美國大學英語寫作課后習題答案

SuggestedAnswersfor"TheYellowRibbon"—byPeteHamill(P.210)

l.Vingoreturnedfromprisontofindthathiswifestilllovedhimandwantedhimback.

2.b

3.a

4.B

5.Twoexamples:Vingotellshisstoryslowlyandpainfullyandwithgreathesitation.

Vingotellshisstory"slowlyandpainfullyandwithgreathesitation."

6.ExamplesofVingo'sbeinghonorable:Hedoesn'texpressanyself-pityaboutbeing

injail.

Heownsuptohiscrime.Heoffershiswifeherfreedom.

7.Placenames:FortLauderdale,NewJersey,Washington,Jacksonville,the34thStreet

Othertransition:TerminalinNewYork,Philadelphia,Brunswick

8.Butifshedidn't...

9.MaybetheauthorHamillaskedoneoftheyoungpeopleinthestoryabouther

travelingexperience.

10.Theauthorendsthisessaybydescribinghowtheyoungpeopleshoutedexcitedly

whentheysawtheyellowribbonsontheoaktreeandhowVingorosefromhisseat

andmadehiswaytothefrontofthebustogohomenervously.

WemayexpectthatVingowouldreceiveanamazingandwarmwelcomewhenhe

walksintohishome.

Theauthorjustwantstoleavessomespaceforthereaderstothinkandimaginefreely.

P.256-TamingtheAngerMonster:byAnneDavidson

1.d

2.Angerhasbecomeanincreasinglycommonprobleminoursociety.

3/'AccordingtoCarolTavris,authorofAnger:TheMisunderstoodEmotthieonk,eystodealingwith

angerarecommonsenseandpatience.^^

4.Effect:AnepidemicofangerThreecauses:Lackoftime,technology,tension

6.B

7.

Introduction:Paragraphs:1一5

SupportingPoint1:Paragraph(s)6-9

SupportingPoint2:Paragraph(s)10-12

SupportingPoint3:Paragraph(s)________13_______

SupportingPoint4:Paragraphs14T5

SupportingPoint5:Paragraphs16-20

Conclusion:Paragraph:_______27_______

8.TobeginwithTechnologyisalsoTension,thethirdmajorculprit

9.D

10.Thefirstparagraphpresentsastoryaboutapersonwithangerproblems.Thelast

paragraphshowshowthatstorywassuccessfullyresolved.

P289.--BorntoBeDifferent?:byCamilleLewis

c2.a3.D

4.Shelistsaseriesofexampleswherethe“empathizing“mindsetisevident:

female-dominatedcareers,femalereadingmatter,andfemalerelationships

5.Brainanatomy

Waysofinteractingwiththeworld

Waysofproblemsolving

6.Lewispresentsheressaypointbypoint.Thefirstpointisaboutbrainanatomy,the

secondisaboutinteractingwiththeworld,andthethirdisaboutproblemsolving.

Foreachpoint,shediscusseswomenandthenmen.

7.

Introduction:Paragraphs_1-5

SupportingPoint1:Paragraph(s)_6-7

SupportingPoint2:Paragraph(s)_3-9

SupportingPoint3:Paragraph(s)_10-11

Conclusion:Paragraph_12

8.Ontheotherhand⑺

Incontrast(9)

But(11)

9.d10a

P.508—SuggestedAnswersfor"Shame”—DickGregory(P.508)

Note:Thenumbersinparenthesesrefertorelevantparagraphsintheselection.

ReadingComprehensionQuestions,584-585

1.A2.D3.bAnswersa,c,anddaretoonarrow.

4.aAnswersb,c,anddaretoonarrow.5.cSeeParagraph6

6.TrueSeeParagraph237.aSeeParagraph5

8.B.TheentireincidentwiththeCommunityChestFundshowsRichard'spride

9.bRichard'steacherignoreshisproblemsandhumiliateshiminfrontofthe

entireclass;seeparagraphs5through26.

10.bHelenecriesoverRichard'shumiliation;seeparagraph23.

StructureandTechnique,585

1.Inparagraphs1and2,GregorymentionsseveralstepshetooktoimpressHelene

Tucker.Whatwerethey?Whydoesheincludetheminhisessay?

AnswenlnordertoimpressHelene,Gregorybrushedhishair,gotahandkerchief,

washedhissocksandshirteverynight,shoveledthesnowoffherwalk,triedto

makefriendswithhermotherandaunts,andleftmoneyonherstoop.Hedescribes

thosestepsindetailbecause,besidesdemonstratinghisdevotiontoHelene,they

giveaclearpictureofGregory'spoverty.

