《大学思辨英语教程写作1》练习答案-unit 3 growth and maturity (2)

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《大学思辨英语教程写作1》练习答案-Unit 5 Dream and Faith

Unit5Dream and FaithPart I:Learning the SkillsActivity1:Match the themes with the following stories.A.The greatest kindness will not bind the ungrateful.B.Idleness brings want.C.Contentment with our lot is an element of happiness.D.Unity is strength.E.Fine feathers don’t make fine birds.Story1：CStory2:BStory3:AStory4:EStory5:DActivity2:Review the texts you have read in the previous units and figure out the theme(s)revealed in each text.Discuss with your partner how these themes are developed and revealed in the texts,and comment on the techniques that the authors use to develop the themes.Text Theme(s)How the theme(s)is(are)revealedCommentsThe Story of My Life(Chapter4)One could overcomea problem thatseems to beinsurmountable--Offered backgroundinformation about herself atthe beginning--Described the skillfulnessand patience of Ann Sullivan--the key moment of epiphany“The Diamond Necklace”Vanity and pride canbe expensiveA great contrast betweenwhat life is and what lifeMathilde fancies at thebeginningMathilde borrowed a necklaceand had a moment of herfancied life,Madame Loisel’s vanity causesher to want to live beyond hermeans and her pride thatprevents her from tellingMadame Forestiere the truth.“After Twenty Years”Justice is higher than friendship“The Selfish Giant”Sharing can bring joy “Too Soon aWoman”True courage is love“My Father sits in the Dark”The love of family members“The three Little Pigs(V1)One should try his best“The three Little Pigs(V2)Truth might take a turn when the narrator is different“A Day’s Wait”Courage isActivity3Read the poem“Sea-Fever”by John Masefield carefully.Write your answer to each question and then discuss your answer with your partner.1)What is the theme,or message that the author expresses in this poem?The simple things in life may be the best.2)What words are repeated to point out the theme?Without these words,do you think thatthe theme will be weakened or strengthened in the poem?Why?“all I ask”is used in all these stanzas to emphasize that what“I”want is easy to satisfy.Without these phrases,the effect will be weakened.3)What do you gain from this poem in terms of living a life?One can live a happy life without too many materials possessions.Activity4Read the following passage,and then complete the statements that follow.1)The phrase“not the brightest bulb in the lamp”in Para.1means he is not smart at all.2)After reading about Epaminondas’dealing with the cake,the butter and the puppy,your impression about him is he is quite simple-minded--not able to adapt with the change of specific circumstances.3)The theme of this folk tale is give unconditional love and accept the differences between people.Part II:Case AnalysisActivity5Read Text A and consider how the author develops the main theme of the story.Task1Understanding the textWork in groups or pairs and fill in the blanks with the missing information about how the author develops the main theme through a series of events and a twist with the last event.Soapy’Action Results Your Commentsthe1st event Dined luxuriously atsome expensiverestaurant.The head waiter kepthim from getting in.The snobbishwaiter judged himby his appearance.the2nd event Broke a shop windowand waited for thepolice to arrest him.The policeman didnot believe he did it.The policemantrusted only theirown judgment.the3rd event Asked the waiters tocall the police bytelling them he had nomoney for the dinnerhe just had at arestaurant.Two waiters pitchedhim out.He again failed.the4th event Accosted a youngwoman who wasnearby a police Rather than beingoffended,the womancame to him joyfully.The woman,probably aprostitute,is asocial problem.the5th event Started to yell andmake a noisy scene infront of a police.The policeman didnothing consideringhim as a universitystudent celebratingtheir victory ingames.The law wasenforceddifferentlytowards differentpeople.the6th event Stole a well-dressedman’s umbrella.It turned out the mantook the umbrellathat didn’t belong tohim in a restaurant.It is ironic that awell-dressed manstole an umbrella.the7th event Being touched bymusic from churchSoapy decided torestart.A policeman cameover and arrestedhim.The climax andending is quitedramatic.Task2Responding to the textWrite your answer to each question in full sentences.Then discuss your answers with your partner.1)Why did Soapy want to be arrested and what does that tell us about the theme of the story? Soapy wanted to have a“nicer”place for the coming winter.The living of the poor in that society seems quite hopeless and abnormal.2)What are the regular responsibilities of a policeman?How did the cop respond to Soapy’s several attempts to get arrested and how does that help to develop the theme of the story?A policeman’s regular responsibilities include order maintenance and misconduct prevention. By letting Soapy go several times despite his attempt to get arrested,it showed the police was not doing their job.It further prepared for the climax of the story and strengthened the theme.3)When Soapy was moved by the anthem music near the church and planned to start over,he was arrested.What is the significance of this event in further developing the theme?This is the climax of the story which made a sharp turn from what has happened in the previous events and makes the readers feel strongly about the absurdity of the society.4)Does the author convey his theme clearly in the text?How do you figure out the theme in the story?The author did not explicitly state the theme in the text.It was presented through the description of Soapy’s winter plans and what he had tried hard to achieve his purpose.5)What impact do you think the unexpected arrest would have on Soapy’s regained faith to “battle with his desperate fate”and“make a man of himself again”?It might ruin his plan to restart his life and probably he would lose his faith because of this event.Activity6Read Text B and consider how the author develops the main theme of the story.Task1Understanding the textWrite your answer to each question in full sentences.Then discuss your answers with your partner.1)Who is the protagonist and who is the antagonist in this story?The protagonist is a woman and the antagonist is a boy.2)What is the conflict mentioned at the beginning of the story?The boy tried to snatch her purse.3)What leads to the encounter between the protagonist and the antagonist?The boy wanted to buy a pair of shoes but couldn’t come up with the money needed.4)What did the woman decide to do after the first encounter with the boy?She dragged the boy to her home.5)Did the boy try to run away when he got a chance later?Why or why not?The boy did not try to run away when he got a chance at Mrs.Jone’s home because he got treated well by Mr.Jones.Task2Responding to the textThe dialogue plays an important role in the development of the theme of this story.Read the following dialogue excerpts and discuss with a partner how they demonstrate the theme in the story.The dialogue helps to develop the plot in which the theme is embedded.The first two dialogues introduced the first encounter of these two main characters as a background.Starting from the third dialogue,Mrs.Jones showed her concern for the boy by asking him to come along with her and wash his face.The following dialogues also revealed the kind heart of Mrs.Jones(not sending him to the jail and inviting the boy eat together with her).She also revealed that she made mistakes in the past but still warned that boy that he should not do illegal things in future. Task3Making a comparison between“The Cop and the Anthem”and“Thank You,M’am”Write your answer to each question in full sentences.Then discuss your answers with your partner.1)Are there any similarities between Soapy and Roger?Both Soapy and Roger were trying to do something bad to meet their own purposes.2)Are there any similarities between the policemen and Mrs.Luella Bates Washington Jones? Both the policemen and Mrs.Jones did what they thought they should do when dealing with Soapy and Roger respectively.3)What might happen if Soapy had met someone like Mrs.Luella Bates Washington Jones earlier in his life?Soapy might have become what he intended to become at the end of the story.4)What might happen if Roger had met a policeman as that in“The Cop and the Anthem”? Roger might be sent to prison and became someone like Soapy or even worse.5)What distinguishes Mrs.Luella Bates Washington Jones from the cops and what are the consequences of these differences?Mrs.Jones educated the boy in her own way and possibly prevented the boy from going astray in his future life.6)What are the respective viewpoints of the authors toward the disadvantaged(Soapy and Roger)and the powerful(the cops and Mrs.Luella Bates Washington Jones)in your opinion? How does that serve the theme of each story?The authors showed sympathy towards Soapy and Roger but in“The Cop and the Anthem”the author portrayed the cops as not doing what they were supposed to do while“Thank you Ma’m”offered a positive image of Mrs.Jones.The different treatment of the powerful makes these two stories developing towards different directions,each serving its own theme?????7)Do you think Mrs.Jones acted out of faith in the story?Why or why not?In what ways do you think a person of faith differs from a person without faith?Yes,she mentioned that she had done something wrong as a youth but she would not tell.Part III:Language StudyActivity7The following sentences are all from O.Henry’s works.Find out the figurative device(s)in each sentence and discuss the effect with your partner.There may be more than one answer.1)Hyperbole2)Metaphor3)Hyperbole4)Personification5)Metaphor6)Irony7)Personification8)Metaphor9)Understatement10)Personification11)Personification12)Simile13)Personification14)Metaphor15)PersonificationActivity8Read the following lines of poetry and find out the figurative device(s)in each excerpt. Excerpt1:simileExcerpt2:hyperboleExcerpt3:personificationExcerpt4:metaphorExcerpt5:personificationExcerpt6:metaphorExcerpt7:simileExcerpt8:personificationExcerpt9:metaphorActivity9Read the following two stories and underline the different parts.What makes the difference? Discuss your understanding with your partner.In these two excerpts,the difference lies in the figurative use of language.In the second excerpt, there were uses of onomatopoeia(Thunk,thunk)simile(soft pine needles covered the ground like a soft brown blanket;as anxious as a fish out of water),alliteration(twittered and tweeted), hyperbole(the sky-scraping branches of trees),and personification(made his heart dance).It creates images in the readers’mind.Activity10Read the following paragraph and then rewrite it using figurative language.1)Using Alliteration:Tanysha sat up late in her bedroom trying to study.Tanysha sat up late in her bedroom silently and studiously trying to study.2)Using Hyperbole:She was an all-A student…She was such a great student that anything less than a100++would send her sobbing from the room.3)Using Simile:…and tomorrow’s math test was an important one.Tomorrow’s math test was as important to Tanysha as a candidate’s final election speech is in the presidential election.4)Using Onomatopoeia:Lying back on her bed for a minute…With a squeak of bedsprings and the crunch of crumpled paper,Tanysha lay back on her bed for a minute.5)Using Metaphor:…Tanysha started daydreaming about going to college and becoming adoctor one day.She started daydreaming about going to the ivory tower learning to become a diseasefighter one day.。

