IELTS

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TEACHER’S GUIDE with ANSWER KEY

Beatrice S. Mikulecky

Linda Jeffries

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Advanced Reading Power:

Extensive Reading, Vocabulary Building, Comprehension Skills, Reading Faster Teacher’s Guide with Answer Key

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Answer Key

Part 1: Extensive Reading

UNIT 3: Reading and Discussing Fiction

Exercise 2, page 18

Main characters:

Margot: a thin, pale, quiet girl, who feels different from the other children and does not play with them

William: the class bully, who resents Margot and mistreats her because she is different The teacher: not clearly characterized, but

distant and not very involved in the class or concerned about the children

The other children: typical nine-year-olds, easily persuaded by William to gang up against Margot

Setting (time): in the future

Setting (place): at a school on the planet Venus Exercise 3, page 19 a. 11 g. 4 b. 2 h. 6 c. 10 i. 8 d. 1 j. 9 e. 3 k. 7 f. 5 Exercise 4, pages 19–20 A.

There can be more than one interpretation to a story like this, so alternative answers are possible. Answers based on two

interpretations are shown below. Other answers are possible if students can justify them. The students do not have to use all of items a–k Interpretation Interpretation #1 #2 Exposition b, d b, d, h, i, j, k Complicating action e, g e, g, f Climax f c Resolution a, c a (Answers will vary for parts B and C.)

Exercise 5, pages 20–21

A.

(Other answers are also possible.)

1. b. thousands upon thousands of days compounded and filled from one end to the other with rain

c. a thousand forests had been crushed under the rain and grown up a thousand times to be crushed again d. It was the color of rubber and ash, this

jungle, from the many years without the sun.

2. b. the rain had washed out the blue from her eyes and the red from her mouth and the yellow from her hair

c. an old photograph dusted from an album, whitened away

d. if she spoke at all her voice would be a ghost

3. b. the children pressed to each other like so many roses, so many weeds

c. they turned on themselves like a feverish wheel, all tumbling spokes d. wildly, like animals escaped from their

caves, they ran and ran in shouting circles

4. b. He gave her a shove. c. he seized her roughly

d. The boy gave her another push.

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5. b. a gold or a yellow crayon or a coin large enough to buy the world with c. a warmness, like a blushing in the face d. the sun on their cheeks like a warm iron 6. b. the sweet crystal fall of showers

c. the concussion of storms so heavy they were tidal waves come over the islands d. the tatting drum, the endless shaking

down of clear bead necklaces upon the roof

7. b. blazing blue tile color c. amazing blueness d. darkened into midnight

Part 2: Vocabulary Building

UNIT 1: Strategies for Building a Powerful Vocabulary

Exercises 1, 2, pages 26–27

(Answers will vary.)

Exercise 3, page 28

1. three 2. adjective

3. You probably are worried that your teacher will find something wrong. 4. a piece of paper

5. Answers will vary. 6. on the first syllable 7. scrubbed

Exercise 4, page 30

UNIT 2: Learning New Words from Your Reading

Example, pages 31–32

A.

3. F 4. T

(Answers will vary for parts B and C.)

A.

1. T 2. F 3. T 4. F

(Answers will vary for parts B–D.)

A.

1. F 2. F 3. T 4. F (Answers will vary for parts B–D.)

UNIT 3: Inferring Meaning from Context

Exercise 1, page 37

A.

(Answers will vary.) B.

drenched: completely wet

thrust: to push someone or something somewhere with a sudden or violent movement

A.

tamper: to change something without permission, especially in order to damage it

forlorn: sad and lonely

Exercise 3, page 38

A.

woes: the problems and troubles affecting someone

abducted: taken away illegally and by force; kidnapped

Exercise 4, page 40

A.

a. Part of speech: noun Definition: 2

b. Part of speech: verb Definition: 1 B.

a. the idea of something that is low and empty (with high sides)

b. the idea of doing something very thoroughly over a period of time

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Exercise 5, pages 40–41 A. a. 1 b. 4 c. 3 d. 6 B.

the idea of something that is level and then changes to a new position, literally or figuratively Exercise 6, page 41 A. a. 3 b. 5 c. 2 d. 1 B.

the idea of movement or change

A.

1. a. verb

b. they tried to zep all the guns; the Germans zepped radios as well c. seize, take away

2. a. verb

b. electronic signs along roads that zop drivers about dangers or problems ahead; drivers are zopped about the condition of the road; Do these systems work better to zop drivers

c. warn

Exercise 8, page 43

A.

1. a. noun

b. there were large dreels that went back and forth; when the dreel arrived; jumped into the dreel as it pulled out c. ferryboat

2. a. noun

b. where they could be a zeem for enemies on the roofs; a sharpshooter might decide it was time for zeem

practice—and they rarely missed their zeem

c. target

Exercise 9, page 45

A. 1. verb

2. it could be so thoroughly substantiated that there would be no room to doubt its validity

3. no room to doubt its validity, proof of my contention, imperative for me to prove B.

(Answers will vary.) C.

proven

Exercise 10, page 46

A.

1. set of beliefs 2. tools, instruments

3. was very popular and well-developed

UNIT 4: Word Parts

(Students’ definitions will vary.) A.

1. Word: manual Root: manus

Dictionary definition: involving the use of the hands

2. Word: reverse Root: versum

Dictionary definition: to go backwards, in the opposite direction

3. Word: located Root: locatum

Dictionary definition: to be in a particular place

4. Word: predict Root: dictus Dictionary definition: to say that

something will happen before it happens 5. Word: annual Root: annus

Dictionary definition: happening once a year

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6. Word: dictator Root: dictus Dictionary definition: a ruler who has complete power over a country B.

(Students’ definitions will vary.) A.

1. Word: pathetic Root: pathos Dictionary definition: making you feel pity or sympathy

2. Word: gender Root: genos Dictionary definition: the fact of being male or female

3. Word: biologists Root: bios Dictionary definition: person who scientifically studies living things 4. Word: logical Root: logos

Dictionary definition: seeming reasonable and sensible

5. Word: geography Root: geo Dictionary definition: the study of the countries, oceans, rivers, mountains, etc., of the earth

6. Word: chronological Root: chronos Definition: arranged according to when something happened

Word from Related Definition of part A word related word

reverse revert to go back to a previous condition or habit vision visualize to form a picture of

something in your mind manual manipulate to make someone do

what you want by deceiving or influencing them

annual anniversary a date on which something special or important happened in a previous year

dictator dictation the act of saying words for someone to write down

located local connected with a particular place or area

7. Word: meter Root: metron Dictionary definition: a machine that measures and shows the amount of something you have used

B. Exercise 3, pages 52–53 A. 1. uncle 2. normal 3. inspire 4. diskette

A.

