新sat阅读刷题讲义-老难文章70篇汇总

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Questions13-24arebasedonthefollowingIsa ’sgenderanimportantinfluenceonhowheorshebehaveswithothers?Contemporarysociologistsandotherscholarshavearguedthisquestionfiercely.Thefollowingpairofpassagespresentstwocontrastingvoicesfromthatdebate.PassageThedesiretoaffirmthatwomenandmenarecom-pleyequalhasmadesomescholarsreluctanttoshowwaysinwhichtheyaredifferent,becausedifferencesbetweentwogroupsofpeoplehavesooftenbeenusedto“justify”unequaltreatmentandopportunity.MuchasIunderstandandaminsympathywiththosewhowishtherewerenodifferencesbetweenwomenandmen—onlyreparablesocialinjustice—myresearchonstylesofconversation lsmethat,atleastinthisarea,itsimplyisn’tso.Ibelievethattherearegenderdifferencesinwaysofspeaking,andweneedtoidentifyandunderstandthem.Withoutsuchunderstanding,wearedoomedtoblameothersorourselves—orourownrelationships—fortheotherwisemystifyinganddamag-ingeffectsofourcontrastingconversationalstyles.Itiscleartomethatrecognizinggenderdifferencesinconversationalstyleswouldindividualsfromtheburdenofaninappropriatesenseofbeingatfaultforchronicdisagreements.Manywomenandmenfeeldissatisfiedwiththeircloserelationships—withspouses,siblings,parents—and eevenmorefrustratedwhentheytrytotalkthingsout.Takingasociolinguisticapproachtosuchtroublingencountersmakesitpossibletoexinthesedissatisfactionswithoutaccusinganyoneofbeingwrongandwithoutblaming—ordiscarding—therelationship.ThesociolinguisticapproachItakeinmyworkisbasedonmybeliefthatmanyfrictionsarisebecause,hereintheUnitedStates,boysandgirlsgrowupinwhatareessen-tiallydifferentcultures,sothattalkbetweenwomenandmenisactuallycross-culturalcommunication.Forlittleboys,talkisprimarilyameansofmakingstatementsofachievementthroughgameslikebraggingcontests.Thismayalsobedonebyexhibitingknowledgeorskillandbyholdingcenterstagethroughsuchverbalperformanceasstoryling,joking,orimpartinginformation.Littlegirlsappeartobeeagertoshareandcompareinterestsandideas.Emphasisiscedondisyingsimilaritiesandmatch-ingexperiences.Forthem,thelanguageofconversationisprimarilyalanguageofrapport:awayofestablishingconnectionandnegotiatingrelationships.Sothisviewofchildren’sbehaviorpredictsthatmorewomenthanmenwillbecomfortablespeakingone-on-one,toindividuals.Andevenwhenaddressinganaudience,womenmaybemoreconcernedthanmenwithestablishingrapport.

