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Section ¢ñUse of English

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)

Humans are unique in the extent to which they can reflect on themselves and others. Humans are able to 1, to think in abstract terms, to reflect on the future. A meaningless, 2 world is an insecure world. We do not like extensive insecurity. When it 3 to human behavior we infer meaning and 4 to make to behavior understandable. 5 all this means is that people develop ¡°quasi theories¡± of human behavior, that is, theories that are not developed in 6, scientific manner. When doing so, people believe they know 7 humans do the things they do.

Let¬ðs consider an example. In the United States people have been 8 with the increasing amount of crime for several years. The extent of crime bothers us; we ourselves could be victims. But it 9 bothers us that people behave in such ways. Why can such things happen? We develop quasi theories. We 10 concerned about the high crime rate, but we now believe we 11 it: out criminal justice system is 12; people have grown selfish and inconsiderate as our moral values weaken 13 the influence of liberal ideas; too many people are 14 drugs. These explanations suggest possible solutions. 15 the courts; put more people in jail as examples to other lawbreaker. There is now hope that the problem of crime can be solved if only we 16 these solutions. again, the world is no longer meaningless nor 17 so threatening.

These quasi theories 18 serve a very important function for us. But how accurate are they? How 19 will the suggested solutions be? These questions must be answered with 20 to how people normally go about developing or attaining their quasi theories of human behavior.£Û301 words£Ý

1ª±£ÛA£Ý reason£ÛB£Ý consider£ÛC£Ý understand£ÛD£Ý meditate

2ª±£ÛA£Ý unanimous£ÛB£Ý unimaginable£ÛC£Ý unpredictable£ÛD£Ý unfortunate

3ª±£ÛA£Ý goes£ÛB£Ý comes£ÛC£Ý makes£ÛD£Ý concerns

4ª±£ÛA£Ý explanations£ÛB£Ý conclusions£ÛC£Ý motives£ÛD£Ý consequences

5ª±£ÛA£Ý That£ÛB£Ý Even£ÛC£Ý As£ÛD£Ý What

6ª±£ÛA£Ý an objective£ÛB£Ý a subjective£ÛC£Ý a theoretic£ÛD£Ý a conclusive

7ª±£ÛA£Ý how£ÛB£Ý why£ÛC£Ý whether£ÛD£Ý when

8ª±£ÛA£Ý worried£ÛB£Ý disturbed£ÛC£Ý perturbed£ÛD£Ý concerned

9ª±£ÛA£Ý also£ÛB£Ý even£ÛC£Ý yet£ÛD£Ý still

10ª±£ÛA£Ý retain£ÛB£Ý remain£ÛC£Ý maintain£ÛD£Ý refrain

11ª±£ÛA£Ý know£ÛB£Ý comprehend£ÛC£Ý understand£ÛD£Ý grasp

12ª±£ÛA£Ý precautious£ÛB£Ý inadequate£ÛC£Ý deficient£ÛD£Ý destructive

13ª±£ÛA£Ý by£ÛB£Ý as£ÛC£Ý from£ÛD£Ý for

14ª±£ÛA£Ý for£ÛB£Ý on£ÛC£Ý against£ÛD£Ý with

15ª±£ÛA£Ý Consolidate£ÛB£Ý Stiffen£ÛC£Ý Confirm£ÛD£Ý Strengthen

16ª±£ÛA£Ý act on£ÛB£Ý work out£ÛC£Ý see to£ÛD£Ý set up

17ª±£ÛA£Ý rather£ÛB£Ý very£ÛC£Ý much£ÛD£Ý quite

18ª±£ÛA£Ý moreover£ÛB£Ý therefore£ÛC£Ý nevertheless£ÛD£Ý otherwise

19ª±£ÛA£Ý sufficient£ÛB£Ý efficient£ÛC£Ý effective£ÛD£Ý capable

20ª±£ÛA£Ý respect£ÛB£Ý relation£ÛC£Ý result£ÛD£Ý association

Section ¢ò Reading Comprehension

Part A

Directions:

Read the following four texts. Answer the questions below each text by choos

ing A,B,C or D.Mark your answers on ANSWER SHEET 1.(40 points)

Text 1

Researchers have studied the poor as individuals, as families and households, as members of poor communities, neighborhoods and regions, as products of larger povertyª²creating structures. They have been analyzed as victims of crime and criminals, as members of minority cultures, as passive consumers of mass culture and active producers of a ¡°counterculture¡±, as participants in the informal economy, as inventors of survival strategies, as an economic burden and as a reserve army of labor¡ªto mention just some of the preoccupations of poverty research.

