1 . Teachers worried about students turning in essays written by a popular artificial intelligence chatbot now have a new tool of their own.
Edward Tian, a computer science major at Princeton University, has built an App called GPTZero to detect whether a text is written by Chat GPT, which is a popular chatbot that has caused fears over its possibility for immoral uses in American academic circles. His motivation to create the computer program was to fight what he sees as an increase in AI plagiarism (剽窃). Since the release of ChatGPT in 2022, there have been reports of students using the language model to pass off AI-written assignments as their own. Many teachers have reached out to him after he released GPTZero, telling him about the positive results they’ve seen from testing it.
To determine whether an essay is written by a computer program, GPTZero uses two indicators: “confusion” and “burstiness (突发性)”. The first indicator measures the complexity of text; if GPTZero is confused by the text, then it has a high complexity and it’s more likely to be human-written. However, if the text is more familiar to GPTZero — because it’s been trained on such data — then it will have low complexity and therefore is more likely to be AI-generated. Besides, the second indicator compares the variations of sentences. Humans tend to write with greater burstiness, for example, with some longer or complex sentences alongside shorter ones. AI sentences tend to be more uniform.
In a demonstration video, Tian compared the App’s analysis of a story in The New Yorker and a Linked In post written by ChatGPT. It successfully distinguished writing between human and AI. However, GPTZero isn’t foolproof, as some users have reported when putting it to the test. He said he’s still working to improve the model’s accuracy.
Tian is not opposed to the use of AI tools like ChatGPT. GPTZero is “not meant to be a tool to stop these technologies from being used,” he said. “But with any new technologies, we need to be able to adopt it responsibly and we need to have protections.”
1. What have some students done since ChatGPT was released?| A．They have built language models from ChatGPT. |
| B．They have copied AI-written text from ChatGPT |
| C．They have accessed their assignments through ChatGPT. |
| D．They have passed their writing exams through ChatGPT. |
| A．The more uniform the text is, the more likely it is to be AI-generated. |
| B．The less complex the text is, the more likely it is to be human-written. |
| C．GPTZero sometimes confuses human-written texts with AI-generated texts. |
| D．GPTZero is more familiar with human-written texts than with AI-generated texts. |
| A．User-friendly. | B．Time-efficient. |
| C．Perfectly legal. | D．Completely reliable. |
| A．Favorable. | B．Disapproving. | C．Objective. | D．Ambiguous. |
4 . “Man is by nature a social animal,” the famous Greek philosopher Aristotle wrote more than 2,000years ago. From the time you enter this world, you start communicating. Your first cry is your first attempt at verbal (口头的) communication. And as you start growing, you find newer ways of communication. You learn to form words and sentences to communicate.
Verbal communication means effectively presenting your thoughts verbally.
Verbal communication is a broad topic. There are various elements that help us organize our thoughts around it. They include the tone, speed, and volume of your speech.
A variety of challenges may arise in verbal communication. Although difficulties with verbal communication can’t be entirely avoided, it is possible to increase your chances of communicating successfully. Consider the message you wish to communicate before speaking and communicate with respect for the recipient’s point of view.
| A．Pay attention to what you say and how you say it. |
| B．Its relevant skills are essential in the world of business. |
| C．Verbal communication can be classified into two main types. |
| D．This is the beginning of the real sense of verbal communication. |
| E．Language barriers are a major cause of confusion in verbal communication. |
| F．Everyone has a unique style of communicating and understanding messages. |
| G．Additionally, grammar and vocabulary are critical aspects of verbal communication. |
1. What sport has NOT been accepted by the Olympic Committee?
| A．Bowling. | B．Climbing. | C．Skateboarding. |
| A．She watches TV. | B．She plays card game. | C．She plays computer games. |
| A．Because the winner will be obvious. |
| B．Because the game will be widely spread. |
| C．Because the older age group will be involved. |
| A．Optimistic. | B．Humorous. | C．Curious. |
Grandma was not a writer, but she did write books. She not only wrote them but also illustrated them with beautiful pictures. The handwritten pages were carefully bound together with thread. The books were not intended to be published. They were specially written for her grandchildren. We refer to the books as the rabbit series. For me, it’s Rabbit Abbey and for my younger brother and younger sister Rabbit Tony and Rabbit Candy.
My first rabbit book was Rabbit Abbey Went to Kindergarten, which Grandma read to me while pointing to the illustrations when I was three years old. I was too young to remember everything clearly so I reread it when I was older to remember the content of the book and understand how it helped to get me prepared to r kindergarten and adapt to it. Mom said I was the only kid who didn’t try on the first day of kindergarten. I seemed to have enjoyed myself and I even tried to comfort other kids.
