考情速递:2018年10月6日亚太SAT考情


来源:   时间:2018-10-08 14:27:27

晓月江东去,正值秋风时~今天,2018年10月6号,我们迎来了SAT改革后全球范围第30场新SAT考试,即亚洲第12场考试(School Day和今年9月补考除外)。

由于本场考试是12年级应届生在提前批申请截止日期前地最后一次刷分,加上随着留美考试规划日趋成熟,亦有不少11年级新手中地佼佼者第一次试水,通常历年地十月份考试都是参与人数最多地场次,今年也不例外。

单就香港亚博考场的情况来看,今天一共开放了6个场馆,56个考区,其中Hall A是超级大馆,初步估计考生人数9000+,可以无愧于万人坑的称号。

除常规的为学生送考服务之外,为了整理最全的考试资料,研究并预测最新考试趋势,沃邦一如既往的在全球多地派出多名教师亲赴考场参与考试,希望为大家带来一手的考情资讯。现整理如下:
 
考试概述:

本场并没有再次出现类似8月北美重复试卷使用的情况,新题整体难度中等稍上,相对于官方指南中最为正常的OG6(即201605AS真题)的标准而言,这场考试阅读文章思路正常,但语法仍有个别题目略显迷惑性,普遍反应数学延续常规重点考察,写作总体来看在亚太考区中有一定难度。
 
阅读部分难度正常,文章安排分布类似于1803北美场次,小说当代作品讲环境破坏,历史单篇平权话题,科学讲海洋渔业,社科讲写作用词与经济背景,双篇科学生物飞蛾群体交流。值得注意的是今年开始SAT阅读部分开始关注disadvantaged group中的Indian印第安人,在6月北美的历史和本场的小说中都有涉猎。
 
语法部分难度稍大,本场考试延续10月出题迷惑性较大特征。语法题考点中涉猎独立主格有难度,句子结构考点 标点延续之前考点,但在考点识别上有较多陷阱。 语义题考点中文章理解可能会对学生做题速度有影响,部分语义题选项辨析较难。
 
数学部分难度一般,重点还是放在函数和统计的考察上。在非计算器部分考察了一次函数,二次函数,多项式方程和图像的关系,圆等。在计算器部分考察了不等式的图形,相似三角形,统计等知识点。统计考察较为全面。涉及到中位数求法,箱线图,散点图,margin of error,percentile图表,two-way table等知识点。
 
写作部分有一定难度, 虽然2018年10月亚太写作题看似与CB公开的2018年5月写作题题材相似,但这次考试难度显然高很多,想要得高分并不容易  :作者的观点层层深入,几乎没有大家所熟悉的引用研究报告、大量数据等;连大家所熟悉的contrast手法也不仅仅是事实间的对比,还出现了情感的对比 (sorrow v.s. joy)  
 

各科回忆:

 
阅读部分
 
阅读第 1 篇
 
阅读第 1 篇文章概述
 
小说主旨题考察main theme,经济发展和环境的变化;细节题包括主角Maneck和他母亲对于他父亲对Maneck的态度的理解,主角父亲描述修路带给村庄环境变化时使用assualt和invasion之类措辞的作用,主角父亲对村庄气候变化的反应,主角父亲对于野外散步时意外发现的态度,主角父亲于篇末提及存活的树这个信息的作用,以及最后一句体现了主角Maneck对于他父亲怎样的感情。
 
阅读第 1 篇文章原文
 
Then the promised rewards began rolling up the road into the mountains. Lorries big as houses transported goods from the cities and fouled the air with their exhaust. Service stations and eating places sprouted along the routes to provide for the machines and their men. And developers began to build luxury hotels.
 
That year, when Maneck came home for the holidays, he was puzzled (and later alarmed) to discover his father perpetually irritable. They found it impossible to get through the day without Fine Balance 249 quarrelling, breaking into argument even in the presence of customers.
 
“What’s the matter with him?” Maneck asked his mother. “When I’m here, he ignores me or fights with me. When I’m at school, he writes letters saying how much he misses me.”
 
“You have to understand,” said Mrs. Kohlah, “people change when times change. It does not mean he doesn’t love you.”
 
For Mrs. Kohlah, this unhappy vacation would also be remembered as the one during which Maneck abandoned his habit of hugging his parents and whispering good morning. The first time that he came down and took his place silently, his mother waited with her back to the table till the pang of rejection had passed, before she would trust her hands with the hot frying pan. His father noticed nothing.
 
