1 . COURSE DESCRIPTION:
This course is a survey of basic concepts in literature. In addition to identifying and discussing the elements of literature, this course will also provide you with a wide range of critical perspectives for reading literature.
ASSIGNMENTS:
Reading: A significant amount of reading is required, so manage your time accordingly. Not completing the assigned readings will make it very difficult for you to successfully complete this course.
Quizzes (30%): Reading quizzes will be given once a week throughout the semester, to test completion and comprehension of assigned readings.
Reflection Essays (60%): You will complete four short reflection essays. You must turn in paper copies of your papers.
Attendance Policy (10%): Every absence will affect your participation grade. If you miss more than four classes and any of these absences are unexcused, you receive an F for the participation section of your grade.
LATE ASSIGNMENTS:
Because I grade on a point system, it is better to turn in an assignment late than not at all, However, I will not accept a paper that is more than a week late without a documented and reasonable excuse. Not to turn in an assignment will result in a zero.
INTEGRITY:
If a faculty (系;院) member discovers that a student has committed an academic integrity violation (违背), in addition to reporting the incident, I reserve the right to give the plagiarized (抄袭) paper an automatic F or a student who has plagiarized an automatic F in the course if the plagiarism is clearly intentional.
1. What will the course equip students with?| A．Time management. | B．Reading speed. |
| C．Academic gift. | D．Critical insight. |
| A．The students will be tested per week on required readings. |
| B．The students will get a zero if failing to show up in class. |
| C．The students will fail if submitting their assignments late. |
| D．The students will be asked to leave if found plagiarizing. |
| A．A study schedule. | B．A course introduction. |
| C．An academic article. | D．An exam paper. |
2 . At least three people were possibly dead after a powerful earthquake. Others were injured from falling structures and homes, rural roads and
Regina Rave,who is a geologist, was meeting with two
About 10,000 people live in and around his town, which is
People were feeling
| A．damaged | B．surrounded | C．hidden | D．buried |
| A．foresee | B．assess | C．recognize | D．assume |
| A．roommates | B．schoolmates | C．colleagues | D．parents |
| A．covered | B．rose | C．ceased | D．struck |
| A．ended up | B．came out | C．carried on | D．resulted from |
| A．squeezed | B．crashed | C．flashed | D．pulled |
| A．turn | B．knock | C．flow | D．blow |
| A．jumping | B．hanging | C．floating | D．shaking |
| A．located | B．listed | C．considered | D．posed |
| A．simple | B．common | C．popular | D．awkward |
| A．puzzled | B．tired | C．frightened | D．inspired |
| A．getting | B．breaking | C．cutting | D．sorting |
| A．descriptions | B．instructions | C．explanations | D．introductions |
| A．changes | B．injuries | C．beats | D．attacks |
| A．handled | B．improved | C．affected | D．removed |
3 . A team led by researchers from the UK examined waterbird data from 1506 protected areas and analyzed more than 27, 000 bird populations across the world. They compared waterbird populations before and after the establishment of protected areas and also compared trends of similar populations within and outside of protected areas.
“Our study shows that, while many protected areas are working well, many others are failing to have a positive effect, ” lead author Hannah Wauchope says in a statement. “In the majority of places we looked, bird populations were stable or were increasing, but some of them weren’t doing any better than in unprotected areas, “ she adds. “That’s disappointing, but not surprising. There seems to be the disconnection between people talking about how much land is protected and whether those areas are actually doing anything positive. ”
This study comes ahead of a United Nations meeting in China to discuss biodiversity goals for the next decade. Several countries have already committed to protecting 30 percent of the planet by 2030, yet the researchers say this alone does not necessarily guarantee positive out- comes for species.
“An obsession(迷恋)with reaching a certain area-based target-such as 30 percent by 2030-without focus on managing existing protected areas appropriately will achieve little, ” co-author Julia Jones says. “When world leaders gather in China later this year to set targets for the next decade, I really hope to see a change of their focus, rather than simply saying how much surface area they are going to protect. ”
According to Thomas Brooks, chief scientist at the International Union for Conservation of Nature, who was not involved in the study, waterbirds are a good example of a group facing the consequences of human behaviors that cause biodiversity loss. These animals respond quickly to changes in site quality and are broadly distributed, clearly reflecting the impact of protected areas.
