『新东方在线托福听力』为托福考生准备了ETS托福TPO/Official 22 Con 1听力练习，Official 22 Con 1原文答案解析，Official 22 Con 1听力原文练习音频翻译。

托福TPO/Official 22 Con 1听力原答案解析-音频翻译【新东方在线】

旁白：听一段学生和大学校刊指导教师的对话。

Narrator: Listen to a conversation between a student and a faculty advisor for the university newspaper.

学生：嗨，不好意思打扰了，但……

Student: Hi, I am sorry to bother you, but…

指导教师：哦，好的。但是我仅仅是一名指导教师。

Faculty advisor: Oh, Ok. Well. I am only the advisor.

The newspaper office is off campus on Pine Street.

我们一直在期待有更多的作者来加入我们。

学生：其实我的问题是关于一篇文章的，就是昨天报刊上发表的一篇文章。

Student: Well, my problem was with the writing actually, with an article that was published in yesterday's newspaper.

学生：就是关于学生会及学生会主席萨利·史密斯的那篇。

Student: The one about the student government and its president Sally Smith.

指导教师：是不是因为编辑写的关于雕塑的事情呢？

Faculty advisor: Is this something to do with what the editor wrote about the statue?

呃，就是大学正门的那个雕塑？

Eh, the statue at the main entrance of the university?

但是你知道，编辑用这件事来说一些对学生会，尤其是对学生会主席萨利·史密斯不公平的事情。

But you know, the editor used the situation to say some really unfair things, about the student government, and the president Sally Smith in particular.

我觉得校刊应该发表一篇文章来撤回之前的言论，或者至少是向萨利道歉。

I think the paper should publish a retraction, or at the very least an apology to Sally.

指导教师：好，呃……如果我没有记错的话，你指的文章并不是一篇新闻故事，而是一篇社论，对吧？

Faculty advisor: Ok. Um…if I remember correctly, what you are referring to wasn't a news story, but an editorial? right?

恩，是在意见篇中，我们的一位编辑写的，而且明显的标注了这是评论性的文章。

Eh, it was on the opinion page, it was signed by one of the editors, and was clearly labeled as commentary.

学生：是的。但是关于雕塑的事情，萨利仅仅提到这个雕塑已经很破旧，需要更换一个新的。

Student: Well, yes. But the thing about the statue, Sally made this simple comment that was in really bad condition and should be replaced.

And, well, the tone in the editorial was demeaning.

说她不尊重过去，还提及一些不相关的私人事情。

It accused her of not respecting the past and it had some personal stuff that seemed unnecessary.

指导教师：等会，提示我一下。

Faculty advisor: Wait a minute. Remind me.

学生：你知道，就是暗示说萨利不懂得学校的历史，而且还称她为大城市的政客，因为她是来自波士顿的。

Student: Well, you know, it implied that Sally doesn't know much about the university's history and it called her a big city politician because she's from Boston.

指导教师：不是有一句谚语说“所有的宣传都是好宣传”吗？

Faculty advisor: Haven't you heard the saying “All publicity is good publicity”?

指导教师：我得说这篇文章引起了对学生会的重视，这是不被人注意到的。

Faculty advisor: I'd say the article is bringing attention to the student government organization, which is pretty invisible.

呃，你很少听说学生会在做些什么。

Eh, you rarely hear about what the student government is doing.

指导教师：而且这个评论，是的，的确有些夸张的语气。

Faculty advisor: And the piece, well, yeah, it had a bit of an exaggerated tone.

文章很讽刺，或者至少是想要表现出讽刺的意思。

It was satirical, or at least it was meant to be.

这并不只是在调侃萨利，而是说我们学校比较偏僻，不是什么世界性的大都市。

It wasn't just poking fun at Sally, but the whole idea that our school is sort of rural, and you know, not cosmopolitan.

Student: Well, none of us thought it was very funny.

指导教师：呃，有时候还是顺其自然的好。

Faculty advisor: Well, sometimes it's best just to roll with it.

其实都是些陈词滥调了。大家都知道这不是真的啊。

It is just a cliché. Everybody knows it is not true.

学生：但是我们本以为在这可以接到更好的答复。

Student: But I thought we could expect better than that here.

指导教师：呵呵，我当然是喜欢有各种各样的见解了。

Faculty advisor: Well, I am certainly in favor of getting a variety of viewpoints.

不如你去找编辑珍妮弗·海明顿去谈谈，告诉她你们想公平起见?

So why don't you go talk to the editor, Jennifer Hamilton, and tell her you want equal time?

你或者萨利可以写一篇回应的文章。

Student: Really? She would let us do that?

