Solution Manual for Breaking Through: College Reading, 12th Edition

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TWELFTH EDITIONBrenda D. SmithGeorgia State UniversityLeeAnn MorrisSan Jacinto CollegeCompiled byCenveo Pubisher ServicesBreaking ThroughCOLLEGEREADINGANSWER KEYForA01_SMIT9211_12_SE_FM.indd116/02/183:07 PM

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Successful Reading1M01_SMIT9211_12_SE_C01.indd116/02/183:39 PM

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Reading 1ACHIEVING YOUR GOALSSetting goals for yourself is an important start, but then what? Are you aiming forsomething that truly reflects your values and your interests, or are you trying toplease someone else? Do you have a sincere determination to work toward the goalsyou have set? Will you be happier when you have reached them? Whether a goalis for the long or short term, honest answers to these questions are critical to yoursuccess.Psychologists, motivational speakers, life coaches, and a raft of others offer adviceabout how to go about fulfilling personal ambitions. Their suggestions often reflect solidpsychological research and provide helpful inspiration to get you started. In addition,though, some critical thinking on your part will help to sort out the ideas that will trans-fer to real-life. Consider these important points:•Align your goals with your values.Psychologists agree that happiness is moreoften the result of meaningful activities than acquiring things. As attractive aswealth and fame might be, consider whethere they will provide you a happy andfulfilling life. For example, if you want to be an attorney, providing legal servicesthrough a non-profit agency might be more satisfying to you than winning cases ata high-priced law firm. A recent study in the Proceedings of the National Academyof Sciences concluded that earning more than an average living wage is unrelatedto happiness, enjoyment, sadness, or stress. Be honest with yourself about whatmakes you happy.•Focus on the journey, not only on the destination.Students sometimes think oftheir time in college as a means to an end rather than a time of living. There is muchto be gained from the college experience other than a degree or certificate. Your goalsas a student probably include earning good grades. Of course, this is important tocompleting your educational goals. However, if you focus on learning and embracingnew, broadening experiences, you will achieve good grades and enjoy a more mean-ingful and lasting result.1020L/461 wordsM01_SMIT9211_12_SE_C01.indd216/02/183:39 PM

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Copyright © 2019, 2016, 2013•Build your supporting resources.Everyone needs support for the times whenmotivation or confidence weaken. Nurture positive relationships. Learn to askfor and accept support from friends, family, teachers, professionals, and faith toget you through the difficulties you will face. Identify resources offered at yourschool such as tutoring, financial aid, and career services. Even more important,develop your internal resources. Maintain good physical and mental health withregular exercise, healthy eating, consistent routines, and by limiting unproductivedistractions.Above all, remember that achieving your dreams will take time, persistence, andpatience. In fact, you will probably find that the process is a series of steps and mile-stones that change and evolve throughout your entire life. Having and working towardyour goals will provide a life that makes you proud!Think and WriteAnswer the following questions.1.In light of what you read in this selection, consider and perhapsrevise your answer to the first Personal Feedback 1 question.EXERCISE 1Specifically, name (1) your primary professional goal and (2) yourprimarypersonal goal:2.What barriers might stand in your way?3.How will you overcome these barriers? Think about the suggestions in theselection.(Answers will vary.)(Answers will vary.)(Answers will vary.)M01_SMIT9211_12_SE_C01.indd316/02/183:39 PM

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Carefully read the syllabus for your reading course and then refer to it to answerthe following questions: (Answers are unique to each course and professor.)1.The rubric, number, and title of this course are.2.The professor’s name is. When can you visit theprofessor’s office?3.What is the stated purpose of the course?4.What materials are required for this course?5.How will your grade be determined?6.What is the policy on attendance?7.Is there a penalty for late work?8.Does the syllabus describe any student support services?If so, whatare they?9.What questions do you have about the syllabus or the course?10.If your professor included a calendar of due dates, what is the first assign-ment and when is it due?EXERCISE 2Read the table of contents of this text and glance through the chapters. Noticethe format of the chapters and briefly scan the headings. Preview the text toanswer the following questions:1.How many chapters are in this book?102.Other than the obvious differences of topics covered, how does the organi-zational format of Chapter 3 differ from the format of Chapter 4?Chapter 3 has three longer practice readings at the end of the chapter, withcomprehension and vocabulary questions. Chapter 4 is solely vocabularyinstruction.3.What is the purpose of the Learning Objectives? to focus readers on thepurpose of each section of the chapterEXERCISE 3M01_SMIT9211_12_SE_C01.indd416/02/183:39 PM

