Educators are seriously concerned about the high rate of dropouts among the doctor of philosophy candidates and the consequent loss of talent to a nation in need of Ph. D. s. Some have placed the dropouts loss as high as 50 percent. The extent of the loss was， however， largely a matter of expert guessing. Last week a well-rounded study was published. It was published. It was based on 22，000 questionnaires sent to former graduate students who were enrolled in 24 universities and it seemed to show many past fears to be groundless.
The dropouts rate was found to be 31 per cent，and in most cases the dropouts，while not completing the Ph. D. requirement， went on to productive work. They are not only doing well financially， but， according to the report， are not far below the income levels of those who went on to complete their doctorates.
Discussing the study last week， Dr. Tucker said the project was initiated ‘because of the concern frequently expressed by graduate faculties and administrators that some of the individuals who dropped out of Ph. D. programs were capable of competing the requirement for the degree. Attrition at the Ph. D. level is also thought to be a waste of precious faculty time and a drain on university resources already being used to capacity. Some people expressed the opinion that the shortage of highly trained specialists and college teachers could be reduced by persuading the dropouts to return to graduate schools to complete the Ph. D.’
“The results of our research” Dr. Tucker concluded， “did not support these opinions.”
1. Lack of motivation was the principal reason for dropping out.
2. Most dropouts went as far in their doctoral program as was consistent with their levels of ability or their specialities.
3. Most dropouts are now engaged in work consistent with their education and motivation.
Nearly 75 per cent of the dropouts said there was no academic reason for their decision， but those who mentioned academic reason cited failure to pass the qualifying examination， uncompleted research and failure to pass language exams. Among the single most important personal reasons identified by dropouts for non-completion of their Ph. D. program， lack of finances was marked by 19 per cent.
As an indication of how well the dropouts were doing， a chart showed 2% in humanities were receiving $ 20，000 and more annually while none of the Ph. D. ‘s with that background reached this figure. The Ph. D. ’s shone in the $ 7，500 to $ 15，000 bracket with 78% at that level against 50% for the dropouts. This may also be an indication of the fact that top salaries in the academic fields， where Ph. D. ‘s tend to rise to the highest salaries， are still lagging behind other fields.
As to the possibility of getting dropouts back on campus， the outlook was glum. The main condition which would have to prevail for at least 25 % of the dropouts who might consider returning to graduate school would be to guarantee that they would retain their present level of income and in some cases their present job.
1.The author states that many educators feel that
[A] steps should be taken to get the dropouts back to campus.
[B] the dropouts should return to a lower quality school to continue their study.
[C] the Ph. D. holder is generally a better adjusted person than the dropout.
[D] The high dropouts rate is largely attributable to the lack of stimulation on the part of faculty members.
2.Research has shown that
[A] Dropouts are substantially below Ph. D. ‘s in financial attainment.
[B] the incentive factor is a minor one in regard to pursuing Ph. D. studies.
[C] The Ph. D. candidate is likely to change his field of specialization if he drops out.
[D] about one-third of those who start Ph. D. work do not complete the work to earn the degree.
3.Meeting foreign language requirements for the Ph. D.
[A] is the most frequent reason for dropping out.
[B] is more difficult for the science candidate than for the humanities candidate.
[C] is an essential part of many Ph. D. programs.
[D] does not vary in difficulty among universities.
4.After reading the article， one would refrain from concluding that
[A] optimism reigns in regard to getting Ph. D. dropouts to return to their pursuit of the degree.
[B] a Ph. D. dropout， by and large， does not have what it takes to learn the degree.
[C] colleges and universities employ a substantial number of Ph. D. dropouts.
[D] Ph. D. ‘s are not earning what they deserve in nonacademic positions.
5.It can be inferred that the high rate of dropouts lies in
[A] salary for Ph. D. too low.
[B] academic requirement too high.
[C] salary for dropouts too high.
[D] 1000 positions.
答案詳解
1. A. 許多教育工作者感到應(yīng)采取步驟讓輟學(xué)者回校學(xué)習，特別是有些學(xué)科。這在第三段最后一句話：“有些人建議高級專家和大學(xué)教師短缺現(xiàn)象可以通過勸說輟學(xué)者返回校園完成博士學(xué)位來減少?！?/p>
B. 輟學(xué)者應(yīng)回到稍第幾的學(xué)校去完成學(xué)業(yè)。 C. 有博士學(xué)位的人一般比輟學(xué)者具有較好的適應(yīng)性。 D. 高輟學(xué)率主要原因在于教師方面缺乏刺激鼓勵。這三項文內(nèi)沒有提。
2. D.約三分之一開始就讀博士學(xué)位的人沒有完成學(xué)業(yè)取得學(xué)位。第二段第一句：“輟學(xué)率為31%。大多數(shù)情況下，輟學(xué)人不能完成博士學(xué)位學(xué)業(yè)，就去從事生產(chǎn)性工作”。
A. 輟學(xué)者的經(jīng)濟收入比博士生低許多。這是錯的。見倒數(shù)第二段：“作為輟學(xué)者干得真不錯的證明，統(tǒng)計圖表說明2%人文學(xué)科的輟學(xué)者年收入為20000多沒勁，沒有一個同樣背景的博士生達到這個數(shù)字。7000至15000美元年收入水平為博士生的78%，輟學(xué)者僅為50%?！?B. 在博士學(xué)習中刺激因素較小。 C. 博士預(yù)備生如果中途退學(xué)很可能改變其專業(yè)領(lǐng)域。
3. C. 博士生應(yīng)達到外語要求的水平是許多博士生課程的一個基本組成部分。這在第四段有所表示：“約75%的退學(xué)者說，他們決定退學(xué)并不是處于學(xué)術(shù)的原因，而處于學(xué)術(shù)原因的退學(xué)者提出：難以通過資格考試，難以完成研究，通不過外語考試”。這里看出外語是博士生課程的基本組成部分。
A. 它是退學(xué)最頻繁的原因。 B. 它對理科博士生比文科博士應(yīng)考生更難。 D. 它在大學(xué)中的難度并沒有不同。
4. A. 讀完這篇文章，人們不會有這種結(jié)論。這在第三段末和最后一段。第三段末：“我們研究的結(jié)果并不支持這些一件(包括返回校園之意見)：⑴缺乏動力是退學(xué)的主要原因。⑵大多數(shù)退學(xué)者在博士課程上已經(jīng)達到和他們的能力水平和專業(yè)水平相一致的水平。⑶大多數(shù)退學(xué)者現(xiàn)在從事的工作和他們所受教育和動機相一致?！弊詈笠欢危骸爸劣诜祷匦@的可能性，前景不樂觀。至少有25%的退學(xué)生可能考慮返回研究生院就讀，條件是保證他們保留現(xiàn)有的收入水平，有些還要保留他們目前的工作?！?/p>
B. 博士生退學(xué)者，大體而論，并不具備得到學(xué)位所需要的一切。 C. 學(xué)院和大學(xué)雇傭了許多退學(xué)生。 D. 博士生在非學(xué)術(shù)崗位上沒有掙到他們應(yīng)得的錢。B.、C.兩項文內(nèi)沒提。D.不對，參見難句譯注4。
5. A. 博士生的工資太低。見第四題A.的譯注和難句譯注4。
B. 學(xué)術(shù)要求太高。這只是某些因?qū)W術(shù)原因輟學(xué)者之強調(diào)點。 C. 輟學(xué)者工資太高。不是太高而是有一部分高于博士生。見第二題D項注釋。 D. 職位低。文內(nèi)沒有提。Imagining being asked to spend twelve or so years of your life in a society which consisted only of members of own sex. How would you react? Unless there was something definitely wrong with you， you wouldn‘t be too happy about it， to say the least. It is all the more surprising therefore that so many parents in the world choose to impose such abnormal conditions on their children – conditions which they themselves wouldn’t put up with for one minute!
