TEXT
B
In her novel of “Reunion,
American Style”, Rona Jaffe suggests that a class reunion “is
more than a sentimental journey. It is also a way of answering the
question that lies at the back of nearly all our minds. Did they do
better than I?”
Jaffe’s observation may be misplaced but not completely lost.
According to a study conducted by social psychologist Jack
Sparacino, the overwhelming majority who attend reunions aren’t
there invidiously to compare their recent accomplishments with
those of their former classmates. Instead, they hope, primarily, to
relive their earlier successes.
Certainly, a few return to show their former classmates how well
they have done; others enjoy observing the changes that have
occurred in their classmates (not always in themselves, of course).
But the majority who attend their class reunions do so to relive
the good times they remember having when they were younger. In his
study, Sparacino found that, as high school students, attendees had
been more popular, more often regarded as attractive, and more
involved in extracurricular activities than those classmates who
chose not to attend. For those who turned up at their reunions,
then, the old times were also the good times!
It would appear that Americans have a special fondness for
reunions, judging by their prevalence. Major league baseball
players, fraternity members, veterans groups,
high school and college graduates, and former Boy Scouts all hold
reunions on a regular basis. In addition, family reunions
frequently attract blood relatives from faraway places who spend
considerable money and time to reunite.
Actually, in their affection for reuniting with friends, family or
colleagues, Americans are probably no different from any other
people, except that Americans have created a mind-boggling number
and variety of institutionalized forms of gatherings to
facilitate the satisfaction of this desire. Indeed, reunions have
increasingly become formal events that are organized on a regular
basis and, in the process, they have also become big business.
Shell Norris of Class Reunion, Inc., says that Chicago alone has
1,500 high school reunions each year. A conservative estimate on
the national level would be 10,000 annually. At one time, all high
school reunions were organized by volunteers, usually female
homemakers. In the last few years, however, as more and more women
have entered the labor force, alumni reunions are increasingly
being planned by specialized companies rather than by part-time
volunteers.
The first college reunion was held by the alumni of Yale University
in 1792. Graduates of Pennsylvania, Princeton, Stanford, and Brown
followed suit. And by the end of the 19th century, most
4-year institutions were holding alumni reunions.
The variety of college reunions is impressive. At Princeton, alumni
parade through the town wearing their class uniforms and singing
their alma mater. At Marietta College, they gather for a
dinner-dance on a steamship cruising the Ohio
River.
Clearly, the thought of cruising on a steamship or marching through
the streets is usually not, by itself, sufficient reason for large
numbers of alumni to return to campus. Alumni who decide to attend
their reunions share a common identity based on the years they
spent together as undergraduates. For this reason, universities
that somehow establish a common bond – for example, because they
are relatively small or especially prestigious – tend to draw
substantial numbers of their alumni to reunions. In an effort to
enhance this common identity, larger colleges and universities
frequently build their class reunions on participation in smaller
units, such as departments or schools. Or they encourage “affinity
reunions” for groups of former cheerleaders, editors, fraternity
members, musicians, members of military organizations on campus,
and the like.
Of course, not every alumnus is fond of his or her alma mater.
Students who graduated during the late 1960s may be especially
reluctant to get involved in alumni events. They were part of the
generation that conducted sit-ins and teach-ins directed at
university administrators, protested military recruitment on campus
and marched against “establishment
politics.” If this generation has a common identity, it may
fall outside of their university ties – or even be hostile to them.
Even as they enter their middle years, alumni who continue to hold
unpleasant memories of college during this period may not wish to
attend class reunions.
17.
According to the passage, Sparacino’s study ________
.
A.
found that interest in reunions was linked with school
experience
B. found evidence for attendees’ intense desire for showing off
success
C. showed that attendees tended to excel in high school
study
D. provided strong evidence for Jaffe’s statement
18.
Which of the following is NOT mentioned as a distinct feature of
U.S. class reunions?
A.
Class reunions have become a profitable business.
B.
Class reunions have brought about a variety of
activities.
C. Reunions are regular and formal events organized by professional
agencies.
D. U.S. class reunions are usually occasions to show off one’s
recent success.
19.
What mainly attracts many people to return to campus for
reunion?
A. Shared experience beyond the campus.
B. Shared undergraduate experience on campus.
C. The special status their university enjoys.
D. The variety of activities for class reunion.
20.
The rhetorical function of the first paragraph is to ________
.
A. serve as prelude to the author’s argument
B. present the author’s counterargument
C. introduce Rona Jaffe’s novel
D.
bring into focus contrasting opinions
21.
What is the passage mainly about?
A. Alumni reunions and American university
traditions.
B. Alumni reunion and its social and economic
implications.
C. Reasons for popularity and (non)attendance for alumni
reunions.
D. A historical perspective for alumni reunions in the United
States.
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