.
5.
The
salesperson advised us to wait until the price
dropped before buying our computer.
Review Test 2 (
Using Concise
Words
), 130
Answers may
vary; examples are shown.
1.
Our company
allows two fifteen-minute coffee breaks.
2.
Your line of credit has been increased.
3.
I
prefer candy to fruit. (
Or:
I
think candy tastes better than fruit.)
4.
Lynn rarely
admits that she has made a mistake.
5.
Many people
think that children should, by law, attend school
until age sixteen.
Review Test 1
(
Varying Your Sentences
),
131
Answers will vary; examples are
shown.
1.
Sophie had repaired her broken
watchband with a paper clip, but the clip snapped
and the
watch slid off her wrist.
2.
The
physical
therapist
watched
as
Julie
tried
to
stand
on
her
weakened
legs
and
they
crumpled
under her.
3.
Although there were parking spaces on
the street, Richie pulled into an expensive garage
because he did not want to risk damage
to his new car.
4.
Speeding,
the
brown
truck
skidded
on
some
ice
and
almost
hit
a
startled
young
police
officer.
5.
A
sudden
terrible
rainstorm
flooded
our
basement,
knocked
slates
off
the
roof,
and
uprooted a young tree.
Review Test 2 (
Varying Your
Sentences
),
132
–
133
Answers
will vary; examples are shown.
1.
When a sudden
cold front hit the area, temperatures dropped
thirty degrees in less than an
hour. I
was not wearing a warm jacket, so my teeth began
to chatter.
2.
Vern works as a model, so he has to
look his best. When he gained ten pounds recently,
he
had to take off the extra weight, or
he would have lost his job.
3.
As
the
ball
game
was
about
to
begin,
a
dog
ran
onto
the
field
and
began
nipping
the
infielders
‘
ankles. The game had to be delayed until the dog
was chased away.
4.
The hungry lion watched the
herd of gazelle closely. If a young or sick animal
wandered
away from the group, the lion
would move in for the kill.
5.
Suffering
from
arthritis,
my
aunt
decided to find a
helpful form
of exercise. She learned
that swimming is very healthful because
it works every muscle group in the body without
straining the muscles.
Review Test 3 (
Varying Your
Sentences
), 134
Answers will
vary; an example is shown.
Lena and Miles
wanted a nice, quiet, relaxing vacation, so they
rented a small lakeside
cabin.
Their first
day there was
very peaceful, but
the situation
quickly
changed when a large
family
moved
into
a
nearby
cabin.
They
played
music
at
top
volume
and
raced
around
in
a
speedboat
with a loud whining engine. Lena and Miles, no
longer very relaxed, packed up their
things, drove off, and returned to
their quiet apartment.
6 Four Bases for Revising
Essays
Activity
(
Revising for Unity
), 138
The following sentences should be
crossed out:
Paragraph 3:
We are close now, though.
In fact, Eddie recently painted my new apartment
for
me.
Paragraph 4:
Now I realize
that teenage drinking is dangerous. I read
recently that the number
one killer of
teenagers is drunk driving.
Activity
(
Revising for Support
), 141
Answers will vary.
Activity
(
Revising for Coherence
),
144
Answers will vary.
Activity (Revising for Sentence
Skills), 147
–
148
1.
In word group
14,
are
should be
is
to make the verb agree
with
way
.
2.
In word group
19,
quite
should be
quiet
.
3.
In word group
22,
5
should be spelled out.
4.
In word group 22,
began
should be changed to
the correct form of the verb,
begun
.
5.
In word group
23, there should be quotation marks around
―
Bugs
.
‖
6.
In word group 23, an exclamation point
is needed for an end mark.
7.
In
word
group
24,
Dumping
the
food
in
the
disposal
is
a
dangling
modifier.
It
should
be
changed to
They
‘
ll all dump
their food in the disposal, jump into the car, and
. . .
8.
In word group 24,
make a beeline
is a
clich
é
. It should be changed
to
head quickly.
9.
In word group
24,
mcdonald
‘
s
should be capitalized.
10.
Word group 29 is a run-on.
It can be corrected thus: . . . simple. Coworkers,
. . .