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Copyright © 2019, 2016, 20134.What is the purpose of Summary Points? to review important pointsrelating to the Learning Objectives in the chapter; a type of summary5.In which chapter will you find information on making inferences?Chapter 76.In Chapter 5, “Topic, Main Idea, and Supporting Details” what other wordsare sometimes used to mean the same asmain idea? thesis, main point,central focus, gist, controlling idea, central idea7.Name five college subjects represented in the longer selections at the end ofthe chapters. psychology, business, literature, history, communication,criminal justice, health, science, sociology8.In which chapter will you learn more about patterns of organization?Chapter 69.What is the purpose of Appendix 1? to practice what you have learnedabout reading and studying a textbook chapter10.In which chapter will you find hints on time management? Chapter 1Reading 2SALTWATER SLAVESThe grim transatlantic voyage was different for every person. Still, the long nightmare ofdeportation contained similar elements for all. The entire journey, from normal villagelife in Africa to slavery beyond the ocean, could last a year or two. It unfolded in at leastfive stages, beginning with capture and deportation to theAfrican coast. The initial lossof freedom—the first experience of bound hands, harsh treatment, and forced marches—was made worse by the strange landscapes and unfamiliar languages. Hunger, fatigue,and anxiety took a steady toll as young and old were marched slowly toward the coastthrough a network of traders.The next phase, sale and imprisonment, began when a group reached the sea andAfrican traders transferred “ownership” of the captives. European buyers put them in ironchains alongside hundreds of other captives. After several months, canoes transportedthe captives through the surf to a waiting vessel. (Their hands were bound, so if a canoecapsized, it meant certain drowning.) Once aboard, the captives might have suffered inthe sweltering hold for weeks while the captain cruised the coast in search of additionalhuman cargo. Crew members sometimes raised nets surrounding the deck to preventattempts at escape or suicide.The ship’s captain decided when to begin crossing the Atlantic Ocean, the frighten-ing third phase that was the middle passage. The Africans below deck were trapped inthe dark, crowded, and stinking hold. The rolling of the ship on ocean swells broughtseasickness and painfulchafingfrom lying on the bare planks. Alexander Falconbridge,who sailed as a surgeon on several slave ships, recorded that “those who are emaciatedfrequently have their skin and even their flesh entirely rubbed off, by the motion of theship, from the . . . shoulders, elbows and hips so as to render the bones quite bare.”Historians have documented more than 27,000 slave voyages from Africa to theAmericas, and in each one, many factors came into play to shape the Atlantic crossing.These included the route, the season, the adequacy of supplies, the crew’s skills, andthe ship’s condition. The resolve of the prisoners, the possibility of piracy and ocean1170L/704 wordsWhat is this about?Stage 2?Stage 3Luck and personalstrengthTime frame?Very descriptive. Allsenses involved5 StagesM01_SMIT9211_12_SE_C01.indd516/02/183:39 PM

