【2】2015.12-2

長(zhǎng)篇閱讀（600詞，與考研英語(yǔ)英語(yǔ)二的細(xì)節(jié)連線題相似）

文章來(lái)源參考：

www.theatlantic.com

First-Generation College-Goers: Unprepared and Behind | LaptrinhX

Frist-Generation College-Goers: Unprepared and Behind

Kids who are the first in their families to brave the world of higher education come on campus with little academic know-how and are much more likely than their peers to drop out before graduation.

A) When Nijay Williams entered college last fall as a first-generation student and Jamaican immigrant, he was academically unprepared for the rigors of higher education. Like many first-generation student, he enrolled in a medium-sized state university many of his high school peers were also attending, received a Pell Grant, and board and the closeness of the school to his family, he chose to live at home and worked between 30 and 40 hours a week while taking a full class schedule.

B) What Nijay didn’t realize about his school—Tennessee State University—was its frighteningly low graduation rate: a mere 29 percent for its first-generation students. At the end of his first year, Nijay lost his Pell Grant of over $5,000 after narrowly missing the 2.0 GPA cut-off, making it impossible for him to continue paying for school.

C) Nijay represents a large and growing group of Americans: first-generation college students who enter school unprepared or behind. To make matters worse, these schools are ill-equipped to graduate these students—young adults who face specific challenges and obstacles. They typically carry financial burdens that outweigh those of their peers, are more likely to work while attending school, and often require significant academic remediation.

D) Matt Rubinoff directs I’m First, a nonprofit organization launched last October to reach out to this specific population of students. He hopes to distribute this information and help prospective college-goers find the best post-secondary fit. And while Rubinoff believes there are a good number of four-year schools that truly care about these students and set aside significant resources and programs for them, he says that number isn’t high enough.

E) “It’s not only the selective and elite institutions that provide those opportunities for a small subset of this population,” Rubinoff said, adding that a majority of first-generation under graduates tend toward options such as online programs, two-year colleges, and commuter stand schools. “Unfortunately, there tends to be a lack of information and support to help students think bigger and broader.”

F) Despite this problem, many students are still drawn to these institutions—and two-year schools in particular. As a former high school teacher, I saw students choose familiar, cheaper options year after year. Instead of skipping out on higher education altogether, they chose community colleges or state schools with low bars for admittance.

G) “They underestimate themselves when selecting a university,” said Dave Jarrat, a marketing executive for Inside Track, a for-profit organization that specializes in coaching low-income students and supporting colleges in order to help students thrive. “The reality of it is that a lot of low-income kids could be going to elite universities on a full ride scholarship and don’t even realize it.”

H) “Many students are coming from a situation where no one around them has the experience of successfully completing higher education, so they are coming in questioning themselves and their college worthiness,” Jarrat continued. That helps explain why, as I’m First’s Rubinoff indicated, the schools to which these students end up resorting can end up being some of the poorest matches for them. The University of Tennessee and Tennessee State are worth comparing. Tennessee State’s overall graduation rate is a tiny 39 percent, but at least it has a smaller gap between the outcomes for first-generation students and those of their peers.

I) Still, the University of Tennessee deserves credit for being transparent. Many large institutions keep this kind of data secret—or at least make it incredibly difficult to find. The University of North Carolina at Chapel Hill, for instance, admits only that the graduation rate for its first-generation pupils is “much lower” than the percentage of all students who graduate within four years (81 percent).

J) It is actually quite difficult to find reliable statistics on the issue for many schools. Higher education institutions are, under federal law, required to report graduation rates, but these reports typically only include Pell recipient numbers—not necessarily rates specific to first-generation students. Other initiatives fail to break down the data, too. Imagine how intimidating it can be for prospective students unfamiliar with the complexities of higher education to navigate this kind of information and then identify which schools are the best fit.

K) It was this lack of information that prompted the launch of I’m First in 2013, originally as an arm of its umbrella organization, the Center For Student Opportunity. “If we can help to direct students to more of these types of campuses and help students to understand them to be realistic and accessible places, have them apply to these schools at greater frequency and ultimately get in and enroll, we are going to raise the success rate,” Rubinoff said, citing a variety of colleges ranging from large state institutions to smaller private schools.