Activity (
Revising an
Essay for Unity
),
148
–
150
―
Playing on the
Browns
‖—
Irrelevant
sentences: 15, 24, 28
―
How
to Con an
Instructor
‖—
Irrelevant
sentences: 11, 19, 24, 33
Activity
(Evaluating Essays for Support),
156
–
158
―
Formula for
Happiness
‖—
Supporting
details needed after sentences 7, 13, 16, 20, 21
―
Problems of a Foreign
Student
‖—
Supporting details
needed after sentences 12, 17, 24
Activity (
Revising Essays
for Coherence
),
152
–
155
―
Noise
Pollution
‖
1.
sentence 6
5.
sentence 19
2.
canned music
6.
rubble
3.
sentence 12
7.
six times
4.
sentence 18
8.
4, 2, 3
―
Weight
Loss
‖
1.
sentence 8
5.
sentence 16
2.
sentence 9
6.
fat
3.
sentence 12
7.
four times
4.
my best
friend
‘
s family
8.
3
Activity
(
Revising
Essays
for All Four Bases
),
155
–
158
< br>―
Chiggers
‖
Paragraph 2:
a (
―
I
am definitely . . . and
concrete.
‖
)
Paragraph 3:
c
Paragraph 4:
d
(
―
Mainly . . .
summertime.
‖—
fragment;
―
I will . . . red
speck.
‖—
run-on)
―
The Hazards of Being an
Only Child
‖
Paragraph 2:
a
(
―
Some only children . . .
writing or drawing.
‖
)
Paragraph 3:
d
(
―
And who . . .
morning.
‖—
fragment;
―
After all . . .
secrets.
‖—
run-on)
Paragraph 4:
b (
―
.
. . family decisions,
either.
‖
)
Answer Key
PART
TWO: PATTERNS OF ESSAY DEVELOPMENT
8 Description
Questions on the Student Essays,
170
–
172
1.
c
2.
I
‘
d been visiting
my cousins . . .
3.
c
4.
b
sight
hearing
5.
b.
He was
staring off into space, idly tapping his spoon
against the table, while she
sight
sight
drew aimless parallel lines
on her paper napkin with a bent dinner fork.
touch
sight
sight
c.
The blouse is made of heavy
eggshell-colored satin and reflects the light in
its
sight
folds and
hollows.
touch
sight
sight
d.
Her brows are plucked into
thin lines, which are like two pencil strokes
added to
sight
highlight those fine, luminous eyes.
6.
dull hum, silently waiting, deserted
cooking area
7.
b
8.
The most haunting feature in the photo
. . .
9.
a
10.
a
Questions on the
Professional Essay, 180
–
181
1.
Lou
‘
s
coffee shop is like
―
a fond
but dysfunctional family.
‖
(Wording may vary.)
2.
d
3.
Lou is
concerned that she is smoking rather than eating.
4.
b
5.
sight, hearing, smell
6.
d
7.
After a moment . . .
8.
c
9.
a
10.
b
Prewriting (Writing Assignment 2),
184
–
185
A.
Plucked eyebrows
Oval face
Wavy brown hair
B.
Silver
earrings
Bracelet
Ring
C.
Ring from
another man
Signature
(
―
Sincerely . .
.
‖
)
9 Narration
Questions on the Student Essays,
190
–
192
1.
―
Adopting a
Handicap
‖
2.
Thanks to a
new building program . . .
3.
Pine Street
had a lot of antique stores . . .
4.
I
hope my parents and I . . .
sight
touch
sight
touch
sight
5.
a. My palms
reddened and my wrist and forearm muscles started
to ache as I tugged at the
touch
heavy metal wheels.
sight
b. I could not
see the minister, the choir, or the altar.
hearing
hearing
c.
The club thudded against the side of
Victor
‘
s head, making him
yelp with pain.
sight
sight
d. As we ran, I
kept seeing him sprawled on the ground, blood from
our beating
trickling into his eyes.
6.
Victor, the biggest of us . . .
7.
three
8.
a. Coping with the
wheelchair (
or
Learning how
to use the wheelchair)
b. Dealing with additional
problems in the wheelchair
9.
After, When,
As
10.
a
Questions on the Professional Essay,
197
–
198
1.
Answers will vary. One possibility:
Vingo returned from prison to find that his wife
still
loved him and wanted him back.
2.
b
3.
a
4.
b
5.
Answers may vary. Two examples:
Vingo tells his story
―
slowly and painfully and
with great hesitation.
‖
Vingo asks his wife to leave a signal
(the handkerchief) rather than confront her
directly.
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.
Fort Lauderdale, New Jersey,
Washington, Jacksonville, the
34th
Street
Terminal in New
York, Philadelphia, Brunswick
8.
