I. Identify the rhetoric devices. (10 points)

Instruction: Identify the rhetorical devices or the figures of speech in the following sentences. Choose the terminology in the box that best describes the rhetorical category of the sentence to fill in the blanks (one terminology for each sentence).

You must write your answer on the ANSWER SHEET.

1．  This concept of how things get written throws very little light on Lincoln but a great deal on Life.                                                     

2.       No one anticipated that the case would snowball into one of the most famous trials in U.S. history.                                         

3.       Darrow had whispered, throwing a reassuring arm round my shoulder.

4.       “Ralph, if you’re gonna be a phony, you might as well be a real phony.

5.       At three weeks, Paul Bunyan got his family into a bit of trouble kicking around his little tootsies and knocking down something like four miles of standing timber.

II. Paraphrase the following sentences. (10 points)

1.       Serious looking man spoke to one another as if they were oblivious of the crowds about them.

2.       Let us redouble our exertions, and strike with united strength while life and power remain.

3.       Modern art opens on a whole world whose reality is not “out there” in nature defined as things seen from a middle distance, but “in here” in the soul or the mind.

4.       I feel unequipped by education for problems that lie outside the cloistered, literary domain in which I am competent and at home.

5. A key factor in explaining the sad state of American education can be found in over-bureaucratization, which is seen in the compulsion to consolidate our public schools into massive factories and to increase to mammoth size our universities even in under-populated states.

III. Vocabulary and General Knowledge. (20 points)

 1. Two occasions of ______ declining activity were registered in the years of 1929 and 1987.

     A. disastrous      B. disastrously    C. disaster        D. devastating

 2. Only the initials of the companies and the price of their shares ______ on the billboard.

      A. are flashed    B. is flashed       C. flash         D. flashes

 3. The island is maintained as a ______for endangered species.

A. wetlands      B. sanctuary       C. mire          D. heath

 4. Incidents of violence will ______the trauma of abuse and mistreatment that a person suffered or witnessed in his childhood.

      A. invoke        B. evoke          C. inspire        D. affect

 5. Many animals display______ instincts only while their offspring are young and helpless.

A. cerebral        B. imperious       C. rueful         D. maternal

 6. The politician promised to be candid, but we wondered. Here, “candid” means________.

A. impartial       B. open and frank    C. meticulous      D. discreet

 7. Some polls show that roughly two-thirds of the general public believe that elderly Americans

are _______by social isolation and loneliness.

     A. suffered        B. confined          C. plagued       D. handicapped

 8. Plastics are the best insulator of electricity, rubber _______it closely.

    A. following        B. followed           C. to follow     D. being followed

9. Professor Smith and Professor Brown will_______ in giving the class lectures.

    A. alter           B. change             C. alternative     D. differ

10. Just as there are occupations that require college or even higher degrees, ______occupations for

which technical training is necessary.

 A. so too there are           B. so also there are

C. so there are too           D. so too are there

 11. Who is the representative figure of American Transcendentalism?

      A.  Nathanial Hawthorne    B. Edgar Allan Poe

      C.  Ralph Waldo Emerson   D. Walt Whitman

 12. Who wrote Heroes and Hero Worship?

      A. Mathew Arnold          B. Thomas Carlyle

      C.  Henry David Thoreau    D. William Shakespeare

 13. “Blowing in the Wind” is a song written by protest singer ______.

      A. James Morrison          B. John Lennon

      C. Bob Dylan              D. Paul McCartney

  14. Salem Witch Hunt happened in______.

     A. colonial Massachusetts     B. medieval England

     C. pre-modern Europe        D. Victorian England

  15. Which novel is declared by Ernest Hemingway as the one from which “all modern American literature comes”?

     A. Harriet Beecher Stowe’s Uncle Ton’s Cabin

     B. Mark Twain’s The Adventures of Huckleberry Finn

     C. Herman Melville’s Moby Dick

     D. Nathaniel Hawthorne’s The Scarlet Letter

  16. In England, full-time education is compulsory for all children aged between______.

     A. 6 and 16        B. 7 and 16       C. 6 and 17          D. 5 and 16

  17. The first group of Pilgrims who immigrated to the New World established the colony of _____in 1620.

     A. Plymouth        B.  Boston      C. New Jersey       D. Philadelphia

  18. Who is Not Nobel Prize Laureate of Literature?

     A. Eugene O’Neill                 B. Doris Lessing

     C. William Faulkner                D. F. Scott Fitzgerald

 19. In the United States, the House of Representative is presided over by____.

     A. the president     B. the Speaker   C. the vice president      D. Secretary of State

 20. The sense relationship between “dead” and “alive” is_____.

    A. hyponymy        B. homonymy    C. antonymy         D. synonymy        

IV. Error Correction. (10 points)

The following passage contains TEN errors. Each indicated line contains a maximum of ONE error only. In each case, only one word is involved. You should proofread the passage and correct it in the following way:

 For the wrong word, write the wring word in the bracket and correct one in the blanket at the end of the line.

