d. Glucose is not a hormone produced by the body but a product of digestion. This answer is best

6. b. The professor starts the discussion by focusing on the chapter where Frankenstein brings his crea- ture to life; the students’ responses focus on how Frankenstein reacted to this event. 7. c. Todd states that he is surprised because Frankenstein “worked so hard to make this happen . . . and then the minute he succeeded, he ran off.” 8. a and d. Elena states that Frankenstein “was scared. He thought the creature was going to hurt him.” Todd states that Frankenstein was scared “of people finding out what he’d done.” 9. d. It is clear from the conversation that Frankenstein did bring his creature to life, so choice a is incor- rect. There is no evidence from the conversation that Frankenstein didn’t want others to discover the secret of life, so choice c is incorrect. Choice b may seem like a logical answer, but the conversation doesn’t suggest that Frankenstein didn’t consider the act of bringing the creature to life a success. Rather, he didn’t consider the appearance of the creature a success. In addition, the emphasis in the conversation is on Frankenstein’s reactions, so d is the best choice. 10. d. The students seem angered by Frankenstein’s abandonment of the creature he created. Anna says “I can’t believe Frankenstein ran away,” and Todd calls Frankenstein’s behavior “Totally irresponsible.” 11. c. The professor states this main idea in introduction to his lecture when he says, “Several important historical events led to the Cold War.” Choice a is too specific to be the main idea of the lecture. Choice b is incorrect and historically inaccurate. The professor specifically states that during the war, the two countries were allies but that the tension between the two countries was “already high.” Choice d is an inference that is not supported by evidence in the passage. The professor does suggest that the bomb- ing of Hiroshima could have been prevented, but that is not the statement in choice d. 12. a. The professor states that Einstein’s letter “asked Roosevelt to fund research and experiments in atomic weapons.” Choice b is incorrect because it contradicts this statement. Choice c is also incorrect because the professor also states that Einstein “told Roosevelt it was possible to create an atomic weapon.” Choice d is incorrect because there is no mention of the Soviet Union in the discussion of Einstein’s letter. 13. b. The professor’s last statement is that “this dramatically increased the growing tension between the two countries.” Choices a and c are therefore incorrect. There is no indication in the lecture about how the American people reacted, so choice d is also incorrect. 14. The correct order is: 1. Albert Einstein’s letter to President Roosevelt 2. the dropping of the bomb on Hiroshima 3. the Truman Doctrine 15. a. The speaker states that the argument that the bomb was dropped “to show the Soviet Union that we were a superior world power” is “quite convincing.” This suggests that he believes it wasn’t necessary to drop the bomb to end the war. This doesn’t go as far as to suggest the bomb should never have been dropped in the first place choice b, and there’s no indication that the professor believes the students should already know this material choice c. Finally, the speaker calls the Truman Doctrine an “important document,” but he doesn’t suggest that he feels it is a brilliant document choice d. – A N S W E R S A N D E X P L A N AT I O N S – 1 5 0 C h a p t e r 5 : W r i t i n g Practice 1 Answers will vary. Below are five different thesis statements, one for each type of writing prompt. 1. I do not agree that money is the root of all evil, because sometimes money can be used to do very good things. 2. For me, the most important thing a teacher can do is be encouraging and supportive. 3. I believe “success” is being happy with whatever it is you do. 4. I would put in a copy of the Sunday New York Times and a popular magazine like Parenting. 5. I think many people like to have the television as a “companion.” Practice 2 Again, answers will vary. Below are brainstorms for the five thesis statements above. 1. not everyone is greedy money for charities for artculture research for cures for cancer, AIDS, etc. support education simply provide necessities for families 2. even if a teacher doesn’t know everything about a subject, she can encourage us to learn more about it on our own encouragement and support builds confidence confidence is key to learning and doing well in school a teacher may know everything there is to know about a subject, but if heshe doesn’t connect with the students, they may not listen or care 3. whatever you accomplish it doesn’t mean anything if you aren’t happy pleasure should be in process as well as product make your life so that all you do brings you happiness like your job live in a place you like build good relationships 4. NYT would tell all about what’s happening in the world Ads would give a sense of what people liked to buy and how people live Articles cover all topics, from politics to business to arts Parents woulds how aspects of human behavior and development NYT doesn’t deal much with issues about kids 5. People who live alone want company TV is a good substitute; pretend people in their lives They can get caught up in the characters If news channel, they want to catch bits and pieces of news when they can TV on helps them keep from thinking too much, if maybe they’re depressed or lonely – A N S W E R S A N D E X P L A N AT I O N S – 1 5 1 Practice 3 Answers will vary. Below is an outline for one of the brainstorms above. Thesis: For me, the most important thing a teacher can do is be encouraging and supportive. 1. Even if a teacher doesn’t know everything about a subject, she can encourage us to learn more about it on our own. a. This develops a life-long love of learning. b. This teaches students how to find out answers. c. Example: 3rd grade, learning about local environmental hazard 2. A teacher may know everything there is to know about a subject, but if heshe doesn’t connect with the students, they may not listen or care. a. Encouragement and support are evidence of respect. When teachers respect students, students respect teachers and listen. b. A teacher who doesn’t encourage students may turn them away from subject completely c. Example: Mr. Stevens, algebra class

3. Encouragement and support builds confidence

a. Confidence is key to learning and doing well in school. b. Self-confidence is key to success in other areas of life as well. c. Example: how Mrs. Wampler helped me build confidence and be a better student Practice 4 Do you agree or disagree with the following statement? Good things come to those who wait, but better things come to those who go out and get them. Use specific reasons and examples to support your answer. Sample “6” Essay Growing up, I was always told that “Good things come to those who wait.” For a long time, I believed it. But now that I am older, I believe that sometimes it’s better to go after what you want instead of just waiting for it. I think the saying “Good things come to those who wait” teaches us an important lesson in patience. For example, I remember one year when I was about 10, I desperately wanted to go to the beach. I had never seen the ocean before, and it was a long and expensive trip for us. We lived 300 miles from the coast and did- n’t have a car. My parents kept saying no, we couldn’t afford it. They said to wait, that someday we’d go, but not now. I waited all summer and thought for sure it wouldn’t happen that year. I had finally resigned myself to waiting until the next summer vacation. But then, the last weekend before school began, my parents sur- prised us with a family trip to the beach. It certainly was worth the wait. But that trip didn’t just happen for our family. No one came along and just gave us the money or the means to make the trip. I thought then that because I waited, a good thing happened. But now I realize that my parents had to work hard to make that trip a reality for us. They had to save money. They had to post- – A N S W E R S A N D E X P L A N AT I O N S – 1 5 2