But if she
didn
‘
t . . .
9.
d
10.
d
10 Examples
Questions on the Student Essays,
207
–
208
1.
Some kids can be . . .
2.
Paragraph 2 in
―
Everyday
Cruelty
‖
3.
To pass time
as I walk . . .
4.
Then they did even more
cruel things . . .
5.
A young woman chimed in . .
.
6.
Explore the rise of Nazi Germany; play
a trivia game; hear the life story of a stranger
7.
At lunchtime on Wednesday, Then, As
people stared, Finally
8.
But no part of everyday
life . . .
9.
―
Altered
States
‖
: Confronted with
inventions . . .
10.
b
Questions on the
Professional Essay, 215
–
216
1.
b
7.
10
2.
c
8.
a. When, The next year
3.
d
b.
too
4.
c
c.
although
5.
But, I said, he kept . . .
9.
a
6.
b
10.
c
11
Process
Questions on the
Student Essays, 226
–
228
1.
First
supporting
paragraph;
one
example
of
a
topic
sentence:
First,
arrange
time
for
exercise.
2.
b
3.
One of the problems . . .
4.
Then get out the simple materials . . .
5.
Paragraph 4 describes an incident with
a plumber who left a bathtub dirty.
6.
Paragraph 3
describes
an incident
with a
―
lemon
‖
bicycle
and an incident concerning an
overcharge by a department store.
7.
Next; To begin with; Then; Then
8.
first . . . next
9.
a
10.
d
Questions on
the Professional Essay,
234
–
236
1.
The job-interview
―
game
‖
may not be
5.
d
much fun, but .
. .
or
Here are guidelines
6.
First of all, Then, Finally
to
help you play . . .
7.
a
2.
d
8.
On the other hand
3.
b
9.
b
4.
c
10.
b
Prewriting (Writing Assignment 2), 238
Step 1:
Items 1
through 9
Step 3:
Items 13 through 17
Step 2:
Items 10 through 12
12
Cause and Effect
Questions on the Student Essays,
243
–
244
1.
b
2.
The single time . . .
3.
In fact, my <
/p>
―
antique
‖
has opened my eyes to the advantages of owning an old car: economy,
reliability, and
familiarity.
(Wording of answer may
vary slightly.)
4.
b, d
5.
Because they are constantly observed .
. .
6.
c
7.
In addition to the loss of privacy . .
.
8.
In addition; also
9.
One; Last of
all
10.
a
Questions on the Professional Essay,
249
–
251
1.
The
thesis
is
implied
in
sentences
1
and
2.
It
could
be
stated
thus:
There
are
various
possible reasons why mothers tend to
hold their babies in their left arms.
2.
d
3.
b
4.
a
5.
Fathers show
less left-side bias than mothers.
6.
The effect:
left-side bias
Two
possible causes:
Answers may vary. Any
two of the following:
Mother
‘
s heart is on
the left side;
―
left
brain
‖
is more
―<
/p>
emotional
‖
; baby
usually turns head to right.
7.
therefore
8.
Recently a possible additional value .
. .
9.
d
10.
b
13
Comparison and
Contrast
Questions on the
Student Essays, 261
–
262
1.
Paragraph 3: Eating at the Chalet is .
. .
2.
Once, I forgot . . .
3.
2
4.
(Wording of
answers may vary)
a. Chalet is
dimly lit; McDonald
‘
s is
bright.
b. Waiters at the Chalet are formal;
employees at McDonald
‘
s are
friendly.
c. Food is unfamiliar at the Chalet;
food is familiar at
McDonald
‘
s.
5.
Even the
other diners . . .
6.
Now, I use several
techniques . . .
7.
on the other hand
8.
most important
9.
c
10.
b
Questions on the Professional Essay,
268
–
270
1.
Stated
in
paragraph
6:
―
.
.
.
the
families
that
operate
like
Beaver
Cleaver
‘
s
are
.
.
.
disappearing because three
parts of our lives have changed . .
.
‖
2.
c
3.
c
4.
Fast food,
takeout, and heat-and-serve dishes make up much of
the modern American diet.
5.
Television
and computers
6.
10
7.
After, then
8.
Today the words . . .
9.
a
10.
d
Prewriting (Writing Assignment 1),
270
–
273
First point: Different playing
requirements
Second point: Different
traits and skills involved
Third point:
Different images
14
Definition
Questions on the Student Essays,
278
–
279
1.