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warfare, and the ravages of disease also became factors. A change in weather condi-tions or in the captain’s mood could mean the difference between life and death.While the grim details varied, the overall pattern remained the same. The constant roll-ing of the vessel; the sharp changes in temperature; the crowded, filthy conditions; and theconstant physical pain and mental anguish took a heavy toll. Pregnant mothers gave birth ormiscarried; women were subjected to abuse and rape by the crew. Sailors threw the dead tothe sharks and even used corpses as bait, catching sharks that they then fed to the captives.For the starving survivors of the Atlantic ordeal, two further stages remained in theirdescent into slavery: the selling process and the time called “seasoning.” The sellingprocess on American soil could drag on for weeks or months, as prospective ownersexamined and prodded the newcomers in dockside holding pens. Those purchased werewrenched away from their shipmates with whom they had formed strong links duringtheir miseries at sea. Slaves often were auctioned in groups, or parcels, to ensure sale ofthe weak along with the strong. A final journey brought them to the particular planta-tion where many would work until they died.Most Africans did not begin their forced labor immediately. Instead, they entereda final stage, known as “seasoning,” which lasted several months or longer. The new-comers were known as “saltwater slaves,” in contrast to “country-born slaves” whohad grown up in America from birth. Seasoning gave newcomers time to mend physi-cally and begin absorbing a new language. Inevitably, many suffered from what we call“posttraumatic stress disorder,” or PTSD.As adults and children recovered from the trauma of the middle passage, they faceda series of additional shocks: foreign landscapes, strange foods, unfamiliar tasks, and evennew names. Worst of all, fresh arrivals met a master or overseer who was determinedto turn them into obedient servants. Repeatedly, the powerful stranger used force todemand the slaves’ obedience, destroy their hope, and crush any thoughts of resistance.—FromCreated Equal: A History of the United States,Fourth Edition,by Jacqueline Jones et al.InhumanStage 4Stage 5 Kindness orpracticality?How would a slavetrader tell thestory?What is the mainpoint?Like soldiers today?Answer the following main idea items on the passage about “saltwater slaves.”Then read the handwritten remarks describing the student’s thinking aboutwhether a response is correct.1.The best statement of the main idea of this passage isa.Slavery in America(Too broad and general)b.Slaves suffered seasickness, abuse, and horrible pain during theocean crossing.(Important detail, but the statement does not reflect the entire passage)c.Historians have documented more than 27,000 slave voyagesfrom Africa to the Americas, and in each one, many factors cameinto play to shape the Atlantic crossing.(Tempting, but only talks about the Atlantic crossing, not the other stages of thejourney)d.The traumatic journeys of captured Africans and their arrival inAmerica as “saltwater slaves” happened in stages over a year or two.(Forms an “umbrella” that covers all of the major parts of the passage)For more help answering main idea questions, refer to “Answering Topic andMain Idea Test Questions” in Chapter 5, page 189; for additional practice, refer toAppendix 5, page 530.dEXERCISE 4M01_SMIT9211_12_SE_C01.indd616/02/183:39 PM

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Copyright © 2019, 2016, 2013Answer the following detail question on the passage about “saltwater slaves.”Then note the handwritten remarks reflecting the thinking about whether aresponse is correct.1.According to the passage, “saltwater slaves” experienced all of thefollowing stagesexcept(Note the use of “except”; look for the only false item to be the correct answer.)a.a stage when they waited in America to be sold.(This is the fourth stage described in the selection.)b.the crossing of the Atlantic ocean in a slave ship.(The passage describes the horrible details of this third stage.)c.a forced march across land from their home villages.(This is the first stage described in the passage.)d.sailing immediately upon arrival at the sea from their villages.(After the land journey, they were sold and sometimes waited weeks on the shipbefore sailing. This is the only false statement, so it has to be the answer.)For additional practice answering detail questions, refer to Appendix 5, page 530.dAnswer the following inference questions on the passage about “saltwater slaves.”Then note the handwritten remarks reflecting the thinking about whether aresponse is correct.1.The author believes thata.the slave trade should have been stopped sooner.(The details present a negative picture, but the passage says nothing to propose this.)b.the slave trade flourished only because slavery was legal in theUnited States.(Although this might be true, the passage does not discuss the reasons for theslave trade or describe other destinations for slave ships. The word “only” suggestsa false statement.)c.the slave trade was wrong.(The very negative emotional language and details suggest the author feelsstrongly that the slave trade was immoral.)d.some captives escaped from the slave traders.(Some probably did escape, but the passage does not mention this.)For additional practice answering inference questions, refer to Appendix 5,page 530.cEXERCISE 5EXERCISE 6M01_SMIT9211_12_SE_C01.indd716/02/183:39 PM

