美國大學(xué)英語寫作課后習(xí)題答案3432

SuggestedAnswersfor“TheYellowRibbon”—byPeteHamill(P.210)

1.Vingoreturnedfromprisontofindthathiswifestilllovedhimandwantedhimback.

2.b

3.a

4.B

5.Twoexamples:Vingotellshisstoryslowlyandpainfullyandwithgreathesitation.

Vingotellshisstory“slowlyandpainfullyandwithgreathesitation.”

6.ExamplesofVingo’sbeinghonorable:Hedoesn’texpressanyself-pityaboutbeinginjail.

Heownsuptohiscrime.Heoffershiswifeherfreedom.

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

Othertransition:TerminalinNewYork,Philadelphia,Brunswick

8.Butifshedidn’t...

9.MaybetheauthorHamillaskedoneoftheyoungpeopleinthestoryabouthertravelingexperience.

10.Theauthorendsthisessaybydescribinghowtheyoungpeopleshoutedexcitedlywhentheysawthe

yellowribbonsontheoaktreeandhowVingorosefromhisseatandmadehiswaytothefrontofthebus

togohomenervously.

WemayexpectthatVingowouldreceiveanamazingandwarmwelcomewhenhewalksintohishome.

Theauthorjustwantstoleavessomespaceforthereaderstothinkandimaginefreely.

P.256--TamingtheAngerMonster:byAnneDavidson

1.d

2.Angerhasbecomeanincreasinglycommonprobleminoursociety.

3.“AccordingtoCarolTavris,authorofAnger:TheMisunderstoodEmotion,thekeystodealingwith

angerarecommonsenseandpatience.”

4.Effect:Anepidemicofanger

Threecauses:Lackoftime,technology,tension

6.B

7.

8.TobeginwithTechnologyisalsoTension,thethirdmajorculprit

9.D

10.Thefirstparagraphpresentsastoryaboutapersonwithangerproblems.Thelastparagraphshows

howthatstorywassuccessfullyresolved.

P289.--BorntoBeDifferent?:byCamilleLewis

c

2.a

3.D

4.Shelistsaseriesofexampleswherethe“empathizing”mindsetisevident:

female-dominatedcareers,femalereadingmatter,andfemalerelationships

5.Brainanatomy

Waysofinteractingwiththeworld

Waysofproblemsolving

6.Lewispresentsheressaypointbypoint.Thefirstpointisaboutbrainanatomy,the

secondisaboutinteractingwiththeworld,andthethirdisaboutproblemsolving.

Foreachpoint,shediscusseswomenandthenmen.

7.

8.Ontheotherhand(7)

Incontrast(9)

But(11)

9.d10a

P.508--SuggestedAnswersfor“Shame”—DickGregory(P.508)

Note:Thenumbersinparenthesesrefertorelevantparagraphsintheselection.

ReadingComprehensionQuestions,584-585

1.A3.bAnswersa,c,anddaretoonarrow.

4.aAnswersb,c,anddaretoonarrow.5.cSeeParagraph6

6.TrueSeeParagraph237.aSeeParagraph5

2.D

8.B.TheentireincidentwiththeCommunityChestFundshowsRichard’spride

9.bRichard’steacherignoreshisproblemsandhumiliateshiminfrontoftheentireclass;see

paragraphs5through26.

10.b

HelenecriesoverRichard’shumiliation;seeparagraph23.

StructureandTechnique,585

1.Inparagraphs1and2,GregorymentionsseveralstepshetooktoimpressHeleneTucker.Whatwere

they?Whydoesheincludetheminhisessay?

Answer:InordertoimpressHelene,Gregorybrushedhishair,gotahandkerchief,washedhissocks

andshirteverynight,shoveledthesnowoffherwalk,triedtomakefriendswithhermotherandaunts,

andleftmoneyonherstoop.Hedescribesthosestepsindetailbecause,besidesdemonstratinghis

devotiontoHelene,theygiveaclearpictureofGregory’spoverty.

2.Ametaphorisasuggestedcomparison.WhatmetaphordoesGregoryuseinparagraph5,andwhatis

itspurpose?Whatmetaphordoesheuseinthesecondsentenceofparagraph7,andwhatdoesit

mean?

