题目内容
（请给出正确答案）
The author’purpose in writing this passage is to__________ ．
A.argue for the interdependence between Americans and foreigners
B.give Americans independence
C.offer advice on the communication across cuItures
D.emphasize differences in the cross-cultural expectations for friendship
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更多“The author’purpose in writing …”相关的问题
The author's purpose of writing the passage is to ______.
A．offer advice on how to give up smoking
B．explain the influence of cigarette smoking on health
C．list the factors that can cause cancer
D．compare the opinions on the effect of smoking
The author's main purpose in writing this passage is most probably to______.
A．complain about people's slow actions to protect the environment
B．advise people to take actions to protect the environment
C．show himself to be an active environment protector
D．point out the bad effects of technologies on protecting environment
The author advises those dealing with computers to______.
A．use them for business purpose only
B．be reasonably skeptical about them
C．check all their answers
D．give up basic thinking
The purpose of the author in writing the text is
A．to advocate the elimination of poverty.
B．to justify the influence of the digital divide.
C．to democratize computer access today.
D．to expose the myths of the digital divide.
The purpose of this passage is______.
A．To appeal for more donation for the poor.
B．To call on the public to love each other.
C．To tell the readers the poor are wonderful.
D．To express how moved the author is to receive the prize.
The author's purpose in writing the passage is ______. ()
A．to help children to gain a better understanding of animal life
B．to prove that the saying "a rolling stone gathers no moss" is wrong
C．to introduce a particular animal to the common reader
D．to discuss with professionals the laziness of animals
A) the best biographies are meant to transform. their readers
B) biographies are authentic accounts of their subjects’ lives
C) the best biographies are the of heroes and famous figures
D) biographies can serve different purpose
The child's rapid acquisition of political knowledge also promotes the growth of political ideology during adolescence. By knowledge I mean more than the dull "facts" such as the composition of country government, that the child is exposed to in the conventional ninth-grade school course. Nor do I mean only information on current political realities. These are facts of knowledge, but they are less critical than the adolescent's absorption of a feeling for those many unspoken assumptions about the political system that comprise the common ground of understanding, for example, what the state can "appropriately" demand of its citizens, and vice versa, or the "proper" relationship of government to subsidiary social institutions, such as the schools and churches. Thus, political knowledge is the awareness of social assumptions and relationships as well as of objective facts. Much of the naivete that characterizes the younger adolescent's grasp of politics stems not from an ignorance of "facts" but from an incomplete comprehension of the common conventions of the system, of which is and not customarily done, and of how and why it is or is not done.
Yet I do not want to over-emphasize the significance of increased political knowledge in forming adolescent ideology, Over the years I have become progressively disenchanted about the centrality of such knowledge and have come to believe that much current work in political socialization, by relying too heavily on its apparent acquisition, has been misled about the tempo of political understanding in adolescence. Just as young children can count numbers in series without grasping the principle of ordination, young adolescents may have in their heads many random hits of political information without a secure understanding of those concepts that would give order and meaning to the information.
Children's minds pick up bits and pieces of data, but until the adolescent has grasped the encompassing function that concepts and principles provide, the data remain fragmented, random, disordered.
The author's primary purpose in the text is to ______.
A．clarify the kinds of understanding an adolescent must have in order to develop a political ideology
B．dispute the theory that a political ideology can be acquired during adolescence
C．explain why adolescents are generally uninterested in political arguments
D．suggest various means of encouraging adolescents to develop personal political ideologies
I had no idea he was there, I met him ______.
A．by chance
B．with interest
C．in secret
D．on purpose
