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.
答案详解
1. A. 许多教育工作者感到应采取步骤让辍学者回校学习，特别是有些学科。这在第三段最后一句话：“有些人建议高级专家和大学教师短缺现象可以通过劝说辍学者返回校园完成博士学位来减少。”
B. 辍学者应回到稍第几的学校去完成学业。 C. 有博士学位的人一般比辍学者具有较好的适应性。 D. 高辍学率主要原因在于教师方面缺乏刺激鼓励。这三项文内没有提。
2. D.约三分之一开始就读博士学位的人没有完成学业取得学位。第二段第一句：“辍学率为31%。大多数情况下，辍学人不能完成博士学位学业，就去从事生产性工作”。
A. 辍学者的经济收入比博士生低许多。这是错的。见倒数第二段：“作为辍学者干得真不错的证明，统计图表说明2%人文学科的辍学者年收入为20000多没劲，没有一个同样背景的博士生达到这个数字。7000至15000美元年收入水平为博士生的78%，辍学者仅为50%。” B. 在博士学习中刺激因素较小。 C. 博士预备生如果中途退学很可能改变其专业领域。
3. C. 博士生应达到外语要求的水平是许多博士生课程的一个基本组成部分。这在第四段有所表示：“约75%的退学者说，他们决定退学并不是处于学术的原因，而处于学术原因的退学者提出：难以通过资格考试，难以完成研究，通不过外语考试”。这里看出外语是博士生课程的基本组成部分。
A. 它是退学最频繁的原因。 B. 它对理科博士生比文科博士应考生更难。 D. 它在大学中的难度并没有不同。
4. A. 读完这篇文章，人们不会有这种结论。这在第三段末和最后一段。第三段末：“我们研究的结果并不支持这些一件(包括返回校园之意见)：⑴缺乏动力是退学的主要原因。⑵大多数退学者在博士课程上已经达到和他们的能力水平和专业水平相一致的水平。⑶大多数退学者现在从事的工作和他们所受教育和动机相一致。”最后一段：“至于返回校园的可能性，前景不乐观。至少有25%的退学生可能考虑返回研究生院就读，条件是保证他们保留现有的收入水平，有些还要保留他们目前的工作。”
B. 博士生退学者，大体而论，并不具备得到学位所需要的一切。 C. 学院和大学雇佣了许多退学生。 D. 博士生在非学术岗位上没有挣到他们应得的钱。B.、C.两项文内没提。D.不对，参见难句译注4。
5. A. 博士生的工资太低。见第四题A.的译注和难句译注4。
B. 学术要求太高。这只是某些因学术原因辍学者之强调点。 C. 辍学者工资太高。不是太高而是有一部分高于博士生。见第二题D项注释。 D. 职位低。文内没有提。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. 他受到惩罚。
3.miniature 缩样，雏形，微型画
4.freckle 雀斑
5.pigtail 鞭子
6.knobbly = knobby 多节的
7.unkempt 乱七八糟，蓬乱的
8.sharp focus = clear view
9.bring into focus 使集中在焦点上，对光
10.bring into sharp focus 这里的意义是：一目了然，明显突出
11.deviation 越轨，偏离，入歧途
12.all the more 越发，格外
难句译注
1.a co-educational school offers children nothing less than a true version of society in miniature.
【参考译文】男女合校至少给孩子提供了一个社会真正缩影。
2.The awkward stage of adolescence brings into sharp focus some of the physical and emotional problems involved in growing up.
