1 . Train the important skills modern editors use to evaluate and enhance writing for clarity, precision and accuracy.
In this course, students will learn how an editor approaches a submitted piece, going beyond sentence-level error and looking at the big picture around accuracy, style and organization. Understanding the different challenges in an editor’s job, students will get a behind-the-scenes look at this sometimes busy and often exciting career. Meanwhile, students will grow their own technical editing skills and return home a more competent editor.
Using Gen Z Era as their case study, students will meet and study under the people who decide what topics are relevant and valuable to the audience and who determine the overall editorial strategy, ensuring that the content meets the standards and tone of the publication.
Course Highlights
● Visit the media city and attend lectures by award-winning guest speakers.
● Assess articles as well as question and coach the authors to get the best piece possible.
● Connect with professionals who manage the development and publication of accurate and worthy content.
● Edit one piece into a well-written and fact-checked article in the style of Gen Z Era.
Price
● Residential Program (Students live on campus):$6,600
● Day Program(Students commute to class every day): $5,500
(Graduating seniors can have a $400 discount if applying before May 2,2024.)
Term Date: July 9-July 21,2024
Application Deadline: Friday, May 31,2024
Contact Admission:info@gzeeditor.net
1. Which is the probable name of the course?| A．Career Development in Media. | B．Editorial Decision-making. |
| C．Fundamentals of Editing. | D．Introduction to Publication. |
| A．Interview award-winning guests. | B．Help authors improve their articles. |
| C．Connect with professional publishers. | D．Edit one article for Gen Z Era. |
| A．$5,100 | B．$5,500 | C．$6,200 | D．$6,600 |
2 . Disagreements have arisen in Northern France after many ancient standing stones were damaged to make way for a new hardware chain (五金连锁店).
About 39 stones, dating back at least 7,000 years, were removed from the site, which sits on one of Europe’s most famous prehistoric attractions, Agence France-Presse (AFP) reported. “The site has been damaged,” local archaeologist Christian Obeltz told AFP.
Carnac, often described as “French Stonehenge”， is famous for its spreading fields of large tall stones. The stones are arranged in long, straight lines and, according to the Carnac Tourist Office, it is the largest collection of this type of standing stone in the world. The two main sites alone, at Menec and Kermarjo, house nearly 3,000 standing monuments covering over 4 miles.
The purpose of this ancient curiosity is still unknown. Many believe it may have had something to do with religion, while others think it could have served as a farming calendar. One idea even suggests that the stones are connected to a sad event that happened to a Roman army.
The Regional Office of Cultural Affairs for Brittany, which is responsible for protecting the cultural monument, made a statement on disagreements over building the store on Wednesday. “Given the uncertain and non-major character of the remains, damage to a site of historical value has not been established,” the statement said. However, Obeltz mentioned that there hasn’t been enough research in the area to decide whether the stones were historically important.
News of building the store has caused a storm of angry comments on social media, with many expressing their thoughts on the loss of the ancient stones. “Poor Carnac! The commodification (商品化) of the world prepares the man without memories,” said Philippe de Villiers, France’s former Secretary of State for Culture.
“In Carnac,39 standing stone monuments survived Julius Caesar, World War I and World War II. But not Mr. DIY!” the Twitter account Dom Revolution wrote.
1. What happened to the 39 stones?| A．They were sold to a store. | B．They were worn with time. |
| C．They were moved away. | D．They were used to build a building. |
| A．Its unique shape. | B．Its large size. |
| C．Its long rich history. | D．Its connection with an army. |
| A．The site has low historical value. | B．The site needs government protection. |
| C．The site is not very well-known. | D．The site should have been studied more. |
| A．To share people’s last memories of Carnac. |
| B．To stress the importance of protecting Carnac. |
| C．To show public anger at Carnac’s situation. |
| D．To give more information about Carnac’s history. |
3 . If you want to become a professional artist, this guide is a good place to start. We’re digging into how to become an artist so you can pursue a career with the craft you love.
