3. Note: Both “the legalist” and “the moralist” should be kept singular in the whole paragraph.
4. Coherence means sticking together. A paragraph is coherent when the sentences are woven together or flow into each other. The reader then moves easily from one sentence to the next and reads the paragraph as an integrated unit, not a collection of separate sentences.
5. Note: The paragraph starts with a good topic sentence, supported by the second. Then, however, the writer begins to slide away from his subject. Sentences 3 and 4 might be allowed if they were subordinated, but 5 and 6 lose contact. In sentence 7 the writer tacitly acknowledges that he has wandered, throwing out a long transitional lifeline to haul the reader back to the subject. It is advisable to get rid of irrelevance and revise the paragraph like this:
College is very different from high school. The professors talk a great deal more and give longer homework assignments,which interfere with your social life. College examinations, too, are different. ...
EXERCISE NINETEEN
Ⅱ. The sentences can be arranged in the following order: 6-3-10-7-1-4-9-5-8-2
EXERCISE TWENTY
Ⅱ.
1. Topic sentence When fresh shrimp can be had, have it.
Step 1: choose size What size? Medium for reasons of economy and common sense. Huge shrimps are magnificently expensive while small ones come in such numbers per pound that shelling them becomes slave labor.
Step 2: choose quantity Buy two pounds of fresh shrimp and shell them.
Step 3: shell shrimp First, with a thumbnail pinch the tail shell hard crosswise （so the tail segments will come out intact）, then handle the headless animals like so many pea pods; split them lengthwise,save the contents, and throw the husks away.
Step 4:cooking directions Sauté the shrimp with three crushed garlic cloves in two-thirds of a stick of butter. When the shrimp turn pink, add a 12-ounce can of Italian tomatoes （which taste better than the fresh supermarket kind）, two bay leaves, a teaspoon of dried oregano, a half-cup of dry white wine, and the juice of a lemon. Simmer for ten minutes, sprinkle with chopped parsley and serve with rice.
2. On December 1, 1955, an attractive Negro seamstress, Mrs. Rosa Parks, boarded the Cleveland Avenue Bus in downtown Montgomery. She was returning home after her regular day's work in the Montgomery Fair — a leading department store.
Incident 1
Incident 2
Incident 3 Tired from long hours on her feet, Mrs. Parks sat down in the first seat behind the section reserved for whites. Not long after she took her seat, the bus operator ordered her, along with three other Negro passengers, to move back in order to accommodate boarding white passengers. By this time every seat in the bus was taken. This meant that if Mrs. Parks followed the driver's command she would have to stand while a white male passenger, who had just boarded the bus, would sit.The other three Negro passengers immediately complied with the driver's request. But Mrs. Parks quietly refused. The result was her arrest.
3. Classification Researchers note three frequent attitudes among mother of handicapped children.
Category 1: rejection The first attitude is reflected by those mothers who reject their child or are unable to accept the child as a handicapped person. Complex love-hate and acceptance-rejection relationships are found within this group. Rejected children not only have problems in adjusting to themselves and their disabilities, but they also have to contend with disturbed family relationships and emotional insecurity. Unfortunately, such children receive even less encouragement than the normal child and have to absorb more criticism of their behavior.
Category 2: overcompensation A second relationship involves mothers who overcompensate in their reactions to their child and the disorder. They tend to be unrealistic, rigid, and overprotective. Often, such parents try to compensate by being overzealous and giving continuous instruction and training in the hope of establishing superior ability.
Category 3: acceptance The third group consists of mothers who accept their children along with their disorders. These mothers have gained the ability to provide for the special needs of their handicapped children while continuing to live a normal life and tending to family and home as well as civic and social obligations. The child's chances are best with parents who have accepted both their child and the defects.
4. Topic sentence
Examples
Example The American colonists used a variety of goods in place of money. These goods included beaver pelts, grain, musket balls, and nails. Some colonists, especially in the tobacco-growing colonies of Maryland and Virginia, circulated receipts for tobacco stored in warehouses. Indian wampum, which consisted of beads made from shells, was mainly used for keeping records. But Indians and colonists also accepted it as money.
