現(xiàn)代大學英語（第三版）精讀3 課件 B3U1、B3U2

ContentsUnit1Lead-inWarm-upquestions:Stillrememberyourplanswhenyouwereafreshman?Thequestionsbelowwillhelpyourefreshyourmemory.Lead-inWouldyouliketotelltheclasshowmanyofthemyouhavefulfilled?...read10booksayear/semester......trytobecomeagloriousmemberoftheCommunistPartyofChina......trytogetthecertificatesneeded......trytogetaboy/girlfriend......writealettertoyourparentsonceamonth......signupforthecompetitions...

......Lead-inMorequestionsaboutthetext:1.Whatdoyouthinktheauthormeansby“identitycrisis”?Haveyouexperiencedsuchacrisissofar?2.Howarewetoknowwhoweare?WhichofthethreefactorsmentionedbyErikH.Eriksonisthemostimportant?Ourgenes?Theenvironment?Orchanceevents?Howdotheyinfluenceouridentity?3.Whyisitsoimportanttoachievemoreindependenceduringcollegeyears?Inyouropinion,whatdoesitmeantohavemorefreedominourlives?4.Doyoustillfindparentaladvicehelpful?Doesitmeanyouhaveanexcessiveneedforparents’support?Howdoyouunderstand“excessive”?Canyougiveanexample?Doesitautomaticallymakeyouindependentonceyoustoplisteningtoyourparents?Wheredoyoudrawthelinebetweenwhatisexcessiveandwhatisreasonable?Lead-inMorequestionsaboutthetext:5.Doyouagreethatit’soneofthemoststressfulmatterstoestablishsexualidentity?Whatisthefutureroleyouwanttoprojectasamanorwoman?Isitdifferentfromtheconventionalview?Whathasaffectedyourperceptionofyoursexualidentity?6.Theauthortalksabouttheimportanceofinternalizingbeliefs,values,andmorals.Whatbeliefs,values,andmoralsareadvocatedinourculture?Doyouhaveanyexperienceininternalizingthem?7.Whatdoyouthinkoftheargumentofthisessay?Hastheauthorleftoutanyimportantaspects?Hashearguedpowerfullyonallpoints?Anycriticisms?8.Whatdoyouthinkofthelanguageandstyleofthisessay?Text1.Abouttheauthor2.Background

3.Structure4.GotothetextYourCollegeYearsBobHartmanText1.AbouttheauthorBobHartmanisaperformancestorytellerparexcellence.HehasbeenentertainingaudiencesonbothsidesoftheAtlanticforover25yearswithhisbooksandperformances,whichbringtogetherretellingsofBiblestoriesandtraditionaltalesfromaroundtheworldwithhisownimaginativestories.Hisbooksarefullofhumorandinsight,whilsthisstorytellingsessionsareexciting,engaging,dynamic—andaboveall,interactive!HeiswellknownforhishugelypopularTheLionStorytellerbooks,theTellingtheBibleseries,andthehighlyacclaimedpicturebooks:TheWolfWhoCriedBoy,DinnerintheLions’DenandTheThreeBillyGoats’Stuff.Text2.Background

Thisisatextaboutwhatstudentswillexperienceintheir“collegeyears.”ItisaddressedtocollegestudentsintheUnitedStates.Butwithsomemodifications,whattheauthorsaysherewillalsomakeperfectsensetoourstudents.Collegelifeisbothanexcitingandfrustratingexperience.Inshort,wehavetofacemanywhattheauthorcalls“developmentalchanges”andmakemanyimportantadjustmentsanddecisions,decisionsthatwillconcernoureducationandcareer,andvaluesandsocialresponsibilities.TextTomakeourcollegeexperiencemeaningfulandrewarding,wemustlearntohandlewhattheauthorcalls“theidentitycrisis,”tofindoutwhoweare,whatourstrongpointsandweaknessesare,whatweshoulddoandwhereweshouldgo.Ofcoursewemustlearntobeindependentorself-reliantpsychologicallyaswellasinothermatters.Buttobeindependentdoesnotmeantobeisolated.Itsimplymeansthatwehavetorelatetoourfamily,ourteachers,ourschool,thepeoplearoundusandthesocietyasawholeinanewandmorematureway.Itmeansthatwehavetolearnnewknowledge,developnewideas,formnewhabits,adoptnewattitudes,andcultivatenewrelationships.TextThereareotherchallengestoo.ForEnglishlanguagestudents,therearesomespecialproblems.Sincepeopleallsaythatlanguageisatool,shouldn’twetrytomajorinsomethingelse?Whenisthebesttimetospecialize?ForEnglishlanguagestudents,itisparticularlyimportantforthemtorealizetheirdutytounderstandWesterncultureproperlyandusewhatisgoodinitforourdevelopmentandmakeourcontributioninthisageofglobalization.TextYourCollegeYearsBobHartman1

