Answer Key - Guide to Writing.pdf - Complete Guide - lulubulu

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Section 4 Guide to Writing 117

Exercise 25: /p/ as in p ast vs. /f/ as in f ast

A. 1. peel-peel S

2. copy-coffee D

3. pin-fin D

them with examples. However, there are numerous problems.

Much of the thesis statement is taken word for word from the

prompt; it should be re-stated. The response lacks solid sen-

tence development and contains many errors in spelling,

verb tense, and word usage that make it difficult to under-

stand the writer’s ideas.

Response 2 Score: _5_

The writer of this essay acknowledges that there are two sides

to the debate on space research, then takes a clear position in

support of it. The writer combines clear sentence structure,

proper use of grammar and upper-level vocabulary, and

numerous examples to support his/her position. The essay

shows that the writer is informed about the topic and clearly

indicates specific benefits of space research and technology.

In addition, the essay is very well organized and coherent.

Response 3 Score: _4_

The writer understands the assignment and addresses the

topic. The response is generally well organized and offers

some examples that support the position taken, but some-

times the connections are difficult to follow. There is overall

unity and coherence. However, the essay contains mistakes in

spelling, punctuation, and grammar. The writer also some-

times chooses inappropriate words and uses words from

his/her native language. These errors are distracting but do

not obscure the writer’s ideas.

Integrated Writing Preview Test

Responses for this task will vary, but should include most of

the following information:

The main topic of both the talk and the passage is research

performed on animals. The author of the reading passage

supports it because it reduces human suffering, while the

speaker finds it unethical and opposes it.

The author says that it is possible to experiment on ani-

mals without being cruel, and that researchers should always

make an effort to be humane to animals, using anesthesia

and keeping them in clean conditions. The lecturer claims

that, in reality, animals are not treated well in research labo-

ratories. They are not adequately anesthetized, and they are

sometimes abused.

According to the author, because animals such as chim-

panzees are genetically close to humans, there are no real

substitutes for animal testing. The lecturer denies this, saying

that today there are many ways to avoid animal testing. These

include the use of human tissue samples and computer

simulations.

The author says that animal testing has been useful again

and again throughout history. Some important discoveries,

such as Pasteur’s germ theory and the invention of penicillin,

occurred because of testing on animals. The lecturer says

that many of the drugs that were discovered using animal

testing may have been discovered by other means. She also

says that some drugs might not have been developed at all if

they had first been tested on animals. For example, if the

drug morphine, which kills pain in humans, had first been

tested on cats, it might not have been developed because it

stimulates cats.

The author concludes by saying that it is not moral to put

the lives of humans in danger when non-humans can be

used. On the other hand, the lecturer believes that animals

cannot give their consent to be experimented upon, so exper-

imentation on animals is unethical.

