Passage 10
很多人都認(rèn)為那些身處象牙塔的大學(xué)生們過得很安逸，其實(shí)不然。他們每天也要面臨著很多壓力：高額學(xué)費(fèi)帶來的經(jīng)濟(jì)壓力，父母要求過高所帶來的精神壓力…
College Pressure
I see two kinds of pressure working on college students today: economic pressure, parental pressure. It is easy to look around for rebels — to blame the colleges for charging too much money, the parents for pushing them too far. But there are no rebels, only victims．
The pressure is heavy on students who just want to graduate and get a job. If I were an employer I would rather employ graduates who have this range and curiosity than those who narrowly pursued safe subjects and high grades. I know incalculable students whose inquiring minds cheer me. I like to hear the play of their ideas. I dont know if they are getting A or C, and I dont care. I also like them as people. The country needs them, and they will find satisfying jobs. I tell them to relax, but they can＇t．
Nor can I blame them. They live in a brutal economy. Today it is not unusual for a student, even if he works part time at college and full time during the summer, to increase to 5, 000 in loans after graduation．Encouraged at commencement to go forth into the world, he is already behind as he goes forth. How could he not feel under pressure throughout college to prepare for this day of reckoning①?
Along with economic pressure goes parental pressure. Inevitably, the two are deeply integrated．
Poor students! They are caught in one of the oldest webs of love and duty and guilt. The parents mean well: they are trying to steer their sons and daughters toward a secure future. But the sons and daughters want to major in history or classics or philosophy—subjects with no “practical” value. Wheres the payoff on the humanities? Its not easy to persuade such loving parents that the humanities do indeed pay off. The intellectual faculties developed by studying subjects like history and classics are just the faculties that make creative leaders in business or almost any general field.
Luckily for me, most of them got into their field by an indirect route, to their surprise, after many roundabout ways. They can hardly conceive of a career that was not preplanned. They can hardly imagine allowing the hand of God or chance to nudge them down some unforeseen trail．
［391 words］
本文脈絡(luò)清晰。第一段第一句直接點(diǎn)題，提出大學(xué)生面臨的兩種壓力：economic pressure和 parental pressure。段末“victims”一詞的運(yùn)用，奠定了本文的感情基調(diào)：作者對(duì)大學(xué)生擔(dān)負(fù)的壓力感到同情。
第二段和第三段中分析了大學(xué)生在經(jīng)濟(jì)上面臨壓力的原因。第四段是過渡段。第五段闡述了父母的壓力對(duì)大學(xué)生的影響，用一個(gè)感嘆句開頭，具有烘托感情的效果,充分表達(dá)了作者對(duì)大學(xué)生的同情。后一段排比句的應(yīng)用從相反的方面描述，更把大學(xué)生所遭受的壓力凸顯出來。
大學(xué)生的壓力
我發(fā)覺今天的大學(xué)生有兩種壓力：經(jīng)濟(jì)壓力和來自父母的壓力。環(huán)顧四周，你很容易發(fā)現(xiàn)一些叛逆者，他們指責(zé)學(xué)校收費(fèi)太高，報(bào)怨父母對(duì)他們的要求過高。但他們不是叛逆者，而是受害者。
對(duì)于那些只想從大學(xué)畢業(yè)并且找到一個(gè)工作的人來說，壓力是很大的。如果我是雇主，我寧愿雇傭那些有好奇心的博學(xué)之才而不是那些只選一些容易過的且能達(dá)高分的課程的學(xué)生。我認(rèn)識(shí)無數(shù)學(xué)生，他們的好奇之心使我興奮不已。我喜歡聽他們闡述自己的觀點(diǎn)。我不知道他們得的是A還是C，我不在乎這些。我也同樣喜歡他們所散發(fā)出來的人性魅力。國家需要他們，他們也會(huì)找到自己滿意的工作。我告訴他們要放松，但他們做不到。
但我也不能責(zé)怪他們，因?yàn)樗麄兩钤跉埧岬慕?jīng)濟(jì)時(shí)代。今天對(duì)一個(gè)學(xué)生來說，即使他在念書時(shí)兼職打工，在暑假全職工作，在畢業(yè)后欠下５０００美元的債務(wù)也是很平常的。在畢業(yè)典禮上他們被告知即將踏入社會(huì)，而事實(shí)上，在踏入社會(huì)之際他已落后于他人了。為了面對(duì)這個(gè)清算日，他們?cè)诖髮W(xué)生活中怎會(huì)感受不到壓力呢?