Answer:Inparagraph5,Gregoryusesthemetaphorthathewaspregnanttosuggesttheeffectsof

povertyonhim—itgavehimstrangetastes,whichpregnantpeopleget.Italsofilledhim(as

pregnancyfillssomeone),butwithnegativethings:poverty,dirt,“smellsthatmadepeopleturn

away,”andsoon.

Inthesecondsentenceofparagraph7,Gregoryusesthemetaphorofaflyingeagletorepresentthe

movementofmoney.(Apictureofaneagleisengravedononesideofaquarter).

3.Innarratingtheincidentsintheclassroomandintherestaurant,Gregorychoosestoprovideactual

dialogueratherthanmerelytotellwhathappened.Why?

Answer:ByusingtheexactwordsspokenbyHelene,theteacher,andhimself,Gregorygivesavery

clearpictureofwhathappenedbyallowingthereaderto“experience”it,ratherthansimplyheara

generalsummary.ThedialoguebetweenHeleneandtheteachershowsHeleneasanideallittle

studentwhoreceivedapprovalfromtheteacher.ThedialoguebetweenGregoryandtheteacher,

however,clearlydemonstratesGregory’seagernesstoimpressHeleneandhisunsuccessful,

embarrassingattempttogaintheteacher’sapproval.IfGregoryhadmerelydescribedwhathad

happened,wewouldhaveamuchlessvividimpressionofthecharactersinvolved.

4.Attheendoftheessay,Gregoryshiftshisfocusfromtheclassroomtothesceneinvolvingthewinoatthe

restaurant.Whatistheconnectionbetweenthisclosingsceneandtherestoftheessay?

Answer:Inthebodyoftheessay,Gregoryisnarratingatimethathewasshamedpubliclyandnoone

cametohisdefense.Intheclosingscene,Gregoryrealizesthathehasdonethesamething—thathe,

too,haswitnessedapersonbeingshamedwithoutassistinghim.Hefeelsanewkindof“shame,”

thatofhavingfailedtohelpanothermaninneed.

CriticalReadingandDiscussion,586

1.WhenGregorywrites,“Ineverlearnedhateathome,orshame.Ihadtogotoschoolforthat”

(paragraph1),heisusingirony—aninconsistencybetweenwhatisexpectedandwhatactually

occurs.Whatdoeshemeanbythesetwostatements?Whatistheeffectofhisirony?

Answer:Gregorymeansthatalthoughhishomelifewasoneofpovertyandwant,hishomewasnota

placeofinhumanevalues,suchashatredandshame.Butatschool,whichonitssurfacewasamore

positiveplace,hewasmadetofeelhatredandshame.Theironicstatementintriguesthereaderand

makeshimorherwanttoknowmoreaboutwhatGregorymeans.

2.WhatareGregory’sfeelingsabouthisteacher?Whatwereyourfeelingsaboutherasyoureadthisessay?

WhatcouldtheteacherhavedoneorsaidthatwouldnothavemadeGregoryfeelashamed?

Answer:Gregoryseemssadandresentfulthattheteacherdidnotunderstandwhyhemisbehavedin

classandthatsheassumedhewasstupidandatroublemaker.Buthealsowantedherapprovalbadly,

asseenbytheCommunityChestincidentandthefactthathegota“bigthrill”outofbeingchosen

tocleantheblackboard.Students’suggestionsabouttheteacherwillvary.Onepossibility:She

couldhavemerelythankedGregoryinclassandthenspokentohimprivatelylaterifshedoubtedthat

hecouldcontributetoCommunityChest.

3.Gregoryshowshowachildhoodincidenttaughthimshame.Whatotherimportantlessonsdoes

Gregorylearninthisessay?Explain.

Answer:Fromparagraph3,inwhichGregorytalksabouthisaccomplishmentslaterinlife,wecan

concludethathelearnedhecouldboosthisself-esteemthroughhisownefforts.Paragraph5shows

thatfromhisownexperiences,helearnedthatchildrenwhoarehungryandpoormayfeelinvisible

andsobehaveinwaysthatattractattention.Fromhisexperiencewiththewino,helearnedthatin

ordertofeelgoodabouthimself,hewouldhavetostartstandingupforotherpeoplewhowere

shamed.

4.Attheendofhisessay,Gregorysays,“Iwaitedtoolongtohelpanotherman.”Whydoyouthink

hewaitedsolongtoassistthewino?Whataresomereasonspeopledonotalwayshelpotherswho

areinneed(forexample,ignoringahomelesspersonseatedonthesidewalk)?