Stomach churning, Mr. Kohlah was absorbed in watching the growth of development in the hills. His friends and he agreed it was a malevolent growth. The possibility of increased business at the General Store was no consolation. All his senses were being assaulted by the invasion. The noxious exhaust from lorries was searing his nostrils, he told Mrs. Kohlah, and the ugly throbbing of their engines was ripping his eardrums to shreds.
 
Wherever he turned, he began to see the spread of shacks and shanties. It reminded him of the rapidity with which the mange had overtaken his favourite dog. The destitute encampments scratched away at the hillsides, the people drawn from every direction by stories of construction and wealth and employment. But the ranks of the jobless always exponentially outnumbered the jobs, and a hungry army sheltered permanently on the slopes. The forests were being devoured for firewood; bald patches materialized upon the body of the hills.
 
Then the seasons revolted. The rain, which used to make things grow and ripen, descended torrentially on the denuded hills, causing mudslides and avalanches. Snow, which had provided an ample blanket for the hills, turned skimpy. Even at the height of winter the cover was ragged and patchy.
 
Mr. Kohlah felt a perverse satisfaction at nature’s rebellion. It was a vindication of sorts: he was not alone in being appalled by Fine Balance 250 the hideous rape. But when the seasonal disorder continued year after year, he could take no comfort in it. The lighter the snow cover, the heavier was his heart.
 
Maneck said nothing, though he thought his father was being overly dramatic when he declared, “Taking a walk is like going into a war zone.”
 
 Mrs. Kohlah had never been one for walking. “I prefer to enjoy the view from my kitchen,” she said whenever her husband invited her. “It’s less tiring.”
 
But for Mr. Kohlah, long, solitary rambles were the great pleasure of his life, especially after winter, when every outing was graced by delicious uncertainty—what lay round the next bend? A newborn rivulet, perhaps? Wildflowers he had not noticed yesterday? Among his more awesome memories was a mighty boulder riven by a shrub growing out of it. Sometimes he was the victim of a sweet ambush: a prospect of the valley from a hitherto unseen angle.
 
Nowadays, every stroll was like a deathwatch, to see what was still standing and what had been felled. Coming upon a favourite tree, he would stop under its branches a while before moving on. He would run his hand along the gnarled trunk, happy that an old friend had survived another day. Many of the rocky ledges that he used to sit on to watch the sunset had been removed by dynamite. When he did find one, he rested for a few minutes and wondered if it would be here for him the next time. Before long they began talking in town about him. “Mr. Kohlah’s screw is getting a little loose,” they said. “He speaks to trees and rocks, and pats them like they were his dogs.” When Maneck heard the gossip, he burned with shame, wishing his father would stop this embarrassing behaviour. He also boiled with anger, wishing to slap some sense into the ignorant, insensitive people.
 
阅读第 2 篇
 
阅读第 2 篇文章概述
 
历史篇章主旨题,考察作者对于黑人这个种族在美国的地位和其尚未被完全承认的巨大贡献,细节题包括篇初提及有人觉得如今talk太多thinking太少作者对此的态度,作者对于美国普通人民的powerful symphony内容的判断,作者把美国的黑人与殖民地pilgrim相比的意义,作者篇末把美国黑人的存在比作一记shot的含义。
 
阅读第 2 篇文章原文
 
"We, Too, Sing 'America'"
by Duke Ellington

First of all, I should like to extend my sincere appreciation to the Rev. Karl Downs for theopportunity to appear on this very fine program and express myself in a mannernot often at my disposal. Music is my business, my profession and my life …but, even though it means so much to me, I often feel that I’d like to have mysay, on some of the burning issues confronting us, in another language … inwords of mouth.
 
There is a good deal of talk in the world today. Some view that as a bad sign. One of the Persianpoets, lamenting the great activity of men’s tongues, cautioned them to besilent with the reminder that, “In much of your talking, thinking is halfmurdered.” This is true no doubt. Yet in the day when men are silent becausethey are afraid to speak, indeed, have been forbidden to speak, I view thevolubility of unrestricted with great satisfaction. Here in America, thesilence of Europe, silent that is except for the harsh echoes of the dictators’voices, has made us conscious of our privileges of free speech, and like thedumb suddenly given tongue, or the tongue-tied eased of restraint, we babbleand bay to beat the band. Singly, as individuals, we don’t say much ofconsequence perhaps, but put together, heard in chorus, the blustering half-truths,the lame and halting logic, the painfully sincere convictions of Joe and Mary Doaks … compose a powerfulsymphony, which like the small boy’s brave whistle in the dark, serves noticeon the hobgoblins that we are not asleep, not prey to unchallenged attack. And,so it is, with the idea in mind of adding my bit to the meaningful chorus, thatI address you briefly this evening.
 