【参考译文】棘手的青春期把成长过程中出现的某些身体上合感情上的问题清晰地摆出来。
写作方法与文章大意
文章论及“男女合校制的优越性和男女分校制的缺陷。”采用因果、对比写法。首先假设单一性别社会，人所不能容忍，那单一性别的学校培养的人又怎能适应社会。因为社会是男女组成的。然后分别对比合校和分校的优缺点。比较合校的优点，分校的缺点，最后得出结论：之后合校的学生，在离校进入社会，已做好一切准备，而不会感到震惊，因为他们已有好几年的经验，会处理面临男女的许多问题。
答案详解
1. C 除了男女合校，其他形式的教育简直难以想象。答案见第一段“设想请你在一个只有你一样性别的人存在的社会生活12年光景，你会如何反应呢?除非你本人确实有毛病，否则，你至少不会太高兴。因此，世界上有那么多的父母愿意把这种不正常的环境(他们自己一分钟都受不了的环境)强加给他们的孩子们，这太令人惊讶!”第二段讲“教育的目的之一就是为未来的公民在成人社会中找一席之地，准备好需要的一切。而社会由男女组成，那分校又怎能准备?”后两段讲合校之优点，分校之缺点，具体对比突出主题。这都说明C 最合适。A. 只有合校才能和社会相协调。D. 合校有许多特点。这两项文章内容涉及到，但作为标题则不确切。B. 人们非常需要合校。文内没有直接谈到。
2. B 一个真实社会的缩影。这在第三段第一句“男女合校确实能给孩子们提供一个社会真实的缩影。”下面的内容都是围绕这个主题而写的具体情况。如：生活在一起，彼此了解，对比等。A. 社会。C. 一种真实的生活。D. 真实的社会情况。都没有B项那样确切。
3. C 为未来公民在社会上拥有一席之地，准备好所需要的一切。这在第二段“这个话题的讨论必然会引出教育目的的问题。把各种知识塞进孩子头脑远不是教育主要的目的，教育的主要目的之一是为未来公民在成人社会求得一席之地，准备好所需一切。”A. 学生学到只是。B. 以科技武装未来公民。C.为学生缺德学术成就。都只是知识学习的一个部分。
4. B 几年学校共同生活打消了幻想。答案在第四段中，“在学校中，几年生活在一起消除这一类的幻想。没有什么脸上有雀斑，梳着鞭子，涂着指甲，尖的噪音的女神，也没有膝部有疙瘩，指甲脏兮兮，头发乱蓬蓬的浪漫英雄。棘手的青春期明显呈现出来的成长过程中身体上和感情上的问题，在男女合校环境中得到很好的解决。”
A. 他们生活在一起，彼此太了解。此答案太过，不是太了解而不产生幻想，而是了解情况;真人就在眼前，人就实际了，消除了幻想。C. 合校鼓励他们对生活有一种健康积极的态度。这是合校的大方向，不是消除幻想的根本原因。D. 他们熟悉彼此的问题。不全是消除幻想之因，而是处理问题的前奏。这在最后一段最后两句话有说明“当学生离校的时刻来到时，他们已是很有适应性的成人，为进入社会做好了充分准备。他们已有几年处理面临男女的许多问题的经验。”When 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.
词汇注释
sidetracked 使受牵制的，误入歧途的
aberration 失常;偏差
outperform 胜过
preliminary 预备的，初步的
discrepancy 相差，差异，矛盾
adept at 熟练于…;擅长于…
straddle 跨坐
navigate 航行于，驾驶，操纵
adversarial 敌手的，对手的
debilitate 使衰弱，使虚弱
macho 男子的，男子气的
hailing from 来自，在某地生长
mediate 仲裁，调停
foist 偷偷插入，使混入
phenomenally 现象上的，明白地;惊人地
irretrievably 不能挽回地，不能补救地
look to sb. for sth.以来或指望某人提供或作某事物
fare 进展;成功
难句讲解
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.
[简析] 本句话是一个并列句，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是插入语;while引导的断语作状语，表示让步。
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.
[简析]本句话的主干是“The girls are able to retain some of the protective features…”。Because引导的是原因庄宇从句;says Marcelo Suarez-Orozco是插入语;while 引导的是时间状语从句，其中的by引导的短语作状语，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.”
[简析]本句话的主干是“One teacher said that…”。interviewed for the study作定语修饰teacher;that 引导的是宾语从句，其中的she received as part of her continuing education是一个省略了引导词的定语从句，修饰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.
