题目内容
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The passage is meant to ______.
A．warn young people of the hardships that a successful writer has to experience
B．advise young people to give up their idea of becoming a professional writer
C．show young people it's unrealistic for a writer to pursue wealth and fame
D．encourage young people to pursue a writing career
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Which novel is this selection taken from？
阅读材料，回答题。
Many a young person tells me he wants to be a writer. I always encourage such people, but I also explain that there’s a big difference between "being a writer" and writing. In most cases these individuals are dreaming of wealth and fame, not the long hour alone at a typewriter. "You’ve got to want to write," I say to them, "not want to be a writer. "
The reality is that writing is a lonely, private and poor paying affair. For every writer kissed by fortune there are thousands more whose longing is never rewarded. When I left a 20 year career in the U. S. Coast Guard to become a freelance (自由栏目) writer, I had no prospects at all. What I did have was a friend who found me my room in a New York apartment building. It didn’t even matter that it was cold and had no bathroom. I immediately bought a used manual typewriter and felt like a genuine writer.
After a year or so, however, I still hadn’t gotten a break and began to doubt myself. It was so hard to sell a story that I barely made enough to eat. But I knew I wanted to write, I had dreamed about it for years. I wasn’t going to be one of those people who die wondering: What if？ I would keep putting my dream to the test even though it meant living with uncertainty and fear of failure. This is the shadow land of hope, and anyone with a dream must learn to live there.
The passage is meant to__________ 查看材料
A.warn young people of the hardships that a successful writer has to experience
B.advise young people to give up their idea of becoming a professional writer
C.show young people it’s unrealistic for a writer to pursue wealth and fame
D.encourage young people to pursue a writing career
Passage Two
I was only eight years old when the Second World War ended, but I can still remember something about the victory celebrations in the small town where I lived on the day when the war in Europe ended. We had not suffered much from the war there. But both at home and at school I had become accustomed to the phrases "before the war" and "when the war's over". "Before the war", apparently, things had been better, though I was too young to understand why, except that there had been no bombs then, and people had eaten things like ice -cream and bananas, which I had only heard of . When the war was over we would go back to London, but this meant little to me. I did not remember what London was like.
What I remember now about VE (Victory in Europe) Day was the May evening. After dinner I said I wanted to see the bonfire (大火堆) , so when it got dark my father took me to the end of the street. The bonfire was very high, and somehow people had collected some old clothes to dress the un- mistakable figure with the moustache (胡子) they had to put on top of it. Just as we arrived, they set light to it. The flames rose and soon swallowed the "guy". Everyone was cheering and shouting, and an old woman came out of her house with two chairs and threw them on the fire to keep it going.
I stood beside my father until the fire started to go down, not knowing what to say. He said nothing, either. He had fought in the First World War and may have been remembering the end of that. At last he said, "Well, that's it, son. Let's hope that this time it really will be the last one."
40. Where did the author live before the Second World War？
A. In London.
B. In a small town.
C. In Europe.
D. In the countryside.
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 large families than had their predecessors during the Depression. Birth rate rose to 102 per thousand in 1946, 106.2 in 1950, and 118 in 1955. Although economics was probably the most important factor, 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-1940's and became a flood by 1950. The public school system suddenly found itself overtaxed. While the number of school children 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 1950'S and 1960's, the baby boom hit an old- fashioned and inadequate school system. Consequently, it was impossible to keep youths aged sixteen and older in school as in 1930's and early 1940's. Schools were to find space and staff to teach younger children aged from five to sixteen. With the baby boom, the focus of educators and of laymen interested in education inevitably turned toward the lower grade 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.
What is the passage mainly concerned with？
A．The impact of the baby boom on public education.
B．Birth rates in the United States in the 1930's and 1940's.
C．The teaching profession during the baby boom.
D．The role of the family in the 1950's and 1960's.
A.meant
B.xpected
C.imagined
D.wondered
A) the best biographies are meant to transform. their readers
B) biographies are authentic accounts of their subjects’ lives
C) the best biographies are the of heroes and famous figures
D) biographies can serve different purpose
The founders, as was the case of almost all their successors, were long on exhortation and rhetoric regarding the value of civic education, but they left it to the textbook writers to distill the essence of those values for school children. Texts in American history and government appeared as early as in the 1790s. The textbook writers turned out to be very largely of conservative persuasion, more likely Federalist in outlook than Jeffersonian, and almost universally agreed that political virtue must rest upon moral and religious precepts. Since most textbook writers were New Englander, this meant that the texts were infused with Protestant and, above all, Puritan outlooks.