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Factual PassagesWhat?Science, sociology, psychology, or history articlesHow to Read?Read for the main idea and do not get bogged down indetails. Remember, you can look back.Author’s Purpose?•To inform•To explain•To describeExample: TextbooksOpinion PassagesWhat?Articles with a particular point of view on a topicHow to Read?Read to determine the author’s opinion on the subject.Then judge the value of the support included and decide whether youagree or disagree.Author’s Purpose?•To argue•To persuade•To condemn•To ridiculeExample: Newspaper editorials, advertisements, many blog and media postsFiction PassagesWhat?Articles that tell a storyHow to Read?Read to understand what the characters are thinkingand why they act as they do.Author’s Purpose?•To entertain•To narrate•To describe•To shockExamples: Novels and short storiesTIPTypes of Test PassagesReading comprehension tests tend to include three basic types of passages, eachof which suggests a separate set of purposes. Study the notes about the threetypes shown in the Reader’s Tip box and answer the question on the “saltwaterslaves” passage. Then note the handwritten remarks reflecting the thinkingabout whether an answer is correct.EXERCISE 7M01_SMIT9211_12_SE_C01.indd816/02/183:39 PM

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Copyright © 2019, 2016, 2013Answer the following vocabulary question on the passage “saltwater slaves.”Then note the handwritten remarks reflecting the thinking about whether ananswer is correct.1.As used in the third paragraph, the best definition ofchafingisa.splinters.(This could happen from lying on wood planks, but Falconbridge’s quote suggestssomething else.)b.disease.(This wouldn’t necessarily happen from lying on bare planks, and it doesn’t fitwith the surgeon’s comment.)c.muscle soreness.(Falconbridge’s quote suggests damage to the skin, not the muscles.)d.rubbing away of the skin.(This would happen if a person lay on wood planks for a long time. It fits with thesurgeon’s comment.)For additional practice answering vocabulary questions, refer to Appendix 5,page 530.dEXERCISE 81.The author’s purpose in writing this passage isa.to entertain the reader with an interesting account of the slave trade.(The passage is interesting, but it seems to be from an American history textbookand is probably not meant for entertaining reading.)b.to inform the reader of the conditions in the stages of Africans’journey to becoming slaves in America.(The passage focuses on the stages of the journey and on the horrible conditions. Itappears to be from a textbook, so the purpose is most likely to inform and explain.)c.to persuade the reader to oppose slavery in any form.(The descriptions are horrifying, but no position on slavery is stated.)d.to condemn modern forms of slavery.(The passage is about the Africa-to-America slave trade. It says nothing aboutslavery today.)For additional practice answering author’s purpose questions, refer to Appendix 5,page 530.bM01_SMIT9211_12_SE_C01.indd916/02/183:39 PM

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Consider the following question about “saltwater slaves” as you respond to theitems below. Reading the handwritten notes that explain some answer choiceswill help you think through the process of responding to an essay question.List and describe the stages that slaves from Africa usually experiencedas they traveled from their home to American plantations.Read the Question Carefully.Be sure you are clear about what you are expectedto write.1.Which of the following is the best focus for your answer to theessay question above?a.The terrible conditions on the ship during the Atlantic crossing(This is just one of the stages in the journey.)b.The five stages of the journey, in order(This responds directly to the question.)c.The feelings of confusion, fear, and sadness that the Africanmust have experienced(The question asks about the stages, not for a general description of feelings.They can be mentioned in the description of each stage or as a closing.)d.The physical hardships of the journey(This can be mentioned in the descriptions, but the focus should be on whathappened in each stage.)Notice Key Words in the Question.Essay questions commonly use certainkey action words. The list below gives hints about how to respond to an essayquestion.Compare: List the similarities.Contrast: Note the differences.Criticize: State your opinion and stress the weaknesses.Define: State the meaning and use examples so the term is understood.Describe: State the characteristics so the image is vivid.Diagram: Make a drawing that demonstrates relationships.Discuss: Define the issue and elaborate on the advantages and disadvantages.Evaluate: State positive and negative views and make a judgment.Explain: Show cause and effect and give reasons.Illustrate: Provide examples.Interpret: Explain your own understanding of and opinions on a topic.Justify: Give proof or reasons to support an opinion.List: Record a series of numbered items.Outline: Sketch the main points with their significant supporting details.Prove: Use facts to support an opinion.Relate: Connect items and show how one influences another.bEXERCISE 9M01_SMIT9211_12_SE_C01.indd1016/02/183:39 PM