 For the missing word, indicate the missing place in the bracket with two words and a sign “^” and provide the missing word in the blank at the end of the sentence.

 For the unnecessary word, write the unnecessary word in the bracket and cross it with a line.

Example:

When art museum wants a new exhibit,                            (1) (when ^ art)  an__

It never buys things in finished form and hangs them on the wall. When a (2) (never) ________

natural history museum, wants an exhibition, it must often build it.      (3) (exhibition)  exhibit

Some deviant uses of technology are criminal, though not all                        participants see it that way. Downloading of music, typically protected                         by copyrights, is widely accepted. The pirating of software, motion       (1)_____________                  pictures, and CDs have become big business. At conventions and swap    (2) ____________            meets, pirating copies of movies and CDs are sold openly. Some of the    (3) ____________          products are obviously7 counterfeiting, but many come in sophisticated    (4) ____________       packaging, completely with warranty cards. When vendors are willing     (5) _____________             to talk, they say they merely want to be compensated for their time and                        the cost of materials, or that the software they have copied is in the                          public domain.

Since most of these black market activities are clearly illegal,        (6)_______________   many consumers and small-time pirates are proud of their behavior.                          They may even think themselves smart for figuring a way to avoid the    (7)_______________ “unfair” prices charged by “big corporations.” Few people see the                          pirating of a new software program or a first-run movie as a threat to                          the public good, as they would embezzle from a “bank.” Similarly, most   (8)______________ businesspeople who “borrow” software from another department, even                       though they lack of a site license, do not think they are doing anything     (9)______________ wrong. No social stigma attaches with their illegal behavior.             (10)____________

V. Reading Comprehension. (30 points)

                              Text A

I was 16 when my father unequivocally decided that he would send me to wilderness camp for several months. He had threatened many times before, but my mother had always managed to persuade him from actually packing me up and shipping me off.
   My latest transgression was viewed as the last straw. In a fit of unbridled rage, I had shoved my math teacher down a flight of steps at school. He broke his arm in two places and severely dislocated his shoulder. The man hadn’t done a thing to me. I am hard pressed to remember why I was so irritated at him.
    Anyway, Mr. Ford, my math teacher, had agreed not to press charges as favor to my dad. He was a friend of my dad’s from way back. Mr. Ford knew what was at stake. We all did.
    Dad was in the middle of a tight race for sheriff in our town. This latest “Danny Thing,” as all of my reckless behavior was now called, had all my dad’s closest advisors talking.
    “John, he’s your son and he’s a kid, but he is dragging you down,” I heard Jake Hutch tell my dad through his closed office door the night after I pushed Mr. Ford. “If it appears you can’t set the course for enforcement in your own home, how can you set the course for this town?”
   So, off to the Pisgah National Forest I went. I knew in my heart that “Wilderness Camp” was surely just a euphemism for “Torture Center.” I imagined hours of untold abuse at the hands of some lumberjack-sized drill sergeant. I resolved not to be broken and to emerge from the program unchanged. I was who I was.
    Nearly every day for six months, a small group of other troubled teens and I lugged our 30-pound backpacks on a trek that covered about 10 miles. We hiked in a rugged wilderness that seemed untouched by civilization. The grandeur of the sky, rock and wilderness made me reverent.
    Our counselors, were firm, but gentle, not the ogres I had imagined. We learned how to make a fire without matches and create a shelter with twigs, branches and grass. We learned which plants were safe to eat out in the wild. Late into the night, we talked about our fears and hopes.
    We were devoid of radios, televisions and cell phones. I felt myself change. I was calm and often reflective. My old, impulsive self was gone.
    One morning, six months later, my dad came to pick me up. I ran to hug him and saw relief and love in his eyes.
    “So what’s it like being sheriff?” I asked on the ride home.
    “I lost the race, Danny,” he said.
    “I’m sorry, Dad.” I knew my behavior probably had a lot to do with his defeat.
    Dad squeezed my shoulder and brought me close. “As long as I don’t ever lose you, I’m okay.”

