大学英语教程(1)全本翻译

How to Adjust to College Life

Randall S. Hansen, Ph.D.

Perhaps you were class president in high school. You could have graduated in the top percentile of your graduating class; perhaps you were even valedictorian. Actually, it doesn‟t really matter what you did in high school as you make the transition to college.

You start college with a clean academic slate, along with a lot of independence and a myriad of critical decisions as you begin the transition into adulthood. The decisions that you make and the actions you take during this first year of college will have a major impact on the rest of your college experience.

The first few weeks on campus are extremely critical for all new students. It is during this time that you make critical decisions that will have an effect on the rest of your life. Some of these tips are critical during your first weeks, while the others are meant for longer-term guidance and survival. Whatever you do, be sure to be yourself and try to enjoy your college experience as much as possible.

Learn to cope with homesickness. It‟s only natural that there will be times when you miss your family, even if you were one of those kids who couldn‟t wait to get away. Find a way to deal with those feelings, such as making a phone call or sending some email home.

Don‟t procrastinate; prioritize your life. This is the cardinal rule of adjusting to college life and making the most out of that first year, but it‟s the rule that‟s also the most easily broken. Whatever you do, don‟t procrastinate or put off assignments until the last minute. If you wait until the last minute, you won‟t be able to produce the best product, and your instructor will be able to see that immediately.

Tackle roommate conflict. Learning to live with someone new can be one of the most challenging aspects of going to college. Different living habits are the most common source of roommate conflict （i.e. neat vs. messy; quiet vs. noisy; early-to-bed vs. up-all-night). To avoid roommate conflict you should communicate your needs and expectations respectfully, while recognizing your own habits that might affect your relationship. Your Roommate Contract is a great way to clarify expectations and enhance communication between you and your roommate(s). In the event of a conflict, try talking with your roommate(s) first to resolve the issue.

Go to class. Obvious, right? Maybe, but sleeping in and skipping that 8 am class will be tempting at times. Avoid the temptation. Besides learning the material by attending classes, you‟ll also receive vital information from the professors about what to expect on tests, changes in due dates, etc.

Seek a balance. College life is a mixture of social and academic happenings. Don‟t tip the balance too far in either direction. Study hard so you can play hard.

Get involved on campus. A big problem for a lot of new students is a combination of homesickness and a feeling of not quite belonging. A solution? Consider joining a select group of student or ganizations, clubs, sororities or fraternities, or sports teams. You‟ll make new friends, learn new skills, and feel more connected to your school. Stay on campus as much as possible. The more time you spend on getting to know the campus and your new friends, the more you‟ll feel at home at school.

Strive for good grades. Remember the words of the opening paragraph; while good grades could have come naturally to you in high school, you will have to earn them in college—and that means setting some goals for yourself and then making sure you work as hard as you can to achieve them.

Take advantage of the study resources on campus. Just about all colleges have learning labs and tutors available. If you‟re having some troubles, these resources are another tool available to you. Another idea: form study groups.

Make time for you. Be sure you set aside some time and activities that help you relax. Whether it‟s watching your favorite movies or writing in a journal, be good to yourself.

Don‟t feel pressured to make a hasty decision about a career or a major. It doesn‟t matter if it seems as though everyone else seems to know what they‟re doing with their lives—believe me, they don‟t—college is the time for you to really discover who you are and what you want to be. It‟s not a race; take your time and enjoy exploring your options.

Take responsibility for yourself and your actions. Don‟t look to place the blame on others for your mistakes; own up to them and move on. Being an adult means taking responsibility for everything that happens to you.

Make connections with students in your classes. One of my best students said his technique in the first week of classes was to meet at least one new person in each of his classes. It expanded his network of friends—and was a crucial resource at times when he had to miss a class.

Find the Career Services Office. Regardless of whether you have your entire future mapped out, seek out the wonderful professionals in your college‟s career services office and get started on planning, preparing, and acting on your future.

Keep track of your money. If you‟ve never had to create a budget, now is the time to do so. Find ways to stretch your money and avoid all those credit card temptations you‟ll soon be receiving.

Don‟t cut corners. College is all about learning. If you procrastinate and cram, you may still do well on tests, but you‟ll learn very little. Even worse, don‟t cheat on term papers or tests.

When you follow these suggestions you will certainly adapt to college life quickly, easily and without needing a lot of time to settle in. You will be off and running and should consider theses tips as your success guide for settling into college. 译文

如何适应大学生活

或许你在高中时是班长，或许你的毕业成绩名列前茅，甚至有可能你还是致告别词的学生代表。实际上，无论你在高中里做了什么，当过渡到大学时，这些都不重要。

学术上还是一片空白，拥有很强的性，以及伴随着大量的重要决定，你开始了大学生活，同时也在走向成人。大学第一年里你所做的决定以及采取的行动将会极大地影响你之后的大学生活。

对所有新生来说大学教育最初的几周是非常关键的，在此期间你所作的重大决定将会影响你的余生。对你来说，有些建议在最初几周里是非常重要的，而有些建议则会成为长期的指导和生存技巧。无论你做什么，确定做你自己并尽量享受大学的乐趣。

学会克服想家情绪。你会经常想家，这是非常自然的，即使你是一个迫不及待要逃离家庭的孩子。找到处理这些情感的办法，比如给家里打电话或发邮件。

不要拖延；规划你的生活。这是适应大学生活，充分利用大学第一年的主要原则。但这也是

最不容易遵守的一条原则。不论你做什么，请不要拖延，把作业留到最后一刻。如果你留到最后一刻，你就交不出高质量的作业，这一点老师立刻就能看出来。 处理好与室友的冲突。学会与人相处可能是步入大学的重大挑战之一。不同的生活习惯是导致室友间冲突的最常见的原因 （比如：整洁和凌乱，安静和喧闹，早睡和熬夜）。要避免室友间的争吵，你应该礼貌地表达你的需要和希望，同时也要意识到自己的一些习惯和癖好可能会影响人际关系。室友协议是表明自己希望加强与室友沟通的一个好办法。倘若发生冲突，首先要试着与室友交流来解决问题。

按时去上课。毫无疑问，不是吗？或许是这样，但睡懒觉不去上8点钟的课有时是很具诱惑力的，你要抵制住这种诱惑。除了要按时上课，学习知识外，你还要从教授那里获取重要信息。比如考试要求，规定日期的变更等。

寻求平衡。大学里学生不仅要学习，还要参与社会活动，要处理好两者的关系。“努力学习，痛快玩耍”。

参与校园生活。对很多新同学来说，他们面临的问题是想家和没有归属感。如何解决？考虑加入一个社团组织，譬如说学生社团，俱乐部, 妇女联谊会或兄弟会，亦或运动队。你会结交新朋友，学习新技能，这样你会感觉到你与学校的联系更加紧密。尽可能多地呆在学校里，你对学校和朋友了解的越多，你就越有家的感觉。

争取好成绩。记住这几个字。在高中的时候, 你可能会比较容易地获得好成绩，然而在大学里你需要争取，这就意味着给自己设定一些目标，然后确保努力去实现它们。

利用校园里的学习资源。几乎所有的大学都有学习实验室和导师。当你有困难的时候, 你可以利用上述资源。另一种方法就是组成学习小组。 为自己腾出时间。保证你能留出一些时间来参加活动，以放松自己并释放一天或一周的压力。不管看你最喜欢的电视节目，还是写日记，都会对你有益。 不要因为感到有压力而对职业或专业做出草率决定。如果你感到好像周围的每个人都了解在生活中所做的一切，这也不要紧---相信我，他们并不知道---对你来说，大学生活能够让你真正了解自己，喜欢什么，擅长什么，和你想成为什么。这不是一场比赛；不用着急，享受这个探索选择的过程。

为自己和自己的行为承担责任。不要因为自己的错误去指责别人；承认错误，并进一步承担。作为一个成人意味着承担发生在你身上的一切责任。 保持和班里同学的联系。我的一个学生说他有一个办法，就是在第一周的每节课上至少结交一位新同学，这可以扩大他的朋友圈——当他不得不逃课的时候，这有时可以作为他重要的资源。

找到就业服务办公室。不管你进入学院时是否规划出整个未来，都要在大学就业服务办公室寻求好的专业，并开始对你的未来进行规划，准备和实施。

掌握你的费用。如果你从来没有要做一个预算，现在是时候去这样做了。想办法精打细算——尽你所能，避免很快就收到信用卡的付款要求。

不要走捷径。大学就是学习。如果你临时抱佛脚，你可能在考试中取得好成绩，但你学到的会很少。千万不要在学期论文和考试中作弊。

如果你遵循这些建议，你一定会很快地，轻松地适应大学生活。你应该把这些建议看做你适应大学生活的成功指南，你将会生活自如。 Vocabulary

A Fill in the blanks in the following sentences with the words listed in the box. Change the forms of these words if necessary.

1. Adolescence is the period of transition between childhood and adulthood. 2. Now that the situation becomes critical, one must keep calm.

3. The natural environment for the survival of children has improved. 4. Beautiful colored illustrations enhanced the book. 5. He tried to tempt me to cheat in the examination. 6. Scientists explore what is and engineers create what has never been. 7. While the inclination to procrastinate is common, one must fully consider the detrimental impact of unnecessary delays.

8. The news that he was in trouble determined me to act at once. 9. She‟s too hasty; she should learn to think twice before speaking.

10. Approval of the plan presupposes that the money will be made available. 11. Intensive efforts are being made to resolve the dispute. 12. Her work has been crucial to the project‟s success.

