According to a study done by the University of Florida, 【小题1】 students read affects the level of writing they achieve. In the study, researchers surveyed students about their reading materials, and they also took a writing sample from their cover letters. Upon analyzing their 【小题2】 (finding), researchers concluded that students who read academic journals and literary fiction scored 【小题3】 (high) in measures of writing complexity than 【小题4】 who primarily read popular fiction or web content 【小题5】 (publish) on sites. Although the study didn’t investigate why a link between reading material and writing ability exists, the authors suggest our writing may 【小题6】 (simple) mimic (模仿) what we read.

【小题7】, Andrew Jarosz, a psychology professor at Mississippi State University, says this study had a relatively small sample size and that it’s too soon to conclude that the complexity of the material we read affects the complexity of our writing.

“It could indeed be that reading complex materials 【小题8】 (lead) to more complex writing,” he said. “Alternatively, what if people who are better writers prefer to read complex materials that mirror their own writing abilities? That is, it is entirely possible that the relationship goes 【小题9】 the other direction.”

Jarosz says other variables (可变因素), 【小题10】 (include) intelligence and the ability to store and process information at the same time, may also be responsible for why some people write at a higher level than others.

Barditch High School decided to an All-School Reunion. Over 450 people came to the event. There were tours of the old school building and a picnic at Confederate Park. Several former teachers were on hands to tell stories about the old days. Ms. Mabel Yates, the English teacher for fifty years, 【小题1】(wheel)to the Park.

Some eyes rolled and there were a few low groans(嘟囔声)when Ms.Yates was about to speak. Many started looking at their watches and coming up with excuses to be anywhere instead of preparing to listen to a lecture from an old woman 【小题2】 had few kind words for her students and made them work harder than all the other teachers combined.

Then Ms. Yates started to speak:

"I can't tell you 【小题3】 pleased I am to be here. I haven't seen many of you since your graduation, 【小题4】I have followed your careers and enjoyed your victories as well as crying for your tragedies. I have a large collection of newspaper photographs of my students. 【小题5】 I haven't appeared in person, I have attended your college graduations, weddings and even the birth your children, in my imagination."

Ms. Yates paused and started crying a bit. Then she continued:" It was my belief that if I pushed you as hard as I could, some of you would succeed to please me and 【小题6】would succeed to annoy me. Regardless of our motives, I can see that you have all been successful in your 【小题7】（choose） path."

"There is no greater comfort for an educator than 【小题8】(see) the end result of his or her years of work. You have all been a great source of pleasure and pride for me and I want you to know I love you all from the bottom of my heart."

There was a silence over the crowd for a few seconds and then someone started clapping. The clapping turned into cheering, then into a 【小题9】 （deafen）roar(呼喊). Lawyers, truck drivers, bankers and models were rubbing their eyes or crying openly with no shame all 【小题10】 of the words from a long forgotten English teacher from their hometown.