1. unimportant 2. biology 3. trial

Word from Related Definition of part A word related word

pathetic sympathy the feeling of being sorry for someone who is in a bad situation

geography geocentric having the Earth as the central point chronological chronicle a written record of

events, especially historical events, written in the order in which they happened

logical dialogue a conversation in a book, play, or movie gender gene a small part of a cell

that controls the development of qualities that have been passed on to a living thing from its parents

meter metric using or relating to the metric system of weights and measures biologist biodegradable capable of being

broken down by biological agents, especially bacteria

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4. quality 5. central 6. money 7. durable

Exercise 5, pages 54–55 A. 1. pretty 2. reason 3. poster 4. primrose

Exercise 6, pages 55–56 A. 1. comma 2. interest 3. syringe 4. exercise 5. subject 6. teller 7. superb 8. contract

1. endurance; the ability to suffer difficulties or pain with strength and patience 2. competence; the ability and skill to do

what is needed

3. organizer; someone who makes the

necessary arrangements so that an activity can happen

4. conqueror; someone who takes control of a land or country by attacking people or fighting a war

5. discussion; the act of talking about something with someone or a group in order to exchange ideas or decide something

6. deletion; the act or process of removing something from a piece of writing or from a computer

7. mysticism; the belief that there is a hidden meaning in life or that each human being can unite with God

8. commitment; a promise to do something or to behave in a particular way

9. effectiveness; the extent to which an intended result is produced

10. restriction; something that limits or controls what you can do or what is allowed to happen

1. conceivable; able to be believed or imagined

2. seasonal; happening or needed only at a particular time of year

3. bountiful; generous

4. angelic; seemingly good, kind, and gentle, or behaving in this way

5. monotonous; boring because there is no variety

6. devious; using tricks or lies to get what you want

7. suggestive; reminding you of something 8. panicky; very nervous or anxious 9. strategic; done as part of a plan 10. lawless; not obeying the law, or not

controlled by the law

Exercise 9, page 59

1. validate; to prove that something is true or correct, or to make a document official

2. justify; to give an acceptable explanation or reason for something

3. customize; to change something to make it more appropriate for you

4. equate; to consider that one thing is the same as something else

5. quantify; to measure something and express it as a number

6. economize; to reduce the amount of money, time, goods, etc., that you use

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1. harmonize; verb; to make two things work well or look well together

2. environmental; adjective; concerning or affecting the air, land, or water on Earth 3. differentiate; verb; to recognize or express

the difference between things or people 4. ethnic; adjective; relating to a particular race, nation, or tribe and their customs and traditions

5. qualitative; adjective; relating to the quality or standard of something, rather than amount or number

6. optional; adjective; if something is optional, you do not have to do it or use it

7. negate; verb; to state that something does not exist or is not true

8. identical; adjective; exactly the same 9. precedence; noun; the condition of being

more important than other things 10. investigative; adjective; work or activities

that involve investigating something

(There may be more than one word to analyze in some senteces.)

1. Word: revise Parts: re + vise

Definition: to change your opinions, plans, etc., because of new information or ideas

2. Word: telepathy Parts: tele + pathy

Definition: the communication of

thoughts directly from one person’s mind to someone else’s mind without speaking or writing

3. Word: generate Parts: gene + rate

Definition: to produce or make something 4. Word: dominance

Parts: domin + ance

Definition: the fact of being more powerful, more important, or more noticeable than other people or things 5. Word: unconventional

Parts: un + convention + al

Definition: doing things one’s own way or having different opinions from most other people

6. Word: insensitive Parts: in + sensi + tive

Definition: not noticing other people’s feelings

7. Word: heroically Parts: hero + ic + ally

Definition: with extreme bravery, like a hero

8. Word: synchronized Parts: syn + chron + ized

Definition: to make two or more watches or clocks show exactly the same time 9. Word: universe

Parts: uni + verse

Definition: the whole of space, including all the stars and planets

UNIT 5: Collocations

Exercise 1, page 63

(Answers may vary.) 1. roughly doubled 2. in the last few years 3. a series of studies 4. research group 5. startling findings

Exercise 2, page 64

(Answers may vary.)

1. statistically less important 2. to stay in instant touch 3. around the world 4. reduced to a minimum 5. rely the most on e-mail

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Exercise 3, page 65

1. unreasonable assumption; started from the assumption; rests on the further assumption; depends on the assumption; the shared assumption; dared to question the assumption; the general assumption; depends on the assumption; to question the assumption; the fundamental assumption

3. assumption made by; the assumption of; the assumption that; the assumption was that

4. Assumption is often followed by a phrase starting with that.

Exercise 4, page 66

1. adopt a development strategy; that any strategy; the only rational strategy; tended to adopt a strategy; is the truly best strategy; Its new strategy; a successful strategy; do not fit in the long-term strategy; plan a date and a strategy; The winning strategy; this is a reasonable strategy; According to the regional strategy

2. Certain verbs are used such as adopt, fit

in, plan. Adjectives are used to describe

the strategy: development, rational, truly

best, successful, long-term, reasonable, regional.

3. strategy away from dependence; strategy could achieve; strategy for either of us; strategy for sampling the stimuli; strategy in a more general; strategy is called; strategy is one that; strategy of the group; strategy for the return; strategy

remarkably, was the simplest; strategy since it tends to cut down energy; strategy the government aims to

4. Strategy is often followed by a preposition:

away from, for, in. It can be followed by a

verb: achieve, is, was. It can also be followed by a comma and a new clause.

Exercise 5, page 67

1. a relatively simple process; the most ancient process; the political process; not a single process; not been a smooth process; the historical process; The main process; enjoy the process; extend the process; involved in the process; it is this process; is part of the process; been a gradual process

2. Process is often preceded by an adjective:

relatively simple, most ancient, political, single, smooth, historical, main, gradual. Process can be preceded by certain verbs: enjoy, extend, involved in.

3. process and divides the egg; process and one which continues; process and understand what this; process as we know; process. During the preceding fifty; process has been very widely discussed; process is competition; process of change; process of dying through the use; process of production; process of revision; process of understanding and; process. Various stories lend

4. Process can be followed by a comma or period and a new clause or sentence. It can be followed by a prepositional phrase with of. It can be followed by certain verbs: be discussed, is.