The elites, who occupy the small upper stratum within the category of the nonª²poor, and their functions in the emergence and reproduction of poverty are as interesting and important an object for poverty research as are the poor themselves. The elites have images of the poor and of poverty which shape their decisions and actions. So far, little is known about those images, except as they are sketchily portrayed in popular stereotypes. The elites may well ignore or deny the external effects of their own actions (and omissions) upon the living conditions of the poor, Many social scientists may take a very different view. As poverty emerged and was reproduced, legal frameworks were created to contain the problems it caused with profound, and largely unknown, consequences for the poor themselves. In general, political, educational and social institutions tend to ignore or even damage the interests of the poor. In constructing a physical infrastructure for transport, industry, trade and tourism, the settlements of the poor are often the first to suffer or to be left standing and exposed to pollution, noise and crowding.

Most important are the economic functions of poverty, as for lack of other options the poor are forced to perform activities considered degrading or unclean. The poor are more likely to buy secondª²hand goods and leftovers foodstuffs, thus prolonging their economic utility. They are likely to use the services of lowª²quality doctors, teachers and lawyers whom the nonª²poor shy away from. £Û1£ÝPoverty and the poor serve an important symbolic function, in reminding citizens of the lot that may befall those who do not heed the values of thrift, diligence and cleanliness, and of the constant threat that the rough, the immoral and the violent represent for the rest of society.

Physically, the poor and the nonª²poor are often kept apart, through differential land use and ghettoization. Socially, they are separated through differential participation in the labor market, the consumption economy, and in political, social and cultural institutions. Conceptually, they are divided through stereotyping and media. This separation is even more pronounced between the elites and the poor.£Û441 Words£Ý

21ª±According to the author, studying the elites also sheds light on poverty research because

£ÛA£Ý they are also members of the same society as the poor.

£ÛB£Ý they play an important role in creating and reproducing poverty.

£ÛC£Ý solution of the poverty problem is at their mercy.

£ÛD£Ý they know the living conditions of the poor better than other groups.

22ª±While social scientists are devoting much of their effort to poverty research,

£ÛA£Ý not enough legal frameworks have been created to relieve the condition of the poor.

£ÛB£Ý they have done little to actually provide relief programs for the poor.

£ÛC£Ý they ignore the role of the elites as an object for poverty research.

£ÛD£Ý the poor people themselves do not much appreciate such effort.

23ª±In the eyes of the society,

£ÛA£Ý the poor tend to symbolize what lazy evil people turn out to be.

£ÛB£Ý the poor are not worthy of the sympathy the society shows them.

£ÛC£Ý economic prejudice is more of an obstacle to the solution of poverty.

£ÛD£Ý the nonª²poor should show more sympathy for the poor.

24ª±The word ¡°pronounced¡± in the last sentence of the passage probably means

£ÛA£Ý sympathetic. £ÛB£Ý conspicuous.

£ÛC£Ý identifiable.£ÛD£Ý unbridgeable.

25ª±In the passage, the author is mainly concerned with

£ÛA£Ý analyzing a problem.£ÛB£Ý providing a solution.

£ÛC£Ý defining a situation.£ÛD£Ý outlining a proposal.

Text 2

Popular ideological assumptions about society change with the decades, as well as with the enlargement of knowledge. The analysis of the human genetic code published last week demonstrates that humans, genetically speaking, are only twice as complicated as the fruit fly, and among themselves share 99.9 percent of their genes.

Culture and nurture count in making us what we turn out to be, although that will perhaps come as no great surprise to those outside the closed world of academic theory.

This partakes of the rediscovery of the wheel, since before positivism largely took over the social sciences in American universities in the 1950s, it was generally assumed by professors, as well as laymen, that culture had a great deal to do with how ma