Unit1大學(xué)英語(yǔ)綜合教程1課后答案

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　　Unit 1

　　Part I Pre-Reading Task

　　Script for the recording:

　　Ways of learning is the topic of this unit. It is also the topic of the song you are about to listen to, called Teach Your Children sung by Crosby, Stills and Nash.

　　Teach Your Children

　　Crosby, Stills and Nash

　　You, who are on the road,

　　Must nave a code that you can live by.

　　And so, become yourselr,

　　Because the past is just a goodbye.

　　Teach your cbildren well,

　　Their lather's hell did slowly go by.

　　And reed them on your dreams,

　　The one they picks, the one you'll mow by.

　　Don't you ever ash them why, ir they told you, you will cry, So just look at them and sigh and know they love you.

　　Appendix I - 93 -

　　And you, oi tender years,

　　Can't know the rears that your elders grew by.

　　Ana so please help them with your youtb,

　　They seek the truth before tbey can die.

　　Teacb your parents well,

　　Tbeir children's bell will slowly go by.

　　And reed them on your dreams,

　　Tbe one tbey picks, tbe one you'll know by.

　　Don t you ever ask them why, ir tbey told you, you will cry, So just look at them and sigh and know tbey love you.

　　The first part of die song is about how parents can inspire their children through sharing with them their dreams, their hopes for a better life. It starts with advice on how you need a set of rules, "a code diat you can live by," to guide you on the road of life. Only then will you be able to fully realise all that is within you and "become yourself." Therefore, parents need to teach their children well.

　　And children — "you of tender years" — also have something to teach their parents, for learning is not a one-way street. Children should share their own dreams with their parents so that young and old can get to understand each otiier better.

　　That said, one should not go too far. For some things are perhaps better left unsaid between parents and children. "Don't you ever ask them why, if they told you, you will cry." At such mo?ments all that there is left to do is to look at one another and sigh, happy in each otiier's love.

　　Part II Text A Text Organization

　　1. 1) The text begins with an anecdote/incident.

　　2) His thoughts are mainly about different approaches to learning in China and the West.

　　3) The end winds up the text with a suggestion in die form of a question.

　　Points for Comparison/Contrast Chinese Americans

　　1) ways to learn to accomplish a task show a child how to do something, or teach by holding his hand teach children that they should rely on themselves for solutions to problems

　　94 - Appendix I

　　2) attitudes to creativity and skills give greater priority to de?veloping skills at an early age, believing creativity can be promoted over time put more emphasis on fos?tering creativity in young children, thinking skills can be picked up later

　　Vocabulary

　　1) 2) on occasion

　　3) investigate 4) In retrospect

　　5) initial 6) phenomena

　　7) attached 8) make up for

　　9) is awaiting 10) exception

　　11) not... in the least 12)

　　promote

　　13) working on 14) in due course

　　15) emerged

　　1) There is a striking contrast between the standard of living in the north of the country and

　　the south.

　　2) Natural fiber is said to be superior to synthetic fiber.

　　3) The city's importance as a financial center has evolved slowly.

　　4) His nationality is not relevant to whether he is a good lawyer.

　　5) The poems by a little-known sixteenth-century Italian poet have found their way into some English magazines.

　　3. 1) Chinese isn't a subject that can be picked up in a month. You can't accomplish your goal of mastering the language unless you work at it for years. Well, it sounds as if I'm exag?gerating the difficulties, but the fact is I'm only telling the truth.

　　2) The principal is somewhat disappointed with the performance of the children. From what she has gathered, some of the teaching staff have neglected their pupils. She has just announced that strict work regulations have been made and that they apply to both Chinese and overseas teachers.

　　3) The teacher-directed and the child-directed approaches to teaching art represent two ex?tremes of opinion. Too many teacher-directed activities cannot be expected to effectively assisLchildren in learning because of the rigid structure. On the other hand, too many child-directed activities may see a curriculum that is totally unstructured and out of con?trol. There are valid reasons to believe a teacher-guided approach would be a superior way

　　Appendix I - 95 -

　　to guide children's development. This approach combines some form of structure with the child leading the direction.

　　II. Confusable Words

　　1.

　　1) continual 3) continual 2

　　1) principal 3) principle 5) principal

　　2) continuous 4) continuous

　　2) principal

　　4) principles

　　III. Usage

　　1. themselves

　　3. herself/by herself/on her own

　　5. ourselves

　　2. himself/herself

　　4. itself

　　6. yourself/by yourself/on your own

　　Structure

　　1. 1) Simon's ill — so much so that he can't get out of bed.