B Fill in the blanks in the following passage with the words in the box. Make changes wherever necessary.

transition relax adapt resolve academic available tackle assignment procrastinate social

According to statistical data from the National College Health Association, stress is the number one impediment to academic performance among college students. College life can be stressful, to be sure, but there are a number of resources available to help freshmen get rid of stress. There are things you can do to make the transition easier. Beginning college usually involves adapting to a whole new lifestyle, which can be very stressful if you're not adept at tackling this change. Developing fulfilling relationships is a great way to acclimate yourself to the college environment and reduce some of this stress. To reduce your stress level, it may help to make yourself a daily or weekly schedule so you can focus on assignments as they become due. Procrastination can lead to stress if you let your academic work build up to much, so try to resolve the issues as you've scheduled them to avoid getting behind.

College involves a great deal of work, but it's important to be able to relax, too. Some students relieve stress through exercising, socializing, attending films or plays, or playing games. Not everyone relaxes in the same way, so find what works for you.

C Rewrite the following sentences with the help of the phrases and expressions in the box. The italicized part in each sentence may be of help in your task. The first sentence is done for you.

1. He makes use of her ignorance and simplicity; it isn't cricket.

He takes advantage of her ignorance and simplicity; it isn't cricket. 2. These by-products have a greater direct impact on our lives. These by-products have a greater direct effect on our lives. 3. Countless lights twinkled like stars in the distance. A myriad of lights twinkled like stars in the distance.

4. As a doctor, Brooks has to follow the latest developments in medicine. As a doctor, Brooks has to keep track of the latest developments in medicine 5. She is determined to do irrespective of / despite all consequences. She is determined to do regardless of all consequences. 6. In case of his death, his daughter will inherit the money. In the event of his death, his daughter will inherit the money.

7. Inexperienced she was, she could deal with the difficulties wonderfully well. Inexperienced she was, she could cope with the difficulties wonderfully well. 8. You must adapt to the norms of the society you live in. You must adjust to the norms of the society you live in. 9. The scientists struggle for a breakthrough in cancer research. The scientists strive for a breakthrough in cancer research. TRANSLATION 有些大学有两种主要的教学方式：研讨会和演讲。这种与高中的教学方式大相径庭的方法会对大一新生产生重大影响。研讨会是在友好轻松的气氛中围绕课文或是预定的话题进行讨论。这种方式有利于学生提出创新观点、全面考虑问题以及如何处理难题。通过团队合作，同学之间增进了友谊，扩大了朋友圈。演讲的价值在于将书本上没有的信息呈现给众多听众，在于将直观的材料呈现给听众。

There are two main forms of teaching in Nottingham University: seminar and lecture. They are very different from the sort of teaching most often used in high schools and have a major impact on freshmen.

In seminars you will have a discussion focusing on a text or topic set in advance in a friendly and informal atmosphere. The purpose is to provide an opportunity to try out new ideas and to think through problems with fellow-learners，and learn how to cope with difficulties. Students develop friendship through groups and expand their network of friends.The value of the lecture is that it can present to a large number of people information which is not readily available in books, and that it can show visual material to a wide audience.

You will feel strange since there are fewer teaching hours in the school timetable. Each week in the first year you may attend about six lectures and four to six seminars or tutorials. For the rest of the time you are working on your own, doing the necessary reading in preparation for tutorials or writing seminar papers. When writing an essay or carrying out a project work, you can often discuss with your companions about the title and topic.

How College Is Different from High School

Jennifer Klein and Alicia LaPolla

In the movie Old School, Luke Wilson and Vince Vaughn start a fake1 fraternity just so they can relive2 their college experience. To keep their status as a student organization, they must excel3 in a wide range of tasks that prove they are true college students. They master everything from academics to community service. Although the tale is just a movie, and you shouldn’t believe everything you hear, sometimes Hollywood gets a few things right. College really is the best time of your life. It is a time to be involved in4 everything your college or university will have to offer. When you reach your 30s, you will likely5 look back at your college experience and wish you

really could do it all over again. College is a time when the “cool kids” disappear. Who you eat lunch with does not define you as a person. There is no such thing as “un-cool.” Welcome to college, where you are now considered an adult.

High School vs. College: Being a First-Year Student/Orientation6

Being a first-year student is fun! Unlike high school, where your first year is usually filled with anxiety and the occasional wrong-classroom mishap7, colleges prepare first-year students with an orientation that builds a strong bond among class members. Many colleges offer additional early orientation programs8 (usually a camping trip or gathering hosted in a nearby city) to foster9 relationships before the school year even begins. Attend as many orientations options as possible. It will make your college transition easier if you already have bonds with your classmates. Once orientation is over and the upper-class students are back on campus, you will find that they are excited to meet the first-year students, and you become very comfortable in the college setting very quickly.

High School vs. College: The Learning Environment

Get used to saying “Professor” or “Dr.” Your teachers are no longer Mr. or Ms. Brown, but Professor or Dr. Brown, and guess what? You are expected to have an opinion! You are no longer a passive learner who just sits and listens to a teacher, occasionally writes a paper, and takes a test in which you are expected to simply reiterate10 what you have learned or been told by the teacher. You will not be provided with notes; rather, you are expected to figure out11 on your own12 what's important. (Professors are available during their office hours13for help if what's important is ever unclear.) In college your professors are expecting you to voice14 your thoughts, and disagreeing with the professor’s opinion is considered an interesting debate, not deviant15 behavior. Class participation and providing your own perspective16 and analysis are key to success in the college learning environment.

High School vs. College: Your Social Life

Balancing academic and social life is difficult. This balance is something that most likely your parents helped you with in high school. Now that you are in college, you can no longer rely on17 your parents for structure, rules, or academic motivation18. All of these are now in your hands. Being at college can be socially overwhelming19—an array of evening and weekend activities is open to you, including lectures, club/organization events, formals20, dorm events, and of course, parties. In addition, many students go to schools in a locale21 they have not lived in before, so a lot of time is spent exploring your new surroundings. Some students become so involved in social activities that they neglect their academics. While it is good to explore new surroundings and take advantage of22 social opportunities, it is imperative that you cut out time to focus on your studies. Some students find it helpful to spend studying time in the school library, where they can focus without any interruption. Forming study groups with peers23 from your classes can also be extremely helpful, as well as agreeing on a daily “study time” with your roommate, where your dorm room will adopt the atmosphere of the library. And speaking of roommates?

High School vs. College: Roommates

Many high school students have their own rooms. If high-school students do share a room, it is usually with a sibling24, and not a stranger. Unless you are coming from boarding school25, you most likely will need to adapt to26 life with roommate. Although some think having a roommate is an infringement27 on privacy, a roommate is actually a great benefit in college. The

first few weeks of college can be a lonely time —you are in a new place with new surroundings. A roommate can keep you company28 and will help you adapt to college life because you are adapting together. You immediately have someone who can go to the dining hall with you, explore the campus with you, help you find a class location, and share your social network29. In addition, with a roommate you can share the costs of college life. You and your roommate can figure out who can bring what into the dorm room, and can split30 groceries, additional furnishings, and other costs.

High School vs. College: Culture

If you are from anywhere other than a big city, most of your friends are probably a lot like you. You may not all share the same personality, but the things you consider “normal” are probably the same. Your parents are probably a lot like your friends’ parents. They probably even share the same tax bracket31. You go to the same type of restaurants as your friends. You and your friends probably share similar ideas of what is fun to do on a Friday night. Until you get to college, it rarely occurs to32 you that life could be any different— until you find yourself surrounded by hundreds of students just like you, with very different stories. You quickly learn that “normal” simply doesn't exist. One of the best things about going to college is the opportunity to interact33 with a wide variety of cultures. Students from the other side of the world and the other side of the county will likely both be living on your dorm floor. Take advantage of this amazing multicultural environment that you might never have access to again.

High School vs. College: What to Eat/The Freshman 1534

In high school, most likely your parent or guardian did most of the grocery shopping and cooking. Eating healthy was not something that you needed to think about because somebody else was buying and cooking the healthful food. Once in college, you have a wide variety of healthful and unhealthful foods to choose from every meal. Buffets35 of desserts are offered for both lunch and dinner. Empty carbohydrate36 snacks are usually staples37 of a dorm room. People make jokes about the “Freshmen 15,” but it is reality for many students. Less important than the weight gain is the unhealthful diet. Remember that it is very easy to eat healthfully while at college; you just need to make that effort. There are just as many nutritious foods in dining halls as there are junk foods. You need to make the decision to eat healthfully on your own.

High School vs. College: Making Your Own Choices

When you are in high school, your parents are often there to stand between you and temptations. Once parents are removed from the equation38, you are left with you and your choices. Just because your parents said you cannot do something does not mean you cannot do it. However, this is where personal choice and responsibility come in. Once you are in college in many ways you are considered an adult, and you have more opportunities to be sexually active. You might have been exposed to39 some of these things in high school, but the “barrier” of your parents’ rules (or boarding-school regulations) made decisions easier. You choose how to balance your academic and social life. You make all of your own decisions, and you are responsible for the consequences. You choose whether or not you are comfortable with drinking, drugs and/or sex. Remember that being an adult does not mean you need to figure everything out by yourself. Gathering information about these and other decisions, and talking to parents, siblings, and friends can help you make these important decisions. Most campuses also have counselors and health-care workers available to provide information and a listening ear. (And, of course you can also ask your roommate.)

译文

大学与高中有何不同

在电影《母校》中，卢克•威尔逊和文斯•沃恩组织了一场虚拟的男大学生联谊会，以重温他们的大学时光。为了更像一个学生组织，他们必须在各方面都表现出色，以证明自己是真正的大学生。他们精通一切，无论是学习，还是组织社区活动。虽然这个故事只是一部电影，而且你也未必亲眼所见，但是好莱坞的这部影片至少有几点是对的。大学是你一生中最美好的时光，它提供给你在这一时期你可能得到的一切。当你年过三十，你会时常怀念你的大学时光，并且希望重温旧梦。在大学，没有所谓的酷男，在同学眼中，你不是一个凡人，一切都很酷。欢迎来到大学，在这里，你已经是一个成人了。 高中对比大学：新生指南.

