1 . Detailed guidance on analytical feature
The definition of an analytical feature
Hard news is the kind of fast-paced news that usually appears on newspapers, magazines and some other mediums. Because each story is only relevant for a short time, writing must be concise and without excessive detail. Like a hard news story, an analytical feature also appeares on newspapers, magazines or on the web. However, an analytical feature covers a topic in some depth. It examines important issues or events in detail, provides more interpretation and background information for readers than hard news. Writing an analytical feature means looking for patterns, motives and outcomes that explain the event, issue or problem.
An analytical feature should be based on an investigation of documents in the public domain (archives, libraries, scholarships, local offices) and interview with people with knowledge related to the topic.
Step by step guide to feature writing
Select a topic.
Make a list of preliminary questions to establish what needs to be known about the topic. Here are some of the basic questions that a feature addresses:
What is the problem?
What institutions and people are involved?
What is the standing point?
What causes the problem?
What are the possible consequences?
List your sources—people, institutions, documents, books, articles that are likely to have information and answers to your questions.
Refine your questions: decide what you are going to look at in the written documents and what you are going to ask your potential sources.
Arrange your appointments/interviews/archival search in a logical sequence, following the plan for your basic questions.
Conduct interviews—know precisely what information you are trying to get from each source.
Write an outline that sets up the structure of the feature.
Go back to your notes, organize information, compare and contrast data, analyze material, identify missing information, expand the list of sources, conduct new interviews.
Write the feature.
Analytical feature structure
THE INTRO: The most important function of the introduction is to make the readers want to read on.
THE BODY OF THE FEATURE: The content of the feature will vary depending on the subject matter, style of publication, perceived interests of the readers and intentions of the journals. The following points are what you should include in the body of your feature:
Facts—include them at appropriate points throughout the text rather than in chunks.
Quotes—can bring writing to life; inject authority and powerful expression into the piece. Think carefully which bits of your research to quote and which bits to translate into your own words, as the simple facts of a story do not normally need to be told through direct quotes.
Description—let the readers see what you are seeing, show rather than tell.
Analysis—can be provided by experts who have conducted relevant research but it may be also provided by ordinary people with direct knowledge and involvement. Your own analysis of the topic should be based on extensive research and supported by evidence.
THE ENDING: Aim to provide a rounded ending of the text either in a form of summary, twist, quote or a return to the scene of the introduction.
1. The guidance on analytical feature is most probably taken from _______.| A．a book for news writing |
| B．a movie script |
| C．a school admission brochure |
| D．a book for interview preparation |
| A．is only published in in-depth magazines, instead of in newspapers or websites |
| B．investigates issues or events behind the news |
| C．interprets issues or events clearly and concisely without excessive detail |
| D．covers a couple of topics |
| A．preparing the questions for your interviews |
| B．writing a sketchy summary of the main points of the feature |
| C．sorting out and analyze the information and data you collect |
| D．filming and recording the issue or event you want to investigate |
| A．summarize the main idea of the feature |
| B．be in concert with the opening paragraph |
| C．introduce the topic of the feature |
| D．analyze the topic based on your research |
| A．The definition of an analytical feature. |
| B．Analytical feature structure. |
| C．Step by step guide to feature writing. |
| D．A good analytical feature. |
2 . How I Turned to Be Optimistic
I began to grow up that winter night when my parents and I were returning from my aunt＇s house, and my mother said that we might soon be leaving for America. We were on the bus then. I was crying, and some people on the bus were turning around to look at me. I remember that I could not bear the thought of never hearing again the radio program for school children to which I listened every morning.I do not remember myself crying for this reason again. In fact, I think I cried very little when I was saying goodbye to my friends and relatives. When we were leaving I thought about all the places I was going to see—the strange and magical places I had known only from books and pictures. The country I was leaving never to come back was hardly in my head then.