Establish a routine to practice your skills
Learning how to become a better artist takes time and requires a lot of practice. The difference between amateur and professional artists is often the time spent on their craft. Professionals take their craft seriously.
Seek advice from professionals
If you’re an amateur artist, it’s helpful to develop your skills by working with other professional, more established artists.
Define what purpose you want your art to serve. There isn’t one answer to the “how to become a good artist” question, especially since there are countless different types of artistic styles and techniques that you can explore. You don’t have to ask anybody’s permission to do anything. Try to create something as if no one will limit what you’re doing.
Create your portfolio (作品集)
If you want to become a better artist, you need to be comfortable sharing your work with the world. An artistic portfolio is a gallery featuring your best works.
Market yourself and your work
| A．Explore your style. |
| B．Imitate a master’s style. |
| C．It’s an excellent marketing tool. |
| D．They work with a strict schedule to improve techniques. |
| E．You may be inspired to try new skills if you see more galleries. |
| F．They’ll give you constructive criticism and even insightful art tips. |
| G．An online presence can help you promote your art to grow your reputation. |
4 . Mayan civilization was a Central American (Mesoamerican) civilization that covered one third of Central America. Mayan civilization is famous for its fully developed written language, striking art, huge architecture, and advanced mathematical and astronomical knowledge. These features came out of the Preclassic Period but reached their highest development in the Classic Period (250 to 900 AD). When it prospered (繁荣), it was one of the most densely populated and culturally active societies in the world.
Mayan civilization was not one single empire, but rather many separate city-states which had a common cultural background. Strangely, after the Classic Period, these cities stopped to be centers of importance. Mayan culture continued and still exists today but in a rural setting. One question that interests scholars is why these cities just disappeared. They were swallowed up by the tropical jungles. Travelers and scholars rediscovered them and have studied them only in the last two hundred years or so. In fact, scholars have debates about what happened, but some factors seem to be part of the explanation of why they disappeared.
Toward the end there was large-scale, continuous warfare among the city-states. The rulers were highly competitive and made fierce wars on one another. Another factor considered is overpopulation. Scholars indicate that the Mayan population reached up to 200 people per square kilometer, among the highest in the pre-industrial world. Overpopulation led to overuse of the tropical forest, the source of their food.
Research from the pollen (花粉) indicates that there was almost no tropical forest left. This led to damage to the environment of the area, further resulting in a lack of water and then drought. Thus warfare, overpopulation, overuse of resources, and destruction of the environment appear to be active factors involved in the disappearance of Mayan cities.
1. What is the function of the first paragraph?| A．To present a different view. | B．To provide the main topic. |
| C．To lead to the main topic. | D．To provide the text’s road-map. |
| A．The disappearance of Mayan cities. | B．The continuation of Mayan culture. |
| C．The city-states’ cultural background. | D．The creation of Mayan civilization. |
| A．Serious flood. | B．Overpopulation. | C．Continuous wars. | D．Food shortage. |
| A．The Fall of Mayan Cities |
| B．The Golden Age of Mayan Cities |
| C．Tropical Jungles and Mayan Civilization |
| D．Mayan Civilization in the Classic Period |
5 . Fly on a lamp on a summer evening and, within minutes, insects will begin to gather near the lamp. This behavior has given rise to a popular simile (比喻) that describes attraction: “like a moth (蛾) to a flame.” Though insects have been “drawn” toward bright light sources for a long time, scientists never truly understood why. Now, they may finally have an answer.
Insects aren’t attracted to artificial lights, according to a new paper published Tuesday in the journal Nature Communications. Rather, the glow (光) might be interfering with their natural sense of direction. The insects you see circling street lights, in other words, are likely lost.
The new finding depends on a theory about navigation. When insects fly, they can experience whole body acceleration up to five times greater than the acceleration caused by gravity. As such, it can be difficult for them to know which way is up and which way is down as they fly through the air.
The study authors suspect insects rely on the glow coming from stars, planets and the moon to reorient (定方向) themselves. For most of Earth’s history, the sky was the brightest source of light at night, so flying insects turned their bodies to make their backs face skyward. But then, artificial light entered the picture.