與經(jīng)濟(jì)壓力同時(shí)存在的還有來自父母的壓力，這兩者不可避免地融合在一起。
可憐的學(xué)生們!他們被古老的愛、責(zé)任、負(fù)疚感所包圍。父母們本意是好的,他們正把自己的兒女引向一個(gè)安全的未來。但這些孩子卻想主修歷史、古典文學(xué)、哲學(xué)這些沒有“現(xiàn)實(shí)”價(jià)值的專業(yè)。學(xué)人文科學(xué)的報(bào)償在何處呢?要說服父母相信人文科學(xué)有所報(bào)償并不容易。由學(xué)習(xí)歷史和古典文學(xué)所培養(yǎng)出來的能力正是商業(yè)及其他一般領(lǐng)域有創(chuàng)造力的領(lǐng)導(dǎo)人所必備的能力。
幸運(yùn)的是，許多學(xué)生幾經(jīng)曲折終于到達(dá)他們自己的領(lǐng)域，對(duì)此他們感到吃驚。因?yàn)樗麄兒茈y想象可以從事一項(xiàng)未經(jīng)事先計(jì)劃的事業(yè)，很難想象上帝之手或者機(jī)緣能把他們推到未曾預(yù)見到的人生軌道上來。
rebel n.反叛分子，反對(duì)者
victim n.犧牲品，受害者
curiosity n.好奇(心)
brutal a.殘忍的,無情的，冷酷的
commencement n.①開始②畢業(yè)典禮，學(xué)位授予典禮
reckoning n.結(jié)算，清算
inevitably ad.不可避免地
steer vt.引導(dǎo)
faculty n.能力，技能，天賦
roundabout a.繞道的，繞圈子的
conceive vi.(of)構(gòu)想出，設(shè)想
nudge vt.用肘輕推，推進(jìn)
①【注釋】a day of reckoning 得到懲罰的日子
【臨摹】Youre enjoying yourself now, but a day of reckoning will come.別看你現(xiàn)在逍遙，將來會(huì)遭報(bào)應(yīng)的。佳句臨摹
No sweet without sweat. 先苦后甜。
Pain past is pleasure. 過去的痛苦就是快樂。
Passage 11
考試，作為檢驗(yàn)教育結(jié)果的一種手段，已經(jīng)存在了數(shù)千年。它簡直無處不在，無時(shí)不有…
Examinations Exert a Negative
Influence on EducationWe might marvel at the progress made in every field of study, but the methods of testing a persons knowledge and ability remain as primitive as ever they were. It is really extraordinary that after all these years, educationists have still failed to devise anything more efficient and reliable than examinations. For all the pious claim that examinations test what you know, it is common knowledge that they more often do the exact opposite. They may be a good means of testing memory, or the knack of working rapidly under extreme pressure, but they can tell you nothing about a persons true ability and aptitude.
As anxiety makers, examinations are second to none①. That is because so much depends on them. They are the mark of success or failure in our society. Your whole future may be decided in one fateful day. The moment a child begins school, he enters a world of sharp competition where success and failure are clearly defined and measured. Can we wonder at the increasing number of dropouts: young people who are written off as utter failures before they have even begun a career②? Can we be surprised at the suicide rate among students?
A good education should, among other things, train you to think for yourself. The examination system does anything but that. What has to be learnt is rigidly laid down by a syllabus, so the student is encouraged to memories. Examinations do not motivate a student to read widely, but to restrict his reading; they do not enable him to seek more and more knowledge, but induce cramming. The most successful candidates are not always the best educated; they are the best trained in the technique of working under pressure.
