2025年6月大學(xué)英語六級考試真題第1套(含答案+聽力原文+聽力音頻)PartⅠWriting(30minutes).Directions:Forthispart,youareallowed30minutestowriteanessaythatbeginswiththesentence"Asrequirementsforjobapplicationsaregettingincreasinglyhigher,collegestudentsoughttobebetterpreparedfortheirfuturecareer."Youcanmakecomments,citeexamplesoruseyourpersonalexperiencestodevelopyouressay.Youshouldwriteatleast150wordsbutnomorethan200words.Youshouldcopythesentencegiveninquotesatthebeginningofyouressay.PartⅡListeningComprehension(30minutes).SectionA.Directions:Inthissection,youwillheartwolongconversations.Attheendofeachconversation,youwillhearfourquestions.Boththeconversationandthequestionswillbespokenonlyonce.Afteryouhearaquestion,youmustchoosethebestanswerfromthefourchoicesmarkedA),B),C)andD).ThenmarkthecorrespondingletteronAnswerSheet1withasinglelinethroughthecentre.Questions1to4arebasedontheconversationyouhavejustheard.1.A)Metthecomputertechnician.B)Toldthemanabouthertrouble.C)Calledtheman'scompany.D)VisitedAlphaMaintenance.2.A)Consultedsomeoneincharge.B)Cameassoonaspossible.C)Informedthecentralofficeatonce.D)Designatedanengineertothecase.3.A)Frustration.B)Intimidation.C)Desperation.D)Indignation.4.A)Whetherthecontentshavebeenbackedup.B)Whethertheycanfindhelpsomewhereelse.C)Whetheralldatastoredontheharddrivehasgotlost.D)Whethertheyneedtowipethesystemdirectoriesclean.Questions5to8arebasedontheconversationyouhavejustheard.5.A)It'sboring.B)It'schallenging.C)It'sabeautifulthing.D)It'sunlikemostjobs.6.A)Arbitratingbetweendisagreeingsolicitors.B)Preventingdisputesfromescalating.C)BuyingandsellingpropertyD)Mediatinglanddisputes.7.A)Courtsareintendedforfixingmajorlegaldisputes.B)Courtsaregettingtoobureaucratictofunction.C)Courtscanbefrustratingandexpensive.D)Courtscanbefrighteningandarbitrary.8.A)Theabilitytomakeargumentsinauniqueway.B)Theskillofpreventingconflictsbetweenpartiesconcerned.C)Theskillofforeseeinganypotentialstakesintheirwork.D)Theabilitytoexpressthemselvesclearlyandforcefully.SectionB.Directions:Inthissection,youwillheartwopassages.Attheendofeachpassage,youwillhearthreeorfourquestions.Boththepassageandthequestionswillbespokenonlyonce.Afteryouhearaquestion,youmustchoosethebestanswerfromthefourchoicesmarkedA),B),C)andD).ThenmarkthecorrespondingletteronAnswerSheet1withasinglelinethroughthecentre.Questions9to11arebasedonthepassageyouhavejustheard.9.A)Theylookedintotherelationshipbetweenone'spriorknowledgeandcreativity.B)Theyofferednovelwaystohelpolderadultstokeeptheirmemoriesfromaging.C)Theyproposedanexplanationforoldpeople'sdifficultyinretrievingmemories.D)Theyadvancedanewmodelconcerninghumaninformationstorageandretrieval.10.A)Youngadultsrelyonmemorywhileolderadultskeepnotesasareminder.B)Olderadultsoftenretrieveirrelevantmemoriesalongwithwhattheywant.C)Youngadultsaccumulateknowledgemuchmorequicklythanolderadults.D)Olderadultsgenerallyperformcognitivetasksmuchslowerthanyoungadults.11.A)Theyshowpreserved,andsometimesenhanced,creativity.B)Theyfrequentlysufferfromdisorderlycrowdedmemories.C)Theycanrelyontheiraccumulatedwisdominanemergency.D)Theymaywellbeservedbyforgettingtheirpriorknowledge.Questions12to15arebasedonthepassageyouhavejustheard.12.A)Theyareactuallyproudofthegoodsandservicestheyproduce.B)Theyareworriedaboutbeingalienatedfromtheoutsideworld.