Haveyoueverconsideredthechangesthataretakingplaceandwilltakeplaceinyourlifeasacollegestudent?Hasiteveroccurredtoyouthatyourprofessorsandotherschoolpersonnel

havecertaingoalsforyourgrowthandmaturityduringyourcollegeyears?Hasiteverdawnedonyouthatcertaindevelopmentalchangeswilloccurinyourlifeasyoumovefromadolescencetoyoungadulthood?Thoughcollegestudentsseldomthinkaboutthem,keychangeswillprobablyhappentothemduringtheircollegeyears.Text2

Duringthistime,studentsaregoingthroughanidentitycrisisandareendeavoringtofindoutwhotheyareandwhattheirstrengthsandweaknessesare.Theyhave,ofcourse,plentyofboth.Itisimportanttoknowhowpeopleperceivethemselvesaswellashowotherpeopleperceivethem.AccordingtoPiersandLandau,inanarticlediscussingthetheoriesofErikH.Erikson

inInternationalEncyclopediaoftheSocialSciences

(1979),identityisdeterminedbygeneticendowment(whatisinheritedfromparents),shapedbyenvironment,andinfluencedbychanceevents.Peopleareinfluencedbytheirenvironmentand,inturn,influencetheirenvironment.Howpeopleseethemselvesinbothrolesisunquestionablyapartoftheiridentity.Text3

Whilestudentsaregoingthroughanidentitycrisis,theyarebecomingindependentfromtheirparentsyetareprobablystillverydependentonthem.Thisindependence/dependencestruggleisverymuchapartofthelateradolescencestage.Infact,itmaybeheightenedbytheirchoicetopursueacollegeeducation.Immediatelyaftergraduatingfromhighschool,somegraduateschoosetoentertheworkworld.Asaresultofthischoice,theymaybecomefinanciallyindependentfromtheirparents.Butcollegestudentshavechosentogrowandlearnnewskillsthattakeyearstodevelop,sotheyprobablyneedatleastsomedegreeofdependenceontheirparents.Text4

InhisApril1984article“PsychologicalSeparationofLateAdolescentsfromTheirParents”intheJournalofCounselingPsychology,J.A.Hoffmanobservedthattherearefourdistinctaspectstopsychologicalseparationfromone’sparents.First,thereisfunctionalindependence,whichinvolvesthecapabilityofindividualstotakecareofpracticalandpersonalaffairs,suchashandlingfinances,choosingtheirownwardrobes,anddeterminingtheirdailyagenda.Second,thereisattitudinalindependence,whichmeansthatindividualslearntoseeandacceptthedifferencebetweentheirownattitudes,values,andbeliefsandthoseoftheirparents.Thethirdprocessofpsychologicalseparationisemotionalindependence.Hoffmandefinesthisprocessas“freedomfromanexcessiveneedforapproval,closeness,togetherness,andemotionalsupportinrelationtothemotherandfather.”Forexample,collegestudentswouldfeelfreetoselectthemajorthattheywanttopursuewithoutfeelingtheymusthaveparentalapproval.Fourthisfreedomfrom“excessiveguilt,anxiety,mistrust,responsibility,inhibition,resentment,andangerinrelationtothemotherandfather.”Collegestudentsneedtostandbackandseewheretheyareintheindependence/dependencestruggle.Text5