2.Ametaphorisasuggestedcomparison.WhatmetaphordoesGregoryusein

paragraph5,andwhatisitspurpose?Whatmetaphordoesheuseinthesecond

sentenceofparagraph7,andwhatdoesitmean?

Answer:Inparagraph5,Gregoryusesthemetaphorthathewaspregnanttosuggest

theeffectsofpovertyonhim-itgavehimstrangetastes,whichpregnantpeople

get.Italsofilledhim(aspregnancyfillssomeone),butwithnegativethings:poverty,

dirt,"smellsthatmadepeopleturnaway,"andsoon.

Inthesecondsentenceofparagraph7,Gregoryusesthemetaphorofaflyingeagle

torepresentthemovementofmoney.(Apictureofaneagleisengravedononeside

ofaquarter).

3.Innarratingtheincidentsintheclassroomandintherestaurant,Gregorychooses

toprovideactualdialogueratherthanmerelytotellwhathappened.Why?

AnswerByusingtheexactwordsspokenbyHelene,theteacher,andhimself,

Gregorygivesaveryclearpictureofwhathappenedbyallowingthereaderto

"experience"it,ratherthansimplyhearageneralsummary.Thedialoguebetween

HeleneandtheteachershowsHeleneasanideallittlestudentwhoreceived

approvalfromtheteacher.ThedialoguebetweenGregoryandtheteacher,however,

clearlydemonstratesGregory'seagernesstoimpressHeleneandhisunsuccessful,

embarrassingattempttogaintheteacher'sapproval.IfGregoryhadmerely

describedwhathadhappened,wewouldhaveamuchlessvividimpressionofthe

charactersinvolved.

4.Attheendoftheessay,Gregoryshiftshisfocusfromtheclassroomtothescene

involvingthewinoattherestaurant.Whatistheconnectionbetweenthisclosingscene

andtherestoftheessay?

Answerlnthebodyoftheessay,Gregoryisnarratingatimethathewasshamed

publiclyandnoonecametohisdefense.Intheclosingscene,Gregoryrealizesthat

hehasdonethesamething—thathe,too,haswitnessedapersonbeingshamed

withoutassistinghim.Hefeelsanewkindof“shame,“thatofhavingfailedtohelp

anothermaninneed.

CriticalReadingandDiscussion5,86

1.WhenGregorywrites,neverlearnedhateathome,orshame.Ihadtogoto

schoolforthat"(paragraph1),heisusingiron^n-inconsistencybetweenwhatis

expectedandwhatactuallyoccurs.Whatdoeshemeanbythesetwostatements?

Whatistheeffectofhisirony?

AnswenGregorymeansthatalthoughhishomelifewasoneofpovertyandwant,

hishomewasnotaplaceofinhumanevalues,suchashatredandshame.Butat

school,whichonitssurfacewasamorepositiveplace,hewasmadetofeelhatred

andshame.Theironicstatementintriguesthereaderandmakeshimorherwantto

knowmoreaboutwhatGregorymeans.

2.WhatareGregory'sfeelingsabouthisteacher?Whatwereyourfeelingsaboutheras

youreadthisessay?Whatcouldtheteacherhavedoneorsaidthatwtuhivemade

Gregoryfeelashamed?

AnswenGregoryseemssadandresentfulthattheteacherdidnotunderstandwhy

hemisbehavedinclassandthatsheassumedhewasstupidandatroublemaker.But

healsowantedherapprovalbadly,asseenbytheCommunityChestincidentand

thefactthathegota"bigthrill“outofbeingchosentocleantheblackboard.

Students1suggestionsabouttheteacherwillvary.Onepossibility:Shecouldhave

merelythankedGregoryinclassandthenspokentohimprivatelylaterifshe

doubtedthathecouldcontributetoCommunityChest.

3.Gregoryshowshowachildhoodincidenttaughthimshame.Whatotherimportant

lessonsdoesGregorylearninthisessay?Explain.

AnswerFromparagraph3,inwhichGregorytalksabouthisaccomplishmentslater

inlife,wecanconcludethathelearnedhecouldboosthisself-esteemthroughhis

ownefforts.Paragraph5showsthatfromhisownexperiences,helearnedthat

childrenwhoarehungryandpoormayfeelinvisibleandsobehaveinwaysthat

attractattention.Fromhisexperiencewiththewino,helearnedthatinordertofeel

goodabouthimself,hewouldhavetostartstandingupforotherpeoplewhowere

shamed.

