Engineering students are supposed to be examples of practicality and rationality (合理性), 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(彈性) 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(成熟的) beyond my 18 years, and I believed them. I headed off to college. 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 (人文學(xué)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 maths, physics and engineering courses with liberal-arts courses, I have learned there are reasons why few engineering students try to reconcile(協(xié)調(diào)) 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(設(shè)想) 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.

68. Why did the author choose to study engineering at a small liberal-arts university?

A. He wanted to he an example of practicality and rationality

B. He intended to be a combination of engineer and humanist

C. He wanted to coordinate(協(xié)調(diào)) engineering with liberal-arts courses in college

D. He intended to be a sensible student with noble ideals

69. According to the author, by interacting with people who study liberal arts, engineering students can _____.

A. become noble idealists                               B. receive guidance in their careers

      C. balance engineering and the liberal arts         D. broaden their knowledge

70. The author's experience shows that he was ________.

A. creative           B. ambitious              C. unrealistic              D. unwise

71. The author suggests in this passage that ________

A. liberal-arts students are supported to take engineering courses

      B. technical experts with a wide vision are expected in the society

C. successful engineering students are more welcomed in the society

D. engineering universities with-liberal-arts courses are needed

　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 sure I was going to have an advantage over those students who went to big engineering “factories” where they didn’t care if you have values or were flexible. I was going to be a complete engineer: technical genius and sensitive humanist（人文學(xué)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（協(xié)調(diào)）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.

56. The author chose to study engineering at a small liberal-arts university because he _______.

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.

57. According to the author, by interacting with people who study liberal arts, engineering students can _______.
A. balance engineering and the liberal arts
B. receive guidance in their careers

 C. become noble idealists
D. broaden their horizons

58. In the eyes of the author, a successful engineering student is expected     ____

A. to have an excellent academic record
B. to be wise and mature
C. to be imaginative with a value system to guide him
D. to be a technical genius with a wide vision

59. The author’s experience shows that he was _______.
　 A. creative
     B. ambitious
　 C. unrealistic
　 D. irrational

60. The word “they” in “…together they threaten to confuse.” (Line 3,   Para.5) refers to _______
   A. engineering and the liberal arts.
   B. reality and noble ideals
   C. flexibility and a value system
   D. practicality and rationality

 (陜西省師大附中2009屆高三第四次模擬考試E篇)

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 sure I was going to have an advantage over those students who went to big engineering “factories” where they didn’t care if you have values or were flexible. I was going to be a complete engineer: technical genius and sensitive humanist（人文學(xué)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（協(xié)調(diào)）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.

56. The author chose to study engineering at a small liberal-arts university because he _______.

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.

57. According to the author, by interacting with people who study liberal arts, engineering students can _______.
A. balance engineering and the liberal arts
B. receive guidance in their careers

 C. become noble idealists
D. broaden their horizons

58. In the eyes of the author, a successful engineering student is expected     ____

A. to have an excellent academic record
B. to be wise and mature
C. to be imaginative with a value system to guide him
D. to be a technical genius with a wide vision

59. The author’s experience shows that he was _______.
　 A. creative
   B. ambitious
　 C. unrealistic
　 D. irrational

60. The word “they” in “…together they threaten to confuse.” (Line 3,  

Para.5) refers to _______
A. engineering and the liberal arts.
B. reality and noble ideals
C. flexibility and a value system
D. practicality and rationality