To reach these conclusions, scientists used high-resolution cameras to film insects flying around artificial lights in Costa Rica. They also attached tiny sensors to dragonflies and moths, then filmed motion-capture videos of them in flight. Together, these methods allowed researchers to slow down the insects’ normally fast pace and study their movements in greater detail. The footage showed insects turning their backs toward sources of artificial light — even at the price of crashing.
If the light’s above them, they might start orbiting it. When they fly directly over a light, they fly themselves upside down and that can lead to crashes. It really suggests that the moth is confused as to which way is up. After running some experiments, researchers determined that light shining straight down provided the least disruption to insects’ flight. Lights that pointed straight up, on the other hand, caused the most difficulties.
1. What does the underlined word “interfering” in Paragraph 2 most probably mean?| A．Disturbing. | B．Boosting. | C．Restoring. | D．Balancing. |
| A．Body acceleration weakens for them in flight. |
| B．Light from stars is harmful to their navigation. |
| C．They often fly at a very slow speed. |
| D．They fly with their backs facing light. |
| A．Light pointing upward. | B．Light pointing backward. |
| C．Light shining downward. | D．Light shining forward. |
| A．Is It Good to Be Like a Moth to a Flame? |
| B．Why do Flying Insects Gather near Light? |
| C．How Fast Can Insects Fly at Night? |
| D．How does Insect Flight Evolve? |
6 . In 2009, Lauryn Valladarez and her fiancé Pedro took their very first trip to the beach to relax. Drawn in by the swimmers and surfers, they
“And then before you knew it, we weren't touching the
It turned out that Pedro wasn't a
“Here I am about 100 meters from the shoreline and my fiancé can't swim and he's starting to really struggle.
So my life startsJust as she was starting to lose
“When we came up on shore, we were
After
| A．secretly | B．cautiously | C．hopelessly | D．surprisingly |
| A．ground | B．sky | C．bottom | D．board |
| A．started | B．stayed | C．stopped | D．surfed |
| A．hesitating | B．waiting | C．speeding | D．struggling |
| A．poor | B．strong | C．fast | D．confident |
| A．relax | B．laugh | C．panic | D．move |
| A．disappearing | B．flashing | C．changing | D．cycling |
| A．suffer | B．lose | C．fight | D．drown |
| A．hope | B．interest | C．sight | D．patience |
| A．refused | B．offered | C．continued | D．expected |
| A．unwillingly | B．officially | C．gratefully | D．finally |
| A．surface | B．middle | C．boat | D．beach |
| A．exhausted | B．concerned | C．disappointed | D．determined |
| A．driving | B．lifting | C．flying | D．delivering |
| A．advice | B．address | C．name | D．assistance |
7 . To say that the child learns by imitation and that the way to teach is to set a good example oversimplifies. No child imitates every action he sees. Sometimes the example the parent wants him to follow is ignored while he takes over contrary patterns. Therefore we must turn to a more subtle theory than “Monkey see, monkey do”.
Look at it from the child’s point of view. Here he is in a new situation, lacking a ready response. He is seeking a response which will gain certain ends. If he lacks a ready response for the situation, and cannot reason out what to do, he observes a model who seems able to get the right result. In other words, the child looks for an authority or expert who can show what to do.
There is a second clement at work in this situation. The child may attain his immediate goal only to find that his method brings criticism from people around. When shouting across the house achieves his immediate end of delivering a message, he is told that such an action is unpleasant, and that he should walk into the next room to say his say quietly. Thus, the desire to solve a problem is overlaid by the desire to solve it properly. One early thing the child learns is that he gets more affection and approval when his parents like his response. If one is to maintain others’ support and his own self-respect, he must adopt responses his social groups approves.
In finding trial responses, the child does not choose models at random. He imitates the person who seems a good person to be liked, rather than a person whose social status he wishes to avoid. If the pupil wants to be a good violinist, he will observe and try to copy the techniques of capable players, rather than those who may most influence his approach to books.