Exercise 6, page 68

1. understand what sense-perception; motion and sense perception; the problem of visual perception; beyond direct perception; and that where this perception; whose theories of perception; not just a matter of my own perception; influence upon the popular perception; relationship between their perception; depends on the public’s perception; there is a widespread perception; based on the general perception

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2. Perception is often part of a prepositional phrase: the problem of, beyond, theories of, a

matter of, influence upon, relationship between. It can also be preceded by a

phrasal verb: depends on, based on. It is often preceded by an adjective: sense,

visual, direct, this, own, popular, public’s, widespread, general.

3. perception actually is; perception and is laid out; perception as a particular difficulty; perception. But he is not; perception is lacking; perception involved both material things; perception. It was definitely; perception of Islam; perception of the good of the state; perception of what life imprisonment; perception recorded in the surveys of; perception that pre-1939 aviation was

4. Perception is sometimes followed by a prepositional phrase with of. It can be followed by a comma or period and a new clause or sentence. Certain verbs can be used after it: involved, recorded.

Exercise 7, page 69

(Answers may vary.)

1. unreasonable, further, shared, fundamental

2. rational, successful, long-term, winning, regional

3. political, single, smooth, historical, main, gradual

4. visual, direct, popular, public’s, widespread, general

(Answers may vary. Possible answers:) 1. general, fundamental, popular 2. fundamental, public’s, widespread 3. regional, long-term, winning, successful 4. gradual, smooth

5. visual 6. smooth

7. historical, fundamental, basic 8. long-term, regional

Exercise 9, page 70

(Answers may vary. Possible answers:) 1. make the, start from the, rest on the,

depend on the, question the 2. adopt a, fit in a, plan a

3. cause a, extend a, be involved in a 4. deal with the, depend on the, based on

the

(Answers may vary. Possible answers:) 1. depends on, is based on

2. starts, is part of, is included in 3. develop, adopt

4. make, question

5. was based on, rested on 6. developed, adopted

7. be involved in, be part of, be included in 8. made, questioned

Part 3: Comprehension

Skills

UNIT 1: Previewing

1. how dictionaries are written 2. explanation

3. from lots of examples of real use of the word

4. A dictionary writer is a collector (of examples) and a recorder (of meanings). 5. No, the meanings of words can change. 6. (Answers will vary.)

Exercise 2, page 77

1. 16

2. (Answers will vary.) 3. (Answers will vary.)

4. Glossary, Name Index, Subject Index

Exercise 3, page 78

1. Socialization

(Answers will vary for questions 2–5.)

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6. Summary, Key Concepts, Critical-Thinking Questions

1. It tells about a five-year-old girl who had had almost no contact with people. 2. (Answers will vary.)

3. no

(Answers will vary for questions 4–5.)

1. Social Isolation

2. It is about the effects of social isolation on monkeys and on children.

3. There are two parts: one about research with monkeys and one about isolated children.

4. Both the research with monkeys and the cases of isolated children demonstrate the harmful effects of social isolation.

5. (Answers will vary.)

Exercise 6, pages 82–83 1. F 2. T 3. F 4. T 5. T Exercise 7, pages 84–85 1. b 4. c 7. b 10. a 13. c 16. b 2. b 5. a 8. a 11. a 14. a 3. c 6. c 9. b 12. b 15. c Exercise 8, page 86 Exercise 9, pages 86–87 1. period 9. incidentally 2. authority 10. apply 3. thus 11. influenced 4. occurrences 12. context 5. illustrative 13. credited 6. tasks 14. decades 7. original 15. principally 8. bound by 16. reveal

UNIT 2: Making Inferences

(In many of these exercises, the answers may vary. Any answer is acceptable if it can be justified by evidence or conclusions that arise from the text.)

Exercise 1, page 89

3. They don’t contain the chemical compound.

4. Paul Breslin works at the Monell Chemical Senses Center in Philadelphia. He and his colleagues have discovered that extra virgin olive oil contains a compound called oleocanthal.

5. He is a scientist.

6. It is a scientific journal.

Exercise 2, page 90

1. Farmers in two states in India have sprayed Coca-Cola on their fields instead of chemical pesticides.

2. They are expensive.

Noun Verb Adjective Adverb

authority authorize authoritative authoritatively

bind, binding bind bound ———

context contextualize contextual contextually credit credit creditable creditably illustration illustrate illustrative ——— incident, incidence ——— incidental incidentally influence influence influential ———

occurrence occur ——— ———

origin originate original originally

period ——— periodic periodically

principal ——— principal principally revelation reveal revealing, revelatory revealingly

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3. Hundreds of farmers say they have sprayed Coca-Cola on their fields. According to the farmers, the insects on cotton plants die when they are sprayed with cola.

4. It must have something in it that kills insects.

5. The Coca-Cola Company already has legal problems in Andhra Pradesh because farmers believe it is taking water away from them for its bottling plants. 6. They are probably quite poor. Water for

farming is in short supply.

7. If there are bottling plants, it must mean that Coca-Cola soft drinks sell quite well in India. At the same time, if farmers are suing the company over water use, there is evidently some negative feeling about the way the company operates in India.

1. The writer has inferred that the man is scared, probably very disturbed, and doesn’t want his picture taken. 2. He has probably worked in a job that

requires formal clothes, such as a waiter in a fancy restaurant or a concert musician.

3. The fact that the labels had been cut out seems to imply that he (or someone else) did not want anyone to identify him. 4. It was clear to the police from the way he

looked or behaved that he needed medical help.

5. They inferred that he was a pianist and wanted to play the piano.

6. You can infer that he really liked playing the piano and that when he was playing, he could escape from the feelings or thoughts that disturbed him.

7. They guessed that he must be from a northern or central European country (probably because he is blond).

8. You can infer that the doctors were convinced that he was seriously in need of psychiatric care.

1. You can infer that they were not small and not one of the new species.

2. They inferred that it is a species of human because it walked upright, even though the skeleton is shaped more like that of a chimpanzee and it had a smaller brain than most humans.

3. Roberts has inferred that a volcanic explosion eliminated both the pygmy elephants and the Homo floresiensis population of the island.

4. The writer infers that this discovery means that other surprising discoveries are possible, and that there may even be other kinds of humans alive on the planet today.

5. Animals on islands may evolve to become much smaller or much larger than the similar species on the mainland. 6. Inference

7. Small brain size usually belongs to a chimpanzee, not a human.

8. He was surprised because he did not expect a creature with such a small brain size to be able to make fine tools.

9. Morwood inferred that the humans (Homo

erectus) who had made the tools had arrived

in boats on Flores from the mainland; that they had not been able to leave; and that they had then evolved into the smaller species of humans (Homo floresiensis). 10. He suggests that Homo floresiensis may

have become small because resources were scarce on the island.