1. “I was 16 when my father unequivocally decided that he would send me to wilderness camp for several months.”  Choose the best way to rewrite the above sentence, keeping the meaning the same.

A. I was 16 when my father angrily decided that he would send me to wilderness camp for several months.

B. I was 16 when, over the course of several months, my father decided he would send me to wilderness camp.

C. I was 16 when my father finally decided that he would send me to wilderness camp for several months.

D. I was 16 when my father decided without question that he would send me to wilderness camp for several months.

2.  What does the idiomatic expression, “the last straw,” suggest?

A. the worst thing someone could have done

B. the last in a line of unacceptable occurrences

C. the deed someone wishes he or she could take back

D. the biggest problem of all

 3. Which is the best antonym for unbridled?

A. amusing     B. peaceful   C. restrained   D. understandable

 4.  What lesson did Danny seem to learn in this passage?

A. Fight fire with fire.

B. Faith will move mountains.

C. Nature exceeds nurture.

D. A reed before the wind lives on, while mighty oaks do fall.

                            Text B

What is a nerd? Mary Bucholtz, a linguist at the University of California,Santa Barba, has been working on the question for the last 12 years. She has gone to high schools and colleges, mainly in California, and asked students from different crowds to think about the idea of nerdiness and who among their peers should be considered a nerd; students have also “reported” themselves. Nerdiness, she has concluded, is largely a matter of racially tinged behavior. People who are considered nerds rend to act in ways that are, as she puts it, “hyperwhite”.

While the word “nerd” has been used since the 1950s, its origin remains elusive. Nerds, however, are easy to find everywhere. Being a nerd has become a widely accepted and even proud identity, and nerds have carved out a comfortable niche in popular culture; “nerdcore” rappers, who wear pocket protectors and write paeans to computer routing devices, are in vogue, and TV networks continue to run shows with titles like “beauty and the Geek”. As a linguist, Bucholtz understands nerdiness first and foremost as a way of using language. In a 2001 paper, “The Whiteness of Nerds: Super-standard English and Racial Markedness”, and other works, including a book in progress, Bucholtz notes that the “hegemonic” “cool white” kids use a limited amount of African-American vernacular English; they may say “blood” in lieu of “friend”, or drop the “g” in playing.

But the nerds she has interviewed, mostly white kids, punctiliously adhere to Standard English. They often favor Greco-Latinate words over Germanic ones, a preference that lends an air of scientific detachment. They are aware they speak distinctively, and they use language as a badge of membership in their cliques. One nerd girl, Bucholtz observed, performed a typically nerdy feat when asked to discuss “blood” as a slang term, she replied “B-L-O-O-D, the word is blood,” evoking the format of a spelling bee. She went on, “That’s the stuff which is inside your veins, ” humorously using a literal definition. Nerds are not simply victims of the prevailing social codes about that’s appropriate and what’s cool; they actively shape their identities and put those codes in question.

Though Buchotz uses the term “hyperwhite” to describe nerd language in particular, she claims that the “symbolic resources of an extreme whiteness” can be used elsewhere. After all, trends in music, dance. Fashion, sports and language in a variety of youth subcultures are often traceable to an African-American source, but unlike the styles of cool European American students, in nerdiness, African-American culture and language do not play even a covert role. Certainly, “hyperwhite” seems a good word for the sartorial choices of paradigmatic nerds. While a stereotypical black youth, from the zoot-suit era through the bling years, wears flashy clothes, chosen for their aesthetic value, nerdy clothing is purely practical: pocket protectors, belt sheaths for gadgets, short shorts for excessive heat, etc. Indeed, “hyperwhite” works as a description for nearly everything we intuitively associate with nerds, which is why Hollywood has long traded in jokes that try to capitalize on the emotional dissonance of nerds acting black and black being nerds.

By cultivating an identity perceived as white to the point of excess, nerds deny themselves the aura of normality that is usually one of the perks of being white. Bucholtz sees something to admire there. In declining to appropriate African-American youth culture, thereby “refusing” to exercise the racial privilege upon which white youth cultures are founded, “she writes, nerds may even be viewed as “traitors to whiteness.” You might say they know that a culture based on theft is a culture not worth having. On the other hand, “the code of conspicuous intellectualism in the nerd cliques,” Bucholtz observes, “may shut out black students who chose not to openly display their abilities.” This is especially disturbing at a time when African-American students can be stigmatized by other African-American students if they are too obviously diligent about school. Even more problematic, “Nerds” dismissal of black cultural practices often led them to discount the possibility of friendship with black students, even if the nerds were involved in political activities like protesting against the dismantling of affirmative action in California schools. If nerdiness, as Bucholtz suggests, can be a rebellion against the cool white kids and their use of black culture, it’s a rebellion with a limited membership.