The four years that followed taught me the importance of optimism, but the idea did not come to me at once. For the first two years in New York I was really lost—having to study in three schools as a result of family moves. I did not quite know what I was or what I should be. Mother remarried, and things became even more complex for me. Some time passed before my stepfather and I got used to each other. I was often sad, and saw no end to “the hard times. ”
My responsibilities in the family increased a lot since I knew English better than everyone else at home. I wrote letters, filled out forms, translated at interviews with Immigration officers, took my grandparents to the doctor and translated there, and even discussed telephone bills with company representatives.
From my experiences I have learned one important rule: Almost all common troubles eventually go away! Something good is certain to happen in the end when you do not give up, and just wait a little! I believe that my life will turn out all right, even though it will not be that easy.
1. How did the author get to know America?
| A．From her relatives. | B．From her mother. |
| C．From Books and pictures. | D．From radio programs. |
| A．confused | B．excited |
| C．worried | D．amazed |
| A．often lost her way |
| B．did not think about her future |
| C．studied in three different schools |
| D．got on well with her stepfather |
| A．She worked as a translator. |
| B．She attended a lot of job interviews. |
| C．She paid telephone bills for her family. |
| D．She helped her family with her English. |
| A．her future will be free from troubles |
| B．it is difficult to learn to become patient |
| C．there are more good things than bad things |
| D．good things will happen if one keeps trying |
3 . Suppose that 54.3 percent of your country’s population had cancer. That figure might set off a nationwide
The
Allergies are essentially an epidemic of modernity. As countries become more industrialized, the percentage of population affected by them tends to grow higher. There are remote areas of South America or Africa where allergies are virtually
Here’s how an allergy develops: One day, a body is exposed to a protein in something that seems perfectly
That first exposure causes the immune system to produce an antibody called IgE (immunoglobulin E). Then IgE antibodies attach to certain cells, called mast cells, in tissue throughout the body. There they stay like
There is, unquestionably, a
Still, the rise in allergies is too rapid to be explained
Another probable factor: diet. “Reduced fresh fruit and vegetable intake, more processed food, fewer antioxidants, and low intake of some minerals—these are all shown to be a
Another prime culprit: environmental pollutants. Exactly what pollutants and in what quantities are a
| A．awareness | B．shame | C．panic | D．campaign |
| A．causes | B．diagnosis | C．features | D．manifestation |
| A．absolutely | B．rarely | C．normally | D．randomly |
| A．prevalent | B．nonexistent | C．available | D．extinct |
| A．harmless | B．popular | C．nutritious | D．common |
| A．warns | B．unease | C．symptoms | D．mistakes |
| A．brave | B．sophisticated | C．wary | D．skillful |
| A．infectious | B．poisonous | C．annoying | D．irritating |
| A．relative | B．hereditary | C．occasional | D．natural |
| A．mainly | B．definitely | C．necessarily | D．solely |
| A．behavioral | B．human | C．social | D．emotional |
| A．avoiding | B．promoting | C．planting | D．favoring |
| A．venture | B．reason | C．risk | D．chance |
| A．source | B．pool | C．focus | D．topic |
| A．flexible | B．mild | C．increased | D．threatening |
4 . Have you gotten price shock lately when you looked at the cost of a new car? It’s not your imagination .The average price of a new car is the highest ever for the first quarter, according to CNBC. At $33, 319, the price is about $1,000 more than in 2018. Because of that, new car sales dropped by as many as 2.5 million units compared to the same quarter last year.
You’d think the drop might concern car makers, but as it turns out, the increase of the price reflects a choice. Many carmakers are stopping producing less expensive cars in favor of SUVS and pickup trucks, which bring in bigger profits(利润).
“Carmakers always say they build what people want.” The Wall Street Journal reporter Dan Neil said. “But they never mention the fact that they spend billions telling people what they want. It wasn’t that consumers wanted to have a truck that was as big as a house. No, that was a gradual process. And it has been mainly pushed by carmakers because bigger equals more profits.”
