懒笔记
2019年考研英语一真题 Section II Part A (2) The Rise of College“Grade Forgiveness'
Postgraduate · 来自 2019年考研英语一真题 · Section II Part A (2) · 阅读理解（四选一）

The Rise of College“Grade Forgiveness'

2019年考研英语一真题文章逐层精读

The Atlantic《大西洋月刊》2018.06.29-篇题为The Rise of College“Grade Forgiveness'(大学“成绩宽恕”的兴起)的文章。

本页是 2019年考研英语一真题 Section II Part A (2) 文章的精读视角页——这篇说明文全文 413 词、6 段，CEFR 难度 C1（C1 级在考研英语一文章中占 90%），作者立场为「消极批判」；英文原文之外，本篇已有的 11 项精读维度逐项展开，其中能迁移到其他考研英语真题文章的判断方法（篇章结构、修辞、言外之意、作者态度、体裁速判）随各维度一并讲透。

精读最佳实践

本页解析里的段号（P1）都可以点——点一下，原文在顶部翻开并定位到该段，解析引用的原文同步标亮；合上原文，你还停在刚才读到的位置。点 P1 试试。

PASSAGE · 文章原文

6 段英文原文

以下为2019年考研英语一真题 Section II Part A (2) 的阅读理解（四选一）原文，共 6 段。左侧 P1–P6 是段落编号——本页全部解析（结构、逐段、修辞、自检题）都以它为坐标回指原文，点击解析里的段号，原文即在顶部翻开并定位到该段、引用的原文同步标亮；合上原文仍停在当前阅读位置。原文保持卷面形态，不带翻译与标注。

The Rise of College“Grade Forgiveness'

Grade inflation – the gradual increase in average GPAs (grade-point averages) over the past few decades – is often considered a product of a consumer era in higher education, in which students are treated like customers to be pleased. But another, related force – a policy often buried deep in course catalogs called "grade forgiveness" – is helping raise GPAs.

Grade forgiveness allows students to retake a course in which they received a low grade, and the most recent grade or the highest grade is the only one that counts in calculating a student's overall GPA.

The use of this little-known practice has accelerated in recent years, as colleges continue to do their utmost to keep students in school (and paying tuition) and improve their graduation rates. When this practice first started decades ago, it was usually limited to freshmen, to give them a second chance to take a class in their first year if they struggled in their transition to college-level courses. But now most colleges, save for many selective campuses, allow all undergraduates, and even graduate students, to get their low grades forgiven.

College officials tend to emphasize that the goal of grade forgiveness is less about the grade itself and more about encouraging students to retake courses critical to their degree program and graduation without incurring a big penalty. "Ultimately," said Jack Miner, Ohio State University's registrar, "we see students achieve more success because they retake a course and do better in subsequent courses or master the content that allows them to graduate on time."

That said, there is a way in which grade forgiveness satisfies colleges' own needs as well. For public institutions, state funds are sometimes tied partly to their success on metrics such as graduation rates and student retention – so better grades can, by boosting figures like those, mean more money. And anything that raises GPAs will likely make students – who, at the end of the day, are paying the bill – feel they've gotten a better value for their tuition dollars, which is another big concern for colleges.

Indeed, grade forgiveness is just another way that universities are responding to consumers' expectations for higher education. Since students and parents expect a college degree to lead to a job, it is in the best interest of a school to turn out graduates who are as qualified as possible – or at least appear to be. On this, students' and colleges' incentives seem to be aligned.

PARAGRAPHS · 逐段精读

6 段逐段主旨与解读

逐段拆解2019年考研英语一真题 的这篇原文——每段给出英文段落主旨、段落标题与中文解读，并提炼一条「这段为什么这样读」的具体方法。

  1. P1

    An Overlooked Driver of Grade Inflation

    Grade forgiveness is introduced as an overlooked cause of grade inflation.

    本段承担 introduction 的功能：它从普遍存在的 grade inflation 切入，再提出 grade forgiveness 这一关键机制，为后文说明其定义、扩张及多方收益搭建逻辑起点。

    抓住But后的新焦点
  2. P2

    How Grade Forgiveness Works

    Grade forgiveness lets students replace a low course grade by retaking the course.

    本段为全文提供 definition，使读者明确 grade forgiveness 并非单纯补考，而是能够影响 overall GPA 的成绩替换机制；这也为后文分析其扩张和影响奠定基础。

    锁定政策运作规则
  3. P3

    The Expansion of Grade Forgiveness

    Grade forgiveness has expanded widely as colleges seek stronger retention and graduation outcomes.

    本段把第二段的政策定义推进到现实发展层面，说明 grade forgiveness 已被高校系统性采用；同时，它首次引出学校对 tuition、retention 和 graduation rates 的关注，过渡到后文的动机分析。

    对比政策前后范围
  4. P4

    The Academic Justification for Grade Forgiveness

    Officials justify grade forgiveness as a way to promote learning and timely graduation.

    本段从学生发展角度为政策提供正面解释，回应了读者可能产生的质疑：grade forgiveness 是否只是放松标准。它表明该政策至少在官方叙述中服务于 learning、mastery 和 graduation。

    辨清校方公开理由
  5. P5

    Institutional Benefits of Grade Forgiveness

    Grade forgiveness benefits colleges by improving funding-related metrics and perceived tuition value.