　　2) She herself believed in freedom, so much so that she would rather die than live without it.

　　3) Piles of work have kept us busy — so much so that we can't manage to take a holiday this year.

　　4) Many contestants later failed drug tests, so much so that the race had to be rerun.

　　2. 1) Assuming (that) this painting really is a Picasso

　　2) Assuming (that) the proposal is accepted

　　3) assuming, of course, that she's prepared to listen

　　4) Even assuming (that) smokers do see the health warnings

　　Comprehensive Exercises

　　I. Cloze

　　(A)

　　1. contrast 2. exaggerating

　　3. priority 4. on the other hand

　　5. promoting 6. pick up

　　7. assist 8. accomplish

　　9. on occasion 10. neglecting

　　- 96 - Appendix I

　　11. worthwhile 12. superior

　　(B)

　　1. to 2. affect/influence

　　3. others 4. each/them

　　5. without 6. controlled

　　7. about 8. value

　　9. They 10. little

　　11. right 12. but

　　13. in 14. what

　　15. worth 16. and

　　II. Translation

　　I consider it worthwhile trying to summarize our experience

　　in learning English. Here I would like to make three relevant points.

　　First, wide reading should be taken as a priority in the learning process, because it is through reading that we get the most language input. Next, learning by heart as many well-written essays as possible is also very important. On the one hand, rote learning/learning by rote is indeed of little help, but on the other hand, memorization/learning by heart with a good understanding will cer?tainly be of benefit/do good to us. With an enormous store of excellent essays in our heads, we will find it much easier to express ourselves in English. Finally, it is critical that we should put what we have learned into practice. By doing more reading, writing, listening and speaking, we will be able to accomplish the task of perfecting our English.

　　Part III TextB

　　Comprehension Check

　　1. c 2. c

　　3. d 4. a

　　5. c 6. b

　　Translation

　　(#ja Appendix III)

　　Appendix I - 97 -

　　Language Practice

　　1. adopt

　　3. plus

　　5. furthermore

　　7. annual

　　9. pace

　　11. on demand

　　13. perspective 15. fell apart

　　17. access

　　19. deposit

　　2. account

　　4. ended up

　　6. fund

　　8. keeping track of

　　10. intends

　　12. devise

　　14. undoubtedly

　　16. protest

　　18. resources

　　20. from your point of view

　　Part IV Theme-Related Language Learning Tasks

　　Model paper

　　How I Learn at College

　　I went to school in a small town near Chengdu and now I am studying law at Fudan University in Shanghai. Passing from one to the other you have to get used to many new things, not the least being the different way of learning.

　　At school I found my timetable full throughout the day. One lesson came close on the heels of

　　another with little time to call one's own. At university, in contrast, only a few hours of each day are

　　taken up with classes or lectures. In the time made available you are expected to learn on your own.

　　When and where is up to you. At the same time what you are meant to learn shifts from memorizing

　　masses of facts to developing an ability to understand theories and present arguments. There are, of

　　course, still facts to be learned. One should not exaggerate the differences. Nevertheless, learning at

　　university certainly teaches me greater self-reliance and to think for myself. (169 words)

　　拓展：

　　全新版大學(xué)英語(yǔ)綜合教程

　　Peggy Noonan lives in New York and writes a weekly column for The Wall Street Journal. This piece is taken from one of them. In it she reflects on her week and on life in the city. Writing less than a year away from the destruction of the World Trade Center, her thoughts are inevitably affected by that terrible event.

　　佩吉·諾南住在紐約，每周為《華爾街時(shí)報(bào)》撰寫(xiě)專(zhuān)欄文章。本文即其中一篇。她在文章中反思了自己的一周以及這個(gè)城市的生活。撰寫(xiě)此文時(shí)，離世貿(mào)中心被毀還不到一周年，她的思考不可避免地帶有這一可怕事件的陰影。

　　The Nightmare and the Dreams

　　夢(mèng)魘與夢(mèng)想

　　-- How has Sept. 11 affected our national unconscious?

　　――9·11事件如何影響了國(guó)民的潛意識(shí)?