5. Why did Mary Bucholtz declare that nerdiness is a matter of racially tinged behavior?

  A. because they never use African words in their language

  B. because they use Greco-Latinate words instead of Germanic ones

  C. because they use scientific and academic jargons in their speech

  D. because they exhibit a linguistic tendency, that is almost exclusive to white people.

6. According to Bucholtz, the image of a nerd ______.

  A. highlights the racial privileges of the White and questions the popular cultural codes

  B. is a racist in nature

  C. is a badge of youth culture

  D. is depicted positively in Hollywood movies 

7. What is a spelling bee?

  A. a television show               B. a movie

  C. a bee that can do the spelling      D. spelling competition 

8. Which of the following statements is true?

  A. Black nerds are ashamed to be brilliant in school

  B. It is hard for the black students to have a real friendship with the white nerds

  C. Black students are left out of the nerd cliques because they are not intellectually qualified

  D. The nerd cliques will not play a leading role in the political protests because they are not normal   

     members of the society.

Text C

In developing a model of cognition, we must recognize that perception of the external world does not always remain independent of motivation. While progress toward maturity is positively correlated with differentiation between motivation and cognition, tension will, even in the mature adult, lead towards a narrowing of the range of perception. Cognition can be seen as the first step in the sequence events leading from the external stimulus to the behavior of the individual. The child develops from belief that all things are an extension of its own body to the recognition that objects exist independent of his perception. He begins to demonstrate awareness of people and things which are removed from his sensory apparatus and initiates goal-directed behaviors. He may, however, refuse to recognize the existence of barriers to the attainment of his goal, despite the fact that his cognition of these objects has been previously demonstrated.

In the primitive beings, goal-directed behavior can be very simple motivated. The presence of an attractive object will cause an infant to reach for it; its removal will result in the cease of that action. In adult life, mere cognition can be similarly motivational, although the visible presence of the opportunity is not required as the stimulants of response. The mature adult modifies his reaction by obtaining information, interpreting it, and examining consequences. He formulates a hypothesis and attempts to test it. He searches out implicit relationships, examines all factors, and, differentiates among them. Just as the trained artist can separate the value of color, composition, and technique, while taking in and evaluating the whole work, so, too, the mature person brings his cognitive learning strengths to bear in evaluating a situation.

Understanding that cognition is separate from action, his reaction is only minimally guided from conditioning, and he takes into consideration anticipatable events. The impact of the socialization process particularly that of parental and social group ideology, may reduce cognitively directed behavior. The tension thus produced, as for instance the stress of fear, anger, or extreme emotion, will often be the primary influence.

The evolutionary process of development from body schema through cognitive learning is similarly manifested in the process of language acquisition. Every normal infant has the physiological equipment necessary to produce sound, but the child must first master their use for sucking, biting, and chewing before he can control his equipment for use in producing the sounds of language. From the earlier times, it is clear that language and human thought have been intimately connected. Sending or receiving messages, from primitive warnings of danger to explaining creative or reflective thinking, this aspect of cognitive development is also firmly linked to the needs and aspirations of society.

9. If a child meets some difficulties in the process of reaching his goal, he may______.

A.       face them bravely and try to overcome them

B.        neglect them and come up with a new goal

C.        be unwilling to admit there are some difficulties

D.       worry about them and feel discouraged or frustrated

10. Adult’s motivational cognition is stimulated by_______.

A.     predictable presence of opportunities

B.      visible signs of opportunities

C.      approachable information

D.     stimulants

11. The influence of socialization process may_____.

A. produce tension                 B. reduce one’s cognitively guided behaviors

C. reduce the degree of fear or anger   D. produce extreme emotion

12. What links cognitive development to the needs of society?

   A. Language                       B. Natural human cognitive development

   C. Practical purpose                 D. Sending or receiving messages

Text D

Newly uncovered sketches by Galileo offer a unique glimpse of a scientific giant in the throes of discovery.

