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TEXT B Roger Rosenblatt’s book Black Fiction, in attempting to apply literary rather than sociopolitical criteria to its subject, successfully alters the approach taken by most previous studies. As Rosenblatt notes, criticism of Black writing has often served as a pretext for illustrating Black history. Addison Gayle’s recent work, for instance, judges the value of Black fiction by overtly political standards, rating each work according to the notions of Black identity that it propounds. Although fiction assuredly springs from political circumstances, its authors react to those circumstances in ways other than ideological, and talking about novels and stories primarily as instruments of ideology avoids cleverly much of the fictional enterprise. Rosenblatt’s literary analysis discloses ties and connections among works of Black fiction which solely political studies have overlooked or ignored. Writing acceptable criticism of Black fiction, however, assumes beforehand giving satisfactory answers to a number of questions. First of all, is there a sufficient reason, other than the racial identity of the authors Second, how does Black fiction make itself distinct from other modern fiction with which it is largely contemporaneous Rosenblatt shows that Black fiction constitutes a distinct body of writing that has an identifiable, coherent literary tradition. Looking at novels written by blacks over the last eighty years, he discovers recurring concerns and designs independent of the order of time. These structures are thematic, and they spring, not surprisingly, from the central fact that the Black characters in these novels exist in predominantly white culture, whether they try to conform to that culture or rebel against it. Black Fiction does leave some aesthetic questions open. Rosenblatt’s thematic analyses permits considerable objectivity; he even explicitly states that it is not his intention to judge the merit of the various works yet his reluctance seems to be put in the wrong palce, especially since an attempt to evaluate might have led to interesting results. For instance, some of the novels appear to be structurally diffuse. Is this a defect, or are the authors working out of, or trying to forge, a different kind of aesthetic In addition, the style of some black novels, like Jean Toomer’s Cane, verges on expressionism; does this technique provide a counterpoint to the prevalent theme that portrays the late against which black heroes are pitted, a theme usually conveyed by more naturalistic modes of expression In spite of such omissions, what Rosenblatt does include in his discussion makes for an clever and worthwhile study. Black Fiction surveys a wide variety of novels, bringing to our attention in the process some fascinating and little-known works like James Weldon Johnson’s Autobiography of an Ex-Colored Man. Its argument is tightly constructed, and its straightforward, clear style shows clear-minded and penetrating criticism. The author of the passage objects to criticism of Black Fiction like that by Addison Gayle because it ______.
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Directions: In this part, you will have 15 minutes to go over the passage quickly and answer the questions on Answer Sheet 1. For questions 1-7, choose the best answer from the four choices marked A), B), C) anti D). For questions 8-10, complete the sentences with the information given in the passage. Education in Canada Education in Canada is provided, funded and overseen by federal, provincial, and local governments. It is generally divided into elementary (Primary School, Public School), followed by Secondary (High School) and Post Secondary (University, College). Within the provinces under the ministry of education, there are district school boards administering the educational programs. Education is compulsory up to the age of 16 in every province in Canada, except for Ontario and New Brunswick, where the compulsory age is 18. In some provinces early leaving exemptions can be granted under certain circumstances at 14. Canada generally has 190 school days in the year, officially starting from September (after Labor Day ) to the end of June ( usually the last Friday of the month, Wednesday in some Ontario schools). Pre-university Primary education and secondary education combined are sometimes referred to as K-12 (Kindergarten through Grade 12 ). It should be noted that this structure can vary from school to school, and from province to province. For instance, Prince Edward Island is the only province that does not provide Kindergarten. In contrast, Ontario is the only province which provides two levels of Kindergarten (Junior and Senior). In Canada, secondary schooling, known as high school, "école secondaire" or secondary school, differs depending on the province in which one resides. Additionally, grade structure may vary within a province and even within a school division. Education is compulsory up to the age of 16 in every province in Canada, except for Ontario and New Brunswick ( where the compulsory ages are 18). Students may continue to attend high school until the ages of 19 to 21 (the cut-off age for high school varies between provinces). Those 19 and over may attend adult school. Also if high schoolers are expelled or suspended for a period of time over 2 months or so they could attend night school at the high school. Ontario had a "Grade 13" known as Ontario Academic Credit (OAC) year, but this was abolished by the provincial government to cut costs. OAC was last offered for the 2002--2003 school year. As a result, the curriculum has been compacted, and the more difficult subjects, such as mathematics, are comparatively harder than before. However, the system is now approximately equivalent to what has been the case outside of Quebec and Ontario for many years. Secondary education in Quebec continues to Grade 11 ( Secondary V), and is typically followed by CEGEP, a two- or three-year college program taken after high school. Pre-university CEGEP programs are two years in Quebec (university for Quebecers is three years), and vocational or professional programs are three years in duration. Post-secondary Education Post-secondary education in Canada is also the responsibility of the individual provinces and territories. Those governments provide the majority of funding to their public post-secondary institutions, with the remainder of funding coming from tuition fees, the federal government, and research grants. Compared to other countries in the past, Canada has had the highest tertiary school (大学) enrollment as a percentage of their graduating population. Nearly all post-secondary institutions in Canada have the authority to grant academic credentials (i. e. , diplomas or degrees). Generally speaking, universities grant degrees (e. g. , bachelor’s, master’s or doctorate degrees) while colleges, which typically offer vocationally- oriented programs, grant diplomas and certificates. However, some