    本段揭示政策背后的 institutional incentives，使全文论证更具批判性和完整性：grade forgiveness 不只是出于善意的学生支持，也与高校的资金、排名式指标和市场竞争有关。

    汇总高校的现实收益
  6. P6

    Consumer Expectations and Aligned Incentives

    Grade forgiveness reflects aligned student and college incentives in consumer-oriented higher education.

    本段完成全文的收束：它将政策扩张、学生受益和高校获利统一解释为 consumer expectations 下的利益一致。由此，文章主旨不仅说明 grade forgiveness 的作用，也揭示了高等教育市场化的深层影响。

    上升到消费教育逻辑
SELF CHECK · 段落自检题

6 道逐段细节自检题

针对2019年考研英语一真题这篇原文，每段配 1 道细节题（ 1 个正确项 + 5 个干扰项 ，由懒笔记精读引擎基于本段命制，非试卷原题）。 选项默认中性；点「显示答案与解析」展开正确项、解析与最快解法，现代浏览器会同步高亮正确选项。

  1. 第 1 段 定位词 another force grade inflation

    What is presented as another force contributing to grade inflation?

    • A A consumer era in higher education.
    • B Higher tuition charges.
    • C Grade forgiveness.
    • D Stricter GPA calculation rules.
    • E Students' transition to college-level courses.
    • F Selective campuses' admissions policies.
    显示答案与解析 收起答案与解析

    正确答案：C

    原文先给出 consumer era 这一常见解释，随后以 But 引入 grade forgiveness，并明确说它 is helping raise GPAs。正确项采用原词复现，信息链完整：another force → grade forgiveness → raise GPAs。它设置的障碍在于，开头的 consumer era 同样看似能解释 grade inflation；但题干限定 another，排除了那个先行解释。

    But后的因果槽位 时间极紧时，不必通读 第1段。将题干压缩为“another＋force＋grade inflation”，直接在 第1段 的转折词 But 后做“逻辑槽位扫描”：前半句是旧解释，后半句必须填入新增解释。能填满该槽位的正确项即为答案项；其他选项即使来自原文，也只要落在旧解释、背景或后文分支，立即排除。

  2. 第 2 段 定位词 grade forgiveness overall GPA

    Under grade forgiveness, how is a retaken course reflected in a student's overall GPA?

    • A Both the original grade and the retake grade are averaged.
    • B The original low grade is given greater weight.
    • C The highest grade from every course is automatically recorded.
    • D Only the most recent or the highest grade counts toward the overall GPA.
    • E The retake grade affects graduation rates but not GPA.
    • F A low grade can be removed only for first-year students.
    显示答案与解析 收起答案与解析

    正确答案：D

    该项完整保留原文的双重规则：most recent grade or highest grade，以及 only one counts in calculating GPA。关键障碍在于，考生容易只记住 retake 而漏掉 only，误以为旧成绩和新成绩都会影响 GPA；正确项准确抓住了计算时的排他性。

    only后的计分规则 在 第2段 中，直接执行“谓语后截取法”：题干的 overall GPA 对应 calculating，视线只读该词后的规则串。先找 only，再读取它限定的名词短语，正确项就是能无损复原这一限定结构的选项。这样无需处理 retake 的背景信息，也不必逐个比较所有制度效果。

  3. 第 3 段 定位词 accelerated in recent years grade forgiveness

    Why has the use of grade forgiveness accelerated in recent years?

    • A Freshmen now struggle more with college-level courses.
    • B Selective campuses have required all students to retake courses.
    • C Graduate programs have lowered their admission standards.
    • D Colleges want students to avoid taking critical courses again.
    • E Colleges seek to retain tuition-paying students and improve graduation rates.
    • F State funding has been completely detached from student outcomes.
    显示答案与解析 收起答案与解析

    正确答案：E

    该项等值改写了 colleges continue to do their utmost to keep students in school (and paying tuition) and improve their graduation rates。它准确呈现了“政策使用加速”的机构动因，并保留两项并列目标。干扰难点在于，原文还讲了给 freshmen second chance，这容易让考生把早期设立目的误当成近年来加速原因。

    as从句的双目标 锁定 第3段 后，采用“as从句倒读法”：不要先读长长的趋势主句，直接从 accelerated 后的 as 切入，抽取两个并列不定式目标。正确项必须能覆盖这两个目标；只覆盖 freshmen、graduate students 或 most colleges 的选项，都只是范围信息，不能解释加速。

  4. 第 4 段 定位词 college officials primary purpose

    According to college officials, what is the primary purpose of grade forgiveness?

    • A To ensure that every retaken course receives the highest grade.
    • B To raise grades as an end in itself.
    • C To exempt students from mastering course content.
    • D To restrict the policy to freshmen in their first year.
    • E To increase public funding regardless of student performance.
    • F To encourage students to retake degree-critical courses without a heavy penalty.
    显示答案与解析 收起答案与解析

    正确答案：F

    该项准确改写了 more about encouraging students to retake courses critical to their degree program and graduation without incurring a big penalty。它包含行动 encourage、对象 students、课程性质 critical，以及条件 without a heavy penalty。障碍在于，grade 本身和 graduate on time 均出现在段中，但前者被 less about 降级，后者是预期结果或证据而非政策目的的完整表述。

    more B的目的主干 在 第4段，直接抓取“less A, more B”这个优先级模板：题干问 primary，答案必在 more B 一侧。再把 B 后面动词链压缩为“鼓励＋重修＋关键课程＋低惩罚”，能够保留这四格语义的正确项就是答案项；无需先逐字阅读引语。

  5. 第 5 段 定位词 public institutions financially

    How can better grades benefit public institutions financially?

