4.Why does the author feel great satisfaction when talking about her class?

　　A) Female students no longer have to bother about gender issues.

　　B) Her students' performance has brought back her confidence.

　　C) Her female students can do just as well as male students.

　　D) More female students are pursuing science than before.

　　5.What does the image the author presents to her students suggest?

　　A) Women students needn't have the concerns of her generation.

　　B) Women have more barriers on their way to academic success.

　　C) Women can balance a career in science and having a family.

　　D) Women now have fewer problems pursuing a science career.

　　這是一篇與性別歧視有關的文章，講的是女性應該如何面對性別歧視的問題。作者以第一人稱的形式，以親身的經歷來說明女性在面對性別歧視時應該采取不屑一顧的態度。

　　全文一共四個大段，開篇為I don't ever want to talk about being a woman scientist again，以“again”一詞造成懸疑，引起讀者對原因的探究，而后整個第一段敘述了相對于這一again的上一次作者面對性別問題時的態度;并解釋了原因是興趣不在于此(I never found them interesting)。

　　第二段開始初步為“again”釋疑，敘述了作者從最初對性別問題的超然態度(it did not bother me in the least to be the only woman in the classroom)轉變為積極捍衛女性利益態度(I would instantly fight fiercely on my behalf and all womankind)的過程。

　　第三段進一步為“again”釋疑，敘述作者重又悟出應回歸超然態度的心理經歷。從Why should curing sexism be yet another terrible burden on every female scientist? After all, I don't study sociology or political theory這一問一答可以看出，雖然多年過去，但作者用以對付性別問題這一心理重擔的利器依然是興趣(don't study sociology or political theory)。

　　最后一段敘述了作者重歸超然態度后如何教導學生正確地面對性別問題。在有些學生因性別問題(如何在科學研究和生兒育女間的愿望之間做出選擇)而憂慮時，作者以身言教(heavily pregnant doing physics experiments)，告訴學生們應該忘記性別問題。作者的表率起了作用，像她們的老師一樣，學生們把精力完全放在了興趣上面(45 women driven by a love of science)。

　　文章的內容雖然涉及了社會問題，但切入角度是主觀第一人稱，語言修辭上更為接近散文(essay)的風格，所以相對于議論文、說明文較容易理解。

　　1. 這道題某權威機構給的答案是B，She is fed up with the issue of gender discrimination，我認為這個結論有待商榷。