［299 words］
本文是一篇典型的三段論文章。在第一段中，作者表明了自己的觀點(diǎn)：考試不能說明一個(gè)人真正的能力和資質(zhì)。第二段闡述了把考試作為檢驗(yàn)成功與否的標(biāo)準(zhǔn)給學(xué)生帶來的負(fù)面影響。第三段從教育的目的上說明考試根本不能訓(xùn)練人獨(dú)立思維的能力。
文章每一段都有一定的特色。開頭段用的是現(xiàn)象描述法，先概括文章內(nèi)容涉及的現(xiàn)狀，然后引出主題。中間段的末尾處接連用兩個(gè)問句，引起讀者關(guān)于考試弊端的思考。結(jié)尾段則用一組排比句：“...do not... but to...;...do not...but...，”來增強(qiáng)氣勢(shì)，突出強(qiáng)調(diào)考試的負(fù)面影響，深化了文章的主題。
考試對(duì)教育的負(fù)面影響
每一個(gè)學(xué)科領(lǐng)域所取得的進(jìn)步都可能讓我們稱奇，然而用于測試一個(gè)人的學(xué)識(shí)和能力的方式卻仍和從前一樣原始。經(jīng)過這么多年，教育者們?nèi)詻]能創(chuàng)立出一種比考試更有效、更可靠的方法，這實(shí)在是不可思議。盡管有很多人虔誠地宣稱考試可以測出你掌握的知識(shí)，卻仍有這樣一個(gè)共識(shí)，即考試所收到的效果往往與之相悖?？荚嚮蛟S是一種測驗(yàn)記憶力的好方法，或者是讓人在極端壓力下快速工作的訣竅, 但是它卻一點(diǎn)兒也不能說明一個(gè)人真正的能力和才智。
考試作為“焦慮癥制造者”是無人能及的。這是因?yàn)橛心敲炊嗍虑槎家蕾囍荚嚒？荚囋谖覀兊纳鐣?huì)中是成功或失敗的標(biāo)志。在具有決定意義的某一天，你的一生可能就被決定了。一個(gè)孩子步入學(xué)校大門那一刻起，他便步入了一個(gè)競爭殘酷的世界。在那里，成功和失敗都被清晰地加以界定和衡量。輟學(xué)者的數(shù)量日漸增加——那些年輕人甚至還沒有開始工作便被認(rèn)為是徹底的失敗者——對(duì)此，我們難道不感到驚奇嗎?對(duì)學(xué)生的自殺率難道我們能無動(dòng)于衷嗎？
除了其他目的之外，良好的教育應(yīng)該能訓(xùn)練人獨(dú)立思維的能力?？荚噮s根本做不到這一點(diǎn)。教學(xué)大綱生硬地規(guī)定了學(xué)生必須學(xué)些什么，這便鼓勵(lì)了學(xué)生去死記硬背。考試不但未能激發(fā)學(xué)生去廣泛地閱讀，反而限制了他們的閱讀范圍。它不但未能促使學(xué)生去探求更多的知識(shí)，反而導(dǎo)致了死記硬背。成功的應(yīng)試者往往不是受教育好的人，他們只不過是在應(yīng)付工作壓力的技巧方面訓(xùn)練有素罷了。
marvel vi.(at)驚嘆，贊佩
pious a.虔誠的
aptitude n.(學(xué)習(xí)方面的)才能，資質(zhì)，天資
suicide n.①自殺②自取滅亡
lay down 規(guī)定，制定
syllabus n.課程大綱
induce vt.引起，導(dǎo)致
cramming n.突擊式學(xué)習(xí)；填鴨式教學(xué)
①【注釋】second to none 不亞于任何人或事物
【臨摹】As a dancer, he is second to none.他的舞藝無人能出其右。
②【注釋】write sb/sth off 認(rèn)為某人或某事物已經(jīng)失敗
【臨摹】He lost this match, but dont write him off as a future champion.他輸了這場比賽，但不要以為他以后當(dāng)不了冠軍。佳句臨摹
There are obviously two educations. One should teach us how to make a living and the other how to live. 教育顯然有兩種：一種是教人怎樣謀生，另一種是教人怎樣生活。
A fool can ask more questions than seven wise men can answer. 一愚發(fā)問，七智結(jié)舌。
很多人都認(rèn)為那些身處象牙塔的大學(xué)生們過得很安逸，其實(shí)不然。他們每天也要面臨著很多壓力：高額學(xué)費(fèi)帶來的經(jīng)濟(jì)壓力，父母要求過高所帶來的精神壓力…
College Pressure
I see two kinds of pressure working on college students today: economic pressure, parental pressure. It is easy to look around for rebels — to blame the colleges for charging too much money, the parents for pushing them too far. But there are no rebels, only victims．
The pressure is heavy on students who just want to graduate and get a job. If I were an employer I would rather employ graduates who have this range and curiosity than those who narrowly pursued safe subjects and high grades. I know incalculable students whose inquiring minds cheer me. I like to hear the play of their ideas. I dont know if they are getting A or C, and I dont care. I also like them as people. The country needs them, and they will find satisfying jobs. I tell them to relax, but they can＇t．
Nor can I blame them. They live in a brutal economy. Today it is not unusual for a student, even if he works part time at college and full time during the summer, to increase to 5, 000 in loans after graduation．Encouraged at commencement to go forth into the world, he is already behind as he goes forth. How could he not feel under pressure throughout college to prepare for this day of reckoning①?
