王长喜六级考前热身试题二.docx
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王长喜六级考前热身试题二
大学英语六级考试考前热身试题二
PartIWriting(30minutes)
Directions:
Forthispart,youareallowed30minutestowriteashortessayentitledCreditCardsonCampus.You
shouldwriteatleast150wordsfollowingtheoutlinegivenbelow.
1.有人认为信用卡进入大学校园是件好事
2.也有人持反对意见
3.你的想法
CreditCardsonCampus
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PartIIReadingComprehension(SkimmingandScanning)(15minutes)
Directions:
Inthispart,youwillhave15minutestogooverthepassagequicklyandanswerthequestionsonAnswerSheet1.Forquestions1-7,choosethebestanswerfromthefourchoicesmarked[A],[B],[C]and[D].Forquestions8-10,completethesentenceswiththeinformationgiveninthepassage.
TheValueofWritingWell
It’sthattimeofyearagain.No,not“theholidayseason”.Imean,itisholidaytime,butforprofessorsitdoesn’tstartfeelinglikeholidaytimeuntilfinalgradesareinandthebooksareclosedonanothersemester.No,forme,it’spaper-gradingtime,thetimeofyearwhenI’mremindedoverandoveroftheimportanceofgoodwritingskills--andoftheirrarity.
Theabilitytowritewellisnotagift.Sure,thespecialsomethingthatsetsapartaTolstoyorShakespeareorSalmanRushdieorIsabelAllendeisagift,atalentbornofdisposition,experience,andcommitment.Butjusttobeabletocommunicateclearlywiththewrittenwordtakesnospecialtalent;it’saskilllikeanyother.
Well,notexactlylikeanyother.Becausethewordsweusetowritewitharethesamewordsweusetothinkwith,learningtowritewellhasramificationsthatgobeyondthemerelytechnical.Asweimproveourwritingability,weimproveourabilitytothink—tobuildanargument,toframeissuesincompellingways,toweaveapparentlyunrelatedfactsintoacoherentwhole.
Anddespitetherecurringhand-wringingandchest-beatingaboutthe“endofliteracy”andthe“deathoftheprintedword”,therealityisthatwewritemorethaneverthesedays.Whileit’sararepersonwhositsdownwithpenandpaperinhandandwritesalettertoafriendorlovedone,wepouremailsintotheetheratanastoundingrate.Wetextmessage,tweet,instantmessage,blog,comment,andotherwiseshootwordsateachotherinanear-constantflowofcommunication.Weannotategroupportraits,LOL-ifycatpictures,andtag...well,everything.Atwork,wewriteletters,proposals,PowerPointpresentations,Businessrequirementdocuments,memos,speeches,missionstatements,positionpapers,operatingprocedures,manuals,brochures,packagecopy,pressreleases,anddozensofmorespecializedtypesofdocuments.
Weare,itseems,writingcreatures.Homoscribus,ifyouwill.
It’snowonderthatBusinessesrepeatedlycite“communicationskills”asthesinglemostdesirabletraitinnewemployees.Thekicker,though,isthatweareasasocietyincrediblybadatwriting.Publicschoolsdoapoorjobofteachingstudentshowtowritewell—theybarelymanagetoinstillthebasicrulesofgrammarandthemiserable5-paragraphessay,letalonehowtowritewithstyleandverve,howtoputtogetheranargumentthatmovessteadilyfromonepointtothenexttopersuadeareaderofsomecrucialpoint,howtosynthesizeideasanddatafrommultiplesourcesintosomethingthattakesthoseideasonestepfurther.
It’snotjusttheteachers’fault.Teachersdothebesttheycanwithwhatthey’regiven,andalltoooftenwhatthey’regivenisinadequateresourceswithwhichtoteachclassroomsfullofunmotivatedstudentswhocouldcarelessaboutwriting.Addtothattherequirementsofmandatorynation-wideteststhatrewardconformity,notcreativity,andthethreatofpunishmentforanyschoolwhosestudentsfailtofallwithinthefairlyrigidboundariesofthetest’srequirements,andyou’vegotaprettybadsituationallaroundforinstillinginstudentsthepowertowritewell.
Thatis,alas,agreatdisservice.Beingabletowritewellvastlyimprovesstudents’—andothers’—potentialforsuccess,regardlessofthefieldtheyfindthemselvesin.AsI’vealreadymentioned,peoplewhowritewelltendtobebetterabletothinkthroughproblemsandteaseoutpatternsinoutwardlydissimilarsituations.Moreimportantly,peoplewhowritewellhavetheopportunitytomakeamarkintheworld,becausetheirbestideasaren’ttrappedintheirownmindsforlackofameansofexpres