11. You can infer that both types of humans must have lived together on the island for at least 20,000 years.

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2. Warren probably used to be active and have friends, and he has been in a

wheelchair for many years. Arthur’s ironic and rather dark sense of humor about his situation may be a way of coping with his difficulties. Junie Moon had the bad luck to meet up with a violent man, though we don’t know what her relationship was with this man.

3. Since it says “they had no place to go,” you can infer that all three patients have no close family ties. They either don’t have families or they are not in contact with their families (perhaps they do not want to make contact).

4. It seems that that they don’t have any money except the small allowances (pittances) they receive for their disabilities.

5. Junie Moon and Arthur probably get annoyed with Warren sometimes when he tells them what to do.

6. They are used to his ways, and they care about him and want to comfort him. 7. Since Arthur is probably thinking that

Warren represents the minority group of

disabled people, we can infer that Junie Moon and Arthur must belong to other ethnic or racial minorities (such as African-Americans or Native Americans). 8. There seems to be some rivalry between

them and some resentment on Arthur’s part about Warren deciding things. 9. She may be more sensitive about her

deformities and perhaps more damaged psychologically than she seems at first from her rather tough way of speaking. 10. He doesn’t easily become offended, he’s

good at convincing people, and he’s not afraid to challenge authority (as with the landlord and the nurse).

11. She does not like or trust them, and they feel the same way about her.

12. It seems probable that one or both of the men will fall in love with Junie Moon. 13. (Answers will vary.)

1. c 4. c 7. b 10. b 13. c 16. b 2. b 5. a 8. c 11. c 14. a

3. a 6. a 9. b 12. a 15. c

alteration alter altered ——— appearance appear apparent apparently

capacity ——— capacious ———

diversity diversify diverse diversely evolution evolve evolutionary, ———

evolving

implication imply implicit implicitly persistence persist persistent persistently presumption presume presumable presumably

——— ——— previous previously

proportion proportion proportional, proportionally, proportionate proportionately resource ——— resourceful resourcefully significance signify significant significantly

——— ——— sole solely

survival, survivor survive survivable, ——— surviving

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1. previous 9. wiped out 2. persistent 10. proportions 3. capacity 11. evolutionary 4. implication 12. presumably 5. altered 13. elsewhere 6. significance 14. resources 7. survived 15. apparently 8. sole 16. diversity

UNIT 3: Understanding Paragraphs

1. Topic: The causes of water shortages in Mexico City

2. Topic: The history of Mexico City’s water supplies

3. Topic: How Mexico City is sinking

Exercise 2, pages 107–109 1. c 2. a 3. d 4. f 5. e Exercise 3, page 110 Topic: Floodplains Main idea: c

Supporting facts and ideas: Floodplains can

control flooding. They also help clean rivers and streams.

1. Topic: Flooding in the Netherlands

Main idea: c

Supporting fact and ideas: The

Netherlands is more than 60 percent near or below sea level. The greatest risk of flooding comes from the North Sea. Flooding can occur along the Rhine, Maas, and Scheldt Rivers. When major

rivers meet at the North Sea, they form a delta region.

2. Topic: The Dutch system of flood barriers

Main idea: b

Supporting fact and ideas: The Dutch

barriers are the strongest in the world. The first line of defense is made up of dikes, dams, and storm barriers. These are aided by secondary defenses.

3. Topic: Climate change and Dutch water protection strategies

Main idea: b

Supporting fact and ideas: According to

the study, higher rainfall and rising sea levels would lead to increased risk of flooding and hotter summers could lead to weakening of the dikes. The new approach will rely more on natural protection. The government has begun buying land along major waterways.

1. Topic: A description of Lake Baikal

Main idea: a

Supporting facts and ideas: It measures

395 miles by 50 miles and has 1,245 miles of coastline. It is 1 mile deep. It is at least 25 million years old.

2. Topic: Lake Baikal’s ecosystem

Main idea: c

Supporting facts and ideas: More than

1,000 species exist nowhere else. Among its unique fauna is the Baikal freshwater seal. Another unique creature is a fish called the omul.

3. Topic: The clear water of Lake Baikal

Main idea: a

Supporting facts and ideas: The lake

contained certain small zooplankton and crustaceans. The water consisted of rainwater and melted snow. Most of the watershed has a rocky surface.

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Main idea: Although they are working

more, women are still responsible for most household tasks and responsibilities.

The increase in paid employment for women may have contributed to various changes in social attitudes, but it has not completely changed the role of women in the home. Women who work outside the home still usually end up playing the leading role in managing the care of the house and family. Husbands may contribute by taking out the trash or mowing the lawn, but on average they spend a lot less time doing these and other household tasks than women do. This is true even for women who are working full-time and for those who can afford to pay for help in the home. In fact, if a woman can afford to pay for help, she is usually the one who has to manage this help, hiring and overseeing the babysitters, cleaners,

repairmen, and so on. She is also more likely to attend school meetings, make

appointments with teachers, and in general, attend to the needs of the children.

Pronouns—Referents:

it—the increase in paid employment for women

who—women working outside the home they—husbands

these—taking out the trash and mowing the lawn

This—the fact that men spend a lot less time doing household tasks than women do who—women working full time

those—women who can afford to pay for help

she—a woman

who—the one (the woman) managing the help

this —help

She—working women

Example, page 117

Main idea: A transnational corporation is a

corporation that has investments in two or more countries.

Exercise 7, 118–119

1. Main idea: In order to be sure of having enough rubber for his cars, Henry Ford started his own rubber plantation in Brazil.

Transitions: However, at times, In fact,

But, Thus

who—Henry Ford he—Henry Ford his—Henry Ford

2. Main idea: Ford’s plantation began producing rubber but then was closed due to a number of difficulties.

Transitions: However, In fact, Before

long, Finally

his—Ford he—Ford One—factor

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3. Main idea: Instead of trying to control all phases of production, most companies today order supplies just when they need them.

Transitions: In fact, Whereas, For this

reason, However, For example

this—because they are afraid of having too many supplies

they—contemporary car makers they—car makers

they—car makers it—what they need

this—buying what they need when they need it

its—Apple Computer Company it—Apple

Exercise 8 pages 121–122

1. d

Main idea: Since ancient times, gold has

had special and lasting value. 2. b

Main idea: Gold is valuable because

people believe it is valuable and there is a strong demand for it.

3. a

Main idea: The price of gold could be

pushed higher because of the high social and environmental costs of mining it.