4. fact-fact S

B. 1. fact 5. feels fine

2. pace 6. pile

3. past 7. fad

4. copy 8. fears

Exercise 26: / ∫ / as in wa sh vs. /t ∫ / as in wat ch

A. 1. shop-chop D 2. shoes-choose D

3. wish-wish S 4. much-much S

B. 1. shopping 6. chip

2. wash 7. leashes

3. catch 8. shin

4. chose 9. much room

5. share 10. witches

Exercise 27: /v/ as in v erse vs. /w/ as in w orse

A. 1. worse-worse S

2. vial-vial S

3. vest-west D

4. very-wary D

B. 1. vine

4. west

2. verse

5. Vinnie

3. in a while

Exercise 28: /l/ as in l ight vs. /r/ as in r ight

A. 1. late-late S

2. rate-rate S

3. long-wrong D

4. collect-correct D

B. 1. correcting 5. rooms

2. right/wrong 6. clock

3. locks 7. free

4. clouds 8. fry

Exercise 29: / ɵ / as in th in vs. /s/ in sin, /f/ in fin, and

/t/ in tin

A. 1. think-sink D 2. math-math S 3. tree-tree S

4. both–boat D 5. thought-thought S

B. 1. sink 6. thanks

2. fought 7. boot

3. pass 8. team

4. three 9. thick

5. math 10. free

Exercise 30: / i y / as in heat vs. / I / as in hit

A. 1. seen-seen S

2. leave-live D

3. still-still S

4. feel-fill D

B. 1. chip

4. heaters

2. fill

5. ship

3. leave

Exercise 31: /e y / as in late vs. /

/ as in let

A. 1. wait-wet D

2. late-let D

3. men-men S

4. date-debt D

B. 1. debts

4. taste test

2. pepper

5. lace

3. pen

Section 4: Guide to Writing

The Integrated Writing Task

Exercise: Scoring the Response

Response 1 Score: _2_

This essay has three paragraphs: the opening/thesis para-

graph, the body with some supporting ideas, and the conclu-

sion. The writer attempts to follow writing guidelines and

makes an effort to organize his/her thoughts and support

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118 Section 4 Guide to Writing

Lesson 21: Taking Notes and Planning the

Integrated Response

Exercise 21.1

Notes will vary. The following are given as samples.

Task 2

Passage Notes

Sci Fi is FICTION: intel. life only on Earth?

1,000’s of stars, but most stars very different from ours too

hot, too big, etc.

& even stars w/ planets unlikely to have planets w/ conditions

like Earth

maybe too close to star, too far away. etc. unlikely to have just

enough H 2 O, right atmos., etc.

even if life, is it intel. life?

if other intel. life, why not heard from?

No response to TV/radio signals

Lecture Notes

Humans like fish in little lake: not think other lakes or fish in

world

400 billions stars in galx if 1 in 1,000 has planets that support

life, then there are 400 million of them

Life devel’d on Earth in unfavorable places

Intelligent life? Carl Sagan, “smart is better” theory intel. helps

species survive

If 1 in a 1,000 worlds w/ life have intel life, then there are

400,000 intel species in our galx

Why not heard from? Maybe not have same interests, techno.

Humans self-centered if not admit possibil of intel life—like those

fish in lake

Task 3

Passage Notes

Gen Australian elect of ’22: only 59% of Aus citizens voted

’24: law make voting in Aus mandatory

Today 94% of Aus. vote, tho penalties not severe

Also mandatory: Belg Argent. Greece, etc

(20% of all democs)

In countries w/out mandatory voting (e.g., US, UK) only abt

60% vote (

deserts

no food for mammoths

3. Disease: brght by humans from Old World maybe by lice,

fleas?

mammoths had no resistance (Ross McPhee)

Lecture Notes

Probs. w/ all 3 theories

1. Mammoths were big, strong, had tusks thick skin & fat hard to

kill

Why wld humans hunt mammoths when smaller anim. around?

Clovis people few in #, scattered cld only have eaten 10% of

mammoths they killed

2. NO sign of infect. in mammoth remains

3. Mammoths endured more severe climate changes, why did this

climate change kill them all? And Afric, Ind. elephants survived

Maybe 1 theory right . . . maybe combin. of factors . . . but maybe

unknown cause

Task 5

Passage Notes

In ’65, Pres. Johnson: “Art precious heritage . . . thru art, reveal to

ourselves & others inner vision which guides us as nation.”

But . . . more and more diff. for artists to support selves esp.

experiment. artists

In Eur. gov’t support for art In U.S. priv + gov’t support

However, gov’t support stable or drop

In past, great artist supported by patrons

e.g., da Vinci Tchaikovsky

Today few pple contrib to indiv artists but artists need $ takes

time to make art Need gov’t grants

Good invest

Study by Ga. Intitu of Tech: $3 billion invested in art

➝

≈

Aus in ’22)

➝

$134 bil.

Why mandatory?

Thom. Jefferson: gov’t gets author. from consent of

goverened . . .

If not vote, not give active consent

Mandat. voting ? mandatory taxation: gov’t depends on taxes

gov’t depend on votes

econ reven

$24 bil. taxes

Lecture Notes

Spkr an artist himself but NOT agree w/ gov’t support of indiv

artists

Compare to plumbers; plumbers useful, but no gov’t support for

plumbers, e.g.

Not fair to treat plumbers, artists different

Great artists before gov’t grants sold art on mrktplace

Wht abt unpop artists?

