学术英语写作答案part5

2023-10-27 来源：爱问旅游网

PART FIVE: READINGS FOR WRITERS/ANSWER KEY 1

Note: Answers, with notations as appropriate, are provided here for the reading comprehension questions that follow each of the eighteen reading selections. As well, a model thesis and support outline is provided for each reading. Numbers of relevant paragraphs from each selection are shown in parentheses for the supporting points within the outlines.

ANSWERS AND SUGGESTED OUTLINE FOR “SELFANSWERS AND SUGGESTED OUTLINE FOR “SELF-“SELF-RELIANCE”—RALPH WALDO RELIANCE”—RALPH WALDO EMERSON

Reading Comprehension Questions

1. a 2. c 3. b 4. d 5. a 6. c Paragraph 4 7. c Paragraph 3 8. False Paragraph 3 9. c Paragraph 7 10. b

Thesis-and-Support Outline

Note: The numbers in parentheses refer to relevant paragraphs in the selection.

Thesis: There is a time in everyone’s life when he or she realizes that believing in Thesis: There is a time in everyone’s life when he or she realizes that believing in himself/herself is more important than believing what others say.

1. Trust in personal thoughts and ideas (2). 2. Be a nonconformist and don’t worry about what others think (3-5). Be a nonconformist and don’t worry about what others think (3-5). 3. Don’t be afraid to change (6-7). Don’t be afraid to change (6-7).

ANSWERS AND SUGGESTED OUTLINE FOR “THREE PASSIONS”—ANSWERS AND SUGGESTED OUTLINE FOR “THREE PASSIONS”—BERTRAND FOR “THREE PASSIONS”—BERTRAND RUSSELL

Reading Comprehension Questions

1. d 2. a 3. d Answer a is too narrow; answer b is unsupported; answer c is too

broad.

Paragraph 1

Langan, College Writing Skills with Readings, 9e IM - 1

This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

PART FIVE: READINGS FOR WRITERS/ANSWER KEY 1

5. 6. 7. 8. 9. 10. b. False c d a d.

Paragraph 2

Paragraph 3

Answers a, b, and c are unsupported.

Thesis-and-Support Outline

Note: The numbers in parentheses refer to relevant paragraphs in the selection.

Thesis: Three passions have governed the author’s life. Three passions have governed the author’s life.

1. The first passion in the author’s life has been the search for love (2).

2. The second passion in the author’s life has been the search for knowledge

(3).

3. The third and final passion in the author’s life has been a deep sense of

pity (4).

ANSWERS AND SUGGESTED OUTLINE FOR “SHAME”—ANSWERS AND SUGGESTED OUTLINE FOR “SHAME”—DICK GREGORY ANSWERS AND SUGGESTED OUTLINE FOR “SHAME”—DICK GREGORY

Reading Comprehension Questions

1. a

2. d

3. b Answers a, c, and d are too narrow. 4. a Answers b, c, and d are too narrow. 5. c Paragraph 6 6. True Paragraph 23

7. a Paragraph 5 8. b The entire incident with the Community Chest Fund shows

Richard’s pride; see also paragraph 28.

9. b Richard’s teacher ignores his problems and humiliates him in front

of the entire class; see paragraphs 5 through 26.

10. b Helene cries over Richard’s humiliation; see paragraph 23.Helene cries over Richard’s humiliation; see paragraph 23.

Thesis-and-Support Outline

Note: The numbers in parentheses refer to relevant paragraphs in the selection.

Thesis: Living poor was, for the author, a humiliating experience.

He was embarrassed in front of his classmates and, worse, in front of Helene Tucker (7-23).

Langan, College Writing Skills with Readings, 9e IM - 2

PART FIVE: READINGS FOR WRITERS/ANSWER KEY 1

2. 3.

Everybody knew he was a “worthy boy” who had no Dad and no money (28).

His self-pity prevented him from helping another poor man, the wino (29- 37).

ANSWERS AND SUGGESTED OUTLINE FOR “I BECAME HER TARGET”—ANSWERS AND SUGGESTED OUTLINE FOR “I BECAME HER TARGET”—ROGER FOR “I BECAME HER TARGET”—ROGER WILKINS

Reading Comprehension Questions

1. d

2. a

3. d Answers a and c are too broad; answer b is not supported by the

selection.