PassageGenderstereotypesshouldconcernusforseveralreasons.First,theymaydictatewhatwenoticeandbiasourperceptionsinthedirectionofexpectation.Someresearchersattempttoelucidategenderdifferencesin50ordertohelpwomenandmenunderstandandtooneanotherbetter.Intheprocess,however,theirworkencouragespeopletonoticeandattendtodifferencesratherthansimilarities,toperceivemenandwomeninaccordancewithstereotypesthatmaynotaccuraydepicttheir55iororintentions.Second,genderstereotypesmaynotonlydescribebehaviorbutalsoprescribeit,dictatinghowmenandwomen“should”behave.Peoplebegintoactinwaysthatsupportotherpeople’sgender-roleexpectationsof Itistimetorethinkourunderstandingofgender,tomoveawayfromthenotionthatmenandwomenhavetwocontrastingstylesofin ctionthatwereacquiredinchildhood.Weneedtomovefromaconceptualizationofgenderasanattributeorstyleofbehaviortoan65standingofgenderassomethingpeopledoin ction.Asanotedscholarproposes,“Noneofusisfeminineorismasculineorfailstobeeitherofthose.Inparticularcontextspeopledofeminine,inothers,theydomasculine.”Peopledisycontradictorybehaviorsasthey70encounterdifferentsocialnormsandSomeresearchersviewmale-femaleconversationsascross-culturalcommunication.Thetwo-culturesapproachpostulatesthatdifficultiesincommunicationbetweenmenandwomenarisebecauseofaclashofconversational75styles.Butthisapproachhasanumberoflimitations.First,thecoherenceofmaleandfemalesubculturesinchildhoodhasbeenexaggerated.Wearriveatacontrastingpictureoftheculturesofboysandgirlsonlybysinglingoutthosechildrenwhofitcommongenderstereotypesandmargin-80alizingothers.Wefailtonoticethechildrenwhodonotfitthosestereotypes—forexample,boyswhoexcelatcaringforyoungersiblingsorgirlswhoenjoybuildingthingsinshopclass.Second,althoughchildrenmaychoosesame-ymatesaspreferredpartners,they ct85insideandoutsideschoolwiththeopposite .Childrenhavecountlessexperiencescommunicatingwithofbothes:theydonotlearntocommunicateingender-segregatedworlds.Theylearntodisydifferentstylesofinctionindifferentcontexts:theydonotlearnasingle90gender-relatedstyle.Thesamechildmaydisydomi-nanceandgiveorderstoayoungerymatebutshowdeferenceandfollowordersfromanolderfriend.ThetwopassagesdiffermostonwhichWhetherboysandgirlscommunicateingenderspecificpatternsWhetherimportantsocialbehaviorislearnedinchildhoodWhetheradultconversationalstylescanbestudiedsystematicallyWhethergender ysaroleindetermin-ingachild’s ytimeactivitiesWhethersocietyconcernsitselfwiththeconceptofgenderrolesTheprimarypurposeofPassage1ispresentahistoricaloverviewofaacknowledgepreviouserrorsinurgechangesinorganizedactivitiesprovidedforchildrenassertthevalueofaparticularapproachtoandownythesignificanceofarecentPassage1makeswhichsuggestionabouttheworkof“somescholars”(line2)?Itwill ewidelyacceptedinthescientificItiswellintentionedbutItattemptstobeobjectivebutdoesnotItputsforthaconvincingItcouldbeusedtoexcuseinjusticeinaPassage1arguesthat“recognizinggenderdifferences”(line16)wouldmostlikelycausepeopletoexaggeratetheirsimilaritieswhencommunicatingwithoneanotherleadtofurtherdissatisfactioninconversationsamongfriendsandrelativespromotetheequaltreatmentofdistinctsocialrelieveindividualsofmuchoftheblameforproblemsinrelationshipsaffectthewaythatfutureresearchongenderisconducted

Inlines36-41(“Littlegirls...relationships”),theauthorofPassage1assumesthatforgirls,aprimaryfunctionofcommunicationistofosterasenseofintimacybetweenspeakerandestablishasetofconversationalrulessharedbyspeakerandlistenerconveyinformationpreviouslyunknownbythepromotenostalgicfeelingsaboutpastcreateanobjectiveatmospherefor TheauthorofPassage2wouldmostlikelychallengetheclaimmadeinlines27-31ofPassage1(“Themunication”)byarguingthatchildrendonotgrowupinsingle-genderchildren eskilledatdeceivinggenderdifferencesareimpossibletoassessthereislessbetweenmenandwomenthansociologistsassumechildren’sbehaviorshavechangeddramaticallyinrecentyearsThesentenceinlines47-48inPassage2(“First...expectation”)primarilyemphasizeswhichdamagingeffectofgenderstereotypes?Theymayoffendthe Theymaydistortourobservationsofpeoplewemeet.TheyhavebeenusedtojustifygenderTheycommonlycause tionbetweenmenandwomen.Theyreflectnegativelyonthosewhobelieveinthem.Theassumptionsunderlyingtheresearchworkdescribedinlines48-51ofPassage2aremostsimilartotheassumptionsheldbythe“scholars”inline“womenandmen”inline“notedscholar”inlineauthorofPassageauthorofPassageThequotationinlines66-69(“None...masculine”)primarilyservestointroduce alprovideatypicalelaborateonansignalachangeinofferrecentresearchPassage2suggeststhatsomescholarsconstruct“acontrastingpictureoftheculturesofboysandgirls”(lines77-78)bystudyingchildrenwhosereadinessto ctwithstrangersisdemandforapprovalfromadultsisparticularlyrebellionagainstauthorityresultsincreativealitiesarehighlyactionscorrespondtoanarrowpreconceptionof

