Now go through TEXT J quickly to answer question 58.
　
In 1986, my first teaching experience took me to a small Catholic school in a poor section of North Philadelphia.
　
There, poverty surrounded people like a heavy smog.
　
Tragedy, sickness, illiteracy, and bad luck were as prevalent and tangible to my students as the empty beer cans that cluttered their streets.
　
Accustomed to their dismal environment, my students nonchalantly kicked away bad days and beer cans. They brushed off daily injustices.
　
Tyrone was different.
　
Like the others, it was obvious he from a home laced with poverty. He often came to school wearing the same clothes every day of the week.
　
But, unlike the others, his destitute life filled him with hate. In his mind, he was destined to spend eternity in an employment line like his father, and he didn't like it.
　
It filled him with a silent rage.
　
As a new English teacher full of energy and hope, I promised Tyrone that reading and writing could transport him to a different "world". It was obvious he didn't like the one he was in.
　
I offered him a variety of worlds through reading. He was skeptical at first, but he trusted me. I presented with a cornucopia of literary classics. After a small taste, he politely let me know that they were dull and he wasn't interested. I was crushed.
　
But I didn't give up hope. I figured maybe he didn't like my literary choices because they weren't relevant to his life experiences. Anxious to instill in him my love of literature, I went back to the drawing board.
　
From my own personal library, I grabbed entire collections of books by James Baldwin, and Paul Laurence Dunbar. Reluctantly, Tyrone read them, and raised one eyebrow.
　
"These books area little better," he said. "But books aren't for me because they aren't about real times. None of this literature stuff is for me. You don't know how I live. You don't know what it's like."
　
Fed up, I said, "Well, why don't you tell me! If you think you face more injustices than what these men have experienced, write about them. Tell the world your feelings. Let it out.
　
I wasn't sure what I was doing. It was one of those teaching moments that I could never tell my principle. It was one of those moments that you never face as a student teacher.
　
I was determined to get this troubled teen to love reading and writing.
　
After that day, Tyrone was absent a week. When he returned, he sat silently in class as usual. After class, he lingered at his desk for a while, then he approached me.
　
I asked how he was doing. Erupting in a smile, he dropped a handful of tattered papers on my desk. I picked them up and read them.
　
I was thrilled with the effort -- but shocked at the content.
　
Tyrone's collection of essays and poems illustrated the anguish and turmoil he had experienced in just 12 short years. His poems and essays were laced with risqué images and sassy similes.
　
No matter. His work was as honest as a newborn and as solemn as death.
　
Anxious to show the world his talent, Tyrone wanted to publish his creative works.
　
Tyrone and I decided to submit his writing to various magazines, some of which published his work.
　
Ten years passed. Tyrone's an adult now. He enjoys reading and makes his living as a writer.
　
From my work with Tyrone, I learned a lesson that's stuck with me since: Young people write words loud enough to move mountains, part seas, and change worlds.
　
I'm still not sure if the world is ready.
　
TEXT K
　
First read the questions.
59. The tome of the passage can be described as ____.
A. dubious
B. sardonic
C. pessimistic
D. critical
正确答案是

60. Why would the author like to go back to school?
A. She intends to further her studies.
B. She is fed up with the dull, routine life as a housewife.
C. She wants to enrich her life and enjoy the freedom as a student.
D. She'd like to support herself and even the family because education can provide the means.
正确答案是