《大学思辨英语教程写作1》练习答案-Unit 5 Dream and Faith

第三版新视野大学英语读写教程1课后答案1-8单元

Unite 11.选词填空1. Given the chance to show his ability, he regained confidence and began to succeed in school.2. It is so difficult to explore the bottom of the ocean because some parts are very deep.3. It was about 30 seconds before Alex emerged from the water; we were quite scared.4. We often assume that when other people do the same things as we do, they do them for the same reasons; but this assumption is not always reasonable.5. There is widespread concern that the rising unemployment may pose a threat to social stability.7. It is well known that China is a country with rich natural resources and a very big population.8. Some people believe that the earth can yield enough food to support at least twice its present population.9. Sam inherited the gift of imagination from his family, but he lacked the driving power to take action.10. A bee that has found honey is able to transmit to other bees the information they need in order to collect the honey.2.15选10attain赢得，获得，得到fascinating迷人的，吸引人fulfill履行，执行pursue追求，致力于available可获得的可利用的qualify使合适，合格raise提升，增加passion强烈的爱好，热爱virtually实际上classify分类归类acquire获得，取得，学到fashionable流行的especially特别的sample样品，标本prosperous繁荣的3.选词组open the door to 给···以机会in advance 预先，提前all at once 同时，一下子reap the benefits (of) 得享（某事物）的好处make the most of最大限度的利用某物over time逐渐地，慢慢地get by过活，活的去stand a chance (of)有（做成某事）的希望remind ... of 使某人想起take pleasure in乐于做某事1. My family got by on my father's unemployment benefit after he lost his job.2. Many subway riders read books or listen to music in order to make the most of their time on the way to work.3. In order to make sure he would be able to attend the meeting, I called him up two weeks in advance.5. In order to reap the benefits of the physical exercise, you have to exercise regularly, and for at least half an hour each time.6. They all tried to talk all at once , but I couldn't hear anything they said.7. Yellow flowers in the field always remind me of my childhood in the countryside.8. We have been practicing for so long and so hard that our team shouldstand a chance of winning the game.9. Research on genes will open the door to exciting new medical treatments.10. Every one of you has made a contribution and I take pleasure in acknowledging what each of you has done to make this academic convention such a success.4.汉译英孔子是中国历史上著名的思想家、教育家，是儒家学派（Confucianism）的创始人，被尊称为古代的"圣人"（sage）。

