1、2021 新高考全国卷英语阅读写作训练-外刊精选（1） How Should Schools Hold Students Accountable for Hurting Others? When there are incidents of racism, sexism, anti-Semitism, homophobia or just plain bullying in a school community, what should a school do? What does justice look like? Rainier Harris, a senior at Regis Hig
2、h School, near his home in Queens.Credit.Hiroko Masuike/The New York Times Are there ever incidents of racism, hate or bullying at your school? Do students ever use racial slurs or homophobic language, for example? How does your school deal with these situations? Is the response mostly punitive in o
3、ther words, does the school generally suspend, or even expel, offending students as punishment? Or is there ever any attempt to create dialogue between victims and offenders, to try to repair harm that was done and to facilitate healing? How effective do you think your schools response is? In “This
4、Is the Casual Racism That I Face at My Elite High School,” Rainier Harris, a senior at Regis High School in New York, writes about what happened when he addressed racism at his school. 写作任务写作任务 Students, read the entire article, and then tell us: What responsibility do you think schools have to reso
5、lve issues of racism, hatred and bullying between students or other community members? What should be the goal of any school response? Is the point to simply patch things over? To punish the offending students? To help the student who was hurt to heal? To seek justice for the wrong that was committe
6、d? What is your reaction to the model of restorative justice discussed in the article? Rainier mentions school assemblies and a facilitated conversation with the offender as parts of his schools new approach. How is this similar to or different from how your school might handle this situation? What
7、aspects, if any, of this approach might be beneficial in your school? Why? Do you think the restorative justice model is appropriate for all kinds of issues related to bias, hate and bullying that might come up in a school? Why, or why not? Think of a moment when you felt harmed or wronged by someon
8、e in your school or when you yourself were the offender. What happened? Did your school get involved to address the situation? What was the outcome? Were you able to reach understanding and healing with the other person? Is there any way that you wish your school would have handled the situation dif
9、ferently? 阅读 This Is the Casual Racism That I Face at My Elite High School By Rainier Harris Starting senior year in the middle of a pandemic has brought on more challenges than ever: Navigating college applications and maintaining my G.P.A. while dealing with Zoom burnout and no physical connection
10、 to my friends. I attend Regis, the academically rigorous Catholic high school on Manhattans Upper East Side. To those who get in, it is tuition-free, and it is regularly recognized as one of the top high schools in the country. So it is more than a little troubling that I know I will have to deal w
11、ith casual racism at such an institution. Even as classes have started remotely, the racism that many Black students like me have experienced and continue to experience in school feels more emotionally draining than ever. I felt immense pride entering Regis, but also great pressure. My older brother
12、 had been a stellar student there. He went to Yale University for political science, then immediately completed a simultaneous J.D./M.B.A. in three years at Yale Law and Yale School of Management. My sister is a senior at Yale, studying computer science and music. Getting the “best education possibl
13、e” is the mantra of my Jamaican-immigrant parents. As their youngest child, I feel the pressure to replicate. I feel a certain level of success is expected. And yet even in this high-achieving environment, among peers who are “supposed to know better,” I have felt constantly diminished. Classmates h
14、ave made numerous comments over the years about how affirmative action puts them at a disadvantage for getting into top schools. While I know my friends may have innocently tried to put me at ease about an extremely difficult college admissions process, I see it very differently. Was affirmative act
15、ion and legacy an excuse if they did not get into Yale? Did they mean to erase my academic achievement and my individual worth? Even after a summer of protests against the killings of George Floyd, Breonna Taylor, Ahmaud Arbery and numerous other victims of police brutality, schools still need to do
16、 work to address institutionalized racism within their communities. I am no stranger to racist behavior. In middle school, I was targeted with it, as well as enduring classmates casually using the N-word. Any hope that this would be avoided at Regis was quickly proved wrong. Within the first two wee
17、ks there, a photo of me was shared around school by a white classmate; the caption referred to me as a monkey. Even in the most benign circumstances, Black students constantly feel othered. Whether its heads turning toward you during a lesson about slavery in fourth grade or everybody staring at you
18、 when the civil rights movement is discussed, you get used to it. The shock wears off. One afternoon last year, some friends and I were venting about the racist culture in school. A teacher heard our conversation and joined us. I am one of a handful of students of color at Regis; the students I was
19、with were white and Hispanic. We felt comfortable with her and began recalling several racist incidents. I was completely surprised by her reaction. She was horrified and stunned that this was happening at Regis. When she asked me and my friends to identify the individuals behind the actions, I felt
20、 uncertain, given the response the administration had shown to a student the year before. At the end of my sophomore year, the school expelled a white student who made what he thought was a benign birthday message: he posted a picture of one Black friend instead of the other, “falling” into the “all
21、 Black people look alike” myth. He truly thought that it would be a funny, lighthearted post. Complicating this is the fact that the student also used the N-word with other white friends. He was asked to leave the school. This punitive approach to racist behavior seems to be commonplace in the Catho
22、lic schools that many of my friends attend. The protocol is simply to remove the one “bad apple,” and thus the racism is rooted out. I ended up naming the students, but I grew anxious afterward. I did not want them to be expelled. I felt that expulsions would do little to affect their behavior and w
23、ould also place their lives and families in turmoil. My fears were allayed, however. Regis took a new and innovative approach that I know made a tremendous difference: restorative justice. Restorative justice “repairs the harm caused by a crime,” according to the Centre for Justice and Reconciliatio
24、n. It involves a collaboration between victim and offender. The process is uncomfortable and tedious for everyone involved, but it leads to a transformative result. While restorative justice is often looked at through the lens of prison reform, I believe that it can play an especially effective role
25、 in schools around the country. Instead of expelling the offenders, Regis immediately scheduled a series of assemblies and classroom discussions. The school set up meetings with my parents and checked in with me every day to make sure I remained in a positive mental space. Administrators facilitated