Any discussion of this topic is bound to question the aims of education. Stuffing children‘s heads full of knowledge is far from being foremost among them. One of the chief aims of educations is to equip future citizens with all they require to take their place in adult society. Now adult society is made up of men and women， so how can a segregated school possibly offer the right sort of preparation for it? Anyone entering adult society after years of segregation can only be in for a shock.
A co-educational school offers children nothing less than a true version of society in miniature. Boys and girls are given the opportunity to get to know each other， to learn to live together from their earliest years. They are put in a position where they can compare themselves with each other in terms of academic ability， athletic achievement and many of the extra-curricular activities which are part of school life. What a practical advantage it is ( to give just a small example ) to be able to put on a school play in which the male parts will be taken by boys and the female parts by girls! What nonsense co-education makes of the argument that boys are cleverer than girl or vice-versa. When segregated， boys and girls are made to feel that they are a race apart. Rivalry between the sexes is fostered. In a coeducational school， everything falls into its proper place.
But perhaps the greatest contribution of co-education is the healthy attitude to life it encourages. Boys don‘t grow up believing that women are mysterious creatures – airy goddesses， more like book-illustrations to a fairy-tale， than human beings. Girls don’t grow up imagining that men are romantic heroes. Years of living together at school dispel illusions of this kind. There are no goddesses with freckles， pigtails， piercing voices and inky fingers. There are no romantic heroes with knobbly knees， dirty fingernails and unkempt hair. The awkward stage of adolescence brings into sharp focus some of the physical and emotional problems involved in growing up. These can better be overcome in a co-educational environment. Segregated schools sometimes provide the right conditions for sexual deviation. This is hardly possible under a co-educational system. When the time comes for the pupils to leave school， they are fully prepared to enter society as well-adjusted adults. They have already had years of experience in coping with many of the problems that face men and women.
1.What is the best title for this passage?
[A] only co-education can be in harmony with society.
[B] people are in great need of co-education.
[C] any form of education other than co-education is simply unthinkable.
[D] co-education has many features.
2.what does co-education offer to children?
[A] A society.
[B] A true small model of society.
[C] A real life.
[D] True version of social condition.
3.According to the passage， what is one of the chief aims of education?
[A] It is for students to acquire knowledge.
[B] It is to equip future citizens with scientific technology.
[C] It is to equip future citizens with what is required in getting a position in society.
[D] It is for students to get academic achievements.
4.Why do boys and girls in co-education have no illusion about each other?
[A] They live together and know each other too well.
[B] Years of living together at school dismiss such illusion.
[C] co-education encourage them to have an healthy attitude toward life.
[D] They are familiar with each other‘s problems.
Vocabulary
1.to be in for = receive 接受
2.He is in for punishment. 他受到懲罰。
3.miniature 縮樣，雛形，微型畫
4.freckle 雀斑
5.pigtail 鞭子
6.knobbly = knobby 多節(jié)的
7.unkempt 亂七八糟，蓬亂的
8.sharp focus = clear view
9.bring into focus 使集中在焦點上，對光
10.bring into sharp focus 這里的意義是：一目了然，明顯突出
11.deviation 越軌，偏離，入歧途
12.all the more 越發(fā)，格外
難句譯注
1.a co-educational school offers children nothing less than a true version of society in miniature.
【參考譯文】男女合校至少給孩子提供了一個社會真正縮影。
2.The awkward stage of adolescence brings into sharp focus some of the physical and emotional problems involved in growing up.
【參考譯文】棘手的青春期把成長過程中出現(xiàn)的某些身體上合感情上的問題清晰地擺出來。
寫作方法與文章大意
文章論及“男女合校制的優(yōu)越性和男女分校制的缺陷?！辈捎靡蚬?、對比寫法。首先假設(shè)單一性別社會，人所不能容忍，那單一性別的學(xué)校培養(yǎng)的人又怎能適應(yīng)社會。因為社會是男女組成的。然后分別對比合校和分校的優(yōu)缺點。比較合校的優(yōu)點，分校的缺點，最后得出結(jié)論：之后合校的學(xué)生，在離校進入社會，已做好一切準備，而不會感到震驚，因為他們已有好幾年的經(jīng)驗，會處理面臨男女的許多問題。
答案詳解
1. C 除了男女合校，其他形式的教育簡直難以想象。答案見第一段“設(shè)想請你在一個只有你一樣性別的人存在的社會生活12年光景，你會如何反應(yīng)呢?除非你本人確實有毛病，否則，你至少不會太高興。因此，世界上有那么多的父母愿意把這種不正常的環(huán)境(他們自己一分鐘都受不了的環(huán)境)強加給他們的孩子們，這太令人驚訝!”第二段講“教育的目的之一就是為未來的公民在成人社會中找一席之地，準備好需要的一切。而社會由男女組成，那分校又怎能準備?”后兩段講合校之優(yōu)點，分校之缺點，具體對比突出主題。這都說明C 最合適。A. 只有合校才能和社會相協(xié)調(diào)。D. 合校有許多特點。這兩項文章內(nèi)容涉及到，但作為標題則不確切。B. 人們非常需要合校。文內(nèi)沒有直接談到。
2. B 一個真實社會的縮影。這在第三段第一句“男女合校確實能給孩子們提供一個社會真實的縮影?！毕旅娴膬?nèi)容都是圍繞這個主題而寫的具體情況。如：生活在一起，彼此了解，對比等。A. 社會。C. 一種真實的生活。D. 真實的社會情況。都沒有B項那樣確切。
3. C 為未來公民在社會上擁有一席之地，準備好所需要的一切。這在第二段“這個話題的討論必然會引出教育目的的問題。把各種知識塞進孩子頭腦遠不是教育主要的目的，教育的主要目的之一是為未來公民在成人社會求得一席之地，準備好所需一切?！盇. 學(xué)生學(xué)到只是。B. 以科技武裝未來公民。C.為學(xué)生缺德學(xué)術(shù)成就。都只是知識學(xué)習的一個部分。
4. B 幾年學(xué)校共同生活打消了幻想。答案在第四段中，“在學(xué)校中，幾年生活在一起消除這一類的幻想。沒有什么臉上有雀斑，梳著鞭子，涂著指甲，尖的噪音的女神，也沒有膝部有疙瘩，指甲臟兮兮，頭發(fā)亂蓬蓬的浪漫英雄。棘手的青春期明顯呈現(xiàn)出來的成長過程中身體上和感情上的問題，在男女合校環(huán)境中得到很好的解決。”
A. 他們生活在一起，彼此太了解。此答案太過，不是太了解而不產(chǎn)生幻想，而是了解情況;真人就在眼前，人就實際了，消除了幻想。C. 合校鼓勵他們對生活有一種健康積極的態(tài)度。這是合校的大方向，不是消除幻想的根本原因。D. 他們熟悉彼此的問題。不全是消除幻想之因，而是處理問題的前奏。這在最后一段最后兩句話有說明“當學(xué)生離校的時刻來到時，他們已是很有適應(yīng)性的成人，為進入社會做好了充分準備。他們已有幾年處理面臨男女的許多問題的經(jīng)驗?！盬hen it comes to schooling， the Herrera boys are no match for the Herrera girls. Last week， four years after she arrived from Honduras， Martha， 20， graduated from Fairfax High School in Los Angeles. She managed decent grades while working 36 hours a week at a Kentucky Fried Chicken. Her sister， Marlin， 22， attends a local community college and will soon be a certified nurse assistant. The brothers are a different story. Oscar， 17， was expelled two years ago from Fairfax for carrying a knife and later dropped out of a different school. The youngest， Jonathan， 15， is now in a juvenile boot camp after running into trouble with the law. “The boys get sidetracked more，” says the kids' mother， Suyapa Landaverde. “The girls are more confident.”