作为高一新生，你会时常心怀焦虑，遇到诸如走错教室之类的尴尬。大学则不同，新生生活会非常有趣。学校会组织一些活动帮助新生熟悉环境，以加强彼此之间的联系。许多大学会在新学年开始之前开设环境适应课程（通常是野营或者在附近城市的聚会）来培养新生之间的友谊。要尽可能多地参加此类课程，如果你和同学间提前建立起联系，你就能从容地向大学生活过渡。等这些适应课程一结束，高年级同学也已返回校园，你会发现他们非常乐意接纳新生，你也会很快适应校园环境。 高中对比大学：学习环境

在大学要习惯称呼“教授”或者“博士”。你的老师已不是布朗先生或布朗女士而是布朗教授或布朗博士。为什么呢？因为你要有自己的观点。你已经不是一个被动的学习者，端坐在那儿听老师讲课，偶尔写个论文，在考试中重述课堂上学到﹑听到的内容。而是在没有课堂笔记的情况下，依靠自己弄清楚哪些内容是重点。（如果不得要领，可以在和教授面谈时随时提出，寻求帮助），在大学，教授们希望你能阐明自己的观点，如果和教授的观点不一致，也会被认为是有意义的争论，而非冒犯。课堂上积极参与，提出自己的观点，善于分析是在大学取得成功的关键。 高中对比大学：社交活动

平衡好学业和社交活动并不容易，这种平衡在高中阶段往往由父母帮助完成。现在你已经是一个大学生了，不能再依靠父母来规划安排一切—计划，规章或学习动机。一切应由自己掌握。大学里社交活动让人应接不暇，系列的晚会和周末活动迎面而来，讲座、俱乐部活动，舞会、宿舍活动，当然还有社交聚会。此外很多学生是异地求学，因此要花费大量时间熟悉周围新环境。还有一些学生过度沉迷于社交活动而荒废了学业。大学为你提供了熟悉新环境和社交活动的机会，这固然很好，然而，挤出时间专注于学习也是一个紧迫的问题。有些学生喜欢在学校图书馆学习，在那儿可以专心致志，免受打扰。与同学组成学习小组，或者与室友约好每天的学习时间，可以使你的宿舍具备图书馆的学习氛围，这对学习很有帮助。说到室友，又是如何呢？ 高中对比大学：室友

高中学生多独居一室，即使与别人共居，也是自己的兄弟姐妹，而非外人。在大学，除非你上的是寄宿学校，否则你就要学会与室友共处。尽管有人认为室友会妨碍个人隐私，但是有个室友对大学生活的确大有裨益。你大学生活的最初几个周会比较孤独—初到异地，人生地不熟。有室友的陪伴你能更好地适应大学生活，因为你们是在共同适应。会有人立刻陪你去餐厅，与你探查新校园，帮你寻找教室，与你共享社交网络。而且与室友一起还可以分担大学开支。要理清各自必带的寝室用品，并可分担日用品、新添的家具以及其他费用。

高中对比大学：文化 高中阶段，如果你不是来自大城市，那么你的大多数朋友可能和你一样，尽管你们个性不同，但你的“标准”也是别人的标准，你的父母和你朋友的父母也很相像，也许他们纳税都相同。你爱去的饭馆也是朋友爱去的，甚至周五晚上寻点什么开心事彼此都会不谋而合。进入大学之前，你也许很少想到，人生会有各种不同—直到你进入大学，身处众多和你看似相同的同学中间时，却发现人人经历各异。你很快就会明白“标准”是不存在的。进入大学最大的好处之一就是能够和各种文化背景不同的人进行交流。可能会有很多来自异国他乡的同学与你同居一处，要珍惜这种令人惊叹的多元文化环境，这样的环境也许以后你再也不可能碰到。 高中对比大学：该吃什么∕体重增加15磅的大一新生 高中阶段，购物烹调大多由父母或监护人包办，饮食健康无需你多虑，因为有人会为你购买、烹制健康食品。一旦进入大学，每次用餐，各种健康或者不健康的食品都会让你眼花缭乱。不论是午饭还是晚餐，食品柜上都少不了甜食。毫无营养价值的碳水化合物零食成为宿舍的主食。人们常开玩笑“大一会胖15磅”。对许多新生来说，这不是玩笑。与体重增加相比，食品健康问题还是次要的。要知道在大学里吃得健康其实很简单，只需你下定决心。食堂中营养丰富的食品和垃圾食品一样多，想要吃出健康，就要自己做出选择。 高中对比大学：自己做出选择

高中时期，你的父母帮你抵挡各种诱惑，一旦父母不在身边，没有制约，你就得自己做出选择。也许并非因为你的父母告诉你不能做什么，你就不能做什么，只是在做出选择时要有责任意识。一旦进入大学，很大程度上你已经被看做是一个成人，在性方面有很多机会。高中时期，你可能就已经面临这方面的诱惑，由于家规（或者校规）的约束，你很容易做出决定。大学阶段你要在平衡学业与社交活动之间做出选择，自作决定，自担后果。在酒精、毒品或者性等方面，是放纵还是约束自己，你要做出选择。要铭记，作为一个成人，并不意味着要自己解决所有问题。多了解一些这方面的信息，听听别人的意见，和父母，兄弟姐妹或者朋友多进行交流，对你做出决定都有帮助。多数大学都有学生顾问和医疗保健人员，可以向他们倾诉，听听他们的建议（当然也可以咨询室友）。

Creative Failure in College Exam

Alexander Calandra

Some time ago, I received a call from a colleague. He asked if I would be the referee on the grading of an examination question. He was about to give a student a zero for his answer to a physics question. But the student argued that he was competent in the subject and should be given a full score; he believed he would if the grading system were not set up against the student. I was then selected to make a judgment and decision.

I went to my colleague‟s office and read the examination question: “Show how it is possible to find the height of a tall building with the help of a barometer.”

The student had answered: “Take the barometer to the top of the building, attach a long rope to it, lower the barometer to the street, and then bring it up, measuring the length of the rope. The length of the rope is the height of the building.”

I pointed out that the student really stood for full credit, since he had answered the question completely and correctly. The problem is, the answer did not show that the student had showed his knowledge of physics. I suggested that, in order to prove him a somewhat competent student, he have another try at answering the question. I was not surprised that my colleague

agreed, but I was surprised that the student did.

I gave the student six minutes to answer the question. I warned him though that his answer should show some knowledge of physics. At the end of five minutes, he had not written anything. I asked if he wished to give up, but he said no. He had many answers to this problem; he was just thinking of the best one. I excused myself for interrupting him, and asked him to please go on. In the next minute, he quickly wrote out his answer, which read:

“Take the barometer to the top of the building. Drop the barometer, timing its fall with a stopwatch. Then using the formula S = 1/2 gt2, calculate the height of the building.”

At this point, I asked my colleague if he would give up. He gave up, and I gave the student almost full credit.

In leaving my colleague‟s office, I recalled that the student had said he had other answers to the problem, so I asked him what they were. “Oh, yes,” said the student, “There are many ways of getting the height of a tall building with the aid of a barometer. For example, you could take the barometer out on a sunny day and measure the height of the barometer, the length of its shadow, and the length of the shadow of the building, and by the use of simple proportion, find the height of the building.”

“Fine,” I said, “And the others?”

“Yes,” said the student, “There is a very basic measurement method that you will like. In this method, you take the barometer and begin to walk up the stairs. As you climb the stairs, you mark off the length of the barometer along the wall. You then count the number of marks, and this will give you the height of the building in barometer units. A very direct method.”

“Probably the best way of solving this problem,” he said, “is to take the barometer to the basement and knock on the superintendent‟s door. When the superintendent answers, you speak to him as follows: „Mr. Superintendent, here I have a fine barometer. If you will tell me the height of this building, I will give you this barometer.‟”

At this point, I asked the student if he really did not know the usual answer to this question. He admitted that he did. But he said that he was fed up with high school and college instructors. They have been trying to teach him how to think, to use the “scientific method,” and to go deep into the inner logic of the subject in a pedantic way, rather than teaching him some creative ways of solving problems.

With this in mind, he decided to voice his discontent in disguise of a fool. 翻译仅供参考

在大学考试失败的创意

亚历山大CALANDRA

前一段时间，我接到一个电话，从同事。他问我是否将是对一个试题的分级裁判。他正要给学生一个零，他回答一个物理学问题。但学生认为他是胜任的主题，应给予充分的得分，他相信他会当分级制度并没有建立针对学生。我当时选择的做出判断和决策。

我去了我同事的办公室和阅读都是考试原题： “ 。显示它是如何可能找到一个高层建筑的晴雨表的帮助的高度” 学生回答了：“把气压计拿到楼顶，附加长绳它，放下晴雨表街道，然后把它起来，测量绳子的长度。绳子的长度是该建筑物的高度。 “

我指出，学生真正站了全额贷款，因为他已经完全和正确地回答了这个问题。问题是，答案并不表明学生已经显示了他的物理知识。我建议，为了证明他有点能力的学生，他有另

一个尝试在回答这个问题。我并不感到惊讶，我的同事同意了，但我感到惊讶的是学生做。 我给学生六分钟回答问题。我警告过他，虽然他的答案应该显示物理的一些知识。在五分钟结束时，他没有写任何东西。我问他是否想放弃，但他说没有。他有许多回答这个问题，他只是在想最好的之一。我原谅我打断他，问他要请去。在下一分钟，他很快写出了他的答案，其内容如下： “把气压计拿到楼顶。下降的晴雨表，定时秋季用秒表。然后使用以下公式S = 1/2 GT2 ，计算建筑物的高度“ 。