colleges offer applied arts degrees that lead to or are equivalent to degrees from a university. Post-secondary education in Quebec begins with CEGEP ( collèges d’ enseignement général et professionnel), following graduation from Grade 11 (or Secondary V). Students complete a two- or three-year general program leading to admission to a university, or a professional program leading directly into the labor force. In most cases, bachelor’s degree programs in Quebec are three years instead of the usual four; however, in many cases, students attending a university in Quebec that did not graduate from CEGEP must complete an additional year of coursework. When Ontario had five years of nigh school, a three-year bachelor’s degree was common, but these degrees are being phased out in favor of the four-year degree. The main variation between the provinces, with respect to universities, is the amount of funding they receive. Universities in Quebec receive the most funding and have the lowest tuitions. Universities in Atlantic Canada generally receive the least funding and some, like Acadia University, are almost wholly reliant on private funding. The Royal Military College of Canada (RMC), is the military academy of the Canadian Forces and is a full degree-granting university. RMC is the only federal institution with degree granting powers. Private Schools In Canada there is no obligation for parents to place their children in the public school system, and about 8% of students are in the private system. A minority of these are elite private schools. These schools are attended by only a small fraction of students, but do have a great deal of prestige and prominence. It is not unusual for the wealthy and prominent in Canada to send their children to public schools, especially in the lower grades. A far larger portion of private schools are religions based institutions. Private Schools are also used to study outside the country. For example CCI ( Canadian College Italy) has an Ontario curriculum, but the students study in Italy. Private Universities At present, all private universities in Canada maintain a religions history or foundation. British Columbia’s Quest University will become the first privately funded liberal arts university without a denominational affiliation ( although it is not the first private liberal arts university). Many provinces, including Ontario and Alberta, have passed legislation allowing private degree- granting institutions (not necessarily universities) to operate there. Many Canadians remain polarized on the issue of permitting private universities into the Canadian market. On the one hand, Canada’s top universities find it difficult to compete with the private American powerhouses because of funding, but on the other hand, the fact that the price of private universities tends to exclude those who cannot pay that much for their education could prevent a significant portion of Canada’s population from being able to attend these schools. Why was the OAC year abolished by the Ontario provincial government
Questions 8 to 10 are based on the following conversation. At the end of the conversation, you will be given 15 seconds to answer the questions. Now, listen to the conversation. What are the possible relationship between the man and the woman
Passage Two Questions 62 to 66 are based on the following passage. A Census Bureau (人口调查局) survey released Thursday shows a college graduate can expect to earn $2.1 million working full-time between 25 and 54, which demographers (人口学家) call a typical work-life period. A master’s degree-holder is projected to earn 2.5 million, while someone with a professional degree, such as a doctor or lawyer, could make even more-- $4.4 million. In contrast, a high school graduate can expect to make $1.2 million during the working years, according to the bureau report that tracked the influence of education on lifetime earnings. Not all students look at college as an Investment," but I am sure parents do," said Jacqueline King, policy analyst with the American Education Council, a higher education advocacy (拥护) group. "The college is to convince those high school students on the margins that it is really worth their time to go to college. " Kevin Malecek, a graduate student in American politics at American University in Washington said most of his classmates find higher education to be worth the time and financial promise. "They go to every single class, and they are trying to get the most out of their own dollar," he said. The survey was conducted between March 1998 and March 2000. All estimates are based on 1999 salaries and probably will increase as salaries rise over time, CensusBureau analyst Jennifer Day said. The estimates do not account for inflation (物价上涨) or for differences in the earning potential of various fields of study. For example, people with computer science degrees tend to earn more than those with social work degrees. The best title for this passage would be ______.
Directions: There are 2 passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice and mark the corresponding letter on Answer Sheet 2 with a single line through the centre.Passage One Questions 57 to 61 are based on the following passage. A soccer referee suspended (吊销执照) for scoring a goal while taking charge of a game has resigned after being found guilty of bringing the game into disrepute by the Essex County Football Association. The Essex County Football Association said that they were disappointed by the decision of Savill, who hit the headlines last year when his sympathy for a team getting beaten 18- 1 went too far. "It is a pretty unique case and hopefully it won’t happen again," said Essex County FA chief executive Phil Sammons. Brian Savill was taking charge of a Great Bromley Cup game in the south of England between Earls Colne Reserves and Wimpole 2000. With 10 minutes remaining and Wimple getting beaten 18- 1, Savill found the ball at his feet in front of the Earls Colne goal and immediately banged it into the net, before signaling a goal. The laws of the game state that the referee is part of the playing area and that the game continues if the ball strikes him. There is no item in the laws to differentiate between an accidental or deliberate (故意的) touch of the ball. Savill’s bizarre (匪夷所思的) goal made little difference to the outcome as Earls Colne went on to win 20-2, but the officials were impressed. The Essex County Football Association finally found 47-year-old Savill guilty of bringing the game into disrepute and suspended him for seven weeks. Savill, a referee with 18 years’ experience, resigned after finding out about the decision. "They haven’t got a sense of humor," he told The Times newspaper. "It brought enjoyment to everyone’s lives. It shows refereeing can be enjoyable and that we are not Hitlers running blowing whistles all the time. " However, he advised other referees against following his example. Savill resigned because ______.
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