Topic sentence
Examples
Example of Spanish dollars The colonists also used any foreign coins they could get. English shillings, Spanish dollars, and French and Dutch coins all circulated in the colonies. Probably the most common coins were large silver Spanish dollars called pieces of eight. To make change, a person could chop the coin into eight pie-shaped pieces called bits. Two bits were worth a quarter of a dollar, four bits a half dollar, and so on. We still use the expression two bits to mean a quarter of a dollar.
5. Formal definition
Classification:
area of land, sea, or sky A map is a conventional picture of an area of land, sea, or sky.
Example: road map Perhaps the maps most widely used are the road maps given away by the oil companies. They show the cultural features such as states, towns, parks, and roads, especially paved roads. They show also natural features, such as rivers and lakes, and sometimes mountains.
Example: simple maps As simple maps, most automobile drivers have on various occasions used sketches drawn by service station men, or by friends, to show the best automobile route from one town to another.
Contrast: Chart — represents water； map — represents land
Contrast:chart — for navigation The distinction usually made between “maps” and “charts” is that a chart is a representation of an area consisting chiefly of water； a map represents an area that is predominantly land. It is easy to see how this distinction arose in the days when there was no navigation over land, but a truer distinction is that charts are specially designed for use in navigation, whether at sea or in the air.
Example: use of maps
Example: features of some maps
Comparison: features of early maps with modem maps Maps have been used since the earliest civilizations, and explorers find that they are used in rather simple civilizations at the present time by people who are accustomed to traveling. For example, Arctic explorers have obtained considerable help from maps of the coast lines showing settlements, drawn by Eskimo people. Occasionally maps show not only the roads, but pictures of other features. One of the earliest such maps dates from about 1400 B.C. It shows not only roads, but also lakes with fish, and a canal with crocodiles and a bridge over the canal. This is somewhat similar to the modern maps of a state which show for each large town some feature of interest or the chief products of that town.
EXERCISE TWENTY-ONE
Ⅳ. Topic sentence Like gravity and penicillin, Wheaties was discovered by accident.
Incident 1 In 1921, a health clinician named Minnenrode, in Minneapolis, was mixing up a batch of bran gruel for his patients when he spilled some on a hot stove. He heard it crackle and sizzle, and had a taste. Delicious, he thought.
Incident 2 He took his cooled gruel to the Washburn Crosby Company, which in 1928 would merge with three mills to become General Mills.
Incident 3 Favorably impressed, Washburn Grosby gave Minnenrode use of a laboratory. Alas, his flakes crumbled too easily and turned to dust in a box.
Incident 4 Exit Minnenrode, enter George Cormack, Washburn Crosby's head miller.
Incident 5 Cormack tested 36 varieties of wheat. He cracked them, he steamed them, he mixed them with syrup, he cooked them, he dried them, he rolled them.
Conclusion Finally he found the perfect flakes.
V. 1. This paragraph is a description consisting of details of location and appearance.
2. In this paragraph of description, simile and irony are used.
3. This paragraph by the novelist Thomas Wolfe draws a picture of idealized attractiveness in describing a modest home. The last sentence sums up the scene and constitutes a kind of direct statement of feeling, as do such modifiers as “neatly”, “clean”, “gay.” But on the whole it is the images that create the sense of middle-class fulfilment.
EXERCISE TWENTY-TWO
Ⅱ. When you come right down to it, there is no law that says you have to use big words when you write or talk.
There are lots of small words, and good ones, that can be made to say all the things you want to say, quite as well as the big ones. It may take a bit more time to find them at first. But it can be well worth it, for all of us know what they mean. Some small words, more than you might think, are rich with just the right feel, the right taste, as if made to help you say a thing the way it should be said.