4.Attheendofhisessay,Gregorysays,"Iwaitedtoolongtohelpanotherman."Why

doyouthinkhewaitedsolongtoassistthewino?Whataresomereasonspeople

donotalwayshelpotherswhoareinneed(forexample,ignoringahomeless

personseatedonthesidewalk)?

AnswenGregoryprobablyhadmanyreasonsfornothelpingthewinosooner:

embarrassmentatdrawingattentiontohimself,reluctancetopartwithhishard-

earnedmoney,notwantingtogetintroublewithMr.Williams,notknowingthe

winoandthusfeelingtheaffairwasn'thisbusiness,etc.Peoplehavesimilar

reasonsfornothelpingothersinneed.Inaddition,peoplewhoignoreahomeless

manmayfeelthattheman'sproblems—maybeincludingsubstanceabuseor

mentalillness—aresobiganddeep-rootedthattheyarenotqualifiedtohelphim

inanyeffectiveway.

Thesis-and-SupportOutline

Thesis:Livingpoorwas,fortheauthor,ahumiliatingexperience.

1.Hewasembarrassedinfrontofhisclassmatesand,worse,infrontofHelene

Tucker(7-23).

2.Everybodyknewhewasa"worthyboy"whohadnoDadandnomoney(28).

3.Hisself-pitypreventedhimfromhelpinganotherpoorman,thewino(29-37).

R567SuggestedAnswersfor"PropagandaTechniquesinToday'sAdvertisingbyAnn

McClintock

Note:Thenumbersinparenthesesrefertorelevantparagraphsintheselection.

ReadingComprehensionQuestions,648-649

1.b

2.d

3.bAnsweraistoobroad;answerscanddaretoonarrow.

4.cAnswersaandbaretoonarrow;answerdistoobroad.

5.bParagraph9

6.dParagraphs18-19

7.cParagraph16

8.cParagraph23

9.b

10.a

StructureandTechnique,649-650

1.Inparagraph1,McClintock'schoiceofwordsrevealsherattitudesotwardboth

propagandistsandthepublic.Whatspecificwordsrevealherattitudes,andwhat

attitudesdotheyrepresent?

AnswenMcClintockdescribespropagandistsas“seducers"and"brainwashers."She

referstotheir"alluringimages/1their“tricks,“andtheir,,charm.",Shedescribesthe

publicas“content"and"eager...victims/1Herchoiceofwordsmakesitclearthat

shethinkspropagandistsareuntrustworthyandinterestedintakingunfair

advantageofatoo-trustingpublic.

2.WhatkeytermdoesMcClintockdefineinparagraph2?Whydoesshedefineithere?

Whereelseintheessaydoessheusethetechniqueofdefinition?

AnswenShedefinestheterm“propaganda."Sheplacesthedefinitionclosetothe

beginningbecauseitissoessentialtothereader'sunderstandingoftherestofher

essay.OtherpointsatwhichMcClintockusesdefinitionareinparagraphs5,6,9,12,

16,18,and21.Ineachofthoseparagraphs,shedefinesaparticularpropaganda

technique.

3.McClintockusesparenthesesintwolists,theonesinparagraphs7and19.What

purposedotheseparenthesesserve?

AnswenParagraph7lists"high-soundingbutbasicallyemptyphrases."Theauthor

usesparenthesestoaddcommentsthatrevealtheemptinessofthoselisted

phrases.Paragraph19listsclaimsthatinclude"weaselwords."Theauthoruses

parenthesestoshowjusthowinsubstantialthoseweaselwordsare.

4.McClintockprovidesabundantexamplesthroughoutheressay.Whydoesshe

providesomanyexamples?Whatdoessheaccomplishwiththistechnique?

Answer:McClintock'smanyexamples,drawnfromthetelevisionandprintadsweall

seeeveryday,clarifyherdefinitionsanddemonstratethatpropagandatechniques

aretrulyafactorineverydaylife.Theexamplesmakethereadermoreawareofthe

effectsofpropagandaondecisionsheorshemakes.

CriticalReadingandDiscussion6,50

1.Someofthepropagandatechniqueslistedintheselectionhavecontrasting

appeals.Howdoname-callingandglitteringgeneralitiescontrastwitheachother?

Testimonialsandplainfolks?

Answer:Name-callingappealstotheinstinctsoffear,anger,andmistrust.Name-

callingpropagandaencouragesthepublictorejectsomethingorsomeone.

