Chapter 3. Exercise C1-3

3.1

true
true
You must read each slide, and complete any questions on the slide, in sequence.
Exercise C1-3
Purpose and audience
true

In each pair, click on the passage that is more effective, given the writer’s purpose and audience.

Click Submit after each question to see feedback and to record your answer. After you have finished every question, your answers will be submitted to your instructor’s gradebook. You may review your answers by returning to the exercise at any time. (An exercise reports to the gradebook only if your instructor has assigned it.)

Example

Question 3.1

Correct. The realistic details (sizzling, congealed in tiny globs) show readers what the food is like instead of simply telling them. Also, the informal, conversational tone is appropriate for an article in a campus paper.
Sorry. This version lacks details, and the writer’s tone is too distant and formal for an article in a campus paper.
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Question 3.2

Correct. How many of us read instructions all the way through before beginning to follow them? After the machine stops must come first to avoid the danger of machinists’ moving the lever while the machine is still running.
For more help, see section C1-a.
Sorry. This version is dangerous. Some machinists might start following the instructions while they’re still reading—they’ll move the lever before the machine stops.
For more help, see section C1-a.
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Question 3.3

Correct. The request is simple and direct, and it has an amusing rhyme likely to get the reader’s attention: And don’t jangle the bangles.
For more help, see section C1-a.
Sorry. In addition to being somewhat long-winded, this version has an accusatory tone: It suggests that the reader may have trouble behaving in a civilized fashion.
For more help, see section C1-a.
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Question 3.4

Correct. This version appeals to the audience by presenting the course in human terms. The you point of view is effective for the writer’s purpose—to encourage students to sign up for the course.
For more help, see section C1-a.
Sorry. This version speaks about students, not to them. Also, it appears to blame students for stereotyping; its tone is stuffy and moralistic, not enticing.
For more help, see section C1-a.
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Question 3.5

Correct. This sentence focuses on the positive without dwelling on the negative, and it expresses the point concisely.
For more help, see section C1-a.
Sorry. This version dwells on the negative instead of focusing on the positive. Also, it wastes words and therefore wastes the reader’s time.
For more help, see section C1-a.
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Question 3.6

Correct. This version treats the reader with respect and suggests a specific and reasonable plan of action.
For more help, see section C1-a.
Sorry. This version insults and blames the reader, and it offers no positive suggestions for improvement.
For more help, see section C1-a.
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Question 3.7

Correct. This version emphasizes the fact that Megalocorp released the sewage into the river, and it clearly spells out the connection between the sewage and the environmental damage.
For more help, see section C1-a.
Sorry. This version de-emphasizes the fact that sewage entered the river and does not explicitly name Megalocorp as the source of the sewage and therefore the cause of the environmental damage.
For more help, see section C1-a.
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Question 3.8

Correct. The opening clause creates suspense, making the sentence dramatic.
For more help, see section C1-a.
Sorry. This version spills the beans in the opening clause. In the other version, the opening clause creates suspense and adds to the drama of the sentence.
For more help, see section C1-a.
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Question 3.9

Correct. The layout is eye-catching, making the notice easy to scan. It also highlights the most appealing information—the benefits and the refreshments.
For more help, see section C1-a.
Sorry. This version won’t catch anyone’s eye, and the opening sentence is forty-nine words long, with its most appealing information buried in the middle.
For more help, see section C1-a.
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Question 3.10

Correct. The writer gives the instructor specific information, and she makes a clear request. The tone is polite and straightforward.
For more help, see section C1-a.
Sorry. Although the writer is being very polite, she does not give the instructor important factual information, and her request is unclear. Because the e-mail is vague, it could waste the professor’s time.
For more help, see section C1-a.
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