【正文】 ne Davidson1. d2. Anger has bee an increasingly mon problem in our society.3. “According to Carol Tavris, author of Anger: The Misunderstood Emotion, the keys to dealing with anger are mon sense and patience.”4. Effect: An epidemic of anger Three causes: Lack of time, technology, tension6. B7. 8. To begin with Technology is also Tension, the third major culprit9. D10. The first paragraph presents a story about a person with anger problems. The last paragraph shows how that story was successfully resolved. to Be Different?: by Camille Lewisc 2. a 3. D4. She lists a series of examples where the “empathizing” mindset is evident:femaledominated careers, female reading matter, and female relationships5. Brain anatomyWays of interacting with the worldWays of problem solving6. Lewis presents her essay point by point. The first point is about brain anatomy, thesecond is about interacting with the world, and the third is about problem solving.For each point, she discusses women and then men.7. 8. On the other hand (7) In contrast (9) But (11)9. d 10 a Answers for “Shame”—Dick Gregory ()Note: The numbers in parentheses refer to relevant paragraphs in the selection.Reading Comprehension Questions, 584585 1. A 2. D 3. b Answers a, c, and d are too narrow. 4. a Answers b, c, and d are too narrow. 5. c See Paragraph 6 6. True See Paragraph 23 7. a See Paragraph 5 8. B. The entire incident with the Community Chest Fund shows Richard’s pride 9. b Richard’s teacher ignores his problems and humiliates him in front of the entire class。 the reality is that alcohol can lead to great unhappiness. Suggested Answers for “College Lectures: Is Anybody Listening?” byDavid DanielsNote: The numbers in parentheses refer to relevant paragraphs in the selection.Reading Comprehension Questions, 683684 1. c 2. a 3. c Answers a, b and d are all too narrow, as each covers only a single point of the selection. 4. b Answers a, c, and d are too narrow. 5. d Paragraphs 5 and 7 6. a Paragraph 10 7. a Paragraph 10 8. a Paragraph 9 and 10 9. True Paragraphs 11 through 13 10. c Paragraph 13Structure and Technique, 6841. Daniels begins his essay with an anecdote about a former teacher of his. How does this introduction relate to his thesis?Answer:The anecdote is an extreme example of a college teacher who seemed unaware of whether his students were listening to him or not. The professor serves as a caricature of the type of teaching Daniels is criticizing.2. Does Daniels directly state his thesis? If so, where is it stated?Answer:Daniels states his thesis at the end of paragraph 4: “The time is long overdue for us to abandon the lecture system and turn to methods that really work.”3. In describing Mary’s classroom experience (paragraphs 5–7), Daniels provides numerous details. What are some of these details? How do they relate to the essay’s main idea?Answer:Some of the details provided include the huge class size, the lack of a roll call, the professor’s ancient notes, the lack of opportunity for student feedback, and the absence of quizzes. The details all contribute to the idea that lectureheavy classes do a poor job of involving the student in the subject and stimulating his or her thinking.4. Daniels’s essay is an argument against the lecture system of education. What argumentation techniques does he employ? (See pages 319–337 for information on argumentation.)Answer:Daniels uses four of the argumentation techniques explained in Chapter 16, “Argumentation,” pages 319–322:1) Point out mon ground. Daniels points out mon ground between him and schools that support lectures. In paragraph 8, he admits that many schools supplement lectures with discussion groups and that some classes, such as firstyear English, are relatively small.2) Acknowledge differing viewpoints. Daniels acknowledges (but does not support) viewpoints that differ from his. In paragraph 13, he states that administrators like lectures because they “can cram far more students into a lecture hall than into a discussion class.” He adds in the same paragraph that teachers and students find lectures easier because students can sit back and be passive and teachers can “engage in intellectual exhibitionism.”3) Grant the merits of differing viewpoints when appropriate. Daniels grants the merits of opposing views in paragraph 15, where he states that lectures are “economically necessary” and also because they “spring from a tradition in a setting that rightly values tradition for its own sake.”4) Rebut differing views. Daniels rebuts the support for lecture classes for first and secondyear students by stating the virtues of smaller classes, which are listed in paragraph 14: smaller classes force students to bee more active, students’ listening skills improve, professors do a better job, and tests demand analysis and synthesis instead of “empty memorization.” And while Daniels supports the tradition of lectures in paragraph 15, he immediately argues against their use in the first two years of college.Critical Reading and Discussion,6846851. Daniels states that “l(fā)istening intelligently is hard work” (paragraph 9) and “Active