Answer:Gregoryprobablyhadmanyreasonsfornothelpingthewinosooner:embarrassmentat

drawingattentiontohimself,reluctancetopartwithhishard-earnedmoney,notwantingtogetin

troublewithMr.Williams,notknowingthewinoandthusfeelingtheaffairwasn’thisbusiness,etc.

Peoplehavesimilarreasonsfornothelpingothersinneed.Inaddition,peoplewhoignoreahomeless

manmayfeelthattheman’sproblems—maybeincludingsubstanceabuseormentalillness—areso

biganddeep-rootedthattheyarenotqualifiedtohelphiminanyeffectiveway.

Thesis-and-SupportOutline

Thesis:Livingpoorwas,fortheauthor,ahumiliatingexperience.

1.Hewasembarrassedinfrontofhisclassmatesand,worse,infrontofHeleneTucker(7-23).

2.Everybodyknewhewasa“worthyboy”whohadnoDadandnomoney(28).

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

P.567SuggestedAnswersfor“PropagandaTechniquesinToday’sAdvertising”by

AnnMcClintock

Note:Thenumbersinparenthesesrefertorelevantparagraphsintheselection.

ReadingComprehensionQuestions,648-649

1.b

2.d

3.b

4.c

5.b

6.d

7.c

8.c

9.b

Answeraistoobroad;answerscanddaretoonarrow.

Answersaandbaretoonarrow;answerdistoobroad.

Paragraph9

Paragraphs18-19

Paragraph16

Paragraph23

10.a

StructureandTechnique,649-650

1.Inparagraph1,McClintock’schoiceofwordsrevealsherattitudestowardbothpropagandistsand

thepublic.Whatspecificwordsrevealherattitudes,andwhatattitudesdotheyrepresent?

Answer:McClintockdescribespropagandistsas“seducers”and“brainwashers.”Sherefersto

their“alluringimages,”their“tricks,”andtheir“charm.”Shedescribesthepublicas

“content”and“eager...victims.”Herchoiceofwordsmakesitclearthatshethinks

propagandistsareuntrustworthyandinterestedintakingunfairadvantageofatoo-trustingpublic.

2.WhatkeytermdoesMcClintockdefineinparagraph2?Whydoesshedefineithere?Whereelsein

theessaydoessheusethetechniqueofdefinition?

Answer:Shedefinestheterm“propaganda.”Sheplacesthedefinitionclosetothebeginning

becauseitissoessentialtothereader’sunderstandingoftherestofheressay.Otherpointsatwhich

McClintockusesdefinitionareinparagraphs5,6,9,12,16,18,and21.Ineachofthoseparagraphs,

shedefinesaparticularpropagandatechnique.

3.McClintockusesparenthesesintwolists,theonesinparagraphs7and19.Whatpurposedothese

parenthesesserve?

Answer:Paragraph7lists“high-soundingbutbasicallyemptyphrases.”Theauthoruses

parenthesestoaddcommentsthatrevealtheemptinessofthoselistedphrases.Paragraph19lists

claimsthatinclude“weaselwords.”Theauthorusesparenthesestoshowjusthowinsubstantial

thoseweaselwordsare.

4.McClintockprovidesabundantexamplesthroughoutheressay.Whydoessheprovidesomany

examples?Whatdoessheaccomplishwiththistechnique?

Answer:McClintock’smanyexamples,drawnfromthetelevisionandprintadsweallseeeveryday,

clarifyherdefinitionsanddemonstratethatpropagandatechniquesaretrulyafactorineverydaylife.

Theexamplesmakethereadermoreawareoftheeffectsofpropagandaondecisionsheorshemakes.

CriticalReadingandDiscussion,650

1.Someofthepropagandatechniqueslistedintheselectionhavecontrastingappeals.Howdo

name-callingandglitteringgeneralitiescontrastwitheachother?Testimonialsandplainfolks?

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

encouragesthepublictorejectsomethingorsomeone.Glitteringgeneralities,ontheotherhand,

appealtothepublic’spositiveemotions:love,attraction,patriotism.Thepublicisaskedtoaccept

thethingorpersonadvertisedbyassociatingitwiththoseemotions.