C)Theyarerarelyincontrolofmanythingsrelatedtotheirwork.D)Theyarelongingtosharetheprofitsmadefromtheirwork.13.A)Thesteadydecreaseinproductivity.B)Theadverseeffectonphysicalhealth.C)Thefeelingofbeingtimepoor.D)Therisingeconomicinequality.14.A)Italtersthestructureofwork.B)Itputsjobsandwagesatrisk.C)Itliberatespeoplefromtediousandlaboriouswork.D)ItcreatesnewworkopportunitiesintheITindustry.15.A)Findingmeaninginwork.B)Prioritizinglifeoverwork.C)Improvingrelationshipsinthecommunity.D)Realizingone'ssocialvalueintheworkplace.SectionC.Directions:Inthissection,youwillhearthreerecordingsoflecturesortalksfollowedbythreeorfourquestions.Therecordingswillbeplayedonlyonce.Afteryouhearaquestion,youmustchoosethebestanswerfromthefourchoicesmarkedA),B),C)andD).ThenmarkthecorrespondingletteronAnswersheet1withasinglelinethoughthecentre.Questions16to18arebasedontherecordingyouhavejustheard.16.A)Affectourattitudetonoveltasks.B)Distinguishusinthesocialworld.C)OutweighIQinimportance.D)Impactacademicachievements.17.A)Bypressingahiddenbutton.B)Bypushingabigbuttonontop.C)Bypressingtwobuttonsatthesametime.D)Byhelpingthebabiespushtherightbutton.18.A)Performdifficulttaskssuccessfullyjustbyobservinghowadultsacted.B)Makegeneralizableinferencesaboutpersistencefromafewexamples.C)Adaptthemselvestodifferentsocialcontexts.D)Workhardtointeractwithexperimenters.Questions19to21arebasedontherecordingyouhavejustheard.19.A)Offeringadviceonovercominghabituallateness.B)Exemplifyingvariousrecreationalopportunities.C)Scrutinizingindividuals'definingtraits.D)Suggestingwaysforsettingpriorities.20.A)Makethebreakfastsimpler.B)Takethealarmsseriously.C)Readyyourselfintheearlydawn.D)Getpreparedthenightbefore.21.A)Finishthepriortask30minutesearlier.B)Keepourselvesfromhittingabump.C)Leavetimeinbetweenactivities.D)Trytoavoidpossiblehold-ups.Questions22to25arebasedontherecordingyouhavejustheard.22.A)Theirlifestylesvary.B)Theirtraitsvary.C)Theyhavedifferentcustoms.D)Theyhavedifferentfeels.23.A)Theyarenotaswillingtohelpstrangers.B)Theyarenotaspatientwithoneanother.C)Theyviolatetrafficrulesmorefrequently.D)Theybecomemoreeasilyirritatedinpublic.24.A)ItwaspracticedbyBoston'sfoundingfathers.B)ItisnotdeemedexoticbyProperBostonians.C)ItwasadoptedbyBoston'supperclass.D)ItisnotpartofBoston'slocalculture.25.A)Sticktoitsownwayofshowingcourtesytostrangers.B)FollowtheexamplessetbyParisandNewYorkCity.C)Learnfromtheworld'smajorcitiesinpromotingtourism.D)Takeprideinitshistoryandadheretoitsculturaltradition.PartⅢReadingComprehension(40minutes).SectionA.Directions:Inthissection,thereisapassagewithtenblanks.Youarerequiredtoselectonewordforeachblankfromalistofchoicesgiveninawordbankfollowingthepassage.Readthepassagethroughcarefullybeforemakingyourchoices.Eachchoiceinthebankisidentifiedbyaletter.PleasemarkthecorrespondingletterforeachitemonAnswerSheet2withasinglelinethroughthecentre.Youmaynotuseanyofthewordsinthebankmorethanonce.Inhersecondyear,CharleneDuonglearnedoftheuseofpoisonous,syntheticpesticidesonhercollegecampus.Shockedbutnotsurprised,sheknewshehadtodosomething.Alongwithacoupleofclassmates.Charlenedidaquickwebsearchanddiscoveredasmallbutgrowingmovementledbytheorganization,Herbicide-FreeCampus(HFC),toridcollegecampusesofartificialherbicides(滅草劑).Theywere____26____.Likemany,Charleneexperiencesclimateanxiety-a____27____fearofaclimatecatastrophe-andwas,atthetime,lookingforan____28____.WhenshediscoveredtheHFCmovement,shesaidshefeltshe"hadfoundaspecificareatofocusonthatstillfitintothelargerpictureoffightingforahealthier,safer,cleaner____29____forall."Toxicherbicideuseinuniversitylandcareisnotunique.Mostinstitutionsofhighereducationrelyonsyntheticpesticidesandfertilizerstoachieve____30____goals.Havinga"beautiful"campusmeansgreenandperfectlymaintainedlawnsalongwithflowerbedsandpavedsidewalks.Butthese____31____managedcampusescancomeatacost:increasedcancerrisk,____32____waterways,poisonedwildlifeandlifelesssoil.Pesticideuseoncollegecampusesalsocontributestoourglobalclimatecrisis.Theuseofchemicalstogetridofinsectsorunwantedplantlifecanincreaseindirect____33____,astheycanincludepetroleum-basedingredients.Pesticideusealsodecreasesthelifeinsoil,____34____theabilityofsoilstoabsorbcarbonorretainwaterandthusreducingcampuses'abilitytorecoverquicklyfromclimate-relatedextremeweathereventslikedroughtsandfloods.Insteadofusingtoxicchemicals,studentsworkingwithHFChelpoutwith____35____thecampusgrounds."ThisworkremindsmetobeinthepresentmomentasIplaymyroleinreducingherbicideuseandkeepingmycampussafeandhealthy,"saysCharlene.A)aesthetic.B)chronic.C)contaminated.D)conventionally.E)emissions.F)environment.G)hampering.H)incidentally.I)infringement.J)intrigued.K)juvenile.L)outlet.M)rotating.N)vibrations.O)weeding.SectionB.Directions:Inthissection,youaregoingtoreadapassagewithtenstatementsattachedtoit.Eachstatementcontainsinformationgiveninoneoftheparagraphs.Identifytheparagraphfromwhichtheinformationisderived.Youmaychooseaparagraphmorethanonce.Eachparagraphismarkedwithaletter.AnswerthequestionsbymarkingthecorrespondingletteronAnswerSheet2.WhyYourLibraryIstheMostImportantPlaceinTown.A)Librariansknowthevalueoftheircommunityservices,andtheirpatronsappreciatetheirimportanceaswell.Butinanincreasinglydigitalworld,weseetheroleoflibrariesascommunityandculturalcentersattimesundervalued.Whenshrinkingmunicipalbudgetscombinewiththenonstoptechnologicalrevolution,publiclibraryservicesthatfocusonbuildingcommunitiesface-to-face,inspiringandeducatingpatronsaboutart,literature,andmusic,andhelpingpatronsengageincivildiscoursecanseemold-fashioned.Butitispreciselythoseshrinkingbudgetsandtheassaultoftechnologicallymediatedlifethatmakepubliclibraries'culturalandcommunityofferingsmoreimportantthanever.B)Manypeoplepointoutthevaluepubliclibrariesbringtotheircommunities.Morethanjustbooksandbanksofcomputers,librariesarestillplaceswhereindividualsgathertoexplore,interact,andimagine.Someofthespecificwaysinwhichlibrariesaddvaluetoourcommunitiesandserveasculturalcentersforourpatronsarecommunitybuilders,centersforthearts,andchampionsofyouth.Librariesserveinthesecapacitiesandaremorethanjustaboutinformation.C)Ascommunitybuilderslibrariesareengagedinincrediblework.Fromtinypubliclibrariestohugecityinstitutionswithmultiplebranches,librariesacrosstheUnitedStatesarebuildingcommunityandsupportinglocalcultureinexcitingways.Theseareinspiringandhopefullywillencouragelibrariansinterestedincommunityservicesandculturaloutreachtomakeconnectionswitheachother,shareideas,andbuildpartnerships.Supportersoflibrariesascommunitybuildersclaimthatunlessyouareouttherechangingneighborhoods,youarenotcompletingtheworkyouaretodo.Strengtheningneighborhoodsandchampioningtheculturallivesofcommunitiesarebigresponsibilities.D)Place-basedeconomicdevelopmentstressestheimportanceofofferingattractive,functional,andcommunity-basedplaces,suchaslibraries,intownsquaresanddepressedneighborhoods.Likeamajordepartmentstoreinamall,librariesattractlargenumbersofpeople,creatingeconomicopportunitiesfornumerousbusinessesandorganizationsinthesurroundingarea.Largecities,medium-sizedones,andevensmalltownshavesuccessfullytransformedtheirlibrariesintothehubs(樞紐）ofvibrantneighborhoods.E)Askeymunicipalagencies,andfocalpointsforcommunityeducation,librariesaremajorplayersincreatinglivable,environmentallyfriendlycitiesandtowns.TheUrbanLibrariesCouncilreleasedareportdetailingtheuniquewaysinwhichlibrariescanfurthersustainabilityatthelocallevel.Beyondensuringthatlibraryconstructionprojectsconsiderenvironmentalimpact,librariescantakealeadinsupportinglocalfoodsandcraftsmen,likethePeabodyInstituteLibrary'spartneringwithlocalbusinessestopioneerafarmers'marketintheircourtyard,ortheRichmondPublicLibrary'sseedlendinglibrarywhich"nurtureslocally-adaptedplantvarieties,andfosterscommunityresilience(韌性),self-relianceandacultureofsharing."F)Archivespreservehistoricartifacts,oralhistories,digitalhistoryprojects,andscholarlywritingsrelevanttothecommunity,includingminoritygroups.Communitiesluckyenoughtohavearchivistshaveagreatadvantagewhenitcomestoorganizinghistoricalrecordsandartifacts.Anorganizedarchiveisaplacewherepeoplecanresearchtheirancestryandimmigrationhistory,doenvironmentalresearch,andmore.Anarchivistisanadvocateforpreservationwho,amongotherthings,coordinatestherestorationofmapsandpaintings,thedigitizationofvitalrecords,andthecreationoforalhistoryprojects.WithprojectsliketheMassachussetsMemoriesRoadShowandtheVeteransHistoryProject,evidenceoftheimportanceofarchivesiseverywhere.G)InthewordsofRobertPutnam,"Peoplemaygotothelibrarylookingmainlyforinformation,buttheyfindeachotherthere."Newmomsconnectatbabystory-times;elderlypeople,oftenfacingdifficultlifetransitions,attendeventsandfindthattheymakenewfriends;teenagersmeetupinlibraries'teenspacesafterschool;andreadersdiscusscurrenteventsintheperiodicalsroom.Inlibraries,community-buildingconnectionsarehappeningallthetime.H)AsKeithRichardssaid,"Thepubliclibraryisthegreatequalizer."Despitetherisingcostsofconcertandtheatertickets,publiclibraryevents(includingconcerts,authorvisits,andgallerydisplays)areoftenofferedfreeofcharge,enablingpeopleofanyincomeleveltoattend.Inaddition,librarybookgroupsallowpeopletoexploreanddiscusstheliteraryarts,andtheGreatStoriesClubintroducesat-riskyouthtoliterature.Thebestpart:it'sallfreeandopentothepublic.I)Inatimewheneducationisincreasinglyexpensive,publiclibrariesprovideinformationandeducationalopportunitiesfreeforallpeople,regardlessoftheirsocio-economicstatus.Offeredbylibrariesacrossthecountry,AmericanLibraryAssociation'sLet'sTalkaboutItprogramsarewonderfulexamplesofscholar-facilitatedlearningopportunitiesinlibraries.Inaddition,manylibrariespresentclassesanddiscussionprograms,andsomeevenprovideonlinecontinuingeducationcoursessuchastheUniversalClassdatabase.J)Librariansknowthatpatronsaren'tjustinformationconsumers,they'reinformationproducers.Patronsusethelibrarytogainknowledgeinordertocreatetheirownnewandindependentworks.IncreasingnumbersoflibrariesprovidespacesandservicesthatmeettheneedsofpeoplewhowanttolearnhowtoeditWikipedia,setupblogsorpodcasts,createtheirownmagazines,andsomuchmore.Manylibrariesofferartorwritingworkshopsandgroups,andsomeprovidemusicpracticeroomsforpatrons.ProgramslikeImaginOninCharlotte,NorthCarolina,provideexcitingmodelsthattakecommunitypartnership,creativity,andcreationtoanewlevel.K)Thedeclineofcivildiscoursestemsinpartfromthefactthatitissoeasyforpeopletowatchnewsabout,buyproductsfrom,andengage-inboththevirtualandrealworlds-onlywiththoseofsimilarbackgroundsandideologies.Publiclibraries,throughsuchprogramsasTheHumanLibraryandSocratesCafé,canhelpbuildsmallcommunitiesofdifferencethatencouragepeopletointeractwithandlearnfromeachotherthroughdialogue.Bybothactivelypromotingcivildiscoursethroughtheseprograms,andmodelingandupholdingtheprinciplesoffreeinquiryandexpressionforall,librarieshelpindividualsrediscovertheimportanceofandincreasedneedforcivildiscourseinAmericanlife.L)Freetutoring,homeworkhelpprograms,andsummerreadingprogramsforkidsandteenshelpbridgetheeconomicdividethatimpactsstudents'academicperformance.Thecostofhiringaprivatetutoriswellbeyondwhatmanylibrarypatronscanafford,solibrariesofferhomeworkhelpandtutoringonline,byphone,inperson,andeventhroughsocialmediaandhomeworkapps.Annualsummerreadingprogramsalsohaveapositiveimpactonstudentperformanceand,accordingtoa2010studyconductedbyDominicanUniversity'sGraduateSchoolofLibraryandInformationScience,students'readingskillsgetaboostfromthesepopularnationwideevents.M)Throughlibrarycollections,programs,andphysicalspaces,childrenlearntoshare,tobeengagedintheircommunities,toparticipateinthearts,andtoexploretheirimmediateworldandtheworldatlargeTherearesurelyendlessexamplesofinnovativelibraryservicesforchildren,includingtheMiddleCountryPublicLibrary'sNatureExplorium,whichengageschildreninlearningaboutthenaturalworld.N)TheseexamplesarejustafewofthemanyamazingthingsthatpubliclibrariesaroundtheUnitedStates(andtheworld)aredoingtobuildandmaintainstrongcommunityconnections.Weencourageyoutotrysomeoftheseideasinyourownlibraries,andwehopethattheseideaswillhelpyoubebetterabletoconvinceyourcommunityleadersoftheimportantrolethatpubliclibrariesplayincommunitieslargeandsmall.36.Peoplegoingtothelibraryinsearchofinformationcanbuildconnectionswitheachotherthere.37.Accordingtoadvocatesoflibrariesascommunitybuilders,librariansarenotdoingtheirjobwelliftheydonotchangetheircommunities.38.Withthecostsofeducationcontinuallyrising,publiclibrariesremainplaceswhereallpeoplecanhaveaccesstoeducation.39.Librariesdrawlargecrowds,thuscreatinglotsofbusinessopportunitiesinneighboringareas.40.Withtheworldmoreandmoredigitalized,peoplesometimesunderestimatetheroleoflibrariesascommunityandculturalcenters.41.Variousprogramsorganizedbypubliclibrariesforchildrenandadolescentshelpnarrowthegapbetweenstudentsfromvaryingeconomicbackgrounds.42.Inanorganizedarchive,peoplecandoresearchontheirfamilyhistoryandfindouthowtheirancestorscametosettleinthenewland.43.Publiclibrariesorganizeculturalevents,oftenallowingpeopleofdifferentincomelevelstoattendfreeofcharge.44.Besidesbeinganinformationprovider,thelibraryperformsmanyotherimportantservicesforthecommunity