For those with a passion for rare books, delving into an original work of Galileo has always offered unparalleled insight. There is no more immediate way to bring his inquisitive spirit to life than to view an original printing of Sidereus Nuncius (Starry Messenger, 1610), in which he describes the contours of the moon as seen through his newly invented telescope, or to marvel at a first edition of Dialogue Concerning the Two Chief World Systems (1632), his challenges to the Ptolemaic view of an Earth-centered universe.

But what if we could actually see this founding father of modern science in the throes of discovery? Horst Bredekamp, professor of art history at Berlin’s Humboldt University and author of a new book entitled Galelei der Kunstler (Galileo the Artist), says we can. He and other five experts in Germany and Italy have concluded that five watercolor sketches of a mustard-colored moon drawn in a printer’s proof of Sidereus Nuncius are by Galileo’s own hand. The first printing of the legendary treatise included copper engravings of the moon (now lost) believed to be based on different Galileo sketches. But the copy studied by Bredekamp, which was recently unveiled in the city of Padua, Italy, where Galileo made his initial lunar observations, includes the astronomer’s only known original drawings of the moon. They are the direct record of the budding astronomer, then 46, peering through his precious new telescope and sketching what he saw directly onto the page. “You can see that they were done quickly, but with incredible precision,” says Bredekamp. Galileo’s renderings revealed the moon’s shadows as craters, hills and valleys. Identifying such earthlike topography in a heavenly body was an important step toward the conclusion that later put him at odds with the Catholic Church: that Earth was not the center of the universe.

Though drawings featured prominently in Galileo’s work, his role as artist and draftsman has until now been little more than a footnote in accounts of his life. The native of Pisa, Italy, born in 1564, would eventually be celebrated (and castigated) for his controversial celestial discoveries, his advocacy for an experiment-based approach to the natural world, and his complicated and combative relationship with the Church. Yet his artistic bent was central to his life too. William Shea, who holds the Galileo Chair in History of Science at the University of Padue, notes that as a teenager the future scientist received comprehensive training as a draftsman, and would eventually count prominent Renaissance artists and architects among his best friends. Late in life, Galileo told his assistant that if he could have pursued any profession, he would have been a painter. There are so many official documents that are sued to recount Galileo’s life,” says Shea, who has penned several Galileo biographies. “But he is at his most moving when he’s talking to artists.”

Bredekamp, a scholar of both art history and the history of science, says this latest find shows vividly how art and science worked together in Galileo’s mind. “It’s not that Galileo used drawing just to illustrate the ideas he had already discovered, but that through the movement of his hand he became aware of what he was seeing,” says Bredekamp. “Ideas come through drawing.” That is something any doodler knows well. But few drawings have ever yielded ideas as revolutionary as those of Galileo.

13.   According to the author, Galileo had done all the things except_______.

A. invented telescope and used it to observe the stars

B. drawn the contours of the moon in his Starry Messenger

C. defied the traditional conceptions of the universe

D. had challenged the foundations of modern science

14.   What does “throe” (first sentence of the second paragraph) mean?

A. context                  B. engagement, involvement

C. pain, difficult struggle      D. aspiration 

15. Which of the following statements is NOT true?

   A. the copy which was unveiled in Padua included the only known drawings by Galileo.

   B. Padua is a city where Galileo used to made lunar observations.

   C. Prof. Bredekamp discovered Galileo’s lost engravings

   D. The paintings revealed how Galileo observed and recorded what he saw through his telescope.

16. What does the writer imply about Galileo?

   A. His paintings helped to formulate his ideas about the universe

   B. Galileo’s had a stronger interest in Art than in observing the stars.

   C. Galileo’s artistic bend was influenced by his artistic friends

   D. Galileo was unhappy about his career of an astronomer.

Text E

E.M. Foster—whose own novels have proved good meat for those who re-cook old novels into TV ministers and Hollywood winners—once wrote that “it is on her massiveness that George Eliot depends—she has no nicety of style.”

There is a degree of truth in the comment—its first part, anyway. Middlemarch, long considered this English Victorian novelist’s masterpiece, is certainly no miniature.

When the BBC’s suitably massive television adaptation of Middlemarch was aired in Britain…it became compulsive viewing for millions—and more than 105,000 of them went out and bought the book (others of us already owned it and lifted it off the shelf.)

It is one of the fascinations of television that, while it is more than ever held responsible for luring the world into illiteracy, it can also powerfully attract viewers to buy—and even to read—some of the great classics.

