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The word "globalization" usually conjures up images of globe-spanning companies and distance-destroying technologies. Its enable

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问题     The word "globalization" usually conjures up images of globe-spanning companies and distance-destroying technologies. Its enablers are the laws of comparative advantage and economies of scale.
    In The Great Brain Race Ben Wildavsky points to another mighty agent o{ globalization: universities. These were some of the world’s first "global" institutions. In the Middle Ages great universities such as Paris and Bologna attracted "wandering scholars" from across Europe. In the 19th century Germany’s research universities attracted scholars from across the world. In the early 20th century philanthropists such as Cecil Rhodes and William Harkness established scholarships to foster deeper links between countries. By the 1960s globe-trotting professors were so commonplace that they bad become the butt of jokes. (What is the difference between God and professor so and so? God is everywhere. Professor so and so is everywhere but here. )
    Universities are obsessed by the global marketplace for students and professors. They are trying to attract as many students from abroad as possible (not least because foreign students usually pay full fees). Nearly 3 million students now spend some time studying in foreign countries, a number that has risen steeply in recent years. Universities are also setting up overseas. New York University has opened a branch in Abu Dhabi. Six American universities have created a higher-education supermarket in Qatar. Almost every university worth its name has formed an alliance with a leading Chinese institution.
    But globalization is going deeper than just the competition for talent: a growing number of countries are trying to create an elite group of "global universities" that are capable of competing with the best American institutions. China and India are focusing resources on a small group. The French and German governments are doing hattie with academic egalitarians in an attempt to create European Ivy Leagues. Behind all this is the idea that world-class universities can make a disproportionate contribution to economic growth.
    This is a fascinating story. But Mr. Wildavsky, a former education reporter who now works for both the Kauffman Foundation and the Brookings Institution, is too earnest a writer to make the best of it. He wastes too much ink summarising research papers and quoting "experts" uttering banalities. And he fails to point out the humour of sabbatical man jet-setting hither and thither to discuss such staples of modern academic life as poverty and inequality. Mr. Wildavsky should spend less time with his fellow think-tankers (who are mesmerised by the idea of a global knowledge economy) and more talking to students, who experience the disadvantages as well as the advantages of the new cult of globalization at first hand.
Which one is NOT the shortcoming of Mr. Wildavsky’s writing?
选项 A、He pays more attention to experts’ banalities.
B、He spends less time with his fellow think tankers.
C、He spends too much time in summarizing the papers.
D、He is too earnest to get the best of it.
答案B
解析 由题干中的the shortcoming of Mr. Wildavsky’s writing可知本题考查对威尔达夫斯基作品的评价，由此可定位至文章末段。本段末句指出，威尔达夫斯基应该少花时间和他的智囊团在一起，这是作者的一个建议，是教授应当采取的，不是缺点，故[B]符合题意。本段第三句指出，他在概述研究报告时过于冗长，引经据典过多以致庸俗，这是[A]和[C]涉及的内容。第二句中的“因描写太过详尽而致拖沓”是[D]表述的内容。  
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