2018年华侨大学710英语综合硕士研究生入学考试试题

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华侨大学 2018 年硕士研究生入学考试专业课试卷
（答案必须写在答题纸上）
招生专业 英语语言文学
科目名称 英语综合 科目代码 710
Part I Vocabulary and Grammar (30 points)
Directions: There are THIRTY sentences in this section. Beneath each sentence there
are four words or phrases marked A, B, C, and D. Choose the word or phrase that best
completes the sentence.
1. The cost, he demands should not _____our expectation.
A. exceeds B. exceeding C. exceed D. exceedingly
2. On the ____ in the countryside, there are only one-tenth as many doctors as there are in the
city.
A. averaged B. average C. averagely D. averages
3. The writer received a _____ amount of praise for his newly published novel.
A. fantastic B. fantastical C. fantasy D. fantastically
4. After the retirement his parents began to _____ a small grocery store.
A. operate on B. operatic C. operate D. operated
5. None of the servants were _____when I wanted to send a message.
A. available B. availed C. availing D. availably
6. The drought in this area resulted in the _____of fruit and vegetable.
A. scarcely B. scarcer C. scarch D. scarcity
7. His _____eyebrows and shining eyes impress us favorably.
A. bush B. bushed C. bushy D. bushing
8. The designer suggests we have a curtain to _____ the light.
A. soft B. softness C. soften D. software
9. He was so_____ when he saw the robbery at the bank.
A. terrify B. territorial C. terrified D. terrifying
10. Information theory is primarily a _____study.
A. theory B. theoretical C. therapy D. theoretically
11. The United Nations had a strong _____to waging a war in Iraq.
A. object B. objection C. objectify D. objected
12. Is a questionnaire answered by 500 people truly _____of national opinion?
A. represent B. representation C. representative D. representational
13. She _____ a few words on the paper.
A. scrawl B. scrawling C. scrawled D. scrawny
14. Don‘t delay your sending in the _____ form.
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A. apply B. applying C. appliance D. application
15. Our grateful thanks are ___ to the police department‘s help in the making of this film.
A. due B. owing C. owning D. owe
16. The guy leaned ___ to look at what I was writing for his recommendation letter.
A. on B. above C. over D. against
17. Could you drop me ___ near the post office?
A. off B. / C. out D. both A and B
18. We were so ___ that we couldn‘t help yawning.
A. bore B. boring C. bored D. boredom
19. What you say now is not ___with what you said last week.
A. consistent B. persistent C. permanent D. insistent
20. In addition to rice, we need to ___ our diet with fish, meat and vegetable.
A. replace B. supplement C. mix D. replenish
21. The survival ___ of some wild animals is not very high because they are ruthlessly hunted
for their skins.
A. degree B. ratio C. scale D. rate
22. Tim is good, smart and hardworking. ___, I can‘t speak too highly of him.
A. In a word B. By the way C. As a result D. On the contrary
23. What she told me about the affair simply doesn‘t make any ___.
A. idea B. meaning C. significance D. sense
24. The bank requires that the real estate company naturally serve as a loan ___ for its
customers.
A. guarantee B. guaranteed C. guaranteeing D. guarantor
25. He ___ as a rich man though he owed more than he owned.
A. served B. posed C. pretended D. disguised
26. It‘s maintained that ___ in bulk is not good to the goods.
A. sending B. communication C. traffic D. transport
27. California has more light than it knows ___ to do with, but everything else is expensive.
A. what B. how C. where D. which
28. The solution works only for couples who are self-employed, don‘t have small children and
get along ___ to spend most of their time together.
A. too well B. well as C. well enough D. so well
29. It‘s easy to blame the decline of conversation on the pace of modern life and on the vague
changes ___ place in our ever-changing world.
A. to take B. taking C. taken D. take
30. On a rainy day I was driving north through Vermont ___ I noticed a young man holding up
a sign reading ―Boston‖.
A. when B. which C. what D. that
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Part II Close Test (20 points)
Directions: Decide which of the words given in the below would best complete the
passage if inserted in the corresponding blanks. The words can be used ONCE ONLY.