在这一点上，我问我的同事，如果他会放弃。他放弃了，我给学生几乎完全学分制。 在离开我的同事的办公室时，我想起了学生说他有其他的答案的问题，所以我问他是什么。 “哦，是的， ”学生说， “有越来越高大建筑物的高度与气压计的援助的许多方面。例如，您可以采取的晴雨表了一个阳光灿烂的日子，测量气压计的高度，它的影子的长度，和建筑物的阴影长度，并通过使用简单的比例，发现的高度建设“。 “好吧， ”我说， “而其他人呢？ ” “是的，”学生说， “有，你会喜欢一个很基本的测量方法。在这个方法中，你把气压计，并开始走上了楼梯。当你爬上楼梯，你划出沿着墙上的晴雨表的长度。然后，你算痕的数量，而这会给你的建设晴雨表单位的高度。一个很直接的方法。 “

“可能解决这一问题的最好办法， ”他说， “就是要把晴雨表地下室，敲管理者的大门。当管理者的答案，你和他说话如下： '先生警司，在这里我有一个美好的晴雨表。如果你告诉我这栋楼的高度，我会给你这个晴雨表'。“

在这一点上，我问学生，如果他真的不知道平常这个问题的答案。他承认，他做到了。但他说，他受够了高中和大学教师。他们一直在努力教他怎么想的，用“科学的方法”，并深入到主体的内在逻辑在一个迂腐的方式，而不是教他解决问题的一些创造性的方法。 考虑到这一点，他决定说出他的不满用傻瓜的伪装。 referee score select judgment barometer attach complete competent formula calculate basement instructor

1.In myjudgment, the student's solution to the problem is workable. 2. We can't make a judgment over this issue, so we have to invite areferee to make a decision.

3. You can e-mail this article as a (n)attachment to your instructor.

4. Scientist is trying tocalculate when the spaceship would reach the Mars. 5. The student’s answer to the question iscomplete but not correct.

6. Getting good scorein computer game does not mean you can pass the exam with good credit.

7. Take thisbarometer, measure the pressure of the air and judge if the weather will change today.

8. To be able to use English, we have to develop fluent communicativecompetence instead of accurate grammatical knowledge.

9. The superintendent of this building has his office in thebasement 10. To pass the coming physics examination, you have to learn by heart all these formulae. 11. Our languageinstructor is a nice lady who has been working in this college for 20 years.

12. The readingselections in this unit are mostly taken from The New York Times.

B.colleague

proportion discontent admit

determine pedantic superintendent credit disguise stair

I went down to the basement and there I saw Mr. Richardson, the superintendent of the building. He is tall but his head is too big, just out ofproportion to his narrow shoulders. Mr. Richardson told me he was rather discontent with the students who kept on coming to him for the height of the building. He admitted that he had collected a number of barometers from students as gift. The students told Mr. Richardson that they were determined not to follow theirpedantic instructors who knew nothing but the “only one correct answer” to examination questions. They said they gave Mr. Richardson gifts for the height of building not for credit but for fun. At this moment, we heard someone coming down from the stairs. It was a man, coming silently towards us. When the man came nearer, I found he was no one but my colleague in disguise of a senior student.

I hope he didn‟t come to get the height of the building!

TRANSLATION

王教授认为，大学里现在的考试制度和评分标准不利于培养学生的创造性思维能力。他认为，教师在教学中应鼓励学生充分发表自己的见解，在考试中充分发挥想像，合理应用专业（professional）知识来解决问题，而不是趋同（go for）一个惟一“正确”的标准答案。他的大多数同事不同意他的看法。他们认为，学生在大学里应学到高水平的知识和技能；一个称职的教师应诲人不倦（not fed up with），教会学生科学的思维方法；学生在学习中应严谨求实，深入到问题深层的逻辑关系中，追求绝对（absolute）的真理。

Professor Wang argues that the present evaluation and grading system at college is set up against the growth of students' creative thinking ability. He believes that instructors must encourage their students to fully voice their own views in class and use their imagination extensively in tests. Students should be taught to answer questions with the aid of their professional knowledge instead of going for the only \"correct\" answer. To this view most of Professor Wang's colleagues disagree. They believe that a college is where higher learning is promoted. A competent teacher should never be fed up with giving instructions. He has to show his students some scientific ways of thinking. On the other hand, students need to be objective and precise in their learning, going deep into the inner logic of the subject for absolute truth.

Confessions of a Lonely TA

Michael Kantor

A year out of college, I left my girlfriend and the East Coast and moved to San Diego to get a master‟s in drama at the University of California. I didn‟t know a soul there and I felt extremely unsure of myself—even the ocean seemed to be on the wrong side of the road.

Basically penniless, I found a job as a teaching assistant for “American Drama on Film,” a popular course attracting 120 students who liked watching movies for credit. I‟d never taught

before. The prospect of a classroom filled with curious students terrified me. All I had to guide me was a thin, green handbook for teaching assistants. Full of rules and regulations, it covered everything from roll call to grading, but nowhere did it mention how to convey ideas or make people think.

The morning of the first class, I pictured my students while I was shaving and cut myself in three places. I was only twen-ty-four. I felt too young to have the authority of a teacher. But as it turned out, my youth helped me communicate with my students. Jokes and discussions, occasionally even philosophical debates filled my classes. Some students were really interested in the material and class discussion. With these students I developed a kind of friendship. The only aspect of the job that I didn‟t like was office hours—the time I spent sitting in my tiny office waiting for people to come by for extra help. No one ever did.

Then Lisa started popping by. She was one of the best students in the class and certainly didn‟t need my academic advice. She came to hang out. We talked about movies, sexy actors, and the San Diego Chargers. She made me feel like an expert on everything. I began to look forward to office hours. When I was with Lisa I felt as if I‟d finally adjusted to California. I thought about ask-ing her out.

Lisa began putting her phone number on assignments, and when she came by there was a certain forwardness about her, a kind of “can you-handle-this?” attitude. I tried to act cool and not show how interested I was. One afternoon she showed up in a wet suit and said, “Surf‟s up. Wanna come?” I told her that I‟d love to, but I couldn‟t surf. After she left I cursed myself for not seizing the opportunity to be with her.

That evening I started dialing Lisa‟s number about ten times. Something stopped me from following through, and it wasn‟t just because I was nervous. I guess I knew there was something wrong with a teacher dating a student. I decided to see if my little green handbook had anything to say about it. The section on romantic relationships listed three reasons why such liaisons should be strictly avoided: (1) A display of interest from the TA puts the student in the difficult position of fearing unfavorable results for showing no response to that interest. (2) It makes the objective evaluation of all students almost impossible. (3) An inevitable loss of respect for the TA occurs. I tried to rule out each reason as inapplicable to me. Lisa was displaying an interest in me, not the other way around. As for objective evaluation, I always numbered papers and tests, covering students‟ names to make sure I graded without bias. But the third reason was impossible to dismiss. I knew that if I were a student and I found out that my TA and a classmate were involved, no matter how much I had liked him I‟d think he was a tiny dude. I‟d be sure he had used his position to seduce her and that without question he‟d favor her with a better grade or inside information on the exam.

The idea of my students seeing me as a sleazebag turned my stomach. Their regard for me as a teacher was more important than my desire to go out with Lisa. I decided to wait until the term ended to ask her out.

As soon as I handed in the grades, I called her. We went to a movie. We stayed and watched another and then went out for a drink. Nothing clicked. The desire was gone. Actually, my desire was still there, but hers had disappeared along with my grade book. I was disappointed, sad even, but not surprised. No longer her all-knowing TA, I was now just some older guy who couldn‟t surf.

自白书———来自一位孤独的助教 大学毕业一年后，我便与女友分手，并告别了东海岸，只身来到圣迭戈，攻读加州大学戏剧学硕士。在圣迭戈，我举目无亲，心里甚为不安———就连身边的大海也恍如隔世，变得十分陌生。 当时我可谓身无分文，好在谋得了“美国电影戏剧”课的助教工作。这门课程很火爆，一下子吸引了120名学生。他们既可以欣赏电影，又可以拿到学分，两全其美，何乐而不为。此前，我从未教过书。一想到满屋子好奇的目光，心里就打鼓。我手中仅有的救命稻草不过是发给每位助教的授课指南———一本薄薄的绿皮儿小册子，里面全是各种规章制度，从点名到批卷儿，包罗万象，惟独没讲如何传道授业，如何激发学生进行思考。 第一节课的那个早晨，我一边魂不守舍地想像着学生们的模样，一边刮脸，竟刮伤三处。我毕竟只有24岁啊！自己都感觉太年轻了，哪儿有一丝教师的威慑力。可是后来的事实却证明，恰恰是我的年轻使我和学生们交流得更加融洽。课堂上充满了幽默的笑话和踊跃的讨论，有时还不乏一些富有哲理的思辨。有些学生对课程内容及课堂讨论十分感兴趣，渐渐地我和他们交上了朋友。这份工作我惟一不喜欢的地方就是答疑时间———我得坐在自己那间窄小的办公室里等着学生前来，寻求额外帮助。可是却总没有学生来。 后来，丽萨开始频频造访。她是班上的学习尖子，因此她到我这儿当然不是为了学业上的辅导，而是来闲聊的。我们海阔天空地聊到电影、性感的影星，还有“圣迭戈冲锋者”橄榄球队。她使我感觉到自己无所不晓、无所不通。从此，我开始期待答疑时间，因为只有和丽萨在一起，我才感到自己似乎已经适应了加州生活。我开始考虑约她出去。 丽萨也开始把自己的电话号码留在作业上。当她再度敲开我办公室的大门时，脸上露出一丝咄咄逼人的神色，好像在问：“你能行吗？”我尽力表现出矜持，掩饰内心的渴望。一天下午，她身穿一套紧身潜水衣出现在我面前，说：“海浪上来了，想不想去冲浪？”我说想去，可我不会冲浪。她离开后，我咒骂自己竟放走了这样一个与她共处的大好机会。 当天晚上，我给丽萨拨了得有十遍电话，可后来还是有一种力量使我放下了听筒，不光是因为我紧张，我想还因为我深知教师约会学生有点儿不大对头。我决定查一查那本绿皮儿授课指南，看看就这方面有什么规定。师生恋那一款明确指出这种关系必须要严格禁止，并列出了三条原因：（1）如果助教对某个学生明确表达好感，那么该生就会担心自己若是对这种示爱毫无反应便可能对自己不利，从而陷入两难的境地。（2）这种关系使助教几乎不可能对所有的学生做出客观公正的评价。（3）这种关系不可避免地使助教失去学生们的尊敬。 我逐一地排除这些原因，试图找出它们不适合我的地方，比如，是丽萨对我感兴趣，而并非我主动出击；对于给学生的客观评价，我在批阅论文或试卷时从来都把上面的姓名盖住，再将其编号，以确保自己所打的分数不偏不倚。可那第三条原因我却怎么也挥之不去，设身处地地想想，如果我是个学生，又得知自己的助教与一个同学关系暧昧，那么不管我多么喜欢这位教师，也会认为他是个为人所不齿的。我会坚信他利用自己的职权勾引了那个学生，而且毫无疑问，考试时他会偏心地给她打高分或者在考试前向她透露机密。 一想到我的学生们会把我看成一个无耻之徒，我就心神不宁。学生敬我为师比起渴望和丽萨约会更加重要。于是，我决定等学期结束时再约她出去。