L) Chelsea Jones, who now directs student programming at I’m First, was a first-generation college student at Howard. Like other student new to the intimidating higher-education world, she often struggled on her path to college. “There wasn’t really a college-bound culture at my high school,” she said. “I want to go to college but I didn’t really know the process.” Jones became involved with a college-access program through Princeton University in high school. Now she attributes much of her understanding of college to that: “But once I got to campus, it was a completely different ball game that no one really prepared me for.”

M) She was fortunate, though. Howard, a well-regarded historically black college, had an array of resources for its first-generation students, including matching kids with counselors, connecting first-generation students to one another, and TRIO, a national program that supported 200 students on Howard’s campus. Still, Jones represents a small percentage of first-generation students who are able to gain entry into more elite universities, which are often known for robust financial aid packages and remarkably high graduation rates for first-generation students. (Harvard, for example, boasts a six-year graduation rate for underrepresented minority groups of 98 percent.)

N) Christian Vazquez, a first-generation Yale graduate, is another exception, his success story setting him far apart from students such as Nijay. “There is a lot of support at Yale, to an extent, after a while, there is too much support.” he said, half-joking about the countless resources available at the school. Students are placed in small groups with counselors (trained seniors on campus); they have access to cultural and ethnic affinity groups, tutoring centers and also have a summer orientation specifically for first-generation students (the latter being one of the most common programs for students).

O) “Our support structure was more like: You are going to get through Yale; you are going to do well.” he said, hinting at mentors, staff, and professors who all provided significant support for students who lacked confidence about “belonging” at such a top institution.

做題方法：

1.?????? 標(biāo)題優(yōu)先，先題后文

2.?????? 理解題目意思，選擇定位詞（大寫(xiě)，專有名詞，數(shù)字，符號(hào)，術(shù)語(yǔ)詞；名詞，動(dòng)詞，形容詞/副詞）

3.?????? 回文定位（先易后難），匹配選項(xiàng)（內(nèi)容相關(guān)，邏輯一致）

邏輯：否定，轉(zhuǎn)折，因果

（H）46.Many first-generation college-goers have doubts about their abilities to get a college degree.

（C）47.First-generation college students tend to have much heavier financial burdens than their peers.

（B）48.The graduation rate of first-generation students at Nijay’s university was incredibly low.

（N）49.Some top institutions like Yale seem to provide first-generation students with more support than they actually need.

（A）50.On entering college, Nijay Williams had no idea how challenging college education was.

（I）51.Many universities simply refuse to release their exact graduation rates for first-generation students.

（G）52.According to a marketing executive, many students from low-income families don’t know they could have a chance of going to an elite university.

（O）53.Some elite university attach great importance to building up the first-generation students’ self-confidence.

（D）54.I’m First distributes information to help first-generation college-goers find schools that are most suitable for them.

（M）55.Elite universities tend to graduate first-generation students at a higher rate.

?

詞匯：

1.?????? first-generation college-goer 第一代大學(xué)生 （英語(yǔ)二 2015-text 2）

2.?????? ability? n. 能力 （disability? n. 殘疾，缺陷 able 能夠，有能力的 ?be able to do sth = can do sth= be capable of doing sth? disable? v. 使喪失能力，使傷殘）

3.?????? degree? n. 學(xué)位 ??（master’s degree 碩士學(xué)位 ?bachelor’s degree 學(xué)士學(xué)位 ?doctoral degree 博士學(xué)位）

4.?????? tend to? 傾向于，常常，往往 ?（tendency? n.趨勢(shì)，趨向）

5.?????? financial? a. 財(cái)政的，金融的 ?（finance? n. 財(cái)政，金融；資金 v. 提供資金）

6.?????? burden? n. 負(fù)擔(dān)，責(zé)任

7.??????? peer? n. 同齡人 ?（peer pressure 同輩壓力 ?peer review同行評(píng)審）

8.?????? graduation rate 畢業(yè)率??? （rate? n. 速度；比率）

9.?????? incredibly? ad. 難以置信地；非常地 ?（incredible難以置信的，驚人的 ???in-否定 + -cred-相信,信任 + -ible形容詞詞尾）

10.??? institution? n. 機(jī)構(gòu)，團(tuán)體 ??（institute n.協(xié)會(huì)；學(xué)院 v.開(kāi)始；制定；創(chuàng)立）

