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            • 所屬考試大學英語六級試題庫
            • 試題題型【閱讀理解 Section C】

                I work with high school students: I'm the debate coach at the school in my town.I've been doing this for quite a while, and one of the benefits is getting to be a fly on the wall in the lives of teens, learning things I might otherwise miss.Sometimes I would prefer to miss these things--for instance, teens have dreadful taste in movies as a general rule, combined with an innate drive to repeat everything they've seen in those dreadful movies to one another ad infinitum, to apparently riotous effect among themselves and mindnumbing desperation within yours truly--but just as often these things are very informative.Needless to say,students talk a lot about their lives as students.As a book person myself, I'm especially intrigued when they talk about their student life vis-a-vis books.From the sound of it, it's mostly pretty bleak.
                I think back to a couple of teachers who inspired me when I was their age.Those teachers didn't make me write endless papers explaining the symbolism of this or that, for one thing.The vast majority of writers are mostly telling stories and whatever so-called symbolism they toss onto the page is probably accidental; if they are deliberately engaging in some sort of deep symbolism, the result is usually dull.Imagery can be evocative, but how much can you say about it? The images evoked by the names Dickens chose for his characters, for instance, like Murdstone or Pip or Gradgrind, do their job instantaneously.What more do we need to say? I pity the poor student trying to write a "theme" on this.And I thank the teachers who inspired me for not expecting such writing.My inspirations simply were so excited about what a name like Murdstone could do, that just watching their eyes light up when they mentioned it was enough for me.These inspirations had maintained their own enthusiasm for the art of literature, and they taught enthusiasm, which is much better a lesson than teaching something like, "What is the Theme of Moby-Dick?" I don't think even Melville could figure out the theme of Moby-Dick, if you want my opinion.That's one of the book's great appeals.
                Paula Marantz Cohen has uncovered for The American Scholar an article written by Orson Welles with his former English headmaster entitled On the Teaching of Shakespeare and Other Great Literature.It raises some questions about why the teaching of literature has become rather dull: "The authors note that while American high school students are exposed to about three Shakespeare plays and a smattering of other great works of literature, they rarely develop a real appreciation for the works and almost never read them again later in life.The question is why...It is the result, they say, of the ascendancy of science, which has turned the study of literature into a scientific endeavor."
                In other words, we look at literature through the lens of objective analysis rather than subjective, which is fine for the study of any art sooner or later, but if we simply want to love that art? The subjective will always come first. 

            1.[單選題]According to Orson Welles, what's the reason why the teaching of literature has become rather dull?
            • A.Students are much more interested in science.
            • B.Students are studying literature in the same way as science.
            • C.Students are learning too many literature works.
            • D.The Shakespeare plays are too difficult for students to appreciate.
            • 解題思路:推理判斷題。第四段最后一句是原因,即科學占支配地位,這讓文學研究也變成了科學研究模式,所以B.為正確選項。
            2.[單選題]The lives of teens are depicted as the following EXCEPT
            • A.they like to imitate what they've seen in the movies
            • B.their tastes in movies are similar among themselves
            • C.they like to read and talk about books
            • D.they like to talk about their school lives
            • 解題思路:事實細節題。第一段第三句列舉了青少年的生活情形,包括喜歡模仿電影中的情節,并且這種模仿在學生中能夠產生共鳴.說明他們對電影的品味相似,該段最后一句中的bleak表示“黯淡的”,說明學生并不喜歡讀書,所以C.正確。
            3.[單選題]A fly on the wall" in Paragraph 1 indicates that the author
            • A.is an obvious existence among students
            • B.is very curious about students
            • C.can learn a lot from the students
            • D.can easily observe the students
            • 解題思路:語義理解題。第一段前兩句介紹了作者的身份,以及這一身份所帶來的便利。通過第二句最后…in the lives of teens以及learning things I might otherwise miss可推斷出作者得以深入學生生活,觀察了解他們的情況。因此,D.為正確答案。
            4.[單選題]What is the author's attitude towards the "theme" of a literature work?
            • A.Enthusiastic.
            • B.Biased.
            • C.Ambivalent.
            • D.Disinterested.
            • 解題思路:觀點態度題。作者在第二段提到為那些試圖寫下一篇文章“主題”的學生感到悲哀,并且該段最后兩句提到梅爾維爾甚至都弄不清楚《自鯨》的主題,這才是一本書的偉大之處,以上可以推斷出作者并不熱衷研究一本書的主題,所以D.為正確選項。
            5.[單選題]It can be inferred from the passage that a good literature teacher would
            • A.tell stories with imaginary
            • B.teach how to discover the theme of a novel
            • C.inspire students with enthusiasm
            • D.engage in deep symbolism
            • 解題思路:推理判斷題。第二段倒數第三句講老師對學生的激勵讓自己對文學保持熱情,從而將這種熱情教給學生,與C.“用熱情激勵學生”表述一致;所以C.為正確選項
            • 參考答案:B,C,D,D,C