In the first half of the Republic, civic education in the schools emphasized the inculcation of civic values and made little attempt to develop participatory political skills. That was a task left to incipient political parties, town meetings, churches and the coffee or ale houses where men gathered for conversation. Additionally as a reading of certain Federalist papers of the period would demonstrate, the press probably did more to disseminate realistic as well as partisan knowledge of government than the schools. The goal of education, however, was to achieve a higher form. of unum (one out of many used on the Great Seal of the U. S. and on several U. S. coins) for the new Republic. In the middle half of the nineteenth century, the political values taught in the public and private schools did not change substantially from those celebrated in the first fifty years of the Republic. In the textbooks of the day their rosy hues if anything became golden. To the resplendent values of liberty, equality, and a benevolent Christian morality were now added the middle-class virtues--especially of New England--of hard work, honesty and integrity, the rewards of individual effort, and obedience to parents and legitimate authority. But of all the political values taught in school, patriotism was preeminent; and whenever teachers explained to school children why they should love their country above all else, the idea of liberty assumed pride of place.
According to the passage, the founders of the Republic regarded education primarily as ______.
A．a religious obligation
B．a private matter
C．a matter of individual choice
D．a political necessity
The revival of the language, particularly among young people, is part of a resurgence of national identity sweeping through this small, proud nation. Last month Wales marked the second anniversary of the opening of the National Assembly, the first parliament to be convened here since 1404. The idea behind devolution was to restore the balance within the union of nations making up the United Kingdom. With most of the people and wealth, England has always had bragging rights. The partial transfer of legislative powers from Westminster, implemented by Tony Blair, was designed to give the other members of the club-Scotland, Northern Ireland, and Wales—a bigger say and to counter centrifugal forces that seemed to threaten the very idea of the union.
The Welsh showed little enthusiasm for devolution. Whereas the Scots voted overwhelmingly for a parliament, the vote for a Welsh assembly scraped through by less than one percent on a turnout of less than 25 percent. Its powers were proportionately limited. The Assembly can decide how money from Westminster or the European Union is spent. It cannot, unlike its counterpart in Edinburgh, enact laws. But now that it is here, the Welsh are growing to like their Assembly. Many people would like it to have more powers. Its importance as figurehead will grow with the opening in 2003, of a new debating chamber, one of many new buildings that are transforming Cardiff from a decaying seaport into a Baltimore-style. waterfront city. Meanwhile a grant of nearly two million dollars from the European Union will tackle poverty. Wales is one of the poorest regions in Western Europe-only Spain, Portugal, and Greece have a lower standard of living.
Newspapers and magazines are filled with stories about great Welsh men and women, boosting self-esteem. To familiar faces such as Dylan Thomas and Richard Burton have been added new icons such as Catherine Zeta-Jones, the movie star, and Bryn Terfel, the opera singer. Indigenous foods like salt marsh lamb are in vogue. And Wales now boasts a national airline. Awyr Cymru. Cymru, which means "land of compatriots", is the Welsh name for Wales. The red dragon, the nation's symbol since the time of King Arthur, is everywhere-on T-shirts, rugby jerseys and even cell phone covers.
"Until very recent times most Welsh people had this feeling of being second-class citizens," said Dyfan Jones, an 18-year-old student. It was a warm summer night, and I was sitting on the grass with a group of young people in Llanelli, an industrial town in the south, outside the rock music venue of the National Eisteddfod, Wales's annual cultural festival. The disused factory in front of us echoed to the sounds of new Welsh bands.
"There was almost a genetic tendency for lack of confidence", Dyfan continued. Equally comfortable in his Welshness as in his membership in the English-speaking, global youth culture and the new federal Europe, Dyfan, like the rest of his generation, is growing up with a sense of possibility unimaginable ten years ago. "We used to think. We can't do anything, we're only Welsh. Now I think that's changing."
According to the passage, devolution was mainly meant to______.
A．maintain the present status among the nations
B．reduce legislative powers of England
C．create a better state of equality among the nations
D．grant more say to all the nations in the union
The tone of the author in this passage is most probably______.
A．concerned
B．objective
C．optimistic
D．indifferent
According to the passage, men's real attitude towards women ______.
A．hostile
B．light-hearted
C．objective
D．superior