　　PEGGY NOONAN

　　佩吉·諾南

　　It is hot in New York. It is so hot that once when I had a fever a friend called and asked me how I felt and I said, "You know how dry and hot paper feels when it's been faxed? That's how I feel." And how I felt all day yesterday. It is hot. We feel as if we've been faxed.

　　紐約真熱。天氣如此炎熱，因此，有一次我發(fā)高燒，朋友打電話來(lái)問(wèn)候我感覺(jué)如何時(shí)，我就說(shuō)，“你知道發(fā)傳真時(shí)紙張有多干燥多燙手嗎?那就是我的感覺(jué)�！弊蛱煺�整一天我都是這種感覺(jué)。太熱了。我們覺(jué)得自己被傳真過(guò)似的。

　　I found myself fully awake at 5 a.m. yesterday and went for a walk on the Brooklyn Bridge. Now more than ever the bridge seems like a great gift to my city. It spans. In the changed landscape of downtown it is our undisturbed beauty, grown ever more stately each year. People seem to love it more now, or at least mention it more or notice it more. So do I. It's always full of tourists but always full of New Yorkers, too.

　　昨天清晨5點(diǎn)我就完全醒了，便去布魯克林大橋散步。如今這座大橋越發(fā)像是賜予我們這個(gè)城市的一件貴重禮物。它跨河而立。在業(yè)已改變的市區(qū)景觀中，它依舊是一道美麗的景致，年復(fù)一年，越發(fā)顯得氣勢(shì)非凡。如今，人們似乎更喜歡它，至少是更多地提到它、注意到它。本人也一樣。橋上總是擠滿(mǎn)游客，也總是擠滿(mǎn)紐約居民。

　　I am struck, as I always am when I'm on it, that I am walking on one of the engineering wonders of the world. And I was struck yesterday that I was looking at one of the greatest views in the history of man's creation, Manhattan at sunrise.

　　我在這座橋上行走時(shí)總是深感驕傲，因?yàn)樽约郝�步在世界工程技術(shù)一大奇跡之上;今天踏上這座橋，我同樣深感驕傲。昨天我深受感動(dòng)，因?yàn)槲以谟^看有人類(lèi)創(chuàng)造史以來(lái)最輝煌的景象之一：曼哈頓日出。

　　And all of it was free. A billionaire would pay billions to own this bridge and keep this view, but I and my jogging, biking and hiking companions have it for nothing. We inherited it. Now all we do is pay maintenance, in the form of taxes. We are lucky.

　　而且那是分文不花的。億萬(wàn)富翁要想擁有這座橋，將這一景致占為己有，那得付出億萬(wàn)錢(qián)財(cái)，而我以及那些或慢跑、或騎車(chē)、或徒步的同行者卻能免費(fèi)享用。我們繼承了這座大橋。如今我們所要做的只是以納稅的方式支付維修費(fèi)用。我輩實(shí)屬有幸。

　　As I rounded the entrance to the bridge on the Brooklyn side, a small moment added to my happiness. It was dawn, traffic was light, I passed a black van with smoked windows. In the driver's seat with the window down was a black man of 30 or so, a cap low on his brow, wearing thick black sunglasses. I was on the walkway that leads to the bridge; he was less than two feet away; we were the only people there. We made eye contact. "Good morning!" he said. "Good morning to you," I answered, and for no reason at all we started to laugh, and moved on into the day. Nothing significant in it except it may or may not have happened that way 30 or 40 years ago. I'm not sure the full charge of friendliness would have been assumed or answered.

　　我從布魯克林一邊上橋時(shí)，一件小事更增添了我的快樂(lè)。天剛亮，車(chē)輛稀少，我與一輛車(chē)窗熏黑的黑色面包車(chē)擦肩而過(guò)。窗開(kāi)著的駕駛座里坐著一個(gè)30歲左右的黑人，帽子低低地壓在眉檐上，戴著一副厚厚的黑色太陽(yáng)鏡。我走在通往大橋的人行道上，他距我不到兩英尺;周?chē)�只有我們兩個(gè)人。我們目光對(duì)視�！霸缟虾�!”他說(shuō)�！霸缟虾�，”我回答著，兩人隨即無(wú)緣無(wú)故地大笑起來(lái)，笑罷各人繼續(xù)各人的生活。這事并沒(méi)有什么特別的意義，只是30年或40年前是不是會(huì)發(fā)生這樣的事。我不知道那時(shí)會(huì)不會(huì)有這種完全友好的表示，又會(huì)不會(huì)得到回應(yīng)。

　　It made me think of something I saw Monday night on TV. They were showing the 1967 movie "Guess Who's Coming to Dinner?" with Katharine Hepburn, Sidney Poitier and Spencer Tracy, about a young white woman and a young black man who fall in love, hope to marry and must contend with disapproving parents on both sides. It's held up well, and parts of it seemed moving in a way I didn't remember, and pertinent.