《大学思辨英语教程写作1》练习答案-Unit 4 Truth and Interpretation

Unit4Truth and InterpretationPart I:Learning the SkillsActivity1Review the texts you have read in the previous units.Discuss with your partner which point of view is employed in each text and whether you would have different feelings about these texts if different points of view were employed.Suggestions for instructors:Discuss with students how the point of view change leads to the differences in the narration.Activity2Read the following four excerpts and discuss with your partner which point of view is employed in each excerpt,whether the difference gives you different feelings toward the same event and how your response is influenced by how much the narrator knows and how objective the narrator is.Activity3Narrate an incident in your childhood(either real or made-up)from several points of view: first from your own point of view;next from the point of view of your family;finally from the point of view of a stranger who witnessed the incident.Evaluate which point of view is easier to write and which point of view tells the story best.Suggestions for instructors:Another option:Read the following examples and ask the students to work in groups and rewrite from a different point of view(first person point of view,for instance)and share their writing with other groups.Leslie sat in front of Paul.She had two long,brown pigtails that reached all the way down to her waist.Paul saw those pigtails,and a terrible urge came over him.He wanted to pull a pigtail. He wanted to wrap his fist around it,feel the hair between his fingers,and just yank.He thought it would be fun to tie the pigtails together,or better yet,tie them to her chair.But most of all,he just wanted to pull one.---Sideways Stories from Wayside School by Louis Sachar At the pizza place,Tony the baker was getting the pizzas ready for baking.He flattened out a ball of dough into a large pancake and tossed it in the air.He spread tomato sauce on it, sprinkled it with cheese,and shoved it in the oven.Then the telephone rang.“A fellow from the factory wants a large pizza delivered in a hurry,”Tony’s wife called.“OK,I’ll get my coat,”said Tony.---Curious George and the Pizza by Margret ReyPart II:Case AnalysisActivity4Read the above two versions of“The Three Little Pigs”and consider the differences it makes when the narrator is different.Task1Understanding the textComplete the following sentences based on your understanding of the texts.1)The point of view in the first version is third-person limited omniscient point of view.2)The wolf in the first version was described as big and bad.3)The third little pig in the first version was described as smart.4)The point of view in the second version is first-person point of view.5)The wolf in the second version was described as innocent.6)The third little pig in the second version was described as impolite.Task2Responding to the textWrite your answer to each question in full sentences.Then discuss your answers with your partner.1)What leads to the different characterization of the wolf in the two versions?The different characterization of the wolf was created through the different points of view. 2)Which characterization of the wolf do you think is more reliable and what leads to your conclusion?The first was more reliable because the second version was using the first-person point of view.3)How does the change of point of view change the development of the story?The change of point of view leads to quite different interpretation of the same event.Text B A Day’s WaitSuggestions for instructors:The whole story was written from the father’s point of view.The students may be asked to work in groups and retell the story orally with the boy being the narrator.Activity5Read Text B and think about the story’s point of view.Task1Understanding the textFind out the following elements of the text.Character(s):a little boy and his fatherSetting:the little boy had a feverPoint of view:first person point of viewPlot:The little boy who had a fever thought he would die because he confused Fahrenheit and Celsius. Theme:It shows how death lets things appear in a different way.Task2Responding to the textWrite your answer to each question in full sentences.Then discuss your answers with your partner.1)Do you think the narrator is well chosen in the text?Why or why not?2)Was there any misunderstanding between the boy and his father?If yes,please find out the evidence.When the boy told his father that“…I mean you don’t have to stay if it’s going to bother you,”his father thought he would like to be left alone while the little boy thought he would die.3)What are the clues showing that the boy was very worried?4)Text B is mainly composed of dialogue.But there are two paragraphs used to describe what the father saw and did(“It was a bright,cold day,the ground covered with…We flushed a covey of quail under a high clay bank with overhanging brush…”).What functions do these two paragraphs play in developing the story?5)What does the author try to reveal through the boy’s struggle with his fever?6)Suppose you were going to die in a week.How would you spend the last week of your life?To what extent would this change your view of life?Part III:Language StudyActivity6The following is an excerpt from“The Selfish Giant.”Read and discuss how the words and phrases create the image of a harsh winter.Then the Spring came,and all over the country there were little blossoms and little birds.Only in the garden of the Selfish Giant it was still winter.The birds did not_______to sing in it as there were no children,and the trees forgot to______.Once a beautiful flower put its head out from the grass,but when it saw the notice-board it was so sorry for the children that it______back into the ground again,and went off to sleep.The only people who were_____were the Snow and the Frost.“Spring has forgotten this garden,”they cried,“so we will live here all the year round.”The Snow______up the grass with her great white_______,and the Frost______all the trees_______.Then they invited the North Wind to stay with them,and he came.He was____in furs,and he_____all day about the garden,and blew the chimney-pots down.“This is a delightful spot,”he said,“we must ask the Hail on a visit.”So the Hail came.Every day for three hours he_____on the roof of the castle till he broke most of the slates,and then he ran round and round the garden as fast as he could go.He was dressed in grey,and his breath was like ice. Activity7Read the following excerpts and discuss with your partner how many kinds of tenses are used in each excerpt and what the functions of tenses in narrative writing are.Mary______(like)to look at her mother from a distance and she_______(think)her very pretty, but as she______(know)very little of her she could scarcely have been expected to love her or to miss her very much when she was gone.She did not miss her at all,in fact,and as she was a self-absorbed child she gave her entire thought to herself,as she had always done.If she had been older she would no doubt have been very anxious at being left alone in the world,but she________(be)very young,and as she had always been taken care of,she supposed she always would be.She_______(get)up very early in the morning and_____(work)hard in the garden and she______(be)tired and sleepy,so as soon as Martha________(bring)her supper and she_______(eat)it,she was glad to go to bed.As she laid her head on the pillow she murmured to herself:“I’ll go out before breakfast and work with Dick on and then afterward—I believe—I’ll go to see him.”She thought.Activity8Read the following passages and fill in each blank with the given verb in its appropriate tense.He1)remembered the books of poetry upon his shelves at home.He2)had bought them in his bachelor days and many an evening,as he3)sat in the little room off the hall,he4)had been tempted to take one down from the bookshelf and read out something to his wife.But shyness had always held him back;and so the books5)had remained on their shelves.At times he6) repeated lines to himself and this consoled him.The Secret Garden1)was what Mary called it when she2)was thinking of it.She liked the name, and she liked still more the feeling that when its beautiful old walls shut her in no one knew where she was.It3)seemed almost like being shut out of the world in some fairy place.The few books she4)had read and liked had been fairy-story books,and she had read of secret gardens in some of the stories.。

