Directions: For this part, you are allowed 30 minutes to write a composition on the topic A Letter of Application for a Student Loan. You should write at least 150 words according to the outline given below in Chinese:
假设你是高鹏，是英语系的一名新生。请你就申请助学贷款一事给学校有关部门写封申请信。申请信的内容须包括以下几点：
1．提出申请
2．申请的理由
3．恳请批准
A Letter of Application for a Student Loan
_______________________

_
_
__________________________________________

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答案解析

【审题】本题要求写一封申请信。根据提纲要求，本文应包括以下内容：简要介绍自己；详述贷款原由；表达期望与决心。注意详述贷款理由要充分，由此才能体现出申请贷款的必要性；表达期望时要语气得当。
【思路一】第一段简要介绍自己并提出此申请信的目的：申请助学贷款；
第二段详述家庭经济状况：母亲下岗，奶奶病重，弟弟读书，父亲是唯一养家糊口的人；
第三段表达自己的期望与决心：希望申请得到批准，承诺自己会勤工俭学，按时还款。
【范文一】
　　　　　　　　　　　　　　　　　A Letter 0f Application for a Student Loan

October l4,2008

　　(1)To whom it may concern,(2)I am writing you to apply for a student loan．(3)As a freshman from English Department，(4)I have much financial difficulty in continuing my study．
　　(5)There are five members in my family．(5)My father is the only(6)breadwinner of the whole family while my mother was laid off two years ago．(5)My grandmother has been(7)suffering a chronic illness for more than five years．(5)My younger brother is now studying in a high sch001．I took part time jobs during the summer vacation，(8)but what l have earned is far from enough for me to pay the required tuition fees．In order to continue my study，I

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1 Direction: In this part, you will have 15 minutes w go over the passage quickly and anger the questions on Anger Sheet 1. For question , choose the best answer from the four choices marked A, B, C, D.
In or out?
　　British further education colleges did not traditionally have any concerns about student dropout, because the origins of the sector were in vocational apprenticeship training for employers where the apprentices could not &op out without endangering their job. In the 70s, this sector began to expand into more general education courses, which were seen both as an alternative to school for 16 to 18-year-old and a second chance for adults. The philosophy was mainly liberal
with students regarded as adults who should not be heavily monitored, but rather free to make their own decisions; it was not unction to hear academic staff argue ?that attendance at classes was ?purely voluntary.
　　In the 80s, with an increased consciousness of equal opportunities, the focus of the further education colleges moved to widening participation, encouraging into colleges students from previously under-represented groups, particularly from ethnic minorities. This, in turn, led to a curriculum which was more representative of the new student body. For example,there were initiatiatives to ensure the incorporation of literate by black writers into A level literature courses history ?syllabuses were altered to move beyond a purely Euro centric view of the world; and geography syllabuses began to look at the politics of maps.
　　A turning point came in 1991 with the publication of a report on completion rates by the government inspection body for education, Her Majesty's Inspectorate for England and Wales, (HMI 1991 ). However, this report was based on academic staff explanations of why students had left. It suggested that the vast majority .left either for personal reasons or because they had found employment and that only 10% left for reasons that could in any way be attributed to the college.
　　Meanwhile, Britain had been going through the Thatcher's revolution and, in parallel to the Reagan politics of the US, a key principle was the need to reduce taxation drastically. At this point (and to a large extent still ), further and higher education colleges were almost entirely funded from the public purse. There had been many cuts in this funding through the 80s, but no one had really looked at value for money.
　　However, in the early .90s, the Audit Commission with Office of Standards in Education (OFSTED) (the new version of HMI) turned the spotlight onto further education and published a seminal report, Unfinished Business (Audit Commission and OFSTED 1993), which showed that drop-out was happening on a significant scale and, crucially, given the politics of the time,attributed a cost to the state of ￡500 million, arguing that this was a waste of public ( i. e.taxpayers) money.
　　To quote Yorke (199

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2 The new series of principles developed in 1994 by the FEFC ______________

A．was quasi-independent

B．gave money to each student

C．was aimed at improving teacher retention rate

D．meant colleges had to turn their immediate attention to improving student retention rates

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3 Why were attempts to reduce the student drop-out rate hindered?

A．Because colleges had no pattern

B．Because computers in colleges were slo

C．Because colleges did not know what to d

D．Because there was a lack of research data on which to base strategie

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