I have been asked totake as the subject of my remarks the title of a very significant poem, “We,Too, Sing America,” written by the distinguished poet and author, LangstonHughes.
 
In the poem, Mr.Hughes argues the case for democratic recognition of the Negro on the basis ofthe Negro’s contribution to America, a contribution of labor, valor, andculture. One hears that argument repeated frequently in the Race press, fromthe pulpit and rostrum. America is reminded of the feats of Crispus Attucks,Peter Salem, Black armies in the Revolution, the War of 1812, the Civil War,the Spanish-American War, the World War. Further, forgetful America is remindedthat we sing without false notes, as borne out by the fact that there are norecords of Black traitors in the archives of American history. This is all welland good, but I believe it to be only half the story.
 
We play more than aminority role, in singing “America.” Although numerically but ten percent ofthe mammoth chorus that today, with an eye overseas, sings “America” withfervor and thanksgiving, I say our ten percent is the very heart of the chorus:the sopranos, so to speak, carrying the melody, the rhythm section of the band,the violins, pointing the way.
 
I contend that the Negro is the creative voice of America, is creative America, and it was a happyday in America when the first unhappy slave was landed on its shores. There, inour tortured induction into this “land of liberty,” we built its most gracefulcivilization. Its wealth, its flowering fields and handsome homes; its prettytraditions; its guarded leisure and its music, were all our creations. Westirred in our shackles and our unrest awakened Justice in the hearts of acourageous few, and we recreated in America the desire for true democracy,freedom for all, the brotherhood of man, principles on which the country hadbeen founded. We were freed and as before, we fought America’s wars, providedher labor, gave her music, kept alive her flickering conscience, prodded her ontoward the yet unachieved goal, democracy — until we became more than a part ofAmerica! We — this kicking, yelling, touchy, sensitive, scrupulously demandingminority — are the personification of the ideal begun by the Pilgrims almost350 years ago. It is our voice that sang “America” when America grew too lazy,satisfied and confident to sing … before the dark threats and fire-lined cloudsof destruction frightened it into a thin, panicky quaver.
 
We are more than a fewisolated instances of courage, valor, achievement. We’re the injection, theshot in the arm that has kept America and its forgotten principles alive in thefat and corrupt years intervening between our divine conception and our neartragic present. 
 
阅读第 3 篇
 
阅读第 3 篇文章概述

文章讲述的是marine reserve对鱼类和渔业的有利影响。marine reserve会影响鱼类的大小,数量,和物种上的多样性。文章通过追踪marine reserve后续影响的研究,表明其的好处。,在最后一段,作者通过对渔民的调查采访,证明渔业确实从marine reserve中受益。
 
阅读第 3 篇题目
 
第一题:
 
主旨题,谈论的是marine reserve对国内和周边的有利影响。
 
第二题:
 
细节题,问的是marine reserve对鱼类都有哪些影响。主要体现在数量,大小和物种多样性上。
 
第三题:
 
细节题,问的是“enhance”这个词在在段落中具体指什么。指的是捕捉到的鱼的产量。
 
第四题/第五题:
 
关联取证题,问的是marine reserve开始或停止后对菲律宾的渔业有哪些影响?
 
第六题:
 
细节题,问的是“redirection of fishing efforts”在文中指的什么。
 
第七题:
 
独立取证题,问的是哪些证据表明研究中考虑了气候因素。
 
第八题:
 
目的题。问最后一段采访渔民的作用是什么。
 
第九题:
 
表格题,问峰值是在哪年。
 
第十题:
 
表格题,问表格2和表格1的区别。
 
第十一题:
 
表格题,问文中的哪些信息可以被表格2体现。
 
阅读第 3 篇文章原文
 
\
 
阅读第 4 篇
 
阅读第 4 篇文章概述

文章讲述的是文学家的作品里的一些悲观消极词汇会和经济形势有关系。一般经济形势不好,在10年后会反应到文学家的作品上。作者先谈论具体的现象,再讨论为何会有10年的延迟。作者给出两个可能原因:第一,写出和出版需要时间。第二,作家的作品会被作者童年时候的经历所影响。为了佐证经济形势对作家作品的影响,研究人员也分析了德国文学家的作品,发现了相同的规律。最后一段让步论述,先说明研究有局限性,再说明实验结果的重要意义。
 