    • A They can improve funding-linked metrics such as graduation rates and retention, bringing in more state money.
    • B They can charge every student higher tuition.
    • C They receive state funds automatically whenever GPAs rise.
    • D They no longer need to monitor graduation rates.
    • E They can limit grade forgiveness to selective campuses.
    • F They can guarantee that students will find jobs after graduation.
    显示答案与解析 收起答案与解析

    正确答案：A

    该项完整复原了原文的三段因果：better grades → boosting graduation rates and retention → more state funds。它没有把 grades 直接等同于 funding，而是保留 metrics 这一中介环节。命题障碍在于，原文中的 sometimes、partly 表示资金只是部分挂钩；正确项使用 can 和 such as 保持了文本的非绝对语气。

    州资金额度逆推链 进入 第5段 后，采用“钱从哪里来”逆推：先扫 money，再向左回溯到 state funds、metrics 和 better grades，画出最短箭头链。正确项必须同时含有“指标改善”和“州资金增加”两端；只说 tuition value 或 GPA 上升的选项都缺少财政链条的关键一环。

  6. 第 6 段 定位词 students' and colleges' incentives aligned

    Why do students' and colleges' incentives seem to be aligned?

    • A Both groups want low grades to remain on students' records.
    • B Students want degrees to lead to jobs, while colleges want to produce graduates who are or appear well qualified.
    • C Both groups prefer colleges to reduce graduation rates.
    • D Students expect tuition to be free, and colleges seek more state funding.
    • E Colleges want students to retake every course before graduating.
    • F Parents and colleges agree that academic qualifications are unimportant.
    显示答案与解析 收起答案与解析

    正确答案：B

    该项分别对应 students and parents expect a college degree to lead to a job，以及 schools seek to turn out graduates as qualified as possible—or at least appear to be。两种动机都服务于毕业生的就业前景，故构成 aligned incentives。难点在于原文保留了 appear to be 的讽刺性限定；正确项不能把学校目标美化成绝对的实际资格。

    两端动机的交汇点 在 第6段，使用“左右主体配对法”：把 students' expectation 放在左边，把 school's best interest 放在右边，只找两边共同指向的结果。正确项能够同时保留“就业期待”与“合格毕业生输出”这两个半句，因而天然解释 aligned；任何仅含一方、或没有交汇结果的选项可立即删除。

STRUCTURE · 篇章结构

6 个意群的说明文骨架

按说明文 的行文骨架切分意群，每个意群标注它覆盖的段落与对主旨的作用——逐段读完后回到这里俯瞰全篇，能看清作者为什么按这个顺序行文。

  1. P1

    引出现象

    这个 opening paragraph 通过 contrast 的手法引出了 grade forgiveness 这个 core topic。作者首先提到了 grade inflation 这个 widely recognized phenomenon,然后用 but 进行 transition,指出还有另一个 related force 叫做 grade forgiveness,它也在 contributing to rising GPAs。这种 structure 帮助 readers 理解这个 policy 的 significance。

    作为 expository text 的 introduction,这个意群通过 presenting the phenomenon 来 establish the topic。它使用了 comparison strategy,将 grade forgiveness 与更 well-known 的 grade inflation 进行 juxtaposition,帮助 readers 快速 grasp 文章要 discuss 的 central issue,为后续的 explanation 奠定 foundation。

    指出grade forgiveness政策存在
  2. P2

    定义概念

    这个 brief paragraph 提供了 grade forgiveness 的 clear definition。它 explains 这个 policy allows students to retake courses 并且用 the most recent or highest grade 来 calculate GPA。这是 typical definitional statement,用 concise language 让 readers understand exactly what the term means,为后续的 analysis 提供 conceptual clarity。

    在 expository structure 中,definition 是 essential component。这个意群通过 providing precise explanation of the mechanism 来确保 readers 有 shared understanding。它 serves as a reference point,使得后续讨论 policy evolution、institutional motivations 等 aspects 时,readers 能够 accurately comprehend 所有 arguments 都基于这个 clearly defined concept。

    界定retake courses和replace low grades机制
  3. P3

    追溯发展

    这个 paragraph 采用 historical perspective 来 trace the evolution of grade forgiveness。它 describes how the practice has accelerated in recent years,并且 explains the shift from limited application to freshmen 到 widespread availability for all students。通过 providing temporal context 和 institutional motivations (keeping students enrolled, improving graduation rates),这个 segment helps readers understand 这个 policy 是如何 expand 的。

    在说明文的 structure 中,historical development section 帮助 readers 理解 current state 的 origin。这个意群通过 showing the progression from limited to widespread use 来 illustrate 为什么 grade forgiveness 现在是个 significant phenomenon。它 reveals institutional pressures (tuition revenue, graduation rates) that drive policy expansion,为后续 paragraphs 关于 institutional benefits 的 discussion 提供 logical foundation。