Along with economic pressure goes parental pressure. Inevitably, the two are deeply integrated．
Poor students! They are caught in one of the oldest webs of love and duty and guilt. The parents mean well: they are trying to steer their sons and daughters toward a secure future. But the sons and daughters want to major in history or classics or philosophy—subjects with no “practical” value. Wheres the payoff on the humanities? Its not easy to persuade such loving parents that the humanities do indeed pay off. The intellectual faculties developed by studying subjects like history and classics are just the faculties that make creative leaders in business or almost any general field.
Luckily for me, most of them got into their field by an indirect route, to their surprise, after many roundabout ways. They can hardly conceive of a career that was not preplanned. They can hardly imagine allowing the hand of God or chance to nudge them down some unforeseen trail．
［391 words］
本文脈絡(luò)清晰。第一段第一句直接點(diǎn)題，提出大學(xué)生面臨的兩種壓力：economic pressure和 parental pressure。段末“victims”一詞的運(yùn)用，奠定了本文的感情基調(diào)：作者對(duì)大學(xué)生擔(dān)負(fù)的壓力感到同情。
第二段和第三段中分析了大學(xué)生在經(jīng)濟(jì)上面臨壓力的原因。第四段是過渡段。第五段闡述了父母的壓力對(duì)大學(xué)生的影響，用一個(gè)感嘆句開頭，具有烘托感情的效果,充分表達(dá)了作者對(duì)大學(xué)生的同情。后一段排比句的應(yīng)用從相反的方面描述，更把大學(xué)生所遭受的壓力凸顯出來。
大學(xué)生的壓力
我發(fā)覺今天的大學(xué)生有兩種壓力：經(jīng)濟(jì)壓力和來自父母的壓力。環(huán)顧四周，你很容易發(fā)現(xiàn)一些叛逆者，他們指責(zé)學(xué)校收費(fèi)太高，報(bào)怨父母對(duì)他們的要求過高。但他們不是叛逆者，而是受害者。
對(duì)于那些只想從大學(xué)畢業(yè)并且找到一個(gè)工作的人來說，壓力是很大的。如果我是雇主，我寧愿雇傭那些有好奇心的博學(xué)之才而不是那些只選一些容易過的且能達(dá)高分的課程的學(xué)生。我認(rèn)識(shí)無數(shù)學(xué)生，他們的好奇之心使我興奮不已。我喜歡聽他們闡述自己的觀點(diǎn)。我不知道他們得的是A還是C，我不在乎這些。我也同樣喜歡他們所散發(fā)出來的人性魅力。國家需要他們，他們也會(huì)找到自己滿意的工作。我告訴他們要放松，但他們做不到。
但我也不能責(zé)怪他們，因?yàn)樗麄兩钤跉埧岬慕?jīng)濟(jì)時(shí)代。今天對(duì)一個(gè)學(xué)生來說，即使他在念書時(shí)兼職打工，在暑假全職工作，在畢業(yè)后欠下５０００美元的債務(wù)也是很平常的。在畢業(yè)典禮上他們被告知即將踏入社會(huì)，而事實(shí)上，在踏入社會(huì)之際他已落后于他人了。為了面對(duì)這個(gè)清算日，他們?cè)诖髮W(xué)生活中怎會(huì)感受不到壓力呢?