Small words can be crisp, brief, terse — go to the point, like a knife. They have a charm all their own. They dance, twist, turn, sing. Like sparks in the night they light the way for the eyes of those who read. They are the grace notes of prose. You know what they say the way you know a day is bright and fair — at first sight. And you find, as you read, that you like the way they say it. Small words are gay. And they can catch large thoughts and hold them up for all to see, like rare stones in rings of gold, or joy in the eyes of a child.
Ⅲ. 1. F 2. T 3. T 4. F
Ⅳ. 1. Cooley, Thomas, The Norton Guide to Writing. New York: Norton, 1992.
2. Williams, J. M. Origin of the English Language: London: Macmillan, 1986.
3. Robins, A. and Steven Robins. Readings for Composition: A Writer's Anthology. Ed. New York: St. Martin's, 1992.
4. Kekes, John. “Understanding Evil.” American Philosophical Quarterly 25 （1988）: 13－24.
5. Machado, Antonio. Selected Poems. Trans. Alan S. Trueblood. Cambridge: Harvard UP, 1988.
6. Quirk, Randolph, et al., eds. A Grammar of Contemporary English. London: Longman, 1972.
7. Chomsky, N. Aspects of the Theory of Syntax. Cambridge, Mass: The MIT Press, 1970.
--- Barriers. Cambridge, Mass: MIT, 1986.
--- “Some Notes on Economy of Derivation and Representation.” Principles and Parameters in Comparative Grammar. R. Freidin. Ed. Cambridge, Mass: MIT, 1991, 417－454.
EXERCISE TWENTY-THREE
Ⅲ.
MEMORANDUM
TO: Department Heads
Directors of Nursing
Head Nurses
FROM: Linda Prater, R.N.
Director of Surgery/Emergency Nursing
DATE: December 4,2000
Susan Kern, R. N., is now Head Nurse over Emergency and Flight Help.
Janet Sims, R. N., has been appointed as Chief Flight Nurse （Assistant Head Nurse） of FlightHelp and will report to Susan.
Please join with me in congratulating Susan and Janet in their new positions.
LP: fm
Ⅳ.
RESUME
CATHI ANN CRABTREE
300 S. Frederick Street
Evansville, Indiana 47714
Phone: （812）477-5941
Objective Working as a mechanical engineer.
Education University of Evansville Evansville, Indiana
1992—1998 Bachelor of Science in Mechanical Engineering in May 1998.
Senior design project with Naval Weapons Support Center, Crane, Indiana;nominated for Most Outstanding 1998 Mechanical Engineering Senior Design Project Award; President's Scholarship recipient.
Employment Fine & Hatfield, Attorneys Evansville, Indiana
1992-Present Word Processor Operator: Lanier One-Step Word Processor； handled confidential information； assisted in training new word processor operators； trusted with securing of entire office building on a weekly basis （consists of possession of keys to main entrance and security alarm system）.
College Mini Baja competition participant;
Activities Society of Automotive Engineers, four-year member, Secretary sophomore year.
American Society of Mechanical Engineers, four-year member.
References Personal references available upon request.
Contact: Cathi Ann Crabtree at above address.
V.
1264 Washington Street, Apt.A
Evansville, IN 47715
November 9, 2006
Mr. John Burdette
Personnel Superintendent
SHW Industries Inc., Midwest Division
Denver, CO 80201
Dear Mr. Burdette:
Thank you for interviewing me at Southwestern University on Tuesday, November 4. I enjoyed talking with you and was impressed by the SHW video presentation.
During the interview, I mentioned that Research and Development at corporate headquarters would be my initial preference. However, I am very flexible and want to add that the small plant setting sounds appealing as well because I enjoy developing good working relationships with plant people. I have found through my co-op experience that because I care about their opinions and will listen to their ideas, I gain their respect.
In any case, SHW sounds like a company that works with its people so they are both productive and happy. I am confident that if and when employed by SHW, whether placed in a headquarters or plant setting, I will learn and be a productive, useful employee.
Thank you for interviewing me at the university. I hope to see you again.
Sincerely,
Alan Wolfinger
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