I. Use of English (Cloze)
Many theories concerning the causes of juvenile delinquency (crimes committed by young people) focus either on the individual or on society as the major contributing influence. Theories 1 on the individual suggest that children engaged in criminal behavior 2 they were not sufficiently penalized for previous misdeeds or that they have learned criminal behavior through 3 with others. Theories focusing on the role of society suggest that children commit crimes in 4 to their failure to rise above their socioeconomic status 5 as a rejection of middle-class values.
Most theories of juvenile delinquency have focused on children from disadvantaged families, 6 the fact that children from wealthy families also commit crimes. The latter may commit crimes 7 lack of adequate parental control. All theories, however, are tentative and are 8 to criticism.
Changes in the social structure may indirectly 9 juvenile crime rates. For example, changes in the economy that 10 to fewer job opportunities for youth and rising unemployment 11 make gainful employment increasingly difficult to obtain. The resulting discontent may in 12 lead more youths into criminal behavior.
Families have also 13 changes these years. More families consist of one parent households or two working parents; 14 , children are likely to have less supervision at home 15 was common in the traditional family 16 . This lack of parental supervision is thought to be an influence on juvenile crime rates. Other 17 causes of offensive acts include frustration or failure in school, the increased 18 of drugs and alcohol, and the growing 19 of child abuse and child neglect. All these conditions tend to increase the probability of a child committing a criminal act, 20 a direct causal relationship has not yet been established. (287 words)
1. A. acting B. relying C. centering D. commenting
2. A. if B. unless C. until D. because
3. A. interactions B. assimilation C. cooperation D. consultation
4. A. return B. reply C. reference D. response
5. A. or B. but rather C. but D. or else
6. A. considering B. ignoring C. highlighting D. discarding
7. A. on B. in C. for D. with
8. A. immune B. resistant C. sensitive D. subject
9. A. affect B. reduce C. check D. reflect
10. A. point B. lead C. come D. amount
11. A. in general B. on average C. by contrast D. at length
12. A. case B. short C. turn D. essence
13. A. survived B. noticed C. undertaken D. experienced
14. A. contrarily B. consequently C. similarly D. simultaneously
15. A. than B. that C. which D. as
16. A. system B. structure C. concept D. heritage
17. A. assessable B. identifiable C. negligible D. incredible
18. A. expense B. restriction C. allocation D. availability
19. A. incidence B. awareness C. exposure D. popularity
20. A. provided B. since C. although D. supposing
II. 选择搭配题
Directions:
You are going to read a list of headings and a text about plagiarism in the academic community. Choose the most suitable heading from the list A-F for each numbered paragraph (4 1-45). The first and last paragraphs of the text are not numbered. There is one extra heading which you do not need to use. Mark your answers on ANSWER SHEET 1. (10 points)
[A] What to do as a student?
[B] Various definitions of plagiarism
[C] Ideas should always be sourced
[D] Ignorance can be forgiven
[E] Plagiarism is equivalent to theft
[F] The consequences of plagiarism
Scholars, writers and teachers in the modern academic community have strong feelings about acknowledging the use of another person’s ideas. In the English-speaking world, the term plagiarism is used to label the practice of not giving credit for the source of one’s ideas. Simply stated, plagiarism is “the wrongful appropriation or purloining, and publication as
one’s own of the ideas, or the expression of ideas of another.”
41.
The penalties for plagiarism vary from situation to situation. In many universities, the punishment may range from failure in a particular course to expulsion from the university. In the literary world, where writers are protected from plagiarism by international copyright laws, the penalty may range from a small fine to imprisonment and a ruined career. Protection of scholars and writers, through the copyright laws and through the social pressures of the academic and literary communities, is a relatively recent concept. Such social pressures and copyright laws require writers to give scrupulous attention to documentation of their sources.
42.
Students, as inexperienced scholars themselves, must avoid various types of plagiarism by being self-critical in their use of other scholars’ ideas and by giving appropriate credit for the source of borrowed ideas and words, otherwise dire consequences may occur. There are at least three classifications of plagiarism as it is revealed in students’ inexactness in identifying sources properly. They are plagiarism by accident, by ignorance, and by intention.
43.
Plagiarism by accident, or oversight，sometimes is the result of the writer’s inability to decide or remember where the idea came from. He may have read it long ago, heard it in a lecture since forgotten, or acquired it second-hand or third-hand from discussions with colleagues. He may also have difficulty in deciding whether the idea is such common knowledge that no reference to the original source is needed. Although this type of plagiarism must be guarded against, it is the least serious and, if lessons learned, can be exempt from being severely punished.
44.
Plagiarism through ignorance is simply a way of saying that inexperienced writers often do not know how or when to acknowledge their sources. The techniques for documentation-note-taking, quoting, footnoting, listing bibliography -- are easily learned and can prevent the writer from making unknowing mistakes or omissions in his references. Although‘there is no copyright in news, or in ideas, only in the expression of them,’the writer cannot plead ignorance when his sources for ideas are challenged.