我把期末成绩上交给校方后，马上就跑去给丽萨打电话。我们一起出去看了电影，而后没有退场，接着又看了一部。再后来就去喝点儿东西，其间，一切都那么平淡无奇，爱的欲望已烟消云散。其实确切地说，我的感情还在，只是她的兴趣全都随着我上交的记分册“上交”了。我满腹失望甚至哀伤，但并没有感到意外。毕竟，在她眼里，我已不再是那位学识渊博的助教了，而只是一个年龄稍长又不会冲浪的家伙。

Vocubulary

A. Fill in the blanks in the following sentences with the words listed in the box.Change the forms

of these words if necessary.

Confession soul occasionally assignment click regard position occur adjust inevitable favor master

1. Teacher—student dating is inevitable universities or colleges all over the world. 2. At first ,we had a hard time adjusting to university life. Now everybody has become used to it. 3. I rushed into the classroom, but didn‟t see a soul .Then I realized it was Sunday.

4. The moment our TA came into the class, something clicked .I had never believed in love first

sight before.

5. Lisa made a full confession of her romantic relationship with the TA,which surprised her

room-mates.

6. An educational system which only favors students good at earning hign marks is not perfect. 7. My brother is pursuing his master degree in economics at Harvard University.

8. The TA brings me flowers most of time, but occasionally he gives me a box of chocolate. 9. After the outbreak of SARS, people began to have a high regard for the work of a nurse.

10. If I had been in Lisa‟s position, I might have developed a romantic relationship with that TA. 11. Mary had a feeling that something might happen between the TA and her. But nothing

occurred.

12. To show her interest in the TA, Susan began putting her telephone number on her assignment.

B. Fill in the blanks in the following passage with the words in the box.Make changes wherever

necessary.

Prospect seize objective curse seduce bias romantic dismiss dude liaison

When Allen left, Mom could hardly wait to ask me when the TA and I began our liaison and how we got involved. I told her everything and confessed that it was I who first showed great interest in the TA, not the other way around. Mom simply didn‟t believe what I said. She just consi-dered Allen as a dude, who was good at seducing female students. But I didn‟t think Mom was mak-ing a objective judgment .It was clear that she had a strong bias against Allen .She demanded that we stop our romantic relationship.

The next day, when I came back to the university, I tried to stay away from Allen and he seemed to understand what had happened. But he seized an opportunity and asked me out. I made up an excuse and refused him politely. Then I ran to the dorm , threw myself on the bed and tried to forget everything. But I found myself just unable to dismiss the TA from my mind .The second day came the terrible news of Allen‟s death .He was said to have committed suicide. The prospect of be-ing cursed by my classmates terrified me and I never went back to school.

TRANSLATION

大学毕业一年后，我在中国农业大学谋得一份助教工作。由于我毫无教学经验，不知道如何在学生面前树立教师的权威性，想到满屋子学生向我投来好奇的目光，心里直打鼓。然而，第一堂课上得非常成功。同

学们积极参与课堂讨论，表现得极为配合，各个充满热情。一次，我发现一个女生把手机号码留在了作业本上。显然，她对我有意，在向我主动传递信息。可我无意与学生发展恋情。因为如果那样，学生们就会失去对我的尊重。他们会认为我是一个纨绔子弟，在利用自己的职位勾引女生。此外，学生们也会对我评分的客观公正性产生怀疑。

A year out of college, I found a job as a teacher assistant at China Agriculture University. As I had no teaching experience. I did not know how to establish my authority in front of students. And the prospect of a classroom filled up with curious students. The students participated actively in class discussion. And they appeared very cooperative and enthusiastic. Once I found that a girl had left a cell phone number on her assignment. It was clear that she was displaying an interest in me and was conveying that special message. But I did not want to develop a romantic relationship with a student, for if I did my students would no longer show any respect for me, they would think I had used my position to seduce the girl and what‟s more, my students would doubt whether I could make any objective evaluation of them.

UNIT 4

The Web Is Magic but Students’ Research Papers Are Not

David Rothenberg

Sometimes I look forward to the end-of-semester rush, when students‟ final papers come streaming into my office and mailbox. I could have hundreds of pages of original thoughts to read and evaluate. Once in a while, it is truly exciting, and brilliant words are typed across a page in response to a question I‟ve asked the class to discuss.

But this past semester was different. I noticed a decline in both the quality of the writing and the originality of the thoughts expressed in their papers. What had happened since last fall? Did I ask worse questions? Were my students unusually lazy? No. Many students in my class had used the latest easy way of writing a paper: doing their research on the Internet.

It‟s easy to find a research paper that is based mainly on information collected from the Web. First, the bibliography cites no books, just articles or pointers directing me to some websites: http://www.etc. Then materials listed in the bibliography are curiously out of date. A lot of stuff on the Web that is advertised as the newest is at least a few years old.

Another clue is the beautiful pictures and graphs that are inserted neatly into the body of the student‟s text. They look impressive, as though they were the result of careful work and analysis, but actually they often have little relation to the subject of the paper. Cut and pasted from the Web, they pretend to be original work.

Don‟t get me wrong, I‟m no neo-Luddite. I am as fascinated as anyone else by the potential of this new technology to provide instant information. What I‟m describing is the hunt-and-peck method of writing a paper. We all know that word processing makes many first drafts look far more polished than they are. If the paper doesn‟t reach the assigned five pages, readjust the margin, change the font size, and... voil??! Of course, those machinations take up time that the student could have spent revising the paper. With programs to check one‟s spelling and grammar—now standard features on most computers, one wonders why students make any mistakes at all. Instead of becoming perfectionists, too many students have become slackers, preferring to let the machine

do their work for them.

The Internet makes research look too easy. You toss a query to the machine, wait a few seconds, and a lot of possible sources of information appear on your screen. Instead of books that you have to check out of the library, read carefully, understand, synthesize, and then excerpt, these sources are quips, blips, pictures, and short summaries that may be downloaded magically to the dorm-room computer screen. Fabulous! How simple! The only problem is that a paper consisting of summaries of summaries is bound to be fragmented and superficial; it demonstrates more of a random montage than the ability to sustain an argument through 10 to 15 double-spaced pages. College libraries with good computer technology might have been sending a clear message to students: Don‟t read, just connect. Surf. Download. Cut and paste. Originality becomes hard to separate from plagiarism if no author is cited on a Web page. Clearly, the words are up for grabs, and students much prefer the fabulous jumble to the hard work of stopping to think and make sense of what they‟ve read.

Libraries used to be storehouses of words and ideas, but now they are seen as big information centers. Some of this information comes from other, bigger libraries, in the form of books that can take time to obtain through interlibrary loan. What happens to the many students who write a paper the night before it‟s due? The computer screen, the gateway to the world sitting right on their desks, promises instant access, but actually offers only a pale, two-dimensional version of a real library.

But it‟s also my fault. I take much of the blame for the decline in the quality of student research in my classes. I need to teach students how to read, to take time with language and ideas, to work through arguments, to synthesize various sources to come up with original thought. I need to help my students understand how to assess sources; I need to let them trust their own ideas more than pieces of information that flash on a screen. Judgment must be taught, as well as the methods of exploration. I am seeing my students‟ attention span grow weaker and their ability to reason for themselves decline.

I wish that the university‟s computer system would stop working for a day, so that I could encourage them to go outside, sit under a tree, and read a really good book—from start to finish. I‟d like them to sit for a while and think why some things get easier and easier so rapidly that we can hardly follow their pace, while other tasks remain as hard as ever—such as doing research and writing a good paper that needs patience and time. Knowledge does not emerge out of nowhere, but we do need silence and space for independent thought. Next semester, I‟m going to urge my students to turn off their glowing boxes and think, if only once in a while.