大学英语写作课程unit 3 语法和练习答案

PART III GRAMMARp-ing and -ed forms of verbsReference for the Classroom Activities1）That woman who is laughing is my mother.2）Finally they found the treasure that had been hidden.3）This is the place that is most frequently reported in the press.4）The boy who was enchanted stared at the screen, mouth wide open.Now, ask students to summarize the use of the -ing and -ed forms as modifiersSummary1.The –ing form of a verb is used when the action described by the verb continues to happen or when therelationship between the modified and the verb is active.2.The –ed form of a verb is used when the action is completed at the time another action occurs or when therelationship between the modified and the verb is passive.NounsReference for the Classroom Activities1）.development of career educators2）. readjustment of the flight timetable3）. money problems of high-school art education4）. country for family vacation5）. the study of the growth of childhood personalityNow, ask students to summarize the rules of using nouns as modifiers.SummaryNouns can be put ahead of another noun as its modifiers in English; but too many nouns clustered can cause ambiguity and misunderstanding. Very often the maximum of nouns as modifiers is two, though sometimes this number may be exceeded. So the guiding principle for noun modifiers is that they shouldn’t pose too much difficulty to the reader’s comprehension.AdverbsReference for the Classroom Activities1）drive breezily (modifying the verb)2）strangely beautiful(modifying the adjective)3）too slowly(modifying the adverb)4）Firstly,1et’s listen to Dr．Smith’s report on his latest research．(modifying the whole sentence)Now, ask students to summarize the rules of using adverbs as modifiersSummaryAn adverb can modify a verb, an adjective, another adverb, or even a whole sentence. It usually appears after the verb it modifies but before the adjective or the adverb. If it modifies the whole sentence, it can appear either at the beginning or at the end.Problems with modifiersReference for the Classroom Activities1．The problem with these phrases is the redundancy of modifiers．The modifiers are useless for they do nothing but repeat what the following nouns say．Useless modifiers can make your writing repetitious and wordy．2．a. The notice said nothing else．b. People other than visitors were not invited to see the exhibits．c. The visitors were invited to do nothing but see the exhibits on the third floor．D. There might be exhibits on other floors but the visitors were invited to see those the third floor. Now．ask students to summarize the problems with modifiers.Summary1.One problem is about useless modifiers. A useless modifier adds nothing to the meaning of the modifiedbut redundancy.2.Another problem is concerned with misplaced modifiers. Clear writing demands that modifiers be put asclose as possible to the word or phrase being modified.PART IV WRITINGNotices (I)This section mainly discusses short, informal notices, which are normally written in the form of notes. Above all, a notice should provide key information to the reader.Suggested answer to the questionThe notices are concise, including only the essential information. They are all written in the form of notes. Ask students to summarize what they have learned in this unitPART V FOLLOW-UP EXERCISES1.1）. When I was assigned a certain task, I did it to my best ability2）. Fog can cause blindness.3). Recently 1 joined a social club which raises money for the care of needy children, and we meet everyWednesday afternoon.4). An essay should be understandable to the reader.5). Many items are expensive at discount stores.6). Bears that have just come out of hibernation are usually hungry and dangerous7). The author should have shortened the story by half.8). The city's environmental surroundings are not the most comfortable9). I learned certain facts that I believe are vital to every freshman.2. 1). simmer: cook food gently at or just below boiling pointsauté: fry quickly in a little hot fatbake: cook by using direct heat in an oven2). Other verbs about cooking include roast, steam, braise, fry, deep-fry, boil, poach, scramble, grill,stew, curry, baste, barbecue.3. 1). For dinner we had barbecued steaks and sweet corn.2). Last week my brother John joined an insurance company.3). He is not a friendly and easy-going colleague.4). Our view of the sea at sunset was splendid / breathtaking.5). It was a fine day to play outdoors.6). What impressed me most about the city was the hustle and bustle in the streets4.. There are seize, hurl, choke, blind, leap, flee, etc5. 1). I admire Jenny's long black glossy hair so much.2). The fearless explorer finally landed at the South Pole.3). Fast driving on a smooth road can be great fun.4). John and I often wrote each other long e-mails full of jokes5). The pale skinny woman fainted suddenly.6. 1). I invited the visiting professor to the English Club.2). Shooting stars warn us of catastrophe.3). The deleted sentence was unnecessary.4). Stephanie tiptoed up the carpeted steps.5). The students attending the art school are highly active.6). The taped dollar bill split in half.7). Amy was the only winning contestant who was below 108). The freshly painted house shone in the sun.7, 1). indescribably 2). Dark 3). occasional 4). steadily5). surely, bad 6). terribly8. 1). At his mother's request, he agreed to wait at least a year before getting married.2). Half of the girls in town were in love with Ben, but he wanted to marry Christine only.3). John hopes that in the years to come he can be as successful as his father has been.4). The winner of the contest ate almost three dozen frankfurters.5). Debbie knew that chicken when fried always pleased Ed.6). Mary could not resist the temptation to whisper in her friend's ear about what she had seen.9. In organizing the activity, the teacher can ask students to discuss what they want to put in the notices first, and then to design the layout. The notices should be simple in language, clear in meaning and eye-catching.。

