第一周 思辨性阅读 单元测试

1、 问题:Mark the letter that identifies the tone for each of the following sentences. Baseball was invented as an urban game in order for owners to make money, players to become arrogant, and spectators to drink overpriced beer.
选项:
A: objective
B: nostalgic
C: humorous
D:
答案: 【 humorous

2、 问题: The Puritans came to the new land for religious freedom, yet they allowed little freedom to their followers. Anne Hutchinson was banished from the colony for preaching that salvation can come through good works.
选项:
A: ironic
B: sentimental
C: optimistic
D:
答案: 【 ironic

3、 问题:When I study now, I’m in a lab with 50 noisy computers. What happened to the quiet chair in a corner with a table for your books, papers, and pencils?
选项:
A: objective
B: nostalgic
C: bitter
D:
答案: 【 nostalgic

4、 问题: If given the funding, scientists could trace most aggressive behavior of crime and violence to either too much testosterone or low blood sugar.
选项:
A: objective
B: sentimental
C: subjective
D:
答案: 【 objective

第二周 分析性写作 单元检测

1、 问题: Which of the following fails to define an “analysis” in writing?
选项:
A: To examine something in detail.
B: To discover what something means.
C: To combine ideas from different sources.
D: To break something into its different parts.
答案: 【 To combine ideas from different sources.

2、 问题:What is the nature of an analysis essay?
选项:
A:An evaluation of an article or a book.
B:An inquiry into the meaning of a given topic.
C:A description of the components of an object.
D:An argument for a certain viewpoint over a hot issue.
答案: 【An inquiry into the meaning of a given topic.

3、 问题:Which of the following is NOT the criterion for source evaluation in literary analysis?
选项:
A: Reputation
B:Currency
C: Relevance
D: Sufficiency
答案: 【 Reputation

4、 问题:What does the letter “I” in OCIE stand for in paragraph development?
选项:
A:Instance.
B: Interest.
C:Input.
D:Interpretation.
答案: 【Interpretation.

第三周 综合性写作 单元检测

1、 问题:You may have to make explicit an indirect connection between two separate sources.
选项:
A:正确
B:错误
答案: 【正确

2、 问题:In the final writing of your synthesis, you must explain each source material clearly to your readers.
选项:
A:正确
B:错误
答案: 【错误

3、 问题:To make the connection clear to readers, use transitions between sections.
选项:
A:正确
B:错误
答案: 【正确

4、 问题:A transitional phrase or sentence can tie together seemingly diverse material for it describes the connection between one idea and the next.
选项:
A:正确
B:错误
答案: 【正确

5、 问题:You can also use more abstract nouns to put the facts and ideas in sensible relationship
选项:
A:正确
B:错误
答案: 【错误

第四周 论辩性-论说文写作 单元检测

1、 问题:Read the following essay and identify which organizational pattern it uses: Topic: A person’s worth nowadays seems to be judged according to social status and material possessions. Old-fashioned values, such as honor, kindness and trust, no longer seem important. To what extent do you agree or disagree with this opinion? Given the power and influence of the super rich, it might seem as if social status and material possessions are the new symbols of personal worth, but in everyday life I do not think this is true. It is apparent that most celebrities today are admired or envied solely for their material wealth or position in various social hierarchies. Many of these people are known to turn their backs on friends, cheat on their spouses or spend their evenings over-indulging in alcohol and/or drugs. Things like owning a mansion, driving an expensive car and getting into A-list parties are exalted above old-fashioned values. Ultimately, though, it is the many readers of gossip magazines and celebrity blogs who reinforce these ideas. Nevertheless, I do believe that in their day-to-day lives most people still believe in values such as honor, kindness and trust. In some way most of us want to form loving families, raise our children to be good citizens, stand up for the downtrodden and protect our communities from harm. We still form friendships, romances and business partnerships based on old-fashioned criteria. When our trust is abused or we are unfairly treated, we see that as a major violation of our relationship and we judge the wrongdoer accordingly. In conclusion, I believe there is some truth to the notion that status and possessions have superseded old-fashioned values as a measure of a person’s worth. Looking beyond the tabloids, however, it is apparent that most ordinary people have still preserved an old-fashioned conscience.
选项:
A:One-sided argumentation
B:Two-sided argumentation
C:
D:
答案: 【Two-sided argumentation