11.??? provide… with … 供給

12.??? actually? ad. ?實(shí)際上，事實(shí)上 ?（= really/ effectively/ virtually/ practically）

13.??? challenging? a. 富于挑戰(zhàn)性的，困難而有趣的 ?（challenge? n. 挑戰(zhàn)；懷疑 v. 向…挑戰(zhàn) ?meet the challenge 迎接挑戰(zhàn)）

14.??? refuse to 拒絕

15.??? release? v. 釋放；公布

16.??? market? v. 推銷，促銷 ?（market economy 市場(chǎng)經(jīng)濟(jì)）

17.??? executive? n. 主管，經(jīng)理 ??（execute實(shí)行；執(zhí)行）

18.??? elite? n. 精英 ?（elite education 精英教育，英才教育）

19.??? attach great importance to … 高度重視 （attach 系上；賦予）

20.??? build up 積累，逐漸增加

21.??? self-confidence? n. 自信

22.??? distribute? v. 分配；散布 ?（dis-分離,分開(kāi) + -tribut-交給 + -e動(dòng)詞詞尾）

23.??? suitable? a. 適宜的，合適的

24.??? immigrant? a. （外來(lái)）移民 ?（migrate ?v.遷徙? migrant? n.移居者 emigrate ?v. 移居外國(guó)）

25.??? academically? ad. 學(xué)術(shù)上；學(xué)業(yè)上 ?（academic學(xué)術(shù)的 ?academic performance學(xué)業(yè)表現(xiàn)）

26.??? unprepared? a. 無(wú)準(zhǔn)備的

27.??? rigor? n. 嚴(yán)格 ?（rigorous嚴(yán)格的）

28.??? enroll? v. 參加；登記 ?（enrolment登記，注冊(cè)）

29.??? attend? v. 出席，參加

30.??? Pell Grant? 佩爾助學(xué)金

31.??? board? n. 膳食

32.??? frighteningly? ad. 令人恐懼地

33.??? narrowly? ad. 剛好，勉強(qiáng)地

34.??? represent? v. 代表；為……代言

35.??? ill-equipped? a. 裝備不完善的，能力欠缺的

36.??? graduate? v. 授予學(xué)位 ?（grade評(píng)分；把…分等級(jí) ?undergraduate 大學(xué)本科生 postgraduate 研究生）

37.??? obstacle? n. 障礙

38.??? typically? ad. 典型地；一般，通常 ?（type 類型，種類）

39.??? outweigh? v. 超過(guò)；比…重

40.??? academic remediation? 補(bǔ)習(xí) ?（remediation 補(bǔ)救 ?remedy? v. 補(bǔ)救 ??re-回,向后 + -med-醫(yī)藥 + -y名詞詞尾）

41.??? launch? v. 發(fā)起；創(chuàng)立

42.??? reach out to? 聯(lián)系，與......建立聯(lián)系

43.??? population? n.族群，群體

44.??? prospective? a. 有希望的 ?（prosperous? a. 繁榮的，富足的）

45.??? post-secondary? a. 中學(xué)后 ?（secondary school 中學(xué)）

46.??? set aside 留出，預(yù)留

47.??? selective? a. 認(rèn)真挑選的

48.??? subset? n. 小團(tuán)體

49.??? option? n. 選擇，選擇權(quán)

50.??? commute? v. 通勤，上下班往返

51.??? skip out 溜走，逃跑

52.??? community college 社區(qū)學(xué)院

53.??? bar? n. 障礙 ?（bar … from … 阻止…做…）

54.??? admittance? n. 進(jìn)入許可 ?（admit承認(rèn)；準(zhǔn)許進(jìn)入 ??ad-來(lái),臨近 + -mit-送,派）

55.??? underestimate? v. ?低估 ?（overestimate ?v. 高估）

56.??? for-profit? a. 以盈利為目的的

57.??? specialize? v. 專攻 ?（specialize in 專門(mén)研究）

58.??? coach? v. 訓(xùn)練，指導(dǎo)