In late 2018, Ford announced it was gradually stopping producing its Fiesta, Focus, and C-max models in the United States while continuing to make the Mustang and Focus Active. Other big carmakers did the same, with General Motors ending production of the Chevy Volt, Cruz, Impala, Buick Lacrosse. Cadillac XTS, and Cadillac CT6 in the United States. And Fiat Chrysler is putting the Dodge Dart and Chrysler 200 to an end. “I can tell you right now that both the Chrysler 200 and the Dodge Dart, as great products as they were, are the least financially rewarding business that we’ve carried out in the last eight years,” said Fiat Chrysler CEO.
So where does that leave consumers? Well, if you’re in the market for an SUV or a top-of-the-line pickup truck, you can expect better features. But if you’re looking for a smaller, less expensive car you might be squeezed (挤)out of the market. More and more buyers are likely to look to used cars instead. But before car shopping, make sure you know the secrets car dealers don’t want to tell you.
1. What caused the drop in new car sales this year?| A．The decline of cars quality | B．The rising price of new cars |
| C．The change of market demand | D．The decrease of carmakers’ number |
| A．Carmakers always know the true need of consumers |
| B．Carmakers produce bigger cars because of the social trend |
| C．Consumers really depend less on carmakers in buying cars |
| D．Consumers’ shopping decisions are influenced by carmakers |
| A．are driven by profits | B．can be unwise sometimes |
| C．may influence the quality of cars | D．fail to meet some people’s demands |
| A．Most people don’t prefer small cars any more. |
| B．Producing small cars brings less profit to carmakers. |
| C．Small cars can’t provide better features for consumers. |
| D．Buying second-hand cars is a good choice for some people. |
5 . Many people believe that there is one form of their language that is more correct than others.They may believe for example that British English is more correct than other varieties;or that written English is more correct than spoken English; or that standard spoken forms are more correct than dialect forms. Often this belief is supported by reference books to grammars ,usage guides or dictionaries:if something goes against a rule in a grammar,or if the word isn't in the dictionary ,it“must be wrong”. Since the reference books are most often based on observation of the standard written language, the argument is really circular: these books will naturally describe standard usage, because that is what they are for ;but this does not mean that there is anything wrong with other kinds of usage that are less often described.
A better way of looking at things is to say that usage is“correct in its place”. Standard American English is correct in America , British English is correct in Britain , spoken grammar is accepted in casual speech, and formal written grammar is employed in formal writing. So this means there is no answer to the question: “What kind of English should learners study?” It depends on their purposes. For many learners, the best model is one or other of the two main standard varieties :British or American English. Neither of these is “better”than the other ,and they are both used and understood worldwide.
People are also worried by language change. If younger people“break”the rules that older people have learnt, or use language in new ways, older people often feel disturbed: they are concerned that younger people no longer know their grammar, and that the language is going downhill. This is a needless worry :change is natural and inevitable,it cannot be stopped ,and it does not generally affect a language 's efficiency as a communicative tool. A great deal of modern English grammar would have been wrong three hundred years ago, and will perhaps be wrong again three hundred years from now.
1. What can you learn from the 1st paragraph ?| A．Learners are always confused by the reference books. |
| B．Usages not mentioned in the reference books are not necessarily wrong. |
| C．Nobody can challenge the authority of the reference books. |
| D．Some wrong usages can be found in the reference books. |
| A．Big differences exist between British English and American English. |
| B．American English is better for learners than British English. |
| C．A learner should master all the distinctions of different English. |
| D．Standard English varies according to different situations. |
| A．avoidable. | B．certain. |
| C．formal. | D．temporary. |
| A．Disturbed. | B．Concerned. |
| C．Indifferent. | D．Acceptable. |
6 . Years ago,I had a quarrel with a friend owing to a misunderstanding. It was .