Probablyoneofthemoststressfulmattersforyoungcollegestudentsisestablishingtheirsexualidentity,whichincludesrelatingtotheoppositesexandprojectingtheirfuturerolesasmenorwomen.Eachmustdefineherorhissexualidentityinafeminineormasculinerole.Theseareexcitingtimesyetfrustratingtimes.Probablynothingcanmakestudentsfeellowerorhigheremotionallythanthewaytheyarerelatingtowhomevertheyarehavingaromanticrelationshipwith.Text6

Atthesametime,theseyoungadultsarelearninghowtogiveandreceiveaffectionintheadultworld.Thisaspectofgrowthdealsnotonlywithinteractionwiththeoppositesexbutwithfriendsofbothsexesandallages.Astheygrowandreachyoungadulthood,thewaytheyrelatetootherschanges.Itisatimewhentheyasadultsshouldthinkabouthowtheyrelatetoandshowproperrespectforpeers,howtheyrelatetothechildrenandyoungadolescentsintheirlives,andhowtheyrelatetotheirparentsandshowthemaffection.Forexample,whenIwasagraduatestudentatSouthwesternBaptist

Theological

Seminary,IvisitedmyparentsafterIhadjustfinishedacourseincounseling.DuringthecourseIhadcometorealizethatwhilemyworldwasexpandingandnewoptionswereopeningforme,myfather,whowasinhissixties,wasseeinghisworldshrinkandhisoptionsnarrow.Duringmyvisithome,myfatherandIhadseveralconversationsinwhichwediscussedthecontentofmycourseandhowitappliedtoourlives.IfoundmyselfseeingmyfatherinadifferentwayandrelatingtohimasafriendwhomIcouldencourage.Iwasconsciouslyencouragingthemanwhoovertheyearshadencouragedme.Iwasrelatingtomyfatherinadifferentway.Text7

Anotherchangeforcollegestudentsisinternalizingtheirreligiousfaith,theirvalues,andtheirmorals.Sincebirth,oneormoreparentshavebeenmodelingforthemandteachingthemcertainbeliefs,values,andmorals.Intheiradolescentyears,however,thesemattersarequestionedandinsomecasesrebelledagainst.Now,asyoungadults,theyhavetheopportunitytodecideforthemselveswhatbeliefs,values,andmoralstheyaregoingtoacceptfortheirlives.Inthelatesixties,ayoungwomanfromabackgroundthatwasextremelyprejudicedagainstpeoplefromotherracescametocollegeconvincedthatherracewassuperior.Shewasdistressedbecauseshehadbeenputintoadormthathadpeoplefroma

varietyofethnicbackgrounds.Overthenextfouryears,thisstudent,whoconsideredherselfintelligent,foundherselfinclassesandsocialeventsinwhichpeopleofotherracesperformedaswellasormorecompetentlythanshedid.Asshefinishedhersenioryear,shehadgrowntorealizethatpeopleofotherraceswerenotonlyequaltoherbutwerepeoplewhocouldbeherfriendsandfromwhomshecouldlearn.Thesereligious,moral,andethicalvaluesthataresetduringthecollegeyearsoftenlastalifetime.Text8

Inadditiontoaffirmingpersonalvalues,collegestudentsdevelopnewwaystoorganizeanduseknowledge.Thechallengesofacademiclifenotonlyintroducethemtonewknowledgebutforcethemtoevaluatehowtheygather,process,andapplyknowledgeintheirlives.Forsome,thiswillbeapainfulexperience,butforallitwillbeagrowingexperience.OnestudentwithwhomIhadworkedwentontobecomeanEnglishteacher.Shesharedwithmehowherattitudetowardliteraturechangedduringhercollegeyears.“InhighschoolImadegoodgradesinEnglish,”sheobserved,“butthematerialmeantverylittletome.”Shethenwentontoexplainhowincollegeshecametorealizethatliteratureisoneofthebestwaystounderstandaculture.Herwayoflearninghadchanged.Allstudentsshouldbeawareofhowtheyreacttonewknowledgeandnewwaysoflearning,howtheyprocesstheknowledgepresentedtothem,andhowtheyorganizethisknowledge.Text9