[A] luxury [B] collect [C] shower [D] delicacy [E] impulse
[F] received [G] illogical [H] couple [I] forgotten [J] suddenly
[K]despised [L]everywhere [M]associate [N] possession [O] normally
[P] brought [Q] delighted [R] repulsive [S] stroll [T] reluctantly
People become quite __(1)__ when they try to decide what can be eaten and what cannot
be eaten. If you lived in the Mediterranean, for instance, you would consider octopus a great
__(2)_. You would not be able to understand why some people find it __(3)_. On the other
hand, your stomach would turn at the idea of frying potatoes in animal fat─the _(4)_ accepted
practice in many northern countries. The sad truth is that most of us have been __(5)_up to eat
certain foods and we stick to them all our lives.
No creature has _(6)__ more praise and abuse than the common garden snail. Cooked in
wine, snails are a great _(7)__ in various parts of the world. There are countless people who,
ever since their early years, have learned to __(8)_ snails with food. My friend, Robert, lives in
a country where snails are _(9)__. As his flat is in a large town, he has no garden of his own.
For years he has been asking me to __(10)_ snails from my garden and take them to him. The
idea never appealed to me very much, but one day, after a heavy _(11)__, I happened to be
walking in my garden when I noticed a huge number of snails taking a __(12)_ on some of my
prize plants. Acting on a sudden __(13)_, I collected several dozen, put them in a paper bag,
and took them to Robert. Robert was _(14)__ to see me and equally pleased with my little
gifts. I left the bag in the hall and Robert and I went into the living room where we talked for a
_(15)__ of hours. I had _(16)__ all about the snails when Robert _(17)__ said that I must stay
to dinner. Snails would, of course, be the main dish. I did not fancy the idea and I _(18)__
followed Robert out of the room. To our dismay, we saw that there were snails _(19)__: they
had escaped from the paper bag and had taken complete _(20)__ of the hall! I have never been
able to look at a snail since then.
Part III Error Correction (15 points)
Directions: The passage contains FIFTEEN errors. Each indicated line contains a
maximum of ONE error. In each case, only ONE word is involved. You should proof-read
the passage and correct it in the following way:
For a Wrong word, underline the wrong word and write the correct one in the
blank provided at the end of the line.
For a missing word, mark the position of the missing word with a “∧”sign and
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write the word you believe to be missing in the blank provided
at the end of the line.
For an unnecessary word, cross the unnecessary word with a slash “/” and put the word
in the blank provided at the end of the line.
Example: The cold afternoon sunlight make long shadows behind the trees a. made
along the road. Sam Beckett never opened the gate of the old Higbee b. never
place and drove his tractor into ∧ field. c. the
Things had been moving quickly. Only the night before, Higbee family had 1. ____
at last stopped quarrel for long enough to agree on a selling price. John 2.____
Farnham, the real-estate agent, had made a hurry trip to see Beckett the 3._____
next morning. Within a few hours Beckett had looked round the property
again, the agreement had signed, and he had put his horses into one of the 4.____
Higbee fields. Now he was starting to plough. He‘d work until midnight,
or longer if he didn‘t get too sleep. 5._____
Out in the centre of the field the old house surrounded by big shady 6.____
trees. A dusty road run through the field to the house from the gate, But 7.____
Beckett had no use for the big old house. The repairs would cost more than
the place was worthy. 8_____
He lowered the plough and starting the tractor. As he ploughed, the rich 9.____
black earth rolled out in smooth furrows. Low dark cloud moved past 10.____
overhead, and in the west the setting sun turned the lower parts of the clouds
to reddish purple: a southern Californian winter sunset. 11.____
The sound of the tractor motor was steady, and the effort of watching the 12.____
furrows sent Sam Beckett into a dream-like statement. He didn‘t notice the 13.____
minutes passing. When it got dark, he turned on the headlights and kept go. 14.____
The cold night air stung his face and hands, but his eyes remained fixed on the
piece of ground among the grass and the ploughed earth. 15.____
Part IV Reading Comprehension (55 Points)
Directions: There are 5 passages in this part. Each passage is followed by some
questions or unfinished statements. For the first four passages, there are four choices
marked A), B), C), and D), and you should decide on the best choice. For the last passage
you should answer the questions about its structure. All of the answers should be written on
the answer sheet.
Passage 1
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How good are grades as a method of evaluation if almost everyone‘s GPA is the same?
This is where the problem lies. Grade inflation is the term given to the trend in some
universities where higher grades are being given to less deserving students. The problem began
in the early 1970s when maintaining good grades in college meant an exemption from the
Vietnam draft. Professors didn‘t want to feel responsible for sending young men into war,
especially since college campuses were popular sites of anti-war protest. The letter grade C
became rare while the F was actually banned at places like Stanford University in California,
and Brown University in Rhode Island.