《大学思辨写作1》练习答案-Unit2EmpathyandJustice

Unit 2 Empathy and JusticePre-class exploration2. Look at the people around you. Select one of them and make a carefulobservation of this person such as his or her appearance, clothing, hairstyle, facialexpression and behavior (such as chewing gum or typing a text message). As youlook at the person, what general impression do you get? Do you like his or her lookor not? Does the person make you smile, chuckle, frown or feel annoyed? Then writedown your observations and discuss them with your partner. Suggestions for instructors:1The instructor can ask students to describe someone in class in detail and let the others guess who that person is.2The instructor can provide some pictures from newspapers or magazines so that the students can use those as discussion materials. Ask one group to describea certaincharacter in words and another group to draw the characterbased on the description.Part I: Learning the SkillsActivity 1 Beaver Goes ShoppingRead the following story and discuss with your partner the techniques used in developingthe character Beaver.What Beaver saysBeaver talked to different animals about what food to buy. He communicated with several animals about his food.What Beaver doesBeaver talked and acted and kept trying different food after listening to different people’s advice.What Beaver thinks and feelsHe felt sad ( unhappy) when he couldn’t find the food he wanted and happy when he got the carrots.Activity 2The following two passages are about two best friends, Deanna and Beverly. Read thetwo passages carefully and discuss with your partner the techniques the authors useto develop the characters in each passage. In Passage 2, highlight those sentences thatcan correspond tothe sentences ([1], [2], [3] and [4]) in Passage 1 and think about theimpact of these differences on readers’ impressions of the two characters.The technique here is whether using showing or telling in character development. While the first uses telling, the second mostly used showing with specific details and dialogues.Part II: Case AnalysisActivity 3Read Text A and consider how the author keeps moving the plot of the story forward. What techniques are employed to develop the characters?Task 1 Understanding the textCharacter(s):A policeman, the man waiting for his friend.Setting:Adimly-lightedstreet corner in New York at a chilly night.Plot:Beginning: A policeman was patrolling the street.Middle: The man who was waiting for his friend talked to the policeman.Ending: The man turned out to be a man wanted by the police.Point of view:Objective third point of view.Theme:Justice comes before friendship.Task 2 Responding to the textWrite your answer to each question in full sentences. Then discuss your answerswithyour partner.1)What had happened in the past 20 years to Jimmy and Bob?Jimmy became a policeman while Bob got rich by involving in criminal activities.2)What kind of person was Jimmy in the eyes of Bob? Could you imagine Bob’sfeeling while he was waiting for Jimmy?Jimmy was a nice and honest guy. He was excited and proud that he had been “successful”. 3)How did Jimmy deal with the awkward situation?He did not reveal his real identity.4)If you were Jimmy, how would you deal with the awkward situation?Answers may vary.Activity 4Read Text B and consider how the author presents the change of the Selfish Giant.What techniques are employed to develop the character Giant?Task 1 Understanding the textComplete the chronological outline of the text. Include the most important events in the story.1) Children liked to play in the Giant’s garden.2)One day the Giant came back and _put a sign up to keep the garden to himself__.3)Then the Giant had a long winterandspringnever came.4)One morning the Giant heard some lovely music and saw a most wonderful sight.5)Every afternoon, when school was over, the children came and played withthe Giant.6)Years went over, and the Giant grew very old and feeble.7)One winter morning he looked out of his window he found a tree covered with lovely white blossomsand underneath it stood the little boy he had loved.8)When the children ran in that afternoon, they found the Giant lying deadunder the tree, all covered with white blossoms.Task 2 Responding to the textWrite your answer to each question in full sentences. Then discuss your answers withyour partner.1)Why was the Giant unhappy to see the children playing in his garden when he cameback from his visit to his friend? Have you ever seen a similar phenomenon in your life?He thought the garden was his and he did not want to share it with others.2)How did the author present the Giant’s realization of his selfishness?Through a monologue “my own garden is my own garden” and his action of putting ano trespassing sign.3)What did the Giant gain by allowing the children to play in his garden?He gained happiness.4)What role did the little boy play in the development of the story?The little boy changed the selfish giant into a loving giant and as a symbolic figure(angel); he was very important.Part III: Language StudyActivity 5Read Text A and Text B and find more examples of concrete language and figurative language. Then discuss their functions with your partner.Activity 6The following sentences are developed from the sentence Sheila replied, “I don’t know where he is.”With different concrete details, Sheila becomes different kinds of person. Discuss with your partner your understanding of what kind of person Sheila is in each context.1)Sheila rolled her eyes and sighed loudly, then threw up her hands in exasperation and replied curtly, “I don’t know where he is.”Sheila was quick-tempered.2)Staring blankly out of the window, Sheila exhaled softly, closed her eyes for a moment and replied, “I don’t know where he is.”Sheila was gentle.3)Sheila stared at her mother, teary-eyed, shuddering with fear, and sobbingly replied, “I don’t know where he is.”Sheila was timid /fearful.4)Sheila continued to pass the items over the scanner, staring down at the counter, and without even looking at the customer, replied indifferently, “I don’t know where he is.”Sheila was impolite.Activities 7-8Suggestions for instructors:These two activities would help students to practice the characterization skills as well as characterization through concrete and/or figurative language.We suggest that the teacher could ask students to work on the two activities themselves first. If in class, the teacher could ask students to select one task from each activity and work in pair about 10 minutes. Then the teacher could ask students to share their work and arrange the whole class to appreciate their writing.More examples for Activity 8The old woman looked old and sad.A.When I came out of the train, I heard someone sobbing. I headed towards the direction whereby the sobbing came from. I spotted an old woman with wrinkled skin and silver hair. She had teeth that had yellowed with age. She also looked miserable and gloomy. The old woman was sitting in a humid corner whereby no one cared about her. As I went closer to her, I could see tears streaming down her face. I realized that she was hunched-back. I could tell from her appearance that she was a burden to her family.B.The frail-looking lady inched forward like she only had a limited space to move her feet. From a far distance, I could see her wrinkled skin and her teeth that had yellowed with age. She looked cheerless with sunken eyes and cheeks. Her sinewy hands looked like she had worked hard for many years. She looked really feeble and seemed like she could not even swat a fly without missing it. Her silvery hair was no longer bright and shiny, but instead it was dull. Her face was gloomy and her smile was gone. She hunched her back and took a couple of steps forward. She looked up in dismay and sighed.If time permits, the instructor can ask students to work in groups and list five ways to show that a person is sad, or angry or happy.For example:On entering the door I remembered the doll I had broken. I felt my way to the hearth and picked up the pieces. I tried vainly to put them together. Then my eyes filled with tears; for I realized what I had done, and for the first time I felt repentance and sorrow.—The Story of My LifeHe stopped, distracted, seeing that his wife was weeping. Two great tears ran slowly from the corners of her eyes toward the corners of her mouth.—The Diamond Necklace。