4. d Answers a, b, and c are too broad. 5. d Paragraph 3 6. a Paragraph 6 7. b Paragraph 7

8. 9. 10.

b c d

Paragraph 2 Paragraph 6

Paragraph 11 (We know that Miss Bean had not intended to knock the pencil from his hand because she gasped when the pencil went flying.)

Thesis-and-Support Outline

Note: The numbers in parentheses refer to relevant paragraphs in the selection.

Thesis: A teacher helped the first black student in school to be accepted and to learn to think for himself.

1. As a black newcomer to an all-white school in a bigoted neighborhood

before the era of civil rights, the author felt shame for being different (1-3).

2. Miss Bean immediately began to give Wilkins “human dimensions” by

including him in class discussion (4-6).

3. By requiring Wilkins to give his opinion on facts learned in class, Miss

Bean showed him “that thinking was part of education” and that he could “form opinions that had some value” (7-10). “form opinions that had some value” (7-10).

4. By (accidentally) knocking a pencil from Wilkins’s hand with a tossed

eraser, Miss Bean made Wilkins “just another kid in school” (11).

ANSWERS AND SUGGESTED OUTLINE FOR “ANSWERS AND SUGGESTED OUTLINE FOR “STEPPING INTO THE LIGHTFOR “STEPPING INTO THE LIGHT”—STEPPING INTO THE LIGHT”—TANYA SAVORY

Langan, College Writing Skills with Readings, 9e IM - 3

PART FIVE: READINGS FOR WRITERS/ANSWER KEY 1

Reading Comprehension Questions

1. a

2. c

3. c Answer a is too narrow; answers b and d are too broad. 4. b 5. d Paragraph 27 6. b Paragraph 29 7. a Paragraph 28 8. b 9. d Paragraphs 29-31 10. c Paragraph 32

Thesis-and-Support Outline

Note: The numbers in parentheses refer to relevant paragraphs in the selection.

Thesis: Over time a person can learn to accept her identity as a gay woman and to love

her enemies.

1. 2. 3.

The author explains her fear of being true to herself and expressing her identity. (14)

The author is stunned when her father encourages her to be who she truly is. (20)

The author embraces the option to love others and to respond to hate with love. (35)

ANSWERS AND SUGGESTED OUTLINE FOR “A HANGING”—ANSWERS AND SUGGESTED OUTLINE FOR “A HANGING”—GEORGE ORWELL TLINE FOR “A HANGING”—GEORGE ORWELL

Reading Comprehension Questions

1. c

2. d

3. d Answer a is too narrow; answer b is too broad; answer c is too

narrow (the execution may have been legally necessary according to the laws of Burma at the time, but Orwell feels it is morally wrong).

4. c Answers a, b, and d are ideas not suggested in the essay. 5. b Paragraph 12 6. False Orwell does not say what crime the prisoner had been convicted of.

7. a Paragraph 12 8. b Paragraph 10

9. 10.