    说明政策从freshmen扩展到所有学生
  4. P4

    学生视角阐释

    这个 paragraph 从 student-centered perspective 来 justify grade forgiveness。通过 quoting college officials,它 emphasizes 这个 policy 的 goal 是 encouraging students to retake critical courses without penalty,最终帮助他们 achieve academic success and graduate on time。这种 framing 将 policy 呈现为 student-supportive measure 而非仅仅 grade manipulation。

    在 expository structure 中,presenting official rationale 是 important component。这个意群通过 providing the stated purpose 来 show 机构如何 frame the policy publicly。它 introduces the perspective that grade forgiveness serves educational goals,这为下一意群关于 institutional self-interest 的 discussion 形成 contrast,帮助 readers see the multiple dimensions of this practice。

    阐述帮助学生graduation和master content
  5. P5

    机构利益揭示

    这个 paragraph 用 'That said' 进行 transition,揭示了 grade forgiveness 如何 satisfy colleges' own needs。它 explains state funding 与 graduation rates 的 connection,以及 higher GPAs 如何让 students feel they received better value。这种 analysis exposes 机构的 self-interested motivations,展现了 policy 背后的 institutional calculus。

    这个意群在 expository structure 中 performs critical analytical function。它 reveals the underlying economic and reputational incentives that drive institutions,providing deeper explanation beyond stated educational goals。通过 showing how better grades translate to more funding and satisfied customers,它帮助 readers understand the systemic forces behind policy expansion,是 comprehensive explanation 的 essential component。

    揭示提升graduation rates、GPAs和institutional metrics的机构利益
  6. P6

    综合归因

    这个 concluding paragraph 将 grade forgiveness 置于更 broad context of consumer-driven higher education。它 synthesizes previous points,指出这个 policy reflects universities responding to expectations for degrees leading to jobs。最后用 'incentives seem to be aligned' 来 show students 和 institutions 的 interests converge,提供了 holistic understanding of the phenomenon。

    作为 expository text 的 conclusion,这个意群 performs synthesis function。它 ties together the threads of student benefits 和 institutional self-interest,将它们 frame 在 consumer expectations 的 larger context 中。这种 broader contextualization helps readers see grade forgiveness 不是 isolated phenomenon,而是 systemic response to market pressures,完成了从 specific policy 到 general trend 的 analytical elevation。

    总结responding to consumer expectations这一根本动因
MAIN IDEA · 速判主旨

5 步定位这篇文章的主旨

不读完全篇也能锁定主旨——以下 5 步按2019年考研英语一真题 这篇原文的实际行文顺序给出，每步说明看哪里、看出什么，可直接迁移到其他考研英语文章。

  1. 首段定位核心概念 P1

    说明文的 first paragraph 通常会 introduce the main topic 并 present the phenomenon 或 concept 要讨论的对象。通过快速 scan opening sentences，你能 capture 文章要 explain 的 central issue，这里明确指出 grade forgiveness 是个 policy helping raise GPAs。

  2. 政策定义与扩展范围 P2 P3

    说明文在 introduce core concept 之后，会 provide definition 和 describe its scope。第2段 的 allows students to retake 是 operational definition，第3段 的 now most colleges allow 显示了 policy 的 widespread adoption，这些信息共同 indicate 文章主旨不仅是 explain 这个 policy，还要说明它的 expansion 和 broader application。

  3. 多方利益双重效应 P4 P5

    说明文经常 explore multiple dimensions 或 stakeholders 来 present a comprehensive picture。这里出现了 two-sided analysis: student benefits (第4段) vs. institutional needs (第5段)。当文章 systematically present different beneficiaries 的 interests，main idea 往往是 about the policy serving multiple purposes simultaneously，而不是 single-purpose explanation。

  4. 消费导向下的共同利益 P6

    说明文的 conclusion 往往 elevate specific topic 到 broader significance，或 reveal underlying rationale。这里 indeed 表示 confirmation，another way 显示 grade forgiveness 是 larger trend 的一部分，students' and colleges' incentives aligned 是 ultimate explanation。Concluding paragraph 把 scattered information synthesize 成 unified understanding，这正是 main idea 的 complete expression。

  5. 政策全貌多维整合 P1 P2 P3 P4 P5 P6

    说明文的 main idea 是 all key elements 的 synthesis。这篇文章不是 merely explaining what grade forgiveness is (那只是 supporting detail)，而是 showing its expanded scope、how it serves multiple stakeholders、and why it exists in current educational landscape。Topic (grade forgiveness) + Scope (expansion) + Function (dual benefits) + Context (consumer expectations) 构成了 complete main idea。

主旨信号词 allow/allows P2 expansion markers P3 benefit indicators P4 dual-purpose markers P5 responding/alignment terms P6

MAIN IDEA · 主旨

这篇文章在说什么

成绩宽恕政策允许学生重修课程并替换低分,该政策已从新生扩展到更广泛的学生群体,通过提高毕业率、GPA和院校指标来使学生和院校双方受益,同时回应了高等教育中的消费者期望。
Grade forgiveness policies, which allow students to retake courses and replace low grades, have expanded beyond freshmen to benefit both students and institutions by improving graduation rates, GPAs, and institutional metrics while responding to consumer expectations in higher education.
WORD INFERENCE · 生词推断