大学思辨英语教程精读1Unit 3教师用书

Unit 3 Verbaland Non-verbal CommunicationUnit overviewBoth Units 1 and 2 mention a key word “communication”.As Thomas Payne points out in Text B of Unit 2, most of us, linguists or non-linguists, have the common-sense notion that “the main purpose of human language is communication”. Thus to develop a deeper understanding of the nature and function of language, we need to take a close at human communication. This unit examines this topic from a cross-cultural perspective, illustrating the similarities and differences in verbal and non-verbal communication between different cultures, which lays a foundation for further exploration into the interface between language and culture in the following units.Text APeople in different communities demonstrate different perceptions and rules of both verbal and non-verbal communication. The way they interact is culturally relative in almost every aspect, including when to talk, what to say, pacing and pausing, listenership, intonation and prosody, formulaicity, indirectness, and coherence and cohesion.Text BSome non-verbal behaviors are practically universal and have the same meaning wherever you are ., smiling and facial expressions of anger, surprise, fear, sadness, and so on). But for cultural and historical reasons, there have also developed great differences and variations in such aspects as eye contact, touch, gestures, and territorial space, etc. Without an awareness of respect and accommodation for people from a different background, these differences are likely to cause misunderstandings in cross-cultural communication.The two texts supplement each other in that Text A illustrates cross-cultural differences in both verbal and non-verbal communication while Text B focuses on non-verbal behaviors and addressesbothdifferences and similarities.Teaching objectivesThis unit is designed to help students develop their reading skills, communicative competence, critical thinking, intercultural reflection and abilities of autonomous learning in the following aspects.Reading skills:Use context to understand a new wordIdentify cohesive devicesPredict the content of an upcoming sentence/paragraphCommunicative competence:Develop a coherent and cohesive oral/written discourseUse topic sentences, supporting sentences and concluding sentences in presentations/essaysCommunicate constructively in team workCritical thinking:Evaluate the strengths and weaknesses of personal experience as evidence in argumentationOrganize the arguments using an outlineNote and reflect on the differences between academic writing and everyday writingIntercultural reflectionIdentify similarities and differences in non-verbal communication across culturesBe aware of multiple levels of differences on which cross-cultural communication can falterInterpret communication behaviors from cultural and historical perspectivesTeaching strategiesNon-verbal communication and cross-cultural communication are both interesting topics in linguistics. The teacher can introduce the two texts by quoting anecdotes or relating to students’own experiences(question 5 in Preparatory work, p. 59). For students who lack experience of cross-cultural communication, the topic can be led in by discussions about inter-subcultural communication.Text A is a research articlefrom an academic journaland its structure and writing style are quite clear. It is recommended to draw students’ attention to the author’s logic ., ways of arguing) and use of evidence in class. If well-planned, all the questions in Preparatory Work and Critical reading can be dealt with in some detail in class. The teacher can follow all the questions in Understanding the text to check students’ comprehension of the text, while the tasks in Evaluation and exploration can be divided and assigned to groups. For example, in Making an outline (p. 62), the teacher can divide the students into three groups, each responsible for one topic.For classical works in intercultural communication, please refer to:Hall, Edward T. (1955). The Anthropology of American,192: 85-89. Hall, Edward T. (1959). The Silent Language. New York: Doubleday.For more updated information, please find the following journals:Cross-Cultural Communication published by Canadian Academy ofOriental and Occidental Culture (CAOOC)Across Languages and Cultures published by AkadémiaiKiadóLanguage and Intercultural Communication published byRoutledge Journals, Taylor & Francis Ltd.Preparatory work(1)Academic interests: gender and language, interactionalsociolinguistics, conversational interaction, cross-cultural communication, frames theory, conversational vs. literary discourse, and new media discourse.Main publications:You Just Don't Understand: Women and Men in Conversation. New York: Morrow, 1990.That's Not What I Meant!: How Conversational Style Makes or Breaks Relationships. NY: William Morrow, 1986.Gender and Discourse. NY & Oxford: Oxford University Press, 1994.Note: Outside the academic world Deborah Tannen is best known as the author of a number of books on the New York Times best seller and she is also a frequent guest on television and radio news and information shows.(2)Edward Sapir (1884–1939): an American anthropologist who is widely regarded as one of the most important figures in the early development of modern linguistics. His main interests are in the ways in which language and culture influence each other, the relation between linguistic differences, and differences in cultural world views. His most important contribution is what is known as the principle of linguistic relativity or the "Sapir-Whorf" hypothesis.John Joseph Gumperz(1922 –2013): an American linguist. His research interests include the languages of India, code-switching, and conversational interaction. Well-known for his contribution in interactional sociolinguistics and the "ethnography of communication", Gumperz’s research has benefitted such fields as sociolinguistics, discourse analysis, and linguistic anthropology.E. M. Forster (1879 –1970): an English novelist, short story writer, essayist and librettist. He is known best for his ironic and well-plotted novels examining class difference and hypocrisy in early 20th-century British society. He was nominated for the Nobel Prize in Literature in 13 different years.Robert Kaplan:An American applied linguist. His research area covers applied linguistics, discourse analysis, language policy, language planning, and ESL/EFL Teaching. He is most famous for his contribution in Contrastive Rhetoric, a term he first coined in 1966. Kaplan has authored or edited 32 books, more than 130 articles in scholarly journals and chapters in books, and more than 85 book reviews and other ephemeral pieces in various newsletters, as well as 9 special reports to the . government and to governments elsewhere.(3) is the systematic study of meaning dependent on language in use. Unlike semantics, which examines conventional meaning "coded" in a given language, pragmatics studies how the transmission of meaning depends not only on structural and linguistic knowledge ., grammar, lexicon, etc.) of the speaker and the hearer, but also on the context of the utterance, any pre-existing knowledge about those participants involved, the inferred intent of the speaker, and other factors. Central topics of p ragmatics include a speaker’s communicative intentions, the use of language that requires such intentions, context of use, the relation between the user of a linguistic form and the act of using the form, and the strategies an addressee employs to work out what the intentions and acts are.(4)Cohesion refers to the use of various phonological, grammatical, and/or lexical means to link sentences or utterances into a well-connected, larger linguistic unit such as a paragraph or a chapter. In other words, cohesion achieves well-connectedness by means of linguistic forms.Example: Mary is a secretary. She works in a law firm. Yan (2012)Coherence refers to the logical well-connectedness between different parts of a piece of spoken or written language, which distinguishes it from a random assemblage of sentences or utterances. Yan (2012)Formly incohesive discourse may be coherent through common se nse, cultural background, contextual information, imagination, logical assumption, etc.Husband: That’s the telephone.Wife: I’m in the bath.Husband: OK.