I was in my third year of teaching writing at
问题详情
I was in my third year of teaching writing at Ralph High School in New York, when one of mystudents, 15-year-old Mikey, gave me a note from his mother. It explained his absence (缺席)from class the day before. "Dear Mr. McCort, Mikeys grandmother, who is eighty years of age, fell down the stairsfrom too much coffee and I kept Mikey at home to take care of her and his baby sister so I could goto my job. Please excuse Mikey and hell do his best in the future. P.S. His grandmother is OK. "I had seen Mikey writing the note at his desk. I said nothing. Most parental-excuse notes Ireceived were penned by my students. If I were to deal with them, Id be busy 24 hours a day. Thewriters of those notes didnt realize that honest excuse notes were usually dull: "Peter was late be-cause the alarm clock didnt go off." The students always said it was hard putting 200 words together on any subject, but when theyproduced excuse notes, they were excellent. So I decided to type out a dozen excuse notes and gavethem to my classes. I said, "Theyre supposed to be written by parents, but actually they are not.true, Mikey？" The students looked at me nervously. "Now, this will be the first class to study the art of the excuse note -the first class, ever, topractice writing them. " Everyone smiled as I went on, "Today Id like you to write An ExcuseNote from Adam to God or An Excuse Note from Eve to God. " Heads went down. Pens racedacross paper. For the first time ever I saw students so immersed (专心的) in their writing, theyhad to be asked to go to lunch by their friends. The next day everyone had excuse notes. Heated discussions followed. But suddenly I saw theheadmaster at the door. He entered the classroom and walked up and down, looking at papers, andthen said, "Id like you to see me in my office." My heart sank. When I stepped into his office, he came to shake my hand and said, "I just want to tell youthat that lesson, that task, whatever the hell you were doing, was great. Those kids were writingon the college level. Thank you." 根据材料请回答下列各 How did the author know that most parental-excuse notes were written by students themselves？
A.The excuse notes were written in dull words.
B.The notes were more like stories than facts.
C.He called their parents and found out the truth.
D.The handwriting obviously looked like childrens.请帮忙给出正确答案和分析，谢谢！
参考答案
正确答案：B
那是我在纽约瑞芙高中教写作的第三年。一天，我的一个学生，15岁的迈克，给了我一张他妈妈写的假条，上面解释了前天他为什么缺课。“亲爱的迈考特先生，前天迈克八十岁的祖母从洒满咖啡的楼梯上摔了下来，所以我让迈克待在家里照顾她和他的小妹妹，这样我好去上班。请原谅迈克的缺课，他以后会做得很好。另外，他的祖母已经好了。”我见过迈克在他的书桌上写这张纸条，但我什么也没说。我收到的大多数家长的请假条都是学生自己写的。如果我要处理它们，一天24小时都会很忙。写这些假条的学生没有意识到真正的请假条内容通常很枯燥，如“皮特迟到了，因为闹钟没响”。学生们经常说任何科目都很难写够200字，但是当他们编写请假条时，却做得很好。所以我决定打印出一些请假条，然后把它们给我班学生。我说：“请假条本来是要家长写的，但是实际上并不是这样。是不是，迈克?”学生们都很紧张地看着我。“现在，这将是第一堂教学生写请假条的课——第一堂练习写它们的课，”我继续说，每个人都微笑听着。“今天我想让你们写一张‘亚当给上帝的请假条’或者一张‘夏娃给上帝的请假条’。”学生们都低下头，笔尖迅速地在纸上写着。我第一次看到学生们这么专心地写作。他们吃午饭都是被朋友叫去的。第二天每个人都写好了请假条，接下来我们进行了激烈的讨论。但是突然校长出现在门口。他走进教室，在教室里面来回走动，看了看请假条，然后对我说：“你来我的办公室。”我的心沉了下去。当我走进他的办公室时，校长却走过来握着我的手说：“我只是想告诉你，那节课，那项任务，不论你在做什么，都很棒。这些孩子的写作都是大学水平，谢谢你。”【精析】细节题。题干意为“作者如何知道大多数家长的请假条都是学生自己写的?”根据第三段最后一句“Thewritersofthosenotesdidntrealizethathonestexcusenoteswereusuallydull…”可知，家长写的请假条内容都很枯燥，不会有很多情节，而迈克交的那张假条有许多情节。故B为正确答案。