59.??? thrive? v. 興旺，繁榮

60.??? full ride scholarship 全額獎(jiǎng)學(xué)金

61.??? question? v. 質(zhì)疑，懷疑

62.??? worthiness? n. 值得；有價(jià)值

63.??? indicate? v. 表明

64.??? end up doing sth最終

65.??? resort to求助于，訴諸于

66.??? overall? a. 全面的；所有的

67.??? credit? n. 稱贊

68.??? transparent? a. 透明的，公開(kāi)的

69.??? keep secret保密

70.??? reliable? a. 可靠的 ?（reliability 可靠性；可信度 rely on依賴）

71.??? statistics? n. 統(tǒng)計(jì)學(xué)

72.??? under law? 依法

73.??? federal? a. 聯(lián)邦（制）的

74.??? specific to 特定于，針對(duì)

75.??? initiative? n. 措施，倡議

76.??? break down? 分解，故障，崩潰

77.??? intimidating? a. 令人膽怯的 ?（intimidate恐嚇，威脅 ??in-向內(nèi) + -tim-害怕 + -id形容詞詞尾 + -ate動(dòng)詞詞尾）

78.??? unfamiliar? a. 不熟悉的；不常見(jiàn)的 ?（get familiar with 熟悉）

79.??? navigate? v. 駕駛，操縱

80.??? identify? v. 認(rèn)出，識(shí)別 ?（identity身份；同一性，一致 ?identification識(shí)別；身份證明）

81.??? prompt? v. 促使，導(dǎo)致 ?a. 迅速的，立刻的 ?（promptly迅速地；立即地）

82.??? originally? ad. 起初，原來(lái) ?（origin起源；原點(diǎn) ?originate發(fā)源；發(fā)生）

83.??? accessible? a. 可進(jìn)入的；易得到的，可使用的?? （have access to有權(quán)使用 ?access v. 接近，進(jìn)入；獲取 ?n. 入口，通道；獲得的機(jī)會(huì)，使用權(quán)）

84.??? apply to 適用于 ?（applicable? 適用的，適當(dāng)?shù)??application 申請(qǐng)書(shū)；應(yīng)用 ?appliance? 家用電器）

85.??? frequency? n. 頻繁；頻率 ?（frequent? ?頻繁的，經(jīng)常性的）

86.??? ultimately? ad. 最終，最后；根本上 ?（ultimate最終的）

87.??? raise? v.提升；增加，籌集；撫養(yǎng) ?（raised, raised）

88.??? cite? v. 引用

89.??? a variety of 各種各樣的

90.??? range from … to … 范圍從……到……

91.??? college-bound culture? 大學(xué)文化 ?（bind （bound, bound）捆綁，系）

92.??? college-access program? 大學(xué)入學(xué)項(xiàng)目

93.??? attribute … to … 把…歸因于…

94.??? well-regarded? a. 受好評(píng)的 ?（regard? n.尊重；關(guān)心；注視）

95.??? black college? 黑人大學(xué)

96.??? an array of? 大量的

97.??? counselor? n. 顧問(wèn)，咨詢師；律師 ??（counsel? v. 建議，勸告）

98.??? entry? n. 進(jìn)入；入口 ?（enter? v. 進(jìn)入）

99.??? robust? a. 強(qiáng)健的，強(qiáng)壯的

100. financial aid package? 經(jīng)濟(jì)援助套餐

101. remarkably? ad. 不尋常地，驚人地 ?（remarkable ?引人注目的，非凡的 ?mark? 做記號(hào)，做標(biāo)記）

102. boast? v. 吹噓，夸耀 ?（boost? 使增長(zhǎng)，推動(dòng)）

103. underrepresent? v. 低于實(shí)際比例

104. minority? n. 少數(shù)，少數(shù)派 ?（minor? 較小的，次要的）

105. exception? n. 例外，除外

106. set … far apart from 遠(yuǎn)離

107. to an extent? 在一定程度上 ?（extent? 程度；范圍）

108. countless? a. 無(wú)數(shù)的，數(shù)不盡的 ?（count? v.計(jì)數(shù)；把……算入）

109. available? a. 可用的，可獲得的

110. ethnic? a. 種族的，民族的

111. affinity? n. 聯(lián)系

112. tutor? n. 家庭教師；導(dǎo)師

113. orientation? n. 目標(biāo)；方向；培訓(xùn)

114. get through 度過(guò)：完成

115. hint? v. 暗示，示意

116.? mentor? n. 導(dǎo)師