4 个生词的上下文推断

不查词典，只用文中线索推出词义——每个词给出推断出的释义与 完整推理链。已收录进考研英语高频真题词集的单词可点击进入词条页。

  • incur 招致、遭受（不良后果）

    我们来把这两条线索串联起来。首先从 context 看，grade forgiveness 让学生能够 retake a course，而且是 without incurring a big penalty。这个 without 结构告诉我们，如果没有 grade forgiveness，学生就会 incur penalty。接着看 morphology，in- 表示进入，cur 表示跑、发生，incur 就是「跑进某种状态」，特别是负面状态。两条线索共同指向：incur 就是主动或被动地招致、遭受某种不好的后果。

    动词配价与构词印证
  • metric 衡量指标、度量标准

    让我们整合这两条 clues。从 contextual evidence 看，metrics 后面用 such as 引出了 graduation rates 和 student retention，这两个都是可以用数字 quantify 的 performance indicators。从 word origin 看，metric 来自希腊语的「测量」概念，本身就带有 quantification 的含义。两条线索相互验证：metrics 就是用来 measure 和 evaluate 某个 system 或 organization 表现的一组 quantifiable standards。

    标记词定位与词源验证
  • boost 提高、推动、增强

    现在我们把两条 clues 结合。从 causal relationship 看，better grades 通过 boosting figures 带来 more money，这个 chain 要成立，boosting 必须是让 figures 向好的方向变化。从 semantic field 看，boost 和 increase、enhance 属于同一 category，都表示正向的提升。两条线索共同确认：boost 就是推动某个 indicator 或 quantity 向上增长、提高的意思。

    因果定位与搭配验证
  • incentive 动机、激励因素、诱因

    让我们综合这两条 clues。从 contextual parallelism 看，incentives 与 best interest 形成呼应，都指向促使 students 和 colleges 朝某个 direction 行动的因素。从 word structure 看，in- 加上表示「激发」的 cent，incentive 本身就带有「内在驱动」的含义。两条线索共同指向：incentive 是促使主体产生 motivation 并采取 action 的诱因或刺激因素。

    概念呼应与词根解构
RHETORIC · 修辞手法

10 处修辞手法与仿写

每处修辞给出它在本文的具体用法、同类信号词清单与一份可直接套用的 写作仿写建议——读完能认，也能写。

  • 下定义

    P1

    第1段 用破折号把 grade inflation 界定为“过去几十年平均 GPA 的逐渐上升”，这一 concise definition 先固定全文讨论的背景现象，再引出 grade forgiveness 这一相关推动因素，使读者迅速理解文章为何关注成绩上升问题。

    信号词 – is refers to is defined as means namely in other words can be understood as

    仿写： 仿写前先追问：核心术语 X 是否可能被读者误解，reader 是否需要先知道它的准确边界？如果答案是 yes，就只保留该概念最关键的上位类别与 distinguishing feature，避免在定义中堆入无关背景。可套用模板：X—即具有 Y 特征的一种 Z，or a form of Z characterized by Y—是理解该现象的关键概念。

  • 打比方

    P1 P5 P6

    文章把 students 比作需要被取悦的 customers，并在后文继续使用 paying the bill、better value 和 consumers' expectations 等商业话语，形成 extended consumer metaphor；这一比方把抽象的高等教育市场化变得具体，也突出学校推行 grade forgiveness 不只出于教学关怀，还受到客户满意度与经济利益的驱动。

    信号词 like as as if as though resemble be compared to be treated like serve as in the same way that

    仿写： 仿写前可以追问：目标现象 X 最像哪种日常关系，comparison 是否能揭示它的运行逻辑而非只追求华丽？确定比方后，应让后续词汇保持在同一 semantic field，例如用 customer、value 与 service 共同搭建消费框架。可套用模板：X is increasingly treated like Y，because A seeks to satisfy B and provide better value。

  • 下定义

    P2

    第2段 用 allows students to retake a course 说明 grade forgiveness 的操作内容，并补充只有 recent grade 或 highest grade 计入 overall GPA；这一 operational definition 把政策名称转化为清晰规则，为后文分析其如何提高 GPA、毕业率与学校指标奠定事实基础。

    信号词 allows means that refers to involves consists of works by is a process in which under this policy

    仿写： 仿写时先追问：读者仅凭政策名称能否知道参与者做什么、在什么 condition 下做以及产生什么 result？然后按照“主体—行为—规则—结果”的顺序展开，避免只给抽象评价。可套用模板：Policy X allows A to do B when C，and only D counts toward E。

  • 作比较

    P3

    第3段 将 decades ago 仅面向 freshmen 的旧政策与 now 面向大多数 undergraduates、甚至 graduate students 的新政策进行时间对比；这种 then-versus-now comparison 直接证明 grade forgiveness 已从有限补救措施扩展为普遍制度，是文章主旨中“政策范围扩大”的核心证据。

    信号词 when ... first decades ago previously formerly in the past but now today by contrast whereas while compared with

    仿写： 仿写前先追问：你要突出的是政策的 scope、效果还是适用人群发生了变化？选择同一 comparison dimension 后，再把 past 与 present 对齐比较，不能一边谈对象范围、另一边谈实施效果。可套用模板：When X first began, it was limited to A；but now it applies to B and even C。

  • 作诠释

    P3

    第3段 用 as colleges continue to do their utmost to keep students in school 解释该政策近年来加速普及的原因，又用 to give them a second chance 说明早期政策为何只照顾 freshmen；这种 causal explanation 同时交代现实动机与历史初衷，使政策扩张不再只是一个孤立事实。