d a

Paragraphs 3, 7, 13 Paragraphs 19, 23, 24

Langan, College Writing Skills with Readings, 9e IM - 4

PART FIVE: READINGS FOR WRITERS/ANSWER KEY 1 Thesis-and-Support Outline Note: The numbers in parentheses refer to relevant paragraphs in the selection. Thesis: “When I saw the prisoner step aside to avoid the puddle, I saw the mystery, the unspeakable wrongness, of cutting a life short when it is in full tide” (10). Or: Taking another person’s life is morally wrong. 1. The moments leading up to the hanging are filled with a tension caused by the enormity of the act—taking another person’sthe enormity of the act—taking another person’s life—taking another person’s life— life—that is about to occur. In particular, the dog trying to lick the condemned man’s face reminds us of the life still within him (2-9). 2. The prisoner stepping aside to avoid a puddle and moving clumsily up the gallows ladder reminds the narrator of the life within the man (10-11). 3. The man further asserts his life by praying loudly to his god until the moment of his death (12-13). 4. The relief and laughter by the participants afterwards is also a measure of the momentous event—the momentous event—the murder of another human being—the murder of another human being—that has occurred (16-24). ANSWERS AND SUGGESTED OUTLINE FOR “WHAT YOUR CLOSEANSWERS AND SUGGESTED OUTLINE FOR “WHAT YOUR CLOSET REVEALS FOR “WHAT YOUR CLOSET REVEALS ABOUT YOU”—AMY TAN ABOUT YOU”—AMY TAN Reading Comprehension Questions 1. c 2. a 3. c 4. b Answer a is too narrow; answer c is not central; answer d is too narrow 5. a 6. c Paragraph 1 7. d Paragraph 4 8. a Paragraph 5 9. d 10. b Paragraph 13 Thesis-and-Support Outline Note: The numbers in parentheses refer to relevant paragraphs in the selection. Thesis: The items found in a person’s closet reveal many secrets about the owner. Thesis: The items found in a person’s closet reveal many secrets about the owner. 1. Looking into the venture capitalist’s closet revealed an obsessive-compulsive woman Looking into the venture capitalist’s closet revealed an obsessive-compulsive woman who was “so inflexible she allowed no wrinkles in her life” (1-4). who was “so inflexible she allowed no wrinkles in her life” (1-4). Langan, College Writing Skills with Readings, 9e IM - 5 This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. PART FIVE: READINGS FOR WRITERS/ANSWER KEY 1

2. The author analyzes her own closet that was a “repository of foibles and fetishes, and The author analyzes her own closet that was a “repository of foibles and fetishes, and

archive of my personality and life history” (5-9). archive of my personality and life history” (5-9). 3. The author illustrates how the changes in her closet reflect the changes in her life (10-13).

ANSWERS AND SUGGESTED OUTLINE FOR “THE PROFESSOR IS A DROPOUT”—ANSWERS AND SUGGESTED OUTLINE FOR “THE PROFESSOR IS A DROPOUT”—BETH JOHNSON

Reading Comprehension Questions

1. a 2. b 3. d Answers a and b are too broad; answer c is too narrow. 4. c Answers a and d are too broad; answer c is too narrow. 5. b Paragraph 15 6. d Paragraph 36 7. b Paragraph 17 8. a

9. 10.

c b

Answers a, b, and d are unsupported

Thesis-and-Support Outline

Note: The numbers in parentheses refer to relevant paragraphs in the selection.

Thesis: Lupe Quintanilla overcame significant cultural and linguistic obstacles to obtain an education, develop a rewarding career, and help her children achieve success.

1. Lupe spends her early childhood in Mexico (3-4). 2. Lupe moves to Texas with her grandparents and has difficulty in school

(5-9).

3. Lupe learns at home and becomes a great reader (10-11). 4. Lupe marries and has five children (12). 5. As Lupe’s children attend school, she has a profound revelation about

their schooling and about her own educational experience (13-23).

6. Lupe begins college without a high school degree and makes the dean’s

list during the first semester, transfers to a full university and eventually earns her doctorate in education (24-32).

7. The author and Lupe reflect on how she managed to achieve as much as

she did while also raising her children (33-35).

8. Lupe credits her accomplishments within the Hispanic community and the

larger society to her belief that everyone is the “architect of [their] own destiny,” to her love of reading, and the importance of education (36-38). destiny,” to her love of reading, and the importance of education (36-38).

Langan, College Writing Skills with Readings, 9e IM - 6

PART FIVE: READINGS FOR WRITERS/ANSWER KEY 1

ANSWERS AND SUGGESTED OUTLINE FOR “ANSWERS AND SUGGESTED OUTLINE FOR “THE CERTAINTY OF FEARFOR “THE CERTAINTY OF FEAR”—THE CERTAINTY OF FEAR”—AUDRA KENDALL

Reading Comprehension Questions

1. a 2. a 3. d Answer a is too broad; answer b is too narrow. 4. c 5. a Paragraph 15 6. b Paragraph 25 7. b Paragraph 24 8. a Paragraphs 4-6 9. d 10. d

Thesis-and-Support Outline Note: The numbers in parentheses refer to relevant paragraphs in the selection.

Thesis: People fear different things at different stages of their lives. 1. The author relates her own fears as a child (1-7). 2. Young children’s fears (8-13). Young children’s fears (8-13).

