Solution Manual for Reading and Writing About Contemporary Issues, 3rd Edition

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Answer Keyfor

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11The Reading ProcessEXERCISE 1-1 . . . ACTIVE READINGConsider each of the following reading assignments. Discuss ways to get activelyinvolved in each assignment.1.Reading two poems by Maya Angelou for an American literature classannotate as you read; compare and contrast the poems’ subject matter,language, and meaning2.Reading the procedures for your next chemistry labunderline key steps, visualize the process, focus on overall purpose of the lab3.Reading an article inTimemagazine, or on theTimemagazine Web site,assigned by your political science instructor in preparation for a class discussionunderline or highlight, write summary notes, discover how the article relatesto course contentEXAMINING PROFESSIONAL WRITINGThe following textbook excerpt is taken fromSociology: A Down-to-Earth Approach,13e, by James Henslin. This excerpt will be used throughout this chapter todemonstrate techniques and give you practice in reading and learning from col-lege textbooks. The following section, discussing social class, illustrates howpreviewing is done. The portions to focus on when previewing are shaded. Readonly those portions. After you have finished, test how well your previewingworked by completing Exercise 1-3, “What Did You Learn from Previewing?”

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2Answer keyIssue: Wealth and PovertyConsequences of Social ClassJames Henslin41Does social class matter? And how! Think of each social class (whether upper-class,middle-class, working-class, or poor/underclass) as a broad subculture with distinctapproaches to life, so significant that it affects our health, family life, education, religion,politics, and even our experiences with crime and the criminal justice system. Let’s look athow social class affects our lives.Physical Health12The principle is simple: As you go up the social-class ladder, health increases. As yougo down the ladder, health decreases (Hout 2008). Age makes no difference. Infants bornto the poor are more likely to die before their first birthday, and a larger percentage ofpoor people in their old age—whether 75 or 95—die each year than do the elderly who arewealthy.23How can social class have such dramatic effects? While there are many reasons, hereare three. First, social class opens and closes doors to medical care. People with goodincomes or with good medical insurance are able to choose their doctors and pay forwhatever treatment and medications are prescribed. The poor, in contrast, don’t have themoney or insurance to afford this type of medical care.14A second reason is lifestyle, which is shaped by social class. People in the lower classesare more likely to smoke, eat a lot of fats, be overweight, abuse drugs and alcohol, get lit-tle exercise, and practice unsafe sex (Chin et al. 2000; Dolnick 2010). This, to understatethe matter, does not improve people’s health.25There is a third reason, too. Life is hard on the poor. The persistent stresses they facecause their bodies to wear out faster (Geronimus et al. 2010). The rich find life better.They have fewer problems and more resources to deal with the ones they have. This givesthem a sense of control over their lives, a source of both physical and mental health.Mental Health16Sociological research from as far back as the 1930s has found that the mental healthof the lower classes is worse than that of the higher classes (Faris and Dunham 1939;Srole et al. 1978; Peltham 2009). Greater mental problems are part of the higher stressthat accompanies poverty. Compared with middle- and upper-class Americans, the poorhave less job security and lower wages. They are more likely to divorce, to be the victimsof crime, and to have more physical illnesses. Couple these conditions with bill collectorsand the threat of eviction, and you can see how they can deal severe blows to people’semotional well-being.17People higher up the social class ladder experience stress in daily life, of course, buttheir stress is generally less, and their coping resources are greater. Not only can theyafford vacations, psychiatrists, and counselors, buttheir class position also gives them greatercontrol over their lives, a key to good mental health.1120L/1,286 wordsThe numbersbeside paragraphnumbers indicatewhich sentence ineach paragraph isthe topic sentence.Note toinstructors: Theblue underliningprovides answersto Exercise 5-9.(See Chapter 5.)

