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  3. "I promise." "I swear to you it’ll never happen again." "I give you my word." "Honestly. Believe me." Sure, I trust. Why not? I

"I promise." "I swear to you it’ll never happen again." "I give you my word." "Honestly. Believe me." Sure, I trust. Why not? I

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问题     "I promise." "I swear to you it’ll never happen again." "I give you my word." "Honestly. Believe me." Sure, I trust. Why not? I teach English composition at a private college. With a certain excitement and intensity, I read my students’ essays, hoping to find the person behind the pen. As each semester progresses, plagiarism appears. Not only is my intelligence insulted as one assumes I won’t detect a polished piece of prose from another wise-average writer, but I feel a sadness that a student has resorted to buying a paper from a peer. Writers have styles like fingerprints and after several assignments, I can match a student’s work with his or her name even if it’s missing from the upper left-hand corner.
    Why is learning less important than a higher grade-point average (GPA)? When we’re threatened or sick, we make conditional promises. "If you let me pass math I will…" "Lord, if you get me over this before the big homecoming game I’ll…" Once the situation is behind us, so are the promises. Human nature? Perhaps, but we do use that cliche to get us out of uncomfortable bargains. Divine interference during distress is asked; gratitude is unpaid. After all, few fulfill the contract, so why should anyone be the exception? Why not?
    Six years ago, I took a student before the dean. He had turned in an essay with the vocabulary and sentence structure of PhD thesis. Up until that time, both his out-of-class and in-class work were borderline passing.
    I questioned the person regarding his essay and he swore it was his own work. I gave him the identical assignment and told him to write it in class, and I’d understand this copy would not have the time and attention an out-of-class paper is given, but he had already a finished piece so he understood what was asked. He sat one hour, then turned in part of a page of unskilled writing and faulty logic. I confronted him with both essays. "I promise… I’m not lying. I swear to you that I wrote the essay. I’m just nervous today."
    The head of the English department agreed with my finding, and the meeting with the dean had the boy’s parents present. After an hour of discussion, touching on eight of the boy’s previous essays and his grade-point average, which indicated he was already on academic probation, the dean agreed that the student had plagiarized. His parents protested, "He’s only a child" and we instructors are wiser and should be compassionate. College people are not really children and most times would resent being labeled as such, except in this uncomfortable circumstance.
Which of the following might serve as the title of this passage?
选项 A、Human Nature
B、Conditional Promises
C、How to Detect Cheating
D、The Sadness of Plagiarism
答案D
解析 本题是标题题，需要纵观全文，把握全文各段主题。本文第一、二段探讨了诚信问题的重要性，第三至五段举例说明发现学生剽窃并且家长纵容孩子剽窃。在全篇文章中，作者都对剽窃持反对态度，并且在文末指责了父母对孩子的纵容，认为大学生不再是孩子，应该为自己的行为负责，所以，选项D全面概括本文主旨，是正确答案。选项A和选项B来自第二段，但它们只是文中细节，无法概括本文主题。选项C属于以偏概全，虽然原文有段落是讲述老师怎么发现学生剽窃的，但这只是事情的过程之一，文章通过这些内容来探讨剽窃的深层原因以及社会问题。
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