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I. A Great Boon to
Education
Hundreds of colleges
now require their students to lease or buy a laptop computer. The theory is
that the computers will help students do research and increase their chances
for interactive learning. Yet in many classrooms, laptops have become more of
an obstacle than an enhancement to learning, and professors need to think
seriously about prohibiting their use during class time. Many students who
bring their computers to class do not use them to take lecture notes or refer
to web sites for more information about the professor’s lecture topic. Far
from it. In the history classes I teach, many laptop users don’t even pretend
to pay attention to my lecture or to participate in the discussion. They are
more inclined to visit networking sites like MySpace; e-mail or instant
message their friends, and even shop online. No wonder, then, that so many of
them have ended up with low grades or are flunking out altogether. Many of
these same kids no longer know how to produce an original thought on their
own. Ask them a question and they search the Internet rather than think. For
me, this was the last straw. Laptops, like cell phones, have no place in my
classroom until someone can prove to me that they really are the great boon
to education I have been promised.
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1. The purpose of this
reading is to
a. persuade the reader
to believe that lap top computers are the great boon to education.
b. describe the
advantages and disadvantages of lap top computers in classroom.
c. persuade readers
that laptops are more a hindrance than a help in the classroom
Answer:
1. I chose option C. Because in the text, there is a
sentence which states that “laptops
have become more of an obstacle than an enhancement to learning, and professors
need to think seriously about prohibiting their use during class time”. Enough to strengthen the statement of option C. And
the rest of the text of the paragraph does not mention any of the advantages of
laptops. From beginning to end, He voiced against the use of laptops in his
class.
2. The tone of this
reading is
a. comical b. annoyed c. objective d. puzzled.
Answer: 1. It
can be seen in the context of the content of the text where the author is
voicing his contra opinion on something. It is corroborated by the statement in
the text, which is "In the history classes I teach, many laptop users don’t
even pretend to pay attention to my lecture or to participate in the discussion." So, the tone used in this reading is closest to
the annoyed tone.
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II. Sweet 16: Not for Driving
Because about 8,000
teenagers were killed in traffic accidents in 2003, many Americans are
suggesting that the legal driving age should be raised from 16 to 17 years.
Proponents of this change say that in the United States, 16-year-olds lack
the maturity to drive responsibly, and that's the reason they have a crash
rate five times greater than that of 18-year-olds. In England, teen fatality rates are lower
than they are in the United States since the driving age is at the age of
17 years old. Raising the driving age, they claim, would instigate an
uproar among the growing numbers of youngsters who have already manipulated
their parents into thinking that they are entitled to a car for their 16th
birthday. They also point out, in what they apparently consider to be a
serious objection, that increasing the driving age would upset those
overworked parents who are tired of being full-time chauffeurs for their
teenagers.
3. Identify the best
answer that describes the author’s bias.
a. The author is
biased in favour of raising the driving age to 17.
b. The author is
biased against raising the driving age to 17.
c. The author reveals
no personal bias.
Answer:
In the text,
there is no mention of the author's opinion whether he supports the driving age
to be 17 years old or rejects it. Throughout the reading, only Americans and
British people have the opinion. Even in the reading, the third person pronoun
"they" is used, meaning that the writer is not a part of them and
regardless of their various opinions. So, I will choose option C as the answer.
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III. Stolen Art Can Reappear in Unexpected
Ways
Why do thieves
steal art masterpieces from museums or private collectors' homes? Unlike
gold or jewels, a famous painting, easily recognized as one created by
say Rembrandt, Picasso, or Degas, cannot be sold on the legitimate
market, no matter how much it is worth. Nor can it be displayed as a
trophy. Sooner or later, word of its location would get back to the
rightful owner. Nevertheless, criminals persist in stealing famous
masterpieces even though some soon find out that the painting is a burden
and end up discarding it because it can't be sold. Other thieves,
however, try to use artworks in underworld deals, exchanging them for
drugs, forged documents, or illegal weapons. Still other criminals use
the paintings to gain prestige among their colleagues. In fact, stolen
works are occasionally recovered because a robber brags about the crime,
and someone tells the police in exchange for a reward.
4. What can be
inferred about art thieves?
a. Offering a
reward for a stolen artwork is a waste of time.
b. Drug dealers
tend to be knowledgeable about fine art.
c. For art
thieves, paintings are more valuable than other forms of art.
d. Art thieves can
sometimes be vain. Answer: I chose option C because the text contains the words “Still other criminals use the paintings to gain prestige
among their colleagues”. Cases of
stolen works are often recovered because the robber is often arrogant about his
crime, and the sentence in the text is also strengthened, “In fact, stolen works are occasionally recovered
because a robber brags about the crime, and someone tells the police in
exchange for a reward". This
quote is in line with the meaning of option C, which is “For art thieves,
paintings are more valuable than other forms of art”.
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