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3Answer keyFamily Life18Social class also makes a significant difference in our choice of spouse, our chances ofgetting divorced, and how we rear our children.19Choice of Husband or Wife.Members of the upper class place strong emphasis onfamily tradition. They stress the family’s history, even a sense of purpose or destiny in life(Baltzell 1979; Aldrich 1989). Children of this class learn that their choice of husband orwife affects not just them, but the entire family, that it will have an impact on the “familyline.” These background expectations shrink the field of “eligible” marriage partners, mak-ing it narrower than it is for the children of any other social class. As a result, parents inthis class play a strong role in their children’s mate selection.110Divorce.The more difficult life of the lower social classes, especially the many tensionsthat come from insecure jobs and inadequate incomes, leads to higher marital friction anda greater likelihood of divorce. Consequently, children of the poor are more likely to growup in broken homes.111Child Rearing.Lower-class parents focus more on getting their children to follow rulesand obey authority, while middle-class parents focus more on developing their children’screative and leadership skills (Lareau and Weininger 1977). Sociologists have traced thisdifference to the parents’ occupations (Kohn 1977). Lower-class parents are closely super-vised at work, and they anticipate that their children will have similar jobs. Consequently,they try to teach their children to defer to authority. Middle-class parents, in contrast,enjoy greater independence at work. Anticipating similar jobs for their children, theyencourage them to be more creative. Out of these contrasting orientations arise differentways of disciplining children; lower-class parents are more likely to use physical punish-ment, while the middle classes rely more on verbal persuasion.Education112Education increases as one goes up the social class ladder. It is not just the amount ofeducation that changes, but also the type of education. Children of the upper class bypasspublic schools. They attend exclusive private schools where they are trained to take a com-manding role in society. These schools teach upper-class values and prepare their studentsfor prestigious universities (Beeghley 2008; Stevens 2009).513Keenly aware that private schools can be a key to upward social mobility, some upper-middle-class parents make every effort to get their children into the prestigious preschoolsthat feed into these exclusive prep schools. Although some preschools cost $23,000 ayear, they have a waiting list (Rohwedder 2007). Not able to afford this kind of tuition,some parents hire tutors to train their 4-year-olds in test-taking skills, so they can get intopublic kindergartens for gifted students. They even hire experts to teach these preschool-ers to look adults in the eye while they are being interviewed for these limited positions(Banjo 2010). You can see how such parental involvement and resources make it morelikely that children from the more privileged classes go to college—and graduate.Religion314One area of social life that we might think would not be affected by social class is reli-gion. (“People are just religious, or they are not. What does social class have to do with

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4Answer keyit?”) However, the classes tend to cluster in different reli-gious denominations. Episcopalians, for example, are morelikely to attract the middle and upper classes, while Baptistsdraw heavily from the lower classes. Patterns of worship alsofollow class lines: The lower classes are attracted to moreexpressive worship services and louder music, while the mid-dle and upper classes prefer more “subdued” worship.Politics115The rich and poor walk different political paths. Thehigher that people are on the social class ladder, themore likely they are to vote for Republicans (Hout 2008).In contrast, most members of the working class believethat the government should intervene in the economyto provide jobs and to make citizens financially secure.They are more likely to vote for Democrats. Although theworking class is more liberal oneconomic issues(policiesthat increase government spending), it is more conser-vative onsocial issues(such as opposing the Equal RightsAmendment) (Houtman 1995; Hout 2008). Peopletoward the bottom of the class structure are also lesslikely to be politically active—to campaign for candidatesor even to vote (Gilbert 2003; Beeghley 2008).Crime and Criminal Justice116If justice is supposed to be blind, it certainly is notwhen it comes to one’s chances of being arrested (Henslin2012). Social classes commit different types of crime.The white-collar crimes of the more privileged classes aremore likely to be dealt with outside the criminal justicesystem, while the police and courts deal with the street crimes of the lower classes. Oneconsequence of this class standard is that members of the lower classes are more likelyto be in prison, on probation, or on parole. In addition, since those who commit streetcrimes tend to do so in or near their own neighborhoods, the lower classes are more likelyto be robbed, burglarized, or murdered.—adapted from Henslin,Sociology, pp. 275–278This young woman is being “intro-duced” to society at a debutante ball inLaredo, Texas. Like you, she has learnedfrom her parents, peers, and educationa view of where she belongs in life.How do you think her view is differentfrom yours?Dm Cherry/Shutterstock