    信号词 as because since to in order to so that the reason is that this is because thereby which means that

    仿写： 仿写前可连续追问：这一变化 why now、服务于 whom、最终为了 what purpose？回答时应把原因与目的区分开，例如用 because 或 as 引原因，用 to 或 in order to 引目的。可套用模板：The practice has expanded as A seeks to B，partly to C and ultimately to D。

  • 作比较

    P4

    第4段 用 less about the grade itself and more about encouraging students 构成轻重对比，把 officials 所强调的政策目标从单纯修改成绩转向促进重修、掌握课程与按时毕业；这一 contrast 修正读者可能形成的负面印象，也为后文转向学校自身利益保留讨论空间。

    信号词 less about ... more about not so much ... as ... rather than instead of more importantly the real issue is not merely ... but ...

    仿写： 仿写前先追问：某种现象是否存在表面解释 A 与深层解释 B，哪一个才是 central concern？使用该句式时不要完全否定 A，而应通过 degree contrast 强调 B 的更高权重。可套用模板：The policy is less about A and more about B，because B helps participants achieve C。

  • 引资料

    P4

    第4段 直接引用 Ohio State University registrar Jack Miner 的话，说明学生重修后能在 subsequent courses 中表现更好、掌握课程内容并 on time 毕业；这一 authoritative quotation 为政策的学生收益提供校方实践视角，也让抽象论断具有具体来源与可信度。

    信号词 said according to noted reported observed argued explained a study found research shows data from

    仿写： 仿写前要追问：source 是否具备专业身份，它提供的是事实 evidence 还是仅仅 opinion，它与当前 claim 是否直接相关？引用后还应补一句分析，说明该资料为何重要，不能让 quotation 代替作者推理。可套用模板：According to expert A，‘B’；this observation shows that C rather than merely D。

  • 举例子

    P5

    第5段 用 graduation rates 和 student retention 作为 state funding 所参考 metrics 的具体例子，把笼统的“学校指标”落实为两个可观察项目；这些 examples 让读者看清更高成绩如何改善数据、进而可能带来更多公共资金。

    信号词 such as for example for instance including among them a case in point take ... as an example especially notably

    仿写： 仿写前先追问：抽象名词 X 对读者是否过于宽泛，哪个 representative example 最能展示其实际含义？例子之后还要写出其 explanatory link，说明它如何支持结论，而不能只罗列名称。可套用模板：Institutions are evaluated by metrics such as A and B，both of which influence C。

  • 作诠释

    P5

    第5段 通过 better grades、boosting figures 与 mean more money 串联出“成绩提高—指标改善—资金增加”的 causal chain，并进一步解释 GPA 上升如何提升 paying students 对 tuition value 的感受；这一诠释揭示学校推广 grade forgiveness 的制度性和经济性收益，完善了全文的双赢主旨。

    信号词 so by therefore thus thereby as a result consequently lead to result in mean boost because

    仿写： 仿写时先追问：A 是否直接导致 C，还是必须经过中间变量 B？如果存在 mechanism，就应把 B 明写出来，以防出现逻辑跳跃。可套用模板：A can，by improving B，lead to C；as a result，institutions gain D while participants receive E。

  • 作比较

    P6

    第6段 用 as qualified as possible 与 or at least appear to be 构成“真实能力”和“表面资质”的隐含对比；这一 qualification 暗示学校既希望培养真正合格的 graduates，也可能重视成绩单所制造的良好形象，从而让 consumer expectations 与 GPA 政策之间的关系更具批判意味。

    信号词 or at least at best at minimum if not even if rather than in appearance in reality seem to appear to

    仿写： 仿写前先追问：理想目标 X 是否能够被完全证明，还是只能确认较弱结果 Y？如果证据有限，就用 at least 进行降级限定，既保留批判性又避免 overstatement。可套用模板：The policy may make participants genuinely X—or at least make them appear X to employers or the public。

IMPLIED MEANING · 言外之意

5 处话里有话

作者没有明说、但靠信号词传递出来的态度与暗示——每处给出原文片段、信号词类型与解读。

  • Grade inflation 并非唯一推手

    P1
    Grade inflation... is often considered a product of a consumer era in higher education... But another, related force – a policy often buried deep in course catalogs called 'grade forgiveness' – is helping raise GPAs.

    转折类 But another but however yet nevertheless nonetheless on the contrary

    这里的 implication 是：尽管 grade inflation 被 widely recognized as a problem，但 grade forgiveness 这个 policy 作为 contributing factor 却被 underestimated 或 overlooked。作者用 buried deep in course catalogs 这个 metaphor 强化这种 hidden nature。这个 subtext 为整篇文章 establish the premise：我们要 examine 一个 less discussed 但同样 significant 的 mechanism。对于 main thesis 的 value 在于：it justifies why the article focuses on grade forgiveness，并且 sets up the framework 来 analyze 这个 policy 的 multiple impacts。

  • Grade forgiveness 使用范围持续扩大

    P3
    The use of this little-known practice has accelerated in recent years, as colleges continue to do their utmost to keep students in school (and paying tuition) and improve their graduation rates.

