Part II (30%): In a coherent paragraph of around  150  words, explain the greatest academic difficulty you have ever faced, including ways you tried overcoming it and the results of your efforts.

1) In trying to understand a work of literature, is the use of a suitable methodology and theory of reading more or less important than individual insight and imagination? Explain, using examples to illustrate your ideas. OR

2) In what ways (if any) is language-teaching dependent on objective, scientific knowledge, and in what ways (if any) is it related to a teacher's personal skills? Explain, using examples to illustrate your ideas.

Text 2 (25%)史前生物是許多曾經生活於地球上的生物體，年代範圍大約是從38億年前到大約西元前3500年人類開始保留文字紀錄以前。在這段演化期間，許多新型態的生命誕生，也有許多如恐龍般的生物滅絕。《史前巨獸—古生物特展》從地球生成、生物的出現、演化到地球的大滅絕事件依序介紹，另搭配動物化石或其複製品的展示，介紹地球的歷史及其生態、演化，瞭解地理發展史，進而探索大自然環境、人類行為對動物生態的影響。-------------Terminology:古生物: planetology...................THE END...................文一節錄自: 《台北畫刊》No. 623文二節錄自: https://event.culture.tw/NTM/portal/Registration/C0103MAction?useLanguage=tw&actid=90107&request_locale=tw

Text 1 (25%)冬季的夜晚來得特別早且長，台北也總是陰雨綿綿。巷子裡的小麵店、或者路邊滷味攤特別熱鬧，有的人看菜單、有的人正坐享用剛上桌的晚餐，熱湯一下肚，如仙丹般瞬間沖淡整日的疲倦慌忙。炊煙之間人們滿足的臉、期待的表情、老闆熱情的招呼與俐落的切菜甩麵......是我看不膩的日常營生。家家戶戶也開始張燈結綵，燈火搖搖晃晃地，預告著這一年即將結束，以及節慶的到來。

一、英文寫作(50%)Some of you are not sure if you are cut out to be a translator and/or an interpreter. This uncertainty grows into self-doubt as you receive rigorous and intense T/I training at the graduate level. You put a lot of time and effort into practice, but your classmates seem to always outperform you. You think to yourself: If I can't even stand out from my peers, how can I compete with seasoned T/I veterans? The nagging worry is exacerbated by the possibility of AI phasing out human translators/interpreters. The undercurrent of fear and frustration compromises the energy that otherwise could be devoted to your daily practice.A way out of this mental trap is to approach the idea of a translator/interpreter, or any profession, from a verb-oriented perspective. This is what career coach Jean-Philippe Michel does when helping his young clients prepare for the future, according to a BBC article titled "The next generation of jobs won't be made up of professions" by Alina Dizik. Rather than encourage students to choose a profession they want to grow up into, such as teacher or engineer, Jean-Philippe Michel guides students to talk about the skills they want to acquire and the goals they want to achieve. For example, "I want to be a doctor" can be rephrased as "I want to use empathy in a medical setting." This is how a noun-based profession is reconceptualized from a verb-based perspective.Purpose Learning program initiated by Stanford University is another example of using a verb-based approach to helping students redesign their learning experience, as can be seen from their mission statement:"A look back from 2100 to the era when Stanford students began declaring missions, not majors."As Stanford graduates would soon be called upon to lead in a world in which economic, political, social and technological disruptions created some of the largest collective risks that humans had yet faced, the University established Purpose Learning, whereby students declared a mission, not a major. The intent was that students couple their disciplinary pursuit with the purpose that fueled it."I'm a biology major" was replaced by "I'm learning human biology to eliminate world hunger." Or "I'm learning Computer Science and Political Science to rebuild how citizens engage with their governments."The goal was to help students select a meaningful course of study while in school, and then scaffold a clear arc for the first 10 - 15 years of their professional lives. It wasn't about the career trajectory, but the reasons behind it.One sign that the shift toward connecting meaning or "the why" behind one's studies and actions came when the phrase "what's your verb?" started to creep into the Stanford lexicon. A cross between "how are you doing today," "what classes are you taking this quarter" and "why?", this new idiom spun off into a variety of media.Inspired by the work they were doing to investigate the kind of impact they were most interested in working toward, students started wearing Stanford t-shirts that just said, "To Ignite." "To Build." "To Challenge." "To Persuade." Soon, this unofficial tagline became the organizing principle for the new portfolios students had to create to graduate. Demonstrating evidence of clarity of purpose and experience creating impact, along with mastery of subject matter was key.http://www.stanford2025.com/purpose-learningPlease redefine the profession of a translator/interpreter from a verb-based perspective and write a five-paragraph essay of around 300 words with "your verb" as the thesis statement.●Paragraph 1: Introduction. Begin this paragraph by summarizing the mission statement of Stanford University Purpose Learning program with four to six sentences before presenting your thesis statement.●Paragraph 2: Describe how this verb encapsulates who you are as a person.●Paragraph 3: Describe how this verb encapsulates your mission/purpose in life.●Paragraph 4: Describe how T/I training might help you to be that verb.●Paragraph 5: Conclusion. End your essay with a verb-oriented take on being a translator/interpreter.