[简析]本句话的主干是“The Harvard study bears a cautionary note…”。冒号后面的句子是在解释前面的句子;if 引导的是条件状语从句;破折号里面的内容是在进一步说明if 引导的从句。
答案与解析
1. C 结构题。本题的问题是“在开始段落，作者通过 介绍他的主题”。文章第一段提到，谈到学校教育，哈瑞罗家的男孩无法与女孩相提并论;随后，作者分别介绍了女孩和男孩的表现;该段最后引用孩子们的母亲的话指出，男孩子大都误入歧途，而女孩子却更自信。这说明，作者是通过相互比较引出其主题的。[C]“做比较”是对该段的恰当概括，为正确答案。[A]“形成对照”不准确，因为contrast主要指的是对立，与文意不符;第一段中没有提到某种假设，所以[B]“证明一种假设正确”不对;第一段中只是提出了女孩在学校教育方面比男孩表现好，并没有解释原因，所以[D]“解释一种现象”不对。
2. B 推论题。本题的问题是“‘她们也常常担任文化大使’(第四段)这句话暗示 ”。文章第二段提到，移民女孩比男孩更擅长于适应不同的文化，并且她们可以帮助其父母适应新文化;而第四段前面部分提到，女孩面临更多家庭义务，她们也常常担任“文化大使”。为她们的父母担任翻译，并且在父母与外部世界之间进行协调。由此可知，该句话表明，女孩可以帮助父母理解外国文化。[B]“她们帮助父母更好地了解外国文化”是对文中相关信息的改写，为正确答案。[A]“她们充当她们父母的翻译”是该句话的字面意思，不能表达深层含意，所以不对;[C]“她们鼓励父母进入外面的世界”是误解了该句话的意思;[D]“她们的父母帮助她们实现成为大使的梦想”明显与文意不符。
3. A 细节题。本题的问题是“由于下面的原因，移民男孩不会在外面获得成功，除了”。文章第三段介绍了男孩受到的影响，指出，他们受惩戒的次数更多，因此，他们会跟老师以及更广大的社会发展更敌对的关系，他们也可能面对更多令人沮丧的偏见：这说明，[B]“人们对他们有偏见”和[D]“他们没有处理好与老师和外面社会的关系”是移民男孩不会获得成功的原因;第四段提到，由于女孩通常是在传统文化中成长起来的，所以她们面临更多家庭义务，女孩不得不承担的责任比男孩多;这说明，[C]“他们的责任感不像女孩那么强烈”是移民男孩不会获得成功的原因。[A]“美国的青少年文化对男孩有不利的影响”是针对第三段第二句设置的干扰项，文中说的是“研究发现，男孩要想接受美国的青少年文化，他们会面临更多同龄人的压力”，说明[A]与文意不符。
4. C 细节题。本题的问题是“马赛罗和卡罗拉。苏瑞兹。欧罗丝科在研究中最后发现”。文章第二段提到，根据马赛罗和卡罗拉。苏瑞兹。欧罗丝科刚刚完成的一项研究初步结果可知，移民女孩一向优于男孩;随后的段落解释了造成这种状况的原因，指出，哈佛大学的研究显示，大量移民男孩在学业上荒废，许多人的学业成绩差得令人难以置信。这说明，他们的研究发现，移民男孩的表现比女孩差。[C]“移民女孩比移民男孩的表现好”是对文中相关信息的概括，为正确答案。[A]“移民男孩不应该被容许进入外面的世界”属于无中生有;[B]“移民男孩对青少年文化没有判断力”是针对文中“boys face more peer pressure to adopt Anierican youth culture”这句话设置的干扰项，与文意不符;文章第三段提到，正因为移民男孩受到更多的惩戒，所以他们会跟老师和社会发展更敌对的关系，说明惩戒太多会产生不好的影响，所以[D]“移民男孩应该受到严厉惩戒”与研究的发现相反。
5. B 推论题。本题的问题是“根据最后一段，我们可以推知什么?”最后一段提到，哈佛大学的研究表明，如果大量移民男孩继续在学业上荒废，那么他们将不可避免地面临在经济上陷入社会底层的风险。[B]“许多移民男孩将来可能陷入困境”是对该句话的mt.-~，为正确答案。[A]“所有辍学者都应该接受良好的教育”和[D]“应该更关注移~——T-A-”属于无中生有;[C]“学校教育被人们忽视了”是对文中“imlnigrant boys continue to be alienated academically”设置的干扰项，是误解了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.