Today, grades are hardly a matter of life and death, but they can mean the difference
between a good job and a great career. This is why it is important to differentiate excellent
students from average ones. Charles Rooney of the National Center for Fair and Open Testing
feels that in the coming years good grades may not carry as much weight as before. ―Whereas
10 percent of a class used to receive an A, now 40 percent is normal. The A has lost its
meaning.‖
When Donna LaBella began her college career at Syracuse University, Syracuse, NY,
three years ago, she expected it to be the greatest challenge of her life. Before long, Donna
realized that the easiest road to a high GPA is by selecting classes taught by ―generous‖
professors. ―Course selection is just as significant as the final exam week in the outcome of
your grade. By my sophomore year, I knew which instructors to avoid and I ended up with a
perfect 4.0 without actually learning much.‖
Professor William Cole of Harvard once said, ―Grade inflation rewards mediocrity and
discourages excellence.‖ Though different opinions may exist, one thing about grades is
certain: As grades get higher and higher they will have less and less meaning.
1. Professor began to give high grades in the early 1970‘s because _____.
A) some of them are not very responsible
B) all students worked very hard at that time
C) they did not want to send young people into war
D) they hated the educational system
2. The passage mentions that the grade F was once banned at _____.
A) New York University
B) Syracuse University
C) Harvard University
D) Stanford University
3. How many students can get A‘s in college nowadays?
A) 10%
B) 20%
C) 40%
D) 50%
4. Donna LaBella managed to get a perfect GPA of 4.0 by _____.
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A) working harder than others
B) forming some good study habits
C) selecting her classes carefully
D) seeking some help from her classmates
5. What do people in the educational profession think of grade inflation?
A) Excellent students may feel discouraged if grade inflation goes on.
B) It is all right so long as professors have no objections.
C) High grades no longer mean so much as before.
D) It has greatly affected the quality of education in the USA.
Passage 2
I was 35 years old when I found out that I was dyslexic.
By the time I graduated from high school in 1960 I was convinced that I was not very
smart. I remember a defining moment in the seventh grade. I was doing really badly in a
history course and my parents had been notified. My mother said to me, ―I‘m going to work
with you on this for a full week. I‘m going to show you what you can do if you put in the right
amount of effort.‖ So we did. We worked on the history for a full week, an extra hour every
day. Then I went to school and failed the test, as always. It was really upsetting to me. So I
went to a friend of mine who had gotten an A and I asked: ―How long did you study for this?‖
He said: ―I didn‘t. I just glanced at it.‖ So what do you take from that? He must be smarter than
I am.
By the time I got to college I had come to realize that I couldn‘t spell no matter how hard
I tried. So at the University of Oregon I would sign up for extra courses. I‘d be in registration
lines all day. Then I would go around the first day of class and ask each professor: ―What‘s
your policy on misspelling?‖ If the professor said: ―This is history. Let the English department
worry about spelling,‖ then I‘d hold the course. If he said, ―Three misspellings is a flunk,‖ I‘d
drop it. I figured out a way to graduate, but it was more an escape than a graduation.
Even though I was an academic failure, I had a great time. I had a lot of friends and I was
always popular. I was a good high school football player, a running back, which was important
in those early years because I could read my name in the newspaper on Saturday morning. I
never had a day when I would sit around and think, ―People don‘t like me.‖
Despite my obvious weaknesses, I did become successful in my career, so much so that
people now say to me, ―So you‘ve overcome dyslexia.‖ No. No. You don‘t overcome it; you
learn to compensate for it. Some easy things are very hard for me. Most people who go through
college read 400 to 500 words a minute. I only read 200. I‘ve never known my left from my
right. I try not to dial a phone if I can avoid it because I sometimes have to dial three times to
get the number right. I get that recording, ―The number you have reached is not in service,‖
more than any other man on earth.
I owe my career to my writing instructor in Oregon. Ralph Salisbury looked past my
misspellings and gave me encouragement and hope. I have never looked back. I‘m also very
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visual. This means nothing in school, but when I write my books or scripts I‘m seeing
everything in my imagination. I write quickly. I go like the wind.
The real fear that I have for dyslexic people is not that they have to struggle with jumbled
input or that they can‘t spell, but that they will quit on themselves before they get out of
school.