翻译：

网络神奇，论文糟糕

有时候我期待着学期末学生们交作业的时刻，那时学生们的学期论文会涌入我的办公室或信箱，我会读到上百页充满原创思想的文字，并对它们做出评判。有时读着学生们回答课上讨论问题的精彩语句真的很让我激动不已。

但这个学期却不同，我注意到学生的论文质量下降了，里面的创新思想也少了。从秋季学期以来发生了什么事？是我问的问题不好了？学生们变懒了？不，是因为班上很多学生都是在用最时髦最容易的方法写论文：在互联网上查资料。 很容易看出来一篇论文是使用互联网上的资料拼凑的。首先，参考文献中没有引用任何书

籍，只有文章或某些网址的指示。令人诧异的是，参考文献中的资料都已经过时，网上宣称为最新的资料都至少是几年前的了。

另一个线索是插入学生作品正文中的精美图片和图表。他们看起来的确很吸引人，像是精心设计和分析的结果，但实际上，它们与论文主题并无多大关系。从网上剪切并粘贴，就成了自己的作品。

不要误会，我并不是新勒德主义者。我和任何人一样，对这项新技术提供即时资讯的能力也感到惊异。我说的是那种敲一键打一字的论文写作方式。我们都知道文字处理软件使许多初稿看起来就比实际上要工整得多。如果论文不足规定的五页，重新调整边距，改变字体，然后„„成了！当然这些都要花时间，而这些时间完全可以用来修改文章。现在检查拼写语法的软件已经成为电脑的标准设置，学生再犯这样的错误几乎是不可能的。许多学生没能成为完美主义者，却都变成了懒虫，宁愿使用机器来替他们写作。 互联网使研究工作看起来非常容易。在机器上键入搜索指令然后等几秒钟，很多信息资源就会显示在屏幕上。与图书馆那些借出来的书相比，学生们不用去认真地阅读和理解、总结摘录。网上的信息通常是只言片语、图片综述等，只需要下载到宿舍电脑上就可以了。太神奇了！太简单了！问题是，一篇由综述的综述组成的论文注定是支离破碎和肤浅的，它所能表明的不过是一幅随意的蒙太奇贴图，却不能证明一个学生能够写出一篇10到15页双倍行距，论证丰富，条理清晰的文章。

拥有先进计算机设备的大学图书馆也许向学生传达了这样的暗示：不用读书，只需要连接、浏览、下载、剪切、粘贴就足够了。如果网页里没有标明作者就很难区分是原创还是剽窃。很明显，那些文字就在那里，随时可以调用，学生们更愿意看到貌似精彩纷呈的大杂烩而不愿意刻苦学习、驻足思考并理解所读的东西。 图书馆过去是储藏言语和思想的仓库，现在却成了一个大信息中心。其中一些信息以馆际互借书籍的方式来自于其他更大的图书馆。在交论文期限来临的前一夜，学生们都在忙什么呢？电脑屏幕，通向世界的窗口就在他们面前的桌子上，好像为他们提供迅捷的信息来源———但实际上，它能提供的不过是一个现实图书馆的信息贫乏的平面图。 但这也是我的错误，我应该为班上学生研究能力的下降承担主要责任。我应该教学生如何去阅读、花时间理解语言和思想、弄通论点、学会归纳并产生新的思想。我需要帮助学生明白如何评估资料，我应该教他们相信自己的想法而不是那些屏幕上闪烁的信息片断。我应该教会学生学会判断以及掌握研究方法。但实际上我看到的是学生们注意力集中的时间变短了，思考的能力也下降了。

我希望大学的计算机能够关闭一天，这样我就能鼓励学生们走到户外，坐在一棵大树下从头到尾认真读一本好书。我希望他们坐下思考为什么一些事情迅速地变得越来越容易以至于我们会觉得跟不上其步伐，而另一些东西仍然艰难如昔。比如需要耐心和时间做研究，写出一篇好论文。知识不是天上掉下来的，但我们的确需要静心和空间来思考。下学期我会要求学生关掉那些闪闪发光的显示器，静下来思考，哪怕只是偶尔为之。

A. Fill in the blanks in the following sentences with the words listed in the box. Change the forms of these words if necessary.

insert paste margin fragment superficial random gateway resource

demonstrate jumble

1. The demonstration made by the technician on the new software was really impressive . 2. You've written so many sentence fragments , which make your meaning unclear. 3. He inserted the key in the lock but found it wasn't the right one.

4. His understanding of scientific laws is very superficial ; that is why his thesis appears so

illogical and is full of mistakes.

5. There was a messy jumble of clothes and books on Peter's bed.

6. His book is full of notes in the margin and we all know that he is a hard-working student. 7. Higher education can be the gateway to a successful career.

8. Students are encouraged to use library resources for their schoolwork. 9. His essay is but a collection of random thoughts; he really lacks sense of organization. 10. Don't paste this note on the computer screen. You just make it dirty.

B. Fill in the blanks in the following passage with the words in the box. Make changes wherever necessary.

feature query sustain plagiarism bibliography due reference

assign constantly semester

I selected a course, Practical and Creative Writing, this semester taught by an old

and stern professor Mr. Collins from Department of Literature. It was said that usually he wouldn't assign a lot of readings to his students. You know this was important for a poor student like me who had financial difficulties to sustain my education. Besides, too many books would take up much room of my dormitory. Although there wasn't much reading, the writing load was pretty heavy and constantly I had to struggle to write the assigned essays before they were due . One of the writing topics was \"The Linguistic Features of Oscar Wilde.\"

For weeks I could hardly find any references and the only book relating to it I had

found in the library was written by an unknown critic whose language seemed hard to understand. I was almost desperate when the deadline was approaching. The other night I suddenly had an idea: why not get on-line and find something useful? I turned on the computer and tossed a query on the topic. Suddenly an article of the same title jumped in front of my eyes and I realized that was just what I wanted. Without much hesitation, I copied the article and submitted(提交) it to Mr. Collins the next day after making a few minor alterations(改动). A week later, Mr. Collins sent word asking me to his office.

Looking into my eyes, he said, \"Good job! Was this essay written by you?\" \"Ye ...

yes.\" I hesitated. \"Have you checked your bibliography before you handed in? Do you know who wrote the book A Linguistic Study of Two Complementary Writers?\" \"Eh ... No.\" \"Then have a look!\" I almost fainted when I saw Mr. Collins„ name in it. \"Your essay looks very familiar to me. It was written by one of my Ph.D. student if my memory is correct. You should fail this course according to rules because this is absolute plagiarism . But what you did made me reflect on myself, that is, I may have given my students too much pressure that is too hard for them to cope with. So I decide to relieve your writing load from now on. More importantly, I'll let you go this time. But NEVER do this again!\"

TRANSLATION

因为学术研究要占据一个量的时间并耗费很多的精力，且不能立即带来经济回报，大学里的一些教授就不愿意花时间做艰苦的研究工作，而把注意力放在其他的事情上，甚至放在与自己的工作毫不相干的活动上。没有时间做研究，但为了晋升(promotion)，教授们就把一些过了时的学术成果(academic works)做一些修改然后署上自己的名字当作自己的作品发表，这就导致了一些高等教育机构里的学术剽窃(academic plagiarism)现象。

Since academic research takes up a huge amount of one's time and energy and can not bring immediate economic return, some professors in universities are not willing to take time with hard academic research, but focus on something else, even those that have little relation to their work. Having no time for research, but in order to get promoted, professors put their names on some out-of-date research works after making some alterations and get them published as their own. That results in the academic plagiarism in some higher educational institutions.

Unit5

Albert Einstein

The World as I See It

What an extraordinary situation is that of us mortals! Each of us is here for a brief life; for what purpose he knows not, though he sometimes thinks he feels it. But from the point of view of daily life, without going deeper, we exist for our fellow-men—in the first place for those on whose smiles and welfare all our happiness depends, and next for all those unknown to us personally with whose destinies we are bound up by the tie of sympathy. A hundred times every day I remind myself that my inner and outer life depend on the labors of other men, living and dead, and that I must exert myself in order to give in the same measure as I have received and am still receiving. I like simple life. I feel uneasy when I think my life has been supported by too much amount of labor of my fellow men. I regard class differences as contrary to justice and, in the last resort, based on force. I also consider that plain living is good for everybody, physically and mentally.

In human freedom in the philosophical sense I am definitely a disbeliever. Everybody acts not only under external compulsion but also in accordance with inner necessity. Schopenhauer‟s saying, that “a man can do as he will, but not will as he will,” has been an inspiration to me since my youth up, and a continual consolation and unfailing well-spring of patience in the face of the hardships of life, my own and others‟. This feeling mercifully reduces the sense of responsibility which so easily becomes hopeless, and it prevents us from taking ourselves and other people too seriously; it leads to a view of life in which humor, above all, has its due place.

To inquire after the meaning or object of one‟s own existence or of creation generally has always seemed to me absurd from an objective point of view. And yet everybody has certain ideals which determine the direction of his endeavors and his judgments. In this sense I have never looked upon ease and happiness as ends in themselves. The ideals which have lighted me on my way and time after time given me new courage to face life cheerfully, have been Truth, Goodness,

and Beauty. Without the sense of fellowship with men of like mind, of preoccupation with the objective, the eternally unattainable in the field of art and scientific research, life would have seemed to me empty. The ordinary objects of human endeavor—property, outward success, luxury—have always seemed to me silly.

My passionate sense of social justice and social responsibility has always contrasted oddly with my pronounced freedom from the need for direct contact with other human beings and human communities. I gang my own gait and have never belonged to my country, my home, my friends, or even my immediate family, with my whole heart; in the face of all these ties I have never lost an strong sense of detachment, of the need for solitude—a feeling which increases with the years. One is sharply conscious, yet without regret, of the limits to the possibility of mutual understanding and sympathy with one‟s fellow-creatures. Such a person no doubt loses something in the way of kindness and light-hearted-ness; on the other hand, he is largely independent of the opinions, habits, and judgments of his fellows and avoids the temptation to take his stand on such insecure foundations.

My political ideal is that of democracy. Let every man be respected as an individual and no man worshiped. It is an irony of fate that I myself have been individual and no man worshiped. It is an irony of fate that I myself have been excessively admired and respected from my fellows. The cause of this may well be the desire, unattainable for many, to understand the one or two ideas to which I have with my feeble powers attained through ceaseless struggle. I am quite aware that it is necessary for the success of any complex undertaking that one man should do the thinking and directing and in general bear the responsibility. But the led must not be forced; they must be able to choose their leader. An autocratic system that forces people to obey, in my opinion, soon dies. For force always attracts men of low morality, and I believe it to be an invariable rule that tyrants of genius are succeeded by villains.