Glitteringgeneralities,ontheotherhand,appealtothepublic'spositiveemotions:

love,attraction,patriotism.Thepublicisaskedtoacceptthethingorperson

advertisedbyassociatingitwiththoseemotions.

Testimonialsdependonthepublic'sinterestinoraffectionforcelebrities-people

ordinaryviewersdon'tknowbutadmireandseeasbiggerandmoreimportantthan

themselves.Bycontrast,plainfolksadvertisingisbasedontheideathatthepublic

likestoseeordinarypeople—peoplelikethemselves—intheproductsandservices

theybuy.

2.Whyareadsthatusethebandwagonapproachsoeffective?Whatadshaveyou

seenrecentlythatusethatapproach?

Answer:Thebandwagontechniqueiseffectivebecauseofthehumanneedtobe

partofagroup.Wefeelsafeandsecurewhenwearesurroundedbypeoplewho

agreewithusaboutsomething—evensomethingastrivialaswhatfrozencoffee

cakeisbest("Nobodydoesn'tlikeSaraLee").Answerstothesecondquestionwill

vary.

3.Theauthorstates,"Americans,adultsandchildrenalike,arebeingseduced."What

mightbethedifferencesbetweenthewaysadultsandchildrenreacttothe

seductionsofadvertising?

AnswenAnswerswillvary.

4.McClintockstates,HWearevictims,seeminglycontent—eveneager—tobe

victimized"(paragraph1).Doyouagree?IsthisartikMyltochangehowyouview

adsinthefuture?Whyorwhynot?

AnswenAnswerswillvary.

Thesis-and-SupportOutline

Thesis:Peopleshoulddetectandunderstandcommonpropagandatechniques,which

appeal

totheemotionsratherthantologic.

1.Wearebombardedwithads,whichpresentbiasedmessagesthroughvarious

propagandatechniques,includingsevencommonones(1-4).

2.Namecalling—referringtoacompetitorwithnegativelychargednamesor

comments(5).

3.Glitteringgeneralities—makingimportant-soundinggeneralclaimswithno

explanation(6-8).

4.Transfer—associatingsomethingwithasymbolorimagemostpeoplerespectand

admire(9-11).

5.Testimonial—promotingsomethingwiththesupportofacelebrity(12-15).

6.Plainfolks—associatingsomethingwiththeaverageperson(16-17).

7.Cardstacking—makingsomethingsoundgoodbysuppressingrelevantevidence

ormakinganunfinishedclaim(18-19).

8.Bandwagon—appealingtopeople'sdesiretodowhatmanyothersaredoing

(20-21).

9.Usecriticalthinkingtoavoidreactingemotionallytoads(22-23).

R592SuggestedAnswersfor"Here'stoYourHealthUoanDunayer

Note：Thenumbersinparenthesesrefertorelevantparagraphsintheselection.

ReadingComprehensionQuestions,667-668

1.c

2.c

3.dAnswersa,b,andcaretoonarrow.

4.cAnsweraistoonarrow;answerbistoobroad;answerd,never

directlystatedinthearticle,istoonarrow.

5.bParagraph6

6.FalseParagraph4

7.TrueParagraph8

8.a

9.FalseParagraphs6and8

10.dParagraphs4and8

StructureandTechnique,668-669

1.WhatmethodofintroductiondoesDunayeruse?Whateffectdoyouthinkshe

hopedtoachievewiththisintroduction?

Answer:Sheusesananecdote.BytellingabriefstoryaboutTod'sexperience,she

putsahumanfaceonthelargerideathatalcoholabuseislinkedtosocietal

pressure.ItalsosetsthetoneforDunayer'sthesisbyshowingthepotentialdanger

ofevensmallamountsofalcohol.

2.Dunayerintroduceshercriticismofalcoholwiththewords“Partofthemythis

(Seethefirstsentenceofparagraph3.)Whatadditiontransitionsdoessheuseto

introduceeachofthethreeotherpartsofthemyth(inthefirstsentencesof

paragraphs5,7,and9)?Whatisgainedbytheuseofthesetransitions?

Answer:Thethreeadditiontransitionsare“another,""also,"and"finally."Each

transitionmakesthereaderawarethatoneelementofthemythisbeing

introduced.

3.ThebodyofDunayer'sessayismadeupoffourpairsofparagraphs(paragraphs3

and4;5and6;7and8;9and10).Whatistherelationshipbetweentheparagraphs

ineachpair?InwhichofthetwoparagraphsdoesDunayerpresentherown

perspective?Whydoyouthinksheputsherownperspectiveinthatparagraph?