This is no aberration. Immigrant girls consistently outperform boys， according to the preliminary findings of a just-completed， five-year study of immigrant children——the largest of its kind， including Latino， Chinese and Haitian kids——by Marcelo and Carola Suarez-Orozco of the Harvard Graduate School of Education. Though that trend holds for U.S.-born kids as well， the reasons for the discrepancy among immigrants are different. The study found that immigrant girls are more adept at straddling cultures than boys. “The girls are able to retain some of the protective features of [their native] culture” because they're kept closer to the hearth， says Marcelo Suarez-Orozco， “while they maximize their acquisition of skills in the new culture” by helping their parents navigate it.
Consider the kids' experiences in school. The study found that boys face more peer pressure to adopt American youth culture——the dress， the slang， the disdain for education. They're disciplined more often and， as a result， develop more adversarial relationships with teachers——and the wider society. They may also face more debilitating prejudices. One teacher interviewed for the study said that the “cultural awareness training” she received as part of her continuing education included depictions of Latino boys as “aggressive” and “really macho” and of the girls as “pure sweetness.”
Gender shapes immigrant kids' experiences outside school as well. Often hailing from traditional cultures， the girls face greater domestic obligations. They also frequently act as “cultural ambassadors，” translating for parents and mediating between them and the outside world， says Carola Suarez-Orozco. An unintended consequence： “The girls get foisted into a responsible role more than the boys do.” Take Christina Im， 18， a junior at Fairfax who arrived from South Korea four years ago. She ranks ninth in a class of 400 students and still finds time to fix dinner for the family and work on Saturdays at her mother's clothing shop. Her brother? “He plays computer games，” says Im.
The Harvard study bears a cautionary note： If large numbers of immigrant boys continue to be alienated academically——and to be clear， plenty perform phenomenally——they risk sinking irretrievably into an economic underclass. Oscar Herrera， Martha's dropout brother， may be realizing that. “I'm thinking of returning to school，” he recently told his mother. He ought to look to his sisters for guidance.
1. In the opening paragraph， the author introduces his topic by
[A]posing a contrast
[B]justifying an assumption
[C]making a comparison
[D]explaining a phenomenon
2. The statement “they also frequently act as ‘cultural ambassadors’”(Line two， Paragraph 4) implies that
[A]they work as a translator for their parents
[B]they help their parents have a better understanding of the foreign culture
[C]they encourage their parents to go into the outside world
[D]their parents help them realize their dream of becoming an ambassador.
3. Immigrant boys do not fare well in the outside world because of the following reasons， except that
[A]American youth culture has a bad influence on the boys
[B]people have prejudice against them
[C]their sense of responsibility is not as strong as that of the girls
[D]they do not get well along with the teachers and the outside world
4. Marcelo and Carola Suarez-Orozco have eventually found in their study that
[A]the immigrant boys should not be allowed to go into the outside world
[B]the immigrant boys have no judgment about the youth culture
[C]the immigrant girls do a better job than the immigrant boys
[D]the immigrant boys should be severely disciplined
5. What can we infer from the last paragraph?
[A]All the dropouts should receive good education.
[B]Many immigrant boys are likely to fall into trouble in the future.
[C]Schooling education has been neglected.
[D]More attention should be paid to the immigrant children.
詞匯注釋
sidetracked 使受牽制的，誤入歧途的
aberration 失常;偏差
outperform 勝過
preliminary 預(yù)備的，初步的
discrepancy 相差，差異，矛盾
adept at 熟練于…;擅長于…
straddle 跨坐
navigate 航行于，駕駛，操縱
adversarial 敵手的，對手的
debilitate 使衰弱，使虛弱
macho 男子的，男子氣的
hailing from 來自，在某地生長
mediate 仲裁，調(diào)停
foist 偷偷插入，使混入
phenomenally 現(xiàn)象上的，明白地;驚人地
irretrievably 不能挽回地，不能補救地
look to sb. for sth.以來或指望某人提供或作某事物
fare 進展;成功
難句講解
1. Last week， four years after she arrived from Honduras， Martha， 20， graduated from Fairfax High School in Los Angeles. She managed decent grades while working 36 hours a week at a Kentucky Fried Chicken.
[簡析] 本句話是一個并列句，其主干“Martha graduated from Fairfax High School in Los Angeles. She managed decent grades…”。four years after she arrived from Honduras和20是插入語;while引導(dǎo)的斷語作狀語，表示讓步。
2. “The girls are able to retain some of the protective features of [their native] culture” because they're kept closer to the hearth， says Marcelo Suarez-Orozco， “while they maximize their acquisition of skills in the new culture” by helping their parents navigate it.
[簡析]本句話的主干是“The girls are able to retain some of the protective features…”。Because引導(dǎo)的是原因莊宇從句;says Marcelo Suarez-Orozco是插入語;while 引導(dǎo)的是時間狀語從句，其中的by引導(dǎo)的短語作狀語，其中的it指的是new culture.