Whoever reads the book after seeing the series will find it virtually impossible not to see the characters in his or her mind’s eye exactly as the cast of actors portrays them. But half the fun of comparing the inevitably learner TV version—cut, edited, and sometimes re-arranged—with the steady unfolding of the original novel is in assessing the pluses and the minuses of turning written pages into screen images.

In the opinion of those who know, Eliot was a potentially first-rate TV writer. In a BBC documentary about the making of the series, Andrew Davies, who wrote the screenplay, said he thought George Eliot “had all the elements that you would look for now if you were looking for a very strong drama serial, I mean, she could go along and sell…to any TV network now…just update it a little bit.”

In practice, Davies’s screenplay does not “update” the novel jarringly (OK, characters kiss on screen where they only held hands in the book, but who’s fussing?) and even frequently quotes Eliot’s dialog almost verbatim.

Mr. Davies, in the same documentary, also mentions one difficulty in handing over a classic novel to actors: They have all got copies of the original, he says, and often ask why their particular character’s most “wonderful bits” have been denied them. These appeals must be resisted, David says, because they likely will conflict with the attempt to “distill the essence of the book.”

On the other hand, actors with a sensitive feel for the inner life of their characters can flesh out or redeem what might be only hinted at in the screenplay.

The television version accords Middlemarch, the community, with all its gossip and prejudice, goodness and despair, and corruption and innocence. It suggests the feel of the place with marvelous conviction, through scrupulous attention to details of the period, of building and prop and costume, but also because of the leisurely pace at which the story develops.

The whole thing is done with taste and style.

17. The first paragraph suggests that E.M. Foster’s novels are ________.

A. often adapted for TV or film

B. seldom translated into other media

C. rarely converted for TV

D. frequently revised for TV.

18. In the writer’s opinion, casting of the BBC’s Middlemarch was________.

A. peculiar        B. appropriate   C. idiosyncratic    D. strange

19. Andrew Davies implies that Eliot’s writing is_________.

    A. well suited for contemporary audiences

    B. a faithful reproduction of the entire novel

    C. lengthy but true to the book’s content

    D. a crudely modern adaption

20. The town of Middlemarch was__________.

 A. impossible to recreate on TV

 B. central to the plot of the novel

 C. an ideal place in which to live

 D. a harmonious and quiet village

VI. Translation from English to Chinese. (20 points)

Are We Yet There?

America’s recovery will be much slower than that from most recessions; but the government can help a bit.

“WHITHER goest thou, America?” That question, posed by Jack Kerouac on behalf of the Beat generation half a century ago, is the biggest uncertainty hanging over the world economy. And it reflects the foremost worry for American voters, who go to the polls for the congressional mid-term elections on November 2nd with the country’s unemployment rate stubbornly stuck at nearly one in ten. They should prepare themselves for a long, hard ride.

The most wrenching recession since the 1930s ended a year ago. But the recovery—none too powerful to begin with—slowed sharply earlier this year. GDP grew by a feeble 1.6% at an annual pace in the second quarter, and seems to have been stuck somewhere similar since. The housing market slumped after temporary tax incentives to buy a home expired. So few private jobs were being created that unemployment looked more likely to rise than fall. Fears grew over the summer that if this deceleration continued, America’s economy would slip back into recession.

VII. Translation from Chinese to English (20 points)

隐逸的生活似乎在传统意识中一直被认为是幸福的至高境界。但这种孤傲遁世同时也是

孤独的，纯粹的隐者实属少数，而少数者的满足不能用来解读普世的幸福模样。有道是小隐隐于野，大隐隐于市。真正的幸福并不隐逸，可以在街市而不是丛林中去寻找。

晨光，透过古色古香的雕花窗棂，给庭院里精致的盆景慢慢地化上一抹金黄的淡妆。那煎鸡蛋的“刺啦”声袅袅升起, 空气中开始充斥着稚嫩的童音、汽车启动的节奏、夫妻间甜蜜的道别，还有邻居们简单朴素的问好。巷陌中的这一切，忙碌却不混乱，活泼却不嘈杂，平淡却不厌烦。一切，被时间打磨，被时间沉淀，终于形成了一种习惯，一种默契，一种文化。

III. Writing. (30 points)

Guo Xue refers to the ancient Chinese cultural classics as well as the study of these works, which is enjoying an unprecedented revival of interest from China’s population. For different people or social groups, it means different things and serves different interests. Write an article of about 400 words to illustrate your views on the revival of Guo Xue in China today.

         You must supply a title for your article.