Unit 10 The Transaction练习答案综合教程三

Unit 10 The Transaction

Key to the Exercises

Text comprehension

I. Decide which of the following best states the author's point.

C

II. Judge, according to the text, whether the following statements are true or false.

1. F (Refer to Paragraphs 1 and 16. They made a panel and the author says that was a revealing morning.)

2. T (Refer to Paragraphs 2-5.)

3. F (Refer to Paragraph

4. He did say that writing is hard, but he did not try to impose his ideas upon his audience or to discourage his audience by any means.)

4. T (Refer to Paragraph 6.)

5. T (Refer to Paragraphs 19-1.)

III. A nswer the following questions.

1. Refer to Paragraphs 2?6. The two speakers, one representing a vocational writer and the other an amateur writer, differ significantly in some aspects of writing, particularly concerning whether writing is hard or easy. Largely, an avocational writer takes writing easily as a means of pleasure, and stops when he is unhappy or comes across any difficulty in writing. However, a professional writer takes writing as an act of literature which shall go on anyhow and could be hard and lonely sometimes.

2. Refer to Paragraphs 16 and 17. The author was interested and amused by the differences. He believed that the differences had given the audience a broader concept of writing.

3. Refer to Paragraphs 17?0. The author believes that, as there are all kinds of writers and all kinds of methods, any method that helps people to say what they want to say is the right method for them. The thing of utmost importance is the writer must express himself and get himself felt in any piece of writing.

4. Refer to Paragraphs 20 and 21. The author means that what a writer actually puts on paper is not as important as the enthusiasm or warmth he puts in his writing. In the same way, a reader such as the author himself is more interested in the enthusiasm or emotional baggage that the writer may bring to his writing. So, writing is very personal work.

5. Refer to Paragraph 21. The title, The Transaction, or the personal transaction as the author says in Paragraph 21, means personal expression or the presence of the writer through his commitment and enthusiasm in the piece of writing. This is to personalize writing, as the author puts it.

IV. Explain in your own words the following sentences.

1. Writers are likely to take writing earnestly and anxiously, and are therefore not able to express themselves naturally.

2. The writer should be able to convey his emotions and personality in his writing, so the reader may understand him without going into the actual situation where he writes.

Structural analysis of the text

Paragraph 17 is such a transitional paragraph leading the reader from a specific example to the general discussion of the topic.

Rhetorical features of the text

On the surface, the author says that such a panel discussion could give the audience a broader glimpse of the process of writing. On a deeper level, he might wish to tell the reader that some knowledge of different and even conflicting ideas helps one to gain greater thinking power and acquire a broader vision, which are frequently counted as two prerequisites if one wishes to become mature because the world is vast and life is diverse and complex.

Vocabulary exercises

I. Explain the underlined part in each sentence in your own words.

1. unconventional

2. socialize

3. dramatic disclosure of something not previously known or realized

4. sensitive to the stimulus in life, sharply aware of expressing their natural feelings in an artistic way

5. serve the writer's purpose most effectively and efficiently

II. Fill in the blank in each sentence with a word taken from the box in its appropriate form.

1. transaction

2. cluttered

3. arduous

4. humanity

5. committed

6. gusto

7. bewildered 8. solitary

III. F ill in the blanks with the appropriate forms of the given words.

1. drudgery

2. Uncirculated

3. asocial

4. unmentionable

5. irresistibly

6. intensive

7. exclamations 8. literary

IV. Fill in the blank in each sentence with an appropriate phrasal verb or collocation taken from the text.

1. stick to

2. fiddling with

3. took up

4. hang out

5. run away from

6. going broke

7. bring along 8. drawn into

V. Give a synonym or an antonym of the word underlined in each sentence in the sense it is used.

1. Synonym: team (group)

2. Antonym: restful (easy)

3. Antonym: questionably

4. Synonym: occupation (trade)

5. Synonym: stylish (fashionable)

6. Antonym: gregarious

7. Antonym: liberty (freedom)

8. Synonym: confusion (disorder, jumble)

VI. Explain the underlined phrasal verbs in your own words.

1. refresh

2. go and attend

3. live a fairly satisfactory life

4. be responsible for

5. talk about

6. explain

7. interrupting

8. came

Grammar exercises

I. Read the following sentences and identify the different types of reported speech used in them.

1. direct speech (Direct speech gives the exact words in the report, and in writing and print uses quotation marks. A wide range of verbs can be used to indicate the type of utterance or the way in which something is said, such as answer, ask, comment, cry, ejaculate, enquire/inquire, exclaim, groan, growl, moan, murmur, mutter, note, observe, reply, respond, retort, scream, screech, shout, shriek, smile, whine, yell.)