指导教师：我会告诉珍妮弗你要去找她的，她和我的想法一样。

Faculty advisor: I'll let Jennifer know you are coming, she feels the same way I do.

一定很乐意去发表另外一种观点的。

She would be happy to publish another point of view.

Why does the student go to the man's office?

What points does the man make about the article they are discussing?

What is the student's opinion of the editorial's representation of Sally Smith?

What does the man imply about the university's student government organization?

Listen again to part of the conversation. Then answer the question. What does the woman imply when she says this:

Narrator: Listen to a conversation between a student and a faculty advisor for the university newspaper. 
Student: Hi, I am sorry to bother you, but… 
Faculty advisor: Yes? 
Student: This is about the newspaper. 
Faculty Advisor: Oh, Ok. Well. I am only the advisor; the newspaper office is off campus on Pine Street. Eh…what was it? Did you want to work for the paper? We are always looking for writers. 
Student: Well, my problem was with the writing actually, with an article that was published in yesterday’s newspaper. 
Faculty Advisor: Oh? Which one? 
Student: The one about the student government and its president Sally Smith. 
Faculty Advisor: Is this something to do with what the editor wrote about the statue? Eh, the statue at the main entrance of the university? 
Student: Well, that’s part of it. But you know, the editor used the situation to say some really unfair things, about the student government, and the president Sally Smith in particular. I think the paper should publish a retraction, or at the very least an apology to Sally. 
Faculty Advisor: Ok. Um… if I remember correctly, what you are referring to wasn’t a news story, but an editorial, right? Eh, it was on the opinion page, it was signed by one of the editors, and was clearly labeled as commentary. 
Student: Well, yes. But the thing about the statue, Sally made this simple comment that was in really bad condition and should be replaced. And, well, the tone in the editorial was demeaning. It accused her of not respecting the past and it had some personal stuff that seemed unnecessary. 
Faculty Advisor: Wait a minute. Remind me. 
Student: Well, you know, it implied that Sally doesn’t know much about the university’s history and it called her a big city politician because she’s from Boston. It’s just mean-spirited, isn’t it? 
Faculty Advisor: Haven’t you heard the saying “all publicity is good publicity”? 
Student: Well… 
Faculty Advisor: I’d say the article is bringing attention to the student government organization, which is pretty invisible. Eh, you rarely hear about what the student government is doing. 
Student: But this article… 
Faculty Advisor: And the piece, well, yeah, it had a bit of an exaggerated tone. It was satirical, or at least it was meant to be. It wasn’t just poking fun at Sally, but the whole idea that our school is sort of rural, and you know, not cosmopolitan. 
Student: Well, none of us thought it was very funny. 
Faculty Advisor: Well, sometimes it’s best just to roll with it. It is just a cliché; everybody knows it is not true. 
Student: But I thought we could expect better than that here. 
Faculty Advisor: Ok. Um… if I remember correctly, what you are referring to wasn’t a news story, but an editorial, right? Eh, it was on the opinion page, it was signed by one of the editors, and was clearly labeled as commentary. 
Student: Well, yes. But the thing about the statue, Sally made this simple comment that was in really bad condition and should be replaced. And, well, the tone in the editorial was demeaning. It accused her of not respecting the past and it had some personal stuff that seemed unnecessary. 
Faculty Advisor: Wait a minute. Remind me. 
Student: Well, you know, it implied that Sally doesn’t know much about the university’s history and it called her a big city politician because she’s from Boston. It’s just mean-spirited, isn’t it? 
Faculty Advisor: Haven’t you heard the saying “all publicity is good publicity”? 
Student: Well… 
Faculty Advisor: I’d say the article is bringing attention to the student government organization, which is pretty invisible. Eh, you rarely hear about what the student government is doing. 
Student: But this article… 
Faculty Advisor: And the piece, well, yeah, it had a bit of an exaggerated tone. It was satirical, or at least it was meant to be. It wasn’t just poking fun at Sally, but the whole idea that our school is sort of rural, and you know, not cosmopolitan. 
Student: Well, none of us thought it was very funny. 
Faculty Advisor: Well, sometimes it’s best just to roll with it. It is just a cliché; everybody knows it is not true. 
Student: But I thought we could expect better than that here. 
Faculty Advisor: Well, I am certainly in favor of getting a variety of viewpoints. [so why don’t you go talk to the editor, Jennifer Hamilton, and tell her you want equal time? You or Sally could write a response.] 
Student: [Really? She would let us do that? ] Didn’t she write it? 
Faculty Advisor: I’ll let Jennifer know you are coming, she feels the same way I do. She is journalism major. She would be happy to publish another point of view.

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