1. What can be learned about protected areas from the study?| A．They have a negative effect on wildlife. |
| B．Their bird populations are increasing. |
| C．Their problems went unnoticed at all. |
| D．They don’t always help waterbirds. |
| A．Expanding protected areas. |
| B．Organizing the meeting. |
| C．Talking about biodiversity. |
| D．Making a big promise. |
| A．Try to set targets for the next ten years. |
| B．Focus on the effectiveness of protected areas. |
| C．Face the consequences of human behaviors. |
| D．Have a deep understanding of biodiversity. |
| A．Pioneering. | B．Disappointing. |
| C．Convincing. | D．Unsatisfying. |
4 . Dogs have a seemingly endless list of lovely behavior, and their curious head tilt(歪头) at human voices is no exception. While conducting a study on dogs’ ability to learn words, scientists stumbled upon a potential link between dogs’ memory and their head tilt.
In the study, researchers looked at the head tilt patterns of both“gifted”and “typical” dogs. Owners ordered their dogs to fetch a specific toy from another room. While most dogs struggled to memorize the name of just two toys, the seven “gifted” dogs-all of which were border collies(牧羊犬)could remember at least ten different toy names they＇d been taught by researchers.
The team found that dogs that were particularly good at toy recall tilted their heads more often when hearing a command than dogs which weren’t as skilled. When they compared the dogs’ responses to a command from their owners, gifted dogs tilted their heads 43 percent of the time, while typical dogs did so just 2 percent of the time. It’s possible, scientists concluded, that the dogs’ head tilt may be a sign of paying attention or even matching a name to a visual image in their heads.
Researchers also discovered that dogs usually tilted their heads in the same direction regardless of where the owner was standing. The so-called “right-tilters“ and “left-tilters” may be a matter of individual preference. “The next step is to ask more questions to know what the head tilt really means, “says the researcher Monique Udell. “Can we use head tilting to predict word-learning ability, or attention, or memory?””
The researchers agree that the study is still in the early stages. For now, dog owners can take comfort in knowing that their dogs’ head tilt maybe a lovely attempt to better understand them.
1. Which of the following best explains “stumbled upon“ underlined in paragraph 1?| A．Broke by accident. | B．Discovered unexpectedly. |
| C．Imagined without reason. | D．Investigated secretly. |
| A．Find out the hidden toys. |
| B．Find the name of the toys. |
| C．Separate the different toys. |
| D．Go to get the toys mentioned. |
| A．Their responses were faster. |
| B．They tilted their heads more often. |
| C．They tilted their heads to the left more often. |
| D．They were more easily influenced by the owners’ locations. |
| A．Dogs mainly communicate by tilting their heads. |
| B．Dogs have developed specific communication skills. |
| C．A new study offers a clue as to why dogs tilt their heads. |
| D．Border collies are the smartest species in the animal kingdom. |
5 . One of the reasons I became a teacher was how much I loved the reading and writing process, and how excited I was to help young children develop as readers and writers. I had visions of a class full of busy writers, all with the same sense of excitement I’ve always had about writing and sharing stories.
One day, I discovered the work of Vivian Paley, who developed a storytelling curriculum for young children that involves writing down the contents of students’ drawings and having their classmates act out these stories. I was immediately drawn to Paley’s focus on dramatization(编剧).
One morning, as my students gathered in our classroom for our writing lesson, I told them that they could draw anything they’d like, imaginary or real that day. They discussed with one another what they liked to draw and shared some of these ideas out loud, which helped inspire those who weren’t ready with their own ideas. For the next half-hour or so, I was busy writing down their stories. I observed some of my most hesitant and unwilling students drawing with a sense of focus and purpose.
At the end of the session, we sat in a circle and I explained that we would act out some of their stories. The“playwright(剧作家)”would choose classmates to be the characters in the story, and I would tell the story. Then the first playwright stood up to announce which char- acters she’d need. I watched as one student became a rabbit, another became a fairy, and another became a rain bow cloud. When the play was over, the actors and playwright bowed, and the class clapped for them. The next playwright jumped to her feet, shouting, “My story is next!”
1. What do we know about the author from paragraph 1?| A．She hoped her students would inspire her writing. |
| B．She didn’t really expect to be a teacher when young. |
| C．She wanted to help her students fall in love with writing. |
| D．She became a teacher mainly because she loved children. |
| A．She decided to try drawing pictures herself. |
| B．She wanted to encourage her students to act. |
| C．She became interested in trying dramatization. |
| D．She wanted to let her students act out her stories. |
| A．Reveal their creative ideas through drawing. |
| B．Write down their stories in simple words. |
| C．Draw pictures of stories they’d read. |
| D．Observe others’ drawings. |
| A．She was really good at making up stories. |
| B．Her students really had a gift for acting. |
| C．She should read stories aloud every day. |
| D．Her students really loved that method. |