Andlastofall,theseyoungadultsarebecomingworldcitizens,arebecomingawarenotonlyofothergroupsintheirownculturebutalsoofpeopleofothercultures.Astheymeetthesepeopleandinteractwiththem,theyfindthemselvesbeingintroducedtonewwaysoflifeandnewwaysofinterpretinglife.Astheydoso,theygrowandbecomemorematurepeople.AstudentattendingacommunitycollegeinhishometownexplainedhowasastudenthecametoknowastudentfromaThirdWorldcountry—acountryhehadnotevenheardofbefore.Text

Theinternationalstudent,whoexpectedtobeappointedtoanimportantgovernmentalpositionwhenhereturnedhome,hadabrotherwhotaughtlawatthemajoruniversityofhiscountry.TheAmericanstudentandtheinternationalstudentbecameclosefriendsandspentmanyhourssharingtheirthoughtsanddreams.TheAmericanstudentobserved,“Becauseofourfriendship,IhavecometounderstandpeopleofThirdWorldcountriesinawayIneverrealizedpossible.Icannolongerreadthenewspaperorwatchatelevisionnewscastwithoutseeingthepeoplefromothercountriesinadifferentlight.Theyarenowrealpeoplewhohavedreams,hopes,andstruggles,justasIdo.”Becauseoftheopportunitieshehadwhileattendingcollege,thisyoungman,likemanyotherstudents,experiencedanewunderstandingoftheworldandofhimself.Text10

Collegeisdesignedtobeatimeofpersonalgrowthandexpansion.Attimesitcanbethreatening.Forcertain,itisanexperiencethatcontributestoyoungadults’growthandmaturity.Notonlyaretheybeingintroducedtonewpeopleandnewknowledge,buttheyarealsoacquiringnewwaysofassemblingandprocessinginformation.Justasproudly,theyaregrowingintheirunderstandingofthemselves,others,andtheworldinwhichtheylive.(1,504words)Text大學時代鮑勃·哈特曼1

你是否考慮過，作為一名大學生，你的生活現(xiàn)在起著什么變化，將來又會有什么變化？你是否想過，大學教授和其他學校工作人員對你大學期間的成長及成熟是有目標的？你是否想過，在你由青春期邁向成年的過程中，你的個人發(fā)展會發(fā)生某些變化？雖然大學生們很少思考這些問題，但是他們在大學時代很可能會發(fā)生一些重大的變化。Text2

在此期間，學生要經(jīng)歷一次認同危機，他們想弄明白自己是什么樣的人，自己的優(yōu)點和弱點在哪里。他們當然有不少優(yōu)點和弱點。知道人們怎樣看待自己，以及別人如何看待他們，這一點很重要。在《國際社會科學百科全書》（1979）的一篇討論愛利克·H.埃里克森（心理學）理論的文章里，皮爾斯和蘭多認為，身份的形成取決于基因（由父母遺傳），受環(huán)境的塑造，并且被不確定的事件影響。人們受環(huán)境影響，轉而也影響他們所處的環(huán)境。人們怎樣看待這雙重角色，毫無疑問構成了他們身份的一部分。

Text3

學生在經(jīng)歷自我認同危機的過程中，逐漸獨立于父母，但可能仍然很依賴他們。這一獨立與依賴的掙扎構成了青春期后期生活的一大部分。事實上，選擇大學教育可能會加劇這一矛盾。有些人中學畢業(yè)后，選擇立即參加工作，因此他們在經(jīng)濟上可能不再依賴父母?？墒谴髮W生選擇了發(fā)展，選擇了學習需要幾年的工夫才能掌握的新技能，因而他們至少在一定程度上可能還得繼續(xù)依靠父母。

