本课为原创大学书面英语能力课程，不对应统一的人教版大学教材或固定大学年级；不含听力。练习目标只反映本站材料掌握情况，不保证实际考试分数。
学习目标
把陌生阅读中的证据、限制和改进方案迁移到独立写作。
准确翻译同主题新中文段落，按自评量表定位需要回学的环节。
在本课主题中理解新增词块的语境用法，并把其中相关词项迁移到新的完整句子。
核心讲解
本课不是重复上一课背过的范文，而是把同一组能力用到新材料：先读、再概括、再翻译与提出建议。阅读的观点可成为写作讨论对象，但必须区分“原文报告”与“我的建议”，不得把虚构教学材料包装成真实研究。
原创阅读：A notice that people could use
The student services office used to publish a long notice at the start of each term. It included opening hours, application rules, contact details and several pages of exceptions. Staff believed that placing everything in one document would make the service easier to understand. Yet students continued to ask basic questions at the desk.
Instead of assuming that students were unwilling to read, the office invited a small group to explain how they used the notice. Several said that they looked for the action they needed to take, not for the name of a department. A student trying to replace a lost card, for example, searched for “lost card” and missed a section called “Identity Services”. Others found the main rule but overlooked an exception mentioned three pages later.
The office prepared a new version organised around common tasks. Each task began with a short question, followed by the documents required, the next step and a link to any exceptions. Staff kept a separate detailed policy document for readers who needed it. The shorter notice was not intended to replace the rules; it was a way into them.
In the following month, fewer students arrived without the necessary documents. However, the office did not claim that the wording alone caused the change. Staff had also displayed signs beside the entrance, and the number of new students visiting the office had fallen. The office planned to keep collecting examples of misunderstandings. A useful notice, its staff concluded, was one that helped readers act correctly, not merely one that contained every possible detail.
迁移方法
事实：通知改为任务组织；结果：缺材料者减少；限制：同时新增标牌、来访新生人数减少；建议：继续收集误解实例。这四项不能合并成“短文档一定更好”。
例题解析
错误摘要：A study proved that students never read long documents, so the office removed all rules.
原文没有正式研究结论或never；office保留详细规则。改：In this teaching example, the office made common tasks easier to find while keeping the full policy available. Fewer visitors lacked documents afterwards, but other changes may also have contributed.
本课词汇与搭配
下列为本课实际讲解的词项；词形变化及同一词的不同义项不等于新增独立词汇量。
| 词项 | 本课义项及用法 |
|---|---|
| exception | n. 例外；an exception to a rule |
| identity | n. 身份；identity services |
| required | adj. 必需的；required documents |
| wording | n. 措辞；clear wording |
| contribute | v. 促成；contribute to a change |
| entry point | n. 入口；an entry point to detailed rules |
| overlook | v. 忽略；overlook an exception |
| redesign | v. 重新设计；redesign a guide |
词汇工坊
本表补足本课话题的读写词块，含中学承接和大学应用，不将每项都计为大学新词。先遮住中文解释推测例句，再用自己的句子替换人物、时间或对象。理解义项、掌握搭配、能够迁移是三项不同任务；下方两道迁移练习检验部分关键词块，不代表全部词项已自动掌握。
| 词项 | 义项与搭配 | 原创语境例句 |
|---|---|---|
| usability | 可用性；test usability | The office tested the usability of the guide with realistic tasks. |
| findability | 可查找性；improve findability | Task-based headings improved the findability of key information. |
| heading | 标题；a task-based heading | A task-based heading can match the reader's question. |
| hierarchy | 层级；an information hierarchy | A clear information hierarchy places common actions first. |
| link | 链接；check a link | Check the link after the destination page changes. |
| version | 版本；the current version | The notice identified the current version of the policy. |
| update cycle | 更新周期；a regular update cycle | A regular update cycle can reduce outdated information. |
| contact point | 联系入口；a clear contact point | Readers need a clear contact point for unresolved questions. |
| requirements checklist | 材料要求清单；use a requirements checklist | A requirements checklist helps users prepare before visiting. |
| plain language | 简明语言；use plain language | Plain language explains the action without unnecessary jargon. |
| jargon | 行话；avoid unexplained jargon | Avoid unexplained jargon when writing for newcomers. |
| workflow | 工作流程；a service workflow | The guide followed the user's workflow rather than the office structure. |
| completeness | 完整性；balance completeness and clarity | The writer must balance completeness and clarity. |
| actionable | 可执行的；actionable information | Actionable information tells readers what to do next. |
练习
先独立完成，再核对答案；开放题须按要点人工评分，不以是否逐字等同范文评分。
1
通知最初按部门名组织的问题是什么？用例子回答。
2
新版通知与详细政策文件是什么关系？A. It replaced every rule. B. It provided an entry point while the full policy remained. C. It removed exceptions. D. It concealed contact details.
3
列出不能只把效果归因于措辞变化的两个原因。
4
用40—60词英文摘要，必须保留限制。
5
翻译：“为了帮助新生快速找到所需信息，学校重新设计了服务指南。新指南按常见问题组织内容，并保留指向详细规定的链接。学校计划每学期检查一次这些链接。”
6
写120—160词建议短文，提出改进校园通知的一项主要方案，说明理由、实施步骤和一项局限。不得编造真实调查。
7
词汇迁移：译：任务型标题和明确的信息层级能提高可查找性，让读者找到下一步。
8
词汇迁移：译：简明语言不能代替完整规定，因此指南应保留链接并设定更新周期。
参考答案与解析 · 完成练习后展开
参考答案与解析
1
学生按自己要完成的任务检索，而非部门名；找lost card可能错过Identity Services标题。信息虽存在，入口却不匹配读者问题。
2
B。第三段kept a separate detailed policy document与a way into them直接支持。A、C否定了原文保留内容；D没有依据。
3
入口同时增加标牌；来访新生人数减少。两项都是同时变化因素，不能单独隔离措辞效果。
4
The office reorganised a long notice around common tasks while keeping detailed rules available. Fewer visitors later arrived without required documents. However, new signs and a change in visitor numbers may also have influenced the result, so the office planned to continue collecting examples of misunderstanding. 10分：变化3、结果2、限制3、语言2。
5
To help new students find the information they need quickly, the college redesigned its service guide. The new guide organises information around common questions and keeps links to the detailed rules. The college plans to check these links once each term. 15分：目的3、已完成重设计3、问题组织和保留链接4、计划/每学期3、语言2。acceptable：first-year students、regulations、review the links。
6
示例：Campus notices should begin with the action students need to take. A clear question such as “How do I replace a lost card?” is easier to recognise than an unfamiliar office name. This does not mean that detailed rules should disappear.
The college could first identify several common tasks and prepare a short entry for each one. Every entry should state what students need, where they should go and how they can check exceptions. A small group of new students could then test the guide by looking for answers to realistic questions. Their difficulties would show which headings need revision.
The main limitation is that a clear guide can still become outdated. Each entry should therefore name an office responsible for checking it. The aim is not simply to shorten every notice, but to make accurate information easier to use.
20分：明确方案4、理由与步骤6、局限及回应4、组织2、准确语言4。若只是“大家应认真阅读”而未提出通知改进方案，任务项不能满分。
7
Task-based headings and a clear information hierarchy can improve findability and help readers identify the next step. 并列主语，can后动词原形。6分：信息3，词块2，句法1。
8
Plain language cannot replace the complete rules, so the guide should retain links and establish an update cycle. 语气是建议，不能写已执行。6分：信息3，搭配2，句法1。