Admiring one quality often leads us to admire a person as a whole, and he becomes an identifying figure. We use some people as models over a wide range of situations, imitating much that they do. We know they are dependable and rewarding models because imitating them leads to success.
1. What does the author mean to do with the last sentence of the first paragraph?| A．To compare children’s behaviors to monkeys’. |
| B．To tell us that children do not learn by imitation. |
| C．To warm that children should not learn by imitating their parents. |
| D．To show it is partial to regard imitation as “Monkey see, monkey do”. |
| A．The desire to please others. | B．The need to avoid criticism. |
| C．The need to ensure a safe result. | D．The desire to fit into a new culture. |
| A．How children choose models. | B．How children learn by imitation. |
| C．The motives of children’s imitation. | D．The influence of children’s imitation. |
| A．Admiration for Children’s Imitation. |
| B．Misunderstanding of Children’s Imitation. |
| C．Children’s Imitation: Not a Simple Trick |
| D．Children’s Imitation: Not Unique to Humans |
8 . In late September, an international team of researchers spread out across a remote New Mexico mountain range in search of a plant. The group walked through the rough landscape looking for signs of plants hugging a tree. Seven days later, the scientists left with a sample of nature’s reward: wild bean plants.
The scientists wanted to collect the legume (豆科植物), which is native to dry regions of the southwestern United States and northwestern Mexico. “The plants have adapted to this very hot and dry climate, so they have exception al drought and heat tolerance,” said Sarah Dohle, an expert with the U. S. Department of Agriculture.
A warming planet is causing huge damage to agriculture around the globe. In the western U. S., a severe drought affected California’s tomato and rice production. In Guatemala, the combined effects of both drought and rain decreased corn and black bean harvests. In Sub-Saharan Africa, hot conditions have reduced the yields of wheat and corn by more than a third since the early 1960s.
“Crops like the wild bean could help diversify food production, and their genetic material may help make other crops more drought- and heat-tolerant,” said Richard Pratt, who is among a growing number of scientists working to look for crops adapting to climate change.
The University of California is leading a multi-state $15million project involving 20 institutions to speed up the breeding (繁殖) cycles of wheat and to research ways to help the crop grow in a toughened environment. At Auburn University in Alabama, scientists are working to breed a peanut variety that can better tolerate drought conditions. And scientists from various institutions have taken part in an effort funded by the Norwegian government to identify, collect and evaluate wild crops for future development.
Still, there are numerous challenges at play: Crop breeding is a time-intensive process, so it can be difficult for scientists to keep pace with rapidly changing weather. Advances in gene editing can help speed up the process, but come with their own trials.
“As global climate change keeps being hard on us,” Sarah said, “there isn’t plenty of time left for us to get crops that are adaptable.”
1. What is paragraph 1 intended for?| A．Sharing an inspirational story. | B．Leading in the topic of the text. |
| C．Providing background information. | D．Summarizing the main idea of the text. |
| A．By giving examples. | B．By answering questions. |
| C．By making comparisons. | D．By listing prediction data. |
| A．Climate change is controllable. | B．Crop breeding is time-consuming. |
| C．Efforts to plant crops prove fruitless. | D．Urgent measures should be carried out. |
| A．Overlooked Wild Crops Require Preserving |
| B．Global Warming Influences Crops’ Adaptation |
| C．A Severe Drought Is Threatening Food Security |
| D．Scientists Are Looking for Climate-adapted Crops |
9 . Every year, New York sees many visitors from Toronto. There are several ways of traveling between the two cities. You can opt to fly, drive or take a train or a bus. No matter how you choose to travel, there’s always something worth seeing and doing in New York.
| Time | Cost | Best For | |
| Train | 13 hours | from $175 | stress-free travel |
| Flight | 90 minutes | from $150 | travelers in a hurry |
| Bus | 11 — 13 hours | from $60 | people on a budget |
| Car | 8 hours, 40 minutes | varies (about 790 kilometers) | a flexible schedule |
December is a great time to visit. The weather isn’t too cold and the city is full of holiday cheer. Traffic is almost always bad in New York, especially in Manhattan, but it’s best to avoid driving during the morning and evening rush hours when commuting time is extra long.