阅读第 4 篇题目
 
第一题:
 
主旨转换题,作者先讨论现象,再讨论原因。
 
第二题:
 
主旨题,文学家的童年经历,会影响其作品文字。
 
第三题:
 
词汇题,问trace的意思。
 
第四题/第五题:
 
关联取证题,问文章研究的结论会被什么样的情况削弱。
 
第六题/第七题:
 
关联取证题,问文章研究预见到了什么样的反对?
 
第八题:
 
词汇题,noise的意思。
 
第九题:
 
最后一段的作用
 
第十题:
 
图表题。
 
第十一题:
 
图表题。
  
阅读第 4 篇文章原文
 
A study by a team of British researchers published yesterday in the journal PLOS ONE found a strong correlation between what they call a book’s “literary misery index” (the frequency of words such as “anger,” disgust,” “fear,” and “sadness”) and the economic misery index (a measure of unemployement and inflation) of either the U.S. or Britain for the ten years that preceded its publication. 
 
The graph of the average amount of misery in English-language books over the course of the 20th century, in other words, closely tracked the peaks and valleys in the number of Americans and Brits out of work. “It looked like Western economic history, but just shifted forward by a decade,“said Alex Bentley, lead author of the study and an anthropologist University of Bristol, in a press statement.

\
  
The overall misery in American books published in the 20th century (red line) closely tracks the country’s economic misery (white line) from the decade prior to publication.(Image by Bentley et. al.)
 
The researchers created the graph of literary misery by examining the frequency of words of roughly five million digitized books published in English during the 20th century in the U.S., Britain and other parts of the world. Available via Google’s Ngram Viewer, the variety and distribution of every word used in these books was already catalogued, so the researchers simply had to run an algorithm that compared the frequency of sad words with that of happy ones.
 
Their analysis showed that, in the U.S., literary misery peaked in the early 1940s, just after the Great Depression. It dipped during the 50s, following the economic boom driven by the country’s entry into World War II, and then slowly rose again during the 70s and 80s, after years of economic stagnation, rising unemployment and relatively high inflation rates. 
 
There are a few possible reasons for the ten-year lag. The most obvious is that writing books takes time—for most authors, years—so a book begun in the depths of the Great Depression of the 1930s might not be published until the next decade.
 
Alternately, it’s possible that the lag is a quirk of the way literature is shaped by authors’ childhood experiences. “Perhaps this ‘decade effect’ reflects the gap between childhood when strong memories are formed, and early adulthood, when authors may begin writing books,” Bentley said. “Consider for example, the dramatic increase of literary misery in the 1980s, which follows the ‘stagflation’ of the 1970s. Children from this generation who became authors would have begun writing in the 1980s.
 
To check whether the correlation between literary and economic misery in the English canon was a coincidence, the researchers also performed the same analysis on a catalogue of some 650,000 German books. When compared to German economic conditions, they found the same trend.
 
Of course, this correlation, whether in the U.S., Great Britain or Germany, might not come as a huge shock—obviously, the circumstances that surround an author influence his or her word choices. But the fact that the signal of economic times could be consistently spotted through the noise of all of an author’s personal circumstances is still somewhat surprising, and shows what a profound effect economics have on our creative mindsets. As Bentley put it, “global economics is part of the shared emotional experience of the 20th century.”
 
阅读第 5 篇
 
阅读第 5 篇文章概述
 
第五篇科学对比,围绕某种飞蛾(moth)对CO2气味的反应展开,雌性和雄性反应不同。
 
P1:“Floral CO2 emission may indicate food abundance to nectar-feeding moths ”
 
P2:“better communication from chemistry”
 
阅读第 5 篇文章原文
 
\
 

语法部分

 
语法第 1 篇
 
语法第 1 篇文章概述
 
第一段:引入用来制造比较奇特声音的乐器:theremin,该乐器最初是为了替代violin而出现的;
 
第二段:详细介绍theremin的两种antenna;
 
第三段:讲述theremin与电影的渊源;
 