As I grew older, I read Grandma’s Rabbit Abbey Went to Primary School, Rabbit Abbey Went to Junior High and Rabbit Abbey Went to Senior High, all of which looked like children’s books but I always expected a Rabbit Abbey book before I stepped into a new stage of my life. It was about preparation to adapt but it became more of a sense of ceremony as I grew up.
At Senior High, I had great academic performance and was determined to go to college after graduation. I guessed Grandma in us I have started her Rabbit Abbey Went to College and wondered that it would be like. Would Rabbit Abbey make great friends? Would he fall in love? Or...
注意：
1.续写词数应为150左右；
2.请按如下格式在答题纸的相应位置作答。
Paragraph 1:
What I didn’t expect was that Grandma passed away one day due to a sudden heart attack.
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Paragraph 2:
However, when I showed the offer to Mom, she told me she had something from my rand ma for me.
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Sarah, a high school student, had a great passion for baking. With her parents’ support, Sarah dreamed of opening her own bakery, a place where she could turn her interest into a business. However, she knew the importance of improving her skills and gaining real-world experience.
Therefore, every Saturday, without fail, she would set up a small but charming table at a local park. The park, filled with families and laughter, was the perfect place for Sarah to sell her creations. Her table, neatly laid out with colorful homemade cookies and cakes, attracted passers-by with the desserts’ smell.
On a particularly bright and sunny afternoon, as Sarah was carefully arranging her chocolate cookies and cakes, her attention was drawn to an elderly woman sitting alone on a bench. The woman, with her silver hair and sad eyes, seemed lost in thought. As the hours went by, Sarah noticed that the woman remained where she was, seemingly forgotten by the world. A sense of concern washed over Sarah. So she decided to act. She poured a cup of warm tea carefully and cut a generous slice of her rich chocolate cake, a crowd favorite, and approached the woman.
“I thought you might like some snacks,” Sarah said with a warm, inviting smile. The woman’s face lit up as she accepted the treat. “Thank you, dear. I haven’t had such a delicious treat since my retirement,” she responded, her voice soft yet filled with gratitude. As she enjoyed the cake, tears rolled down her face.
A little shocked, Sarah asked what had happened. The woman introduced herself as Mrs. Wilson, who had been a baker before she retired. Since losing her husband to cancer a week ago, she had been living alone. Her visits to the park were her escape from the loneliness that filled her quiet home. Sarah listened attentively, her heart touched by the woman’s story.
注意：1. 续写词数应为150左右；
2. 请按如下格式作答。
Sarah decided to help Mrs. Wilson out.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Over time, their unlikely friendship became noticed in the park.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________As a Texan, I’m not experienced in driving in snowy, icy road conditions. So, that snowy February morning I was unwilling to travel twenty-five miles to work, hoping to receive a text message from my school telling me that school would be closed for the day.
However, the text message never came. So I warmed up my car, melting (融化) the fresh layer of ice on the window, and then left for campus, slowly driving my car along city streets. To my relief, the road workers had treated streets with sand and salt, making them less dangerous. Nevertheless, I still drove carefully, keeping a safe distance between my car and the cars in front of me. Despite all my carefulness, I was still afraid of hitting another car because of the bad road conditions.
My heart raced and I told myself, “Relax. You will be fine.”But in a flash, the clouds disappeared and blinding snow came. My heart beat even faster. Within minutes, the blowing snow mixed together with the existing snow. Visibility was instantly reduced to near zero. Directional signs quickly were out of sight. The road itself disappeared, as did all the cars around me. I had no sense of direction, and no idea what I should do.
Suddenly, I hit a large piece of ice and my car began sliding. I was scared out of my mind. There were too many vehicles running slowly on the street. A sense of complete helplessness and fear enveloped me. I held the steering wheel (方向盘) harder, staring at my sweaty, trembling (颤抖的) hands, unsure what to do because I didn’t have the skills or experience to control myself out of the slide, let alone avoid crashing into other cars.
注意：1．续写词数应为150个左右;
2．请按如下格式在答题卡的相应位置作答。
Just then, a truck appeared out of nowhere．
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
I thanked the driver again, watching him disappearing in his damaged truck
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
9 . OpenAI’s automated AI-powered chatbot ChatGPT has taken the internet by storm, but not without creating a few issues on the way. With writers, marketers, and seemingly everyone else in between using ChatGPT to generate content, companies worldwide are staring down a tsunami of AI-generated content, With issues of safety and stolen contents constantly swirling around ChatGPT and its output, OpenAI has now released GPT-Classifier, a tool designed to detect whether the text you’re reading was generated by ChatGPT or one of its other GPT tools.