What’s the Most Scenic Route to New York?Driving can offer the best views on a journey to New York, especially if you choose to stop and explore around Niagara Falls. The train follows a similar path but views of the falls are unlikely.
What Is There to Do in New York?There is enough to see and do in New York to satisfy even the pickiest travelers. The city is home to some of the best museums in the world, from The Metropolitan Museum of Art to the American Museum of Natural History. There is the chance to enjoy a Broadway show, walk in Central Park or ride the free ferry to Staten Island. It’s also well worth taking in great skyline views from the top of Empire State Building or walking to Brooklyn via the iconic Brooklyn Bridge.
1. What is the city atmosphere like in New York in December?| A．Tense. | B．Festive. | C．Creative. | D．Changeable. |
| A．By plane. | B．By train. | C．By bus. | D．By car. |
| A．Broadway. | B．Central Park. |
| C．Empire State Building. | D．The Metropolitan Museum of Art. |
10 . Science begins with mystery. Arguably, the two greatest mysteries are the universe and awareness-the vast world out there and the powerful world within. Scientists attracted by one can be called to study the other, led by the thought that these mysteries are connected. Science writer George Musser’s book Putting Ourselves Back in the Equation (方程) reviews their progress: Can physics unlock the mystery of awareness? Does awareness form the basis of fundamental physics?
The result is an ambitious but ultimately disappointing tour, filled with breathless encounters with well-known scientists. Representative of the cast is MIT’s Max Tegmark, who tells Musser, “If you look at the problems that were still difficult to answer in fundamental physics, pretty much all of them trace back to awareness.”
The book shows how physicists are contributing to understanding the mind, continuing a long history of physicists exploring other fields. Musser integrates physics with neuroscience, economies, mathematics and more. Yet a key source of local knowledge is obviously absent — psychology. An early example: Musser rightly applauds physicists’ contributions to artificial neural networks but is overly trustful of their implications, declaring that “ChatGPT” is already starting to demonstrate a generalized intelligence like that of humans. Interviewing more psychologists could have exposed the considerable gap remaining.
What about awareness itself? Why are some states associated with felt experience, such as the pain of a headache and the sight of a sunset, but others not? Musser’s focus is integrated information theory(IIT). IIT begins with five self-evident principles of awareness: awareness exists, and it is structured, specific, unified, and definite. It then concludes assumptions concerning the causal structure of awareness systems, identifying awareness with integrated information. Finally, IIT offers a mathematical measure of this quantity: an equation for awareness.
However, despite its enthusiasts, IIT has significant problems. Its working basis is unfounded, and serious doubts surround its testability and definability. Of course, a theory of awareness must detail when, why, and to what degree we are aware of ourselves. Here, psychology’s absence is most obvious. Over the last century, psychological research has revealed countless phenomena of awareness, from models that alter awareness to methods that stimulate unawareness; from extraordinary disorders of awareness to careful studies of metacognition (元认知).
Although questionable, such phenomena are the data that any scientific theory of awareness must account for. Yet these phenomena and ideas are almost nowhere in the book. Of course, psychology has not solved awareness, but one cannot hope to explain awareness without confronting these data.
Awareness is genuinely mysterious. So is fundamental physics. But hoping that physics can solve awareness while excluding other approaches is only a recipe for more mystery, not less.
1. What can we learn from Musser’s book?| A．IIT is acknowledged for its testability and definability. |
| B．Musser underestimates the impact of artificial intelligence. |
| C．Using psychology is a trend for physicists exploring other fields. |
| D．Musser highlights physicists’ efforts to uncover the secret of awareness. |
| A．The link between physics and awareness has been established. |
| B．There is no doubt about the principles of an equation for awareness. |
| C．A multidisciplinary approach is essential to understanding awareness. |
| D．Study of awareness needs to ignore related psychological phenomena. |
| A．neutral | B．disapproving | C．supportive | D．uncertain |