第四段:theremin不但在电影领域有应用,还吸引了其他领域的兴趣:生活大爆炸这部剧中甚至也有这个乐器的身影;
 
语法第 1 篇题目
 
第一题:逻辑词:for example / rather/ nonetheless/ namely
前面一个句子说Theremin不是本来用于发出奇怪声音,后面句子说theremin本来是用于替代violin。
 
第二题:简洁原则:substitute 和 replace重复
 
第三题:代词单复数 :it /they,考点常规,指代对象比较容易辨识
 
第四题:考察独立主格结构和run-on fragment,题目迷惑性较大
 
第五题:排序题。被插入的句子是介绍theremin这个乐器的两种antenna
 
第六题:简洁原则
 
第七题 词汇题:suggest imply determine 辨析;
 
第八题 问which choice set up the next sentence, 下一个句子说的是theremin在电影领域的应用;
 
第九题:时态辨析,句中时间状语为by+过去的时间
 
第十题:考察标点符号:冒号 逗号等。题中是比较明显的冒号表示解释说明
 
第十一题:增删句子题,难度不是特别大。可以通过段落大意得出选项。
 
语法第 2 篇
 
语法第 2 篇文章概述
 
第一段:pluto被IUA不再认可为“planet” 而是“dwarf planet”,文章中提出这个事情看上去很小,但是意义重大;
 
第二段:之前天文学对“planet”没有很清晰的定义,但是随着科技进步,人们能观察到更多天文细节(会对定义这个造成影响)
 
第三段:Eris的发现让科学家意识到必须重新定义“planet”
 
第四段:文中列出“planet”的详细定义,pluto根据这个规则不是planet
 
最后一段: pluto 不再被认可为“planet”可能会让粉丝失望,但这种重新的分类让人们注意到Eris这个新星
 
语法第 2 篇题目
 
第一题:时态题:文中时间状语为from then on。应该选择过去的时态;
 
第二题:合并句子题:选择最简洁的,但是选项的状语修饰可能会迷惑大部分学生;
 
第三题:问which choice set up the information followed。下面句子提到pluto原先之所以被认为是行星的原因;
 
第四题:考察标点符号:涉及冒号表示解释说明用法 以及run-on等句子结构考点;
 
第五题:考察逗号隔开插入语等考点。以及‘s 的用法
 
第六题:表达简洁和用词;
 
第七题:排序:难度不是很大,要插入的句子中说find an object call Eris,意味这这应该是Eris这个专有名词在文章中第一次出现;
 
第八题:词汇辩词:adapt 和 adopt 的区别;to 和 too 的区别;
 
第九题:考察平行结构:A, B, and C的标点符号;
 
第十题:增删句子:乍一看迷惑性较大,但是可以通过观察选项中增还是删的理由来做第一步判别(可参考16 11亚洲语法15题)
 
第十一题:逻辑词:accordingly,though,additionally ,in a words;前一句说的是pluto 不再被认可为“planet”可能会让粉丝失望,后一句说这种重新的分类让人们注意到Eris这个新星
 
语法第 3 篇
 
语法第 3 篇文章概述
 
Volunteering is All in a Day's Work
 
主要观点:介绍Skill-Based Volunteers(SBV)的重要性。第一部分说明其对于志愿服务的重要性,第二部分说明其对于SBV志愿者们本身的工作也有帮助。最后,介绍了一个网站,可以帮助找到这些志愿者。
 
语法第 3 篇题目
1. 简洁性。选择最短的选项。
 
2. 连贯题。根据前面的所体现的“问题”,可以选择体现“办法”的选项。
 
3. 句子题。考察句子成分,while所连接的非谓语。
 
4. 合并句子题。注意根据上下文选择people为主语。
 
5. 句子题。考察句子成分,注意whereas为连词,连接2个完整的句子。
 
6. 标点符号题。考察分号的使用,注意题目前面有一个分号。
 
7. 图表题。注意看清表示“同意或不同意”的比例。
 
8. 图表题。同上,注意看清表示“同意或不同意”的比例。
 
9. 动词题。注意if连接的“主将从现”和would, will等情态动词的区别。
 
10. 连贯题。注意逻辑主语,以及上下文逻辑(和monetary contribution的比较)。
 
语法第 4 篇
 
语法第 4 篇文章概述
 
人权宣言的起草
 
1946年第二次世界大战后,联合国成立了人权委员会,旨在起草人权宣言。Eleanor Roosevelt被选为主席负责人权宣言的起草。她的主要任务在于调和委员会中存在的分歧。
 