Produce what want. if can’t sell, can get jobs e.g., commerc.

artists

Lecture Notes

Voter turn-out low in US, UK

discus. of mandat. voting

True, voting high in Aus, but better to have people who vote well

than big turn-out

If voting not mandatory, those who DO vote are well moti-

vated, well informed

NOT like taxes: if few people pay taxes, gov’t can’t operate

if few people vote, no real effect

If not vote, not give consent BUT are exercising freedm to NOT

vote

➝

art teachrs

In past, artists had PRIVATE sponsors, not gov’t

Spkr objts to giving pub $ to one spec grp

Some artists have corp sponsors; spkr wld not take corp $, but

doesn’t object to that

Spending $ on arts organizations like ballet may be good invest., but

not on indiv. artists

Some programs to help artists waste $

e.g., program in Fr: spec. insur. to help artists

perhaps not agree w/ any candid.

perhaps feel polit process not offer anything

Because you have right to do something doesn’t mean you have

oblig (e.g. open own business)

Task 4

Passage Notes

11,000 yrs ago, end of Ice Age, conditions good for mammoths

plentiful food, strong herds, favorable climate BUT

in short time all extinct Why?

3 theories:

1. “man vs. mammoth” (Paul Martin) Clovis people hunted them

to extinction w/dogs, shrp spears

2. Climate: cold, damp, unchanging climate changed to warm,

dry climate

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Section 4 Guide to Writing 119

everyone connected w/ arts applied, even pple who cut

actors’ hair

program had $1 billion euro deficit

Invstmnts in arts NOT always good

Key Point 3+ supporting information from the passage:

If other intel life, why not heard from?

broadcast radio/TV into space many yrs—why no response?

Key Point 3 + supporting information from the lecture:

Maybe other forms of life not same interests, techno.

Conclusion (if any)

Passage:

No one in space to listen.

Lecture:

Humans self-centered: we ARE like those fish who don’t realize

there are other lakes & other fish.

Outline for Task 3

Main topic:

Mandatory voting

Main idea of the passage:

Mandatory voting a good thing

Main idea of the lecture:

Voter turn-out low in US, UK

overwght

Studies show what physch’ists already know: TV harmful, shld be

lmtd or elim. from chldrn’s lives

Lecture Notes

Spkr not fan of TV, esp. commerc. TV BUT . . . not agree with arti-

cle . . . or auth’s asses. of study

Difficult to ban TV for kids . . . just go neighbors’ hse

Spkr: study mentioned in article says kids 6-7 get lower test scores if

watch 3 + hrs/day BUT kids 3-5 who aver 3 + hrs/day score HIGHER

on rdg recog. tests than kids who don’t

Important to limt time: For All kids for chldrn >2, NO TV

children 2 + , 2hrs. a day (leaves time for play

and study)

Younger kids, edu. TV, little entertainment TV

Public TV: no commercials

Physical fitness a prob, but not all TV’s fault:

If limit to > 2 hrs daily, time for physic. activites

Teach kids abt nutrition

TV not purely good, purely bad

Exercise 21.2

Notes will vary. The following are given as examples.

Outline for Task 2

Main topic:

Is there intel. life on other planets?

Main idea of the passage:

Sci Fi about UFO’s coming Earth, or Earth astron. encountering

aliens, but these stories are FICTION: universe a lonely place

Main idea of the lecture:

Humans like fish in little lake: not think other lakes or fish in

world

Key Point 1 + supporting information from the passage:

1,000’s of stars, but most stars very diff. from ours too hot, too

big, etc.

Key Point 1+ supporting information from the lecture:

400 billion stars in galx if 1 in a 1,000 has planets that support

life, then 400 million of them

Key Point 2 + supporting information from the passage:

even if life, is it intell. life?

Key Point 2 + supporting information from the lecture:

If 1 in a 1,000 worlds w/ life have intel life, then there are

400,000 intel species in our galx

Life on earth devel’d in unfvorable palces

Carl Sagan, “smart is better” theory intel. helps species survive

discus. of mandat. voting

But people should not be required to vote.

Key Point 1 + supporting information from the passage:

Gen Australian elect of ’22: only 59% of Aus citizens voted

’24: law made voting in Aus mandat.

