2015考研英语阅读真题：考研英语(二)第2篇_毙考题

2015考研英语阅读真题：考研英语（二）第2篇

For years, studies have found that first-generation college students—those who do not have a parent with a college degree—lag other students on a range of education achievement factors.

Their grades are lower and their dropout rates are higher.

But since such students are most likely to advance economically if they succeed in higher education, colleges and universities have pushed for decades to recruit more of them.

t—generation students, but then watching This has created “a paradox” in that recruiting firs

many of them fail, means that higher education has “continued to reproduce and widen, rather than close” an achievement gap based on social class, according to the depressing beginning of a paper forthcoming in the journal Psychological Science.

But the article is actually quite optimistic, as it outlines a potential solution to this problem, suggesting that an approach (which involves a one-hour, next-to-no-cost program) can close 63 percent of the achievement gap (measured by such factors as grades) between first-generation and other students.

The authors of the paper are from different universities, and their findings are based on a study involving 147 students (who completed the project) at an unnamed private university.

First generation was defined as not having a parent with a four-year college degree.

Most of the first-generation students (59.1 percent) were recipients of Pell Grants, a federal

grant for undergraduates with financial need, while this was true only for 8.6 percent of the students with at least one parent with a four-year degree.

Their thesis—that a relatively modest intervention could have a big impact—was based on the view that first-generation students may be most lacking not in potential but in practical knowledge about how to deal with the issues that face most college students.

They cite past research by several authors to show that this is the gap that must be narrowed to close the achievement gap.

Many first-generation students “struggle to navigate the middle-class culture of higher

education, learn the ‘rules of the game,’ and take advantage of college resources,” they

advantages and And this becomes more of a problem when colleges don’t talk about the class

disadvantages of different groups of students.

“Because U.S. colleges and universities seldom acknowledge how social class can affect

-generation students lack insight about why they are

students’ educational experiences, many first

struggling and do not understand how students ‘like them’ can improve.”

“第一代大学生”是指那些父母没有大学学位的大学生，多年以来，很多研究发现他们在

一系列的教育成就方面落后于其他的学生。

他们的成绩比其他学生低、辍学率比他们高。

但是鉴于这类学生只要在高等教育上取得成功，他们就更可能在经济上到得提升，所以

各大学院和大学几十年来一直在努力招收更多这类的学生。

但是根据即将在《心理科学》杂志上发表的一篇论文令人忧愁的开篇所说，这就出现了

一个“矛盾现象”，招收那些第一代大学生，但随后目睹他们中的很多人失败，这就意味着高

等教育“继续在制造和扩大基于社会阶级的成就差距，而不是缩小它。

但是这篇文章事实上相当地乐观，因为它概述了解决该问题的可能方案，提出的那个方

案(它涉及一个一小时，几乎无花费计划)能缩小第一代大学生和其他学生之间的百分之六十

三的成就差距(通过测量考试成绩等因素)。

这篇论文的作者来自不同的大学，他们的发现基于一项涉及某所私立大学147名学生的

研究(这些学生完成了该研究项目)。

“第一代大学生”被定义为他们的父母没有四年制大学学位。

大多数第一代大学生(59.1%)是佩尔助学金的获得者，这是一个为需要经济帮助的本科生

设立的联邦助学金。而事实上父母中至少有一方有四年制大学学位的学生中，仅有8.6%是

该助学金的获得者。

他们的论文表明相对适中的“介入”会有大影响，其着眼点是第一代大学生最缺乏的或许

不是潜能，而是如何处理大多数大学生都面临的问题的实际知识。

他们引用由若干作者做过的研究来表明，要想缩小第一代大学生与其他大学生之间的成

就差距，就必须缩小他们在解决问题的实际知识上的差距。

他们写道，很多第一代大学生“努力想摸索高等教育的中产阶级文化，学习它的‘游戏规则，’和利用大学资源。”

当大学没有提及不同群体的大学生的阶级优势和劣势时，成就差距就更成了一个问题。

“因为美国高校很少承认社会阶级对学生教育经历的影响，许多第一代大学生看不透他们为什么在苦苦挣扎，也不明白’像他们’这样的学生该如何改善这一局面。”

重点单词

acknowledge[?k’n?lid?]vt. 承认，公认，告知收到，表示感谢，注意到

solution[s?’lu:??n]n. 解答，解决办法，溶解，溶液联想记忆

grant[grɑ:nt]n. 授予物，补助金; 同意，给予

n. 财产

u??l]adj. 社会的，社交的

social[‘s?

n. 社交聚会

招募，征兵，吸收(新成员)，补充

recruit[ri’kru:t]v.

measured[‘me??

d]adj. 量过的，慎重的，基于标准的，有韵律的动词me

冲击(力), 冲突，影响(力)

impact[‘imp?kt,im’p?kt]n.

dist]adj. 谦虚的，适度的，端庄的

modest[‘m?

psychological[.saik?’l?d?ik?l]adj. 心理(学)的

approach[?’pr?ut?]n. 接近; 途径，方法

v. 靠近，接近，动

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2010考研英语二真题及答案 Section I Use of English Directions: Read the following passage. For each numbered blank there are four choices marked A, B, C and D. Choose the best one and mark your answers on ANSWER SHEET l. (10 points) The outbreak of swine flu that was first detected in Mexico was declared a global pandemic on June 11, 2009, in the first designation by the World Health Organization of a worldwide pandemic in 41 years. The heightened alert came after an emergency meeting with flu experts in Geneva that convened after a sharp rise in cases in Australia, and rising numbers in Britain, Japan, Chile and elsewhere. But the pandemic is "moderate" in severity, according to Margaret Chan, the organization's director general, with the overwhelming majority of patients experiencing only mild symptoms and a full recovery, often in the absence of any medical treatment. The outbreak came to global notice in late April 2009, when Mexican authorities noticed an unusually large number of hospitalizations and deaths among healthy adults. As much of Mexico City shut down at the height of a panic, cases began to crop up in New York City, the southwestern United States and around the world. In the United States, new cases seemed to fade as warmer weather arrived. But in late September 2009, officials reported there was significant flu activity in almost every state and that virtually all the samples tested are the new swine flu, also known as (A) H1N1, not seasonal flu. @Zov&0 1 In the U.S., it has infected more than one million people, and caused more than 600 deaths and more than 6,000 hospitalizations. Federal health officials released Tamiflu for children from the national stockpile and began taking orders from the states for the new swine flu vaccine. The new vaccine, which is different from the annual flu vaccine, is available ahead of expectations. More than three million doses were to be made available in early October 2009, though most of those initial doses were of the FluMist nasal spray type, which is not recommended for pregnant women, people over 50 or those with breathing difficulties, heart disease or several other problems. But it was still possible to vaccinate people in other high-risk group: health care workers, people caring for infants and healthy young people. Section Ⅱ Reading comprehension Part A Directions: Read the following four passages. Answer the questions below each passage by choosing A, B, C and D. Mark your answers on ANSWER SHEET 1.(40 points) Text1