(5)Pause is a temporary and brief break in the flow of speech, which is often classified into filled pause and unfilled or silent pause. The former is taken up or filled by a hesitation form like ah, er,and um. In contrast, the latter is not filled by a hesitation form. In other words, a silent pause is one where there is no vocalization.Critical readingI. Understanding the text(1) The main purpose of this article is to illustrate eight levels of cross-cultural differences in non-verbal aspects of communication.(2) We can understand the nature of language by observing it in communication and in contact with other systems of communication.(3) Pacing and pausing, listenership. In deciding when to talk and what to say, the speaker usually takes a conscious speech planning, yet in pacing and pausing and in showing listenership in a conversation, one does not need to stop and think for a decision.(4) Section starts with a direct thesis statement. Then the author explains it with an expert’s (Scollon) research findings and section the author raises a number of questions (in para 7, 9 and 11) and responds to them with relevant research findings (Goody’s as well as hers) and her own personal experience. Section is also organized in the order of “question-answer”. Section illustrates cross-cultural differences in listenership with two examples, gaze (paras 21 and 22) and loud responses (para 23), and then moves on to the conclusion (para 24). Section : example-discussion. Section : personal experience and a very brief interpretation. Section : the thesis (para 30 “how to be indirect is culturally relative”) and discussion about the cases of American-non-American differences (American men, women, Greek and Japanese). Section : definition and illustration.(5) The experience ina dinner party in paragraph 12 indicates that (1) people from different cultures not only differ in whether compliments should be accepted, rejected or deflected, but also in which compliments should be accepted/rejected/deflected; and (2) every culture has its own conventions about what to say on particular occasions, and without knowledge of these conventions, we can by no means appropriately interpret the messages in cross-cultural communication.In Para. 29, Tannenrefers to her first visit to Greece to exemplifythe cross-cultural difference in formulaicity, ., what is novel and what is conventional in different languages.(6)Generally speaking, the eight levels are arranged in the orderof importance, from the core of verbal communication to more peripheral factors. The first three levels and the fifth level belong to what is said while the last three center on how it is said. The fourth level, listenership, is the only level examined from the perspective of the hearer.(7)As has been illustrated in part II, verbal communicationinvolves many hidden rules and conventions that vary from culture to culture. Since every individual has his/her own unique experience, education background,and beliefs, etc., no two interactants would share exactly the same communicative rules and conventions. In this sense all communication is cross-cultural.Summary writingWays of communication are culturally diversified in almost every aspect, from what to say to how to say it. When to talk (and when not to) is culturally relative. People from one culture may find a particular silent moment unbearable while it is deemed appropriate in another to say also differs greatly across cultures. Many of us consider raising questions asa natural or even basic part of daily communication, but in some cultures questions are perceived imposing and hence rarely asked. A certain degree of indirectness in communication is universal in all languages, but how to be indirect varies from culture to culture. American men value “sticking to facts” while Japanese and Arab often insist on elaborate “small talks”. Cross-cultural differences can also be observed in the different ways of showing listenership, control of pace and pause, use of conventional and novel language, and variation of intonation. Even when peopleare asked to describe or write about the same thing, their organization of a discourse will very likely differ in ways of establishing coherence and cohesion as Kaplan illustrated.II. Evaluation and exploration1.Evaluating the text(1)Personal experiences and anecdotes help elucidate abstract anddifficult terms and add to the vividness of the text. Controlled use of personal experience may also shorten the distance between the author and the reader. But the overuse and misuse of personal stories can also damage the objectivity and credibility of the argumentation.(2)Beside personal experience, Tannen mentions a lot of academicresearches . in para 4, 7, 8, 10, 21, 23, 38 and 39), which all add weight to her arguments.(3)It is obviously not an exhaustive list. Cross-culturalcommunication can vary at many other levels, ., proxemics and turn taking in a multiparty context.2.Exploring beyond the text(1)Questions for exploration1)There are altogether 16 questions which help structure the textin part two and they are not equally important. The question in para 2, for example, is a global one that covers all the eight sections in the main body, while the question in para 20, “Nowhow many milliseconds shall I wait”, is just an example to illustrate why pacing and pausing is an automatic level.a. See above.b. The first question in para 7 is asked to introduce the topicof this section, what to say. It is a transition from section to section .c. This is a rhetorical question requiring no answer. It isasked simply to reinforce our conviction that questions are basic to the educational setting, which forms a sharp contrast with the case of Gonjans.2) In all the known languages there are strategies of makingindirect requests/apologies/invitations/, etc. In a strict sense, the use of language is an indirect means to achieve communicative ends. How to be indirect differs from culture to culture. For example, in English a request is often put forward as a question of ability (Can you pass me the salt).3) For example, introvert people may be more tolerant of silencein face-to-face verbal interaction while extroverts usually findsilence awkward and uncomfortable. This is primarily an interpersonal difference since in all cultures there are introvert and extrovert people.Gaze is another example. People with more aggressive personality usually hold longer and steadier gaze when they talk to others, while shy perpleare more likely to diverge in eye contact.Language enhancementI. Words and phrases1. Adverbs and prepositions(1) off; (2) out; (3) across; (4) away; (5) up; (6) between, for; (7) after; (8) out of, into; (9) off; (10) up; (11) out of2. Verbs(1) illustrate, vary, discussing, exemplifying, signaling, mean, say(2) vary(3) differ(4) illustrated(5) exemplifies(6) expounds(7) demonstrates(8) elucidate, interpret3.Words in contextOpen to discussion:To guess the meaning of a new word, one can first recognize its part of speech, analyze its word formation, identify its attitude if necessary, and then evaluate its meaning in the linguistic context. II. Sentences and discourse1.Paraphrasing(1)Athabaskan Indians consider that it is inappropriate to talk topeople they do not know. According to Scollon, this causes a strange effect when theAthabaskan Indians meet people from other cultures. The non-Athabaskans may want to make acquaintance with the Athabaskans by talking to them, but the Athabaskans will not talk to the non- Athabaskans before they become acquaintances. (2)Gonjans take it for granted that questions are always asked toachieve indirect functions, so they never ask questions for pure information.(3)The Americans usually take it for granted that in communicationpeople should be direct and say no more or less than needed, and that what people say is exactly what they mean. This is especially true in business and education and applies more to American men than to women.(4)No two people have just the same cultural background. Therefore,all communication is cross-cultural to someextent. In this sense, understanding cross-cultural communication can help us understand the nature of language and tackle problems in the world, especially those caused by and related to the use of language, .obstacles in foreign language teaching and learning.2.Translation(1)物理学家通过观察物质元素在不同环境中的表现及其与其他物质的相互作用来理解它们的本质。