My experience is never unique. Many people
Given my
My friend and I had lunch recently, 15 years after my belated apology. Admitting that everything had been my fault helped us heal our relationship. We’re both
| A．hardly | B．narrowly | C．completely | D．usually |
| A．pleasant | B．awkward | C．ridiculous | D．strange . |
| A．surprised | B．comfortable | C．terrible | D．forced |
| A．allow | B．avoid | C．appreciate | D．advocate |
| A．regretfully | B．easily | C．slightly | D．terribly |
| A．go back to | B．look up to | C．give way to | D．live up to |
| A．accept | B．analyze | C．exchange | D．check |
| A．serve | B．view . | C．present | D．treat |
| A．reasons | B．contents | C．comments | D．examples |
| A．need | B．sense | C．experience | D．character |
| A．developing | B．rebuilding | C．announcing | D．practicing |
| A．frequent | B．permanent | C．immediate | D．formal |
| A．convenient | B．effective | C．adventurous | D．inspiring |
| A．anxiety | B．curiosity | C．anger | D．worry |
| A．discovers | B．records | C．supplies | D．increases |
| A．misdeeds | B．reputations | C．questions | D．decisions . |
| A．damaged | B．disturbed | C．required | D．disabled |
| A．Instead | B．Thus | C．Meanwhile | D．However |
| A．challenge | B．regret | C．expression | D．influence |
| A．tolerant | B．cautious | C．enthusiastic . | D．appreciative |
7 . Nobel prize-winners, legendary(传奇的)authors, and famous scientists—you might think all these people were born to be creative. However, that’s not always the case.
While well-known figures like Pablo Picasso and Albert Einstein did their most significant work in their youth, famous American poet Robert Frost and English-born natural scientist Charles Darwin were known as “late bloomers” —people whose talents were not noticeable until later in life.
This idea of “peaking” at different times inspired new research from the United States. “Many people believe that creativity is exclusively(独有地)associated with youth, but it really depends on what kind of creativity you’re talking about,” said Bruce Weinberg, a professor of economics at the University of Chicago and co-author of the study.
According to the study, published earlier this month in the journal De Economist, there are two types of people: conceptual(概念的)and experimental thinkers.
To reach this conclusion, researchers took the 31 previous winners of the Nobel Prize in economics and arranged them according to when they did their most significant work, to identify their creative peaks.
Some peaked from ages 25—29. Classified as conceptual thinkers, these people think outside of the box, coming up with new ideas before they become used to the conventional way of doing things.
The second creative peak came with economists in their 50s. These are experimental thinkers who have been in their fields for a long time. This allows them to learn from errors and experiment with different processes, before eventually finding new solutions.
“Whether you hit your creative peak early or late in your career depends on whether you have a conceptual or experimental approach,” said Weinberg. He added that their study isn’t limited to economics, saying it can apply to other creative disciplines(知识领域). So if you’re struggling to come up with new ideas, don’t panic. Your creative peak may be yet to arrive.
1. What did the study from the US find?| A．Young people are not necessarily more creative than old people. |
| B．Most people take a conceptual approach when thinking. |
| C．People’s creative peak in their life is related to their job type. |
| D．Conceptual and experimental thinkers hit their peaks at different times. |
| A．They tend to challenge conventional rules. | B．They are creative due to their young ages. |
| C．They are likely to follow traditional rules. | D．They fail to come up with new ideas. |
| A．Their talents usually bloom in their 20s. |
| B．They are good at doing experiments. |
| C．They work out new methods based on experience. |
| D．They are more successful than conceptual thinkers. |
| A．It’s difficult to find one’s talent in later years. |
| B．More research needs to be done about creative peaks. |
| C．Conceptual thinkers could be more successful in the art field. |
| D．Experimental thinkers from other fields may succeed in their 50s. |
8 . I stood outside my front door catching my breath. After a lazy Christmas holiday, I had to recover from climbing stairs with carry-on bags and a suitcase. I looked up and blinked. Red tape crossed the door. I didn’t understand Hungarian, but the one English word said enough: “POLICE”.