Testimonialsdependonthepublic’sinterestinoraffectionforcelebrities—peopleordinary

viewersdon’tknowbutadmireandseeasbiggerandmoreimportantthanthemselves.Bycontrast,

plainfolksadvertisingisbasedontheideathatthepubliclikestoseeordinarypeople—peoplelike

themselves—intheproductsandservicestheybuy.

2.Whyareadsthatusethebandwagonapproachsoeffective?Whatadshaveyouseenrecentlythatuse

thatapproach?

Answer:Thebandwagontechniqueiseffectivebecauseofthehumanneedtobepartofagroup.We

feelsafeandsecurewhenwearesurroundedbypeoplewhoagreewithusaboutsomething—even

somethingastrivialaswhatfrozencoffeecakeisbest(“Nobodydoesn’tlikeSaraLee”).

Answerstothesecondquestionwillvary.

3.Theauthorstates,“Americans,adultsandchildrenalike,arebeingseduced.”Whatmightbethe

differencesbetweenthewaysadultsandchildrenreacttotheseductionsofadvertising?

Answer:Answerswillvary.

4.McClintockstates,“Wearevictims,seeminglycontent—eveneager—tobevictimized”(paragraph

1).Doyouagree?Isthisarticlelikelytochangehowyouviewadsinthefuture?Whyorwhynot?

Answer:Answerswillvary.

Thesis-and-SupportOutline

Thesis:

Peopleshoulddetectandunderstandcommonpropagandatechniques,whichappeal

totheemotionsratherthantologic.

1.Wearebombardedwithads,whichpresentbiasedmessagesthroughvariouspropaganda

techniques,includingsevencommonones(1-4).

2.Namecalling—referringtoacompetitorwithnegativelychargednamesorcomments(5).

3.Glitteringgeneralities—makingimportant-soundinggeneralclaimswithnoexplanation(6-8).

4.Transfer—associatingsomethingwithasymbolorimagemostpeoplerespectandadmire(9-11).

5.Testimonial—promotingsomethingwiththesupportofacelebrity(12-15).

6.Plainfolks—associatingsomethingwiththeaverageperson(16-17).

7.Cardstacking—makingsomethingsoundgoodbysuppressingrelevantevidenceormakingan

unfinishedclaim(18-19).

8.Bandwagon—appealingtopeople’sdesiretodowhatmanyothersaredoing(20-21).

9.Usecriticalthinkingtoavoidreactingemotionallytoads(22-23).

P.592SuggestedAnswersfor“Here’stoYourHealth”—JoanDunayer

Note:Thenumbersinparenthesesrefertorelevantparagraphsintheselection.

ReadingComprehensionQuestions,667-668

1.c

2.c

3.d

4.c

Answersa,b,andcaretoonarrow.

Answeraistoonarrow;answerbistoobroad;answerd,neverdirectlystatedin

thearticle,istoonarrow.

Paragraph6

Paragraph4

Paragraph8

5.b

6.False

7.True

8.a

9.False

Paragraphs6and8

Paragraphs4and8

10.d

StructureandTechnique,668-669

1.WhatmethodofintroductiondoesDunayeruse?Whateffectdoyouthinkshehopedtoachievewith

thisintroduction?

Answer:Sheusesananecdote.BytellingabriefstoryaboutTod’sexperience,sheputsahumanface

onthelargerideathatalcoholabuseislinkedtosocietalpressure.ItalsosetsthetoneforDunayer’s

thesisbyshowingthepotentialdangerofevensmallamountsofalcohol.

2.Dunayerintroduceshercriticismofalcoholwiththewords“Partofthemythis....”(Seethefirst

sentenceofparagraph3.)Whatadditiontransitionsdoessheusetointroduceeachofthethreeother

partsofthemyth(inthefirstsentencesofparagraphs5,7,and9)?Whatisgainedbytheuseofthese

transitions?

Answer:Thethreeadditiontransitionsare“another,”“also,”and“finally.”Eachtransition

makesthereaderawarethatoneelementofthemythisbeingintroduced.

3.ThebodyofDunayer’sessayismadeupoffourpairsofparagraphs(paragraphs3and4;5and6;

7and8;9and10).Whatistherelationshipbetweentheparagraphsineachpair?Inwhichofthetwo

paragraphsdoesDunayerpresentherownperspective?Whydoyouthinksheputsherown

perspectiveinthatparagraph?