GPT-Classifier attempts to figure out if a given piece of text was human-written or the work of an Al-generator. While ChatGPT and other GPT models are trained extensively on all manners of text input, the GPT-Classifier tool is fine-tuned on a dataset of pairs of human-written text and AI-written text on the same topic. In other words, the GPT-Classifier attempts to compare similarities between known human text and known AI text to find inconsistency that reveal the source writer.
While the idea of easily spotting AI-generated text will be music to the ears of editors and educators, OpenAI has warned that its classifier is not fully reliable.
A test of the GPT-Classifier spotted a human-generated example and marked it very unlikely to be AI-generated, and also correctly indicated that a ChatGPT-generated piece on USB issues was possibly AI generated. Currently, GPT-Classifier correctly identifies 26%of AI-written text while labeling 9%of human text as AI-written. OpenAI also notes that the tool’s accuracy typically improves as the length of the input text increases. For now, although GPT-Classifier is up and running and available for testing, it’s best to take its labeling with a pinch of salt
Even with the GPT-Classifier’s limitations, the demand for reliable ChatGPT detection is likely to see many people turn to this tool. OpenAI’s commitment to building and releasing a free GPT detection tool is important because as more students, Writers, programmers, and others use AI-text generation tools, understanding and detecting this input will become vital.
1. What is paragraph 2 mainly about?| A．GPT-Classifier’s components. | B．GPT-Classifier’s vast datasets. |
| C．GPT-Classifier’s high productivity. | D．GPT-Classifier’s working principle |
| A．Accept with certain doubt. | B．Reform with sufficient testing. |
| C．Judge with reasonable grounds. | D．Classify with multiple attempts. |
| A．GPT-Classifier wipes out users’ belief in AI. |
| B．GPT-Classifier demands more students’ trust. |
| C．GPT-Classifier meets diverse growing needs. |
| D．GPT-Classifier has a limited range of services. |
| A．Critical. | B．Opposing. | C．Tolerant. | D．Approving. |
10 . The growth mindset is the belief that intellectual abilities can be developed and are not fixed, which have received a great deal of attention in schools and among researchers.
According to a study, a teacher’s growth mindset acts as a “support” that can draw out a student's growth mindset at the very beginning and make it maintainable and actionable in the classroom. These teachers may convey how, in their classes, mistakes are learning opportunities, not signs of low ability, and back up this view with assignments and evaluations that reward continual improvement. This could encourage a student to continue acting on their growth mindset.
The study analyzed data from the National Study of Learning Mindset, which was an intervention experiment conducted with a sample of ninth-grade students’ math grades. The present focus on math grades is motivated by the fact that students tend to find math challenging and anxiety inducing, and therefore, a growth mindset might help students face those challenges productively.
In the study, researchers show that the positive effect of a short growth-mindset intervention on ninth-grade students’ math grades was concentrated among students whose teachers themselves had growth mindset. They also found that baseline students — serve as a benchmark (基准点) for comparing and evaluating the progress of other students — who reported more fixed mindset in classrooms showed a significantly positive effect on math grades.
Successfully teaching a growth mindset to students lifted math grades overall, but this was not enough for all students to reap the benefits of a growth-mindset intervention. Supportive classroom contexts also mattered.Students who were in classrooms with teachers who approved of more of a fixed mindset did not show gains in their math grades over ninth grade, whereas the same kind of students in classrooms with more growth-mind set teachers showed meaningful gains.
In general, they view the testing and understanding of the causal effect of teacher mindset as the next step for mindset science. Such research will be challenging to carry out, however.
1. What is the second paragraph mainly about?| A．How a student's growth-mindset is inspired. |
| B．Why a teacher's growth mindset is important. |
| C．How mistakes turn into learning opportunities. |
| D．Why a student continues acting on growth mindset. |
| A．Students were unable to overcome maths challenge. |
| B．The positive effect was concentrated on all students. |
| C．The sample size of the experiment was insufficient. |
| D．Students at baseline were influenced considerably. |
| A．has an influence on the effectiveness |
| B．is determined by supportive classroom |
| C．always brings meaningful gains to students |
| D．plays a decisive role in students' significant gains |
| A．The Academic Performance: The Influence of Students’ Mindset |
| B．Students’ Learning Motivation: The Impact of Teachers’ Mindset |
| C．Encouraging a Growth Mindset: The Role of Teachers |
| D．Fixed and Growth Mindset: Their Relationship and Impact |