Paragraph 2: Football fans just plain .
. .
2.
Baseball fans go . . .
3.
Should their
beloved team . . .
4.
c
5.
4
6.
d
Questions on
the Professional Essay,
285
–
287
1.
Answers will vary. Example: Addiction
to TV resembles addiction to alcohol or drugs in
several ways.
2.
d
3.
b
4.
b
5.
The heroin
addict
‘
s damaged life; the
alcoholic
‘
s narrowed and
dehumanized life
6.
a
7.
6
8.
Finally
9.
c
10.
b
15
Division and
Classification
Questions on
the Student Essays, 294
–
295
1.
Paragraph 4
2.
Mall managers have
obviously . . .
3.
These frogs are an example
. . .
4.
Then, they wander . . .
5.
Paragraph 4
6.
hearing
a.
Hearing
the
music
of
the
antique
carousel
housed
there,
Jenny
begs
to
ride
her
favorite
sight
pony with its shining golden mane.
hearing
sight
b. Shouting
―
I
‘
m
starving!
‖
Fred, Jr., drags
the family toward the food court, where
smell
he
detects the seductive odor of pizza.
sight
touch
c. Mom walks
through a fabric store, running her hand over the
soft velvets and
touch
slippery silks.
7.
first, Then,
Finally
8.
A second kind of ad . . .
9.
d
10.
a
Questions on the Professional Essay,
300
–
302
1.
Answers will vary. One example: Various
kinds of waiting interrupt
everyone
‘
s life.
2.
Answers will
vary. One possibility: This is intentional; it is
done for a humorous effect.
3.
Watched-Pot
Wait; Forced Wait
4.
―
You have a
choice
‖
in the Forced Wait.
5.
He gives examples: protecting your car
by not running it cold; preparing soup properly.
6.
Introduction: paragraphs
1
–
2
Topic 1: paragraphs
3
–
5
Topic 2: paragraphs
6
–
8
Topic 3: paragraph 9
Topic 4: paragraphs
10
–
11
Conclusion:
paragraphs 12
–
13
7.
A cousin to
the Watched-Pot Wait is . . .
8.
b
9.
d
10.
He uses an
image in which all the waits are involved.
(Wording may vary.)
16
Argumentation
Questions on the Student Essays,
314
–
315
1.
Paragraph 4. Topic sentences will vary;
one example: Local news is often lacking in depth.
2.
Is raising taxes . . .
3.
Stress is
probably greater . . .
4.
―
Teenagers and
Jobs
‖
: Also, teens who have
money . . .
―
Once Over
Lightly
‖
: They too dilute
the news . . .
5.
Paragraph 3 .
. . However
6.
Weatherpersons, reporters,
anchorpersons
7.
Paragraph 3: Another
Paragraph 4: Finally
8.
Change-of-
direction:
But
Illustration:
For
example
9.
b, c
10.
b
Questions on the
Professional Essay, 320
–
322
1.
c
2.
d
3.
a
4.
c
5.
a
6.
Knives promote physical
fitness, don
‘
t ricochet,
don
‘
t kill people cleaning
them.
No,
she
is
not
really
pro-
knife;
her
point
is
that
guns
are
even
more
dangerous
than
knives.
(Answers may
vary.)
7.
In the first place, plus,
and
8.
We do, however, license . . .
9.
c
10.
a
A
NSWER KEY
PART THREE: SPECIAL SKILLS
17 Taking Essay Exams
Activity (
Step
2
), 331
First, Mark wrote
down the heading and then numbered the sources of
stress under it. Also,
in
parentheses beside
each
point he added
an
explanation
(or:
supporting material).
Then he
circled
the
four
key
words,
and
he
wrote
down
the
first
letter
of
each
word
underneath
his
outline.
Mark
then
used
the
first
letter
in
each
key
word
to
make
up
a
catchphrase
that
he
could
easily remember. Finally, he tested himself over
and over until he could recall all four of
the
sources
of
stress
that
the
first
letters
stood
for.
He
also
made
sure
that
he
recalled
the
supporting material that
went with each idea.
Activity
(
Step 3
), 332
1.
b
4.
c
2.
d
5.
a
3.
e
Activity 1
(
Step 5
), 336
1. Mark begins with a sentence that
clearly states what his paper is about.
2. Notice the corrections
that Mark made . . .
3. The four signal words . . . are
first, Another, third, and Most common
(
or:
For example).