6. When the writer did badly in a history course, his mother at first thought that _____.
A) he did not work hard enough
B) he needed a better teacher
C) he was not as smart as other children
D) he was probably too ill to study
7. The writer would be in registration lines all day in order to _____.
A) choose interesting courses
B) choose easy courses
C) avoid courses offered by strict teachers
D) avoid courses that require correct spelling
8. Which of the following adjectives best describes the writer in college?
A) happy, active
B) unhappy, lonely
C) successful, happy
D) unsuccessful, unhappy
9. The writer probably ―compensated for‖ dyslexia by _____.
A) improving his reading skills
B) not making phone calls
C) making full use of his imagination
D) avoiding writing anything at the university
10. According to the passage, it is most important for dyslexic people _____.
A) not to get out of school
B) to struggle with input as often as possible
C) not to give up
D) to learn to spell correctly
Passage 3
As graduation day approached, excitement increased. Being out of high school meant I
was finally coming of age. Soon I would be on my own, making my own decisions, doing what
I wanted without someone looking over my shoulder and it meant going to school with boys —
a welcome change coming from an all-girl high school.
There was never any question in my mind that I would go to a college away from home.
My mother‘s idea, on the other hand, was just the opposite. Trying her best not to force her
preferences on me, she would subtly ask whether I had considered particular schools — all of
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which happened to be located in or near my hometown of Chicago. Once it was established
that, as long as it was financially feasible, I would be going away anyway, my family‘s
perspective changed. Their concern shifted from whether I was going away to how far. The
schools I was considering on the East Coast suddenly looked much more attractive than those
in California.
Then panic set in. My feelings took a 180-degree turn. I really didn‘t want to leave high
school at all, and it was questionable whether I wanted to grow up after all. It had been nice
being respected as a senior by the underclass students for the past year; I didn‘t enjoy the idea
of being on the bottom rung of the ladder again.
Despite months of anticipation, nothing could have prepared me for the impact of the
actual day. As the familiar strains of ―Pomp and Circumstance‖ echoed in the background, I
looked around at the other figures in white caps and gowns as we solemnly filed into the
auditorium. Tears welled up uncontrollably in my eyes, and I was consumed by a rush of
sadness. As if in a daze, I rose from my seat when I heard my name called and slowly crossed
the stage to receive my diploma. As I reached out my hand, I knew that I was reaching not just
for a piece of paper but for a brand-new life. Exciting as the prospect of a new life seemed, it
wasn‘t easy saying good-bye to the old one — the familiar faces, the familiar routine. I would
even miss that chemistry class I wasn‘t particularly fond of and the long commute each day
between home and school that I abhorred. Good or bad, it was what I knew.
Years later, financial difficulties forced my high school to close its doors for good.
Although going back is impossible, it‘s comforting to know I can revisit my special memories
any time.
11. In this article the author mainly describes _____.
A) the height of excitement during the months leading up to the big event—the graduation
ceremony
B) her eagerness to go to a wonderful university far away from home
C) her mixed feelings during the months leading towards graduation and on the actual
graduation day
D) her happiness to be admitted to a wonderful university where she spent some of the best
years of her life
12. To the author, high school graduation meant _____.
A) she would become legally an adult
B) she could stop taking boring chemistry classes
C) she could start to enjoy an independent life
D) all of the above
13. The author‘s mother _____.
A) did not care very much which college her daughter went to
B) willingly allowed her to go to a college of her own choice
C) wished that she would study at a college or university close to home
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D) was greatly disappointed when she decided to go to a college on the East Coast
14. On the actual graduation day, _____.
A) the familiar tune ―Pomp and Circumstance‖ brought tears to her eyes
B) when she reached out for her diploma, she knew clearly that open to her was a new stage in
life, unknown and insecure
C) she came to realize that she was so attached to her old school
D) she went through the whole ceremony in a daze
15. The author adopts _____ tone in writing this article.
A) a serious
B) an emotional
C) a matter-of-fact
D) an exaggerated
Passage 4
A teacher from Canada recently visited an elementary school in Japan. In one class, she
watched sixty young children as they learned to draw a cat. The class teacher drew a big circle
on the blackboard, and sixty children copied it on their papers. The teacher drew a smaller
circle on top of the first and then put two triangles on top of it; the children continued their cats
in exactly the same way. The lesson continued until there were sixty-one identical cats in the
classroom.