The fairest thing we can experience is the mysterious. It is the fundamental emotion which stands at the beginning of true art and true science. He who knows it not and can no longer wonder, no longer feel amazement, is as good as dead, a dying candle. It was the experience of mystery—even if mixed with fear—that made religion possible. A knowledge of the existence of something we cannot penetrate, of the displays of the deepest reason and the most bright beauty, which are only accessible to our reason in their most elementary forms—it is this knowledge and this emotion that constitute the truly religious attitude; in this sense, and in this alone, I am a deeply religious man. I cannot conceive of a God who rewards and punishes his creatures, or has a will of the type of which we are conscious in ourselves. An individual who should survive his physical death is also beyond my comprehension, nor do I wish it otherwise; such notions are for the fears or absurd egoism of feeble souls. Enough for me the mystery of the eternity of life, and the inkling of the marvelous structure of reality, together with the single-hearted endeavor to comprehend a portion, be it never so tiny, of the reason that shows itself in nature.

翻译： 译文

我的世界观

爱因斯坦 我们这些总有一死的人的命运多么奇特！我们每个人在这个世界上都只作一个短暂的逗留；目的何在，却无从知道，尽管有时自以为对此若有所感。但是，不必深思，只要从日常

生活就可以明白：人是为别人而生存的──首先是为那样一些人，我们的幸福全部依赖于他们的喜悦和健康；其次是为许多我们所不认识的人，他们的命运通过同情的纽带同我们密切结合在一起。我每天上百次的提醒自己：我的精神生活和物质生活都是以别人（包括生者和死者）的劳动为基础的，我必须尽力以同样的分量来报偿我所领受了的和至今还在领受着的东西。我强烈地向往着俭朴的生活，并且时常发觉自己占用了同胞的过多劳动而难以忍受。我认为阶级的区分是不合理的，它最后所凭借的是以暴力为根据。我也相信，简单淳朴的生活，无论在身体上还是在精神上，对每个人都是有益的。

我完全不相信人类会有那种在哲学意义上的自由。每一个人的行为不仅受着外界的强制，而且要适应内在的必然。叔本华说：“人虽然能够做他所想做的，但不能要他所想要的。”这句格言从我青年时代起就给了我真正的启示；在我自己和别人的生活面临困难的时候，它总是使我们得到安慰，并且是宽容的持续不断的源泉。这种体会可以宽大为怀地减轻那种容易使人气馁的责任感，也可以防止我们过于严肃地对待自己和别人；它导致一种特别给幽默以应有地位的人生观。

要追究一个人自己或一切生物生存的意义或目的，从客观的观点看来，我总觉得是愚蠢可笑的。可是每个人都有一些理想，这些理想决定着他的努力和判断的方向。就在这个意义上，我从来不把安逸和享乐看作生活目的本身──我把这种伦理基础叫做猪栏的理想。照亮我的道路，是善、美和真。要是没有志同道合者之间的亲切感情，要不是全神贯注于客观世界──那个在艺术和科学工作领域里永远达不到的对象，那么在我看来，生活就会是空虚的。我总觉得，人们所努力追求的庸俗目标──财产、虚荣、奢侈的生活──都是可鄙的。 我有强烈的社会正义感和社会责任感，但我又明显地缺乏与别人和社会直接接触的要求，这两者总是形成古怪的对照。我实在是一个“孤独的旅客”，我未曾全心全意地属于我的国家、我的家庭、我的朋友，甚至我最为接近的亲人；在所有这些关系面前，我总是感觉到一定距离而且需要保持孤独──而这种感受正与年俱增。人们会清楚地发觉，同别人的相互了解和协调一致是有限度的，但这不值得惋惜。无疑，这样的人在某种程度上会失去他的天真无邪和无忧无虑的心境；但另一方面，他却能够在很大程度上不为别人的意见、习惯和判断所左右，并且能够避免那种把他的内心平衡建立在这样一些不可靠的基础之上的诱惑。 我的政治理想是民主政体。让每一个人都作为个人而受到尊重，而不让任何人成为被崇拜的偶像。我自己一直受到同代人的过分的赞扬和尊敬，这不是由于我自己的过错，也不是由于我自己的功劳，而实在是一种命运的嘲弄。其原因大概在于人们有一种愿望，想理解我以自己微薄的绵力，通过不断的斗争所获得的少数几个观念，而这种愿望有很多人却未能实现。我完全明白，一个组织要实现它的目的，就必须有一个人去思考，去指挥、并且全面担负起责任来。但是被领导的人不应当受到强迫，他们必须能够选择自己的领袖。在我看来，强迫的制度很快就会腐化堕落。因为暴力所招引来的总是一些品德低劣的人，而且我相信，天才的暴君总是由无赖来继承的，这是一条千古不易的规律。

我们所能有的最美好的经验是奥秘的经验。它是坚守在真正艺术和真正科学发源地上的基本感情。谁要体验不到它，谁要是不再有好奇心，也不再有惊讶的感觉，谁就无异于行尸走肉，他的眼睛便是模糊不清的。就是这样奥秘的经验──虽然掺杂着恐惧──产生了宗教。我们认识到有某种为我们所不能洞察的东西存在，感觉到那种只能以其最原始的形式接近我们的心灵的最深奥的理性和最灿烂的美──正是这种认识和这种情感构成了真正的宗教感情；在这个意义上，而且也只是在这个意义上，我才是一个具有深挚的宗教感情的人。我无法想象存在这样一个上帝，它会对自己的创造物加以赏罚，会具有我们在自己身上所体验到的那种意志。我不能也不愿去想象一个人在肉体死亡以后还会继续活着；让那些脆弱的灵魂，由于恐惧或者由于可笑的唯我论，去拿这种思想当宝贝吧！我自己只求满足于生命永恒的奥秘，满足于觉察现存世界的神奇结构，窥见它的一鳞半爪，并且以诚挚的努力去领悟

在自然界中显示出来的那个理性的一部分，倘若真能如此，即使只领悟其极小的一部分，我也就心满意足了。 Vocabulary

A Fill in the blanks in the following sentences with the words listed in the box. Change the forms of these words if necessary.

1. Our sales campaign is failing badly and we will have to make some fundamental changes to it.

2. The remote desert area is accessible only by helicopter.

3. It really is a sad situation, and I feel sympathy for the people involved. 4. They endeavored to make her happy but in vain.

5. To achieve this goal, you must have ambition; likewise you need to exert great efforts. 6. The little boy shows an excessive enthusiasm for sport.

7. The sunshine could not penetrate where the trees were thickest.

8. The manufacturers disclaim all responsibility for damage caused by misuse. 9. Nuclear weapons constitute a real threat to world peace. 10. Clever advertisements are just temptations to spend money.

11. Scientists first conceived the idea of the atomic bomb in the 1930s. 12. You give this portion of the ticket to the inspector and keep the other.

B Fill in the blanks in the following passage with the words in the box. Make changes wherever necessary.

equal relieve sacrifice echo bright suffer long finally upward edge

Three passions, simple but extremely strong, have governed my life: the longing for love, the search for knowledge, and unbearable pity for the suffering of mankind.

I have sought love, first, because it brings joy—joy so great that I would often have sacrificed all the rest of my life for a few hours of this joy. I have sought it, next, because it relieves loneliness—that terrible loneliness in which one shivering consciousness looks over the edge of the world into the cold immeasurable lifeless hole. I have sought it, finally, because in the union of love I have seen, in a mystic miniature, the bright vision of the heaven that saints and poets have imagined. This is what I soughed, and though it might seem too good for human life, this is what—at last—I have found.

With equal passion I have sought knowledge. I have wished to understand the hearts of men. I have wished to know why the stars shine.

Love and knowledge, so far as they were possible, led upward toward the heavens. But always pity brought me back to earth. Echoes of cries of pain reverberate in my heart.

C Rewrite the following sentences with the help of the phrases and expressions in the box. The italicized part in each sentence may be of help in your task. The first sentence is done for you.

1. The findings contrast with earlier studies, which found that omega-3s helped to protect the heart.

2. In accordance with this plan, we shall look for the first payment on Sept.

3. Climate change, too, is bound up with biology since it is the result of carbon dioxide going into

the air faster than plants can remove it.

4. If he wants my vote he’ll have to take a stand on the question of free trade.

5. In the last resort, they turned to the Psychiatric Diseases Hospital in Srinagar, the only mental-health institution in the valley.

6. You can’t take her promises seriously; she never keeps her word. 7. In a sense she was misled by the advertisement’s claims, and expected too much of the product. 8. Younger audiences are drawn to the cartoon violence of mixed martial arts and Ultimate Fighting.

TRANSLATION

人是一个单个的存在，同时又是一个社会的存在。作为单个的存在，人设法维护他自己和他的亲人的生存，满足他个人的愿望，发展他个人的天赋才能。作为社会的存在，人想要得到他的同类——人们的承认和爱戴，分享他们的快乐，慰藉他们的痛苦，改善他们的生活条件。一个人能够自己思想、感觉、奋斗和工作，而他的身体、智力和感情是如此依赖于社会，以至不可能在社会框架之外想到他和理解他。

Man is, at one and the same time, a solitary being and a social being. As a solitary being,

he attempts to protect his own existence and that of those who are closest to him, to satisfy his personal desires, and to develop his innate abilities. As a social being, he seeks to gain the recognition and affection of his fellow human beings, to share in their pleasures, to comfort them in their sorrows, and to improve their conditions of life. The individual is able to think, feel, strive, and work by himself; but he depends so much upon society — in his physical, intellectual, and emotional existence — that it is impossible to think of him, or to understand him, outside the framework of society.

