1 . A recent research shows benefits to writing about a traumatic (创伤性的) experience or difficult situation in a manner that psychologists refer to as “expressive writing.” People who do this, recording their deepest thoughts and feelings, often show improved mental and physical health, says James Parker, PhD, a psychology professor at the University of Texas, Austin.

Expressive writing is a specific technique, and it’s different from writing in a journal.     1    

Parker says that hundreds of studies over several decades have looked at the potential benefits of expressive writing and found that it can strengthen the immune system, including for people with illnesses such as cancer, PTSD and depression.     2     And it may even help reduce symptoms of depression and PTSD, and prevent colds and flu.

Expressive writing works because it allows you to make meaning out of a painful experience. Recognizing that something is bothering you is an important first step.     3     And creating a narrative (叙述) gives you a sense of control.

What if you don’t consider yourself “a writer”? Don’t worry about spelling or grammar, and don’t share your writing with anyone.     4     The goal of the exercise is to find meaning in an unsettling event.

    5     Expressive writing isn’t a magical panacea (灵丹妙药). It shouldn’t be used as a replacement for other treatments. And people coping with a severe trauma or depression may not find it useful to do on their own, without therapy.

A．But do dig deep into your thoughts and feelings.

B．But there are a few warnings about “expressive writing.”

C．Writing can increase someone’s acceptance of their experience.

D．Research also found that it can improve mood, sleep, and memory.

E．A journal is a record of experiences or reflections kept regularly for private use.

F．Translating that experience into language forces you to organize your thoughts.

G．The idea is to reflect honestly on a particular challenge, and to do it in short sessions.

2 . My greatest regret in life is that I failed to tell my superb teachers how much they contributed to my early education.

Ruth Hammerman taught English to the eighth-graders. She was the first to show me the rules of what Evelyn Waugh called our “rich and delicate language.” She was a no-nonsense instructor. Unlike common teachers, she diagramed (用图表展示) sentences so we could know the grammar rules. She never seemed to be tired of the simple pleasures of sharing her learning.

Under her influence, I had the strong belief that language needs to be well-spoken and properly written. Yet over the years I never made the effort to find her and to express my thankfulness for what she did for me. Two years after being in her class, I began the study of Latin and French, and the foundation (基础) she provided in English grammar served me well. Sadly, I never looked back.

In high school I took advanced French in a class taught by Richard Miller, the finest teacher I have ever experienced at any level. Mr. Miller brought to his subject a surprisingly deep understanding and new analysis (分析). Reading “Phèdre”, Racine’s classic play, he asked us to note there were 1,654 lines in it, and then pointed out the care Racine devoted to structure. Years later I made the same point — giving Mr. Miller credit — in a college French class, and my professor was surprised by my understanding of the play. Mr. Miller taught us to enjoy literature with particular points of view. Yet I never made the effort in later years to tell him what he meant to me.

Mr. Miller is certainly long dead. If she is alive, Miss Hammerman would likely be in her 90s. In preparing this article, I tried to find her but was unsuccessful.

I am certain my act is common. People often forget to express love and thankfulness to their teachers. I ought to have told Miss Hammerman and Mr. Miller how much they did for me. I suppose they knew their work was effective because they believed in what they were doing. Now I appreciate how special they were.

1. What is the most beneficial part to the author in Miss Hammerman’s class?

A．Grammar.

B．Writing.

C．Speaking.

D．Reading.

2. What is special about Mr. Miller’s French class?

A．He asked students to count lines.

B．He stressed the importance of play.

C．He analyzed literature in a new way.

D．He showed great devotion to students.

3. What does the underlined phrase “my act” in the last paragraph refer to?

A．Preparing the article.	B．Looking for the teachers.
C．Failing to thank teachers.	D．Copying teachers’ points.

4. What best describes the two teachers according to the text?

A．Creative.

B．Frank.

C．Humorous.

D．Strict.

5. What is the author’s purpose of writing the text?

A．To show love for French literature.

B．To explore the meaning of education.

C．To explain why teachers are important.

D．To share memories of the two teachers.