　　這讓我想起星期一晚上看的電視節(jié)目。他們播放的是1967年的影片《猜猜誰(shuí)來(lái)赴晚餐》，由凱瑟琳·赫本、辛尼·普瓦提艾和斯潘塞·特雷西主演，講的是一個(gè)白人姑娘與一個(gè)黑人小伙子相愛(ài)，想要結(jié)婚，不得不與持反對(duì)態(tài)度的雙方父母做斗爭(zhēng)。影片拍得不錯(cuò)，故事的部分細(xì)節(jié)似乎很感人，如何感人我記不清楚了，反正很切題。

　　There was a bit of dialogue that packed a wallop. Spencer Tracy as the father of the would-be bride is pressing Mr. Poitier on whether he has considered the sufferings their mixed-race children might have to endure in America. Has he thought about this? Has his fiancée? "She is optimistic," says Mr. Poitier. "She thinks every one of them will grow up to become president of the United States. I on the other hand would settle for secretary of state." Those words, written 35 years ago may have seemed dreamy then. But in its audience when the movie came out would likely have been a young, film-loving Army lieutenant named Colin Powell who, that year, was preparing for a second tour of duty in Vietnam. And now he is secretary of state. This is the land dreams are made of. Does that strike you as a corny thing to say and talk about? It is. That's another great thing.

　　有幾段對(duì)話讓人為之震動(dòng)。飾演未來(lái)新娘父親的斯潘塞·特雷西質(zhì)問(wèn)普瓦提艾先生，他是否想過(guò)他們混血的孩子在美國(guó)將會(huì)承受多少痛苦。他考慮過(guò)這點(diǎn)嗎?他的未婚妻考慮過(guò)這點(diǎn)嗎?“她很樂(lè)觀，”普瓦提艾先生說(shuō)�！八�認(rèn)為他們每個(gè)人都能長(zhǎng)大成人當(dāng)上美國(guó)總統(tǒng)。而我則覺(jué)得他們能當(dāng)國(guó)務(wù)卿也就可以了�！边@些寫(xiě)于35年前的話當(dāng)時(shí)聽(tīng)上去或許就像是癡人說(shuō)夢(mèng)。但影片上映時(shí)，觀眾中可能就有愛(ài)看電影的年輕的陸軍中尉科林·鮑威爾，當(dāng)年他正準(zhǔn)備第二次到越南去服役。如今他正擔(dān)任著國(guó)務(wù)卿一職。這是個(gè)夢(mèng)想成真的國(guó)度。這么說(shuō)你是否覺(jué)得有點(diǎn)老生常談?這又是一件美妙的事情。

　　Late Tuesday, on a subway ride from Brooklyn to the north of Manhattan, I resaw something I'd noticed and forgotten about. It is that more and more, on the streets and on the train, I see people wearing ID tags. We all wear IDs now. We didn't use to. They hang from thick cotton string or an aluminum chain; they're worn one at a time or three at a time, but they're there.

　　星期二晚些時(shí)候，在從布魯克林開(kāi)往曼哈頓北部的地鐵上，我又看到一個(gè)我注意過(guò)，可后來(lái)又忘了的現(xiàn)象。那就是大街上，地鐵里，我越來(lái)越經(jīng)常地發(fā)現(xiàn)人們掛著表明身份的胸卡。如今人人都佩帶胸卡。過(guò)去我們是不帶的。胸卡吊在粗棉線或鋁制鏈上;有的佩帶一張，有的同時(shí)佩帶三張，反正胸卡處處可見(jiàn)。

　　I ponder the implications. What does it mean that we wear IDs? What are we saying, or do we think we're saying? I mean aside from the obvious.

