0706Passage One I’ve been writing for most of my life. The book Writing Without Teachers introduced meto one distinction and one practice that has helped my writing processestremendously. The distinction is between the creative mind and the criticalmind. While you need to employ both to get to a finished result, they cannotwork in parallel no matter how much we might like to think so. Trying to criticize writing on the fly ispossibly the single greatest barrierto writing that most of us encounter. If you are listening to that 5th gradeEnglish teacher correct your grammar while you are trying to capture a fleeting ( 稍纵即逝的 ) thought, the thought will die. If you capture the fleeting thoughtand simply share it with the world in raw form, no one is likely to understand.You must learn to create first and then criticize if you want to make writingthe tool for thinking that it is. The practice that can help you past your learnedbad habits of trying to edit as you write is what Elbow calls “free writing.” Infree writing, the objective is to get words down on paper non-stop, usually for15-20 minutes. No stopping, no going back, no criticizing. The goal is to getthe words flowing. As the words begin to flow, the ideas will come from theshadows and let themselves be captured on your notepad or your screen. Now you have raw materials that you can begin towork with using the critical mind that you’ve persuaded to sit on the side andwatch quietly. Most likely, you will believe that this will take more time thanyou actually have and you will end up staring blankly at the pages as thedeadline draws near. Instead of staring at a blank start filling itwith words no matter how bad. Halfway through you available time, stop andrework your raw writing into something closer to finished product. Move backand forth until you run out of time and the final result will most likely be far better than your currentpractices. 1. Whenthe author says the creative mind and the critical mind “cannot work inparallel” (Line 4, Para. 1) in the writing process, he means ________. A) no one can be both creative and critical B) they cannot be regarded as equally important C) they are in constant conflict with each other D) one cannot use them at the same time ( D ) 2. Whatprs people from writing on is ________. A) putting their ideas in raw form B) attempting to edit as they write C) ignoring grammatical soundness D) trying to capture fleeting thoughts ( B ) 3. Whatis the chief objective of the first stage of writing? A) To organize one’s thoughts logically. B) To choose an appropriate topic. C) To get one’s ideas down. D) To collect raw materials. ( C ) 4. Onecommon concern of writers about “free writing” is that ________. A) it overstresses the role of the creative mind B) it takes too much time to edit afterwards C) it may bring about too much criticism D) it does not help them to think clearly ( B ) 5. Inwhat way does the critical mind help the writer in the writing process? A) It refines his writing into better shape. B) It helps him to come up with new ideas. C) It saves the writing time available to him. D) It allows him to sit on the side and observe. ( A ) Passage Two I don’t ever want to talk about being a womanscientist again. There was a time in my life when people asked constantly forstories about what it’s like to work in a field dominated by men. I was neververy good at telling those stories because truthfully I never found them interesting. What I do findinteresting is the origin of the universe, the shape of space-time and thenature of black holes. At 19, when I began studying astrophysics,it did not bother me in the least to bethe only woman in the classroom. But while earning my Ph.D. at MIT and then asa post-doctor doing space research, the issue started to bother me. My everyachievement—jobs, research papers, awards—was viewed through the lens of gender ( 性别 ) politics. So were my failures. Sometimes, when I was pushed intoan argument on left brain versus ( 相对于 ) right brain, or nature versus nurture ( 培育 ), I would instantly fight fiercely on my behalf and all womankind. Then one day a few years ago, out of my mouthcame a sentence that would ually become my reply to any and all provocations: I don’ttalk about that anymore. It took me 10 years to get back the confidence I hadat 19 and to realize that I didn’t want to deal with gender issues. Why shouldcuring ism be yet another terrible burden on every female scientist? Afterall, I don’t study sociology or political theory. Today I research and teach at Barnard, a women’scollege in New York City. Recently, someone asked me howmay of the 45 students in my class were women. You cannot imagine mysatisfaction at being able to answer, 45. I know some of my students worry howthey will manage their scientific research and a desire for children. And I don’tdismiss those concerns. Still, I don’t tell them “war” stories. Instead, I havegiven them this: the visual of their physics professor heavily pregnant doingphysics experiments. And in turn they have given me the image of 45 womendriven by a love of science. And that’s a sight worth talking about. 6. Whydoesn’t the author want to talk about being a woman scientist again? A) She feels unhappy working in male-dominatedfields. B) She is fed up with the issue of genderdiscrimination. C) She is not good at telling stories of the kind. D) She finds space research more important. ( B ) 7. FromParagraph 2, we can infer that people would attribute the author’s failures to________. A) the very fact that she is a woman B) her involvement in gender politics C) her over-confidence as a female astrophysicist D) the burden she bears in a male-dominated society ( A ) 8. Whatdid the author constantly fight against while doing her Ph.D. and post-doctoralresearch? A) Lack of confidence in succeeding in spacescience. B) Unfair accusations from both inside and outsideher circle. C) People’s stereotyped attitude toward femalescientists. D) Widespread misconceptions about nature andnurtured. ( C ) 9. Whydoes the author feel great satisfaction when talking about her class? A) Female students no longer have to bother aboutgender issues. B) Her students’ performance has brought back herconfidence. C) Her female students can do just as well as malestudents. D) More female students are pursuing science thanbefore. ( D ) 10. Whatdoes the image the author presents to her students suggest? A) Women students needn’t have the concerns of her generation. B) Women have more barriers on their way to academic success. C) Women can balance a career in science and havinga family. D) Women now have fewer problems pursuing a sciencecareer. ( C )