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Part I Writing (30 minutes)
Directions For this part, you are allowed 80 minutes to write an essay commenting on Alert Einstein'sremark "I have no special talents. I am only passionately curious. " You can give an example or two toillustrate your point of view. You should write at least 15 words but no more than 200 words.
注意：此部分試題請在答題卡1上作答。
Part III Reading Comprehension (40 minutes)
Section A
Directions: In this section, there is a passage with ten blanks. You are required to select one word for each blank from a list of choices given in a word bank following the passage. Read tho passage through carefully before making your choice in the bank is identified by a letter. Please mark tho corresponding letter for each item on Answer Sheet 2 with a single line through tho centre. You may not use any of tho words in the bank more than once.
Questions 36 to 45 are based on the following passage.
It seems to be a law in the technology industry that leading companies eventually lose their positions, often quickly and le phone champion Nokia, one of Europe's biggest technology success stories, was no(36), losing its market share in just a few years.
In 2007, Nokia accounted for more than 40% of mobile phone sales(37)But consumers'
preferences were already(38)toward touch-screen smartphones. With the introduction of Apple's iPhone in the middle of that year, Nokia's market share(39)rapidly and revenue plunged. By the end of 2013, Nokia had sold its phone business to Microsoft.
What sealed Nokia's fate was a series of decisions made by Stephen Elop in his position as CEO,which he(40)in October 2010. Each day that Elop spent in charge of Nokia, the company's market value declined by $ 23 million, making him, by the numbers, one of the worst CEOs in history. But Elop was not the only person at(41)Nokia's board resisted change, making it impossiblefor the company to adapt to rapid shifts in the industry. Most(42), Jorma Ollila, who had led Nokia's transition from an industrial company to a technology giant, was too fascinated by the company's(43)success to recognize the change that was needed to sustain its competitiveness. The company also embarked on a(44)cost-cutting program, which included the elimination of which had motivated employees to take risks and make miracles. Good leaders left the company, taking Nokia's sense of vision and directions with them. Not surprisingly, much of Nokia's most valuable design and programming talent left as well.
A. assumed
B. bias
C. desperate
D. deterioration
E. exception
F. fault
G. incidentally
H. notably
I. previous
J. relayed
K. shifting
L. shrank
M. subtle
N. transmitting
O. worldwide
Section B
Directions : In this section, you are going to read a passage with ten statements attached to it. Eachstatement contains information given in one of the paragraphs. Identify the paragraphfrom which the information is derived. You may choose a paragraph more than once.
Each paragraph is marked with a er the questions by ing the corresponding letter on Answer Sheet 2.
First-Generation College-Goers: Unprepared and Behind Kids who are the first in their families to brave the world of higher education come on campus with little academic know—how and are much more likely than their peers to drop out before graduation.
[ A] When Nijay Williams entered college last fall as a first—generation student and Jamaican immigrant,he was academically unprepared for the rigors of higher education. Like many first—generation students, he enrolled in a medium-sized state university many of his high school peers were also attending, received a Pell Grant, and took out some small federal loans to cover other costs.
Given the high price of room and board and the closeness of the school to his family, he chose to live at home and worked between 30 and 40 hours a week while taking a full class schedule.
[ B] What Nijay didn't realize about his school—Tennessee State University—was its frighteningly low graduation rate: a mere 29 percent for its first-generation students. At the end of his first year,Nijay lost his Pell Grant of over $ 5,000 after narrowly missing the 2.0 GPA cut-off, making it impossible for him to continue paying for school.
[ C ]Nijay represents a large and growing group of Americans: first—generation college students who enter school unprepared or behind. To make matters worse, these schools are ill-equipped to graduate these students—young adults who face specific challenges and obstacles. They typically carry financial burdens that outweigh those of their peers, are more likely to work while attending school, and often require significant academic remediation (補習).
[ D ] Matt Rubinoff directs I'm First, a nonprofit organization launched last October to reach out to this specific population of students. He hopes to distribute this information and help prospective college-goers fmd the best post-secondary fit. And while Rubinoff believes there are a good number of four—year schools that truly care about these students and set aside significant resources and programs for them, he says that number isn't high enough.
[ E ] "It's not only the selective and elite institutions that provide those opportunities for a small subsetof this population," Rubinoff said, adding that a majority of first-generation undergraduates tend toward options such as online programs, two—year colleges, and commuter state schools.
"Unfortunately, there tends to be a lack of information and support to help students think bigger and broader. "
[ F] Despite this problem, many students are still drawn to these institutions--and two-year schools in particular. As a former high school teacher, I saw students choose familiar, cheaper options year after year. Instead of skipping out on higher education altogether, they chose community colleges or state schools with low bars for admittance.