Please read the following article and see if you agree with its argument. Then write an essay to explain why,in your opinion, majoring in English is good for you. Liberal Arts in the Digital Age      College students who major in the humanities always get asked a certain question. They’re asked it so often—and by so many people—that it should come printed on their diplomas. That question, posed by friends, career counselors, and family, is “What are you planning to do with your degree?” But it might as well be “What are the humanities good for?”      According to three new books, the answer is “Quite a lot.” From Silicon Valley to the Pentagon, people are beginning to realize that to effectively tackle today’s biggest social and technological challenges, we need to think critically about their human context—something humanities graduates happen to be well trained to do. Call it the revenge of the film, history, and philosophy nerds.      In The Fuzzy and the Techie, venture capitalist Scott Hartley takes aim at the “false dichotomy”between the humanities and computer science. Some tech industry leaders have proclaimed that studying anything besides the STEM fields is a mistake if you want a job in the digital economy. Here’s a typical dictum, from Sun Microsystems cofounder Vinod Khosla: “Little of the material taught in Liberal Arts programs today is relevant to the future.”      Hartley believes that this STEM-only mindset is all wrong. The main problem is that it encouragesstudents to approach their education vocationally—to think just in terms of the jobs they’re preparing for.But the barriers to entry for technical roles are dropping. Many tasks that once required specializedtraining can now be done with simple tools and the internet. For example, a novice programmer can get a project off the ground with chunks of code from GitHub and help from Stack Overflow.      If we want to prepare students to solve large-scale human problems, Hartley argues, we must push them to widen, not narrow, their education and interests. He ticks off a long list of successful tech leaders who hold degrees in the humanities. To mention just a few CEOs: Stewart Butterfield, Slack, philosophy； Jack Ma, Alibaba, English； Susan Wojcicki, YouTube, history and literature； Brian Chesky, Airbnb, fine arts. Of course, we need technical experts, Hartley says, but we also need people who grasp the whys and hows of human behavior.      What matters now is not the skills you have but how you think. Can you ask the right questions? Doyou know what problem you’re trying to solve in the first place? Hartley argues for a true “liberal arts”education—one that includes both hard sciences and “softer” subjects. A well-rounded learning experience, he says, opens people up to new opportunities and helps them develop products that respond to real human needs.      The human context is also the focus of Cents and Sensibility, by Gary Saul Morson and MortonSchapiro, professors of the humanities and economics, respectively, at Northwestern University. They argue that when economic models fall short, they do so for want of human understanding. Economics tends to ignore three things: culture’s effect on decision making, the usefulness of stories in explaining people’s actions, and ethical considerations. People don’t exist in a vacuum, and treating them as if they do is both reductive and potentially harmful.      Morson and Schapiro’s solution is literature. They suggest that economists could gain wisdom fromreading great novelists, who have a deeper insight into people than social scientists do. Whereas economists tend to treat people as abstractions, novelists dig into the specifics. To illustrate the point, Morson and Schapiro ask, When has a scientist’s model or case study drawn a person as vividly as Tolstoy drew Anna Karenina?      Novels can also help us develop empathy. Stories, after all, steep us in characters’ lives, forcing us to see the world as other people do. (Morson and Schapiro add that although many fields of study tell their practitioners to empathize, only literature offers practice in doing it.)      Sensemaking, by strategy consultant Christian Madsbjerg, picks up the thread from Morson andSchapiro and carries it back to Hartley. Madsbjerg argues that unless companies take pains to understand the human beings represented in their data sets, they risk losing touch with the markets they’re serving. He says the deep cultural knowledge businesses need comes not from numbers-driven market research but from a humanities-driven study of texts, languages, and people.      Madsbjerg cites Lincoln, Ford’s luxury brand, which just a few years ago lagged so far behind BMWand Mercedes that the company nearly killed it off. Executives knew that becoming competitive again would mean selling more cars outside the United States, especially in China, the next big luxury market. So they began to carefully examine how customers around the world experience, not just drive, cars. Over the course of a year, Lincoln representatives talked to customers about their daily lives and what “luxury” meant to them. They discovered that in many countries transportation isn’t drivers’ top priority: Cars are instead seen as social spaces or places to entertain business clients. Though well engineered, Lincolns needed to be reconceived to address the customers’ human context. Subsequent design efforts have paid off: In 2016 sales in China tripled.      What these three books converge on is the idea that choosing a field of study is less important thanfinding ways to expand our thinking, an idea echoed by yet another set of new releases: A PracticalEducation, by business professor Randall Stross, and You Can Do Anything, by journalist George Anders. STEM students can care about human beings, just as English majors (including this one, who started college studying computer science) can investigate things scientifically. We should be careful not to let interdisciplinary jockeying make us cling to what we know best. Everything looks like a nail when you have a hammer, as the saying goes. Similarly, at how great a disadvantage might we put ourselves—and the world—if we force our minds to approach all problems the same way.