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5Answer keyEXERCISE 1-3 . . . WHAT DID YOU LEARN FROM PREVIEWING?Without referring to the passage, answer each of the following questions.1.What is the overall subject of this passage?how social class affects our lives2.What happens to physical health as you go up the social class ladder?health increases3.In addition to choice of spouse, what other two aspects of family life aresignificantly affected by social class?divorce and child rearing4.Who is the young woman in the photograph and to what class does sheprobably belong?she is a debutante in Texas and probably belongs to the upper class5.On a scale of 1 to 5 (1=easy, 5=very difficult), how difficult do you expectthe passage to be?Answers will vary.EXERCISE 1-4 . . . MAKING PREDICTIONSPredict the subject and/or point of view of each of the following essays or articles.1.“The Nuclear Test-Ban Treaty: It’s Time to Sign”opposed to nuclear testing2.“Flunking Lunch: The Search for Nutrition in School Cafeterias”cafeteria food lacks nutritional value3.“Professional Sports: Necessary Violence”violence is an acceptable part of sports

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6Answer keyEXERCISE 1-5 . . . FORMING GUIDE QUESTIONSSelect the guide question that would be most helpful in improving your understandingof the textbook chapter sections that begin with the following headings:b1. Defining Lonelinessa. Is loneliness unusual?b. What does loneliness mean?c. Are adults lonelier than children?d. Can loneliness ever be positive?c2. The Four Basic Functions of Managementa. How important is management?b. Are there other functions of management?c. What are management’s four basic functions?d. Do poor managers cause serious problems?c3. Surface Versus Depth Listeninga. Is surface listening difficult?b. What is listening?c. How do surface and depth listening differ?d. Is depth listening important?a4. The Origins of the Cold Wara. How did the Cold War start?b. Is the Cold War still going on?c. How did the United States deal with the Cold War?d. Did the Cold War end through compromise?b5. Some People Are More Powerful than Othersa. Does power affect relationships?b. Why are some people more powerful than others?c. What is power?d. Can people learn to become more powerful?

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7Answer keyEXERCISE 1-7 . . . CHECKING YOUR COMPREHENSIONRead the passage titled “Consequences of Social Class” that appears on pages8–10. Be alert for positive and negative comprehension signals as you read. Afterreading the passage, answer the following questions on your own sheet of paper.Answers will vary.1.On a scale of 1 to 5 (1=very poor, 5=excellent), how would you rate youroverall comprehension?2.What positive signals did you sense? List them.3.What negative signals did you experience, if any? List them.4.In which sections was your comprehension strongest? List the paragraphnumbers.5.Did you feel at any time that you had lost, or were about to lose, comprehension?If so, go back to that part now. What made it difficult to read?