Answer:Inthefirstparagraphofeachpair,Dunayerpresentsonepartofthealcoholmyth.Shebegins

eachsecondparagraphwithatopicsentencethatrepresentsherperspective.Shethengoesonto

supporthertopicsentencewithaseriesoffacts.Forexample,belowisthetopicsentenceof

paragraph4;itrepresentsherperspective,whichcontradictswhattheadinparagraph3suggests

aboutwhiskey.

Contrarytowhattheliquorcompanywouldhaveusbelieve,drinkingismorecloselyrelated

tolackofsuccessthantoachievements.

Shethenfollowsthatsentencewithsupportingfacts.

Bypresentingherperspectiveafterdescribingeachpartofthemyth,Dunayermakesher

pointsmoredramatically:Shesetsupanappealingimageinthefirstparagraphofeachpaironlyto

knockitdownwithforceinthesecondone.

4.Inheressay,Dunayerprovidesvividdescriptionsofalcoholadvertisements,particularlyin

paragraphs3and5.Whatvividdetailsdoessheprovide?Howdothesedetailssupporthermain

point?

Answer:Inparagraph3shedescribesindetailtheprintadshowingtwoprosperous-looking

businessmeninarestaurant,surroundedbyfinecrystal,velvetdraperies,andspotlesslinen.In

paragraph5,sheprovidesdetailsaboutabeachscene:ayoung,beautiful,sexywoman;ayoung

muscularmanenticingherwithacoldbeer.Byprovidingsuchdetaileddescriptions,Dunayermakes

thereaderveryawareoftheadvertiser’spremise(alcoholwillmakeyousuccessful;alcoholwill

makeyousexuallyattractive)behindsuchads.

CriticalReadingandDiscussion,669

1.Dunayerpresentsandthenrebutsfour“myths”aboutalcohol.Whatarethesefourmyths?

AccordingtoDunayer,whatistherealitybehindeachmyth?

Answer:(1)Alcoholwillmakeyouprofessionallysuccessful.Infact,saysDunayer,alcoholis

frequentlytiedtolowachievementandpoverty.(2)Alcoholwillmakeyousexuallyattractive.

Dunayersaysthatalcoholactuallylowersone’shormonesandcanleadtoimpotenceandinfertility.

(3)Alcoholandsportsmixwell.Dunayerpointsoutthatalcoholslowsthereflexes,interfereswiththe

eyes’abilitytofocus,andincreasesthelikelihoodofvariousseriousdiseases.(4)Alcoholbrings

familiesclosertogether.Infact,Dunayerwrites,alcoholisfrequentlyinvolvedindomesticviolence,

suicide,andbirthdefects.

2.Dunayerconcludes,“‘Here’stoyourhealth’ringswithaterribleironywhenitisaccompanied

bytheclinkofliquorglasses”(paragraph11).Whatisthe“terribleirony”sherefersto?Howdoes

thisirony—alreadysignaledinheressay’stitle—relatetohermainpoint?

Answer:Theironyisthatalcohol,ratherthanpromotingone’shealth,isoftentiedtoillnessand

misery.Theironyisalsoimpliedinhermainpoint—thatwhileadvertisingmythspromiseusthat

alcoholwillimproveourlives,itisfarmorelikelytohavedestructiveeffects.

3.DoyouthinkDunayer’sessayaboutthemythsofalcoholisone-sided,orisitbalanced?Explain.

Whatadditionalpointscouldbeusedtosupportherpointortorebutit?

Answer:Theessayisone-sidedinthesensethatDunayerdoesnotincludeopinionsfrompeoplewho

disagreewithher.Otherpointsshemighthaveusedtosupportherargumentincludethewidespreadidea

amongyoungpeoplethatusingalcoholmakesthemseemmoreadult.RebuttalsofDunayer’s

argumentcouldincludetheideasthatmanypeopleusealcoholresponsiblyandthattheproblemisnot

withtheproductitselfbutwithirresponsiblepeople’smisuseofit.

4.Advertisersoftencreatemythsorusefalseideastogetpeopletobuytheirproducts.Besidesalcohol

ads,whataresomeotherexamplesofmanipulativeordeceptiveadvertising?Doyouthink

advertisersshouldbepermittedtousesuchtacticstosellproducts?

Answer:Answerswillvary.

Thesis-andSupportOutline

Thesis:

Themediaandourculturepromoteafalsemythaboutalcohol.

1.Partofthemythisthatalcoholsignalssuccess;therealityisthatalcoholcanpreventsuccess(3-4).

