2. 外语
  3. I was in my third year of teaching creative writing at Ralph McKee Vocational School in Staten Island, New York, when one of my

I was in my third year of teaching creative writing at Ralph McKee Vocational School in Staten Island, New York, when one of my

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问题     I was in my third year of teaching creative writing at Ralph McKee Vocational School in Staten Island, New York, when one of my students, 16-year-old Mikey, gave me a note from his mother. It explained his absence from class the day before.
    I had seen Mikey writing the note at his desk, using his left hand to disguise his handwriting. I said nothing. Most parental-excuse notes I received back in those days were penned by my students. They’d been forging excuse notes since they learned to write, and if I were to confront each forger I’d be busy 24 hours a day.
    I threw Mikey’s note into a desk drawer along with dozens of other notes. While my classes took a test, I decided to read all the notes I’d only glanced at before. I made two piles, one for the genuine ones written by mothers, the other for forgeries. The second was the larger pile, with writing that ranged from imaginative to lunatic.
    I was having an idea.
    Isn’t it remarkable, I thought, how the students complained and said it was hard putting 200 words together on any subject? But when they forged excuse notes, they were brilliant. The notes I had could be turned into a collection of Great American Excuses. They were samples of talent never mentioned in song, story or study.
    How could I have ignored these gems of fiction and fantasy? Here was American high school writing at its best—raw, real, urgent, brief, and lying. I read:
    "The stove caught fire and the wallpaper went up and the fire department kept us out of the house all night."
    "Arnold was getting off the train and the door closed on his school bag and the train took it away. He yelled to the conductor who said very vulgar things as the train drove away."
    "His sister’s dog ate his homework and I hope it chokes him."
    The writers of these notes didn’t realize that honest excuse notes were usually dull: "Peter was late because the alarm clock didn’t go off."
    One day I typed out a dozen excuse notes and distributed them to my senior classes. The students read them silently, intently. "Mr. McCourt, who wrote these?" asked one boy.
    "You did," I said. "I omitted names to protect the guilty. They’re supposed to be written by parents, but you and I know the real authors. Yes, Mikey?"
    "So what are we supposed to do?"
    "This is the first class to study the art of the excuse note—the first class, ever, to practice writing them. You’re so lucky to have a teacher like me who has taken your best writing and turned it into a subject worthy of study."
    Everyone smiled as I went on, "You didn’t settle for the old alarm clock story. You used your imaginations. So try it now. Imagine you have a 15-year-old who needs an excuse for falling behind in English."
    The students produced excuses, ranging from a 16-wheeler crashing into a house to a severe case of food poisoning blamed on the school cafeteria. They said, "More, more. Can we do more?"
    So I said, "I’d like you to write—" And I finished, "’An Excuse Note from Adam to God’ or ’An Excuse Note from Eve to God.’" Heads went down. Pens raced across paper.
    Before long the bell rang. For the first time ever I saw students so immersed in their writing they had to be urged to go to lunch by their friends.
What was the author’s attitude towards students’ forging excuse notes?
选项 A、He found it quite understandable.
B、He was indifferent to this phenomenon.
C、He was aware of its prevalence.
D、He regarded it as a minor mistake.
答案C
解析 第2段第3句开头的most以及第3段末提到的“伪造的请假条”那堆更多，均表明作者知道大部分学生的请假条都是由学生自己写的，因此C为本题答案。本题最具干扰性的是B。虽然第2段最后一句的内容表明作者没有时间处理学生伪造请假条这种事情，这并不代表他对这种现象不闻不问，觉得无所谓。可见，B不正确。
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