Activity 2 (
Step
5
), 336
Answers will vary.
18 Writing a
Summary
Activity 1,
339
–
345
Here is a
sample summary of the article
―
Power
Learning
‖
:
―
Power
Learning
‖
describes
three
proven
techniques
for
improving
study
skills:
time control, classroom note-taking,
and textbook study.
Time control is a matter of
carefully scheduling your activities. The first
step is to
circle important dates on a
large calendar. Record your study plan for one
week or one day on the
same
calendar.
This
study
plan
should
include
set
times
for
eating,
going
to
classes,
working,
commuting,
studying, and relaxing. Perhaps the best way to
control your time is to make a list of
the things you have to do. Mark the
most important items on the list so that you will
remember to
do them first. Cross jobs
off your list as you do them, and reschedule any
uncompleted tasks.
Class
notes
can
also
be
improved
if
you
follow
a
regular
procedure.
Attending
classes regularly helps, as does
developing a system of abbreviations to use in
your notes. You
should also record any
information your instructor writes on the board or
enumerates (presents in
a
numbered
list).
―
Emphasis
words
‖
such
as
―
< br>important
‖
or
―
chief
‖
can
also
help
you
decide
what
to
take
notes
on,
since
they
indicate
the
main
ideas.
Examples
and
information
on
how
ideas are
related to each other should also be included.
Filling in incomplete notes and reviewing
them soon after class help ensure that
you have the complete record you need to
understand and
remember what was said.
Finally, following an organized
sequence of steps will help you master difficult
textbooks.
After making sure you
understand the title of a textbook chapter, try
skimming the first and last
paragraphs
to see if they introduce or summarize main ideas.
Headings, subheadings, words in
boldface or italic print, and pictures
or diagrams provide further clues to key points.
Once you
have
previewed
the
chapter,
you
should
read
it
carefully,
marking
definitions
and
examples,
enumerations,
and
emphasis
words
by
highlighting,
underlining,
or
adding
symbols
in
the
margins.
As
you read the material
a second time, take notes in
simplified outline form.
Study
these
notes
one
section
at
a
time
by
asking
yourself
questions
and
answering
them
without
looking back at your
notes.
Therefore,
improved
study
skills
are
the
result
of
taking
control
of
your
time,
improving your in-class note-taking,
and studying textbooks in an organized way.
Activities 2 and 3, 346
Activity (Summarizing a Book), 346
Answers
will vary.
Answers will
vary.
19 Writing a Report
Activities 1 and 2, 351
Answers will vary.
20 Writing a
R
é
sum
é
and Job Application Letter
Activity, 357
Answers will
vary.
21 Using the Library
and the Internet
Activity,
358
Ans
wers will
vary.
Activity
(
Card Catalog
),
360
–
361
A.
1.
Answers will
vary.
2.
subject section
B.
1.
Answers will vary. Example: Beloved
2.
Answers will vary. Example:
Men at Work
3.
Edward Gibbon
4.
Richard
Nelson Belles
5.
Answers will vary.
Examples:
Being Adopted: The Lifelong
Search for Self
—
David
M.
Brodzinsky et al;
Raising Adopted
Children
—
Lois Ruskai Melina
6.
The Lives of a Cell
Silent Spring
a.
Lewis Thomas
a.
Rachel Carson
b.
Viking
b.
Fawcett
Crest
or
Houghton
Mifflin
c.
1974
c.
1964
(Fawcett)
or
1994
(Houghton Mifflin)
d.
QH331/T45
d.
QH545.P4/C38
e.
Biology
—
e.
Pes
ticides
—
Environmental
aspects
Philosophy
Pesticides
—
Toxicolo
gy
Pesticides
and
wildlife
Insect
pests
—
biological
control
7.
Answers will vary,
depending on the books chosen.
Activity
(
Book Stacks
),
362
–
363
Option 1:
Library of Congress System Option 2: Dewey Decimal
System
1.
d
1.
c
2.
a
2.
c
3.
c
3.
b
Activity 1, 365
1.
Find books on
your topic
or
Research a
topic through the subject section of the book
file.
2. Find articles on your topic
or
Research a topic through
the subject section of magazine files.
Activity 2, 365-366
Answers
will vary.
Activity,
373
–
375
Answers
will vary.
22
Writing a Research Paper
Activity (
Works
Cited
), 386
1.
Zuckerman, Larry. The Potato. Boston:
Faber and Faber, 1998.