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J.A.霍夫曼在其1984年4月刊登于《咨詢心理學雜志》上的《青春期后期青少年與父母的心理分離》一文中提出，與父母心理分離包含四個方面。第一，具有生活自理能力，涉及個人處理實際事務和私人事務的能力，如打理財務、選擇著裝、確定日程安排。第二，態(tài)度獨立，即個人學會正確看待并接受自己在態(tài)度、價值觀、信仰等方面和父母的差異。心理分離的第三個過程是感情獨立。霍夫曼把這個過程界定為“在認可、親近、親密及感情支持這些方面擺脫對父母的過多依賴”。比如大學生可以自由選擇自己想學習的專業(yè)，不會認為必須得到父母的同意。第四，擺脫“對父母過多的內(nèi)疚、憂慮、疑心、責任感、猶豫、不滿及憤怒”。大學生需要以局外人的目光審視自己在獨立與依賴的掙扎中所處的位置。

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對于年輕的大學生們來說，壓力最大的事情之一可能是確立自己的性別身份，這包括建立與異性的關系以及呈現(xiàn)自己未來作為男人或女人的角色。他們每個人都必須界定自己的性別角色。這個階段既令人興奮，也令人沮喪。也許沒有什么會比戀愛更能使大學生的感情向兩個極端波動了。

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與此同時，這些年輕的成年人也不斷地學會如何給予和接納成人世界中的感情。這方面的成長不僅涉及與異性的關系，也涉及與兩種性別以及所有年齡段的朋友的相處。隨著他們逐漸成年，他們與人交往的方式也發(fā)生著變化。在這個時期，作為成年人，他們應該考慮如何與同齡人相處，如何適當表達對同齡人的尊重；如何與在生活中所遇到的兒童和青少年相處；如何與父母相處并表現(xiàn)出對他們的關愛。我在西南浸禮教會神學院讀研究生的時候，有一次在修完一門輔導學課程后，我去看望父母。在學習這門課的過程中，我發(fā)現(xiàn)在我的世界不斷擴展、一個個新選擇向我開放的同時，我60多歲的父親卻目睹著他的世界漸漸縮小，選擇也變得越來越少。那次回家，我和父親交談過幾次，談到了我修的那門課程的內(nèi)容，以及這些內(nèi)容如何適用于我們的生活。我發(fā)現(xiàn)自己在以一種與以往不同的方式看待父親，我把他看作我的朋友，一個我可以鼓勵的朋友。我有意識地鼓勵一位多年來一直鼓勵我的人。我和父親的關系變了。

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大學生們的另一個變化是逐步內(nèi)化宗教信仰、價值觀以及道德標準。從出生以來，他們的父親或母親，或是雙親，就一直言傳身教，教給他們一些信念、價值觀和道德觀。不過，在青春期，他們會懷疑，甚至反叛這些觀念?，F(xiàn)在，作為成年人，他們有機會自己決定接受什么樣的信念、價值觀以及道德觀。在20世紀60年代末，有個女生一直深受極端歧視其他種族思想的影響，剛入大學時她深信自己種族的優(yōu)越性。她被安排到一棟住著來自不同種族背景的學生的宿舍樓，她因此感到沮喪。在隨后的四年中，這位自認為聰慧的學生發(fā)現(xiàn)無論是在課堂上還是在社交活動中，其他種族的人一點兒都不比她差，或者是比她更有能力。大學畢業(yè)的時候，她已經(jīng)認識到其他種族的人不僅與她平等，而且還能夠成為值得她學習的朋友。這些在大學時代確立的宗教、道德、價值觀念往往終生不變。

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除了確立個人的價值觀外，大學生還會逐漸形成整理與運用知識的新方法。學業(yè)中遇到的挑戰(zhàn)不僅將他們引入新的知識領域，還迫使他們學會考量如何在生活中獲取、整理并運用知識。對于一些大學生來說，這是一個痛苦的經(jīng)歷，但對所有學生而言，這是一個成長的過程。與我合作過的一個學生后來當了英語老師。她曾告訴我她是如何在大學期間改變了對文學的態(tài)度?！吧细咧械臅r候，我的英語成績不錯，”她說，“不過讀的那些材料對我來說沒有什么意義?！彼又忉屃嗽诖髮W里她是怎樣認識到文學是理解文化的最好方式之一。她的學習方法改變了。所有大學生都應該知道他們該如何回應新的知識和新的學習方法，如何處理這些知識，以及如何將這些知識條理化。