2. indirect speech (In indirect speech, verbs are generally "backshifted" in tense to align them with the time of reporting, and other changes, such as in pronouns and adverbials of time and place, are made for the same reason.)

3. free direct speech (Free direct speech lacks a reporting clause to show the shift from narration to reporting; it is often used in fiction to represent the mental reactions of characters to what they see or experience.)

4. free direct speech

5. free indirect speech (Free indirect speech resembles indirect speech in shifting tenses and other references, but there is generally no reporting clause and it retains some features of direct speech (such as direct questions and vocatives).

6. free indirect speech

7. free indirect speech

8. direct speech, free direct speech

II. Identify the free direct speech and free indirect speech in the following sentences.

1. free direct speech (... did I know you? Did you know me? What am I afraid of? I am a widow and losing my look. I am afraid of the future.)

2. free indirect speech (Could he be so careless?)

3. free indirect speech (Was Evelyn ill again?)

4. free direct speech (It is probably only insomnia. Many must have it.)

5. free indirect speech (Yes, she was tiresomely unhappy again. Almost sick. What the hell should he say?)

6. free direct speech (Who the hell will want to read this book anyway? Who in the United States worried about long-term policy and what they would have to cope with ten years from now? Short-term, that's us -- jumping from one crisis to another. ... and that we will, even if the bridge blows under our feet and we have to swim for it.)

7. free direct speech (Oh, to be away from this? To be away from those staring eyes, or to be covered up in anything, one of those women's shawls even. I'll just leave the basket and go ... I shan't even wait for it to be emptied.)

8. free indirect speech (And just what pleasure had he found, since he came into this world?)

III. R eport each turn of the conversation below in a separate sentence. Use each of the following verbs at least once.

Sue asked Jim what he had done the night before. Jim replied that he had just stayed at home and watched TV. Sue asked why he hadn't rung her up. Jim explained that he had had a terrible headache. Sue suggested going / that they should go to the cinema that evening. Jim refused. Sue said that it was OK and she understood. Jim told her that he would ring her the following day. Sue said never mind and apologised for disturbing him.

IV. Put the following into indirect commands, using the words in the box.

1. She told the children not to point.

2. I advised the boys not to read in bad light.

3. I asked Mary to lend me her pen for a moment.

4. She begged him not to drive too fast.

5. The announcer reminded his listeners to listen to the first programme in the new series at eight o'clock.

6. He urged me to look everywhere.

7. The policeman ordered the crowd to keep moving.

8. He warned his son never to lend money to people he didn't know.

V. Rewrite the following sentences, using inversion.

1. Only after a year did I begin to see the results of my work.

2. Under no circumstances can customers' money be refunded.

3. On a hill in front of them stood a great castle.

4. Hardly had I arrived when I had a new problem to cope with.

5. Rarely could she have been faced with so difficult a choice.

6. A few miles further on lies the enchanting suburb of Balham.

7. At no time was the president aware of what was happening.

8. Here comes Mary.

VI. Make sentences of your own after the sentences given below, keeping the italicized parts in your sentences.

1. e.g. I went into the hall only find it packed with freshmen, all eager to hear what experience I as a sophomore could share with them.

Gathered outside the operation room were the teammates of the injured player, all eager to know the result of the operation.

2. e.g. He corrected every mistake the student had made and underlined the sentences that needed improvement, as any responsible teacher would do.

The first thing she did when the alarm sounded was to hold her baby daughter in her arms and rush out of the room, as any loving mother would do in such a situation.