TheauthorofPassage2impliesthatthe“boys”mentionedinline81andthe“child”mentionedinline90resembleoneanotherinthattheyhavenotlearnedtoimitateadultrefusetogetalongwiththeirdonotconformtotraditionalgenderopenlymockadultexpectationsabouttheircommunicateprimarilywithchildrenoftheirowngenderWhichofthefollowingbestcharacterizestheideasaboutgendercommunicationstylesastheyarepresentedinthetwopassages?Passage1arguesthatstylesarebasedoncom-petition,whilePassage2suggeststhattheyareaformofcooperation.Passage1arguesthatstylesareaburden,whilePassage2impliesthattheycanhelpfacilitaterelationshipsbetweenmenandwomen.Passage1claimsthatstylesaresemantic,whilePassage2suggeststhattheyarewhimsical.Passage1suggeststhatstylesareconstant,whilePassage2arguesthattheyarefluid.Passage1statesthatstylesarerandom,whilePassage2indicatesthattheirpatterns obviousuponcloserscrutiny.STOIfyoufinishbeforetimeiscalled,youmaycheckyourworkonthissectionDonotturntoanyothersectioninthe最的新SAT课程,请关注Roy3师 公众平台TheThepassagebelowisfollowedbyquestionsbasedonitscontent.Answerthequestionsonthebasisofwhatisstatedorimpliedinthepassageandinanyintroductorymaterialthatmaybeprovided.

Questions7-19arebasedonthefollowingThepassagebelowisfroma1991autobiographythatfocusesonanAfricanAmericanwoman’sadolescentexperiencesataprestigiousboardingschool.Thepassagedescribesonepartofameetingofparents,admissionsofficers,andprospectivestudents.Thestorythemotherrecountsatthismeetingtookcein1965.Mymotherbeganto lastoryaboutascienceawardIhadwoninthirdgrade.Shestartedwiththewinning—thelong,whitestaircaseintheauditorium,andhowtheannouncercalledmynametwicebecausewewerewayatthebackandittookmesolongtogetdownthosesteps.Mama’seyesglowed.Shewasabornraconteur,abletoincreasetheintensityofherownpresenceandfillroom.Shewasalsoawomanwhoseldomfoundnewaudi-encesforheranecdotes,soshemadeherselfhappy,sheinsisted,withuschildren,hermother,hersisters,hergrandparents—anentireclanofstory lerscompetingforaturnonthefamilystage.Thistimealleyeswereonmymother.Herbody,brownandplumpandsmooth,wasshotthroughwithenergy.Thistimethestoryhadapurpose.Shetoldthemhowmyscienceexperimentalmostdidnotgetconsideredinthecitywidecompetition.Mythird-gradeteacher,angrythatI’dforgottentobringalargeboxfordisyingandstoringtheexperiment,mademepackituptotakehome.(Ourteacherhadtoldusthattheboxeswereneededtocarrytheexperimentsfromourclasstotheexhibitionroom,andshe’demphasizedthatshewouldnotberesponsibleforfindingthirtyboxesonthedayofthefair.Withoutabox,theexperimentwouldhavetogohome.Otherkids,Whitekids,hadforgottenboxesduringtheweek.They’dbroughtboxesthenextday.Iaskedforthesamedispensation,butwasdenied.Thenextdaywasthefair,shesaid.Thatwasdifferent.)Icameoutofschoolcarryingthepiecesofanexperi-mentmyfatherhadpickedoutformefromatextbook.ThiswasasimplebuoyancyexperimentwhereIweighedeachobjectintheairandtheninwater,toprovetheyweighedlessinwater.Ihadwithmethescale,abrick,apieceofwood,abucket,andacarefullyletteredposter.Well,mymothermarchedmeandmyarmloadofbuoyantmaterialsrightbackintoschoolandcaughttheteacherbeforesheleft.Theboxwastheonlyproblem?Justthebox?Nothingwrongwiththeexperiment?Anexcitedeightyearoldhadforgottenalousy,stinkingboxthatyoucangetfromthesupermarketandforthat,shewasoutoftherunning?TheteachersaidIhadtolearntofollowdirections.MymotherarguedthatIhad