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最后一點，這些年輕人正逐步成為世界公民。他們不僅在逐漸了解本文化體系的其他群體，同時也在了解其他文化體系的人們。在遇到這些人并與之交流的過程中，他們發(fā)現(xiàn)自己接觸到了新的生活方式，以及對生活的不同認識。與此同時，他們成長起來，變得更加成熟。一個在家鄉(xiāng)上社區(qū)學院的學生跟我說過他與一位來自第三世界國家的學生相識的經(jīng)歷。以前他甚至都沒聽說過這個國家。……Text9

……這位外國學生回國后會被指派到一個重要的政府部門工作。他還有個哥哥在國內(nèi)一所重點大學教法律。這位美國學生和這位外國學生成了好朋友，他倆在一起度過了不少時光，交流想法和夢想。這個美國學生說，“由于我們之間的友誼，我開始了解第三世界國家的人，這是我從來都沒有想到過的?，F(xiàn)在我讀報或是看電視新聞時都是以新的視角來看待其他國家的人。他們都是真實存在的人，和我一樣是有夢想、有希望、在奮斗的人?！币驗樵谏洗髮W時有了這樣的機會，這個年輕人和許許多多其他學生一樣，對這個世界、對自己有了新的理解。

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大學的宗旨是使學生能成長與發(fā)展。有時候它可能來勢洶洶。但上大學肯定有利于年輕人的成長與成熟。他們不僅會接觸到新的群體、新的知識，還會學到整合、處理信息的新方式。同樣值得自豪的是，他們對自身、對他人、對他們所處的世界的理解也在不斷提高。

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Hasiteveroccurredtoyouthat…Note:

PayattentiontothedifferencebetweenChineseandEnglishinexpressingone’sidea:InChinese,thesubjectisusuallyapersonalpronoun,whereasinEnglish,theanticipatory“it”isoftenused.Moreexamples:1.Itneveroccurredtomethatwealthcouldruinaperson’slife.2.Itsuddenlyoccurredtohimthathehadnottouchedanymeatformonths.3.Itsuddenlydawnedonusthathighsavingsratemaynotbeagoodthing.4.Itgraduallybegantodawnontheeconomiststhattheproblemwasnotoverproduction,butunder-consumption.5.Itstruckherthatalthoughshewasnowrichbyherownstandard,shewasnotreallyhappy.TextAnalysis

personnelThewordisplural.Weneversay“apersonnel.”e.g.1.Theylackedthescientificpersonneltodevelopthetechnicalapparatusmuchfurther.

他們?nèi)鄙龠M一步研發(fā)這些技術設備的科技人員。2.Thegeneraldoesnotlikenoncombatantpersonnelnearasceneofaction.

這位將軍不喜歡非戰(zhàn)斗人員靠近戰(zhàn)爭現(xiàn)場。TextAnalysis

…certaindevelopmentalchangeswilloccurinyourlifeasyoumovefromadolescencetoyoungadulthood?

developmentalchanges:Thisisapsychologicaltermwhichreferstothephysiologicalandbehavioralchangesthroughoutthelifespan.fromadolescencetoyoungadulthood:Theterm“adolescence”beganasaWesternconcept,whichmeanstheperiodbetweenchildhoodandadulthood.Thispassagetoadulthoodisoftenmarkedbyanumberofsmallchangesinstatusduringorneartheendofadolescence.Graduationfromhighschool,therighttovote,andtodriveacararealleventsthat,tosomedegree,signifyadultstatus.Butthemainchangesarepsychologicalaswellasphysical.Itisusuallyfraughtwithanxietyandconflict.TextAnalysis

Duringthistime,studentsaregoingthroughanidentitycrisis

…

gothrough:experienceidentitycrisis:Itreferstothedifficulties,confusions,andanxietiesthatpeoplegothroughduringadolescencewhentheyarenotsurewhotheyreallyareandwhattheirpurposesinlifeare.TextAnalysisTextAnalysis

ErikH.EriksonErikH.Erikson(1902—1994)wasborninFrankfurt,Germany,andlaterbecameanAmericancitizen.Hewasaneo-Freudianpsychologist,bestknownforhisworkinrefiningandexpandingSigmundFreud’stheoryofpsychosexualdevelopmentalstages.

