大学英语创新写作2023章节测试答案
A、CAEBD
B、CEABD
C、ABDCE
D、EBDCA
我的答案：A
第五章测试
1、Read the following disordered complaint letter and then rearrange the order: A. 26 May , 2018 B. I bought the hair drier – a RAVLON 405 – on Sunday 22nd May. Unfortunately, the first time I tried to use it the handle became extremely hot and within a few minutes part of the plastic casing began to melt. I had to turn it off immediately. C. To resolve the problem, I would appreciate it if you could send me a full refund as soon as possible. Enclosed are the hair drier and a copy of the original receipt. D. Yours faithfully, Ms Sabrina Sari E. 48 Hill Road, London, SE1 6PN. F. Then I returned it with the receipt to your shop on Monday. I explained the situation to one of the assistant and asked for my money back but was told I had to speak to you. Unfortunately you were not available that day so I am writing instead. G. The Manager Design Shop, 12 Abbey Gate, London, NW3 5AP. H. I am writing to complain about a hair drier bought in your shop last Sunday and about the treatment I received when I tried to return it a few days later. I. I look forward to your reply and a resolution to my problem. Thank you in advance. J. Dear Sir or Madam,
A、E A H J I B F C G D
B、E A I J H B F C G D
C、C G D E A H J I B F
D、C G D E A J H I B F
我的答案：A
第六章测试
1【阅读理解（选择）/完型填空】 (100分)
[A] As never before in their long history, universities have become instruments of national competition as well as instruments of peace. They are the place of the scientific discoveries that move economies forward, and the primary means of educating the talent required to obtain and maintain competitive advantage. But at the same time, the opening of national borders to the flow of goods, services, information and especially people has made universities a powerful force for global integration, mutual understanding and geopolitical stability.
[B] In response to the same forces that have driven the world economy, universities have become more self¬consciously global: seeking students from around the world who represent the entire range of cultures and values, sending their own students abroad to prepare them for global careers, offering courses of study that address the challenges of an interconnected world and collaborative (合作的)research programs to advance science for the benefit of all humanity.
[C] Of the forces shaping higher education none is more sweeping than the movement across borders. Over the past three decades the number of students leaving home each year to study abroad has grown at an annual rate of 3.9 percent, from 800,000 in 1975 to 2.5 million in 2004. Most travel from one developed nation to another, but the flow from developing to developed countries is growing rapidly. The reverse flow, from developed to developing countries, is on the rise, too. Today foreign students earn 30 percent of the doctoral degrees awarded in the United States and 38 percent of those in the United Kingdom. And the number crossing borders for undergraduate study is growing as well, to 8 percent of the undergraduates at America’s best institutions and 10 percent of all undergraduates in the U.K. In the United States, 20 percent of the newly hired professors in science and engineering are foreign-born, and in China many newly hired faculty members at the top research universities received their graduate education abroad.
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