The Canadian teacher was startled by the lesson. The teaching methods — and their
effects — were very different from those in her own country. An art lesson in a Canadian
school would lead to a room full of unique pictures, not a series of identical cats. Why? What
causes this difference in educational methods?
In any classroom in any country, the instructor teaches more than just art or history or
language. Part of what‘s going on — consciously or not — is the teaching of culture: the
attitudes, values and beliefs of the society. Every education system is inevitably a mirror that
reflects the culture of the society it is a part of.
In many Western societies, such as the United States or Canada, which are made up of
many different nationalities, religious groups and cultural orientations, individualism and
independent thinking are highly valued. And these values are reflected by the education
systems in these countries. Teachers emphasize the qualities that make each student special.
Students are seldom expected to memorize information; instead, they are encouraged to think
for themselves, find answers on their own and come up with individual solutions. At an early
age, students learn to form their own ideas and opinions, and to express their ideas in class
discussion.
In Japan, by contrast, the vast majority of people share the same language, history, and
culture. Perhaps for this reason, the education system there reflects a belief in group goals and
traditions rather than individualism. Japanese schoolchildren often work together and help one
another on assignments. In the classroom, the teacher is the main source of knowledge: He or
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she lectures, and the students listen. There is not much discussion; instead, the students recite
rules or information that they have memorized.
The advantage of the education system in Japan is that students there learn the social skill
of cooperation. Another advantage is that they learn much more math and science than most
American students. They also study more hours each day and more days each year than their
North American counterparts do. The system is demanding, but it prepares children for a
society that values discipline and self-control. There are, however, disadvantages. For one
thing, many students say that after an exam, they forget much of the information they
memorized. For another, the extremely demanding system puts enormous psychological
pressure on students, and is considered a primary factor in the high suicide rate among
Japanese school-age children.
The advantage of the education system in North America, on the other hand, is that
students learn to think for themselves. They learn to take the initiative — to make decisions
and take action without someone telling them what to do. The system prepares them for a
society that values creative ideas and individual responsibility. There are drawbacks, however.
Among other things, American high school graduates haven‘t studied as many basic rules and
facts as students in other countries have. And many social critics attribute the high crime rate in
the US at least partially to a lack of discipline in the schools.
16. What was it that startled the Canadian teacher in the class she visited?
A) The large number of students.
B) The method of drawing cats.
C) The method of teaching.
D) The method of learning
17. According to the author, what factors contribute to the high value placed on individualism
in NorthAmerica?
A) The variety of nationalities, religious groups and cultural orientations there.
B) The values reflected by the education system there.
C) The students expressing their own ideas in class discussion.
D) None of the above
18. In the author‘s view, what are some of the advantages of the Japanese system of education?
A) Japanese people share the same language, culture and history.
B) The teacher lectures and the students listen; and there is not much discussion.
C) The students learn to cooperate, and they learn a lot of math and science.
D) All of the above
19. What is the most serious problem with the North American system, according to the
author?
A) American students haven‘t studied as many basic rules and facts as other students.
B) The lack of discipline may contribute to the high crime rate.
C) Students learn to take action without someone telling them what to do.
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D) The demands of the system contribute to the high suicide rate among students.
20. According to the author, which system of education is better?
A) The Japanese System.
B) The North American system.
C) Neither system.
D) Both A and B.
Passage 5
Pat was always on a diet. Eighteen years old and thin, she maintained that she was simply
too fat, and no amount of coaxing could convince her that she was actually dangerously
underweight for her height and age. To reduce her already pencil-slim figure, she suddenly
began to refuse any food except for a few pieces of toast and some water. At the end of only
one month she weighed ninety pounds.
Most parents, when their children begin talking about dieting, react just as Pat‘s parents
did. They smile indulgently and hope that their children won‘t allow themselves to become too
thin. But in general, they do not worry. In figure-conscious America, it is quite natural for
young people to desire a slim figure. However, in Pat‘s case, and in the case of many like her,
dieting is nothing to smile at. It is not a momentary whim that will be pursued and forgotten;
instead, it is the symptom of a serious emotional disorder. Doctors call such excessive and
irrational dieting anorexia nervosa or, because it has been known to lead to death by starvation,
the starvation disease.
Victims of the starvation disease are usually girls who have no apparent reason to diet.