InternationalEncyclopediaoftheSocialSciencesTheInternationalEncyclopediaoftheSocialSciencesisanimportantreferencebookwhichwasfirstpublishedin1968inNewYorkandwaseditedbyDavidL.SillsandRobertK.Merton.Itcontainsseventeenvolumesandthousandsofentrieswrittenbyscholarsaroundtheworld.

《國際社會科學百科全書》The2ndeditioniscomposedentirelyofnewarticles.Itwaspublishedin2008andeditedbyWilliamA.DarityJr.,anAmericaneconomist.TextAnalysis1stedition

…identityisdeterminedbygenetic

endowment(whatisinheritedfromparents),shapedbyenvironment,andinfluencedbychanceevents.Whoweareisdeterminedbythreethings:first,ourgenes,orwhatourparentshavegivenus,ourlegacy;second,environment;third,luckoropportunities.chanceevents:“Chance”hereisanadjective,meaning“accidental.”e.g.1.Thischancemeetingwiththefamouswriterchangedhiswholelife.2.Thismedicineissaidtobeachancediscovery.TextAnalysis

…theyarebecomingindependentfromtheirparentsyetareprobablystillverydependentonthem.Note:Theprepositionsusedafter“dependent”and“independent”aredifferent.e.g.1.Financially,theyarestilldependentontheirparents.2.Thesebanksarenowcompletelyindependentfrom/ofeachother.TextAnalysis

Infact,itmaybeheightenedbytheirchoicetopursueacollegeeducation.“It”herereferstotheword“struggle”intheprevioussentence.Thewholesentencemeansthatiftheychoosetogotocollegetocontinuetheireducation,theywillfaceanevenmoreseriousstrugglebetweenthedesiretobeindependentandtheneedtodependonthefinancialsupportoftheirparents.TextAnalysis

adolescentsAnadolescentisayoungpersonwhoisdevelopingfromachildintoanadult.Theadolescentagerangevariesbydifferentstandards.TheWorldHealthOrganization(WHO)definesadolescentsasindividualsbetweentheagesof10and19.Forpeopleconsideredfullygrownandthereforelegallyresponsible,thewords“adults”(formal)and“grown-ups”(informal)areused.Seealso:adolescenceTextAnalysis

JournalofCounselingPsychologyAjournalisaseriousmagazineproducedforprofessionalpeopleorthosewithaparticularinterest.ThisjournalisbasedinWashington,D.C.intheUnitedStates.

《咨詢心理學雜志》TextAnalysis

First,thereisfunctionalindependence,whichinvolvesthecapabilityofindividualstotakecareofpracticalandpersonalaffairs,suchashandlingfinances,choosingtheirownwardrobes,anddeterminingtheirdailyagenda.functionalindependence:independenceinhandlingeverydaylifesituations;theabilitytosolvepracticalproblemshandlefinances:learnhowtospendmoneywiselychoosetheirownwardrobes:choosetheirownclothesdeterminetheirdailyagenda:makealistofwhattheyaregoingtodoeverydayTextAnalysis

freedomfromsth.:nolongerhavingsth.thatsb.doesnotwante.g.Themostimportantfreedomourpeopleshouldhaveisthefreedomfromhunger.Also:

befreefromsth.e.g.1.Anidealsocietyisonefreefromexploitationandoppression.2.Withinamonth,thewholebuildingisfreefromfliesandmosquitoes.TextAnalysis

