Question

【題目】A few years ago I had an “ aha ！ ” moment regarding handwriting.

I had in my hand a sheet of paper with handwritten instructions on it for some sort of editorial task. It occurred at first that I did not recognize the handwriting, and then I realized whose it must be. I finally became aware of the fact that I had been working with this colleague for at least a year, maybe two, and yet I did not recognize her handwriting at that point.

It was a very important event in the computerization of life—a sign that the informal, friendly communication of people working together in an office had changed from notes in pen to instant messages and emails. There was a time when our workdays were filled with little letters, and we recognized one another's handwriting the way we knew voices or faces.

As a child visiting my father's office, I was pleased to recognize , in little notes on the desks of his staff, the same handwriting I would see at home in the notes he would leave on the fridge—except that those notes were signed" dad" instead of "RFW".

All this has been on my mind because of the talk about The Rise and Fall of Handwriting, a book by Florey. She shows in her book a deep concern about the fall of handwriting and the failure of schools to teach children to write well, but many others argue that people in a digital age can't be expected to learn to hold a pen.

I don't buy it.

I don't want to see anyone cut off from the expressive，personal associations that a pen still promotes better than a digital keyboard does. For many a biographer, part of really getting to know their subjects is learning to read their handwriting.

What some people advocate is teaching one of the many attractive handwritings based on the handwriting of 16th-century Italy. That may sound impossibly grand—as if they want kids to learn to draw by copying classical paintings. However, they have worked in many school systems.

【1】Why was the author surprised at not recognizing his colleague's handwriting?

A. He had worked with his colleague long enough.

B. His colleague's handwriting was so beautiful.

C. His colleague's handwriting was so terrible.

D. He still had a lot of work to do.

【2】People working together in an office used to __________.

A. talk more about handwriting

B. take more notes on workdays

C. know better one another's handwriting

D. communicate better with one another

【3】The author's father wrote notes in pen __________.

A. to both his family and his staff

B. to his family in small letters

C. to his family on the fridge

D. to his staff on the desk

【4】According to the author, handwritten notes __________.

A. are harder to teach in schools

B. attract more attention

C. are used only between friends

D. carry more message

【5】We can learn from the passage that the author __________.

A. thinks it impossible to teach handwriting

B. does not want to lose handwriting

C. puts the blame on the computer

D. does not agree with Florey

Answer 1

【答案】

【1】A

【2】C

【3】A

【4】D

【5】B

【解析】

【1】事實(shí)細(xì)節(jié)題。從第二段“I had been working with this colleague for at least a year. . . ”可知，使作者吃驚的原因是他與一位同事共事一年之久竟認(rèn)不出他的筆跡。

【2】事實(shí)細(xì)節(jié)題。從第三段“There was a time. . . we recognized one another's handwriting the way we knew voices and faces. ”可知，過去的同事都互相熟知對(duì)方，認(rèn)得各自的筆跡。

【3】事實(shí)細(xì)節(jié)題。從第四段“. . . the same handwriting l would see…”可知作者的父親曾寫便條給員工以及家人。

【4】推理判斷題。從倒數(shù)第二段“For many a biographer，part of really getting to know their subjects is leaming to read their handwriting. ”可知：對(duì)于一些撰寫傳記的作家來說，真正了解自己的寫作對(duì)象，部分要依賴于閱讀他們(被寫傳記者)的親手筆跡。所以我們可以推斷筆跡承載了很多的個(gè)人信息。

【5】推理判斷題。從倒數(shù)第三段“I don't buy it. ”和倒數(shù)第二段“I don't want to see anyone cut off from. . . personal associations that a pen still promotes better. . . ”可知作者不希望親手筆跡消亡。