3. One teacher interviewed for the study said that the “cultural awareness training” she received as part of her continuing education included depictions of Latino boys as “aggressive” and “really macho” and of the girls as “pure sweetness.”
[簡析]本句話的主干是“One teacher said that…”。interviewed for the study作定語修飾teacher;that 引導(dǎo)的是賓語從句，其中的she received as part of her continuing education是一個省略了引導(dǎo)詞的定語從句，修飾cultural awareness training.
4. The Harvard study bears a cautionary note： If large numbers of immigrant boys continue to be alienated academically——and to be clear， plenty perform phenomenally——they risk sinking irretrievably into an economic underclass.
[簡析]本句話的主干是“The Harvard study bears a cautionary note…”。冒號后面的句子是在解釋前面的句子;if 引導(dǎo)的是條件狀語從句;破折號里面的內(nèi)容是在進一步說明if 引導(dǎo)的從句。
答案與解析
1. C 結(jié)構(gòu)題。本題的問題是“在開始段落，作者通過 介紹他的主題”。文章第一段提到，談到學(xué)校教育，哈瑞羅家的男孩無法與女孩相提并論;隨后，作者分別介紹了女孩和男孩的表現(xiàn);該段最后引用孩子們的母親的話指出，男孩子大都誤入歧途，而女孩子卻更自信。這說明，作者是通過相互比較引出其主題的。[C]“做比較”是對該段的恰當概括，為正確答案。[A]“形成對照”不準確，因為contrast主要指的是對立，與文意不符;第一段中沒有提到某種假設(shè)，所以[B]“證明一種假設(shè)正確”不對;第一段中只是提出了女孩在學(xué)校教育方面比男孩表現(xiàn)好，并沒有解釋原因，所以[D]“解釋一種現(xiàn)象”不對。
2. B 推論題。本題的問題是“‘她們也常常擔任文化大使’(第四段)這句話暗示 ”。文章第二段提到，移民女孩比男孩更擅長于適應(yīng)不同的文化，并且她們可以幫助其父母適應(yīng)新文化;而第四段前面部分提到，女孩面臨更多家庭義務(wù)，她們也常常擔任“文化大使”。為她們的父母擔任翻譯，并且在父母與外部世界之間進行協(xié)調(diào)。由此可知，該句話表明，女孩可以幫助父母理解外國文化。[B]“她們幫助父母更好地了解外國文化”是對文中相關(guān)信息的改寫，為正確答案。[A]“她們充當她們父母的翻譯”是該句話的字面意思，不能表達深層含意，所以不對;[C]“她們鼓勵父母進入外面的世界”是誤解了該句話的意思;[D]“她們的父母幫助她們實現(xiàn)成為大使的夢想”明顯與文意不符。
3. A 細節(jié)題。本題的問題是“由于下面的原因，移民男孩不會在外面獲得成功，除了”。文章第三段介紹了男孩受到的影響，指出，他們受懲戒的次數(shù)更多，因此，他們會跟老師以及更廣大的社會發(fā)展更敵對的關(guān)系，他們也可能面對更多令人沮喪的偏見：這說明，[B]“人們對他們有偏見”和[D]“他們沒有處理好與老師和外面社會的關(guān)系”是移民男孩不會獲得成功的原因;第四段提到，由于女孩通常是在傳統(tǒng)文化中成長起來的，所以她們面臨更多家庭義務(wù)，女孩不得不承擔的責任比男孩多;這說明，[C]“他們的責任感不像女孩那么強烈”是移民男孩不會獲得成功的原因。[A]“美國的青少年文化對男孩有不利的影響”是針對第三段第二句設(shè)置的干擾項，文中說的是“研究發(fā)現(xiàn)，男孩要想接受美國的青少年文化，他們會面臨更多同齡人的壓力”，說明[A]與文意不符。
4. C 細節(jié)題。本題的問題是“馬賽羅和卡羅拉。蘇瑞茲。歐羅絲科在研究中最后發(fā)現(xiàn)”。文章第二段提到，根據(jù)馬賽羅和卡羅拉。蘇瑞茲。歐羅絲科剛剛完成的一項研究初步結(jié)果可知，移民女孩一向優(yōu)于男孩;隨后的段落解釋了造成這種狀況的原因，指出，哈佛大學(xué)的研究顯示，大量移民男孩在學(xué)業(yè)上荒廢，許多人的學(xué)業(yè)成績差得令人難以置信。這說明，他們的研究發(fā)現(xiàn)，移民男孩的表現(xiàn)比女孩差。[C]“移民女孩比移民男孩的表現(xiàn)好”是對文中相關(guān)信息的概括，為正確答案。[A]“移民男孩不應(yīng)該被容許進入外面的世界”屬于無中生有;[B]“移民男孩對青少年文化沒有判斷力”是針對文中“boys face more peer pressure to adopt Anierican youth culture”這句話設(shè)置的干擾項，與文意不符;文章第三段提到，正因為移民男孩受到更多的懲戒，所以他們會跟老師和社會發(fā)展更敵對的關(guān)系，說明懲戒太多會產(chǎn)生不好的影響，所以[D]“移民男孩應(yīng)該受到嚴厲懲戒”與研究的發(fā)現(xiàn)相反。
5. B 推論題。本題的問題是“根據(jù)最后一段，我們可以推知什么?”最后一段提到，哈佛大學(xué)的研究表明，如果大量移民男孩繼續(xù)在學(xué)業(yè)上荒廢，那么他們將不可避免地面臨在經(jīng)濟上陷入社會底層的風險。[B]“許多移民男孩將來可能陷入困境”是對該句話的mt.-~，為正確答案。[A]“所有輟學(xué)者都應(yīng)該接受良好的教育”和[D]“應(yīng)該更關(guān)注移~——T-A-”屬于無中生有;[C]“學(xué)校教育被人們忽視了”是對文中“imlnigrant boys continue to be alienated academically”設(shè)置的干擾項，是誤解了be alienated academically的意思。Say you‘re a developer who’s in the market for a job. You come across a job listing， perhaps something like the one I recently posted. It‘s a job you’re interested in and you send in your resume. Here‘s what to do.A cover letter is not just a standard part of your resume. A cover letter is designed to highlight the parts of your experience that are specific to the job to which you are applying. It’s supposed to be the thing I see first andshould draw me in， making me want to get the details from your resume. Don‘t stick your cover letter in anattachment and your resume in another attachment or your cover letter might not get seen. It’s certainly not doing its job hidden in an attachment like that. If you are sending a resume by email， your cover letter belongs in the body of your email.
You need to proofread your cover letter carefully. This is my first introduction to you. This is your chance to impress me. If you have sloppy spelling， capitalization， and spelling in your cover letter I‘ll expect that your code as the same sort of problems. I’m not looking for Pulitzer-prize-winning stuff here， but most kids learn in first grade to capitalize proper nouns and the beginnings of sentences.
