题目
二、Part II Reading Comprehension (Skimming and Scanning) (15 minutes) (总题数:1,分数:71.00)Minority Report American universities are accepting more minorities than ever. Graduating them is another matter. Bill Mills, the president of Bowdoin Colledge, was justifiably proud of Bowdoin’s efforts to recruit minority students. Since 2003 the small, elite liberal arts school in Brunswick, Maine, has boosted the proportion of so-called under-represented minority students in entering freshman classes from 8% to 13%. “It is our responsibility to reach out and attract students to come to our kinds of places,”he told a NEWSWEEK reporter. But Bowdion has not done quite as well when it comes to actually graduating minorities. While 9 out of 10 black students routinely get their diplomas within six years, only 7 out of 10 black students made it to graduation day in several recent classes. “If you look at who enters college, it now looks like America,” says Hilary Pennington, director of postsecondary programs for the Bill&Melinda Gates Foundation, which has closely studied enrollment paterns in higher education. But if you look at who walks across the stage for a diploma,it’s still largely the white upper-income populaion.” The United States once had the highest graduation rate of any nation. Now it stands 10th. For the first time in American history, there is the risk that the rising generation will be less well educated than the previous one. The graduation rate among 25- to 34-year-olds is no better than the rate for the 55-to 64-year-olds who were going to college more than 30 years ago. Studies show that more and more poor and non-white students want to graduate from college-but their graduation rated fall far short of their dreams. The graduation rates for whites and Asians. As the minority population grows in the United States, low college graduation rates become a threat to national prosperity. The problem is pronounced at public universities. In 2007 the University of Wisconsin-Madison-one of the top five or so prestigious public universties-graduated 81% of its white students within six years, but only 56% of its blacks. At less-selective state schools, the numbers get worse. During the same time frame, the University of Northern lowa graduated 67% of its white students, but only 39% of its blacks. Community colleges have low graduation rates generally-but rockbottom rates for minorities. A recent review of California community colleges found that while a third of the Asian students picked up their degrees, only 15% of African Americans did so as well. Private colleges and universities generally do better, partly because they offer smaller classes and more personal attention. But when it comes to a significant graduation gap, Bowdoin had company. Nearby Colby College logged an 18-point difference between white and black graduates in 2007 and 25 points in 2006. Middlebury College in Vermont, another top school, had a 19-point gap in 2007 and a 22-points in 2006. The most selective private schools-Harvard, Yale, and Princeton show almost no gap between black and white gradation rates. But that may have more to do with their ability to select the best students. According to data gathered by Harvard Law School professor Lani Guinier, the most selective schools are more likely to choose blacks who have at least one immigrant parent from Africa or the Caribbean than black students who are descendants of American slaves. “Higher education has been able to duck this issue for years, paticularly the more selective schools,by saying the responsibility is on the individual student,” says Pennington of the Gates Foundation.” If they fail, it’s their fault.” Some critics blame afformative action-students admitted with lower test scores and grades from shaky high schools often struggle at elite schools. But a bigger problem may be that poorhigh schools often send their students to colleges for which they are “undermatched”,they could get into more elite, richer schoold, but instedad go to community colleges and low-rated state schools that lack the resources to help them. Some schools out for profit cynically increase tuitions and count on student loans and federal aid to foot the bill-knowing full well that the students won’t make it. “ The school keeps the money, but the kid leaves with loads of debt and no degree and no ability to get a better job. College are not holding up their end,” says Amy Wilkins of the Education Trust. A college education is getting ever more expensive, Since 1982 tuitions have been rising at roughly twice the rate of inflation. In 2008 the net cost of attending a four-year public university-after financial aid-equaled 28% of median (中间的) family income, while a four-year private university cost 76% of median family income. More and more scholarships are based on merit, not need. Poorer students are not always the best-informed cunsumers. Often they wind up deeply in debt or simply unable to pay after a year or two and must drop out. There once was a time when universities took pride in their dropout rates. Professors would begin the year by saying ,”Look to the right and look to the left. One of you is not going to be here by theend of the year.” But such a Darwinian spirit is beginning to give way as at least a few colleges face up to the graduation gap. At the university of Wisconsin Madison, the gap has beeen roughly halved over the last three years. The university had poured resources into peer counseling to help students from inner-city schools adjust to the rigor(严格要求) and faster pace of a university classroon-and also to help minority students overcome the stereotype that they are less qualified. Wisconsin has a “laserlike focus” on building up student skills in the first three months, according to vice provost (教务长)Damon Williams. State and federal governments could sharpen that focus everywhere by broadly publishing minority graduation rates. For years private colleges such as Princeton and MIT have has success bringing minorities onto campus in the summer before freshman year to give them some preparatory courses.The newer trend is to start recruiting poor and no-white students as early as the seventy grade, using innovative tools to identify kids with sophisticated verbal skills. Such programs can be expensive,of course but cheap compared with the millions already invested in scholarships and grants for kids who have little chance to graduate without special support. With efforts and money, the graduation gap can be closed. Washington and Lee is a small, selective school in Lexington.Va. Its student body is less than 5% black and less than 2% Latino. While the school usually graduated about 90% of its whites, the graduation rate of its blacks and Latinos had dipped to 63% by 2007. “We went through a dramatic shift,” says Dawn watkins the vice president for student affairs. The school aggressively pushed mentoring of minorities by other students and “partnering” with parents at a special pre-enrollment session. The school had its first-ever black homecoming. Last spring the school graduated the same proportion of minorities as it did whites. If the United States wants to keep up in the global economic race, it will have to pay systematic attention to graduating manorities, not just enrolling them.