　　我思索著這一現(xiàn)象意味著什么。大家隨身攜帶身份證件，這意味著什么?我們是在表明什么?或者說(shuō)我們自以為是在表明什么?我指的是表象之外的意義。

　　I imagined yesterday the row of people across from me on the train, looking up all of a sudden from their newspaper and answering one after another:

　　假設(shè)昨天地鐵車(chē)廂里我對(duì)面的那排人一下子放下報(bào)紙?zhí)�起頭來(lái)，逐個(gè)回答道：

　　"It means I know who I am," says the man in blue shirt and suspenders.

　　“這意味著我知道自己是誰(shuí)，”穿藍(lán)襯衫和吊褲帶的那個(gè)男子說(shuō)。

　　"It means I can get into the building," says the woman in gray.

　　“這意味著我能進(jìn)辦公樓，”那個(gè)灰衣女子說(shuō)。

　　"It means I am a solid citizen with a job."

　　“這表明我是個(gè)有職業(yè)的體面公民�！�

　　"I am known to others in my workplace."

　　“在工作場(chǎng)所別人知道我是誰(shuí)�！�

　　"I'm not just blowing through life, I'm integrated into it. I belong to something. I receive a regular paycheck."

　　“我不是在混日子，我融入了生活。我有所歸屬。我有固定的工資�！�

　　"I have had a background check done by security and have been found to be a Safe Person. Have you?"

　　“安檢部門(mén)對(duì)我的背景來(lái)歷核查過(guò)，認(rèn)定我為人可靠。你呢?”

　　I wonder if unemployed people on the train look at the tags around the other peoples' necks and think. Soon I hope I'll have one too. I wonder if kids just getting their first job at 17 will ever know that in America we didn't all use to be ID'd. Used to be only for people who worked in nuclear power plants or great halls of government. Otherwise you could be pretty obscure. Which isn't a bad way to be.

　　我不知道車(chē)上那些失業(yè)的人看著別人頭頸里吊著的胸卡，會(huì)不會(huì)有什么想法。我希望不久我也有張胸卡。我不知道那些剛剛開(kāi)始工作的17歲的小伙子們會(huì)不會(huì)知曉，以前在美國(guó)，我們并不是人人攜帶身份證的。過(guò)去只有在核電站或政府辦公大樓里工作的人才用。在別處，沒(méi)人會(huì)知道你是誰(shuí)。這可不是件壞事。

　　A month ago there were news reports of a post-Sept. 11 baby boom. Everyone was so rocked by news of their mortality that they realized there will never be a perfect time to have kids but we're here now so let's have a family. I believed the baby boom story and waited for the babies.

　　一個(gè)月前，有關(guān)于9·11事件之后出現(xiàn)生育高峰的新聞報(bào)道。大家為那些關(guān)于死亡的報(bào)道所震驚，意識(shí)到?jīng)Q沒(méi)有什么生養(yǎng)孩子的時(shí)機(jī)，現(xiàn)在我們既然活著，就該生兒育女。我相信關(guān)于生育高峰報(bào)道的真實(shí)性，期待著這些孩子的出生。

　　Then came the stories saying: Nah, there is no baby boom, it's all anecdotal, there's no statistical evidence to back it up. And I believed that too. But I've been noticing something for weeks now. In my neighborhood there is a baby boom. There are babies all over in Brooklyn. It is full of newborns, of pink soft-limbed infants in cotton carriers on daddy's chest. It is full of strollers, not only regular strollers but the kind that carry two children -- double-wides. And triple-wides. I don't care what anyone says, there have got to be data that back up what I'm seeing: that after Sept. 11, there was at least a Brooklyn baby boom.

　　后來(lái)又有報(bào)道說(shuō)，不對(duì)，沒(méi)有什么生育高峰，那完全是道聽(tīng)途說(shuō)，并沒(méi)有統(tǒng)計(jì)數(shù)據(jù)加以證實(shí)。我也相信這一報(bào)道的真實(shí)性。但好幾個(gè)星期以來(lái)我一直關(guān)注著一個(gè)情況。我家附近出現(xiàn)了生育高峰。布魯克林到處都是嬰兒。處處可見(jiàn)新生嬰兒，處處可見(jiàn)粉嘟嘟的、小手小腳軟軟的嬰兒，他們蜷伏在父親胸前的棉兜里。處處可見(jiàn)嬰兒小推車(chē)，不僅是普通的小推車(chē)，還有那種可放兩個(gè)嬰兒的小推車(chē)。甚至還有可放三個(gè)嬰兒的小推車(chē)。別人怎么說(shuō)我不管，應(yīng)該有數(shù)據(jù)證實(shí)我目睹的情況：9·11事件之后，至少在布魯克林出現(xiàn)了生育高峰。

　　A dream boom, too. The other day I spoke with a friend I hadn't seen since the world changed. He was two blocks away when the towers fell, and he saw everything. We have all seen the extraordinary footage of that day, seen it over and over, but few of us have seen what my friend described: how in the office buildings near the World Trade Center they stood at the windows and suddenly darkness enveloped them as the towers collapsed and the demonic cloud swept through. Did you see those forced to jump? I asked.