Today 94% of Aus. vote, tho penalties not severe

Also mandatory: Belg Argent. Greece, etc

(20% of all democs)

In countries w/out mandat voting (eg, US, UK) only abt 60% vote

(

➝

Aus in ’22)

Key Point 1 + supporting information from the lecture:

True, voting high in Aus, but better to have people who vote well

than big turn-out

If voting not mandat those who DO vote are well motiv’d,

well informed

Key Point 2 + supporting information from the passage:

Why mandat?

Thom. Jeffferson: gov’t gets author. from consent of

goverened

If not vote, not give active consent

Key Point 2 + supporting information from the lecture:

If not vote, not give consent BUT are exercising freedm NOT to

vote

Key Point 3 + supporting information from the passage:

Mandat. voting

mandatory taxation: gov’t depends on taxes

gov’t depend on votes

Key Point 3 + supporting information from the lecture:

NOT like taxes: if few people pay taxes, gov’t can’t operate

if few people vote, no real effect

Conclusion (if any)

Passage: No conclusion.

Lecture:

Because you have right to do something doesn’t mean have oblig

(eg. open own business)

Outline for Task 4

Main topic:

Reasons for extinct. of mammoths

Main idea of the passage:

At end of Ice Age, conditions good for mammoths

plentiful food, strong herds, favorable climate BUT

in short time all extinct Why? 3 poss. reasons

Main idea of the lecture:

Probs with all 3 theories.

Key Point 1 + supporting information from the passage:

1. “man vs. mammoth” (Paul Martin) Clovis people hunted them

to extinction w/dogs, shrp spears

≈

Task 6

Passage Notes

2005 Study: neg. effects of TV outweigh pos. effects

rschrs analyzed stand. test results & TV habits of 1700 chldrn

childrn 6-7 who watched 3 + hrs of TV/day score sig lower on

rdg,

shrt- term mem. tests

Another study: chldrn spend more time watching TV doing any-

thing but sleeping

> time watching TV than in school!

Replace activ. parents value more: e.g., studying, rdg, sports

Chldrn watching TV inactive, eat snacks ads for inapprop

foods

➝

≈

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120 Section 4 Guide to Writing

Key Point 1 + supporting information from the lecture:

Mammoths were big, strong, had tusks thick skin & fat hard to

kill

e.g., program in France: spec. insurance to help artists

everyone connected with arts appled, even pple who

cut actors’ hair

program had $1 billion euro deficit

Invstmnts in arts NOT always good

Conclusion (if any)

Passage: No conclusion.

Lecture: No conclusion.

Outline for Task 6

Main topic:

Does TV have neg or pos effect on chldrn?

Main idea of the passage:

2005 Study, neg effects of TV outweigh pos. effects

Main idea of the lecture:

Spkr not fan of TV, esp. commerc. TV BUT . . . not agree with arti-

cle or auth’s asses. of study . . .

Difficult to ban TV for kids . . . just go to neighbors’ hses

Key Point 1 + supporting information from the passage:

Rschrs analyzed stand. test results & TV habits of 1700 chldrn

childrn 6–7 who watched 3 + hrs of TV/day score sig lower on

rdg, & shrt- term mem tests

Key Point 1 + supporting information from the lecture:

Spkr: study mentioned in article says kids 6-7 get lower test scores

BUT kids 3–5 who watch a lot of TV scored HIGHER on rdg tests

than kids who didn’t

Key Point 2 + supporting information from the passage:

Another study: chldrn spend more time watching TV than doing

anything but sleeping

> time watching TV than in school!

Replace activ. parents value more: e.g., studying, rdg, sports

Key Point 2 + supporting information from the lecture:

Important to limit time: For All kids or chldrn > 2, NO TV

childrn 2 + , 2hrs. a day (leaves time

for play and study)

Younger kids, edu. TV, little entertainment TV

Public TV: no commercials

Key Point 3 + supporting information from the passage:

Chldrn watching TV inactive, eat snacks ads for inapprop

foods

deserts

no food for mammoths

Key Point 2 + supporting information from the lecture:

Mammoths endured more severe climate changes, why did this cli-

mate change kill them all? And Afric, Ind. elephants survived

Key Point 3 + supporting information from the passage:

Disease: brght by humans from Old World maybe by lice, fleas?