2.
Gibbs, Nancy.
―
The Age of
Ritalin.
‖
Time 30 Nov. 1998:
86-96.
3.
Stone,
Andrea.
―
Today
‘
s Military Tougher on
Families.
‖
USA Today 27 Nov.
1998:
1A-2A.
4.
Papalia,
Diane
E.,
and
Sally
W.
Olds.
Human
Development.
7th
ed.
New
York:
McGraw-Hill, 1999.
5.
Hitchens, Christopher.
―
Goodbye to All
That.
‖
Harper
‘
s Nov. 1998: 37-47.
A
NSWER KEY
PART FIVE: READINGS FOR
WRITING
Answers
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. 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 Haley
Note:
The numbers in
parentheses refer to relevant paragraphs in the
selection.
Reading Comprehension
Questions, 577-578
1. c
2. 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 12
Structure and
Technique,
579
1.
Which pattern or patterns
of development does Haley use in his essay?
Explain.
Answer:
Much of
―
Thank
You
‖
is a
narration
of the story of
Haley
‘
s letters. As is
usually the
case with narration, that
story also includes
description
(especially in
paragraphs 1, 4, 19).
However,
Haley
‘
s
conclusion reveals
that his
essay is
meant
to
be
an
argument
for saying
―
thank
you.
‖
In paragraphs
28
–
30, he writes of
encouraging students to say
―
thank
you.
‖
And to
readers
—
of letters written
on his stationery and of this
reading
—
he addresses words
that summarize his argument:
―
Find the
good
—
and praise
it.
‖
2.
Paragraph
4
contains
a
vivid
description
of
part
of
Haley
‘
s
Thanksgiving
night
on
the
Murzim
. 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 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
cook
‘
s hat and the long
apron
‖
and of the movement
of water
―
resisting
the
skin
of
a
ship.
‖
And
he
appeals
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
Haley
‘
s
thoughts
about Thanksgiving and the people he should thank.
3.
Most
of
Haley
‘
s
essay
is
about
the
three
thank-
you
letters
he
wrote.
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 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
purpose
—
or
purposes
—
do you think Haley
has in mind?
Answer:
The
information
about
Haley
‘
s
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,
579
1.
Before
Haley
decides
to
write
to
his
loved
ones,
what
series
of
thoughts
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
typically
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
(6
–
7),
but
again
feels
dissatisfied
with
this
approach
(8).
Finally,
Haley
comes
up
with
a
more
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 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
away.
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 only
astounded, but more humbled than
before
‖
(20).
The
fact that his father was
―
mo
ved
‖
to answer his letter
showed Haley how profoundly the
thank-
you letter had affected his father (22). By
quoting parts of Reverend
Nelson
‘
s letter,
Haley
implies
that
it
brought
him
great
satisfaction
to
have
given
the
Reverend
―
welcome
reassurance that his career had been
appreciated
‖
(23).
Grandma
‘
s 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
identifies 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 the qualities of a good
role model?
Answer:
Answers
may vary, although one reasonable response is that
all three people Haley
thanked
—
as
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 father
‘
s
insistence on the
value 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
model,
integrity, persistence, resilience, sensitivity,
compassion, and the like.
Thesis-and-
Support Outline
Thesis:
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 reassured
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 Gregory
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
Paragraph 6
6. True
Paragraph 23
7.
a
Paragraph 5
8.
b
The
entire
incident
with
the
Community
Chest
Fund
shows
Richard
‘
s
pride; see also paragraph 28.
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 <
/p>
―
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).
Suggested
Answers for
“
I Became Her
Target
”—
Roger Wilkins
Note:
The numbers in
parentheses refer 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
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
development
—
comparison,
narration, or
description
—
does Wilkins
use in most of his essay? Explain.
Answe
r: Wilkins primarily
uses narration. Although description is
woven throughout,
he is
generally telling the story of his
family
‘
s move to Grand
Rapids and a series of events that
occurred there.
2.
Which
kind
of
transition
signal
—
addition,
time,
or
space
—
does
Wilkins
use
to
move
his
essay
smoothly
from
one
event
to
the
next?
Find
at
least
four
different
words
that
are
examples
of this signal.
Answe
r:
Wilkins uses time signals, including
―<
/p>
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 events.
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?
Answe
r: The
historical events Wilkins lists provide helpful
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 formerly
all-
white school. If Wilkins had not included the
details and readers had assumed the story