Your resume should tell me what languages you know， what technologies you have experience with， and how you‘ve applied that experience. Unless you’re applying for a job as a secretary， you don‘t need to tell me you’re proficient at MS Word — if you‘re a software developer， I assume you’re familiar enough the basic workings of a word processor to use it to open a document and read a spec. Do tell me what sort of systems you‘ve built and what challenges you overcame while building them. Do tell me how you applied your knowledge of efficient database operation to decrease server load by 30%.
When I look at your resume I should get a sense of what size projects you‘ve worked on. If you’ve worked with an internationally-known company， then I immediately understand you‘ve had exposure to larger projects. If all of your experience was at no-name companies in North Dakota， then you need to tell me that the project youworked on had 15 developers and an annual budget of 3 million dollars. Otherwise I’m likely to think your prior experience was building simple ASP front ends to little Access databases.
And finally， follow the directions for applying for the job. If I went to the trouble of describing how you should apply， there‘s probably a good reason for it. If I ask for a plain-text resume， don’t send a Word document or a link to your resume on your Web site. If I ask for a code sample， include it. If you can‘t follow those simple directions， how can I expect that you’ll be able to follow a spec?
I don‘t even look at those emails I get with Word attachments， no code samples， no information about availability or your location. I simply file them away in case I ever have a need to hire a developer that doesn’t know how to follow directions.
Reading Comprehension
1. Why did the author suggest that don‘t put your cover letter in another attachment of your resume?
[A] It‘s a waste of time.
[B] It is absurd.
[C] It will make your cover letter not do its job.
[D] There is no need to do so.
2. Why did the author emphasize the importance of proofread?
[A] Because it is a quality that a pupil should have.
[B] Proofreading can decrease errors from your cover letter.
[C] It will make you avoid some simple errors and will give your reader a good impression.
[D] It can make you win Pulitzer-prize.
3. Why did the author say that you should let the reader know what size project you‘ve worked on?
[A] Because this will highlight your resume.
[B] Because you are required to do so.
[C] Because this will let your reader know you better.
[D]Because it can make your reader know your ability for larger projects.
4. What‘s the meaning of “went to the trouble” that mentioned in paragraph 6?
[A] To face puzzledom.
[B] An amount of effort and time that is needed to do something.
[C] Have some difficulties.
[D] Some problems can‘t be solve.
5. What‘s the meaning of the word “spec” which mentioned in paragraph 6?
[A] Rule.
[B] Law.
[C] A detailed instruction about how a piece of equipment should be made.
[D] An direction.
答案與題解
1. [C] 細節(jié)題。準確定位到原文是解題的關(guān)鍵。本題出現(xiàn)在原文的第二段。題目問道作者為什么建議不要把求職信放在簡歷的另一個附件里，該題正確的理解應(yīng)為如果把求職信放在另一個附件中則求職信將發(fā)揮不出它
的作用。
2. [C] 細節(jié)題。本題的干擾項在B項。校對的確可以減少錯誤，但這并不是本文強調(diào)的重點。本文認為避免一些低級錯誤是給審查簡歷的人留下好印象的機會。
3. [D] 細節(jié)題。請看文中的第五段，“then I immediately understand you‘ve had exposure to larger projects.”這樣我便知道你有做大型項目的能力，也就是選項中需要我們選出的答案：這樣可以使你簡歷的讀者知道你具備做
大型項目的能力。
4. [B] 邏輯判斷題。本題先要解決對原句的理解問題，詞組“went to the trouble”指的是不厭其煩。然后再定位到原文，根據(jù)上下文邏輯，可以推知，作者是在講他之所以不厭其煩的解釋怎樣申請工作的原因，所以B為正確選項。
5. [C]推斷題。從原文句式上看，這里是一個遞進的關(guān)系，是邏輯上的順延，所以一定是與“direction”同意的一個詞。再加上邏輯上的遞進關(guān)系，所以正確的解釋應(yīng)該是“制造某項設(shè)備的詳細指令。”O(jiān)ne of the most important social developments that helped to make possible a shift in thinking about the role of public education was the effect of the baby boom of the 1950s and 1960s on the schools. In the 1920s， but especially in the Depression conditions of the 1930s， the United States experienced a declining birth rate—every thousand women aged fifteen to forty-four gave birth to about 118 live children in 1920， 89.2 in 1930， 75.8 in 1936， and 80 in 1940. With the growing prosperity brought on by the Second World War and the economic boom that followed it， young people married and established households earlier and began to raise larger families than had their predecessors during the Depression. Birth rates rose to 102 per thousand in 1946， 106.2 in 1950， and 118 in 1955. Although economics was probably the most important determinant， it is not the only explanation for the baby boom. The increased value placed on the idea of the family also helps to explain this rise in birth rates.The baby boomers began streaming into the first grade by the mid-1940s and became a flood by 1950. The public school system suddenly found itself overtaxed. While the number of schoolchildren rose because of wartime and postwar conditions， these same conditions made the schools even less prepared to cope with the flood. The wartime economy meant that few new schools were built between 1940 and 1945. Moreover， during the war and in the boom times that followed， large numbers of teachers left their profession for better-paying jobs elsewhere in the economy.
Therefore， in the 1950s and 1960s， the baby boom hit an antiquated and inadequate school system. Consequently， the “custodial rhetoric” of the 1930s and early 1940s no longer made sense; that is， keeping youths aged sixteen and older out of the labor market by keeping them in school could no longer be a high priority for an institution unable to find space and staff to teach younger children aged five to sixteen. With the baby boom， the focus of educators and of laymen interested in education inevitably turned toward the lower grades and back to basic academic skills and discipline. The system no longer had much interest in offering nontraditional， new， and extra services to older youths.
1. What does the passage mainly discuss?
[A] The teaching profession during the baby boom.
[B] Birth rates in the United States in the 1930s and 1940s.
[C] The impact of the baby boom on public education.
[D] The role of the family in the 1950s and 1960s.
2. The public schools of the 1950s and 1960s faced all of the following problems EXCEPT____.
[A] a declining number of students
[B] old-fashioned facilities
[C] a shortage of teachers
[D] an inadequate number of school buildings
3. According to the passage，why did teachers leave the teaching profession after the outbreak of the war?
[A]They needed to be retrained.
[B]They were dissatisfied with the curriculum.
[C]Other jobs provided higher salaries.
[D]Teaching positions were scarce.
4. The“custodial rhetoric”mentioned in the last paragraph refers to____.
[A] raising a family
[B] keeping older individuals in school
[C] running an orderly household
[D] maintaining discipline in the classroom
5. Where in the passage does the author refer to the attitude of Americans toward raising a family in the 1950s and 1960s?
