It was a simple letter asking for a place to study at Scotland’s oldest universi

题文

It was a simple letter asking for a place to study at Scotland’s oldest university which helped start a revolution in higher education. A 140-year-old letter written by a lady calling for her to be allowed to study medicine at St Andrews University has been discovered by researchers. Written by Sophia Jex-Blake in 1873, the seven-page document, which urged the university to allow women to study medicine at the institution, was released yesterday on International Women’s Day.
The document was discovered buried in the university archives (档案) by part-time history student Lis Smith, who is completing her PhD at St Andrews Institute of Scottish Historical Research. She said: “We knew that Sophia Jex-Blake and her supporters, in their effort to open up university medical education for women, had written to the Senatus Academicus (校评议委员会) at St Andrews in an attempt to gain permission to attend classes there, but we didn’t know documentary evidence existed. While searching the archives for information about the university’s higher certificate for women, I was astonished to come across what must be the very letter Jex-Blake wrote.”
In the letter, Sophia and her supporters offered to hire teachers or build suitable buildings for a medical school and to arrange for lectures to be delivered in the subjects not already covered at St Andrews. Although her letter was not successful, it eventually led to the establishment of the Ladies Literate in Arts at St Andrews, a distance-learning degree for women. The qualification, which ran from 1877 until the 1930s, gave women access to university education in the days before they were admitted as students. It was so popular that it survived long after women were admitted as full students to St Andrews in 1892.
Ms Jex-Blake went on to help establish the London School of Medicine for Women in 1874. She was accepted by the University of Berne, where she was awarded a medical degree in January 1877. Eventually, she moved back to Edinburgh and opened her own practice.
小题1:Sophia wrote a letter to St Andrews University because she wanted _______.A．to carry out a research project there B．to set up a medical institute thereC．to study medicine there D．to deliver lectures there小题2: Lis Smith found Sophia’s letter to St Andrews University _______.A．by pure chanceB．in the school officeC．with her supporters’ helpD．while reading history books小题3:Sophia’s letter resulted in the establishment of _______.A．the London School of Medicine for WomenB．a degree programme for womenC．a system of medical educationD．the University of Berne小题4:When did St Andrews University begin to take full-time women students?A．In 1873.B．In 1874.C．In 1877.D．In 1892. 题型：未知难度：其他题型

答案

小题1:C
小题2:A
小题3:B
小题4:D

解析

一封尘封了140年的写给大学的来信，促使了妇女学位课程的创立。该信的发现纯属偶然，那是一位女士向St Andrews 大学写的学医申请信。
小题1:细节理解题。难度中等。
【解题思路】根据第一段第二句中“... to be allowed to study medicine at St Andrews University…”可知，她想学医，故C项正确。
小题2:细节理解题。难度中等。
【解题思路】根据第二段第一句“The document was discovered buried in the university archives …”，可知，此信的发现纯属偶然，故A项正确。
小题3:细节理解题。难度中等。
【解题思路】根据第三段第二句中“…a distance-learning degree for women”，可知此信促使了妇女学位课程的创立，故B项正确。
小题4:细节理解题。难度中等。
【解题思路】根据第三段最后一句中“…St Andrews in 1892.”可知，此事发生在1892年，故D项正确。

考点

据考高分专家说，试题“It was a simple lett.....”主要考查你对 [历史文化类阅读 ]考点的理解。

历史文化类阅读

什么是历史文化类阅读：

本类题型常用的方式是夹叙夹议。叙述的目的是为了议，所以要把握其议才是主要方面。阅读这类文章，先弄清其引入的话题，再弄清里面人物对其不同的看法，然后理解作者本身对话题的观点看法或思考。

历史文化类阅读技巧：

【题型说明】历史文化类阅读理解文章属高考常选材料之一。这类文章常涉及历史、文化、法制、宗教等方面的文学艺术、发明创造、文化遗产保护、宗教与文化、风俗与习惯、道德与法制、中外文学名著节选、等等。这类材料的命题点往往落在主旨大意题、事实细节题上。
【答题方法】在做这类阅读理解题时，我们应注意以下几个方面：
1、采用先题后文：先读题目，再带着问题读文章。这类阅读理解文章相对来说事实细节题稍多一点，如果带着问题读文章，有利于我们抓细节。
2、先做细节题。因为做完了局部性的事实细节题后，自然会加深我们对文章的理解，这样更有利于做主旨大意题。
3、重点敲定主旨题。主旨大意题提问的形式主要有两大类：一类是Main idea型；一类是Topic或Title型。
在解答这类试题时应注意以下几点：
a．读首句抓大意。
文化教育类阅读理解文章多采用说明文、议论文体裁，而这类文章大都采用文章段落的中心，即主题句在文章开头。因此，要寻找这类文章的主旨大意就需要研究文章的首句。
b．读尾句抓大意。
有时这类文章的主题句安排在文章的结尾，作为对全篇的总结。
c．读首段抓大意。
有些文章或段落的开头和结尾部分都有主题句。这种结构是为了突出主题思想而使用两次点题的写作方法。这两个主题句在句子结构和用词上有所不同，而且在内容上前句和后句也不重复。
d．从段落中抓大意。
有些文章或段落的主题句在文章中，这种文章或段落往往以一句话或几句话引出要表达的主题，在主题句出现后，再举例子陈述细节或继续论证。
e．归纳要点抓大意。
有些文章或段落无明显的主题句，只是暗示性地体现主题。这就要求同学们在阅读过程中根据文中所叙述的事实或线索来概括总结主旨大意。