Translation exercises

I. Translate the following sentences into Chinese.

1. 从医院忙了一天回家后，他会直接打开他的黄色笔记本，写着写着就轻松了。

2. 我说写作是技艺，而不是艺术，说自己因缺乏灵感而无法施展技艺的人是在自欺欺人。

3. “我热爱象征!”布罗克医生叫道，随后兴致勃勃地描绘了将象征融入作品的乐趣。

4. 而是如何使用英语才能言简意赅的问题。

II. Translate the following sentences into English, using the words and phrases given in brackets.

1. These modernist artists look vaguely bohemian.

2. Don't fool yourself; he is by no means a pure boy as you think.

3. He is a frequent guest in some chic cafes and bars which mainly cater to foreigners.

4. He gave an account of his adventurous experiences in Africa with gusto.

5. One of his objectives in life is to unite his vocation with his avocation.

6. The elderly are vulnerable to the deceit practiced by dishonest sales people.

7. This magazine is frequently covered with glamorous actresses.

8. I really feel fed up with commercial gimmicks on TV.

III. T ranslate the following passage into Chinese.

专业作家和业余作家对于文学创作有着不同的、甚至截然相反的看法。专业作家强调努力追求完美，因此他们认为修改是写作的要素，而业余作家则认为作品应该反映作者最自然的真我。专业作家将写作看成一种职业，坚持不懈地为写出上乘作品而努力，而业余作家则将写作看成一种爱好，从中可以得到很多快乐。专业作家孤独而辛劳，收获的是“两耳不闻窗外事”的快乐，而业余作家往往喜欢社交，经常光顾时尚别致的餐馆和咖啡屋。总之，不同的人可能有不同的写作习惯和写作风格，重要的是写作应该反映一个人的思想、情感和个性。

Exercises for integrated skills

I. Dictation script

College writing, also called academic writing, / is assigned to teach you the critical thinking and writing skills / needed to communicate in classes and in the workplace. / To

acquire and practice these skills, / you are asked to write many different types of assignments / under different circumstances. / Sometimes your teacher will assign a topic / and define the audience; / sometimes you will be called on / to define and limit the topic and audience yourself. / In any case, college writing teaches you / about the series of decisions you must make / as you forge the link between your information and your audience.

II. Fill in each blank in the passage below with ONE word you think appropriate.

(1) succeed (2) person

(3) because (4) Once

(5) fact (6) characterize

(7) subject (8) such

(9) create (10) readers

(11) not (12) with

Cultural Background

The Importance of Dialogue

Many philosophers and writers would like to express their philosophic ideas through the form of dialogue. And one important theorist making great contribution in clarifying the function of dialogic thinking is Mikhail Bakhtin.

1) Self-other relationship —“other” plays a key role in understanding:

In order to understand, it is immensely important for the person who understands to be located outside the object of his or her creative understanding —in time, in space, in culture.

—Mikhail Bakhtin (from New York Review of Books, June 10, 1993) 2) Polyphony (many voices) — single voice is not the carrier of truth:

Truth is a number of mutually addressed, albeit contradictory and logically inconsistent, statements. Truth needs a multitude of carrying voices.

Text I

The Transaction

William Zinsser

Global Reading

I. Text Analysis

The text opens with two writers answering students’ questions about how to write in dialogue, showing sharp contrasts from various aspects. By summarizing different methods in writing, the text later on points out that even with diversity and differentiation, the common ground of any writing is the same. Many renowned philosophers and writers such as Plato and Oscar Wilde expressed their philosophic ideas in the form of dialogue where different aspects of truth were better presented. Through dialogue between people on an equal footing, we get the revelation that different, sometimes even seemingly contradictory elements, can co-exist so harmoniously within

the range of one truth. Human beings have an inclination to look at the world from a self-centered perspective, and it will result in an illusion far from truth. Therefore, it is important for one to try his best to train his mind from an early time in his life to tolerate other people’s opinions of the world because such different understanding of life helps one better pursue the truth.

II. Structural Analysis

1) In terms of organization, the article clearly falls into two main parts:

The first part (Paragraphs 1-17) is devoted to answers given by two writers to the students’ questions.

The second part (Paragraphs 18-22) is a generalization of the essence of writing.

2) In order to deliver the sharp differences in the answers of the two writers in the first part, the author uses

●Short paragraphs and the repetition of “he said …” and “Then I said …”

●The rhetorical trick of contrast

e.g. “The words just flowed. It was easy.” (Paragraph 3) vs. “It was hard and lonely,

and the words seldom just flowed.” (Paragraph 4)

●Advantage of such rhetoric technique: some knowledge of different and even

conflicting ideas helps one to gain greater thinking power and acquire a broader

vision.

3) The diversity of the writing methods in the second part is expressed by the parallel use of “some …” and “others …”

e.g. Some people write by day, others by night. Some people need silence, others turn on the radio. (Paragraph 18)

4) The transition paragraph from the specific examples to general discussion of the topic is Paragraph 17; The shift from the diversity to the commonality shared by all writers is realized with two words “But all” in the beginning of Paragraph 19.

泛读教程第一册 Unit 4 Food

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