Fourthisfreedomfrom“excessiveguilt,anxiety,mistrust,responsibility,inhibition,resentment,andangerinrelationtothemotherandfather.”Childrenoftenfeelveryguiltyinrelationtotheirparentsbecausetheythinktheyhavedonesomethingwrong;theyarealsoanxiousbecausetheyareeagertopleasetheirparents;theysometimesfeelunhappybecausetheythinkthattheirparentshavenotbeenfairtothem;theyfeelthattheyareresponsibletotheirparentsforeverythingtheydo;theyarealwaysafraidofsayingthewrongthingornotbehavingproperly;allthismaymakethemangrywiththeirparentsormakethemfeelresentful.Thesefeelingsreflecttheiremotionaldependenceontheirparents.Whentheygrowup,theyusuallystriveforthefreedomfromthese.TextAnalysis

feellower:feelunhappy,withoutmuchhopeforthefutureTextAnalysis

…myfather…wasseeinghisworldshrinkandhisoptionsnarrow.Myfatherwasbeginningtorealizethathisworldwasgettingsmallerandhischoicesfewer.Heretheword“narrow”isusedasaverb.e.g.1.Wemusttrytonarrowthedifferenceinincomebetweentherichandthepoorwithoutdelay.2.Thismightyrivernarrowstoagorgeofabout50meterswhenitcomestothisplacebetweenthemountains.TextAnalysis

...oneormoreparentshavebeenmodelingforthem...modelforsb.:serveasamodelforsb.;setanexampleforsb.Note:Thephrase“bemodelsforsb.”ismorecommon.TextAnalysis

...however,thesemattersarequestionedandinsomecasesrebelledagainst.However,adolescentsbegintodoubtaboutthebeliefs,values,andmoralstheirparenthavetaughtthem,andsometimesopenlyrefusetoacceptthem.TextAnalysis

avarietyofethnicbackgrounds:(here)manydifferentracesintheU.S.Todaysociologistsoftenprefer“ethnic”to“racial,”and“ethnicgroup”to“race.”TextAnalysis

beequalto:bejustasgoodase.g.1.Manyofourproductsareequaltothebestintheworld.2.Itisridiculoustothinkoneraceisnotequaltoanothersimplybecauseithasadifferentskincolor.TextAnalysis

Thesereligious,moral,andethicalvaluesthataresetduringthecollegeyearsoftenlastalifetime.Thesevaluesthatareestablishedduringthecollegeyearsoftenlastalifetime.Itisbelievedthatourcharacterorbasicmoralprinciplesareformulatedduringthisperiodoftime.TextAnalysis

personalvalues…values:moralprinciples;principlesofwhatisrightandwhatiswrongpersonalvalues:valuesconcerningpersonallifeorbehavior,asopposedtosocialvaluesTextAnalysis

communitycollegeAcommunitycollegeisatypeofeducationalinstitution.Thetermcanhavedifferentmeaningsindifferentcountries.IntheU.S.andCanada,itreferstoacollegethatstudentscanattendfortwoyearsinordertolearnaskillortoprepareforuniversity.Itissometimesknownasthejuniorcollege.TextAnalysis

ThirdWorldcountriesThisisatermusedtorefertothedevelopingcountriesinAsia,Africa,LatinAmerica,andotherregions.Ithasdecreasedinuseandtheterm“developingcountries”ispreferrednow.TextAnalysis

…seeingthepeoplefromothercountriesinadifferentlight.seesb./sth.inacertainlight:seesb./sth.inacertainwaye.g.1.Whathedidmadeusseehiminanewlight.2.AfterItookthatcourse,Ibegantoseetheworldinadifferentlight.TextAnalysis

forcertain:

certainly;definitely;nodoubte.g.1.Heisprobablyanaccountant.Idon’tknowitforcertain.2.Ican’tsayforcertainhowmuchthiscarwillcost.TextAnalysis

...theyarealsoacquiringnewwaysofassemblingandprocessinginformation.Theyarealsofindingorlearningnewwaysofarranging,organizing,analyzingorunderstandinginformation.Itimpliesthatunrelated,unclassifiedinformationisnotscientifictruth.Scientifictruthrequirestheprocessingofinformation.Incollege,studentswilllearnnewapproaches,methods,andtheorieswhichwillchangemanyoftheirprejudices.TextAnalysisGlossaryadolescenceencyclopediaheightenadulthoodendeavorinheritaffir