Engineering students are supposed to be examples of practicality and rationality, but when it comes to my college education I am an idealist and a fool. In high school I wanted to be an electrical engineer and, of course, any sensible student with my aims would have choose a college with a large engineering department, famous reputation and lots of good labs and research equipment. But that’s not what I did. I choose to study engineering at a small liberal-arts(文科) university that doesn’t even offer a major in electrical engineering. Obviously, this was not a practical choice; I came here for more noble reasons. I wanted a broad education that would provide me with flexibility and a value system to judge me in my career. I wanted to open my eyes and expand my vision by interacting with people who weren’t studying science or engineering. My parents; teachers and other adults praised me for such a sensible choice. They told me I was wise and mature beyond my 18 years, and I believed them. I headed off to college, sure, I was going to have an advantage over those students who went to big engineering "factories" where they didn’t care if you have values or were flexible. I was going to be a complete engineer, technical genius and sensitive humanist all in one. Now I’m not so sure. Somewhere along the way my noble ideals crashed into reality, as all noble ideals eventually do. After three years of struggling to balance maths, physics and engineering courses with liberal-arts courses, I have learned there are reasons why few engineering students try to reconcile engineering with liberal-arts courses in college. The reality that has blocked my path to become the typical successful student is that engineering and the liberal arts simply don’t mix as easily as I assumed in high school, individually they shape a person in very different ways; together they threaten to confuse. The struggle to reconcile the two fields of study is difficult.-大学英语四级试题库-必威欧足2020网校

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试题题型【阅览了解 Section C】

试题内容

Engineering students are supposed to be examples of practicality and rationality, but when it comes to my college education I am an idealist and a fool. In high school I wanted to be an electrical engineer and, of course, any sensible student with my aims would have choose a college with a large engineering department, famous reputation and lots of good labs and research equipment. But that’s not what I did.
I choose to study engineering at a small liberal-arts(文科) university that doesn’t even offer a major in electrical engineering. Obviously, this was not a practical choice; I came here for more noble reasons. I wanted a broad education that would provide me with flexibility and a value system to judge me in my career. I wanted to open my eyes and expand my vision by interacting with people who weren’t studying science or engineering. My parents; teachers and other adults praised me for such a sensible choice. They told me I was wise and mature beyond my 18 years, and I believed them.
I headed off to college, sure, I was going to have an advantage over those students who went to big engineering "factories" where they didn’t care if you have values or were flexible. I was going to be a complete engineer, technical genius and sensitive humanist all in one.
Now I’m not so sure. Somewhere along the way my noble ideals crashed into reality, as all noble ideals eventually do. After three years of struggling to balance maths, physics and engineering courses with liberal-arts courses, I have learned there are reasons why few engineering students try to reconcile engineering with liberal-arts courses in college.
The reality that has blocked my path to become the typical successful student is that engineering and the liberal arts simply don’t mix as easily as I assumed in high school, individually they shape a person in very different ways; together they threaten to confuse. The struggle to reconcile the two fields of study is difficult.

1.[单选题]The word "they" in "... together they threaten to confuse." (Line 3-4, Para.5) refers to_____.

A.engineering and the liberal arts
B.reality and noble ideals
C.flexibility and a value system
D.practicality and rationality

解题思路：语义题。上文说，工科与文科不像我中学年代幻想的那样，垂手可得地混合到一同，这两个学科各有各自不同的育人办法。这儿的“他们”明显指两个学科。

2.[单选题]According to the author, by interacting with people who study liberal arts, engineering students can_____.

A.balance engineering and the liberal arts
B.receive guidance in their careers
C.become noble idealists
D.broaden their horizons

解题思路：细节题。工科学生与文科学生互动会怎样呢?文中第二段话第四句说我想经过与文科学生互动来开辟视野，D项与原文意同，故D为答案。

3.[单选题]The author’s experience shows that he was_____.

A.creative
B.ambitious
C.unrealistic
D.irrational

解题思路：揣度题。作者怀有的崇高理想在实际中碰了壁阐明他的主意是不实在的，选项A是创造性的，B项是雄心壮志的，C项是不实在际的，D项无理性的，看来只要C项最契合文义，故C为答案。

4.[单选题]The author chose to study engineering at a small liberal-arts university because he _____.

A.wanted to be an example of practicality and rationality
B.intended to be a combination of engineer and humanist
C.wanted to coordinate engineering with liberal-arts courses in college
D.intend to be a sensible student with noble ideals

解题思路：细节题。作者挑选了小文科大学来学工科专业原因是什么呢?作者在榜首段和第二段说想当一个工程师，而且成为工程师与人文学者集于一身的人，这正与B项同义，属同义重述。

5.[单选题]In the eyes of the author, a successful engineering student is expected_____.

A.to have an excellent academic record
B.to be wise and mature
C.to be imaginative with a value system to guide him
D.to be a technical genius with a wide vision

解题思路：细节题。在作者眼中成功的工科学生是什么样呢?文中第三段结束说我要成为一个完美的工科学生：是技能天才与活络的人文学者集于一身。D项与此义属同义转述。

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参考答案：A,D,C,B,D

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