[ G]"They underestimate themselves when selecting a university,"said Dave Jarrat, a marketing executive for Inside Track, a for—profit organization that specializes in coaching low-income students and supporting colleges in order to help students thrive. "The reality of it is that a lot of low-income kids could be going to elite tufiversities on a full ride scholarship and don't even realize it. "
[ H] "Many students are coming from a situation where no one around them has the experience of successfully completing higher education, so they are coming in questioning themselves and their college worthiness," Jarrat continued. That helps explain why, as I'm First's Rubinoff indicated,the schools to which these students end up resorting can end up being some of the poorest matches for them. The University of Tennessee in Knoxville offers one example of this dilemma. A flagship university in the South, the school graduates just 16 percent of its first—generation students, despite its overall graduation rate of 71 percent. Located only a few hours apart, The University of Tennessee and Tennessee State are worth comparing. Tennessee State's overall graduation rate is a tiny 39 percent, but at least it has a smaller gap between the outcomes for first— students and those of their peers.
[ I] Still, the University of Tennessee deserves credit for being transparent. Many large institutions keep this kind of data secret—or at least make it incredibly difficult to find The University of North Carolina at Chapel Hill, for instance, admits only that the graduation rate for its first—generation pupils is "much lower" than the percentage of all students who graduate within four years (81 percent).
[ J] It is actually quite difficult to fred reliable statistics on the issue for many er education institutions are, under federal law, required to report graduation rates, but these reports typically only include Pell recipient numbers—not necessarily rates specific to fLrst—generation students. Other initiatives fail to break down the data, too. Imagine how intimidating it can be for prospecitive students unfamiliar with the complexities of higher education to navigate this kind of information and then identify which schools are the best fit.
[ K] It was this lack of information that prompted the launch of I'm First in 2013, originally as an ann of its umbrella organization, the Center For Student Opportunity."If we can help to direct students to more of these types of campuses and help students to understand them to be realistic and accessible places, have them apply to these schools at greater frequency and ultimately get in and enroll, we are going to raise the success rate," Rubinoff said, citing a variety of colleges
ranging from large state institutions to smaller private schools.
[ L] Chelsea Jones, who now directs student programming at I'm First, was a first—generation college student at Howard. Like other student new to the intimidating higher—education world, she often struggled on her path to college, "There wasn't really a college—bound cnlture at my high school," she said. "I wanted to go to college but I didn't really know the process. " Jones became involved with a college—access program through Princeton University in high school. Now, she attributes
much of her understanding of college to that: "But once I got to campus, it was a completely different ball game that no one really prepared me for. "
[ M] She was fortunate, though. Howard, a well—regarded historically black college, had an array of resources for its first—generation students, including matching kids with counselors, comecting first— generation students to one another, and TRIO, a national program that supported 200 students on Howard's campus. Still, Jones represents a small percentage of first-generation students who are able to gain entry into more elite universities, which are often known for robust financial aid packages and remarkably high graduation rates for first—generation students.(Harvard, for
example, boasts a six—year graduation rate for underrepresented minority groups of 98 percent. )
[ N]Christian Vazquez, a first—generation Yale graduate, is another exception, his success story setting him far apart from students such as Nijay. "There is a lot of support at Yale, to an extent, after a while, there is too much support," he said, half—joking about the countless resources available at the school. Students are placed in small groups with counselors ( trained seniors on campus) ;they have access to cultural and ethnic affinity (聯繫) groups, tutoring centers and also have a
summer orientation specifically for first—generation students ( the latter being one of the most common programs for students).
[ O]"Our support structure was more like : ' You are going to get through Yale; you are going to do well,' " he said, hinting at mentors (導師), staff, and professors who all provided significant support for students who lacked confidence about "belonging" at such a top institution.
46. Many first—generation college—goers have doubts about their abilities to get a college degree.
47. First—generation college students tend to have much heavier financial burdens than their peers.
48. The graduation rate of first—generation students at Nijay's university was incredibly low.
49. Some top institutions like Yale seem to provide first—generation students with more support than they actually need.
50. On entering college, Nijay Williams had no idea how challenging college education was.
51. Many universities simply refuse to release their exact graduation rates for first-generation students.
52. According to a marketing executive, many students from low-income families don't know they could have a chance of going to an elite university.
53. Some elite universities attach great importance to building up the first—generation students' serf—confidence.
54. I'm First distributes information to help first-generation college-goers find schools that are most suitable for them.
55. Elite universities tend to graduate fn'st-generation students at a higher rate.
