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  3. Engineering students are supposed to be examples of practicality and rationality, but when it comes to my college education I am

Engineering students are supposed to be examples of practicality and rationality, but when it comes to my college education I am

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问题     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 chosen 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 chose 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 guide 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 and was sure I was going to have an advantage over those students who went to big engineering "factories" where they didn’t care if you had values or were flexible. I was going to be a complete engineer: technical genius and sensitive humanist (人文学者) 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 math, physics and engineering courses with liberal-arts courses, I have learned there are reasons why few engineering students try to reconcile (协调) 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.
The author chose to study engineering at a small liberal-arts university because he________.
选项 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、intended to be a sensible student with noble ideals.
答案B
解析 本题问题是“作者选择在一所小型的文科大学学习工程学，因为他________。”，“study engineering at a small liberal-arts university because”是重点定位词，询问原因在原文中可以直接寻找because/for因为的后面内容，也可以找到so/as a result因此的前面内容；还可以找到reasons原因；定位在第二段的前三句“I chose to study engineering at a small liberal—arts university…I came here for more noble reasons. I wanted a broad education that would provide me with flexibility and a value system to guide me in my career…I wanted to open my eyes and expand my vision by…”，意思是“我选择在一所小型的文科大学里学习工程学，…我来这里有更多崇高的理由(reasons)。我想一种广泛的教育，它能提供给我灵活性和价值体系来指导我的事业；我想开拓视野”：分析选项：A. 他想成为实践和理性的典范；B. 他打算把工科和人文学结合在一起；C. 他想在大学里把文科课程和工程学协调在一起；D. 他打算成为一名有着崇高理想的理性学生。在定位处并没有找到与选项契合的内容，因此把各选项代入原文，先从第一段开始，A在第一段的第一句但是处于but转折词前，根据but后才是正确内容，从而排除A；C只是提到文理科目的课程协调，没有延伸，这属于具体的论据性表达，不属于总结概括，所以排除C；D同C的错误相似；B符合原文定位处的表达，因此本题答案是B。
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