2. Consider the change captured in the annual survey by the University of California, Los Angeles, of more than 400,000 incoming freshmen. In 1971, 37 percent responded that it was essential or very important to be “very well-off financially,” while 73 percent said the same about “developing a meaningful philosophy of life.” In 2009, the values were nearly reversed: 78 percent identified wealth as a goal, while 48 percent were after a meaningful philosophy.Write an essay to discuss whether it is more important to be very well-off financially or to develop a meaningful philosophy of life.

1. Marcus Aurelius, a Roman emperor, wrote the following words to encourage himself to get up in the early morning. Nowadays, many students find it difficult to get up for 8 o’clock classes in the morning. Write an essay explaining to them, in your opinion, why they should get up and go to 8-o’clock classes. When, in the early morning, you are reluctant to get up, have this thought in mind: “I rise to do a man’swork. Am I still resentful as I go to do the task for which I was born and for the sake of which I was brought into this world? Was I made to warm myself under the blankets?” “But this is more pleasant?” Were you born for pleasure, to feel things, and not to do them? Do you not see plants, sparrows, ants, spiders and bees perform their proper task…. Yet you refuse to perform man’s task and you do not hasten to do what your nature demands. “But one must also rest.” Certainly, I agree. Nature, however, has set a limit to rest…. You do not love yourself. If you did, you would certainly love your own nature and its purpose.