    情态词类 has accelerated accelerate surge soar escalate intensify proliferate

    Has accelerated 配合 as clause 传达的 subtext 是：colleges 面临 retention 和 graduation rate 的 pressure，所以 increasingly rely on grade forgiveness 作为 strategic tool。Little-known 和 accelerated 形成 contrast，暗示这个 once obscure practice 正在 become mainstream。这段的 implication 支持 thesis：grade forgiveness 不再是 marginal policy，它已经成为 higher education system 的 structural component，driven by institutional needs。这为后文 analyze 其 systemic impact 做了 铺垫。

  • 官方说辞掩盖利益动机

    P4
    College officials tend to emphasize that the goal of grade forgiveness is less about the grade itself and more about encouraging students to retake courses critical to their degree program and graduation without incurring a big penalty.

    委婉表达类 tend to emphasize tend to seem to appear to claim to purport to are said to

    Tend to emphasize 的 subtext 是：这是 colleges 的 official rhetoric，但 may not capture the full picture。接下来 第5段 用 That said 开头，确认了这个 suspicion：institutions 确实有 self-serving reasons。这个 implication structure 对 thesis 的 contribution 是：expose the gap between stated goals (help students) 和 actual incentives (institutional metrics and revenue)。它 demonstrates grade forgiveness 是 multi-purpose tool，serving both pedagogical and financial objectives，让 reader 理解这个 policy 的 complexity。

  • 制度利益与学生需求的利益交换

    P5
    That said, there is a way in which grade forgiveness satisfies colleges' own needs as well. For public institutions, state funds are sometimes tied partly to their success on metrics such as graduation rates and student retention – so better grades can, by boosting figures like those, mean more money.

    对比类 as well also too in addition moreover furthermore additionally

    As well 的 implication 是：grade forgiveness 不仅 serve 学生，更 critically serve institutional interests。State funds tied to metrics 和 students paying tuition 这两个 financial incentives 的 juxtaposition 暗示 colleges 有 strong economic reasons 来 implement this policy。这段的 subtext 对 main thesis 的 significance 是：it exposes the alignment of incentives between institutions and students 不是 purely educational，而是 driven by financial and accountability pressures。这 reframes grade forgiveness 从 student support measure 到 strategic response to funding models。

  • 表面资质与真实能力的可能脱节

    P6
    it is in the best interest of a school to turn out graduates who are as qualified as possible – or at least appear to be.

    模糊限制语类 or at least appear to be or at least at least appear to seem to supposedly presumably

    Or at least appear to be 的 subtext 是：grade forgiveness 可能 inflate perceived qualifications without necessarily improving actual competence。这个 qualifier 的 critical tone 暗示 author 对 grade forgiveness 持 skeptical view：it serves market demands (consumer expectations) 但可能 compromise academic integrity。对 thesis 的 contribution 是：it introduces a subtle critique，suggesting grade forgiveness 是 response to consumerism 而非 purely pedagogical reform。这个 implication 在 concluding paragraph 里 leaves reader with doubt about whether policy truly benefits education quality，或只是 satisfy market pressures。

AUTHOR ATTITUDE · 作者态度

作者态度：消极批判

结论先行：本文作者态度为消极批判（ Subtly Skeptical / Critical）。下面是按步骤还原的判断过程与文中的态度信号词。

  1. 首段商业隐喻定调 P1

    说明文的首段往往先point out话题和背景，如果作者在客观介绍 grade inflation 现象时突然嵌入 customer/consumer 这种带贬义色彩的商业词汇，说明作者并非单纯 objective 陈述，而是已经在为后文的态度 setup 铺垫。

  2. 官方说辞后的转折 P4 P5

    说明文常先呈现权威人士的 official explanation，再用 that said、however 等 concession 结构引出作者更深层的解读，这种先扬后抑的结构是判断作者真实态度最直接的 signal。

  3. 结尾模糊限定词 P5 P6

    说明文在剖析现象背后的 motive 时，如果频繁使用 seem、appear、at least 这类模糊限定词，说明作者对表面上 win-win 的说法留有 reservation，这正是消极批判态度而非 neutral description 的核心证据。

  4. 三重信号综合 P1 P5 P6

    单独一个 signal 可能只是巧合，但 consumer 隐喻、that said 转折、appear to be 限定词三者同时出现且方向一致，说明作者从头到尾都在暗示 college 的 grade forgiveness 政策更多服务于自身的 graduation rates 和 tuition 利益，而非纯粹为了学生成长，这就构成了稳定的批判倾向。

文中的态度信号词

  • customers to be pleased P1

    用 commercial 词汇比喻 students 和 school 的关系，暗示学校追求的是 pleasing customers 而非单纯的 educational quality，为后文揭示学校自利动机埋下伏笔。

    同类词 consumer era treated like customers

  • and paying tuition P3

    括号里的 and paying tuition 看似只是补充说明，实则揭露学校维持 retention 的真正 motive 是 financial interest，是作者暗中讽刺的关键一笔。

    同类词 improve their graduation rates keep students in school

  • tend to emphasize P4

    tend to emphasize 暗示这只是 college officials 一贯的 routine claim，并非作者本人认可的 objective fact，为后文的反驳和补充做铺垫。

    同类词 said officials tend to

  • That said P5

    That said 是明显的 concession 转折信号，直接把话题从 college 的 official explanation 转向 satisfies colleges' own needs 这一更 critical 的视角。