第五周 评论性写作 单元检测

1、 问题:Read the topic and sample review. Then finish the task that follows. TopicWrite a critical review of Chapter 2 of Study abroad: A Manual for Asian Students. In your review you should summarise the chapter and then evaluate it. (1,000 words) Sample reviewB. Ballard and J. Clanchy (1985). Study abroad: A manual for Asian students (Chapter 2: ‘Cultural variations in style of thinking’). Longman: Malaysia [1] In recent years, it has become a common trend for overseas students to travel to Australia to undertake university courses. Whilst most of these students are very successful in their degrees (Hawthorne, 2000), some do experience difficulty along the way. Students find inevitably that doing all their study in English poses a significant challenge. Others find that the ways of studying can be different from what they are used to in their home educational culture. [2] Differences in educational cultures are the subject of Chapter 2 of Ballard and Clanchy’s book Study Abroad: A Manual for Asian Students. In particular, the authors explore the question of whether students from different cultures think differently. Whilst they admit that it is difficult to draw firm conclusions here, they do think that overseas students in Australian universities “often bring different purposes to their thinking and learning” (p.9). By this, they mean that students can approach academic tasks in a manner that is different from that expected by their lecturers. [3] To support this idea, the authors present a number of case studies, in particular a Japanese economics student’s response to the following essay topic: Compare Friedman’s views of economic policy in post-war Europe with those of Samuelson. This student’s essay consisted mainly of biographical information about the two theorists without providing any details about their respective views. Clearly this approach was at odds with that expected by the lecturer. The student later explained that his response would be the required approach to such a task in a Japanese university. [4] In explaining this mismatch of approaches, Ballard and Clanchy propose that there are three fundamentally different learning styles. The first of these is a “reproductive” approach. This involves students learning “by memorizing information, solving problems and following procedures set by the teacher” (p.11). According to the authors, these types of activities are typical of high school education in Australia. The second approach is an “analytical” one and is thought to be typical of Australian tertiary education. At this level students are expected “to question and think critically about knowledge” (p.11). Finally at post-graduate level, students are required to do independent research and be original in their approach to knowledge. This is described as a “speculative” approach. The authors believe that education systems in Asian countries tend to emphasise the first of these approaches i.e. “reproduction”. Therefore, when Asian students study in Australia they generally need to adjust their approach and learn to be more critical and analytical. The problems in the economics essay quoted above can therefore be explained in terms of the student’s failure to adjust his approach. [5] To reinforce their views that these cultural differences in thinking exist, the authors refer to the work of Robert Kaplan. Kaplan argues that there are five distinct patterns for structuring an expository paragraph. Of particular interest here is the contrast he establishes between the English pattern, which he calls “linear” – “moving directly from the central idea to explanations and examples” – and the Oriental pattern, described as an “approach by indirection” – “sentences moving round the topic and avoiding any explicit judgement or conclusion” (p.15). [6] Ballard and Clanchy therefore suggest that students intending to study in Englishspeaking countries need to do more than develop their English language competence. They also need to adapt their study behaviour and in particular “to develop a more analytical and critical approach to learning” (p.17). [7] How convincing though, is this idea that Asian students think in a fundamentally different way? First of all we need to consider the evidence Ballard and Clanchy draw on to support this view. The case studies presented seem persuasive, but it must beremembered that these are only small in number and we do not know how typical they are. The case of the Japanese student for example, may be quite unusual. In my view, more systematic and comprehensive research of this issue is needed before any firm conclusions can be drawn. It would be interesting for example to try the essay topic on a large group of students and find out how they would respond to it. The authors of the chapter can therefore be criticized here for a lack of evidence to support this view. [8] Another questionable aspect of this article is its implied cultural bias. Although the authors do not state that the methods of Australian education are superior, this is what is implied from their model of learning styles. Whereas it is suggested that Australian students progress from a “reproductive” approach to an “analytical” approach, the authors seem to think that Asian education does not move beyond this “reproductive” stage. Are Asian tertiary students then to consider themselves only as the equals of Australian secondary students? By implication, Asian education is seen as an undeveloped form. [9] This same cultural bias can also be found in the Kaplan material. His characterization of the English pattern as “linear” in contrast to the “circularity” of the Asian pattern implies that he finds the former more logical. Scholars from Asian countries, which have their own rich traditions of learning, may regard this judgement as offensive. Kaplan may also be accused of serious oversimplification when he speaks of a single Oriental style of thinking. Asia consists of many cultures and languages which cannot be reduced into one uniform pattern. By contrast he proposes that there are three distinct European patterns – English, Russian and Romance. [10] A final shortcoming in the article is the authors’ portrayal of how students are able to adjust their approaches to learning. If we accept the view that patterns of thinking are conditioned by language and education from an early age, then it is fair to assume that the process of adjustment to a new pattern would take a good deal of time and effort. However in the case of the Japanese student, the authors suggest that he only needed to recognise that he was approaching essay tasks in the wrong way and “then he was able to make the necessary shifts without any great difficulty” (p. 11). This does not sound very plausible. [11] Despite these criticisms, Ballard and Clanchy’s article still has some value and we need to judge it in terms of the authors’ purpose in writing it. It is not intended to be a rigorous piece of academic work, but is intended mainly to assist students in preparing for overseas study. We can therefore understand why the authors choose to be positive about Asian students’ capacity for adjustment, and why most cases are presented ultimately as success stories. The issue of how cultural differences affect academic performance nevertheless, remains a complex one, and further re

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