They are not overweight; they are not preparing to take part in specialized sports activities
requiring a slender figure; they have not been told to diet by their doctor. They stop eating
because, in spite of al evidence to the contrary, they believe they are too fat. Determined to lose
the imaginary excess poundage, they refuse to eat more than a few morsels of food. Usually
they lose weight rapidly, sometimes more than fifty pounds in a matter of months.
Some teenagers who are obsessed with the need to diet seek psychiatric treatment because
they, or their parents, realize that the diet is leading to starvation. Others do not seek treatment
but simply begin eating on their own. Still others do not seek treatment, nor do they resume a
normal diet; instead, they allow themselves to slowly starve to death.
The actual cause of the starvation disease has not been determined, but one possible cause
has been discussed by therapists. Teenagers may be starving themselves to rebel against
parental authority. The refusal to eat has traditionally been a young child‘s weapon against
parental discipline since the parent may plead and even demand that the child eat, but the child
can refuse and demonstrate his or her power over the situation. Unconsciously, teenagers who
diet to the point of starvation may be attempting to teach parents the same lesson: Control is
not in the hands of the parents.
At present, research is being undertaken to determine the exact cause of the starvation
disease. Federal grants have been distributed and research is underway at a number of
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universities and hospitals. Researchers hope to be able to pinpoint what triggers the disease and
find out how to bring it to a halt.
Questions for Passage 5
21. What is the topic of Passage 5?
22. What is the main idea of Passage 5? Please sum it up just in one sentence.
Part V Summary Writing (30 points)
Directions: Write a brief summary of the following passage in about 150 words. And
then make a brief comment on the topic of “adolescent romance” in about 200 words.
Even now decades later, I can remember that first romance --- the notes passed at school, the endless
discussions with my girlfriends containing the phrase ―I know he likes me, but does he, like, like me?‖
Young love is bound to induce adolescent inanities, but it can also lead to serious depression, suicide and
even homicide. (Andy Williams, the accused killer of two students at California‘s Santee High School, told
friends he was despondent over a relationship at the time of the shooting.) Grownups may know enough to
brace themselves for at least some relationship difficulties, but for kids, everything about romance comes as
a shock – straight to the heart.
As a divorced parent of a 12-year-old, I have fumbled for answers to my daughter‘s tentative queries
about romance. ―It‘s like being an actor in the best movie you‘ve ever seen, but you never get to see the
script, and no one will tell you how the movie ends,‖ I told her. This didn‘t have quite the elucidating effect I
was looking for. She looked as if she wanted tocall her agent immediately.
Arecent study of 8,000 adolescents in the Journal of Health and Social Behavior shows that love can be
hell, especially when it strikes young. Although steady romantic attachments tend to increase the health and
well-being of adults, those relationships are a great source of stress for adolescents and can lead to
depression, the study says. Kara Joyner, a sociologist at Cornell and co-author of the study, said. ―Girls
become more depressed than boys, and younger girls are the worst off of all.‖
Apossible reason for the link between romance and higher risk of depression for girls is ―loss of self.‖ A
new University of Tennessee study of 1,300 high schoolers shows that even though boys say they ―lose
themselves in a romantic relationship,‖ this loss of self is much more likely to lead to depression when it
happens to girls. Romantically involved adolescent girls tend to submerge their feelings and opinions and
estrange themselves from friends and family.
Dr. Miriam Kaufman, a pediatrician and author of the very helpful book Overcoming Teen Depression: A
Guide for Parents (Firefly Books), says 15% to 20% of teens --- especially younger teens --- will have
diagnosable depression at some time during their adolescence, often triggered by romantic involvements or
breakups. ―I advise kids not to jump into romances too early, because young adolescence is a time for girls to
cement their friendships, and strong friendships – and a strong sense of self --- help kids through the tough
times.‖ She told me. ―Unfortunately, some parents are overly invested in their daughters‘ love lives before
they‘re ready. They think if she has a ‗boyfriend,‘ that means she‘s popular.‖ Kaufman suggests that parents
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actively encourage their younger teens to stay involved with their friends and activities and spend time
hanging out in groups and with family – with and without their ―crushes‖.
Parents should watch for signs of depression – increased isolation and sleep, eating or mood changes –
and if they see these symptoms in their daughter or son for more than two weeks, get professional help. The
good news is that the link between romance and depression seems to level off with age. Love will always
make us feel like teenagers, but maturity gives us a chance to avoid the worst side effects.