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8Answer keyEXERCISE 1-8 . . . HIGHLIGHTINGRead the following pair of passages, which have been highlighted in twodifferent ways. Look at each highlighted version, and then answer the questionsthat follow.Issue: First ImpressionsExample ADo you care if you make a good first impression on others? You should, according tothe research findings, because such impressions seem to exert strong and lasting effectson others’ perceptions of us. A recent study of 10,526 participants in HurryDate ses-sions—in which men and women interact with each other for very short periods, usuallyless than three minutes, and then indicate whether they are interested in future interac-tion—found that individuals know almost instantly if a person appeals to them whenthey see them. Men and women in the study assessed potential compatibility withinmoments of meeting. They based their compatibility on physically observable attri-butes such as age, height, attractiveness, and physique, instead of hard-to-observeattributes such as education, religion, and income, which seemed to have little effect ontheir choices. It is clear that the way others first perceive us strongly influences theirbehavior toward us and whether they want to interact with us.—Seiler, William J, Melissa Beall,and Joseph P. Mazur. “Communication.” p. 68.Reprinted and electronically reproduced by permission ofExample BDo you care if you make a good first impression on others? You should, according tothe research findings, because such impressions seem to exert strong and lasting effectson others’ perceptions of us. A recent study of 10,526 participants in HurryDate ses-sions—in which men and women interact with each other for very short periods, usuallyless than three minutes, and then indicate whether they are interested in future interac-tion—found that individuals know almost instantly if a person appeals to them whenthey see them. Men and women in the study assessed potential compatibility withinmoments of meeting. They based their compatibility on physically observable attri-butes such as age, height, attractiveness, and physique, instead of hard-to-observeattributes such as education, religion, and income, which seemed to have little effect ontheir choices. It is clear that the way others first perceive us strongly influences theirbehavior toward us and whether they want to interact with us.—Seiler, Beall, and Mazur,Communication, p. 681.Is Example A or Example B the better example of effective highlighting?A2.Why isn’t the highlighting in the other example effective?Example B contains too much highlighting. Too many details are highlighted,and the highlighting will not save much time in reviewing.

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9Answer keyEXERCISE 1-12 . . . PARAPHRASINGRead the paragraph about family trends and the paraphrases that follow. Thenanswer the questions about the paraphrases.Issue: Family TrendsToday, the dominant family form in the United States is the child-free family, wherea couple resides together and there are no children present in the household. With theaging of the baby boomer cohort, this family type is expected to increase over time. Ifcurrent trends continue, nearly three out of four U.S. households will be childless inanother decade or so.—Thompson and Hickey,Society in Focus, p. 383Paraphrase 1A child-free family is one where two adults live together and have no children. It isthe dominant family form (Thompson and Hickey 383).Paraphrase 2The child-free family is dominant in the United States. Baby boomers are havingfewer children. Three out of four homes do not have children in them (Thompson andHickey 383).Paraphrase 3The child-free family is dominant in the United States. As baby boomers get older,there will be even more of these families. If this trend continues, three-quarters of allU.S. homes will be childless ten years from now (Thompson and Hickey 383).1.Which is the best paraphrase of the paragraph?32.Why are the other paraphrases not as good?Paraphrase 1 does not contain enough information. Paraphrase 2 isinaccurate; it states the projected statistic as a fact.

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10Answer keyEXERCISE 1-13 . . . OUTLININGRead the following passage and use the headings listed to write an outline of thepassage.Issue: Business Issues and PracticesBehavior segmentationfocuses on whether people buy and use a product, as well ashow often and how much they use or consume. Consumers can be categorized in termsofusage rates: heavy, medium, light, or nonusers. Consumers can also be segmentedaccording touser status: potential users, nonusers, ex-users, regulars, first-timers, orusers of competitors’ products. Marketers sometimes refer to the80/20 rulewhenassessing usage rates. This rule (also known as thelaw of disproportionalityorPareto’s Law)suggests that 80 percent of a company’s revenues or profits are accounted for by 20percent of a firm’s products or customers. Nine country markets generate about 80 per-cent of McDonald’s revenues. This situation presents McDonald’s executives with strat-egy alternatives: Should the company pursue growth in the handful of countries where itis already well known and popular? Or, should it focus on expansion and growth oppor-tunities in the scores of countries that, as yet, contribute little to revenues and profits?— Keegan and Green,Global Marketing, pp. 202, 204Behavior SegmentationA.Usage rates: how much or how often people use or consume theproduct1.heavy2.medium3.light4.non usersB.User status:whether people buy and use a product1.potential users2.nonusers3.ex-users4.regulars5.first-timers6.users of competitive products

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11Answer keyC.80/20 rule1.also known asrule of disproportionalityorPareto’s Law2.20%of customers or products account for80%of revenue or profit3.McDonald’s strategya.9 countries generate 80% of revenueb.option 1: pursue growth where the company is already well knownand popularc.option 2:pursue growth where the company currently has low levels ofsales and profit