3. Adolescents’ fears (14Adolescents’ fears (14-16). s’ fears (14-16). 4. Fears during middle age (17-21)

5. Fears of the elderly (22-25)

ANSWERS AND SUGGESTED OUTLINE FOR “WHAT’S WRONG WITH SCANSWERS AND SUGGESTED OUTLINE FOR “WHAT’S WRONG WITH SCHOOLS? FOR “WHAT’S WRONG WITH SCHOOLS? TEACHER PLAYS STUDENT, LEARNS TO LIE AND CHEAT”—TEACHER PLAYS STUDENT, LEARNS TO LIE AND CHEAT”—CASEY BANAS ”—CASEY BANAS

Reading Comprehension Questions

1. d

2. a 3. b 4. d 5. c Paragraph 11 6. False Paragraph 12

7. b Paragraph 7 8. c Paragraph 7, 8, 9

9. 10.

Paragraph 12 Paragraph 6, 12

Langan, College Writing Skills with Readings, 9e IM - 7

PART FIVE: READINGS FOR WRITERS/ANSWER KEY 1

Thesis-and-Support Outline

Note: The numbers in parentheses refer to relevant paragraphs in the selection.

Thesis: “. . . students are turned off because they have little power and responsibility for their own education” (2).

1. Students don’t decide on or do homework; teachers assign it and then do it

themselves in class (3-4).

2. Teachers take an active role in the classroom, and students, a passive one (5-7).

3. Students see teachers primarily as grade-distributors and role-players, not as

people who can teach them things (9-10).

4. Teachers demand too little of students (12).

ANSWERS AND SUGGESTED OUTLINE FOR “PROPAGANDA TECHANSWERS AND SUGGESTED OUTLINE FOR “PROPAGANDA TECHNIQUES IN FOR “PROPAGANDA TECHNIQUES IN TODAY’S ADVERTISING”—TODAY’S ADVERTISING”—ANN MCCLINTOCK AY’S ADVERTISING”—ANN MCCLINTOCK

Reading Comprehension Questions Reading Comprehension Questions

1. b

2. d

3. b Answer a is too broad; answers c and d are too narrow. 4. c Answers a and b are too narrow; answer d is too broad. 5. b Paragraph 9 6. d Paragraphs 18-19 7. c Paragraph 16 8. c Paragraph 23 9. b 10. a

Thesis-and-Support Outline

Note: The numbers in parentheses refer to relevant paragraphs in the selection.

Thesis: People should detect and understand common propaganda techniques, which appeal to the emotions rather than to logic.

1. 2. 3.

We are bombarded with ads, which present biased messages through various propaganda techniques, including seven common ones (1-4). Name calling—Name calling—referring to a competitor with negatively charged names or comments (5).

Glittering generalities—Glittering generalities—making important-sounding general claims with no explanation (6-8).

Langan, College Writing Skills with Readings, 9e IM - 8

PART FIVE: READINGS FOR WRITERS/ANSWER KEY 1

5. 6. 8.

ANSWERS AND SUGGESTED OUTLINE FOR “CHIEF SEATTLE’SANSWERS AND SUGGESTED OUTLINE FOR “CHIEF SEATTLE’S SPEECH OF FOR “CHIEF SEATTLE’S SPEECH OF 1854”—CHIEF SEATTLE 1854”—CHIEF SEATTLE

Reading Comprehension Questions

1. d 2. a

3. b 4. c 5. a 6. d 7. c 8. b 9. c 10. b

Paragraph 5 Paragraph 8

Paragraphs 18 and 21

Transfer—Transfer—associating something with a symbol or image most people respect and admire (9-11). Testimonial—Testimonial—promoting something with the support of a celebrity (12- 15).

Plain folks—Plain folks—associating something with the average person (16-17). or making an unfinished claim (18-19).

Bandwagon—appealing to people’s desire to do what many others are Bandwagon—appealing to people’s desire to do what many others are doing (20-21).

Use critical thinking to avoid reacting emotionally to ads (22-23).

Thesis-and-Support Outline

Note: The numbers in parentheses refer to relevant paragraphs in the selection.

Thesis: We accept that our people will have to move to a reservation, but we need to maintain the right, without molestation, to visit our ancestors on ancestral lands. 1. Indians used to be great in number, but have since diminished, thus diminishing their

power (3-4). 2. Fighting is not the answer and will serve only to hurt us as the white man’s numbers Fighting is not the answer and will serve only to hurt us as the white man’s numbers

are far greater (5-8). 3. Our religion and culture, though different from the white man’s beliefs, are important

and should be respected (9-21).