[A]Lines 1～3
[B]Lines 9～10
[C]Lines 20～21
[D]Lines 24～26
核心詞匯
prosperityn.繁榮 cope vi.應(yīng)付，處理 consequently adv.從而，因此
priority n.優(yōu)先權(quán) staffn.全體職員laymann.外行 discipline n.學(xué)科，紀律
Profession n.職業(yè) institution n.公共機構(gòu) academic n.學(xué)院的，理論的
促使人們在對公共教育之作用的思考上發(fā)生轉(zhuǎn)變的最重要的社會狀況之一就是，20世紀50年代和60年代生育高峰對學(xué)校的影響。在20世紀20年代，尤其是在30年代經(jīng)濟大蕭條的情況下，美國經(jīng)歷了一次出生率的降低——在1920年，每1，000名15～44歲的婦女生育了大約118個嬰兒，1930年為89.2個，1936年為75.8個，到了1940年為80個。隨著第二次世界大戰(zhàn)以及其后的經(jīng)濟復(fù)蘇所引發(fā)的日益發(fā)展和繁榮的景象，年輕人提前結(jié)婚成家，開始比他們處于大蕭條時代的前輩們供養(yǎng)更大的家庭。出生率在1946年增長到102%，1950年為106.2%，1955年為118%盡管經(jīng)濟因素很可能是最重要的決定因素，但它并非是對生育高峰的惟一解釋。人們家庭觀念的增強也有助于解釋這種出生率的升高。
在生育高峰中出生的一代到20世紀40年代中期開始涌入學(xué)校一年級，到1950年呈泛濫之勢。公共學(xué)校體系突然發(fā)現(xiàn)自己負荷過重。戰(zhàn)時和戰(zhàn)后狀況一方面使得入學(xué)兒童數(shù)量增多，但同樣的狀況卻使學(xué)校在應(yīng)對如洪水般的入學(xué)兒童方面缺乏準備。戰(zhàn)時的經(jīng)濟狀況意味著在1940年和1945年間新建學(xué)校的數(shù)量微乎其微。此外，在戰(zhàn)時以及在隨后的經(jīng)濟繁榮時期。，大量教師離開了教職，到經(jīng)濟體系中的其他領(lǐng)域?qū)で髨蟪旮鼉?yōu)厚的工作。因此，在20世紀50年代和60年代，生育高峰沖擊了一個陳舊且不完整的學(xué)校體系。其結(jié)果是，20世紀30年代和40年代早期的“監(jiān)護之說”開始失去意義;也就是說，因為教育機構(gòu)無法為年齡在5～16歲的兒童提供學(xué)習所需的空間和教員，因此，讓那些年齡在16歲及其以上的孩子待在學(xué)校以使他們處于勞動力市場之外，不再是一個優(yōu)先的選擇。
在生育高峰的沖擊下，教育者和對教育感興趣的外行所關(guān)注的焦點不可避免地轉(zhuǎn)向了低年級，轉(zhuǎn)回到了基本的學(xué)術(shù)技能和學(xué)科上。這一體系對于向年齡較大的年輕人提供非傳統(tǒng)的、新式的和額外的服務(wù)不再抱有太多的興趣。
參考答案：
1.A 細節(jié)題。由題干關(guān)鍵詞babyboom定位文章第一段倒數(shù)第二句，該句提到…economics was probably the most impoItant deterrninant.一可知，經(jīng)濟的繁榮導(dǎo)致了baby boom，故選A.
2.C 細節(jié)題。由題干關(guān)鍵詞t11e.teaching profession定位第二段最后一句…teac】3ers leR their professionforbettei‘-payingjobs…(很多老師為了高薪離開了教師崗位)，由此可推斷出答案應(yīng)為C.
3.B 語義題。由題干關(guān)鍵詞custodial rJaetoric定位文章第三段，第二句說到，三四十年代custodial rhetoric不再合理，該句中that is后就是custodial dletorjc的內(nèi)容，即keeping youths aged sixteen antl older out oftlle lal)or mar-ket by keeping t】aem in scla00l，選項B正是該句的同義轉(zhuǎn)述，故為答案。
4.B 推斷題。作者在第三段首句提到生育高峰沖擊了學(xué)校體系，可排除A;最后一段提到教育者的焦點也轉(zhuǎn)向了低年級，轉(zhuǎn)回到了基本的學(xué)術(shù)技能和學(xué)科上，而對向年齡較大的年輕人提供非傳統(tǒng)的、新式的和額外的服務(wù)不再抱有太多的興趣，言外之意，在生育高峰之前教育者的焦點不在基本的學(xué)術(shù)技能和學(xué)科上，故排除c，D與文意正好相反，只有B符合文意。
5.C 主旨題。本題針對文章的大意。文章開篇作者就點明了主題“促使人們在對公共教育的作用的思考上發(fā)生轉(zhuǎn)變的最重要的社會狀況之一，就是20世紀50年代和60年代生育高峰對學(xué)校的影響”。由此可見，本文的主旨應(yīng)為C.Amy High is decked out in the traditional pink dress and golden stole of ancient Rome. She bursts into a third-grade classroom and greets her students： “Salvete， omnes!” (Hello， everyone!) The kids respond in kind， and soon they are studying derivatives. “How many people are in a duet?” High asks. All the kids know the answer， and when she asks how they know， a boy responds， “Because duo is 'two' in Latin.” High replies， “Plaudite!” and the 14 kids erupt in applause. They learn the Latin root later， or side， and construct such English words as bilateral and quadrilateral. “Latin's going to open up so many doors for you，” High says. “You're going to be able to figure out the meaning of words you've never seen before.”
High teaches at Providence Elementary School in Fairfax City， Va.， which has a lot riding on the success of her efforts. As part of Virginia's high-stakes testing program， schools that don't boost their scores by the year 2007 could lose state funding. So Fairfax City， just 18 miles southwest of the White House， has upgraded its two crumbling elementary schools with new high-tech television studios， computer labs and one very old feature——mandatory Latin.
Here lies one of the more counterintuitive developments of the standardized-testing movement： Though some critics complain that teachers are forced to dumb down their lessons and “teach to the test，” some schools are offering more challenging course work as a way of engaging students. In the past three years， scores of elementary schools in high-stakes testing states such as Texas， Virginia and Massachusetts have added Latin programs. Says Allen Griffith， a member of the Fairfax City school board： “If we're trying to improve English skills， teaching Latin is an awfully effective， proved method.”
This is not your father's Latin， which was taught to elite college-bound high schoolers and drilled into them through memorization. Its tedium and perceived irrelevance almost drove Latin from public schools. Today's growth in elementary school Latin has been spurred by new， interactive oral curriculums， enlivened by lessons in Roman mythology and culture. “One thing that makes it engaging for kids is the goofy fun of investigating these guys in togas，” says Marion Polsky， author of First Latin： A Language Discovery Program， the textbook used in Fairfax City.
