Unit-10-The-Transaction練習(xí)答案綜合教程三

Unit10TheTransactionKeytotheExercisesTextcomprehensionI. Decidewhichofthefollowingbeststatestheauthor'spoint. CII. Judge,accordingtothetext,whetherthefollowingstatementsaretrueorfalse.1. F(RefertoParagraphs1and16.Theymadeapanelandtheauthorsaysthatwasarevealingmorning.)2. T(RefertoParagraphs2-5.)3. F(RefertoParagraph4.Hedidsaythatwritingishard,buthedidnottrytoimposehisideasuponhisaudienceortodiscouragehisaudiencebyanymeans.)4. T(RefertoParagraph6.)5. T(RefertoParagraphs19-1.)III. Answerthefollowingquestions.1. RefertoParagraphs2?6.Thetwospeakers,onerepresentingavocationalwriterandtheotheranamateurwriter,differsignificantlyinsomeaspectsofwriting,particularlyconcerningwhetherwritingishardoreasy.Largely,anavocationalwritertakeswritingeasilyasameansofpleasure,andstopswhenheisunhappyorcomesacrossanydifficultyinwriting.However,aprofessionalwritertakeswritingasanactofliteraturewhichshallgoonanyhowandcouldbehardandlonelysometimes.2. RefertoParagraphs16and17.Theauthorwasinterestedandamusedbythedifferences.Hebelievedthatthedifferenceshadgiventheaudienceabroaderconceptofwriting.3. RefertoParagraphs17?0.Theauthorbelievesthat,asthereareallkindsofwritersandallkindsofmethods,anymethodthathelpspeopletosaywhattheywanttosayistherightmethodforthem.Thethingofutmostimportanceisthewritermustexpresshimselfandgethimselffeltinanypieceofwriting.4. RefertoParagraphs20and21.Theauthormeansthatwhatawriteractuallyputsonpaperisnotasimportantastheenthusiasmorwarmthheputsinhiswriting.Inthesameway,areadersuchastheauthorhimselfismoreinterestedintheenthusiasmoremotionalbaggagethatthewritermaybringtohiswriting.So,writingisverypersonalwork.5. RefertoParagraph21.Thetitle,TheTransaction,orthepersonaltransactionastheauthorsaysinParagraph21,meanspersonalexpressionorthepresenceofthewriterthroughhiscommitmentandenthusiasminthepieceofwriting.Thisistopersonalizewriting,astheauthorputsit.IV. Explaininyourownwordsthefollowingsentences.1. Writersarelikelytotakewritingearnestlyandanxiously,andarethereforenotabletoexpressthemselvesnaturally.2. Thewritershouldbeabletoconveyhisemotionsandpersonalityinhiswriting,sothereadermayunderstandhimwithoutgoingintotheactualsituationwherehewrites.StructuralanalysisofthetextParagraph17issuchatransitionalparagraphleadingthereaderfromaspecificexampletothegeneraldiscussionofthetopic.RhetoricalfeaturesofthetextOnthesurface,theauthorsaysthatsuchapaneldiscussioncouldgivetheaudienceabroaderglimpseoftheprocessofwriting.Onadeeperlevel,hemightwishtotellthereaderthatsomeknowledgeofdifferentandevenconflictingideashelpsonetogaingreaterthinkingpowerandacquireabroadervision,whicharefrequentlycountedastwoprerequisitesifonewishestobecomematurebecausetheworldisvastandlifeisdiverseandcomplex.VocabularyexercisesI. Explaintheunderlinedpartineachsentenceinyourownwords.1. unconventional2. socialize3. dramaticdisclosureofsomethingnotpreviouslyknownorrealized4. sensitivetothestimulusinlife,sharplyawareofexpressingtheirnaturalfeelingsinanartisticway5. servethewriter'spurposemosteffectivelyandefficientlyII. Fillintheblankineachsentencewithawordtakenfromtheboxinitsappropriateform.1.transaction 2.cluttered3.arduous 4.mitted 6.gusto7.bewildered 8.solitaryIII. Fillintheblankswiththeappropriateformsofthegivenwords.1.drudgery 2.Uncirculated3.asocial 4.unmentionable5.irresistibly 6.intensive7.exclamations 8.literaryIV. Fillintheblankineachsentencewithanappropriatephrasalverborcollocationtakenfromthetext.1.stickto 2.fiddlingwith3.tookup 4.hangout5.runawayfrom 6.goingbroke7.bringalong 8.drawninto8. HerecomesMary.VI. Makesentencesofyourownafterthesentencesgivenbelow,keepingtheitalicizedpartsinyoursentences.1. e.g.Iwentintothehallonlyfinditpackedwithfreshmen,alleagertohearwhatexperienceIasasophomorecouldsharewiththem. Gatheredoutsidetheoperationroomweretheteammatesoftheinjuredplayer,alleagertoknowtheresultoftheoperation.2. e.g.Hecorrectedeverymistakethestudenthadmadeandunderlinedthesentencesthatneededimprovement,asanyresponsibleteacherwoulddo. Thefirstthingshedidwhenthealarmsoundedwastoholdherbabydaughterinherarmsandrushoutoftheroom,asanylovingmotherwoulddoinsuchasituation.TranslationexercisesI. TranslatethefollowingsentencesintoChinese.1. 