(分数:71.00)Questions 47 to 51 are based on the following passage. How good are you at saying “no”? For many, it's surprisingly difficult. This is especially true of editors, who by nature tend to be eager and engaged participants in everything they do. Consider these scenarios: It’s late in the day. That front page package you’ve been working on is nearly complete;one last edit and it's finished. Enter the executive editor, who makes a suggestion requiring a more-than-modest rearrangement of the design and the addition of an information box. You want to scream: “No! It’s done!” What do you do? The first rule of saying no to the boss is don’t say no. She probably has something in mind when she makes suggestions, and it’s up to you to find out what. The second rule is don’t raise the stakes by challenging her authority. That issue is already decided. The third rule is to be ready to cite options and consequences. The boss’s suggestions might be appropriate, but there are always consequenses. She might not know about the pages backing up that need attention, or about the designer who had to go home sick. Tell her she can have what she wants, but explain the consequences. Understand what she’s trying to accomplish and propose a Plan B that will make it happen without destroying what you’ve done so far. Here is another case. Your least-favorite reporter suggests a dumb story idea. This one should be easy, but it’s not. If you say no, even politely, you risk inhibiting further ideas, not just from that reporter,but from others who heard that you turned down the idea. This scenario is common in newsrooms that lack a systematic way to filter story suggestions. Two steps are necessary. First, you need a system for how stories are preposed and reviewed.Reporters can tolerate rejection of their ideas if they believe they were given a fair hearing. Your gut reaction (本能反应) and dismissive rejection, even of a worthless idea, might not qualify as systematic or fair. Second, the people you work with need to negotiate a “What if…?” agreement covering “What if my idea is turned town?” How are people expected to react? Is there an appeal process?Can they refine the idea and resubmit it? By anticipating “What if…?” situations before they happen, you can reach understanding that will help ease you out of confrontations. 注意:此部分试题请在答题卡2 上作答。(分数:35.50)(1).Instead of directly saying to your boss, you should find out 1.(分数:7.10)填空项1:__________________ (正确答案:what is in your boss's mind)
二、Part II Reading Comprehension (Skimming and Scanning) (15 minutes) (总题数:1,分数:71.00)Minority Report American universities are accepting more minorities than ever. Graduating them is another matter. Bill Mills, the president of Bowdoin Colledge, was justifiably proud of Bowdoin’s efforts to recruit minority students. Since 2003 the small, elite liberal arts school in Brunswick, Maine, has boosted the proportion of so-called under-represented minority students in entering freshman classes from 8% to 13%. “It is our responsibility to reach out and attract students to come to our kinds of places,”he told a NEWSWEEK reporter. But Bowdion has not done quite as well when it comes to actually graduating minorities. While 9 out of 10 black students routinely get their diplomas within six years, only 7 out of 10 black students made it to graduation day in several recent classes. “If you look at who enters college, it now looks like America,” says Hilary Pennington, director of postsecondary programs for the Bill&Melinda Gates Foundation, which has closely studied enrollment paterns in higher education. But if you look at who walks across the stage for a diploma,it’s still largely the white upper-income populaion.” The United States once had the highest graduation rate of any nation. Now it stands 10th. For the first time in American history, there is the risk that the rising generation will be less well educated than the previous one. The graduation rate among 25- to 34-year-olds is no better than the rate for the 55-to 64-year-olds who were going to college more than 30 years ago. Studies show that more and more poor and non-white students want to graduate from college-but their graduation rated fall far short of their dreams. The graduation rates for whites and Asians. As the minority population grows in the United States, low college graduation rates become a threat to national prosperity. The problem is pronounced at public universities. In 2007 the University of Wisconsin-Madison-one of the top five or so prestigious public universties-graduated 81% of its white students within six years, but only 56% of its blacks. At less-selective state schools, the numbers get worse. During the same time frame, the University of Northern lowa graduated 67% of its white students, but only 39% of its blacks. Community colleges have low graduation rates generally-but rockbottom rates for minorities. A recent review of California community colleges found that while a third of the Asian students picked up their degrees, only 15% of African Americans did so as well. Private colleges and universities generally do better, partly because they offer smaller classes and more personal attention. But when it comes to a significant graduation gap, Bowdoin had company. Nearby Colby College logged an 18-point difference between white and black graduates in 2007 and 25 points in 2006. Middlebury College in Vermont, another top school, had a 19-point gap in 2007 and a 22-points in 2006. The most selective private schools-Harvard, Yale, and Princeton show almost no gap between black and white gradation rates. But that may have more to do with their ability to select the best students. According to data gathered by Harvard Law School professor Lani Guinier, the most selective schools