4A

1. a passage from a poem or play

2. Hamlet or the Book of Job
3. hiding in cemeteries and in a crowd of friends.
4. Maura and I…first about nothing at all and then about everything.
5. Swano, and I
6. Negro, and I am a black
7. considered living things and require from us food, water, shelter, and love
8. one morning and found him on the floor…lock of cupboard smashed and violin gone.
9. dumped his father, and earned a degree
12. provide men and women of every color and creed their full rights and obligations as
citizens of the United States.

4B
1. I wrote to Harvard, Yale and Princeton.
2. into Maura’s window, beat on the windshield with his fist and told me …
3. As the days passed, Corwin lay low and picked up his job at the deep fryer.
4. He straightened out, stayed sober, and used…
5. I remember my father playing chansons on his fiddle, reels and jigs.
6. He smile, shook his fine head and spoke softly.

4C
1. Gerunds, then suddenly a noun; He was always looking for money by scamming, betting,
shooting pool, and even now and then, looking for a job.
2. My mother out of grief became strict with my father, my older sister, and me.
3. Corwin took up the instrument, threw back his hair, and played a swift, silent passage of
music.
4. Ashley finished her story, went around the room, asked everyone why they were
supporting the campaign, and listened to their stories.
5. The old man was not there because of health care or the economy or education or the
war, or any other issue.
6. Granted, … to give health care to the sick, or jobs to the jobless, or education for the
uneducated.
7. The function of a university is to develop the analytical skills of students and provide a
place for them to learn to express themselves.
8. He argued for financial aid for the children of immigrants in order to ensure the equal
right to study the liberal arts, an equal chance… and communication skills that…

4D
1. Shamengwa and her father both loved the fiddle.
2. Both her mother and his father lost their capacity for joy.
3. The narrator does not give Corwin a break because he believes he is innocent, but
because …
4. He would either learn to play the violin or do time.
5. Neither Billy Peace nor his brother Edwin play fair in the race for the violin.
6. Both Shamengwa and Billy Peace, who…, can face…
7. The violin not only brings great heartache, but great joy.
8. The violin not only brings great joy, but also great heartache.

4E
1. The author uses a lot of conjunctions “and”s to connect his points together. For example,
“I saw a seven year old boy in a white cowboy hat and a Lone Ranger mask and a pair of
holstered six-shooters…”. He goes on speaking of every one he knew. “All my aunts and
uncles were there, and Abraham Lincoln, and Saint George, and a nine year old girl named
Linda.” These have the effect that the author is paralysed by his own thinking, that he is
pressured to speak about his whole world of human beings around him, as if these are
necessary to soothe him and make him sane. Abraham Lincoln is definitely not an uncle to
him, yet he put it after “all my aunts and uncles”. This unusual setting makes him sound as
though he cannot stop, and that he is under some sort of environment where every
emotion he has pours out uncontrollably. Sometimes, he uses semi-colons as in “I saw…; I
saw…; I saw…” or “I couldn’t get my breath; I couldn’t stay afloat; I couldn’t tell which way
to swim.” Now the first case he used semi-colons is to make the paragraph flow smoothly so
that the audience can keep track of who he is talking about (since he provides lots of
description for every one). The second case is used differently. In order to show his thinking
being constraint and jerky, illustrating the ideas in his head as fragments and making the
audience to feel the same way, he smartly chose to use semi-colons, which have the effect
of making the phrases stop abruptly and making the audience feel that pressure inside him
too. 4F Using “and” will not have the effect he desires, since it will sound lengthy and
audience will fall asleep instead of focus on the most important lines. Audience also expect
a long sentence from the previous paragraph, and without using semi-colons to separate
the expected long sentence, the sentence will not be perceived at something important to
the audience.

4G
1. “a black man from Kenya and a white woman from Kansas” have a parallel structure but
opposite. It’s a juxtaposition. “white grandfather…and white grandmother” also sound
almost the same. “some of the best schools in America and lived in one of the world’s
poorest nations” sound really parallel but is opposite in idea, a juxtaposition. “Blood of
slaves and slave owners” highlights the word “slave”.
2. White grandmother that one is matching. Other things are contrasting.
3. I think in the “best schools” example, the meaning changes slightly if it is being flipped
with the “poorest nations”. If he switches the order, there will be more emphasis on the
“best schools in America” and the tone will be so much more positive with that changed.
But since the author is trying to make us sympathize with the poorer countries, he puts it
last to emphasize.
4. Yes, because the audience can focus on the contrasting things more easily when the
author helps separate them clearly, what to focus on and what not. The audience will
understand his means as trying to show the difference and really take in what he says as a
result.

4H
1. Most hardworking people don’t feel they have been treated fairly…When they are told
that rich people live in mansions with a thousand workers similar to them; when they hear
about which cars the rich possess; the taxation system as being fair to every one in society;
and the rich children growing up to be beautiful and intelligent, jealousy builds over time.
2. My mother’s mistake was not listening carefully. It was that the person spoke or acted as
if I am still a child; as if I shouldn’t give a thought for my future yet; as if these are matters
far beyond my capacity to handle. (this is not true)
3. For we have a choice in this school. We can accept video games and unlimited phone
usage all day…We can stop communicating in person and only contact others using our
cellphones, every day, and talk about the newest I phone and games until we leave. We can
do that.
But if we do, I can tell you that in the next generation, we’ll not even learn how to speak
because there simply is nothing to learn. This is one option. Or, at this moment, in this
school, we can come together and say, “Wake up from your phone!”