ANSWERS AND SUGGESTED OUTLINE FOR “ANSWERS AND SUGGESTED OUTLINE FOR “SINGLE SEX SCHOOLS: AN OLD FOR “SINGLE SEX SCHOOLS: AN OLD IDEA WHOSE TIME HAS COME”—IDEA WHOSE TIME HAS COME”—DIANE URBINA ”—DIANE URBINA

Langan, College Writing Skills with Readings, 9e IM - 9

PART FIVE: READINGS FOR WRITERS/ANSWER KEY 1

Reading Comprehension Questions

1. c

2. a 3. c Answers a, b, and d are too narrow. 4. d Answers a, b, and c are too broad. 5. c Paragraph 9 6. b Paragraph 14 7. b Paragraphs 14 8. d 9. a 10. c

Thesis-and-Support Outline

Note: The numbers in parentheses refer to relevant paragraphs in the selection.

Thesis: Single-sex schools offer students advantages that they cannot get in coed settings.

1. One advantage to single-sex schools is because girls and boys simply learn

differently (4)

2. 3.

Another advantage of single-sex schools is that they take into account a very basic fact of life; boys and girls act differently in each others’ presence (9).

A final reason that single-sex schools are advantageous concerns the behavior of teachers (12).

ANSWERS AND SUGGESTED OUTLINE FOR “HERE’S TO YOUR HEALTH”—ANSWERS AND SUGGESTED OUTLINE FOR “HERE’S TO YOUR HEALTH”—JOAN DUNAYER

Reading Comprehension Questions

1. c

2. c

3. d Answers a, b, and c are too narrow. 4. c Answer a is too narrow; answer b is too broad; answer d, never

directly stated in the article, is too narrow.

5. b Paragraph 6 6. False Paragraph 4

7. True Paragraph 8

8. a 9. False Paragraphs 6 and 8

10. d Paragraphs 4 and 8

Thesis-and-Support Outline Thesis-and-Support Outline Langan, College Writing Skills with Readings, 9e IM - 10

PART FIVE: READINGS FOR WRITERS/ANSWER KEY 1

Note: The numbers in parentheses refer to relevant paragraphs in the selection.

Thesis: The media and our culture promote a false myth about alcohol.

1. Part of the myth is that alcohol signals success; the reality is that alcohol

can prevent success (3-4).

2. Another part of the myth is that alcohol makes one sexually attractive; the

reality is that alcohol can make one less sexy (5-6).

3. A third part of the myth is that alcohol combines well with athletics; the

reality is that alcohol slows people down and can lead to physical decline (7-8).

4. The fourth part of the myth is that alcohol contributes to family happiness;

the reality is that alcohol can lead to great unhappiness.

ANSWERS AND SUGGESTED OUTLINE FOR “MAYOR OF RUST”—ANSWERS AND SUGGESTED OUTLINE FOR “MAYOR OF RUST”—SUE HALPERN FOR “MAYOR OF RUST”—SUE HALPERN

Reading Comprehension Questions

1. c 2. b 3. d

4. b Answer c is too broad; Answers a and d are not supported. 5. d Paragraph 5 6. d 7. c 8. a Paragraph 12 9. d 10. a

Thesis-and-Support Outline

Note: The numbers in parentheses refer to relevant paragraphs in the selection.

Thesis: The mayor of Braddock, Pennsylvania, John Fetterman, has been working to improve the dying town though it is still a work in progress. 1. The town fell into decline when the steel mills shut down, resulting in a loss of

population, loss of structures, and increased violence, but since Fetterman has been mayor, things have begun to turn around (1-6). 2. John Fetterman was introduced to Braddock when he was hired to start a program for

at-risk youth, and he decided to stay and run for mayor (7-11). 3. His work as mayor has not always been welcome or by-the-book, but Fetterman sees

his job as improving the town, not working for popularity (12-25).

4. Although people have moved into Braddock, hoping to benefit both themselves and the town, not everyone has had success with urban renewal (26-39).