are more likely to choose blacks who have at least one immigrant parent from Africa or the Caribbean than black students who are descendants of American slaves. “Higher education has been able to duck this issue for years, paticularly the more selective schools,by saying the responsibility is on the individual student,” says Pennington of the Gates Foundation.” If they fail, it’s their fault.” Some critics blame afformative action-students admitted with lower test scores and grades from shaky high schools often struggle at elite schools. But a bigger problem may be that poorhigh schools often send their students to colleges for which they are “undermatched”,they could get into more elite, richer schoold, but instedad go to community colleges and low-rated state schools that lack the resources to help them. Some schools out for profit cynically increase tuitions and count on student loans and federal aid to foot the bill-knowing full well that the students won’t make it. “ The school keeps the money, but the kid leaves with loads of debt and no degree and no ability to get a better job. College are not holding up their end,” says Amy Wilkins of the Education Trust. A college education is getting ever more expensive, Since 1982 tuitions have been rising at roughly twice the rate of inflation. In 2008 the net cost of attending a four-year public university-after financial aid-equaled 28% of median (中间的) family income, while a four-year private university cost 76% of median family income. More and more scholarships are based on merit, not need. Poorer students are not always the best-informed cunsumers. Often they wind up deeply in debt or simply unable to pay after a year or two and must drop out. There once was a time when universities took pride in their dropout rates. Professors would begin the year by saying ,”Look to the right and look to the left. One of you is not going to be here by theend of the year.” But such a Darwinian spirit is beginning to give way as at least a few colleges face up to the graduation gap. At the university of Wisconsin Madison, the gap has beeen roughly halved over the last three years. The university had poured resources into peer counseling to help students from inner-city schools adjust to the rigor(严格要求) and faster pace of a university classroon-and also to help minority students overcome the stereotype that they are less qualified. Wisconsin has a “laserlike focus” on building up student skills in the first three months, according to vice provost (教务长)Damon Williams. State and federal governments could sharpen that focus everywhere by broadly publishing minority graduation rates. For years private colleges such as Princeton and MIT have has success bringing minorities onto campus in the summer before freshman year to give them some preparatory courses.The newer trend is to start recruiting poor and no-white students as early as the seventy grade, using innovative tools to identify kids with sophisticated verbal skills. Such programs can be expensive,of course but cheap compared with the millions already invested in scholarships and grants for kids who have little chance to graduate without special support. With efforts and money, the graduation gap can be closed. Washington and Lee is a small, selective school in Lexington.Va. Its student body is less than 5% black and less than 2% Latino. While the school usually graduated about 90% of its whites, the graduation rate of its blacks and Latinos had dipped to 63% by 2007. “We went through a dramatic shift,” says Dawn watkins the vice president for student affairs. The school aggressively pushed mentoring of minorities by other students and “partnering” with parents at a special pre-enrollment session. The school had its first-ever black homecoming. Last spring the school graduated the same proportion of minorities as it did whites. If the United States wants to keep up in the global economic race, it will have to pay systematic attention to graduating manorities, not just enrolling them.(分数:71.00)Questions 47 to 51 are based on the following passage. How good are you at saying “no”? For many, it's surprisingly difficult. This is especially true of editors, who by nature tend to be eager and engaged participants in everything they do. Consider these scenarios: It’s late in the day. That front page package you’ve been working on is nearly complete;one last edit and it's finished. Enter the executive editor, who makes a suggestion requiring a more-than-modest rearrangement of the design and the addition of an information box. You want to scream: “No! It’s done!” What do you do? The first rule of saying no to the boss is don’t say no. She probably has something in mind when she makes suggestions, and it’s up to you to find out what. The second rule is don’t raise the stakes by challenging her authority. That issue is already decided. The third rule is to be ready to cite options and consequences. The boss’s suggestions might be appropriate, but there are always consequenses. She might not know about the pages backing up that need attention, or about the designer who had to go home sick. Tell her she can have what she wants, but explain the consequences. Understand what she’s trying to accomplish and propose a Plan B that will make it happen without destroying what you’ve done so far. Here is another case. Your least-favorite reporter suggests a dumb story idea. This one should be easy, but it’s not. If you say no, even politely, you risk inhibiting further ideas, not just from that reporter,but from others who heard that you turned down the idea. This scenario is common in newsrooms that lack a systematic way to filter story suggestions. Two steps are necessary. First, you need a system for how stories are preposed and reviewed.Reporters can tolerate rejection of their ideas if they believe they were given a fair hearing. Your gut reaction (本能反应) and dismissive rejection, even of a worthless idea, might not qualify as systematic or fair. Second, the people you work with need to negotiate a “What if…?” agreement covering “What if my idea is turned town?” How are people expected to react? Is there an appeal process?Can they refine the idea and resubmit it? By anticipating “What if…?” situations before they happen, you can reach understanding that will help ease you out of confrontations. 注意:此部分试题请在答题卡2 上作答。(分数:35.50)(1).Instead of directly saying to your boss, you should find out 1.(分数:7.10)填空项1:__________________ (正确答案:what is in your boss's mind)
题目解答
答案
what is in your boss's mind