Answenlnthefirstparagraphofeachpair,Dunayerpresentsonepartofthealcohol

myth.Shebeginseachsecondparagraphwithatopicsentencethatrepresentsher

perspective.Shethengoesontosupporthertopicsentencewithaseriesoffacts.

Forexample,belowisthetopicsentenceofparagraph4;itrepresentsher

perspective,whichcontradictswhattheadinparagraph3suggestsaboutwhiskey.

Contrarytowhattheliquorcompanywouldhaveusbelieve,drinkingismore

closelyrelatedtolackofsuccessthantoachievements.

Shethenfollowsthatsentencewithsupportingfacts.

Bypresentingherperspectiveafterdescribingeachpartofthemyth,

Dunayermakesherpointsmoredramatically:Shesetsupanappealingimageinthe

firstparagraphofeachpaironlytoknockitdownwithforceinthesecondone.

4.Inheressay,Dunayerprovidesvividdescriptionsofalcoholadvertisements,

particularlyinparagraphs3and5.Whatvividdetailsdoessheprovide?Howdo

thesedetailssupporthermainpoint?

Answer:Inparagraph3shedescribesindetailtheprintadshowingtwo

prosperous-lookingbusinessmeninarestaurant,surroundedbyfinecrystal,velvet

draperies,andspotlesslinen.Inparagraph5,sheprovidesdetailsaboutabeach

scene:ayoung,beautiful,sexywoman;ayoungmuscularmanenticingherwitha

coldbeer.Byprovidingsuchdetaileddescriptions,Dunayermakesthereadervery

awareoftheadvertiser'spremise(alcoholwillmakeyousuccessful;alcoholwill

makeyousexuallyattractive)behindsuchads.

CriticalReadingandDiscussion6,69

1.Dunayerpresentsandthenrebutsfournmyths"aboutalcohol.V\^ratthesefour

myths?AccordingtoDunayer,whatistherealitybehindeachmyth?

Answer:(l)Alcoholwillmakeyouprofessionallysuccessful.Infact,saysDunayer,

alcoholisfrequentlytiedtolowachievementandpoverty.(2)Alcoholwillmakeyou

sexuallyattractive.Dunayersaysthatalcoholactuallylowersone'shormonesand

canleadtoimpotenceandinfertility.(3)Alcoholandsportsmixwell.Dunayerpoints

outthatalcoholslowsthereflexes,interfereswiththeeyeszabilitytofocus,and

increasesthelikelihoodofvariousseriousdiseases.(4)Alcoholbringsfamiliescloser

together.Infact,Dunayerwrites,alcoholisfrequentlyinvolvedindomesticviolence,

suicide,andbirthdefects.

2.Dunayerconcludes,'"Here'stoyourhealth,ringswithaterribleironywhenitis

accompaniedbytheclinkofliquorglasses"(paragraph11).Whatisthe“terrible

irony"sherefersto?Howdoesthisirony—alreadysignaledinheressay'srtittee-

tohermainpoint?

Answer:Theironyisthatalcohol,ratherthanpromotingone'shealth,isoftentiedto

illnessandmisery.Theironyisalsoimpliedinhermainpoint-thatwhile

advertisingmythspromiseusthatalcoholwillimproveourlives,itisfarmorelikely

tohavedestructiveeffects.

3.DoyouthinkDunayer'sessayaboutthemythsofalcoholisone-sided,orisit

balanced?Explain.Whatadditionalpointscouldbeusedtosupportherpointorto

rebutit?

AnswerTheessayisone-sidedinthesensethatDunayerdoesnotincludeopinions

frompeoplewhodisagreewithher.Otherpointsshemighthaveusedtosupporther

argumentincludethewidespreadideaamongyoungpeoplethatusingalcoholmakes

themseemmoreadult.RebuttalsofDunayer'sargumentcouldincludetheideasthat

manypeopleusealcoholresponsiblyandthattheproblemisnotwiththeproduct

itselfbutwithirresponsiblepeople'smisuseofit.

4.Advertisersoftencreatemythsorusefalseideastogetpeopletobuytheir

products.Besidesalcoholads,whataresomeotherexamplesofmanipulativeor

deceptiveadvertising?Doyouthinkadvertisersshouldbepermittedtousesuch

tacticstosellproducts?

Answer:Answerswillvary.

