题目内容
（请给出正确答案）
The word "gizmos" (Line 1, Paragraph 2)most probably means
A．programs.
B．experts.
C．devices.
D．creatures.
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The time for sharpening pencils, arranging your desk, and doing almost anything else instead of writing has ended. The first draft will appear on the page only if you stop avoiding the inevitable and sit, stand up, or lie down to write. (1)_______ Be flexible. Your outline should smoothly conduct you from one point to the next, but do not permit it to railroad you. If a relevant and important idea occurs to you now, work it into the draft（2)_______.Grammar, punctuation, and spelling can wait until you revise. Concentrate on what you are saying. Good writing most often occurs when you are in hot pursuit of an idea rather than in a nervous search for errors. （3)______Your pages will be easier to keep track of that way, and if you have to clip a paragraph to place it elsewhere, you will not lose any writing on the other side. If you are working on a word processor, you can take advantage of its capacity to make additions and deletions as well as move entire paragraphs by making just a few simple keyboard commands. Some software programs can also check spelling and certain grammatical elements in your writing. (4)_____These printouts are also easier to read than the screen when you work on revisions. Once you have a first draft on paper, you can delete material that is unrelated to your thesis and add material necessary to illustrate your points and make your paper convincing. The student who wrote “The A&P as a State of Mind” wisely dropped a paragraph that questioned whether Sammy displays chauvinistic attitudes toward women. (5)_____ Remember that your initial draft is only that You should go through the paper many times ---and-then-again---working to substantiate and clarify your ideas. You may even end up with several entire versions of the paper. Rewrite. The sentences within each paragraph should be related to a single topic. Transitions should connect one paragraph to the next so that there are no abrupt of Contusing shifts. Awkward or wordy phrasing or unclear sentences and paragraphs should be mercilessly poked and prodded into shape . ［A]To make revising easier, leave wide margins and extra space between lines so that you can easily add words, sentences, and corrections. Write on only one side of the paper. ［B]After you have clearly and adequately developed the body of your paper, pay particular attention to the introductory and concluding paragraphs. It's probably best to write the introduction last, after you know precisely what you are introducing. Concluding paragraphs demand equal attention because they leave the reader with a final impression. ［C]It's worth remembering, however, that though a clean copy fresh off a printer may look terrific, it will read only as well as the thinking and writing that have gone into it. Many writers prudently store their data on disks and print their pages each time they finish a draft to avoid losing any material because of power failures or other problems. ［D]It makes no difference how you write, just so you do. Now that you have developed a topic into a tentative thesis, you can assemble your notes and begin to flesh out whatever outline you have made. ［E]Although this is an interesting issue, it has nothing to do with the thesis, which explains how the setting influences Sammy's decision to quit his job. Instead of including that paragraph, she added one that described Lengel's crabbed response to the girls so that she could lead up to the A&P" policy" he enforces. ［F] In the final paragraph about the significance of the setting in "A&P", the student brings together the reasons Sammy quit his job by referring to his refusal to accept Lengel's store policies. ［G]By using the first draft as a means of thinking about what you want to say, you will very likely discover more than your notes originally suggested. Plenty of good writers don't use outlines at all but discover ordering principles as they write. Do not attempt to compose a perfectly correct draft the first time around. 1.
Directions: You are going to read a list of headings and a text about what parents are supposed to do to guide their children into adulthood. Choose a heading from the list A-G that best fits the meaning of each numbered part of the text（1-5）. The first and last paragraphs of the text are not numbered. There are two extra headings that you do not need to use. Mark your answers on ANSWER SHEET 1. （10 points） A. Help Kids Develop Coping Strategies B. Build Your Kids’ Work Skills C. Place Time Limits on Leisure Activities D. Talk about the Future on a Regular Basis E. Set a Good Example for Your Kids F. Help Your Kids Figure Out Who They Are G. Build Your Kids’ Sense of Responsibility How Can a Parent Help? Mothers and fathers can do a lot to ensure a safe landing in early adulthood for their kids. Even if a job‘s starting salary seems too small to satisfy an emerging adult’s need for rapid content, the transition from school to work can be less of a setback if the start-up adult is ready for the move. Here are a few measures, drawn from my book Ready or Not, Here Life Comes, that parents can take to prevent what I call “work-life unreadiness.” 1. __________________________________. You can start this process when they are 11 or 12. Periodically review their emerging strengths and weaknesses with them and work together on any shortcomings, like difficulty in communicating well or collaborating. Also, identify the kinds of interests they keep coming back to, as these offer clues to the careers that will fit them best. 2. __________________________________. Kids need a range of authentic role models—as opposed to members of their clique, pop stars and vaunted athletes. Have regular dinner-table discussions about people the family knows and how they got where they are. Discuss the joys and downsides of your own career and encourage your kids to form some ideas about their own future. When asked what they want to do, they should be discouraged from saying ―I have no idea. They can change their minds 200 times, but having only a foggy view of the future is of little good. 3.__________________________________. Teachers are responsible for teaching kids how to learn; parents should be responsible for teaching them how to work. Assign responsibilities around the house and make sure homework deadlines are met. Encourage teenagers to take a part-time job. Kids need plenty of practice delaying gratification and deploying effective organizational skills, such as managing time and setting priorities. 4. __________________________________. Playing video games encourages immediate content. And hours of watching TV shows with canned laughter only teaches kids to process information in a passive way. At the same time, listening through earphones to the same monotonous beats for long stretches encourages kids to stay inside their bubble instead of pursuing other endeavors. All these activities can prevent the growth of important communication and thinking skills and make it difficult for kids to develop the kind of sustained concentration they will need for most jobs. 5.__________________________________. They should know how to deal with setbacks, stresses and feelings of inadequacy. They should also learn how to solve problems and resolve conflicts, ways to brainstorm and think critically. Discussions at home can help kids practice doing these things and help them apply these skills to everyday life situations. What about the son or daughter who is grown but seems to be struggling and wandering aimlessly through early adulthood? Parents still have a major role to play, but now it is more delicate. They have to be careful not to come across as disappointed in their child. They should exhibit strong interest and respect for whatever currently interests their fledging adult (as naive or ill-conceived as it may seem) while becoming a partner in exploring options for the future. Most of all, these new adults must feel that they are respected and supported by a family that appreciates them. 1.
A、conspicuous
B、slaughter
C、proportion
D、intrinsic
E、transaction
A、classification
B、erroneous
C、approximate
D、evade
E、proportion
A、sympathetic
B、motivate
C、proportion
D、anecdote
E、exquisite
A、approximate
B、routine
C、exquisite
D、intricate
E、posture
A、repertoire
B、nuisance
C、controversial
D、classification
E、sympathetic
A、conspicuous
B、anecdote
C、defect
D、tolerant
E、slaughter
A、formidable
B、massacre
C、compatible
D、motivate
E、anecdote
A、classification
B、sympathetic
C、nuisance
D、exquisite
E、routine
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