(Ross McPhee)

mammoths had no resistance

Key Point 3 + supporting information from the lecture:

NO sign of infect. in mammoth remains

Conclusion (if any)

Passage: No conclusion.

Lecture:

Maybe 1 theory right . . . maybe combin. of factors . . . but maybe

unknown cause

Outline for Task 5

Main topic:

Gov’t support for artists

Main idea of the passage:

In ’65, Pres. Johnson: “Art precious heritage . . . thru art, reveal to

ourselves & others inner vision which guides us as nation.”

Main idea of the lecture:

Spkr an artist himself but NOT agree w/ gov’t support for indiv

artists

Key Point 1+ supporting information from the passage:

But . . . more and more diffic. for artists to support selves esp

experiment. artists

In Eur. gov’t support for art In U.S. priv + gov’t support

However, gov’t support stable or drop in U.S.

Key Point 1 + supporting information from the lecture:

Compare to plumbers; plumbers useful, but no gov’t support for

plumbers, e.g.

Not fair to treat plumbers, artists different

Great U.S. artists before gov’t grants sold art on mrktplace

Key Point 2 + supporting information from the passage:

In past, great artists supported by patrons

e.g., da Vinci Tchaikovsky

Today few pple contrib to indiv artists but artists need $ takes

time to make art Need gov’t grants

Key Point 2 + supporting information from the lecture:

In past, artists had PRIVATE sponsors, not gov’t

Spkr objts to giving pub $ to one spec grp

Some artists have corp sponsors; spkr wld not, accept but

doesn’t object to that

Key Point 3 + supporting information from the passage:

Good invest

Study by Ga. Intitu of Tech: $3 billion invested in art

overwght

Key Point 3 + supporting information from the lecture:

Physical fitness a prob, but not all TV’s fault: If limit to > 2 hrs daily,

time for physic. activities Teach kids abt nutrition

Conclusion (if any)

Passage:

Studies show what physch’ists already know: TV harmful, shld be

lmtd or elimin from chldrn’s lives

Lecture:

TV not pure good or evil: depends on how used

➝

$134 bil

Lesson 22: Summarizing, Paraphrasing, Citing,

and Synthesizing for the Integrated Writing

Response

Exercise 22.1

Notes and summaries/paraphrases will vary. The following

are given as examples.

Task 2

Notes on the Passage

common systems: parlia. & presid.

Parlia: power concent. in elect assembly

econ reven $24 bil taxes

Key Point 3 + supporting information from the lecture:

Spending $ on arts organiz’s such as ballet companies may be good

invest., but not $ spent on indiv. artists

Some programs to help artists waste $

Why wld humans hunt mammoths when smaller anim. around?

Clovis people few in #, scattered cld only have eaten 10% of

mammoths they supposedly killed

Key Point 2 + supporting information from the passage:

Climate: cold, damp, unchanging changed to warm, dry

climate

➝

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Section 4 Guide to Writing 121

no separ. exec

P.M. member of parlia & must meet w/ assemb. regularly

Summary/Paraphrase of the Passage

The parliamentary system and the presidential system are two sys-

tems of governing democracies. In the parliamentary system, the

elected assembly (the parliament) has most of the power. There is

no separate executive branch. The prime minister and the other

ministers—the cabinet, in other words—are members of the

assembly, and must often meet with parliament.

Notes on the Lecture

Presid. sys. (US) vs. parlia sys (UK)

Presid. sys: strict separ. of powers

exec, legis, judic—indep

Chief exec = president & cabinet NOT part of

assembly

Summary/Paraphrase of the Lecture

The presidential system is the one used in the United States, while

the parliamentary system is used in the U.K. The head executive,

called the president, and the president ’s cabinet are NOT part of

the elected assembly. They are part of a separate branch of gov-

ernment.