答案与题解
1. [C] 细节题。准确定位到原文是解题的关键。本题出现在原文的第二段。题目问道作者为什么建议不要把求职信放在简历的另一个附件里，该题正确的理解应为如果把求职信放在另一个附件中则求职信将发挥不出它
的作用。
2. [C] 细节题。本题的干扰项在B项。校对的确可以减少错误，但这并不是本文强调的重点。本文认为避免一些低级错误是给审查简历的人留下好印象的机会。
3. [D] 细节题。请看文中的第五段，“then I immediately understand you‘ve had exposure to larger projects.”这样我便知道你有做大型项目的能力，也就是选项中需要我们选出的答案：这样可以使你简历的读者知道你具备做
大型项目的能力。
4. [B] 逻辑判断题。本题先要解决对原句的理解问题，词组“went to the trouble”指的是不厌其烦。然后再定位到原文，根据上下文逻辑，可以推知，作者是在讲他之所以不厌其烦的解释怎样申请工作的原因，所以B为正确选项。
5. [C]推断题。从原文句式上看，这里是一个递进的关系，是逻辑上的顺延，所以一定是与“direction”同意的一个词。再加上逻辑上的递进关系，所以正确的解释应该是“制造某项设备的详细指令。”One 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
核心词汇
prosperityn.繁荣 cope vi.应付，处理 consequently adv.从而，因此
priority n.优先权 staffn.全体职员laymann.外行 discipline n.学科，纪律
Profession n.职业 institution n.公共机构 academic n.学院的，理论的
促使人们在对公共教育之作用的思考上发生转变的最重要的社会状况之一就是，20世纪50年代和60年代生育高峰对学校的影响。在20世纪20年代，尤其是在30年代经济大萧条的情况下，美国经历了一次出生率的降低——在1920年，每1，000名15～44岁的妇女生育了大约118个婴儿，1930年为89.2个，1936年为75.8个，到了1940年为80个。随着第二次世界大战以及其后的经济复苏所引发的日益发展和繁荣的景象，年轻人提前结婚成家，开始比他们处于大萧条时代的前辈们供养更大的家庭。出生率在1946年增长到102%，1950年为106.2%，1955年为118%尽管经济因素很可能是最重要的决定因素，但它并非是对生育高峰的惟一解释。人们家庭观念的增强也有助于解释这种出生率的升高。
在生育高峰中出生的一代到20世纪40年代中期开始涌入学校一年级，到1950年呈泛滥之势。公共学校体系突然发现自己负荷过重。战时和战后状况一方面使得入学儿童数量增多，但同样的状况却使学校在应对如洪水般的入学儿童方面缺乏准备。战时的经济状况意味着在1940年和1945年间新建学校的数量微乎其微。此外，在战时以及在随后的经济繁荣时期。，大量教师离开了教职，到经济体系中的其他领域寻求报酬更优厚的工作。因此，在20世纪50年代和60年代，生育高峰冲击了一个陈旧且不完整的学校体系。其结果是，20世纪30年代和40年代早期的“监护之说”开始失去意义;也就是说，因为教育机构无法为年龄在5～16岁的儿童提供学习所需的空间和教员，因此，让那些年龄在16岁及其以上的孩子待在学校以使他们处于劳动力市场之外，不再是一个优先的选择。
在生育高峰的冲击下，教育者和对教育感兴趣的外行所关注的焦点不可避免地转向了低年级，转回到了基本的学术技能和学科上。这一体系对于向年龄较大的年轻人提供非传统的、新式的和额外的服务不再抱有太多的兴趣。
参考答案：
1.A 细节题。由题干关键词babyboom定位文章第一段倒数第二句，该句提到…economics was probably the most impoItant deterrninant.一可知，经济的繁荣导致了baby boom，故选A.
2.C 细节题。由题干关键词t11e.teaching profession定位第二段最后一句…teac】3ers leR their professionforbettei‘-payingjobs…(很多老师为了高薪离开了教师岗位)，由此可推断出答案应为C.
3.B 语义题。由题干关键词custodial rJaetoric定位文章第三段，第二句说到，三四十年代custodial rhetoric不再合理，该句中that is后就是custodial dletorjc的内容，即keeping youths aged sixteen antl older out oftlle lal)or mar-ket by keeping t】aem in scla00l，选项B正是该句的同义转述，故为答案。
4.B 推断题。作者在第三段首句提到生育高峰冲击了学校体系，可排除A;最后一段提到教育者的焦点也转向了低年级，转回到了基本的学术技能和学科上，而对向年龄较大的年轻人提供非传统的、新式的和额外的服务不再抱有太多的兴趣，言外之意，在生育高峰之前教育者的焦点不在基本的学术技能和学科上，故排除c，D与文意正好相反，只有B符合文意。
5.C 主旨题。本题针对文章的大意。文章开篇作者就点明了主题“促使人们在对公共教育的作用的思考上发生转变的最重要的社会状况之一，就是20世纪50年代和60年代生育高峰对学校的影响”。由此可见，本文的主旨应为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)：本文选自Time;12/11/2000， p61;
注(2)：本文习题命题模仿对象2002年真题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)：文选自Time;05/17/99， p92H;
注(2)：本文习题命题模仿对象为2002年真题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)：本文选自Time;12/13/99， p73， 2/3p， 1c
注(2)：本文习题命题模仿对象2001年真题text 2和text 4第4题(本习题第5题)
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)：本文选自Time;02/14/2000，p70;
注(2)：本文习题命题模仿对象是1999年真题text2(1，2，3，5题)和2002年真题text2第2题(第4题)
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 “likes” 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