從醫(yī)院忙了一天回家后，他會直接打開他的黃色筆記本，寫著寫著就輕松了。2. 我說寫作是技藝，而不是藝術(shù)，說自己因缺乏靈感而無法施展技藝的人是在自欺欺人。3. “我熱愛象征!”布羅克醫(yī)生叫道，隨后興致勃勃地描繪了將象征融入作品的樂趣。4. 而是如何使用英語才能言簡意賅的問題。II. TranslatethefollowingsentencesintoEnglish,usingthewordsandphrasesgiveninbrackets.1. Thesemodernistartistslookvaguelybohemian.2. Don'tfoolyourself;heisbynomeansapureboyasyouthink.3. Heisafrequentguestinsomechiccafesandbarswhichmainlycatertoforeigners.4. HegaveanaccountofhisadventurousexperiencesinAfricawithgusto.5. Oneofhisobjectivesinlifeistounitehisvocationwithhisavocation.6. Theelderlyarevulnerabletothedeceitpracticedbydishonestsalespeople.7. Thismagazineisfrequentlycoveredwithglamorousactresses.8. IreallyfeelfedupwithcommercialgimmicksonTV.III. TranslatethefollowingpassageintoChinese.專業(yè)作家和業(yè)余作家對于文學(xué)創(chuàng)作有著不同的、甚至截然相反的看法。專業(yè)作家強(qiáng)調(diào)努力追求完美，因此他們認(rèn)為修改是寫作的要素，而業(yè)余作家則認(rèn)為作品應(yīng)該反映作者最自然的真我。專業(yè)作家將寫作看成一種職業(yè)，堅(jiān)持不懈地為寫出上乘作品而努力，而業(yè)余作家則將寫作看成一種愛好，從中可以得到很多快樂。專業(yè)作家孤獨(dú)而辛勞，收獲的是“兩耳不聞窗外事”的快樂，而業(yè)余作家往往喜歡社交，經(jīng)常光顧時尚別致的餐館和咖啡屋。總之，不同的人可能有不同的寫作習(xí)慣和寫作風(fēng)格，重要的是寫作應(yīng)該反映一個人的思想、情感和個性。ExercisesforintegratedskillsI. DictationscriptCollegewriting,alsocalledacademicwriting,/isassignedtoteachyouthecriticalthinkingandwritingskills/neededtocommunicateinclassesandintheworkplace./Toacquireandpracticetheseskills,/youareaskedtowritemanydifferenttypesofassignments/underdifferentcircumstances./Sometimesyourteacherwillassignatopic/anddefinetheaudience;/sometimesyouwillbecalledon/todefineandlimitthetopicandaudienceyourself./Inanycase,collegewritingteachesyou/abouttheseriesofdecisionsyoumustmake/asyouforgethelinkbetweenyourinformationandyouraudience.II. FillineachblankinthepassagebelowwithONEwordyouthinkappropriate.(1)succeed (2)person(3)because (4)Once(5)fact (6)characterize(7)subject (8)such(9)create (10)readers(11)not (12)withCulturalBackgroundTheImportanceofDialogueManyphilosophersandwriterswouldliketoexpresstheirphilosophicideasthroughtheformofdialogue.AndoneimportanttheoristmakinggreatcontributioninclarifyingthefunctionofdialogicthinkingisMikhailBakhtin.1)Self-otherrelationship—“other”playsakeyroleinunderstanding:Inordertounderstand,itisimmenselyimportantforthepersonwhounderstandstobelocatedoutsidetheobjectofhisorhercreativeunderstanding—intime,inspace,inculture.—MikhailBakhtin(fromNewYorkReviewofBooks,June10,1993)2)Polyphony(manyvoices)—singlevoiceisnotthecarrieroftruth:Truthisanumberofmutuallyaddressed,albeitcontradictoryandlogicallyinconsistent,statements.Truthneedsamultitudeofcarryingvoices.TextITheTransactionWilliamZinsserGlobalReadingI.TextAnalysisThetextopenswithtwowritersansweringstudents’questionsabouthowtowriteindialogue,showingsharpcontrastsfromvariousaspects.Bysummarizingdifferentmethodsinwriting,thetextlateronpointsoutthatevenwithdiversityanddifferentiation,thecommongroundofanywritingisthesame.ManyrenownedphilosophersandwriterssuchasPlatoandOscarWildeexpressedtheirphilosophicideasintheformofdialoguewheredifferentaspectsoftruthwerebetterpresented.Throughdialoguebetweenpeopleonanequalfooting,wegettherevelationthatdifferent,sometimesevenseeminglycontradictoryelements,canco-existsoharmoniouslywithintherangeofonetruth.Humanbeingshaveaninclinationtolookattheworldfromaself-centeredperspective,anditwillresultinanillusionfarfromtruth.Therefore,itisimportantforonetotryhisbesttotrainhismindfromanearlytimeinhislifetotolerateotherpeople’sopinionsoftheworldbecausesuchdifferentunderstandingoflifehelpsonebetterpursuethetruth.II.StructuralAnalysis 1)Intermsoforganization,thearticleclearlyfallsintotwomainparts:Thefirstpart(Paragraphs1-17)isdevotedtoanswersgivenbytwowriterstothestudents’questions.Thesecondpart(Paragraphs18-22)isageneraliz