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122The Writing ProcessEXERCISE 2-5 . . . EVALUATING TOPIC SENTENCESEvaluate each of the following topic sentences and mark them as follows:E = effective, G = too general, A = announcement, N = not complete thought,S = too specificA1.This paper will discuss the life and politics of Simón Bolívar.G2.Japanese culture is fascinating to study because its familytraditions are so different from American traditions.S3.The admission test for the police academy includes vocabularyquestions.S4.The discovery of penicillin was a great step in the advancement ofmodern medicine.A5.I will talk about the reasons forthe popularity of reality televisionshows.N6.A habit leading to weight gain.S7.Each year Americans are thevictims of more than 1 millionauto thefts.G8.The White House has manyfamous rooms and an excitinghistory.E9.There are three factors to considerwhen buying a Smart TV.G10.Iraq has a long and interestinghistory.Chuck Aghoian/Shutterstock

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133Vocabulary for Readersand WritersEXERCISE 3-1 . . . USING DEFINITION CLUESRead the following excerpt and use definition clues to help you determine themeaning of each boldfaced word or phrase.Issue: Cultural Similarities and DifferencesWithin every culture, there is an overall sense of what is beautiful and what is notbeautiful, what represents good taste as opposed to tastelessness or even obscenity.Such considerations are matters ofaesthetics. Global marketers must understand theimportance of visual aesthetics embodied in the color or shape of a product, label, orpackage. Aesthetic elements that are attractive, appealing, and in good taste in onecountry may be perceived differently in another. In some cases, astandardized colorcan be used in all countries; an example is the distinctive yellow color on Caterpillar’searth-moving equipment and its licensed outdoor gear.Music is an aesthetic component of all cultures and is accepted as a form of artisticexpression and a source of entertainment. In one sense, music represents atranscul-turethat is not identified with any particular nation. However, sociologists have notedthat national identity derives in part from a country’sindigenous, or native, music; aunique musical style can represent the uniqueness of the culture and the community.—adapted from Keegan and Green,Global Marketing, p. 1041.aestheticsa shared sense within a culture of what is beautiful and what isugly, or what is tasteful and what is tasteless2.standardized colorone color used across a company’s products in all nationsin order to associate those products strongly with the company3.transculturea type of culture that crosses boundaries and is not associatedwith any one nation4.indigenousnative or local

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14Answer keyEXERCISE 3-2 . . . USING EXAMPLE CLUESRead the following excerpt and use definition and example clues to help youdetermine the meaning of each boldfaced word.Issue: TerrorismTerrorismis the systematic use of violence by a group in order tointimidatea pop-ulation orcoercea government into granting its demands. Terrorists attempt to achievetheirobjectivesthrough organized acts that spread fear and anxiety among the popula-tion, such as bombing, kidnapping, hijacking, taking of hostages, andassassination.They consider violence necessary as a means of bringing widespread publicity to goalsandgrievancesthat are not being addressed through peaceful means. Belief in theircause is so strong that terrorists do not hesitate to strike despite knowing they willprobably die in the act.Distinguishing terrorism from other acts of political violence can be difficult. Forexample, if a Palestinian suicide bomber kills several dozen Israeli teenagers in a Jerusa-lem restaurant, is that an act of terrorism or wartimeretaliationagainst Israeli govern-ment policies and army actions? Competing arguments are made: Israel’ssympathizersdenounce the act as a terrorist threat to the country’s existence, whereasadvocatesofthe Palestinian cause argue that long-standing injustices and Israeli army attacks onPalestinian civilians provoked the act.—Rubenstein,Contemporary Human Geography, p. 1901.terrorismsystematic use of violence in order to scare the people of a countryor force the government to act2.intimidatefrighten; scare3.coerceforce4.objectivesgoals5.assassinationmurder6.grievancescomplaints7.retaliationrevenge8.sympathizersthose who are sympathetic to a cause9.advocatesthose who support a particular cause or course of action

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