Unit-1-Who-are-you-and-What-are-you-doing-here-课件课件课件.pptVIP

* Text Analysis Black limousines pulled up in front of his office and disgorged decorously suited negotiators. (Para.16) These were obviously officials from that country’s embassy sent to negotiate with the professor about this case. The whole thing had become a tough diplomatic issue. Did my pal fold? Nope, hes not the type. But he did not enjoy the process. (Para.16) Did my friend back down? No, he is not the type of person who will easily give up his principles under pressure. But he did not like the experience he had to endure. Under pressure, some people focus, others fold. 压力面前，有人越挫越勇，有人一蹶不振。? * Text Analysis What colleges generally want are well-rounded students, civic leaders, people who know what the system demands, how to keep matters right, not push too hard for an education or anything else; people who get their credentials and leave the professors alone to do their brilliant work, so they may rise and enhance the rankings of the university. (Para. 17) 大学通常所需要的是：全面发展的学生，公众领导人，清楚社会体制需求的人，知道如何让天下太平、不跟教育体制等作对的人，还有获得证书、让教授们安心于辉煌的学术研究的人——教授们得以升迁，进而提升学校的排名。（供参考） The speaker uses the word ‘brilliant’ sarcastically. The speaker is not using the expression approvingly. He thinks that students should do their utmost to pursue their interests rather than try to meet all of the university’s demands. * Text Analysis In a culture where the major and determining values are monetary, what else could you do? How else would you live if not by getting all you can, succeeding all you can, making all you can? (Para. 18) In this paragraph, the speaker argues that all of these problems in education are caused by the fact that the dominant culture makes money its chief value. The 2nd sentence is a parallel structure that shows the speaker’s strong disapproval of this situation. The three phrases mean the same thing. The repetition is for emphasis. * Text Analysis The idea that a university education really should have no substantial content, should not be about what John Ke