1. c

Main idea: Because Johnson & Johnson

acted quickly and decisively in the Tylenol crisis, there were no serious consequences for the company. 2. a

Main idea: Firestone lost sales and

millions of dollars because it did not immediately recall defective tires.

3. d

Main idea: A company must react

immediately and decisively to a crisis in order to keep the trust of customers.

1. c

Main idea: In the early twentieth

century, André Level started a fund that invested in art and made a substantial profit.

2. d

Main idea: People are investing in art

today in order to make a profit as Level’s investors did.

3. c

Main idea: Buying artwork may not be a

good investment for several reasons.

1. b

Main idea: In order to sell the plastic

containers he had invented, Earl Tupper also invented a new marketing strategy— the home party.

2. a

Main idea: At home parties, products are

sold at someone’s home to friends and acquaintances of the host.

3. d

Main idea: The Longaberger Company

has used the home party to market its products successfully.

1. c 4. a 7. a 10. a 13. c 2. a 5. b 8. a 11. a 14. a 3. b 6. c 9. a 12. b 15. c

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only The first mission lasted only a few hours. however On the last mission, the

three men spent more time on the Moon. much further They could travel much

further from the landing site.

wider They could collect a wider range of samples.

2. Topic: The impact of the Apollo moon landings

Main idea: The Apollo moon landings

had a significant impact on scientific and technological development in the

twentieth century.

Key words in the main idea: a

significant impact

Pattern: Cause/Effect

Supporting facts and ideas: Signal words Details

affected by Computer research was affected by the moon landings.

consideration consider considerable considerably consumption, consume consumable ——— consumer

contrast contrast contrasting ——— currency ——— current currently distribution distribute distributional ——— evidence evidence evident evidently excess exceed excessive excessively

factor factor ——— ———

inadequacy ——— inadequate inadequately

location locate ——— ———

phenomenon ——— phenomenal phenomenally recycling recycle recycled ——— supplement supplement supplemental ——— ——— underlie underlying ——— Exercise 15, pages 132–133 1. contrasts 9. current 2. distribute 10. factors 3. evident 11. recycle 4. inadequate 12. locate 5. supplement 13. phenomenon 6. furthermore 14. exceeded 7. consumes 15. underlying 8. considerable

UNIT 4: Patterns of Organization

1. Topic: The landing of men on the Moon

Main idea: The first moon landing was

very different from the last one.

Key words in the main idea: very

different from

Pattern: Comparison/Contrast Supporting facts and ideas: Signal words Details

But while The first landing was an enormous achievement. far more The last landing

contributed far more scientific knowledge.

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pushing The space program pushed engineers to develop personal computers.

attributed to The invention of the Internet could be attributed to the Apollo program.

motivation for Scientists and engineers were motivated to look for ways to communicate from computer to

computer.

3. Topic: The lack of water on the Moon

Main idea: The lack of water on the

Moon limits exploration of the Moon.

Key words in the main idea: lack of

water, limits

Pattern: Problem/Solution Supporting facts and ideas:

Problem: The lack of water is a serious

problem for future Moon exploration; for this reason, scientists are looking for evidence of water on the Moon.

Solution: Rockets are sent to crash into

the Moon so that scientists can analyze the vapor and dust created by the crash to see if there is water.

4. Topic: Lunar craters

Main idea: Lunar craters are circular

depressions that were created by the impact of various objects on the surface of the Moon.

Key words in the main idea: are Pattern: Extended Definition Supporting facts and ideas: Explanation or description: Lunar

craters are deep holes visible from the earth. There are millions of lunar craters. Some are a few feet across; others are many hundreds of kilometers across. They can be surrounded by mountains. They

remain unchanged because the Moon has no atmosphere.

Exercise 2, pges 144–147

1. Topic: The first optical telescopes

Main idea: The first optical telescope

was invented in Holland in 1608, but was not used successfully until Galileo

developed his version in 1610.

Key words in the main idea: first, 1608,

until, 1610

Pattern: Sequence

1600s The first optical telescope was invented in a Dutch optical shop

1608 Hans Lippershey tried to sell his invention. Also in 1608 Galileo made his version

of the device.

1610 Galileo used his telescope. 1611 He showed his device to

guests at a banquet. 2. Topic: Newton’s invention of the

reflector telescope

Main idea: Newton invented the

reflector telescope because of problems with the refractor telescope.

Key words in the main idea: problems Pattern: Problem/Solution

Supporting facts and ideas: Problem: Newton noticed that in

Galileo’s refraction telescope, a ring of colors sometimes interfered with viewing.

Solution: Newton designed the reflector

telescope with a curved mirror that concentrated light and reflected it to the eyepiece.

3. Topic: Large modern optical telescopes

Main idea: Today, there are a number of

very large optical telescopes built on hills or mountains in many parts of the world.

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Key words in the main idea: a number of Pattern: Listing

For example the world’s largest refracting telescope Another reflecting telescope on

Mount Palomar in California

an even larger reflecting telescope in the Caucasus Mountains A fourth the Keck Telescope in

Hawaii 4. Topic: Radio telescopes

Main idea: Radio telescopes are similar

to optical telescopes in some ways, but they are different in important ways.

Key words in the main idea: similar,

different

Pattern: Comparison/Contrast Supporting facts and ideas: Signal words Details

very different Radio telescopes look different from optical telescopes.

instead They do not collect light waves, but radio waves. distinctive appearance

different They use different methods to record information.

while Radio telescopes use radio receivers to record radio waves, not cameras to take photographs.

both For both kinds, the larger the telescope, the better it works. Exercise 3, pages 147–149 1. Pattern: Sequence (S) Missing sentence: b 2. Pattern: Problem/Solution (P/S) Missing sentence: a 3. Pattern: Sequence (S) Missing sentence: e 4. Pattern: Comparison/Contrast (C/C) Missing sentence: c Exercise 5, pages 151–152 1. a 4. a 7. b 10. a 13. a 2. c 5. c 8. b 11. a 14. c 3. b 6. a 9. c 12. b Exercise 6, page 153

achievement achieve achievable ——— affect, affectation affect affected, affecting ——— analysis analyze analytical analytically attribution, attribute attribute attributable, attributive attributively availability avail available ——— conclusion conclude conclusive conclusively

conduct conduct ——— ———

environment ——— environmental environmentally

exposure expose exposed ———

impact impact ——— ———

investigation investigate investigative ——— motivation motivate motivated ——— potential ——— potential potentially

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Exercise 7, pages 153–154 1. exposed 2. motivate 3. availability 4. achievement 5. investigating 6. attribute (attributed) 7. potential 8. conducted 9. affected 10. environment 11. conclusive 12. vehicles 13. analyzed 14. impact

UNIT 5: Reading Longer Passages Effectively

Topic: Human responses to disaster Thesis statement: Psychologists have

theorized that responses to extreme natural and human-caused disasters occur in five stages.