Please read the following article and see if you agree with its argument. Then write an essay to explain why,in your opinion, majoring in English is good for you.                                                      Liberal Arts in the Digital Age      College students who major in the humanities always get asked a certain question. They’re asked it so often—and by so many people—that it should come printed on their diplomas. That question, posed by friends, career counselors, and family, is “What are you planning to do with your degree?” But it might as well be “What are the humanities good for?”      According to three new books, the answer is “Quite a lot.” From Silicon Valley to the Pentagon, people are beginning to realize that to effectively tackle today’s biggest social and technological challenges, we need to think critically about their human context—something humanities graduates happen to be well trained to do. Call it the revenge of the film, history, and philosophy nerds.      In The Fuzzy and the Techie, venture capitalist Scott Hartley takes aim at the “false dichotomy”between the humanities and computer science. Some tech industry leaders have proclaimed that studying anything besides the STEM fields is a mistake if you want a job in the digital economy. Here’s a typical dictum, from Sun Microsystems cofounder Vinod Khosla: “Little of the material taught in Liberal Arts programs today is relevant to the future.”       Hartley believes that this STEM-only mindset is all wrong. The main problem is that it encourages  students to approach their education vocationally—to think just in terms of the jobs they’re preparing for. But the barriers to entry for technical roles are dropping. Many tasks that once required specialized training can now be done with simple tools and the internet. For example, a novice programmer can get a project off the ground with chunks of code from GitHub and help from Stack Overflow.      If we want to prepare students to solve large-scale human problems, Hartley argues, we must push them to widen, not narrow, their education and interests. He ticks off a long list of successful tech leaders who hold degrees in the humanities. To mention just a few CEOs: Stewart Butterfield, Slack, philosophy； Jack Ma, Alibaba, English； Susan Wojcicki, YouTube, history and literature； Brian Chesky, Airbnb, fine arts. Of course, we need technical experts, Hartley says, but we also need people who grasp the whys and hows of human behavior.      What matters now is not the skills you have but how you think. Can you ask the right questions? Doyou know what problem you’re trying to solve in the first place? Hartley argues for a true “liberal arts”education—one that includes both hard sciences and “softer” subjects. A well-rounded learning experience,he says, opens people up to new opportunities and helps them develop products that respond to real human needs.      The human context is also the focus of Cents and Sensibility, by Gary Saul Morson and MortonSchapiro, professors of the humanities and economics, respectively, at Northwestern University. Theyargue that when economic models fall short, they do so for want of human understanding. Economics tends to ignore three things: culture’s effect on decision making, the usefulness of stories in explaining people’s actions, and ethical considerations. People don’t exist in a vacuum, and treating them as if they do is both reductive and potentially harmful.      Morson and Schapiro’s solution is literature. They suggest that economists could gain wisdom fromreading great novelists, who have a deeper insight into people than social scientists do. Whereas economists tend to treat people as abstractions, novelists dig into the specifics. To illustrate the point, Morson and Schapiro ask, When has a scientist’s model or case study drawn a person as vividly as Tolstoy drew Anna Karenina?      Novels can also help us develop empathy. Stories, after all, steep us in characters’ lives, forcing us to see the world as other people do. (Morson and Schapiro add that although many fields of study tell their practitioners to empathize, only literature offers practice in doing it.)      Sensemaking, by strategy consultant Christian Madsbjerg, picks up the thread from Morson andSchapiro and carries it back to Hartley. Madsbjerg argues that unless companies take pains to understand the human beings represented in their data sets, they risk losing touch with the markets they’re serving. He says the deep cultural knowledge businesses need comes not from numbers-driven market research but from a humanities-driven study of texts, languages, and people.      Madsbjerg cites Lincoln, Ford’s luxury brand, which just a few years ago lagged so far behind BMWand Mercedes that the company nearly killed it off. Executives knew that becoming competitive again would mean selling more cars outside the United States, especially in China, the next big luxury market. So they began to carefully examine how customers around the world experience, not just drive, cars. Over the course of a year, Lincoln representatives talked to customers about their daily lives and what “luxury” meant to them. They discovered that in many countries transportation isn’t drivers’ top priority: Cars are instead seen as social spaces or places to entertain business clients. Though well engineered, Lincolns needed to be reconceived to address the customers’ human context. Subsequent design efforts have paid off: In 2016 sales in China tripled.      What these three books converge on is the idea that choosing a field of study is less important thanfinding ways to expand our thinking, an idea echoed by yet another set of new releases: A PracticalEducation, by business professor Randall Stross, and You Can Do Anything, by journalist George Anders. STEM students can care about human beings, just as English majors (including this one, who started college studying computer science) can investigate things scientifically. We should be careful not to let interdisciplinary jockeying make us cling to what we know best. Everything looks like a nail when you have a hammer, as the saying goes. Similarly, at how great a disadvantage might we put ourselves—and the world—if we force our minds to approach all problems the same way.

2. Consider the change captured in the annual survey by the University of California, Los Angeles, of more than 400,000 incoming freshmen. In 1971, 37 percent responded that it was essential or very important to be “very well-off financially,” while 73 percent said the same about “developing a meaningful philosophy of life.” In 2009, the values were nearly reversed: 78 percent identified wealth as a goal, while 48 percent were after a meaningful philosophy.Write an essay to discuss whether it is more important to be very well-off financially or to develop a meaningful philosophy of life. 

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