委员们对个人权利和集体权利的重要性存在分歧。受过民主教育的更在乎个人权利。接受过共产思想的更重视集体利益。
 
Roosevelt为了调和矛盾采取了一系列措施。
 
1948年,人权宣言起草完成,为现代人权运动奠定了基础。
 
语法第 4 篇题目
1.同位语。a document that
 
2.单词题。universally, unanimously, homogeneously, coherently
 
3.单复数。achieving consensus was a challenge
 
4.比较结构。than individual ones
 
5.句子间关系。该句是对人权委员会的分歧进行举例说明。for example
 
6.对句号进行考察。disagreed on whether……最后使用句号。
 
7.段落总起句的考察。roosevelt为了调和矛盾,找到共同点采取了一系列措施。
 
8.对比句考察。虽然很多人认为要用很复杂的句子阐述人权,但是roosevelt认为人权可以用简单的文字表达,而且允许不同国家在实现时有一定灵活性
 
9.破折号使用。1948——nearly two years
 
10.单词题。disproportion, dispersal, dissolution, disparity
 
11.总结句考察,对上句话进行支持。人权宣言的起草是奠定了不断发展的现代人权运动。所以与Roosevelt认为人权运动是不进则退,不断完善的意思一致。
 

数学部分

 
这次数学考察难度一般,重点还是放在函数和统计的考察上。在非计算器部分考察了一次函数,二次函数,多项式方程和图像的关系,圆等。在计算器部分考察了不等式的图形,相似三角形,统计等知识点。统计考察较为全面。涉及到中位数求法,箱线图,散点图,margin of error,percentile图表,two-way table等知识点。
 
数学非计算器部分
1.化简(54x^5y^12)^(1/3)
 
2.(-1/4,y)落在x^2+y^2=1上,求y.
 
3.一个人工作,每去一个家庭交通费15元,工作一个小时50元。最后他去了4个家庭,收入610,问工作了几个小时。
 
4.选出y=(x^2-1)(x+1)的图像。在-1是double zero.
 
5.y=x^3+ax^2+bx+c,与X轴有三个交点-5,-4,-7,问a是多少。
 
数学计算器部分
1.给出了不同年龄婴儿身高的percentile.问与26个月婴儿90percentile最接近的是哪个。选的是30个月婴儿75percentile.
 
2.发现化石重量1.5.之前认为化石重量均值是1.28,标准差0.3,问是否与期望值一致。因为落在一个标准差之内,所以是一致的。
 
3.给出两个箱线图,考察boxplot range的差距。
 
4.散点图没有给出回归直线,考察x为3的时候对应的y值(估算即可)。
 
5.抽样调查25-30岁女性有多少percent有喝咖啡的习惯。得出62%到70%区间,问说明了什么。说明这次样本的比例是66%,margin of error是4%。
 
6.兔子数目y=ax^2+b,x是时间,问b的含义。b代表初始时候的兔子数目。
 

作文部分

 
虽然2018年10月亚太写作题看似与CB公开的2018年5月写作题题材相似,但这次考试难度显然高很多,想要得高分并不容易 :作者的观点层层深入,几乎没有大家所熟悉的引用研究报告、大量数据等;连大家所熟悉的contrast手法也不仅仅是事实间的对比,还出现了情感的对比 (sorrow v.s. joy)  
 
Who inspires you? Over the past year I’ve been honored to travel and meet some exceptional girls. These young women won’t let anything stand in the way of their education. They inspire me.
 
Amina is one such girl. I met Amina last summer when I traveled to Nigeria. Her home in northern Nigeria is a place where education is under attack by Boko Haram1
 
Despite the always present threat of violence and the fact that girls hardly
ever attend secondary school, Amina persisted—she stood up for her right to an education. I know firsthand that the act of simply showing up at school is dangerous. It takes courage.
 
But for Amina, showing up was just the start. She excelled, and after graduation she received a scholarship from the Centre for Girls’ Education and serves as a mentor to other girls. I was so inspired that the Malala Fund now supports the Centre.
 