Topic: Cultural universals in emotional

expression

Thesis statement: But does raising the

eyebrows and rounding the mouth say the same thing in Minneapolis as it does in Madagascar? Much research on emotional expression has centered on such questions. (In some of the following exercises, there may be more than one correct answer for the pattern.)

Thesis statement: Psychologists have

theorized that responses to extreme natural and human-caused disasters occur in five stages.

Supporting points (main ideas):

Paragraph 2: The first stage is psychological numbness, shock, and confusion.

Paragraph 3: In the second stage, victims continue to lack awareness.

Paragraph 4: In the third stage, victims turn to each other.

Paragraph 5: The fourth stage brings depression and letdown.

Paragraph 6: In the final stage, victims adapt to the changes in their lives.

Thesis statement: But does raising the

eyebrows and rounding the mouth say the same thing in Minneapolis as it does in Madagascar? Much research on emotional expression has centered on such questions.

Pattern: Comparison/ContrastOR Listing

Paragraph 2: All people speak and understand substantially the same “facial language.” Paragraph 3: People everywhere can recognize at least seven basic emotions, but there are cultural differences in the rules about displaying emotion.

Paragraph 4: Young children show and perceive emotions through facial expressions. Paragraph 5: There is a biological basis to emotional expression.

Paragraph 6: Culture can influence certain emotional responses.

Thesis statement: Why are girls fighting

more and what can we do to stop them?

Pattern: Problem/SolutionORCause/Effect Supporting points (main ideas):

Paragraph 2: Recently the roles of men and women have changed and tended to become more equal.

Paragraph 3: Socializing girls like boys cause girls to be more violent.

Paragraph 4: The entertainment media

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encourages girls to be more violent.

Paragraph 5: Factors such as gun availability, poverty, and history of abuse have not changed, so they are not responsible for the increased violence.

Paragraph 6: Solutions used in schools in the past on boys will not work with girls either. Paragraph 7: To find a solution, we have to examine the values of American society and try to change it so it is less harmful to young people.

Thesis statement: There are at least three

different, but equally effective paths that lead to psychological maturity for women.

Pattern: Listing

Paragraphs 3 and 4: “Conservers” sought the security of marriage, family life and

traditional female occupations.

Paragraphs 5 and 6: “Achievers” cherished social recognition and career advancement. Paragraph 7: “Seekers” valued

unconventional pursuits, creativity and self-discovery. Exercise 8, pages 166–167 1. c 4. b 7. a 10. b 13. a 2. a 5. c 8. c 11. c 14. c 3. a 6. b 9. a 12. a 15. b Exercise 9, page 168

abandon, abandon ——— ———

abandonment

adaptation, adapt adaptive, adaptable adaptively adaptability

awareness ——— aware ———

circumstance(s) ——— circumstantial circumstantially collaboration collaborate collaborative collaboratively community commune communal communally consequence(s) ——— consequent, consequently,

consequential consequentially

coordinate, coordinate ——— ———

coordination

ethic(s) ——— ethical ethically

focus focus focused ———

function function functional functionally involvement involve involved, involving ———

phase phase phased ———

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Exercise 10, pages 168–169 1. coordinate 9. ethics 2. circumstances 10. adapt to 3. function 11. aware 4. community 12. involved 5. undergone 13. collaborated 6. abandon 14. volunteer 7. phase 15. consequences 8. focuses (focused) on UNIT 6: Skimming Exercise 1, pages 170–172 2. positive 3. yes

4. The reviewer is most interested in the message of the film about the

unhealthiness of McDonald’s food and about the poor eating habits of Americans in general.

1. negative 2. no

3. The reviewer is most interested in the director’s point of view and his very personal approach to the subject, which the reviewer thinks is unscientific. (Answers will vary for parts B and C.)

B. 1. yes 2. yes

3. The higher number of premature births; the higher rates of infant mortality among African-Americans and other ethnic minorities.

4. yes 5. yes

6. Women receiving less prenatal care or losing their jobs; cuts to nutrition programs; climbing poverty rates; an increase in premature births.

7. yes 8. yes

9. Disparities among racial and ethnic groups. Among African Americans, causes include congenital abnormalities, pre-term/low birth weight, Sudden Infant Death Syndrome, problems related to complications of pregnancy, and respiratory distress syndrome. Other causes include: behaviors, lifestyles, and conditions that affect birth outcomes such as smoking, substance abuse, poor nutrition, lack of prenatal care, medical problems, and chronic illness.

(Answers will vary for parts C and D.)

1. c. 4. c 7. c 10. a 2. a 5. c 8. a

3. c 6. b 9. c

Noun Verb Adjective Adverb

comprehension comprehend comprehensive comprehensively conviction convince convincing convincingly elimination eliminate ——— ———

feature feature ——— ———

innovation innovate innovative innovatively

portion portion ——— ———

promotion promote promotional promotionally

source source ——— ———

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Exercise 7, pages 181–182 1. convince 6. innovate 2. source 7. comprehensive 3. statistics 8. promoter 4. portions 9. eliminated 5. feature 10. guidelines

UNIT 7: Study Reading

Thesis statement: The pineapple has been

cultivated and enjoyed by humans for thousands of years.

Paragraph 2: In the fifteenth century, Europeans discovered the pineapple and fell in love with it.

Paragraph 3: In the sixteenth century, they brought pineapples from Central and South America to other parts of the world.

Paragraph 4: Pineapples remained a luxury food until the early twentieth century, when they became more easily available.

A.

Thesis statement: Before the 1950s, pizza

was a purely Italian food with a long history in southern Italy.

Paragraph 2: Pizza may have originated in Greece and then spread to Italy.

Paragraph 3: Early pizza had no tomatoes because there were no tomatoes in Europe until the sixteenth century.

Paragraph 4: The classic pizza we know now was invented in 1889 in Naples.

Paragraph 5: Pizza remained a southern Italian specialty until the 1950s and 60s, when it became popular in other parts of Italy.

Paragraph 6: Pizza is so common in so many countries that its Italian origins are often forgotten.