《大学思辨英语教程写作1》练习答案-unit 4 truth and interpretation

《大学思辨英语教程写作1》练习答案-unit 4 truth and interpretation1、Unit 4 Truth and Interpretation Part I: Learning the Skills Activity 1 Review the texts you have read in the previous units. Discuss with your partner which point of view is employed in each text and whether you would have different feelings about these texts if different points of view were employed. Suggestions for instructors: Discuss with students how the point of view change leads to the differences in the narration. Activity 2 Read the following four excerpts and discuss with your partner 。

2、which point of view is employed in each excerpt, whether the difference gives you different feelings toward the same event and how your response is influenced by how much the narrator knows and how objective the narrator is. Activity 3 Narrate an incident in your childhood (either real or made-up) from several points of view: first from your own point of view; next from the point of view of your family; finally from the point of view of a stranger who witnessed the incident. Evaluate which point。

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大学思辨英语教程写作1练习答案 - Unit 3 Growth and Maturity一、词汇学习1. Command - Verb: to give an authoritative order. - Noun: an authoritative order.2. Accumulate - Verb: to gather or collect.3. Inevitable - Adjective: certain to happen; unavoidable.4. Rites - Noun: a religious or other solemn ceremony or act;a way of behaving or doing something that is customary.5. Entail - Verb: involve (something) as a necessary or inevitable part or consequence.二、短文改写原文： Growth and maturity entail several stages and experiences that shape who we become. It is inevitable that we encounter challenges and difficulties along the way. However, it is through overcoming these obstacles that we gain maturity and wisdom.改写： Becoming mature and growing up involve a series of stages and experiences that influence our personal development. It is unavoidable that we face various challengesand hardships throughout this process. Nevertheless, it is by successfully conquering these obstacles that we acquire wisdom and maturity.三、完形填空原文： Ad vertisements in today’s society often try to 1 the idea that people can purchase happiness. They try to 2 us that buying certain products will make us happier and more fulfilled. While it is true that having some material possessions can bring us temporary joy, true happiness and fulfillment come from 3 sources.Money is a 4 tool that can be used for good or for evil. It can provide us with security and opportunities, but it can also make us 5 and lead to dissatisfaction if we become too focused on accumulating wealth. We must remember that there are certain things that money cannot 6. It cannot buy love, friendship, or personal growth, which are all essential for true happiness.In order to truly be happy and fulfilled, we must 7 on developing meaningful relationships, pursuing our passions, and 8 to become the best version of ourselves. This requires self-reflection and self-improvement. 9 happiness comes from within and is not dependent on external factors such as possessions or wealth. It comes from living a life aligned with our values and finding fulfillment in the things that truly matter to us.It is 10 to sometimes be tempted by the notion that possessions can bring us happiness. However, it is important toremember that true happiness is not something that can be bought; it is something that comes from within.完形填空： 1. A. persuade 2. B. convince 3. D. inner 4. C. neutral 5. A. greedy 6. D. acquire 7. B. focus 8. A. striving 9. C. True 10. B. natural四、阅读理解1.原文： A 2016 study found that the average person spends nearly six hours a day on their phone. For many of us, our phone has become an extension of ourselves and a constant source of entertainment and distraction. However, what are the effects of this constant screen time on our mental health?One study conducted by researchers from the University of Pittsburgh found a correlation between increased social media use and feelings of depression and loneliness. The study followed over 1,700 adults and found that those who spent more time on social media platforms were more likely to report feelings of isolation and dissatisfaction with their lives.Another study published in the journal Computers in Human Behavior found that excessive smartphone use can lead to symptoms of addiction. Researchers surveyed over 300 college students and found that those who reported higher levels of dependence on their smartphones were more likely to experience symptoms of anxiety, depression, and loneliness.While smartphones and social media can provide us with a sense of connection and entertainment, it is important to bemindful of our usage. Excessive screen time can have negative effects on our mental health and well-being. It is essential to find a balance and engage in activities that promote our mental and emotional well-being.改写： According to a study conducted in 2016, the average person spends nearly six hours a day on their mobile phones. For many individuals, their phone has become an integral part of their lives, providing constant entertainment and distraction. However, what impact does this excessive screen time have on our mental health?Researchers from the University of Pittsburgh conducted a study that found a correlation between increased use of social media and feelings of loneliness and depression. The study, which involved over 1,700 adults, discovered that those who spent more time on social media platforms were more likely to feel isolated and dissatisfied with their lives.Another study published in the journal Computers in Human Behavior revealed that excessive use of smartphones can lead to symptoms of addiction. The study surveyed more than 300 college students and found that those who reported higher levels of smartphone dependency were more likely to experience symptoms of anxiety, depression, and loneliness.While smartphones and social media can offer a sense of connectivity and entertainment, it is crucial to be mindful of our usage. Spending excessive time on screens can have adverse effects on our mental health and overall well-being. Striking a balance and engaging in activities that promote our mental and emotional well-being is essential.2.原文： Growth and maturity involve taking responsibility for our actions and choices. As we grow older, we gain the autonomy to make decisions that shape our lives. This freedom comes with the need to take ownership of our actions and accept the consequences that result from them.Taking responsibility requires recognizing our role in the outcomes of our choices. It means acknowledging that the decisions we make have an impact on ourselves and those around us. By taking responsibility, we demonstrate our maturity and willingness to learn from our mistakes and grow as individuals.However, taking responsibility does not mean that we are entirely to blame for every negative outcome. It means understanding that we have the power to control how we respond to situations and make choices that align with our values and goals. It also means acknowledging that we have the ability to change and improve ourselves, even in challenging circumstances.Taking responsibility is a sign of personal growth and maturity. It allows us to demonstrate integrity, accountability, and resilience. By embracing responsibility, we develop a sense of ownership over our lives and take an active role in shaping our future.改写： Developing and maturing involves assuming responsibility for our actions and decisions. As we age, we obtain the independence to make choices that impact our lives. With this freedom comes the necessity to acknowledge the consequences that arise from our actions and accept them.Assuming responsibility entails understanding our involvement in the outcomes resulting from our decisions. It means recognizing that the choices we make have an influence on ourselves and those around us. By shouldering responsibility, we exhibit our maturity and willingness to learn from our errors and evolve as individuals.However, accepting responsibility does not imply that we bear full blame for every negative consequence. It means comprehending that we possess the power to control our responses to situations and make choices that are in line with our values and aspirations. It also means acknowledging our ability to adapt and better ourselves, even in the face of challenging circumstances.Taking responsibility signifies personal growth and maturity. It enables us to demonstrate integrity, accountability, and resilience. By embracing responsibility, we foster a sense of ownership over our lives and actively shape our own future.五、写作题目： Write an essay discussing the importance of personal growth and maturity in academic and professional settings.写作： In both academic and professional settings, personal growth and maturity play an indispensable role in our success and development. They not only shape our character but also determine our ability to handle challenges and make wise decisions.First and foremost, personal growth and maturity are fundamental for academic excellence. As students, we are constantly faced with the need to acquire new knowledge and skills. It is through personal growth that we can develop a thirst for learning, curiosity, and an open mind. By cultivating these qualities, we become more receptive to new ideas and perspectives, enhancing our ability to grasp complex concepts and apply them in academic endeavors.Furthermore, personal growth and maturity enable us to take responsibility for our academic progress. They teach us to prioritize our commitments, manage our time effectively, and persevere through obstacles. As we grow and mature, we recognize that success is not solely determined by intelligence but also by discipline and hard work. This self-discipline and work ethic become the driving forces behind our academic achievements.In addition to academic pursuits, personal growth and maturity are equally critical in professional settings. As professionals, we must navigate complex work environments, collaborate with diverse individuals, and handle challenging situations. Personal growth equips us with the necessary emotional intelligence and interpersonal skills to thrive in such environments.Moreover, personal growth encourages us to strive for continuous improvement in our professional lives. By being self-aware and open to feedback, we can identify areas for growth and actively seek opportunities for development. This may involve attending workshops, exploring new roles or responsibilities, or seeking guidance from mentors. Ultimately, personal growth and maturity enable us to adapt to evolving job demands and contribute meaningfully to our organizations.In conclusion, personal growth and maturity are essential components of success in academic and professional settings. They not only enhance our ability to acquire knowledge and overcome challenges, but also equip us with the skills necessary to excel in our chosen fields. By investing in our personal growth and embracing maturity, we position ourselves for an enriching and fulfilling academic and professional journey.。

《大学思辨英语教程写作1》练习答案-unit 3 growth and maturity (2)

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《大学思辨英语教程写作1》练习答案-Unit 5 Dream and Faith

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《大学思辨英语教程写作1》练习答案-unit 4 truth and interpretation

大学思辨英语教程精读1Unit 3教师用书