Task 3

Notes on the Passage

Abt. 6,000 langs. spoken but many by increasingly small # people

Abt 1 ⁄ 2 endang’d

Cause: rise of Eng. as global lang

Int ’l entertain. e.g. movies, TV, music

Technology, esp. IT e.g. 75% of all websites

Eng = “killer lang,” forcing out smaller langs

Summary/Paraphrase of the Passage

Today, about 6,000 languages are spoken around the world. Many

of these languages, however, are spoken by fewer and fewer peo-

ple. Around 50% of all the world’s languages are considered

endangered. One main reason for this is that the global language

English is killing off other languages. Increasingly, English is the

language of entertainment, such as movies, television, and music.

It is the language of technology, especially of computer technol-

ogy. Around 75% of all Web sites on the Internet, for example, are

in English. English is a “killer language” that is replacing smaller

languages.

Notes on the Lecture

True that lang are disap. Tragedy

But . . . not fair to put all blame on Eng also blame regional

languages

As a region lang, Eng has hurt lang in Brit Isles, N Amer, Aus,

etc.

But so have other regional lang

1992 study: Hindi (NOT Eng) replace languages in

India

Task 4

Notes on the Passage

Accord. environ’ists: need to

↓

depend on fossil fuel,

use renew

energy.

wind power a promising method no air pollut, toxic or

radioact. wastes

BUT: can’t claim no environ. damage some wind farms

harm birds

Worst: California wind farm called Altamont Pass

5,000 birds/yr gold eagles, red-tailed hawks, etc.

No more wind-farms until we can protect birds

Summary/Paraphrase of the Passage

In the opinion of most environmentalists, we must decrease our

reliance on fossil fuels and increase our use of renewable energy.

Wind energy is a good source of energy since it causes no pollution

or dangerous wastes. However, this does not mean that wind farms

are completely safe. Some of them kill birds. One example is the

enormous wind farm at Altamont Pass, California. Here, over 5,000

birds a year die as a result of the spinning blades of the wind

turbines. This includes some rare predatory birds such as golden

eagles and red-tailed hawks. Until wind-generated power is safe for

birds, no more wind farms should be constructed.

Notes on the Lecture

Article correct: wind power is danger at Altamont Pass chosen

because constant wind

Engin. didn’t realize was a migration rt.

BUT Altamont site an exception

In Denmk, wind ener generates large % of power

Danish study: wind farm killed only few birds a yr less

than aver housecat

Shld make sure wind farms not in place that

endangers birds

Altamont site needs protection for birds or relo-

cated

NOT stop building wind farms: better than fos fuels, nuclear

Summary/Paraphrase of the Lecture

The author is correct in saying that the wind farm at

Altamont Pass poses a danger to birds. This site was chosen

because of the strong winds that blow through the pass,

and engineers didn’t know that they were building the

wind farm on a migratory route. But Altamont Pass is very

unusual. Other wind farms have not experienced the same

problem with birds. In Denmark, where a great deal of

energy is generated by wind, a study was done that

showed only a few birds per year were killed by wind

farms. This is fewer than the average housecat kills. The

Altamont Pass wind farm needs to protect birds or to be

relocated, but we should not stop building wind farms

because the wind is such a clean, safe source of power. In

fact, we should build more.

Task 5

Notes on the Passage

Ltrs to ed of campus paper: from astron’ers: upset because cam-

pus, streets too well lit

difficult to see stars, do experimts

However, profs of crimonolgy say good lighting stops crime—

can’t

Hausa in W. A f

Swahili in E A f also R us, Sp, Arab.

± 10 region. lang, not 1 glob lang, = “killer langs”

Summary/Paraphrase of the Lecture

It is true that languages are disappearing. This is indeed a tragedy.

But it is not entirely the fault of English. English as a regional

language has hurt smaller languages, but English is not the only

regional language to have done so. A study done in 1992 indicated

that in India, it was the regional language Hindi that replaced

smaller languages, not English. Likewise, Hausa in West Africa and

Swahili in East Africa have replaced local languages. Russian,

Spanish, and Arabic have done the same. Therefore, it is ten or so

regional languages—not one global language—that are killing off

smaller languages.

crime

Summary/Paraphrase of the Passage

In their letters to the editors of the campus paper, astronomers

indicate that they are upset because the campus and the streets

of the town are too well lit. This makes it difficult for them to see

the stars and to perform their astronomical experiments. This is

unfortunate for the astronomers, but according to professors of

light if want to

↓

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