Langan, College Writing Skills with Readings, 9e IM - 11

PART FIVE: READINGS FOR WRITERS/ANSWER KEY 1

5. The Braddock story is not finished; further positive developments may (or may not)

yet evolve (40).

ANSWERS AND SUGGESTED OUTLINE FOR “HOW TO MAKE IT ANSWERS AND SUGGESTED OUTLINE FOR “HOW TO MAKE IT IN COLLEGE, FOR “HOW TO MAKE IT IN COLLEGE, NOW THAT YOU’RE HERE”—BRIAN O’KEENEY

Reading Comprehension Questions

1. d

2. c

3. b Answers a, c, and d are too narrow. 4. d Answers a, b, and c are too narrow. 5. d Paragraphs 2 and 13 6. d Paragraph 23 7. d Paragraphs 15 through 18 8. a Paragraph 2 9. b Paragraph 9 10. d Paragraphs 2, 13

Thesis-and-Support Outline

Note: The numbers in parentheses refer to relevant paragraphs in the selection.

Thesis: You can succeed in college if you follow certain guidelines.

1. You can get good grades by developing good study habits (3-12).

2. You can handle your various responsibilities by scheduling your time

efficiently (13-18).

3. You should learn how to cope when personal problems conflict with

school work (19-23).

4. You can develop a positive attitude (24-27).

ANSWERS AND SUGGESTED OUTLINE FOR “COLLEGANSWERS AND SUGGESTED OUTLINE FOR “COLLEGE LECTURES: IS FOR “COLLEGE LECTURES: IS ANYBODY LISTENING?”—DAVID DANIELS ANYBODY LISTENING?”—DAVID DANIELS

Reading Comprehension Questions

1. c

2. a

3. c Answers a, b and d are all too narrow, as each covers only a single

point of the selection. Answers a, c, and d are too narrow.

Langan, College Writing Skills with Readings, 9e IM - 12

PART FIVE: READINGS FOR WRITERS/ANSWER KEY 1

5. d Paragraphs 5 and 7 6. a Paragraph 10 7. a Paragraph 10 8. a Paragraph 9 and 10 9. True Paragraphs 11 through 13

10. c Paragraph 13

Thesis-and-Support Outline

Note: The numbers in parentheses refer to relevant paragraphs in the selection.

Thesis: Colleges and universities should offer interactive, not lecture, classes to first- and second-year students (4, 15).

1. The lecture system is outmoded (4).

2. It is inadequate for students, especially less experienced students (5-11).

3. It is harmful to educators (12).

4. The lecture system continues because administrators like its profitability

and teachers and students find it easier (13). 5. Small, interactive classes benefit both students and teachers (14).

ANSWERS AND SUGGESTED OUTLINE FOR “ANSWERS AND SUGGESTED OUTLINE FOR “IS SEX ALL THAT MATTERS?FOR “IS SEX ALL THAT MATTERS?”—IS SEX ALL THAT MATTERS?”—JOYCE GARITY

Reading Comprehension Questions

1. c

2. c

3. c

4. d 5. c Paragraphs 4 and 6

6. a Paragraph 5 7. b Paragraph 2 8. b

9. c Paragraphs 10 and 11 10. b Paragraph 10

Thesis-and-Support Outline

Note: The numbers in parentheses refer to relevant paragraphs in the selection.

Thesis: Nothing, not even sex education, is counteracting the numerous sexual images in

our society that encourage irresponsible sex.

Langan, College Writing Skills with Readings, 9e IM - 13

PART FIVE: READINGS FOR WRITERS/ANSWER KEY 1

1. 2. 3. 4. 5.

A seventeen-year-old girl, Elaine, who is living temporarily with the author, reveals that she has gotten pregnant because birth control is not “romantic”(1-2). “romantic”(1-2).

The author reflects on the effects in a ‘sex-The author reflects on the effects in a ‘sex-saturated universe’ of magazine and television ads on young people (3-8).

The author provides statistics to support her argument that “heroes” in our The author provides statistics to support her argument that “heroes” in our society are those who advocate sexual excess (9).

Sex education isn’t taught in a manner that really reaches young people and little else is done in society to counter the emphasis on sexuality (10-11).

The author returns to thinking about Elaine, who is now pregnant again. (12).

Langan, College Writing Skills with Readings, 9e IM - 14

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学术英语写作答案part5