2012年 考研英语二阅读理解（四选一） 第 1 篇 · 21–25 题答案与解析

题干 It is implied in Paragraph 1 直接用 implied 一词，明确这是基于段落内容做一步合理推断，而非寻找字面信息。

It is implied in Paragraph 1 that nowadays homework____ 是带形式主语 it 的被动句加 that 宾语从句，宾语从句被设计成不完整陈述句，由四个选项续完。It 不指代任何具体事物，意思是 "第一段隐含表达：如今的作业 \_\_\_\_"，不存在结构陷阱。

• A)✓ 正确
  • in recent years it has been particularly scorned↔is receiving more criticism

  is receiving more criticism 正是 "如今作业更遭批评" 的标准同义表达，与预判完全一致。

• B)与原文相反

  is gaining more preferences 意为 "获得更多偏爱"，与原文 particularly scorned 的贬义评价完全相反。

• C)过度推断

  is no longer an educational ritual 称作业 "不再是教育传统"，但原文 School districts ... are revising their thinking on this educational ritual 只是 "重新思考"，未否定其作为教育传统的存在；no longer 是被原文未授权的绝对化判断。

• D)与原文相反

  is not required for advanced courses 把 advanced courses 与作业 "不再要求" 挂钩，但原文 with the exception of some advanced courses 的意思恰好相反——高级课程是 10% 上限的例外，仍正常计分要求作业。

题干 made the rule about homework mainly because 询问规则出台的具体原因，答案应是原文明写的事实陈述，不需推断。

L.A. Unified has made the rule about homework mainly because poor students ____ 主干为 L.A. Unified has made the rule，after mainly because 接原因状语从句，从句主语 poor students 的谓语由四个选项续完。结构平铺直叙，无陷阱。

• A)无中生有

  tend to have moderate expectations for their education 谈 "对教育只有适中期望"，原文从未提及贫困生的教育期望水平，完全是凭空增添的论点。

• B)张冠李戴

  have asked for a different educational standard 称贫困生 "要求过另一种教育标准"，原文只说政策的潜在暗示是 standards need to be lowered for poor children，这是作者的担忧，而非贫困生主动提出的要求。

• C)✓ 正确
  • the difficulty that students from impoverished or chaotic homes might have in completing their homework↔may have problems finishing their homework

  may have problems finishing their homework 把 "贫困学生" "困难" "完成作业" 三要素与定位句一一对应，是定位句的标准同义改写。

• D)无中生有

  have voiced their complaints about homework 称贫困生 "对作业提出过抱怨"，原文未提及任何学生群体的抱怨行为；段首只说 Homework has never been terribly popular，但那是泛指所有学生与家长，且并非 "贫困生发声投诉"。

题干以 According to Paragraph 3 开头，要求复述原文已写明的弊端，不是隐含推断。

According to Paragraph 3, one problem with the policy is that it may____ 主干为 one problem ... is that ... 的主表结构，that 引导表语从句，主语 it 指代前面的 the policy。句意平实，唯一要看清 may 表示 "可能会"，提示答案是后果/隐患而非已发生事实。

• A)偷换概念

  result in students' indifference to their report cards 把弊端引向 "学生对成绩单漠不关心"，但原文 see very little difference on their report cards 是说 "成绩单看不出差别"，描述的是政策造成的客观结果，不是学生对成绩单的态度。

• B)无中生有

  undermine the authority of state tests 称政策 "削弱州考的权威"，原文 Some students might do well on state tests without completing their homework 只是把州考作为衡量手段顺带提及，未谈及州考权威性是否被削弱。

• C)过度推断

  restrict teachers' power in education 称政策 "限制教师的教育权力"，原文 rather than empowering teachers to find what works best for their students 是说政策 "没有授权" 教师寻找最佳做法，而非 "限制" 教师已有权力；rather than empowering 与 restrict power 不同义——一个是没给，一个是夺走。

• D)✓ 正确
  • students can easily skip half their homework and see very little difference on their report cards↔discourage students from doing homework

  discourage students from doing homework 是 students can easily skip half their homework 的标准同义替换——既然轻易跳过且成绩无变化，自然削弱了做作业的动力。

题干 As mentioned in Paragraph 4 用 mentioned 一词，明示要回原文找已写明的内容。

As mentioned in Paragraph 4, a key question unanswered about homework is whether____ 主句为 a key question is whether ...，whether 引导表语从句，结构等同 "未被回答的关键问题是：作业是否 \_\_\_\_"。注意 unanswered 是过去分词作后置定语修饰 question，表示这个问题尚未得到回答。

• A)以偏概全

  it should be eliminated 仅对应原文 reduce or eliminate the assignments 中 "作业不重要时" 的一个分支处置方案，并非段落的核心未解之问；原文已表态 "若不重要就该减或取消"，这并非未解决的问题。

• B)✓ 正确
  • if homework matters, it should account for a significant portion of the grade↔it counts much in schooling

  it counts much in schooling 是对 "作业是否重要/是否应该在成绩中占分量" 这一未解之问的高度概括，正中定位句对仗结构的核心变量。

• C)偷换概念

  it places extra burdens on teachers 称作业 "给教师带来额外负担"。原文末句 teachers are not assigning more than they are willing to review and correct 只说政策没确保教师不超量布置可批改的量，并非把 "作业本身" 描述为 "给教师增负"，更不是段落抛出的未解之问。

• D)偷换概念

  it is important for grades 看似贴近，但定位句的真正未解之问是 "作业对学生学业成就 students' academic achievement 是否重要"——这是教育层面的根本问题，grade（成绩单上的分数）只是衡量手段；把 "对学业" 偷换成 "对分数" 是问题的窄化。

题干 A suitable title for this text could be____ 要求选最合适的标题，是典型主旨题。

A suitable title for this text could be____ 是简单的主表结构，主语 A suitable title 由后置 for this text 限定，谓语 could be 后接四个选项作表语。could 表 "可能/合适"，意思是 "本文一个合适的标题可能是 \_\_\_\_"，结构平实。

• A)✓ 正确
  • Unfortunately, L.A. Unified has produced an inflexible policy↔A Faulty Approach to Homework
  • the policy addresses none of the truly thorny questions about homework↔A Faulty Approach to Homework

  A Faulty Approach to Homework 在 "对象=作业政策"（Approach to Homework）与 "作者态度=否定"（Faulty）两个维度都与全文主线一致，是覆盖所有五段、不与任何段冲突的最佳概括。

• B)与原文相反

  A Welcomed Policy for Poor Students 称这是 "贫困生欢迎的政策"，但全文 Unfortunatelyunclear and contradictorya flat, across-the-board rulenone of the truly thorny questions 通篇否定，更未提任何学生表态欢迎，方向完全相反。

• C)以偏概全

  Thorny Questions about Homework 来自第四段 the truly thorny questions about homework，但作者在第四段是说 "政策没回答这些棘手问题"，棘手问题只是论据，不是文章主题；本文主题是 "政策"，不是 "作业本身的棘手问题"，且选项无负面态度，未覆盖作者立场。

• D)偷换概念

  Wrong Interpretations of an Educational Policy 称问题在 "对一项政策的错误解读"，但全文批评的对象是政策本身，不是别人对政策的解读；原文从未出现 misinterpret/wrong interpretation 之类的提示。