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Copyright © 2019, 2016, 2013Review: Give an overview with a summary.Summarize: Retell the main points.Trace: Move sequentially from one event to another.2.The key words in the essay question about “saltwater slaves”suggest which of the following plans?a.Explain your opinions on the topic of slavery.b.Show cause and effect and give reasons.c.Name the five stages of the journey and describe what happenedin each one.d.Connect items and show how one influences another.Reword the Question to Form the First Sentence of Your Essay Answer.Thismethod makes the main point clear and helps you stay on track as you write therest of the answer.3.Which of the following is the best opening sentence for your essayresponse?a.Slaves from Africa usually experienced five stages in the journeyfrom their home to plantations in America.b.Slaves experienced terrible conditions on the way to America.c.The history of slavery in America included much human suffering.d.The first stage of the journey to slavery in America began withcapture from home in African villages.Organize Your Answer Before You Write.A brief informal outline will guideyour writing and might even earn points if you are unable to finish the fullwrittenanswer.4.Which of the following best guides an answer to the essay question?a.Stage 1 CaptureStage 3 Middle passageStage 4 Sale in AmericaStage 5 PTSD(Not enough information about each stage; Stage 2 missing)b.Stage 1Stage 2Stage 3Stage 4Stage 5(No description of the stages)c.Stage 1Stage 2Stage 3Middle passageOcean crossingTerrible conditions in the ship’s holdStage 4Stage 5SeasoningcadM01_SMIT9211_12_SE_C01.indd1116/02/183:40 PM

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Physical recovery, adjustment, PTSDForced into obedience(Good information on Stages 3 and 5 but not enough for the others)d.Stage 1Capture and march to the seaBound hands, harsh treatmentStage 2Sale and imprisonmentDangerous transport from shore to shipStage 3Middle passageOcean crossingTerrible conditions in the ship’s holdStage 4Selling process in AmericaCould take weeks/monthsStage 5SeasoningPhysical recovery, adjustment, PTSDForced into obedience(All stages and descriptions included)Use Formal Language, Correct Spelling, and Correct Grammar.Expect thisas the standard for every academic assignment. You are not texting or postingon social media. Use paragraph form unless the question suggests somethingelse (e.g., to draw a time line of the slave journey.)Write for Points.Essay test grades almost always depend on arubric—a set ofexpectations with points attached. For this essay on “saltwater slaves,” a rubriclike this might be used:15 points total:10 points for the names and descriptions of the five stages (2 points each)3 points for an opening sentence that restates the question2 points for formal style, spelling, and grammar5.Using the rubric above, assign a grade to each of the following answers tothe question:List and describe the stages that slaves from Africa usually experienced asthey traveled from their home to American plantations. (Answers will vary,but Essay #2 should receive a higher grade than Essay #1.)Essay #1: Grade ______Name and description of each stage (0–10 points)Opening sentence (0–3 points)Formal style, spelling, grammar (0–2 points)Whew! The life of a slave was really hard. First, they were taken from their homes.Next, they were moved to ships and traveled over the oshun to America. The jurneywere very hard and many people got sick. Next, they arrived in America and got sold. Atthe plantation they had a chance to get better, but they had PTSD and tons of work to dothe rest of their life.M01_SMIT9211_12_SE_C01.indd1216/02/183:40 PM