Google Translate told me I would be arrested if I entered, so I didn’t. Finally, I called my rental agent. He went to the police station for more details.
My agent returned with authorization to enter. Not only were my files undisturbed, but so were the TV and printer. The burglars had taken a few items from the top drawer as well as a small amount of foreign currency in the bottom drawer. Somehow they hadn’t found the jewelry box in the third drawer.
I was in shock. My agent’s words were fuzzy, something about fixing the locks tomorrow and making a list for the police.
Then one day, I remembered that I’d left another jewelry box in the flat. My heart sank as I thought of another locket that had been in that box, a gold engraved one with a picture of my late honey Grandma inside. When I realized the box was missing, the whole experience seemed to crash down on me. I cried.
At the end of January, I received a registered letter from the police. The burglar hadn’t been found, and the case was closed. I slept with my purse by my bed. I hid my laptop when I showered. And then another challenge rose. I was unexpectedly laid off.
Then one July night, I reached into my third drawer, pulled out my jean shorts, and heard a small thud. I looked down and blinked: It was the tiny jewelry box I thought had been stolen six months earlier.
Inside was the locket with honey Grandma smiling at me, being there for me, telling me not to give up. I started to cry.
1. What did the red tape across the writer’s door mean?| A．There was a burglary here. | B．The house couldn’t be entered freely. |
| C．The rent had to be paid quickly. | D．The rental agent advertised for the house. |
| A．To fix the locks the next day. | B．To report the burglary to the police. |
| C．To have an iron security gate fixed. | D．To pay for missing things for the writer. |
| A．puzzled→ anxious→ relaxed. | B．shocked→ sorrowful→ nervous. |
| C．shocked→ desperate→ hopeful. | D．puzzled→ relieved→ confident. |
| A．Red Tape | B．A Jewelry Box | C．“Lost” Smile | D．Grandma’s Advice |
9 . I was enjoying this afternoon more than I had expected. Often, the tryouts for the spring musical tested the limits of my patience and nerves, with one hopeful girl after another taking turns walking onto the wooden stage, delivering an adequate but uninspired version of some Rodgers & Hammerstein number, and then being politely excused by Mrs Dominguez as the next name on the list was called.
However, this was to be my third straight year in the musical, and the confidence that my seniority afforded me around the more nervous newcomers allowed me to take pleasure in radiance of my own balance.
I had already sung my audition (试唱) song an hour ago, starting the day’s ceremonies. This year, I used “God Bless the Child”, a choice I found to be quite sophisticated since Billie Holiday’s version of it was familiar mostly to adults, and even then, mostly to adults of the previous generation. More importantly, it required a reserved performance, which I felt showcased my maturity, especially because most of the other auditioners chose songs that would show their enthusiasm, even if it meant their technical mastery would not be on full display.
Normally, the first audition was feared by most. Mrs Dominguez would ask if anyone wanted to volunteer to “get it over with”, but no one would make a sound. Then, she would call the first name off her list and the room would drop into an uncomfortably serious silence as the first student walked nervously up to the stage. I often imagined during those moments that I was witness to a death-house liver taking his march toward a quick curtain.
But not this year. I had decided to make a show of my own self-confidence by volunteering to go first. Such a fearless act, I had figured, would probably instill even more fear into my competition because they would realize that I had something they clearly lacked. Mrs. Dominguez had seemed neither surprised nor charmed by my decision to go first. Although she was annoyed by my escalating pride, I also acknowledged that I was one of the more talents actors and was probably correct in assuming myself a winner.
At this late stage of the afternoon, I felt like a queen, sitting in the back of the auditorium with my royal court of friends and admirers. They took care to sit far enough away from Mrs Dominguez that they would not be caught in the act of belittling the other students’ auditions.
To me, the endless parade of the ambitious who sang their hearts out for three minutes each were like clowns performing for my amusement. As Mrs Dominguez read another name off her list, I prepared myself for a special treat.