與經(jīng)濟(jì)壓力同時(shí)存在的還有來自父母的壓力，這兩者不可避免地融合在一起。
可憐的學(xué)生們!他們被古老的愛、責(zé)任、負(fù)疚感所包圍。父母們本意是好的,他們正把自己的兒女引向一個(gè)安全的未來。但這些孩子卻想主修歷史、古典文學(xué)、哲學(xué)這些沒有“現(xiàn)實(shí)”價(jià)值的專業(yè)。學(xué)人文科學(xué)的報(bào)償在何處呢?要說服父母相信人文科學(xué)有所報(bào)償并不容易。由學(xué)習(xí)歷史和古典文學(xué)所培養(yǎng)出來的能力正是商業(yè)及其他一般領(lǐng)域有創(chuàng)造力的領(lǐng)導(dǎo)人所必備的能力。
幸運(yùn)的是，許多學(xué)生幾經(jīng)曲折終于到達(dá)他們自己的領(lǐng)域，對(duì)此他們感到吃驚。因?yàn)樗麄兒茈y想象可以從事一項(xiàng)未經(jīng)事先計(jì)劃的事業(yè)，很難想象上帝之手或者機(jī)緣能把他們推到未曾預(yù)見到的人生軌道上來。
rebel n.反叛分子，反對(duì)者
victim n.犧牲品，受害者
curiosity n.好奇(心)
brutal a.殘忍的,無情的，冷酷的
commencement n.①開始②畢業(yè)典禮，學(xué)位授予典禮
reckoning n.結(jié)算，清算
inevitably ad.不可避免地
steer vt.引導(dǎo)
faculty n.能力，技能，天賦
roundabout a.繞道的，繞圈子的
conceive vi.(of)構(gòu)想出，設(shè)想
nudge vt.用肘輕推，推進(jìn)
①【注釋】a day of reckoning 得到懲罰的日子
【臨摹】Youre enjoying yourself now, but a day of reckoning will come.別看你現(xiàn)在逍遙，將來會(huì)遭報(bào)應(yīng)的。佳句臨摹
No sweet without sweat. 先苦后甜。
Pain past is pleasure. 過去的痛苦就是快樂。
Passage 11
考試，作為檢驗(yàn)教育結(jié)果的一種手段，已經(jīng)存在了數(shù)千年。它簡直無處不在，無時(shí)不有…
Examinations Exert a Negative
Influence on EducationWe might marvel at the progress made in every field of study, but the methods of testing a persons knowledge and ability remain as primitive as ever they were. It is really extraordinary that after all these years, educationists have still failed to devise anything more efficient and reliable than examinations. For all the pious claim that examinations test what you know, it is common knowledge that they more often do the exact opposite. They may be a good means of testing memory, or the knack of working rapidly under extreme pressure, but they can tell you nothing about a persons true ability and aptitude.
As anxiety makers, examinations are second to none①. That is because so much depends on them. They are the mark of success or failure in our society. Your whole future may be decided in one fateful day. The moment a child begins school, he enters a world of sharp competition where success and failure are clearly defined and measured. Can we wonder at the increasing number of dropouts: young people who are written off as utter failures before they have even begun a career②? Can we be surprised at the suicide rate among students?
A good education should, among other things, train you to think for yourself. The examination system does anything but that. What has to be learnt is rigidly laid down by a syllabus, so the student is encouraged to memories. Examinations do not motivate a student to read widely, but to restrict his reading; they do not enable him to seek more and more knowledge, but induce cramming. The most successful candidates are not always the best educated; they are the best trained in the technique of working under pressure.