2.Anotherpartofthemythisthatalcoholmakesonesexuallyattractive;therealityisthatalcoholcan

makeonelesssexy(5-6).

3.Athirdpartofthemythisthatalcoholcombineswellwithathletics;therealityisthatalcoholslows

peopledownandcanleadtophysicaldecline(7-8).

4.Thefourthpartofthemythisthatalcoholcontributestofamilyhappiness;therealityisthatalcohol

canleadtogreatunhappiness.

P.607SuggestedAnswersfor“CollegeLectures:IsAnybodyListening?”by

DavidDaniels

Note:Thenumbersinparenthesesrefertorelevantparagraphsintheselection.

ReadingComprehensionQuestions,683-684

1.c

2.a

3.c

Answersa,banddarealltoonarrow,aseachcoversonlyasinglepointofthe

selection.

4.b

Answersa,c,anddaretoonarrow.

Paragraphs5and7

Paragraph10

5.d

6.a

7.a

Paragraph10

8.a

Paragraph9and10

Paragraphs11through13

Paragraph13

9.True

10.c

StructureandTechnique,684

1.Danielsbeginshisessaywithananecdoteaboutaformerteacherofhis.Howdoesthisintroduction

relatetohisthesis?

Answer:Theanecdoteisanextremeexampleofacollegeteacherwhoseemedunawareofwhetherhis

studentswerelisteningtohimornot.Theprofessorservesasacaricatureofthetypeofteaching

Danielsiscriticizing.

2.DoesDanielsdirectlystatehisthesis?Ifso,whereisitstated?

Answer:Danielsstateshisthesisattheendofparagraph4:“Thetimeislongoverdueforusto

abandonthelecturesystemandturntomethodsthatreallywork.”

3.IndescribingMary’sclassroomexperience(paragraphs5–7),Danielsprovidesnumerousdetails.

Whataresomeofthesedetails?Howdotheyrelatetotheessay’smainidea?

Answer:Someofthedetailsprovidedincludethehugeclasssize,thelackofarollcall,the

professor’sancientnotes,thelackofopportunityforstudentfeedback,andtheabsenceofquizzes.

Thedetailsallcontributetotheideathatlecture-heavyclassesdoapoorjobofinvolvingthestudent

inthesubjectandstimulatinghisorherthinking.

4.Daniels’sessayisanargumentagainstthelecturesystemofeducation.Whatargumentation

techniquesdoesheemploy?(Seepages319–337forinformationonargumentation.)

Answer:DanielsusesfouroftheargumentationtechniquesexplainedinChapter16,

“Argumentation,”pages319–322:

1)Pointoutcommonground.Danielspointsoutcommongroundbetweenhimandschoolsthat

supportlectures.Inparagraph8,headmitsthatmanyschoolssupplementlectureswithdiscussion

groupsandthatsomeclasses,suchasfirst-yearEnglish,arerelativelysmall.

2)Acknowledgedifferingviewpoints.Danielsacknowledges(butdoesnotsupport)viewpointsthat

differfromhis.Inparagraph13,hestatesthatadministratorslikelecturesbecausethey“cancramfar

morestudentsintoalecturehallthanintoadiscussionclass.”Headdsinthesameparagraphthat

teachersandstudentsfindlectureseasierbecausestudentscansitbackandbepassiveandteachers

can“engageinintellectualexhibitionism.”

3)Grantthemeritsofdifferingviewpointswhenappropriate.Danielsgrantsthemeritsofopposingviews

inparagraph15,wherehestatesthatlecturesare“economicallynecessary”andalsobecausethey

“springfromatraditioninasettingthatrightlyvaluestraditionforitsownsake.”

4)Rebutdifferingviews.Danielsrebutsthesupportforlectureclassesforfirst-andsecond-year

studentsbystatingthevirtuesofsmallerclasses,whicharelistedinparagraph14:smallerclasses

forcestudentstobecomemoreactive,students’listeningskillsimprove,professorsdoabetterjob,

andtestsdemandanalysisandsynthesisinsteadof“emptymemorization.”AndwhileDaniels

supportsthetraditionoflecturesinparagraph15,heimmediatelyarguesagainsttheiruseinthefirst

twoyearsofcollege.

CriticalReadingandDiscussion,684-685

1.Danielsstatesthat“l(fā)isteningintelligentlyishardwork”(p