1. What did the writer do one afternoon?| A．She enjoyed her time watching the audition. |
| B．She performed in the school spring musical. |
| C．She attended the selective trial of the school musical. |
| D．She helped Mrs Dominguez to select musical talents. |
| A．would be the most inspiring Rodgers and Hammerstein numbers |
| B．was the most sophisticated song in Billie Holiday’s versions |
| C．would likely be more recognizable to her parents than to her friends |
| D．would allow her to more effectively showcase her enthusiasm |
| A．offer a contrast created by the writer’s choice of audition |
| B．present reasons why this year’s audition was the strangest |
| C．suggest that the writer’s imagination no longer involved the same imagery |
| D．inform the reader that students’ fears of going first were something of the past |
| A．To guarantee her a part in the play. |
| B．To impress and charm Mrs Dominguez. |
| C．To add her confidence in her performance. |
| D．To make the others feel they could not compete with her. |
| A．concerned and nervous | B．arrogant and indifferent |
| C．friendly and inclusive | D．confused and surprised |
10 . A hospital has been forced to ban Pokemon Go players from the site after a monster hub (妖怪枢纽站) was found in the A&E department. Royal Stoke University Hospital discovered that its casualty unit(急诊室) is on the same spot as a Pokemon Go ‘gym’ —— where players can train their newly caught Nintendo creatures.
The University Hospitals of North Midlands Trust agreed last week that patients can play Pokemon Go on wards because walking around is healthy. But the Trust has been forced to post a warning on its website about public access to A&E. It said if Pokemon Go becomes a major annoyance it would ask Nintendo—— which decides on the locations of the virtual gyms according using GPS——to have it removed from the premises(道馆).
Kevin Parker, associate chief nurse, said, “Members of the public who do not need to be at Royal Stoke should not attempt to enter A&E or any other part of the hospital building to play the game. The A&E department is incredibly busy this summer. We want the public to understand that anybody who visits the hospital solely to play the game will provide an unwanted distraction to the important work of the hospital. I’m also aware of various reports in the media of unsafe areas that the game has been played in.”
“Royal Stoke University Hospital is a safe area where gamers can enjoy Pokemon Go.” Michelle Harris, the Trust’s manager, said the game could still be played by those already in hospital. “We recognize that the Pokemon Go game encourages walking and exercise, which is something that the Trust is equally keen to promote,” she said.
There are a number of “walking routes” established throughout the Trust that can be used to combine walking and playing the game. “Walking just 30 minutes, five times a week, can help reduce the risk of preventable illnesses such as obesity, diabetes, and heart disease.”
There have been several warnings about the game since its UK release. Last week a group of teenagers in Wiltshire were left stranded almost 100ft underground after they got carried away searching for Pokemon Go characters. The four boys, aged 16 and 17, ended up getting lost and had to wait to get a phone signal before they could call for help. Eventually, they contacted Dorset and Wiltshire Fire and Rescue team, who took them to safety. Damien Bence, of the fire and rescue team, said: “Pokemon Go is obviously leading people into dangerous situations.”
1. It seems that Pokemon Go is a game______.| A．encouraging players to walk and exercise instead of staying indoors |
| B．helping cure such diseases as obesity, diabetes and heart disease |
| C．designed to help patients in hospital recover sooner |
| D．warning teenagers of the places easy to get lost or attacked |
| A．more patients’ arrival increases the workload of the A&E department |
| B．doctors’ playing the game makes the A&E department less efficient |
| C．players’ injury increases the workload of the A&E department |
| D．players’ arrival disturbs the work of the A&E department |
| A．the popularity of Pokemon Go since its UK release |
| B．the applications of Pokemon Go in hospitals since its UK release |
| C．the negative effects of Pokemon Go since its UK release |
| D．the establishment of Pokemon Go virtual gyms since its UK release |
