Part Ⅰ starts with a brief introductory chapter and then takes up Style and Organization, covering them in that order because skill or lack of skill in style affects all writing, while much technical writing is so short as to offer no problems of organization. These chapters are followed by one on Mechanics, covering matters of form that are peculiar(獨(dú)有) to technical writing or else crop up in it with abnormal frequency.

The chapter on Special Problems, which follows, performs a double function. It provides writing assignments that may be used while the study of style, organization, and mechanics is still under way, and it explains ways of handling certain problems that may arise during the writing of reports, proposals, and other longer forms. We have also expanded the treatment of technical articles — recognizing the potential contribution of article writing to the career of the writer and the value of the article to science and technology.

In Part Ⅱ, a change of emphasis at one point is reflected in the new title for Chapter 8, Nonformal Reports — Their Variation in Form and Purpose, which was formerly called Special Types of Reports. Though certain special types of reports are still discussed, additional emphasis is given to the fact that there does not exist any universally accepted set of types, under which all reports can be classified.

Two other extensive changes have been made in Part Ⅱ: The chapter on Proposals, which first appeared in the second edition, has been rewritten and substantially expanded so as to cover that important subject more thoroughly. Also, an entirely new chapter, Oral Presentation of Technical Information, has been added. Though a study of this chapter is no substitute for training in public speaking, we believe that its recommendations can nevertheless be of substantial assistance to those who use this book on the numerous occasions when they will be called upon to present their ideas in person before a small group or a large audience.

1.The passage is most probably a preface to ____.

?A. a technical writing handbook   B. a handbook on composition

?C. a book on a literary writing    D. a scientific paper

2.In Part I, the writer arranges the chapters in the order of ____.

? A. Introduction—Organization—Special Problems—Style—Nonformal Reports

? B. Introduction—Style—Organization—Special Types of Reports—Mechanics

? C. Introduction—Style—Organization—Mechanics—Special Problems

? D. Introduction—Style—Proposals—Special Problems—Mechanics

3.You can find some writing exercises in ____.

? A. the chapter on Organization        B. the chapter on Style

? C. the chapter on Special Problems     D. the chapter on Proposals

4.According to the passage, the chapter on Oral Presentation of Technical Information appears in ____ of the book.

? A. Part Ⅰ of the first edition

? B. Part Ⅱ of the second edition

? C. Part Ⅰ of the second edition

? D. Part Ⅱ of the third edition

5.Which of the following is not true of Part Ⅱ of the new edition?

? A. There isn’t the chapter on Special Types of Reports.

? B. The chapter on Oral Presentation of Technical Information is rewritten and expanded.

? C. The chapter on Proposals is a revised chapter.

? D. There is a change of the title of Chapter 8.

 

【答案】

1.A

2.C

3.C

4.D

5.B  

 

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科目：高中英語 來源： 題型：閱讀理解

When Suzanne Kail, an English teacher at a public high school in Magnolia, Ohio, was told that she would be required to teach her students Latin and Greek word roots, she rolled her eyes. Kail believed in a progressive approach to education, in which active participation in meaningful learning was the most important. In an account of her experience in the English Journal, she wrote, “asking students to do rote memorization (機(jī)械記憶) was the opposite of what I believed in most.” Still, her department head insisted on it. She was sure her students wouldn’t like it, either.

Kail was surprised — as was anyone who took a look at the recent studies supporting the effectiveness of “old school” methods like memorizing math facts, reading aloud, practicing handwriting and so on. While the education world is all excited about so-called 21st-century skills like cooperation, problem solving and critical thinking, this research suggests that we might do well to add a strong dose (一劑) of the 19th century to our children’s schooling.

As soon as Kail began teaching her students the Greek and Latin origins of many English terms — that the root “sta” means “put in place or stand”, for example, and that “cess” means “to move or withdraw”— they eagerly began recognizing familiar words including the roots, like “statue” and “recess”. Kail’s students started using these terms in their writing, and many of them told her that their study of word roots helped them answer questions on the SAT and on Ohio’s state graduation exam. For her part, Kail reported that she no longer saw rote memorization as “evil”.

That’s also true of another old-fashioned method drilling math facts, like the multiplication table (乘法表). Although many progressive educators speak ill of what they call “drill and kill” (kill students’ love for learning, that is), rapid mental retrieval (檢索) of basic facts is required for doing more complex and more interesting kinds of math. The only way to achieve this, so far as anyone has been able to determine, is to practice and practice. Indeed, many experts have observed the wide gap between the math scores of American and Chinese students on international tests. Asian schools focus heavily on math facts. Failure to do so can effectively close off the higher realms (范圍) of mathematics — a study found that most errors made by students working on complex math problems were due to a lack of automaticity (自動(dòng)性) in basic math facts.

60. What did Suzanne Kail think was the most important in learning at first?

      A. Memorizing math facts.                                B. Problem solving ability.

       C. Students’ active participation                        D Studying word roots...

61. How does the study of word roots benefit students?

       A. It helps students build a large vocabulary more easily.

       B. It provides students with motivation for rote memorization.

       C. It helps students break up their conventional thinking.

       D. It gives students more knowledge about Greek and Latin.

62. Why is there a gap between the math scores of American and Chinese students?

       A. Because American students’ love for learning has been killed.

       B. Because American students are not very familiar with basic math facts.

       C. Because Chinese students have a higher math level than American students.

       D. Because Chinese students are becoming more creative than American students.

63. The author might NOT approve of             .

       A. using rote memorization                B. abandoning 21st-century methods

       C. practicing handwriting                     D. remembering basic math facts repeatedly

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