题目内容
We have been educated to be honest since childhood. But some people also say that we should not tell the truth all the time. What is your opinion？
Write on ANSWER SHEET TWO a composition of about 200 words on the following topic:
We Should Not Always Tell the Truth
You are to write in three parts.
In the first part, state specifically what your opinion is.
In the second part, provide one or two reasons to support your opinion.
In the last part, bring what you have written to a natural conclusion or make a summary.
Marks will be awarded for content, organization, grammar and appropriateness. Failure to follow the above instructions may result in a loss of marks.
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根据所给材料，下列说法中正确的有： 查看材料
Passage 1
Unless you spend much time sitting in a college classroom or browsing through certain areas of the Internet， it"s possible that you had not heard of trigger warnings until a few weeks ago， when they made an appearance in the Times. The newspaper explained that the term refers to preemptive alerts， issued by a professor or an institution at the request of students， indicating that material presented in class might be sufficiently graphic to spark symptoms of post-traumatic-stress disorder.
The term seems to have originated in online feminist forums， where trigger warnings have for some years been used to flag discussions of rape or other sexual violence. The Times piece， which was skeptically titled "Warning: The Literary Canon Could Make Students Squirm，" suggested that trigger warnings are moving from the online fringes to the classroom， and might be more broadly applied to highlight in advance the distress or offense that a work of literature might cause.
"Huckleberry Finn" would come with a warning for those who have experienced racism; "The Merchant of Venice" would have an anti-Semitism warning attached. The call from students for trigger warnings was spreading on campuses such as Oberlin， where a proposal was drafted that would advise professors to"be aware of racism， classism， sexism， and other issues of privilege and oppression" in devising their syllabi; and Rutgers， where a student argued in the campus newspaper that trigger warnings would contribute to preserving the classroom as a"safe space" for students.
Online discussion of trigger warnings has sometimes been guardedly sympathetic， sometimes critical. Jessica Valenti has noted on The Nation"s website that potential triggers for trauma are so manifold as to be beyond the possibility of cataloguing : "There is no trigger warning for living your life." Some have suggested that a professor"s ability to teach would be compromised should it become commonplace for"The Great Gatsby" to bear a trigger warning alerting readers to the disgusting characters and incidents within its pages. Others have worried that trigger-warning advocates， in seeking to protect the vulnerable， run the risk of disempowering them instead.
"Bending the world to accommodate our personal frailties does not help us overcome them"， Jenny Jarvie wrote on The New Republic"s online site.
Jarvie"s piece， like many others on the subject， cited the University of California， Santa Barbara， as a campus where champions of trigger warnings have made significant progress. Earlier this year， students at U.C.S.B. agreed upon a resolution recommending that such warnings be issued in instances where classroom materials might touch upon "rape， sexual assault， abuse， self-injurious behavior， suicide， and graphic violence". The resolution was brought by a literature student who said that， as a past victim of sexual violence， she had been shocked when a teacher showed a movie in class which depicted rape， without giving advance notice of the content. The student hoped to spare others the possibility of experiencing a post-traumatic-stress reaction.
The trigger-warning debate may， by comparison， seem hard to understand; but express a larger cultural preoccupation with achieving safety， and a fear of living in its absence. The hope that safety might be found， as in a therapist"s office， in a classroom where literature is being taught is in direct contradiction to one purpose of literature， which is to give expression through art to difficultanduncomfortableideas，andtherebytoenlargethereader"sexperienceand comprehension. The classroom can never be an entirely safe space， nor， probably， should it be. But it"s difficult to fault those who hope that it might be， when the outside world constantly proves itself pervasively hostile， as well as， on occasion， horrifically violent.
Which of the following groups of people are most in favor of "trigger warnings"？ 查看材料
Complex international, economic, technological and culture change could start to diminish the leading position of English as the language of the world market, and UK interests which enjoy advantage from the breath of English usage would consequently face new pressures. Those realistic possibilities are highlighted in the study presented by David Graddol
(47)His analysis should therefore end any self-contentedness among those who may believe that the global position of English is so stable that the young generation of the United Kingdom do not need additional language capabilities.
David Graddol concludes that monoglot English graduates face a bleak economic future as qualified multilingual youngsters from other countries are proving to have a competitive advantage over their British counterparts in global companies and organizations. Alongside that,(48)many countries are introducing English into the primary-school curriculum but British schoolchildren and students do not appear to be gaining greater encouragement to achieve fluency in other languages.
If left to themselves, such trends will diminish the relative strength of the English language in international education markets as the demand for educational resources in languages, such as Spanish ,Arabic or Mandarin grows and international business process outsourcing in other language such as Japanese, French and German, spreads.
(49)The changes identified by David Graddol all present clear and major challenges to UK`s providers of English language teaching to people of other countries and to broader education business sectors. The English language teaching sector directly earns nearly &1.3 billion for the UK in invisible exports and our other education related explores earn up to &10 billion a year more. As the international education market expands, the recent slowdown in the number of international students studying in the main English-speaking countries is likely to continue, especially if there are no effective strategic policies to prevent such slippage.
The anticipation of possible shifts in demand provided by this study is significant:(50) It gives a basis to all organization which seek to promote the learning and very different operating environment. That is a necessary and practical approach. In this as in much else, those who wish to influence the future must prepare for it.
What Is a Dream？
For centuries, people have wondered about the strange things that they dream about. Some psychologists say that this nighttime activity of the mind has no special meaning. Others, however,think that dreams are an important part of our lives. In fact, many experts believe that dreams can tell us about a person&39;s mind and emotions.
Before modern times, many people thought that dreams contained messages from God. It was only in the twentieth century that people started to study dreams in a scientific way.
The Austrian psychologist, Sigmund Freud, was probably the first person to study dreams scientifically. In his famous book, The Interpretation of Dreams (1900), Freud wrote that dreams are an expression of a person&39;s wishes. He believed that dreams allow people to express the feelings, thoughts, and fears that they are afraid to express in real life.
The Swiss psychiatrist Carl Jung was once a student of Freud&39;s. Jung, however, had a different idea about dreams. Jung believed that the purpose of a dream was to communicate a message to the dreamer. He thought people could learn more about themselves by thinking about their dreams. For example, people who dream about falling may learn that they have too high an opinion of themselves. On the other hand, people who dream about being heroes may learn that they think too little of themselves.
Modern-day psychologists continue to develop theories about dreams. For example, psychologist William Domhoff from the University of California, Santa Cruz, believes that dreams are tightly linked to a person&39;s daily life, thoughts, and behavior. A criminal, for example, might dream about crime.
Domhoff believes that there is a connection between dreams and age. His research shows that children do not dream as much as adults. According to Domhoff, dreaming is a mental skill that needs time to develop.
He has also found a link between dreams and gender. His studies show that the dreams of men and women are different. For example, the people in men&39;s dreams are often other men, and the dreams often involve fighting. This is not true of women&39;s dreams. Domhoff found this gender difference in the dreams of people from 11 cultures around the world, including both modern and traditional ones.
Can dreams help us understand ourselves？ Psychologists continue to try to answer this question in different ways. However, one thing they agree on this: If you dream that something terrible is going to occur, you shouldn&39;t panic. The dream may have meaning, but it does not mean that some terrible event will actually take place. It&39;s important to remember that the world of dreams is not the real world.
Not everyone agrees that dreams are meaningful. 查看材料
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