Exercises 2–5, pages 187–191

1. the Germans 2. the Russians 3. less than 5 percent 4. about 8 percent Exercise 6, pages 193–194 1. Hispanic women 2. White men 3. African-American men 4. White women Exercise 8, pages 196–197 1. c 4. b 7. a 10. b 2. a 5. a 8. c 11. a 3. c 6. b 9. a 12. c

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Exercise 10, pages 198–199 1. distinction 7. emerged 2. regulated 8. constructed 3. virtually 9. core 4. posed 10. adjacent 5. facilitate 11. collapsed 6. major 12. extract UNIT 8: Summarizing Exercise 1, pages 201–203

1. Main idea: Until recently, people have considered wetlands to be land that was wasted and could be put to better use.

Supporting facts and ideas: Wetlands

are areas of land covered by water all or part of the year. Throughout history, wetlands have been drained and filled. Wetlands have been converted into land that could be used for human activity. Now people are realizing that wetlands are valuable.

Summary sentence: Throughout

history, wetlands were considered to be land that was wasted and could be put to better use for human activity, but

recently, people have begun to realize that wetlands are valuable.

2. Main idea: From a biological point of view, wetlands are not wastelands at all, but are among the most productive ecosystems in the world.

Pattern: Extended Definition Supporting facts and ideas: They

contain an immense variety of animal and plant species. These species depend on the habitat of the wetlands for

survival. Wetlands have a rich mixture of water and organic material—detritus. This feeds many small animals, which attract other, larger animals that feed on them.

Summary sentence: Wetlands are very

productive ecosystems, containing an immense variety of animal and plant species that depend on the detritus

(mixture of water and organic material) in the wetland habitat.

3. Main idea: A comparison of the effects of a flood in two cities has led city planners and politicians to recognize that wetlands are a valuable defense against flooding.

Pattern: Comparison/Contrast

Supporting facts and ideas: In 2006, a

lot of rain fell on two cities in Massachusetts, Haverhill, and

Newburyport. Haverhill suffered lots of damage from flooding, but Newburyport

collapse collapse collapsible ——— construction construct constructive constructively

core core ——— ———

distinction distinguish distinct, distinctive, distinctively distinguished,

dishtinguishable distinguishing

emergence emerge emergent, emerging ——— extraction, extract extract extractive ——— facilitation facilitate facilitating ——— major, majority major major ———

position, pose pose ——— ———

regulation regulate regulation, regulatory ———

——— ——— virtual virtually

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did not. Both cities are built along the Merrimack River. In Haverhill, the area along the river has been developed and covered with buildings; in Newburyport, the area along the river has remained marshland (wetlands). Flood waters could spread out in the wetlands. Wetland plants and soil absorbed water. In Haverhill, the water could not spread out so it rose over the banks and flooded the city.

Summary sentence: Wetlands are a

valuable defense against flooding, as was demonstrated in Massachusetts in 2006, where the city of Haverhill flooded because its wetlands had been developed, but the city of Newburyport did not flood because the floodwaters could spread out and be absorbed by the wetlands.

Summary paragraph:

Throughout history, people have considered wetlands to be land that was wasted and could be put to better use for human activity. However, in recent years, people have begun to realize that wetlands are a valuable part of the environment for two reasons. First, wetlands are very productive ecosystems, containing an immense variety of animal and plant species that depend on the detritus (mixture of water and organic material) in the wetland habitat. Second, wetlands are a valuable defense against flooding, as was demonstrated in Massachusetts in 2006. The city of Haverhill flooded because its wetlands had been developed, but the city of

Newburyport did not flood because the floodwaters could spread out and be absorbed by the wetlands.

Thesis: How could a tiny mosquito thwart

the best efforts of a large group of well-funded scientists?

Summary of paragraph 1: In the 1960s,

scientists and WHO made a huge effort to eradicate mosquitoes and malaria, using a pesticide called DDT, but the effort failed and the plan was dropped.

Summary of paragraph 2: A new type of

pesticide usually gives positive results at first, but then the insects become resistant to the pesticide and it becomes less effective.

Summary of paragraph 3: Pesticide

resistance is an example of how organisms adapt to their environment through the process of natural selection and change over time.

In the 1960s, scientists and WHO made a big effort to eradicate mosquitoes and malaria using a pesticide called DDT, but the effort failed and the plan was dropped. A new type of pesticide usually gives positive results at first, but then the insects become resistant to the pesticide and it becomes less effective. Pesticide resistance is an example of how organisms adapt to their environments through the process of natural selection and change over time.

A.

Part 2: paragraphs 4 through 5 Part 3: paragraphs 6 through 8

Thesis: But what Spain has in abundance

compared with northern European nations— apart from more sun—is what the researchers in this study call social support structures.

Part 1—Topic: A study of the prevalence of

depression in Europe

Summary sentence: One of the most

striking results of a study about the prevalence of depression in Europe is the geographical distribution and the fact that

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there is much less depression in Spain than in northern Europe.

Part 2—Topic: Spain’s social support

structures

Summary sentence: According to the study,

Spain has a lower rate of depression because it has more social support structures; that is, families tend to stay together and to help each other through problems.

Part 3—Topic: Examples of family solidarity

from the author’s experience

Summary sentence: From his own

experiences living in Spain, the author has learned about the importance of family ties in Spanish daily life, and how they can help overcome negative feelings like anger and depression.

B.

One of the most striking results of a study about the prevalence of depression in Europe is the geographical distribution and the fact that there is much less depression in Spain than in northern Europe. According to the study, Spain has a lower rate of depression because it has more social support structures; that is, families tend to stay together and to help each other through problems. From his own experiences living in Spain, the author has learned about the importance of family ties in Spanish daily life, and how they can help overcome negative feelings like anger and depression.

(Textbook passages may contain complex ideas that do not fit easily into a one-sentence summary. Students should be as concise as possible and aim for one sentence, but may use two sentences if necessary.)

A.

Statement of purpose: We can identify

three periods in their history: the

preindustrial, industrial, and metropolitan-megalopolitan stages.

B.

Part 1—Topic: The preindustrial city Pattern: Cause/EffectANDSequence

Summary sentence(s): Because of

technological advances that allowed people to begin farming, they settled into villages about 10,000 years ago. Then, about 5,000 years ago, due to further technological advances, the first cities emerged, though these were small for various reasons.

Part 2—Topic: The industrial city Pattern: Cause/Effect

Summary sentence(s): The Industrial

Revolution of the eighteenth and nineteenth centuries led to an increase in population, the displacement of people from rural to urban areas, and the development of the industrial city, which was larger, more densely settled and more diverse than earlier cities.

Part 3—Topic: Metropolis and megalopolis Pattern: Extended Definition ANDSequence

of Events

Summary sentence(s): In the twentieth

century, the automobile allowed wealthier classes to move to the suburbs, so U.S. cities began to spread outward. Today most

Americans live in a metropolis (a large urban area that includes a city and its surrounding suburbs), or even a megalopolis (an area in which many metropolises merge).