.45.Publiclibrariescanhelpbuildsmallcommunitiesofpeoplewithdifferentbackgroundsandideologies.SectionC.Directions:Thereare2passagesinthissection.Eachpassageisfollowedbysomequestionsorunfinishedstatements.ForeachofthemtherearefourchoicesmarkedA),B),C)andD).YoushoulddecideonthebestchoiceandmarkthecorrespondingletteronAnswerSheet2withasinglelinethroughthecentre.PassageOne.Questions46to50arebasedonthefollowingpassage.Nationally,oneinsixchildrenmiss15ormoredaysofschoolinayear.Educationofficialshavedeploredallthismissedinstruction.Thesechronicallyabsentstudentssufferacademicallybecauseofalltheclassroominstructiontheymissouton.In2015,theU.S.secretaryofeducationrespondedtothiscrisis,urgingcommunitiestosupporteverystudenttoattendeverydayandbesuccessfulinschool.Hisopenletterstatedthatmissing10%ofschooldaysinayearforanyreason—excusedorunexcused-isaprimarycauseoflowacademicachievement.Worryingaboutwhetherchildrenattendschoolmakessense.Afterall,ifstudentsdon'tshowup,teacherscan'tteachthem.ButwhatifAmerica'sattendancecrisisisaboutmuchmorethanstudentsmissingclass?Whatif,instead,itisareflectionoffamilyandcommunitycrisesthesestudentsface-suchasbeingejectedfromthefamilyapartment,fearingfortheirsafetyintheirneighborhoodorsufferinganillness?Associalscientistsweinvestigatedhowexcusedandunexcusedabsencesrelatetochildren'sacademicachievement.Wefindthatabsencesexcusedbyaparentdolittletoharmchildren'slearning.Infact,childrenwithnounexcusedabsences-but15to18excusedabsences-havetestscoresequaltotheirpeerswhohavenoabsences.Meanwhile,theaveragechildwithevenjustoneunexcusedabsencedoesmuchworseacademicallythanpeerswithnone.Webelieveunexcusedabsenceisastrongsignalofthemanychallengeschildrenandfamiliesface,includingeconomicandmedicalhardships.Unexcusedabsencescanbeapowerfulsignalofhowthoseout-of-schoolchallengesaffectchildren'sacademicprogress.Ourevidencesuggestsunexcusedabsencesareproblematic,butforadifferentreasonthanpeopleoftenthink.Absencefromschool,andespeciallyunexcusedabsence,mattersmainlyasasignalofmanycriseschildrenandtheirfamiliesmaybefacing.Itmatterslessasacauseoflowerstudentachievementduetomissedinstruction.Howwechoosetothinkofschoolabsencesmattersforeducationalpolicy.Schoolattendancepoliciestypicallyholdschoolsandfamiliesaccountableforthedayschildrenmiss,regardlessofwhethertheywereexcusedorunexcusedabsences.Thesepoliciesassumethatmissingschoolforanyreasonharmschildrenacademicallybecausetheyaremissingclassroominstruction.Theyalsoassumethatschoolswillbeabletoeffectivelyintervenebyreducingstudentabsences.Wefindneithertobethecase.Asaresult,theseattendancepoliciesendupdisproportionatelypunishingfamiliesdealingwithout-of-schoolcrisesintheirlivesandpressuringschoolswhoservethemtogetstudentstoschoolmoreoften.Weinsteadsuggestusingunexcusedabsencefromschoolasasignaltochannelresourcestothechildrenandfamilieswhoneedthemmost.46.WhatdoestheU.S.secretaryofeducationsayinhisopenletter?A)Itisofvitalimportancetorespondpromptlytotheschoolabsencecrisis.B)Theacademicperformanceofchronicallyabsentstudentsisdeplorable.C)Lowacademicachievementismainlyattributedtoschoolabsences.D)TheeffectofschoolabsencesonAmericaneducationisworrisome.47.Whatdotheauthorsfindaboutschoolabsences?A)Excusedschoolabsenceshavelittleimpactonchildren'slearning.B)Thereislittledifferencebetweenunexcusedandexcusedabsences.C)Excusedabsencesleadtocomparativelybetterschoolperformance.D)Unexcusedabsencesareabigchallengetobothschoolsandfamilies.48.Whatdotheauthorsbelieveconcerningunexcusedschoolabsences?A)Theyarelikelytocauseadecreaseinstudents'academicachievementsduetomissedinstruction.B)Theypointdirectlytomanyoftheout-of-schoolchallengesconfrontingchildrenandtheirfamilies.C)TheyarematterstheAmericangovernmenttypicallyignoreswhenformulatingeducationalpolicies.D)Theygiveaclearsignaltochildrenandtheirfamiliesofthecrisestheyarelikelytofaceinthefuture.49.WhatistheassumptionunderlyingeducationpoliciesintheU.S.?A)Children'sacademicperformancedependsonreducingthenumberofabsences.B)Schoolscanboostchildren'sacademicperformancebyeffectiveintervention.C)Schoolsaswellasfamiliesshouldbeheldresponsibleforout-of-schoolcrises.D)Children'sacademicperformanceiscloselyrelatedtothequalityofinstruction.50.Whatdotheauthorssuggestdoingregardingschoolabsences?A)Identifyingtheirunderlyingcauses.B)Reframingschoolattendancepolicies.C)Directingresourcestohelpingneedychildren.D)Pressuringschoolstoreduceunexcusedones.PassageTwo.Questions51to55arebasedonthefollowingpassage.Afterearningabachelor'sdegree,IwasdeterminedtodowhatIlove.Iheadedstraighttograduateschooltoinvestigatethesocialproblemsthatfascinatedme.Foralmostadecade,ItoldeveryoneIencounteredthattheyshoulddothesame."Followyourpassion,"Icounseled."Youcanfigureouttheemploymentstufflater."Itwasn'tuntilIbegantoresearchthiswidelyacceptedcareeradvicethatIunderstoodhowproblematicitreallywas.Asasociologist,Iinterviewedcollegestudentsandprofessionalworkerstolearnwhatitreallymeanttopursuetheirdreams,whichIwillrefertohereasthepassionprinciple.IwasstunnedbywhatIfoundoutaboutthisprincipleintheresearchformynewbook.SurveysshowtheAmericanpublichaslongheldthepassionprincipleinhighregardasacareerdecision-makingpriority.Anditspopularityisevenstrongeramongthosefacingjobinstability.Advocatesofthepassionprinciplefounditcompellingbecausetheybelievedthatfollowingone'spassioncanprovideworkerswithboththemotivationnecessarytoworkhardandaplacetofindfulfillment.Yet,whatIfoundisthatfollowingone'spassiondoesnotnecessarilyleadtofulfillment,butisoneofthemostpowerfulculturalforcesperpetuatingoverwork.Ialsofoundthatpromotingthepursuitofone'spassionhelpsperpetuatesocialinequalitiesduetothefactthatnoteveryonehasthesameeconomicresourcestoallowthemtopursuetheirpassionwithease.Whilethepassionprincipleisbroadlypopular,noteveryonehasthenecessaryresourcestoturntheirpassionintoastable,good-payingjob.Passion-seekersfromwealthyfamiliesarebetterabletowaituntilajobtheyarepassionateaboutcomesalongwithoutworryingaboutstudentloansinthemeantime.Theyarealsobettersituatedtotakeunpaidinternshipstogettheirfootinthedoorwhiletheirparentspaytheirrent.Andtheyoftenhaveaccesstoparents'socialnetworkstohelpthemfindjobs.Surveysrevealedthatworking-classandfirst-generationcollegegraduates,regardlessoftheircareerfield,aremorelikelythantheirwealthierpeerstoendupinlow-payingunskilledjobswhentheypursuetheirpassion.Colleges,workplacesandcareercounselorswhopromotethe"followyourpassion"pathforeveryone,withoutlevelingtheplayingfield,helpperpetuatesocioeconomicinequalitiesamongcareeraspirants.It'snotjustwell-offpassion-seekerswhobenefitfromthe