Directions: Read the following text. Choose the best word(s) for each
numbered blank and mark A, B, C or D on ANSWER SHEET 1. (10 points)
Man has always been free to make choices or decisions for himself, given an
environment that would permit such choices to be made. Even in times of 1 or
war, individuals have had 2 choices 3 whether they would flee, fight,
attempt to affect a compromise. It was Aristotle who firmly believed 4 man is
the being who makes himself. Further 5 for the concept of self-responsibility
can be found in the writings of Thomas Aquinas, who stated, "Man differs from
the irrational creatures in . . . that he is 6 of his own acts. "
As babies, we had to 7 others in our environment for the most fundamental
things. We did make our comforts and discomforts 8 , but basically others 9 our
experiences to us. We were virtually helpless and 10 the mercy of others,
usually our parents.
As we grew older, increased intellectual development resulted in increased
behavioral options' 11 available to us. 12 these options were usually under
numerous restrictions, we were 13 on our way to expanding our 14 of
self-responsibility.
From the teen years on, it is the individual who is willing to 15
responsibility for his or her own choices, decisions, and behavior, 16 is
regarded as "mature" and well-developed, psychologically 17 .
Humanistic theorists viewed man as essentially free to accept
responsibility for directing his own life and in 18 his own destiny. The
individual becomes 19 he or she "decides" to become, and must accept the
responsibility for the 20 of his or her life. As Jean Paul Sartre has put, "We
are our choices. "
1
[A]poverty
[B]success
[C]peace
[D]persecution
2
[A]any
[B]no
[C] certain
[D]multiple
3
[A] on to
[B] as to
[C] except for
[D] apart from
4
[A] which
[B] what
[C] that
[D] when
5
[A] support
[B]proof
[C] justification
[D] evidence
6
[A] master
[B]commander
[C] manipulator
[D] chief
7.
[A] stand by
[B] resort to
[C] side with
[D] rely on
8.
[A] knowing
[B] known
[C] know
[D] to know
9.
[A] distributed
[B] dictated
[C] allocated
[D] ordered
10.
[A] with
[B]in
[C]at
[D] on
11.
[A] became
[B] become
[C] becoming
[D] to become
12.
[A] While
[B]If
[C] Because
[D] Although
13.
[A] long
[B] far
[C] much
[D] well
14.
[A] realm
[B] territory
[C] topic
[D] subject
15.
[A] take
[B] make
[C] put
[D] set
16.
[A] what
[B] whom
[C] who
[D] which
17.
[A] talking
[B] speaking
[C] explaining
[D] defining
18.
[A] building
[B] shaping
[C] opening
[D] depicting
19.
[A] what
[B] that
[C] who
[D] as
20.
[A] graph
[B] program
[C] chart
[D] course
Part II Reading Comprehension
Part A
Directions: Read the following four texts. Answer the questions below each
text by choosing A, B, C, D. Mark your choice on ANSWER SHEET 1. (40 points)
Text 1
The extension of democratic rights in the first half of the nineteenth
century and the ensuing ヾecline of the Federalist establishment, a new
conception of education began to emerge. Education was no longer a confirmation
of a pre-existing status, but an instrument in the acquisition of higher status.
For a new generation of upwardly mobile students, the goal of education was not
to prepare them to live comfortably in the world into which they had been born,
but to teach them new virtues and skills that would propel them into a different
and better world. Education became training; and the student was no longer the
gentleman-in-waiting, but the journeyman apprentice for upward mobility.
In the nineteenth century a college education began to be seen as a way to
get ahead in the world. The founding of the land-grant colleges opened the doors
of higher education to poor but aspiring boys from non-Anglo-Saxon,
working-class, and lower-middle-class backgrounds. The myth of the poor boy who
worked his way through college to success drew millions of poor boys to the new
campuses. And with this shift, education became more vocational: its object was
the acquisition of practical skills and useful information.
For the gentleman-in-waiting, virtue consisted above all in grace and
style, in doing well what was appropriate to his position; education was merely
a way of acquiring polish. And vice was manifested in gracelessness,
awkwardness, in behaving inappropriately, discourteously, or ostentatiously. For
the apprentice, however, virtue was evidenced in success through hard work.
The requisite qualities of character were not grace or style, but drive,
determination, and a sharp eye for opportunity. While casual liberality and even
prodigality characterized the gentleman, frugality, thrift, and self-control
came to distinguish the new apprentice. And while the gentleman did not aspire
to a higher station because his station was already high, the apprentice was
continually becoming, striving, struggling upward. Failure for the apprentice
meant standing still, not rising.
21.Which of the following is true of the first paragraph?
A . Democratic ideas started with education.
B . Federalists were opposed to education.
C . New education helped confirm people’s social status.
D . Old education had been in tune with hierarchical society.
22.The difference between “gentleman-in-waiting” and “journeyman” is
that
A . Education trained gentleman-in-waiting to climb higher ladders.
B . Journeyman was ready to take whatever was given to them.
C . Gentle-to-waiting belonged to fixed and high social class.
D . Journeyman could do practically nothing without education.
23.According to the second paragraph, land-grant college
A . belonged to the land-owning class.
B . enlarged the scope of education.
C . was provided only to the poor.
D . benefited all but the upper class.
24.Which of the following was the most important for a
“gentleman-in-waiting”?
A . Manners. B . Education. C . Moral. D . Personality.
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