    同类词 But Indeed so

  • or at least appear to be P6

    这一 hedge phrase 直接质疑毕业生究竟是真正 qualified，还是仅仅 appear to be，是全文最强的隐性批判信号，把学校和学生的 incentives 是否真正一致打上问号。

    同类词 seem to be as qualified as possible

GENRE · 速判体裁

30 秒判定这是一篇说明文

体裁决定读法与出题套路。以下判断步骤与标志词全部以本文为例，可直接迁移到其他考研英语 真题文章。

如何快速判断这是一篇说明文？

  1. 开篇直接介绍概念 P1 P2

    本文 第1段 直接 introduce 了 'grade forgiveness' 这个 policy,并且用 definition-like 的方式说明它是什么。这种 expository opening 明显区别于议论文的 argumentative thesis statement,也区别于新闻报道的 who-what-when-where lead paragraph。

  2. 多维度逐层解释 P3 P4 P5 P6

    第3段 解释了 historical development 和 current scope,第4段 阐述 intended purpose,第5段 分析 institutional benefits,第6段 讨论 broader context。这种 multi-faceted explanation pattern 是说明文的 hallmark。议论文会 organize around supporting arguments for a thesis,新闻报道则按 decreasing importance 排列 facts。

  3. 客观中立陈述 P4 P5 P6

    全文 maintain 了 detached, analytical tone,作者 present 了 different perspectives(college officials' view in 第4段, institutional needs in 第5段)without taking sides。即使 第5段-6 discuss potential issues,语气仍是 explanatory('there is a way', 'it is in the best interest')而非 critical('this is wrong', 'must be stopped')或 sensational('shocking', 'controversial')。

  4. 整体解释性目的 P1 P2 P3 P4 P5 P6

    本文的 core purpose 是让读者 understand grade forgiveness policy 的 definition、evolution、rationale 和 implications。全文 structure 服务于 comprehensive explanation 而非 persuasion 或 timely reporting。文章结束于 broader context analysis 而非 call to action 或 latest development,这 confirms 其 expository nature。

哪些词暴露了说明文体裁？

  • is often considered P1 定义解释词 is defined as refers to means is known as can be described as
  • allows P2 功能描述词 enables permits makes it possible functions to serves to
  • The use of this practice P3 现象追踪词 the use of the practice of the trend of the phenomenon of the development of
  • When this practice first started P3 时间顺序标记词 when...first started initially originally at first in the beginning
  • tend to emphasize P4 观点呈现词 officials point out experts note researchers observe studies show according to
  • That said, there is a way in which P5 多角度展开词 that said on the other hand another aspect is additionally it should be noted that
  • is just another way that P6 归类总结词 is another way that is an example of represents illustrates how demonstrates
SENTENCE INSIGHTS · 句子精讲

12 句真题句逐层精讲

下列真题句各有独立的句子解析页——中文翻译、结构树逐层拆解、成分与时态、考点讲解与真题高频词。点击句子进入完整解析。

FAQ · 常见问题

关于 The Rise of College“Grade Forgiveness' 的常见问题

2019年考研英语一真题 Section II Part A (2) 文章 The Rise of College“Grade Forgiveness' 的原文出自哪里？
The Atlantic《大西洋月刊》2018.06.29-篇题为The Rise of College“Grade Forgiveness'(大学“成绩宽恕”的兴起)的文章。
2019年考研英语一真题文章 The Rise of College“Grade Forgiveness' 的主旨是什么？
成绩宽恕政策允许学生重修课程并替换低分,该政策已从新生扩展到更广泛的学生群体,通过提高毕业率、GPA和院校指标来使学生和院校双方受益,同时回应了高等教育中的消费者期望。（英文表述：Grade forgiveness policies, which allow students to retake courses and replace low grades, have expanded beyond freshmen to benefit both students and institutions by improving graduation rates, GPAs, and institutional metrics while responding to consumer expectations in higher education.）
The Rise of College“Grade Forgiveness'（2019年考研英语一真题文章）是什么体裁？难度如何？
体裁为说明文，作者立场是消极批判（Subtly Skeptical / Critical）。CEFR 难度 C1，全文 413 词、6 段；在考研英语一全部 102 篇真题文章中，C1 级共 92 篇（占 90%）。
2019年考研英语一真题文章 The Rise of College“Grade Forgiveness' 的篇章结构是怎样的？
全文 6 段按说明文骨架分为 6 个意群：第1段——引出现象；第2段——定义概念；第3段——追溯发展；第4段——学生视角阐释；第5段——机构利益揭示；第6段——综合归因。
The Rise of College“Grade Forgiveness' 一文的作者态度是什么？
作者态度是消极批判（Subtly Skeptical / Critical）。判断路径：首段商业隐喻定调 → 官方说辞后的转折 → 结尾模糊限定词 → 三重信号综合；文中的态度信号词包括 customers to be pleased（第1段）、and paying tuition（第3段）、tend to emphasize（第4段）、That said（第5段）、or at least appear to be（第6段）。
2019年考研英语一真题文章 The Rise of College“Grade Forgiveness' 中有哪些值得积累的生词？
按文中出现顺序共 4 个：incur（招致、遭受（不良后果））、metric（衡量指标、度量标准）、boost（提高、推动、增强）、incentive（动机、激励因素、诱因），每个词的词义都可以由文中上下文线索推断得出。

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