单选题The government has______ a series of policies to ensure its sustained development in economy. A. reserved B. issued C. stated D. expressed

单选题Questions 28—30 are based on the following monologue. You now have 15 seconds to read questions 28—30.

单选题To our disappointment, the guide also only has a slight______ with Italian.(2003年上海交通大学考博试题)

单选题There's one girl at my school who everybody______ because she doesn't wear what everybody else wears; they are horrible to her. A. picks out B. picks over C. picks on D. picks off

单选题My supply of confidence slowly ______ as the deadline approached.(2002年中国社会科学院考博试题)

单选题He has never worried about his properties because he has______them against disasters and theft. A. assured B. ensured C. insured D. secure

单选题Bill' s vulgar behavior affected Jane, who is very ______, and therefore, easily

单选题Anais Nin's diaries are often scandalous, probably because she describes herself as she is rather than ______ .

单选题The teacher of reading is involved, whether this is consciously realized or not, in the development of a literate society. And every teacher, therefore, needs to determine what level of literacy is demanded by society, what role he or she should take in achieving the desired standard of literacy, and what the implications of literacy are in a world context. The UNESCO report presents a world view of literacy. Too often we limit our thoughts to the relatively small proportion of illiterates in our own country and fail to see it in its international context. The problems facing developing nations are also lacing industrialized nations. Literacy, as the report points out, is "inextricably intertwined with other aspects of national development...(and)...national development as a whole is bound up with the world context". Literacy is not a by-product of social and economical development—it is a component of that development. Literacy can help people to function more effectively in a changing environment and ideally will enable the individual to change the environment so that it functions more effectively. Literacy programmes instituted in different countries have taken and are taking different approaches to the problem, for example the involvement of voluntary non- governmental organizations, which underlines the importance of seeing literacy not as a condition imposed on people but as a consequence of active participation within society. People can learn from the attempts of other countries to provide an adequate "literacy environment". Who are the "illiterates" and how do we define them? At what point do we decide that illiteracy ends and literacy begins? Robert Hillerich addresses these questions. An illiterate, he finds, "may mean anything from one who has no formal schooling to one who has attended four years or less, to one who is unable to read or write at the level necessary to perform successfully in his social position". Literacy, he points out, is not something one either has or has not got, "Any definition of literacy must recognize this quality as a continuum, representing all degrees of development. " An educational definition—i, e. in terms of grades completed or skill mastered— is shown to be inadequate in that educationally defined mastery may bear only minimal relation to the language proficiency needed in coping with environmental demands. From a sociological/economic viewpoint the literacy needs of individuals vary greatly, and any definition must recognize the needs of the individual to engage effectively and to act with responsible participation. Such a broadened definition excludes assessment based on a " reading-level type"; assessment must, rather, be flexible to fit both purpose and population.

单选题It is possible for students to obtain advanced degrees in English while knowing little or nothing about traditional scholarly methods. The consequences of this neglect of traditional scholarship are particularly unfortunate for the study of women writers. If the canon—the list of authors whose works are most widely taught—is ever to include more women, scholars who do not know how to read early manuscripts, locate rare books, establish a sequence of editions, and so on are lacking in crucial tools for revising the canon. To address such concerns, an experimental, version of the traditional scholarly methods course was designed to raise students' consciousness about the usefulness of traditional learning for any modern critic or theorist. To minimize the artificial aspects of the conventional course, the usual procedure of assigning a large number of small problems drawn from the entire range of historical periods was abandoned, though this procedure has the obvious advantage of at least superficially familiarizing students with a wide range of reference sources. Instead students were engaged in a collective effort to do original work on a neglected eighteenth-century writer, Elizabeth Griffith, to give them an authentic experience of literary scholarship and to inspire them to take responsibility for the quality of their own work. Griffith's work presented a number of advantages for this particular pedagogical purpose. First, the body of extant scholarship on Griffith was so tiny that it could all be read in a day, thus students spent little time and effort mastering the literature and, had a clear field for their own discoveries. Griffith's play The Platonic Wife exists in three versions, enough to provide illustrations of editorial issues but not too many for beginning students to manage. In addition, because Griffith was successful in the eighteenth century, as her continued productivity and favorable reviews demonstrate, her exclusion from the canon and virtual disappearance from literary history also helped raise issues concerning the current canon. The range of Griffith's work meant that each student could become the world's leading authority on a particular Griffith text. For example, a student studying Griffith's Wife in the Right obtained a first edition of the play and studied it for some weeks. This student was suitably shocked and outraged to find its title transformed into A Wife in the Night in Watt's Bibliotheca Britannica. Such experiences, inevitable and common in working on a writer to whom so little attention has been paid, serve to vaccinate the student I hope for a lifetime against credulous use of reference sources.