文章的hook是引用了尼日利亚的一位坚持上学女童的经历,引起读者对女童教育的重视。 这样的开头近期实考少见,作者形象生动地描写了Amina对上学的坚持并获得了优异的学习成绩,与她所面临的困境鲜明对比;显然作者是希望能唤起读者对她和千千万万没有机会上学的女童的同情。
 
Meeting Amina and girls like her in refugee camps in Jordan, together with my own experience in Pakistan, has all taught me an important lesson: While basic education begins to unlock potential, it is secondary education that provides the wings that allow girls to fly. Secondary education helps turn a brave, bright girl like Amina into a confident and strong leader who can change her community and country.
 
作者抛出观点:basic education很重要,尤其是女性必须完成中学教育,这能改变整个国家。 
 
Every girl should count. Yet in most countries, including Pakistan, these girls aren’t even counted: the number of students in secondary school is not measured and recorded. The latest figures from UNESCO2 show that tens of millions of girls are still being left behind—but that is only the beginning of the story.
 
For many of my sisters, a full course of education is a distant dream. Leaders have one standard for their own children but another standard for their citizens. As parents, they would never be happy with only a basic five or six years of school for their children. Twelve years of school should be every young person’s right. It is time for change.
 
When I was only 3 years old, world leaders agreed to a historic 15-year plan to tackle poverty—the Millennium Development Goals. The MDGs have had a positive impact on many issues including education. However, leaders thought a basic education was enough. They were bound by prejudice and a failure of imagination and leadership.
 
This year, governments have a chance to set the record straight. They are going to decide on a new set of antipoverty goals: the Sustainable Development Goals. This is our chance to make things right. But we must aim high and be ambitious.
 
作者用事实引出现状,millions of girls are not even counted! 读者应该是非常震惊的。 作者呼吁 It is time for change. 具体来说,是多年前的“千禧年计划”—虽然有所成就,但这个计划显然不能实现其目标,因此作者适时提出了Sustainable Development Goals,呼吁世界领袖要制定更长远、更加雄心勃勃的计划。 
 
Governments are now considering expanding the global education goals beyond primary school. This is very good news. But this will only happen if we make girls’ education one of their top priorities.
 
It is possible. Rich nations and many poor countries have managed to provide tuition-free secondary school. This is why we are calling on world leaders to do what is right as they decide on the next set of education goals. Now, there is talk of raising the goal to only nine years of schooling instead of establishing 12 years of free education for all children. This is wrong.
 
该项计划的实质就是要求女性必须完成12年的义务教育,这必须是政府工作的首要任务之一 (top priority)。 同时作者反驳了一个错误的观点,即很多国家只提供了9年义务教育。
 
How can world leaders tell the world’s children that they can only hope for nine years of education, while their own children can expect at least 12 years of education in the best schools? The standards they set for their own children should be the same for their citizens and the rest of the world’s youth.
 
作者揭露了不少政府领导人的双重标准:自己的子女完成12年教育,而不顾别的孩童。 
 
When world leaders meet this September at the U.N. in New York City, they must promise that by 2030, all children will be able to participate in at least 12 years of quality education for free. We need to lift up the girls who are missing out the most.

We know that investments in education pay off. Who knows how much brilliance the world was deprived of by millions of girls missing out on secondary education.

Perhaps there was a transformative leader in that generation, an inspiring writer, a scientist who might solve the world’s most pressing problems. When I think of the unrealized potential, my sorrow knows no bounds. . . .
 
再次呼吁各国政府能够给女性提供12年的免费教育。这一段有明显的emotive language,唤起读者的同情,从而激发他们的责任,值得一提的是,作者长短句交替,加强了情感;最后一句 my sorrow knows no bounds……给与读者充分想象的空间:如果忽视女孩子的教育问题, 世界的损失多大。
 
Some may think Amina and I are just naive teenagers. But we know firsthand the power of a secondary education, and we won’t be deterred. When we imagine the power of all our sisters standing together on the shoulders of a quality education—our joy knows no bounds.
 
最后的结尾,作者呼应了开头的Amina的故事,再次强调教育的重要, 这次再次使用到 knows no bounds,与前面一段的语气强烈对比,给人以希望,从而敦促世界重视女孩子的教育。 
  
本文系沃邦教育 SAT 教研组老师原创,文章发布 6 小时之内暂不接受任何形式转载,违者必究!文章发布满 6 小时以后,转载请经授权后再操作。


延伸阅读

预防10月SAT各种意外,你得提前知道、准备这些细节

10月香港SAT考前提醒及注意事项(炒鸡详细~)

10月SAT临考,阅读急救干货技巧,短期快速提分~

热点关注

校区地址
近期出分情况