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本文是一篇典型的三段論文章。在第一段中，作者表明了自己的觀點(diǎn)：考試不能說明一個(gè)人真正的能力和資質(zhì)。第二段闡述了把考試作為檢驗(yàn)成功與否的標(biāo)準(zhǔn)給學(xué)生帶來的負(fù)面影響。第三段從教育的目的上說明考試根本不能訓(xùn)練人獨(dú)立思維的能力。
文章每一段都有一定的特色。開頭段用的是現(xiàn)象描述法，先概括文章內(nèi)容涉及的現(xiàn)狀，然后引出主題。中間段的末尾處接連用兩個(gè)問句，引起讀者關(guān)于考試弊端的思考。結(jié)尾段則用一組排比句：“...do not... but to...;...do not...but...，”來增強(qiáng)氣勢(shì)，突出強(qiáng)調(diào)考試的負(fù)面影響，深化了文章的主題。
考試對(duì)教育的負(fù)面影響
每一個(gè)學(xué)科領(lǐng)域所取得的進(jìn)步都可能讓我們稱奇，然而用于測試一個(gè)人的學(xué)識(shí)和能力的方式卻仍和從前一樣原始。經(jīng)過這么多年，教育者們?nèi)詻]能創(chuàng)立出一種比考試更有效、更可靠的方法，這實(shí)在是不可思議。盡管有很多人虔誠地宣稱考試可以測出你掌握的知識(shí)，卻仍有這樣一個(gè)共識(shí)，即考試所收到的效果往往與之相悖?？荚嚮蛟S是一種測驗(yàn)記憶力的好方法，或者是讓人在極端壓力下快速工作的訣竅, 但是它卻一點(diǎn)兒也不能說明一個(gè)人真正的能力和才智。
考試作為“焦慮癥制造者”是無人能及的。這是因?yàn)橛心敲炊嗍虑槎家蕾囍荚嚒？荚囋谖覀兊纳鐣?huì)中是成功或失敗的標(biāo)志。在具有決定意義的某一天，你的一生可能就被決定了。一個(gè)孩子步入學(xué)校大門那一刻起，他便步入了一個(gè)競爭殘酷的世界。在那里，成功和失敗都被清晰地加以界定和衡量。輟學(xué)者的數(shù)量日漸增加——那些年輕人甚至還沒有開始工作便被認(rèn)為是徹底的失敗者——對(duì)此，我們難道不感到驚奇嗎?對(duì)學(xué)生的自殺率難道我們能無動(dòng)于衷嗎？
除了其他目的之外，良好的教育應(yīng)該能訓(xùn)練人獨(dú)立思維的能力?？荚噮s根本做不到這一點(diǎn)。教學(xué)大綱生硬地規(guī)定了學(xué)生必須學(xué)些什么，這便鼓勵(lì)了學(xué)生去死記硬背。考試不但未能激發(fā)學(xué)生去廣泛地閱讀，反而限制了他們的閱讀范圍。它不但未能促使學(xué)生去探求更多的知識(shí)，反而導(dǎo)致了死記硬背。成功的應(yīng)試者往往不是受教育好的人，他們只不過是在應(yīng)付工作壓力的技巧方面訓(xùn)練有素罷了。
marvel vi.(at)驚嘆，贊佩
pious a.虔誠的
aptitude n.(學(xué)習(xí)方面的)才能，資質(zhì)，天資
suicide n.①自殺②自取滅亡
lay down 規(guī)定，制定
syllabus n.課程大綱
induce vt.引起，導(dǎo)致
cramming n.突擊式學(xué)習(xí)；填鴨式教學(xué)
①【注釋】second to none 不亞于任何人或事物
【臨摹】As a dancer, he is second to none.他的舞藝無人能出其右。
②【注釋】write sb/sth off 認(rèn)為某人或某事物已經(jīng)失敗
【臨摹】He lost this match, but dont write him off as a future champion.他輸了這場比賽，但不要以為他以后當(dāng)不了冠軍。佳句臨摹
There are obviously two educations. One should teach us how to make a living and the other how to live. 教育顯然有兩種：一種是教人怎樣謀生，另一種是教人怎樣生活。
A fool can ask more questions than seven wise men can answer. 一愚發(fā)問，七智結(jié)舌。