26、 real dialogue between me and my main offender, a former friend who had used the N-word in front of me on several occasions. While the switch to remote learning happened before we could have a sit-down conversation, we were still able to speak to each other about what had happened and any misunderst
27、anding we had of the situation. We talked at length over his thought process, and he even sent me a message apologizing and telling me exactly what it was he did wrong and that my frustrations were valid. I would have likely not had the chance to positively interact with him again, had he been kicke
28、d out of school, and he would no doubt have been embittered and less willing to talk to me as well. Restorative justice doesnt allow an institution to simply remove the bad apples. It inspires solutions that achieve value and respect for everyone. It forces an institution to look at community-orient
29、ed solutions that make everybody uncomfortable, not just those who are involved. But its the only way real change can be made. “Im sorry, Rainier,” my former friend said. “I didnt realize why what I said was wrong. I didnt know it was racist.” It felt like progress, as if I actually made a differenc
30、e in his life. 范文欣赏 1. I believe schools should step in to counter racism, hatred, and bullying only if these practices get in the way of student health or education. While it is true these things affect mental and physical health and get in the way of learning more often than not, friendly banter b
31、etween friends (an extremely common source of these things) should not by any means be punished or prosecuted. Though I can recall a myriad times a student was punished for being racist, sexist, or otherwise discriminatory, I cant remember nearly as many times any of those encounters genuinely harme
32、d or offended anybody. Bullying is a separate matter, as its often physical and is thus far more likely to obstruct a healthy learning experience, even between friends, and thus it should be met with a solid counter. It is important to note that it isnt the job of the school to amend relationships o
33、r enable retribution, only to maintain a safe and effective learning environment. Anything more than that would be a gross overreach of the school system into personal lives. 2. Racism. Bullying. Hatred. And widespread prejudice. Most students, if not all, have suffered at least one while in school.
34、 It is something that society has been dealing with since the beginning of time. Or should I say ignoring? When issuing this problem, most schools decision is not making a decision at all, turning a place of education into a place where there is clearly a lack of education. One of the most common wa
35、ys to respond is by expelling those who have harmed others. However, expelling students is no better than ignoring the situation, as it is getting rid of the problem while we should be addressing it. From our life experiences, we learn that ignoring our problems does nothing but worsens the situatio
36、n, so why would someone choose to ignore one of our societys biggest problems? For that reason, restorative justice fits better in this situation. The schools responsibility is to educate students from what is right and wrong and provide guidance if needed, especially on its grounds, and not ignorin
37、g those in need of help and the problems surfacing their community. Therefore there should be made assemblies, discussions, and even classes handling these issues, helping the victims and the aggressors. 3. In my opinion, I deeply feel like schools do not educate enough on bullying, racism and hatre
38、d in higher grade levels. Most schools probably feel like older students should know not to bully and be hateful that they dont feel the need to teach on it anymore, but that is definitely not the case. Schools need to be more involved in students being bullied and being hated on. There needs to not
39、 only be punishments for the people that are preforming these acts, there also needs to be a class or a lecture about how they are hurting these innocent people and how its not ok to put someone down to put yourself up. Also the victim of a situation should be able to talk to someone, the school sho
40、uld provide some kind of a therapist to help them through this time because you never know how hurt they really are. Honestly, most suicides happen because people dont have a person to talk to and they feel trapped and alone. They build up these feelings that they hold forever and this is why school
41、s need to provide the comfort and the support instead of just punishing the accused there needs to be something for the victims also. 4. Regarding issues of racism, hatred, and bullying, schools need to take full responsibility on the actions taken to resolve the matters. When students say or do rac
42、ist things, the schools goal should not be simply to punish the offending students and never speak of it again. Instead, they need to make sure that the student never performs hateful actions again. They need to explain the reason that what the student did was hurtful, so that the student will learn
43、 and realize that their hateful actions must stop. Additionally, as Rainier Harris explained, restorative justice should always be part of a schools response. It will not only help educate the offender on why their actions were wrong, but it will allow for significant change. Schools should educate
44、students on all forms of bullying and racism. In spreading knowledge and awareness, the hate can be reduced, and ideally stopped completely. The goal of a schools response to racism needs to be one that aims to educate their students on the effect of racism and make permanent changes for the better.
45、 5. I think it should be less up to the school to solve the issues and more up to the students . I think students of different races and opinions should be able to talk through whatever their problems may be out with each other without being kicked out getting hanged over their heads. I think the po
46、int of this would be for the student that was being racist to learn from his/her mistake and for the victim of the situation to learn about the reasoning for the racist act. I think that with civil but serious conversation more positive change for each individual student will occur. I think restorat
47、ive justice is a good Idea but it should be approached with caution. A bad thing that can occur with these assemblies is that because race is involved in the assembly the speakers will automatically bring up politics and promote ideologies that sway more to one side of the aisle.I think this is disr
48、uptive but if they can be an assembly where people with different viewpoints could talk or it stays out of political things all together then that would be beneficial. The other part of restorative justice in the article said classroom discussion. I. I think giving the students more responsibly to r
49、esolve conflict will help with racial problems at school. 6. Being the only black female in my old middle school was a challenge. I noticed the lack of respect for my culture and ethnicity that both faculty and students gave me. Many times, I got made fun of for my hair, clothes, and my tradition. One time, a boy asked m if I have been to Wakanda since he thought it was similar to Nigeria. Although it was a joke, it felt a bit insulting that my home was compared to a fictional country. Another time was when students would touch