C.

Because of technological advances that allowed farming about 10,000 years ago, people began to settle in villages. Then, with further advances about 5,000 years ago, the first cities emerged, though these were relatively small for various reasons. The Industrial Revolution of the eighteenth and nineteenth centuries led to an increase in population, the displacement of people from rural to urban areas and the development of the industrial city, which was larger, more densely settled and more diverse than earlier

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cities. In the twentieth century, the

automobile allowed wealthier classes to move to the suburbs, so U.S. cities began to spread outward. Today most Americans live in a metropolis (a large urban area that includes a city and its surrounding suburbs), or even a megalopolis (an area in which many

metropolises merge).

A.

Part 1—Topic: Research with infant

monkeys

Summary sentence(s): The Harlows’

research on infant monkeys, whose behavior is similar to humans’, revealed that the monkeys showed permanent negative effects after six months of social isolation. They suffered less developmental harm if they received some physical contact (even artificial) or if the period was shorter.

Part 2—Topic: Isolated children Pattern: Listing

Summary sentence(s): In two cases where

children grew up in isolation (Anna and Genie), the children suffered similar damage to their social and mental development, and in spite of later socialization and care, the

damage was permanent. These cases demonstrate the importance of social experience in human development. B.

Since researchers cannot subject human beings to experimental isolation, they have studied monkeys and cases of isolated

children. Research on infant monkeys, whose behavior is similar to humans’, revealed that the monkeys showed permanent negative effects after six months of isolation. They suffered less developmental harm if they received some physical contact (even

artificial) or if the period was shorter. In two cases where children grew up in isolation (Anna and Genie), the children suffered similar damage to their social and mental development, and in spite of later

socialization and care, the damage was permanent. These cases demonstrate the importance of social experience in human development. Exercise 8, pages 213–214 1. a 4. b 7. a 2. c 5. b 8. c 3. b 6. a 9. a Exercise 9, pages 214–215

document, document documentary ——— documentation

dynamics ——— dynamic dynamically

enabler enable enabling ———

estimate, estimation estimate estimated ——— fund, funding fund well-funded ——— predominance predominate predominant predominantly

——— ——— subsequent subsequently

transmission, transmit transmittable ——— transmittal

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Exercise 10, page 215 1. transmitted 6. predominant 2. funds 7. dynamics 3. subsequent 8. document 4. goal 9. estimated 5. enabled

UNIT 9: Critical Reading

1. URL c. belongs to an individual because it includes the name of a person “Jonathan James” and it includes the word “blog.” 2. URL a. belongs to a newspaper called The

Mirror; URL b. belongs to the NHS, or National Health Service (Great Britain) in Kent and Medway; URL d. belongs to CNN, the news organization.

3. URLs b. and d. probably provide reliable information. The Mirror is the web site for the Daily Mirror, a British tabloid (sensationalist newspaper), so its information may be less reliable. 4. URLs b., c., and d. all include “piano

man” in the web address, so they

probably include information about him.

Online article 1

1. Jonathan James probably wrote it. 2. No, it belongs to an individual because it

includes the name and the word “blog.” 3. Probably not, since it is someone’s point

of view.

5. Yes, it could give an idea of how this person, and perhaps others, reacted to the story.

Online article 2

1. Stephen Moyes and Jon Kaila

2. Yes, because it includes “mirror.co.” “Co.” is an abbreviation for “company.”

3. You can’t tell from this information. You would need to look at the home page of the web site and see whether it is a tabloid or a newspaper that publishes articles about serious news.

5. Yes. There may be useful information here about the Piano Man, but since this newspaper tends to emphasize the sensational aspects of an event, you would need to check the information against other sources.

1. to persuade readers that performance-enhancing drugs should be permitted 2. The language includes many phrases that

show the author is trying to convince readers: “perhaps we should,” “it might be better,” “should be allowed,” and “Maybe the answer is to . . .”

1. to entertain the reader

2. The tone is informal, and the writer uses language to catch your attention and make you laugh, as for example, when he says “The stuff is like kudzu,” or when he uses exaggerated language like “I find it appalling to sometimes get responses within a minute . . .”

A.

1. to persuade readers to buy this coffee 2. to inform readers about Fair Trade

Certified coffee and indirectly to persuade them to buy it

3. to inform readers about the health aspects of caffeine

(Answers will vary for part B.)

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Paragraph 1

1. The writer is in favor of laws that ban smoking in public places.

2. The writer uses phrases such as “at last,” “destructive habit,” and “positive effect.” 3. (Answers will vary.)

Paragraph 2

1. The writer does not think that fast food is responsible for Americans being

overweight.

2. The writer uses sentences such as “. . . we can’t blame the restaurants,” “We should blame ourselves,” and “No one forces us to buy those hamburgers!”

2. a. neutral

3. a. biased b. against it

Article 1

1. The writer’s purpose is to inform. The article presents both sides, the tone and language is neutral, and it ends with a quotation that gives a neutral summary of the issue.

2. It describes an event (Weyco’s firing of four workers) and explains how this sets a legal precedent that could raise important issues.

3. The writer is mostly neutral since the article presents both sides of the issue. 4. The writer may have some bias in favor of

the company policy because he/she quotes the company president twice, but never quotes the workers or anyone on their side.

Article 2

1. The writer’s purpose is to inform and persuade at the same time.

She presents both sides of the issue, but she uses language that is clearly intended to persuade readers.

2. It describes a trend (a number of companies with bans against off-duty smoking) and the issues connected with it, emphasizing the fact that the smoking bans may not be legally acceptable because they violate workers’ rights. 3. She is against the smoking bans. The language includes many non-neutral words: “extreme trend,” “troubling,” “crackdown,” “zero-tolerance,”

“discriminating,” “class of unemployable citizens,” “fear,” “control.”

4. The writer seems biased against the smoking bans. She presents more

information and quotations in support of people who are against the smoking ban. Article 3

1. The writer’s purpose is to persuade. Through the tone and language, one can tell the writer is against the ban and is persuading the readers that it’s wrong. 2. It argues against the new WHO policy of

not hiring people who are smokers. 3. The writer is clearly against the policy.

The article includes strong negative language: “goes too far,” “in a worrisome way,” and “raids by the lifestyle police.” 4. The writer seems to be biased since he/she

only presents one side of the issue.

1. c 4. a 7. a 10. b 2. a 5. c 8. b 11. a 3. b 6. a 9. c 12. c