Latin enthusiasts believe that if young students learn word roots， they will be able to decipher unfamiliar words. (By some estimates， 65% of all English words have Latin roots.) Latin is an almost purely phonetic language. There are no silent letters， and each letter represents a single sound. That makes it useful in teaching reading. And once kids master the grammatical structure of Latin——which is simple， logical and consistent——they will more easily grasp the many grammatical exceptions in English.
注(1)：本文選自Time;12/11/2000， p61;
注(2)：本文習題命題模仿對象2002年真題text 4;
1. From the first Paragraph we learn that _____.
[A] the students show little interest in learning Latin
[B] the students say hello to their teacher in Latin
[C] Amy High teaches the students to read Bible in Latin
[D] learning English is unnecessary if you have perfectly mastered Latin
2. Which of the following statements is not true according to the text?
[A] The testing program is crucial to the schools.
[B] Latin is compulsory to the elementary schools students in Fairfax City.
[C] Providence Elementary School will not get state funding this year.
[D] Fairfax City government had done a lot to equip its elementary schools.
3. According to Allen Griffith， Latin _______.
[A] has little to do with English
[B] is very helpful to one‘s learning English
[C] will replace English in the near future
[D] should be taught to kids even when they are in elementary school
4. Which of the following best defines the word “plaudite”?
[A] Great.
[B] Sorry.
[C] Class is over.
[D] Sad.
5. One reason for Latin enthusiasts to support young students‘ learning Latin is _______.
[A] Latin has a longer history than English
[B] Latin has less word roots
[C] every letter in English word represent a single sound
[D] it is easier to grasp Latin grammar
答案：BCBADAs colleges and universities send another wave of graduates out into the world this spring， thousands of other job seekers with liberal-arts degrees like Martin's find themselves in a similar bind. True enough， this is an era of record-breaking lows in unemployment. But technology companies， which are contributing the lion's share of new jobs， are simultaneously declaring a shortage of qualified workers. The emphasis is on the word qualified.
It's no surprise that high-tech companies rarely hire liberal-arts graduates. “Our p.r. people， our marketers， even our attorneys have technical talent，” says Tracy Koon， director of corporate affairs at Intel. The need for technical expertise is so pervasive that even retailers are demanding such skills. “Company-wide， we're looking for students with specific information-systems skills，” says David McDearmon， director of field human resources at Dollar Tree Stores. “Typically we shy away from independent-college students who don't have them.”
Fortunately for Martin， some invaluable help was at hand when he needed it. The Virginia Foundation for Independent Colleges， a network of 15 liberal-arts colleges in the state， has teamed up with local companies to bridge the learning gap faced by its members' graduates. VFIC invited 30 companies， including First Union and Electronic Data Systems， to link the needs of businesses with the skills being taught in college classrooms. With grants from corporate sponsors like AT&T， VFIC asked 20 information-technology managers to help its members create an exam， based on the work students will be expected to do in the real world， to test and certify their technological proficiency.
The result， Tek.Xam， is an eight-part test that requires students to design a website， build and analyze spreadsheets， research problems on the Internet and demonstrate understanding of legal and ethical issues. Says Linda Dalch， president of VFIC： “If an art-history major wants a job at a bank， he needs to prove he has the skills. That's where this credential can help.” This year 245 students at VFIC's member colleges have gone through the program. The long-term hope is that Tek.Xam will win the same kind of acceptance as the LSAT or CPA for law or accounting students. “To know a student has taken the initiative and passed could mean that less training is needed，” explains John Rudin， chief information officer at Reynolds Metals， one of the corporations that helped create the test.
All this begs an important question： Has the traditional liberal-arts curriculum become obsolete? College presidents naturally argue that the skills their schools provide are invaluable. A B.A. degree， says Mary Brown Bullock of Atlanta's Agnes Scott College， “gives graduates the ability to reinvent themselves time and time again……and the knowledge and thinking skills that transcend a particular discipline or time frame.”
Martin is finding that to be the truth. “It would be nice to have computer classes on my transcript，” he says， but Tek.Xam has armed him with the power to learn those skills on his own——and a credential to show he has done so. He's now waiting to hear when his job as a network-support assistant for a large Boston firm will start.
注(1)：文選自Time;05/17/99， p92H;
注(2)：本文習題命題模仿對象為2002年真題text 3;
1. The main problem many liberal-arts students face in job seeking is ____________.
[A] too much competition in job market
[B] their lack of technical expertise
[C] company‘s discrimination against liberal-arts students
[D] the recording-breaking unemployment rate
2. It can be inferred from the text that _____________.
[A] in the modern era， technical talent means everything in securing a job
[B] independent colleges are not giving their students proper educationt
[C] retailers are following the fashion only to promote sales
[D] there is a big demand for students with technical skills
3. Tek-Xam is designed to _____________.
[A] offer VFIC members‘ graduates more job opportunities
[B] compete with LSAT and CPA
[C] help students cope with real world problems
[D] test students‘ technical skills
4. We can draw a conclusion from the text that ____________.
[A] liberal arts education still proves valuable to students
[B] Tek-Xam is gaining wide acceptance among employers and students alike
[C] Technology companies are eager to promote Tek-Xam
[D] computer classes will be excluded from the curriculum of liberal-arts students
5. From the text we can see that the writer seems____________.
[A] positive
[B] suspicious
[C] pessimistic
[D] disapproving
答案：B D D A AIn the past few years， reformers have embraced a disarmingly simple idea for fixing schools： Why not actually flunk those students who don't earn passing grades? Both Democrats and Republicans have begun attacking the practice of “social promotion”——shuttling bad students to the next grade， advancing them with peers even if they are failing. Make F truly mean failure， the movement says.
Last week in Los Angeles， the reformers learned just how ornery the current system can be.
According to a plan released Tuesday by the L.A. school district， ending social promotion there will take at least four years， could cost hundreds of millions of dollars——and probably would require flunking about half the district's students. That's a pessimistic assessment， but it's not just bureaucrats' caterwauling. Rather， L.A.school superintendent Ruben Zacarias was an eager convert to the crusade against social promotion. In February he unveiled an ambitious plan to end unwarranted promotions in five grades during the 1999-2000 school year——a full year ahead of the timetable set by a state law.
At the time， Zacarias acknowledged that his goal would be hard to meet. He estimated that as many as 6 of every 10 students would flunk if they had to advance on merit. Zacarias wanted to spend $140 million in the first year alone to help these kids. Why so much? Because a mountain of research shows that ending social promotion doesn't work if it just means more Fs. Kids who are simply forced to repeat grades over and over usually don't improve academically and often drop out. Zacarias wanted more tutoring， summer school and intensive-learning classes. Unqualified students wouldn't rise to the next grade; nor would they be doomed to redo work they already failed. It was a forward-looking plan that Zacarias， 70， didn't have the clout to enact. He wasn't popular enough——the school board recently bought out his contract after a bitter power struggle——but even fellow reformers think his plan was too much， too soon. Says board member David Tokofsky： “You've got the unions who want their say. And， of course， there's the facilities issue： Where do you send all these eighth-graders if you can't send them to high school?” The district now says it will stop advancing low-achieving students only in two grades (second and eighth)， and it will begin next year.
