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I'm taking a test and have to guess the right answer to the question after the article. Article: If there is any single factor that makes for success in living, it is the ability to profit by defeat. Every success I know have achieved because the person was able to analyze defeat and actually profit by it in his next undertaking. Confuse defeat with failure, and you are doomed indeed to failure. For it isn't defeat that makes you fail: it is your own refusal to see in defeat the guide and encouragement to success. Defeats are nothing to be ashamed of. They are routine incidents in the life of every man who achieves success. But defeat is a dead loss unless you face it without _ , analyze it and leave why you have failed. Defeat, in other words, can help to cure its own cause. Not only does defeat prepare us for success, but nothing can arouse within us such a compelling desire to succeed. If you let a baby grasp a rod and try to pull it away, he will hold more and more tightly until his whole weight is suspended. It is the same reaction as should give you new and greater strength every time you are defeated. If you exploit the power which defeats give, you can accomplish with it far more than you are capable of. Question: Defeat is valuable because _ . Options: A: it makes you a better thinker B: it forces you to face it without humiliation C: it provides the guide to achievement. D: It enables you to analyze events successfully
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C

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I'm taking a test and have to guess the right answer to the question after the article. Article: Alice Walker makes her living by writing, and her poems, short stories, and novels have won many awards and fellowships for her. She was born in Eatonton, Georgia. She went to public schools there, and then to Spelman college in Atlanta before coming to New York to attend Sarah Lawrence college, from which she graduated in 1966. For a time she lived in Jackson, Mississippi, with her lawyer husband and a small daughter. About , , here first book for children, she says, "After my first meeting with Langston Hughes I vowed I would write a book about him for children someday. Why? Because I, at 22, knew next to nothing of his work , and he didn't scold me; he just gave me a stack of his books. And he was kind to me; I will always be grateful that in his absolute warmth and generosity he fulfilled my deepest dream ( and need) of what a poet should be.?" "To me he is not dead at all. Hardly a day goes by that I don't think of him or speak of him. Once, just before he died, when he was sick with the flu, I took him a sack full of oranges. The joy I felt in giving that simple gift is undiminished by time. He said he liked oranges, too." Question: What is the main topic of the passage? Options: A: Alice Walker's reflection on Langston Hughes. B: The influence of Alice Walker on the writing of Langston Hughes. C: Langston Hughes' book about Alice Walker. D: A comparison of the childhoods of Alice Walker and Langston Hughes.
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A

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I'm taking a test and have to guess the right answer to the question after the article. Article: Psychologists take opposing views of how external rewards, from warm praise to cold cash, affect motivation and creativity. Behaviorists, who study the relation between actions and their consequences, argue that rewards can improve performance at work and school. Cognitive researchers, who study various aspects of mental life, maintain that rewards often destroy creativity by encouraging dependence on approval and gifts from others. The latter view has gained many supporters, especially among educators. But the careful use of small monetary rewards sparks creativity in grade-school children, suggesting that properly presented inducements indeed aid inventiveness, according to a study in the June Journal of Personality and Social Psychology. "If kids know they're working for a reward and can focus on a ly challenging task, they show the most creativity," says Robert Eisenberger of the University of Delaware in Newark. "But it's easy to kill creativity by giving rewards for poor performance or creating too much anticipation for rewards." A teacher who continually draws attention to rewards or who hands out high grades for ordinary achievement ends up with uninspired students, Eisenberger holds. As an example of the latter point, he notes growing efforts at major universities to tighten grading standards and restore failing grades. In earlier grades, the use of so-called token economies, in which students handle challenging problems and receive performance-based points toward valued rewards, shows promise in raising effort and creativity, the Delaware psychologist claims. Question: What is the response of many educators to external rewards for their students? Options: A: They have no doubts about them. B: They have doubts about them. C: They approve of them. D: They avoid talking about them.
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B