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Copyright © 2019, 2016, 2013Essay #2: Grade ______Name and description of each stage (0–10 points)Opening sentence (0–3 points)Formal style, spelling, grammar (0–2 points)Slaves from Africa usually experienced five stages in the journey from home to planta-tions in America. First, they were captured from their home villages by slave traders, boundwith ropes, and marched cruelly over land to the sea. On arrival they were sold to Europeanbuyers and transported to waiting ships. They often endured this second stage trapped forweeks in the heat until the captain set sail. The third stage, the middle passage, was theAtlantic Ocean crossing. The conditions during this phase were especially horrible due todisease, illness, abuse, and physical injury, and many died. The fourth stage began whenthe ship docked in America. There buyers examined the slaves and settled on sale prices.Finally, when slaves arrived at their owner’s plantation, the “seasoning” stage began. Dur-ing this time slaves recovered their health, began to adjust to their new surroundings, andwere forced into obedience. These “saltwater slaves,” slaves born in Africa, suffered trau-matic physical and emotional hardships during these five stages of their journey.For additional practice answering essay questions, refer to Appendix 5.Read the following selection at your normal reading speed and aim for four cor-rect answers out of the five at the end of the reading. Time your reading so thatyou can calculate your words-per-minute rate. Use a stopwatch or a watch witha second hand. Record your starting time in minutes and seconds. When youhave completed the selection, record your finishing time in minutes and sec-onds. Answer the questions that follow and use the chart to determine your rate.Starting time:minutessecondsEXERCISE10Reading 3COMMON CAUSES OF COLLEGE STRESSAlthough everyone feels stress, life events and situations do not affect everyone the sameway. Our personalities, past experiences, and gender all influence how we perceive situ-ations and cope with stress. Regardless of these differences, you can learn ways to dealeffectively with the stress in your life.Recognizing the everyday life situations that contribute to your stress level is impor-tant in managing stress. The pressure of performing well in classes, along with compet-ing deadlines for papers, projects, and tests, can be a source of stress, especially if you donot have strong time-management skills. Choosing a major and planning for your futureafter graduation are also stressful processes. Making use of career counseling servicesand talking with your professors and faculty advisors can help you find the best optionsin light of your strengths and interests.INTERPERSONAL RELATIONSHIPSInterpersonal relationships often change when you enter college. If you relocate toattend college, getting connected within the college community and developing newrelationships can be stressful. Leaving family and friends can also be a challenge. Evenif you did not relocate, your existing relationships still might be affected as you balanceschool, work, friends, family, and other responsibilities.1120L/479 wordsM01_SMIT9211_12_SE_C01.indd1316/02/183:40 PM

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FINANCESFinancial responsibilities can be a source of stress during many stages of college life.Costs associated with tuition, fees, and books are high, and you may have to rely onloans to assist with college expenses. Work-study arrangements or other jobs can relievesome of the financial burden, but they place additional demands on your already limitedtime. Work demands can be a significant source of stress because they affect relation-ships, time, and schoolwork. Also, when selecting your major, you have to consider thejob opportunities and earning potential of the career paths that interest you. The need toattend graduate school or take low-paying or nonpaying internships can further add tofinancial strain and stress. Learning financial management skills can help reduce stress.Budgeting and planning for expenses are important skills to develop. Avoiding creditcard debt also reduces the stress of the financial burden of college.OTHER STRESSORSOther common college stressors include traffic, parking on campus, and adjusting tocollege life. Students with families have the combined stresses of balancing work andfamily responsibilities with the demands of school. Nontraditional students may feel outof place and experience stress related to those feelings. Students with disabilities mayface stressors in trying to navigate a campus that might not adequately accommodatetheir specific situation.In addition to balancing the demands of school, work, and relationships, some stu-dents engage in activities, such as spending too much time online, that negatively affectproductivity and, in turn, may lead to stress. Excessive online game playing or socialmedia interactions can increase stress levels by interfering with effective time manage-ment. A relatively new source of stress is cyberbullying, in which a student is threatenedor humiliated via electronic communication.(479 words)—Total Fitness and Wellness,Seventh Edition,by Scott K. Powers and Stephen L. DoddFinishing time:minutessecondsReading time in seconds5Words per minute5(see Time Chart)TIME CHARTTime in Seconds and MinutesWords per Minute60 (1 min.)4798035990319100287110261120 (2 min.)240130221140205150192160180170169180 (3 min.)160190151M01_SMIT9211_12_SE_C01.indd1416/02/183:40 PM

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