The Princess and the Nun

—Diana, Mother Teresa Linked in Life and in Death

John Christensen

On the afternoon of June 18, 1997, Diana, Princess1 of Wales met in New York City with Mother Teresa, the Calcutta nun2 known as “the saint3 of the gutters4” and winner of the 1979 Nobel Peace Prize. They met not in a grand hotel, as people of their fame might, nor at the United Nations, as would have befit5 their international stature6. They met, instead, in a grim7 brick building on East 145th Street in a poverty-stricken8 area of the Bronx known as Mott Haven. The princess and the nun had met before, brought together by a common concern for the less fortunate. “She was very much concerned about the poor,” Mother Teresa said months later. “That‟s why she came close to me.”

They emerged9 from the mission10 that day holding hands, Diana smartly turned out in a white suit, the tiny, wizened nun looking frail11 in her white, $1 sari12 with the blue trim. They shook hands on the sidewalk while cameras rolled and nuns, bystanders13 and police officers watched. Mother Teresa composed14 herself on the sidewalk, hands pressed together in the pose of prayerful15 respect common in the East, and spoke some final words to the princess. When

Mother Teresa finished, Diana bent down to hug her, then walked to her limousine16. She paused to wave at bystanders and flash her famous smile before riding away. Two months later, fate brought them together again. On Sunday, August 31, Princess Diana died from injuries she suffered in an automobile accident in Paris. Five days later, Mother Teresa died of heart failure in Calcutta, India. Seldom, if ever, have the deaths of two such well-known and well-loved people occurred so close together, or with such cathartic17 effect in the global village. Both were given state funerals that drew big, adoring crowds. Diana‟s funeral in London, an event televised worldwide, seemed like a global day of mourning. Mother Teresa‟s funeral was also televised internationally, and in Calcutta, many in a crowd estimated at one million pressed close to the procession18, hoping to touch her casket19 as it passed. Mother Teresa was eighty-seven when she died and had lived a long and exceptionally20 productive life. Diana, however, was thirty-six. Her death was not only premature21, but tragic22 and violent as well. Diana had been public property since she was nineteen and was wooed and later wed by Prince Charles. Their fairy-tale wedding gave way to the reality of life in the royal family. Indeed, it became Britain‟s most exciting soap opera, one in which the prince proved to be deeply in love with another woman and obviously required Diana only as a broodmare23 to provide him with heirs24. Diana‟s own affairs, the royal divorce and later episodes became the very lifeblood of the tabloids25. In truth, Diana never quite outgrew26 the symbolism27 of her title. Well into her thirties, she seemed less the accomplished woman than a naive young woman whose dazzling28 smile could not hide the sadness and needy weakness in her eyes. Her problem was perhaps less the behavior than its timing. Swept out of school and into marriage, Diana never got to be a normal young adult, a time for trying on and taking off people as if they were clothes at the Gap. Denied that process of personal discovery, she became a martyr29 to love, confusing the approval of others with the sense of self she lacked. Even in the sleek30 gowns31 she wore to spectacular32 effect, the princess seemed diffident33 and uncertain, and needed the arm of a man to guide her. The irony34 in her association with Mother Teresa is that it wasn‟t until the nun was thirty-six — Diana‟s age at death — that she discovered her true calling35. Teresa joined a Catholic teaching order at eighteen, but it was while aboard a train to the Himalayan region that she said God told her to devote herself to “the poorest of the poor.” She opened her first mission with twelve people in one of Calcutta‟s desperate neighborhoods, and during the next fifty years, Mother Teresa worked with the poor, the sick, the maimed36, the homeless and the helpless. Her single-mindedness was such that when Pope Paul VI gave her a white Lincoln Continental, she auctioned37 it off and used the money to establish a leper colony38. On another occasion, she persuaded Lebanese39 guerrillas40 and Israeli troops to stop shooting at each other so she could evacuate41 thirty-seven children in a Beirut42 hospital. As a bride of Christ, Mother Teresa disavowed43 power, fame and wealth, and yet she became powerful and famous and generated enough wealth to support a worldwide organization with 4,000 employees. Mother Teresa was her own woman — she probably would have said she was God‟s daughter — guided by an unerring44 sense of purpose that drove her to compassion45 in more than 100 countries. A year after the deaths of the princess and the nun, Diana is remembered for her gentle, wounded goodness, and for seeming to prove, as many suspect, that life is unfair. Yet she had the opportunity to learn that it is not necessarily so. For in Mother Teresa, Princess Diana met a

woman who came to the world‟s stage not through birth, marriage or connection, but through the fruits of her own determined efforts. Mother Teresa did not seek admiration or approval, but rather the fulfillment of her calling. In the process, she found herself.

王妃与修女

1997年6月18日下午，威尔士王妃戴安娜在纽约会见了特丽莎修女，这位被称为“贫民窟圣人”的加尔各答修女，她在1979年获得了诺贝尔和平奖。他们没有像其他名人一样在豪华的酒店里会面，也不是选择了在符合他们名人身份的联合国，而是在布朗克斯区东145大街叫莫特·哈温的贫民区的一栋破旧的砖石楼里。出于对那些不幸的人的共同关注，王妃和修女以前会过面。“她十分关注穷人，”几个月后特丽莎修女说，“这是她为什么来找我的原因。”

会面时他们手拉着手，戴安娜穿着一身醒目的白套装，而身材矮小瘦弱的修女穿着只值一美元的蓝边白莎丽。她们在人行道上握手的时候，摄影机运转着，其他修女、旁观者和也注视着。特丽莎修女庄重地站立着，以东方人祈祷的特有方式双手合十，与王妃说着最后的告别话。修女说完后，王妃弯下腰拥抱了她，然后走向她的豪华轿车。在上车之前她停下来向观众挥手致意，并露出了她那举世闻名的微笑。

两个月后，命运又把她们连在了一起。8月31日星期日，戴安娜在巴黎因车祸死于非命，五天后特丽莎修女因为心脏病死于印度加尔各答。很少有两个如此知名、如此受爱戴的名人离去得如此接近，全世界的人都为此感到悲哀。两个人都进行了国葬并吸引了大批的崇拜者，全球直播的在伦敦的戴安娜的葬礼就好像一个全球的哀悼日。特丽莎修女的葬礼也进行了全球播放，大约有一百万人在加尔各答参加了送葬，希望在她灵柩经过时能够亲手抚摸一下棺木。

特丽莎修女逝世时87岁，漫长的一生硕果累累；而戴安娜死时仅有36岁。她的早逝不仅是悲剧性的而且充满了暴力。从19岁起戴安娜就成了公众人物，后来接受查尔斯王子的追求并与之成婚。这场童话般的婚礼后来不得不接受皇室现实生活的考验。事实上，它成了英国最令人兴奋的肥皂剧：王子内心深爱的是另一个女人，而戴安娜仅仅充当了为王室传宗接代的工具。

戴安娜自己的韵事、离婚和后来的故事成了小报生存的命脉。事实上，戴安娜从来也没有摆脱她的称号所赋予她的象征含义。30岁的她比一个天真的少女还显得不成熟，充满魅力的微笑也无法掩饰眼睛里的悲伤和脆弱。她的问题与其说是行为问题还不如说是错误的时间安排。很早就辍学结婚，戴安娜从未尝试成为一个正常的成年人，可以像在Gap店里试衣服一样尝试接触不同的人。从小就被剥夺了自我发现的过程，她成了爱情的牺牲品，把别人的认可与她缺乏的自我混同起来。甚至当她身着华服艳光四射时，仍然显得特别缺乏自信，需要男人的臂膀来为她指引方向。

而特丽莎修女直到36岁时———戴妃死亡的年龄———才发现自己的真正使命。特丽莎修女在18岁时参加了天主教传教团，但一直到她乘坐火车去喜马拉雅山区时才说：上帝告诉她要把毕生献给“穷人中的穷人”。她的第一次使命是和12个人去加尔各答的一个濒临绝望的穷人区工作。在随后的50年中，特丽莎修女帮助穷人、病人、残疾人、无家可归者和一切需要帮助的人。一次她单纯得竟然把教皇保罗六世送给她的一辆白色豪华林肯车拍卖，并用得到的钱建立了一个麻风病人社区，还有一次她说服了黎巴嫩游击队和以色列停止击以便把贝鲁特一家医院里的37个儿童疏散出来。

作为的信徒，特丽莎修女放弃了权力、名声和财富，但她却获得了它们并建立了一个拥有4000名雇员的世界性慈善组织。特丽莎修女属于她自己———也许她会说她是上帝的

女儿———有着明确的人生方向指引，并把她的博爱传播到一百多个国家中去。 王妃和修女逝世一年后，人们难以忘怀戴安娜那温柔但容易受伤的善良，她的一生好像都证明，像许多人认为的那样，生活是不公平的。但她有机会证明事实上并非如此。但与戴安娜不同的是，特丽莎修女不是依靠出身、婚姻或关系登上世界舞台的，而是依靠自己坚持不懈的努力。在这个过程中，她找到了自我。

1. ( T ) Their contrasting apparel(服饰) at the meeting in New York reflected they came from different social background.

2. ( F ) We can infer from the text that Prince Charles had been deeply in love with Diana, but not rewarded by her love.

3. ( T ) The tabloids in England sustain their existence by exposing the privacies or scandals of famous people

4. ( F ) As a popular person since childhood, Diana had a lot of opportunities to get in touch with people from various social ranks.

5. ( F ) Being a very independent person, Diana had been very certain of what she had done and ignored others' opinions.

6. ( F ) Mother Teresa sold the car given by Pope Paul VI and used the money to help the children in a Beirut hospital.

7. ( F ) Throughout her life, Mother Teresa had been seeking approval of her work and career, although few would recognize and reward her.

8. ( T ) Even though deprived of further education, Diana had opportunities to learn about life and people and be her own master.