Thesis-andSupportOutline

Thesis:Themediaandourculturepromoteafalsemythaboutalcohol.

1.Partofthemythisthatalcoholsignalssuccess;therealityisthatalcoholcan

preventsuccess(3-4).

2.Anotherpartofthemythisthatalcoholmakesonesexuallyattractive;thereality

isthatalcoholcanmakeonelesssexy(5-6).

3.Athirdpartofthemythisthatalcoholcombineswellwithathletics;therealityis

thatalcoholslowspeopledownandcanleadtophysicaldecline(7-8).

4.Thefourthpartofthemythisthatalcoholcontributestofamilyhappiness;the

realityisthatalcoholcanleadtogreatunhappiness.

R607SuggestedAnswersfor"CollegeLectures:IsAnybodyListening?byDavid

Daniels

Note:Thenumbersinparenthesesrefertorelevantparagraphsintheselection.

ReadingComprehensionQuestions,683-684

1.c

2.a

3.cAnswersa,banddarealltoonarrow,aseachcoversonlyasingle

pointoftheselection.

4.bAnswersa,c,anddaretoonarrow.

5.dParagraphs5and7

6.aParagraph10

7.aParagraph10

8.aParagraph9and10

9.TrueParagraphs11through13

10.cParagraph13

StructureandTechnique,684

1.Danielsbeginshisessaywithananecdoteaboutaformerteacherofhis.Howdoes

thisintroductionrelatetohisthesis?

Answer:Theanecdoteisanextremeexampleofacollegeteacherwhoseemed

unawareofwhetherhisstudentswerelisteningtohimornot.Theprofessorserves

asacaricatureofthetypeofteachingDanielsiscriticizing.

2.DoesDanielsdirectlystatehisthesis?Ifso,whereisitstated?

AnswenDanielsstateshisthesisattheendofparagraph4:"Thetimeislong

overdueforustoabandonthelecturesystemandturntomethodsthatreallywork."

3.IndescribingMary'sclassroomexperience(paragraphs5-7),Danielsprovides

numerousdetails.Whataresomeofthesedetails?Howdotheyrelatetotheessay's

mainidea?

AnswenSomeofthedetailsprovidedincludethehugeclasssize,thelackofaroll

call,theprofessor'sancientnotes,thelackofopportunityforstudentfeedback,and

theabsenceofquizzes.Thedetailsallcontributetotheideathatlecture-heavy

classesdoapoorjobofinvolvingthestudentinthesubjectandstimulatinghisor

herthinking.

4.Daniels'sessayisanargumentagainstthelecturesystemofeducation.What

argumentationtechniquesdoesheemploy?(Seepages^SEBTforinformationon

argumentation.)

AnswenDanielsusesfouroftheargumentationtechniquesexplainedinChapter16,

“Argumentation,"pages319-322:

1)Pointoutcommongroun.dDanielspointsoutcommongroundbetweenhimand

schoolsthatsupportlectures.Inparagraph8,headmitsthatmanyschools

supplementlectureswithdiscussiongroupsandthatsomeclasses,suchasfirst-year

English,arerelativelysmall.

2)Acknowledgedifferingviewpoin.tsDanielsacknowledges(butdoesnotsupport)

viewpointsthatdifferfromhis.Inparagraph13,hestatesthatadministratorslike

lecturesbecausethey"cancramfarmorestudentsintoalecturehallthanintoa

discussionclass."Headdsinthesameparagraphthatteachersandstudentsfind

lectureseasierbecausestudentscansitbackandbepassiveandteacherscan

“engageinintellectualexhibitionism.”

3)Grantthemeritsofdifferingviewpointswhenappropriatenielsgrantsthemeritsof

opposingviewsinparagraph15,wherehestatesthatlecturesare"economically

necessary"andalsobecausethey"springfromatraditioninasettingthatrightlyvalues

traditionforitsownsake.',

4)Rebutdifferingview.sDanielsrebutsthesupportforlectureclassesforfirst-and

second-yearstudentsbystatingthevirtuesofsmallerclasses,whicharelistedin

paragraph14:smallerclassesforcestudentstobecomemoreactive,students'

listeningskillsimprove,professorsdoabetterjob,andtestsdemandanalysisand

synthesisinsteadof"emptymemorization.nAndwhileDanielssupportsthetradition

oflecturesinparagraph15,heimmediatelyarguesagainsttheiruseinthefirsttwo

yearsofcollege.

CriticalReadingandDiscussion6,84-685

1.Daniels