　　夜夢(mèng)也激增。一天我跟事件發(fā)生后一直沒(méi)見(jiàn)過(guò)面的一位朋友交談。世貿(mào)大樓倒下時(shí)，他就在兩個(gè)街區(qū)之外，目睹了一切。我們都看過(guò)當(dāng)日那令人震驚的電視鏡頭，看過(guò)一遍又一遍，但很少有人看到過(guò)我朋友所描述的情景：在世貿(mào)中心近旁的辦公大樓里，他們站在窗邊，突然黑暗將他們籠罩，那兩幢樓倒塌了，可怕的濃煙迅速蔓延。你有沒(méi)有看到那些被迫往下跳的人?我問(wèn)。

　　"Yes," he said, and looked away.

　　“看到，”他說(shuō)著移開(kāi)了視線。

　　Have you had bad dreams?

　　你有沒(méi)有做噩夢(mèng)?

　　"Yes," he said, and looked away.

　　“做的，”他說(shuō)著，仍看著別處。

　　I thought about this for a few days. My friend is brilliant and by nature a describer of things felt and seen. But not this time. I spoke to a friend who is a therapist. Are your patients getting extraordinary dreams? I asked.

　　我好幾天都想著這事。我的這位朋友才華橫溢，天生擅長(zhǎng)描述自己的感受與見(jiàn)聞。但這次卻例外。我跟一位當(dāng)治療專(zhuān)家的朋友交談。你的病人是不是都做些稀奇古怪的夢(mèng)?我問(wèn)。

　　"Always," he laughs.

　　“總是做那樣的夢(mèng)，”他笑了起來(lái)。

　　Sept.11-related?

　　都跟9·11事件有關(guān)?

　　"Yes," he says, "mostly among adolescents. "

　　“是的，”他說(shuō)，“主要都是青少年。”

　　I asked if he was saving them, writing them down. He shook his head no.

　　我問(wèn)他有沒(méi)有把這些夢(mèng)收集好記下來(lái)。他搖了搖頭。

　　So: The Sept. 11 Dream Project. We should begin it. I want to, though I'm not sure why. I think maybe down the road I will try to write about them. Maybe not. I am certain, however, that dreams can be an expression of a nation's unconscious, if there can be said to be such a thing, and deserve respect. (Carl Jung thought so.)

　　是�。�9·11夢(mèng)錄項(xiàng)目。我們應(yīng)該著手進(jìn)行了。本人有意去做，雖說(shuō)我自己也不太清楚到底為什么。我想，以后也許我會(huì)試著把那些夢(mèng)寫(xiě)下來(lái)。也許不會(huì)。但我相信，夢(mèng)可以反映國(guó)民的潛意識(shí)――如果真有所謂潛意識(shí)――而且值得把夢(mèng)當(dāng)一回事。(卡爾·榮格持肯定態(tài)度。)

　　To respect is to record. Send in your Sept. 11 related dream -- recurring, unusual, striking, whatever. I will read them, and appreciate them and possibly weave them into a piece on what Sept. 11 has done to our dream lives and to our imaginations, when our imaginations are operating on their own, unfettered, unstopped, spanning.

　　既然值得當(dāng)回事就要記錄下來(lái)。請(qǐng)把你做的與9·11事件有關(guān)的夢(mèng)寄給我――一再重復(fù)的，不同尋常的，驚人的，等等。我會(huì)閱讀你們的來(lái)函，會(huì)理解，可能的話會(huì)將它們編成一篇文章，反映9·11事件對(duì)我們的夢(mèng)幻生活和想象力――即當(dāng)我們的想象力獨(dú)立地、無(wú)拘無(wú)束地、毫無(wú)牽絆地持續(xù)發(fā)揮時(shí)――產(chǎn)生了什么影響。

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