Los Angeles isn't the only place that has run into roadblocks while trying to end social promotion. In New York City， some advocates have said in lawsuits that parents weren't notified early enough that their kids were flunking. And in Chicago， which led the nation on the issue， a parents' group has filed civil rights complaints alleging that the promotion crackdown holds back a disproportionate number of black and Latino kids.
Still， the war on social promotion could have one salutary consequence： if every school district takes L.A.'s approach， struggling students will get a lot more teaching help， not just a kick in the rear as they finish another unproductive school year.
注(1)：本文選自Time;12/13/99， p73， 2/3p， 1c
注(2)：本文習題命題模仿對象2001年真題text 2和text 4第4題(本習題第5題)
1.“Social promotion” is ___________.
[A] a simple idea for fixing school
[B] flunking students who don‘t earn passing grades
[C] making F more or less meaningless
[D] a political movement
2. Education officials give the reform prospect a pessimistic assessment because_______.
[A] it takes too long time， costs too much and may produce undesirable result
[B] there is no feasible plan yet
[C] it involves too many students
[D] it is not approved by state legislature
3. The writer mentioned the case of Zacarias to show that ______________.
[A] ending social promotion doesn‘t work
[B] schools do not have the ability to enact his plan
[C] plans like his are too ambitious
[D] it‘s hard to reach agreement on the issue of ending social promotion
4. It seems that the effort at ending social promotion _____________.
[A] is confronting a lot of resistance
[B] has proved fruitless
[C] has little hope of success
[D] does more harm than good
5. Toward the proposal of ending social promotion， the author‘s attitude seems to be ________.
[A] pessimistic
[B] optimistic
[C] objective
[D] biased
答案：C A D A BTHESE HAVE BEEN THE ，BEST OF TIMES for many of the nation‘s top universities-and the worst of times for middle income families struggling to afford them. Thanks to a robust stock market， school endowments have ballooned. Yet few institutions have held down steep increases in tuition. But that may be changing.
Williams College， a prestigious liberal arts school in Massachusetts， announced last month that for the first time in 46 years， its tuition would remain steady at $31，520. Last week students at Princeton University learned that their annual $31，599 tuition， room and board will rise just 3.3%-the smallest hike in 30 years.
These shows of restraint may signal a turnaround from the whopping tuition increases of recent years， as some schools now consider using their endowments to control price hikes. Since 1980， college costs have more than doubled， after adjustment for inflation， while the median income of families with college-age children has increased only 12%. Last year tuition rose an average of 4.6%， the lowest jump in 12 years-but still more than twice the rate of inflation. “Remaining affordable for middle-class parents is the 800-lb. gorilla facing colleges and universities，” says Terry Hartle， senior vice president of the American Council on Education in Washington.
Williams held its tuition flat by paying more of its bills with the investment profits on its $1.1 billion endowment and with contributions from alumni. But college officials who oppose using endowments to freeze tuition say the students most vulnerable to hikes are not affected by them. “If we were to keep tuition constant， would it change the situation here for students in need?” asks Princeton president Harold Shapiro. “No， because their tuition is fully covered.” The school plans to boost scholarships to needy students this year as much as $2，250 a person. To be sure， there is no shortage of families who can afford elite institutions. Despite annual tuition hikes at Harvard， its applicant pool swelled from 13，029 in 1992 to 18，167 last year. Families that equate price with quality have allowed costs at elite schools to be on “autopilot，” says Gordon Winston， an economist at Williams College. Most wealthy families can afford the high tuitions， and poor families get financial aid， but middle-income families get squeezed-and even squeezed out.
One reason colleges are curbing tuition increases is to attract those middle-income students. Rice University in Houston uses its $3 billion endowment to guarantee that tuition for sophomores， juniors and seniors will not leap ahead of the consumer price index. Another reason for restraint is concern that public outrage will prompt government intervention. Congress is already tackling the issue during two days of hearings this week， and President Clinton recently proposed a $31 billion package to make higher education more affordable. Now if only someone could do something about campus parking.
注(1)：本文選自Time;02/14/2000，p70;
注(2)：本文習題命題模仿對象是1999年真題text2(1，2，3，5題)和2002年真題text2第2題(第4題)
1. We learn from the beginning of the passage that college tuition _______________.
[A] has become a heavy burden on many middle income families with college-age children
[B] has ballooned due to a robust stock market
[C] has brought more endowments to the top universities
[D] has increased relatively slowly in the past few years
2. Speaking of college cost， the author implies that ___________________.
[A] it is a big challenge facing colleges and universities
[B] it has increased twice as much as the median income of families in the past 2 decades
[C] changes are taking place as schools are looking for sources to control it
[D] it will not stop increasing until parents are unaffordable
3. In the view of Harold Shapiro， __________________________.
[A] it‘s unnecessary to control tuition increases because even needy students can pay their tuition
[B] students in need can not benefit much from the efforts of keeping tuition constant
[C] schools should provide more scholarships to students instead of cutting down tuition
[D] using endowments to freeze tuition will only add to student‘ economic burden
4. The phrase “800-lb gorilla” (line 6， paragraph 3) most probably means _____________.
[A] big， heavy animal
[B] urgent issue
[C] tough problem
[D] unwanted situation
5. We learn from the last paragraph that _______________.
[A] tuition in Rice University has dropped
[B] government will take measures to punish schools that allow their tuition to increase steeply
[C] the public will urge government to tackle tuition increase if schools can not handle it
[D] there will be more middle-income students on college campus if tuition can be curbed
答案：A C B C DThere was a time when big-league university presidents really mattered. The New York Times covered their every move. Presidents， the real ones， sought their counsel. For Woodrow Wilson and Dwight Eisenhower， being head of Princeton and Columbia， respectively， was a stepping-stone to the White House. Today， though， the job of college president is less and less removed from that of the Avon lady (except the house calls are made to the doorsteps of wealthy alums)。
Ruth Simmons， the newly installed president of Brown University and the first African American to lead an Ivy League school， is a throwback to the crusading campus leaders of old. She doesn't merely marshal funds; she invests them in the great educational causes of our day. With the more than $300 million she raised as president of Smith College from 1995 to 2001， Simmons established an engineering program (the first at any women's school) and added seminars focused on public speaking to purge the ubiquitous “l(fā)ikes” and “ums” from the campus idiom. At a meeting to discuss the future of Smith's math department， one professor timidly requested two more discu