directionsbyngtheexperimentbymyself,whichwasmorethanyoucouldsayforthirdgraderswho’dbroughtdry-cellbatteriesthatlitlightbulbsandpapier-mâché45volcanoesthatbelchedcolored“Don’tyoueverputmeinapositionlikethatagain,”Mamasaidwhenwewereoutofearshotoftheclassroom.“Youneverknowwhoisjustwaitingforanexcusetoshutusout.” Wegotthebox;myexperimentwentintothefair;Iwontheprizeatschool.Iwonthirdprizeformyagegroupinthecity.WhenMamafinishedherstory,myearsbegantoburn.Icouldnothelpbutbelievethattheywouldseethrough55thistransparentplug,andbeforeIhadevenlaidhandsonanapplication.They’dthinkwewereforwardandpushy.Iforgot,forthemoment,howrelievedI’dfeltwhenMamahadstoodinfrontofthatteacherdefendingmewithablindingsenseofpurpose,lettingtheteacher60knowthatIwasnotassmallandBlackandaloneasIseemed,thatIcamefromsomewhere,andwherecamefrom,she’dbetterbelieve,somebodywasTheothermothersnoddedapprovingly.Myfathergavemeawide,clever-girls.Theofficialsfrom65theschoollookedatmedeadpan.Theyseemedamusedbymyembarrassment.Thestorywasananswer(partrebukeandpartcondo-lence)totheschoolstoriesthattheadmissionspeopletold,wherenoparentsfiguredatall.Itwasamessage70abouthermaternalconcerns,andawaytoprovethatracismwasnotsomevanquishedenemy,butareal,live,upinyourface,ready,fornoapparentreason,tomesswithyourkid.WhenIwasinthirdgrade,MamacoulddohermaternaldutyandfacedownaWhite75whowouldhavedeprivedmeofanaward.WhoatthisnewschoolwouldstandupforherchildinherInline11,“competing”portraysthemembersoftheauthor’sfamilyasvyingforthemother’sfeelingeager ltheirowntakingissuewitheachotheroverhouseholdselectivelysharinginformationabouttheircomparing Thethirdparagraph(lines15-27)presentstheauthor’sthird-gradeteacherasbeingprimarilycriticaloftheauthor’sgrandiosedisillusionedaboutherstudents’lackofinterestinconcernedthatchildrenwouldneverdevelopasenseofdecorumarbitraryinimplementingrulesaffectingthebitterandoutspokenaboutinjusticesinherschoolInline26,“dispensation”referstopermissionfortheauthortohaveanadditionaldaytocompletethebringacontainerforherexperimentthenextaskherfathertohelpherdesignthedisleaveschoolearlytolookforadiscussherexperimentwiththeotherThechildmostlikelyintendedtousethe“bucket”(line33)asanobjecttocounterbalancetheweightofanotherameansofsteadyingthescaleintheacontainertocarrytheothermaterialsfortheareceptacleforthewaterusedintheawayoftransportingliquidfromcetoLines34-36(“Well...left”)portraythemother’sattitudeofsuddenwearyprotectiverighteousThemothermostprobablyintendedthequestionsinlines36-40tounderscoretheabsurdityoftheteacher’srequestclarificationfromthechildaboutexpressconcernoverherdaughter’slessenthechild’spreoccupationwithhowherprojectwouldbereceivedhelpherselfunderstandherchild’sdefensivenessabouttheboxissue

Betweenthementionofahypothetical“box”line23anditscharacterizationinline38,theboxhaschangedfromarequirementtosomethingthatisnolongernecessitytosomethingthathaslittleinherentdiversiontosomethingthatrequiresadesperatetooltosomethingthatisasourceofpuzzletosomethingthatprovidesclarityandInline55,theauthorusestheword“plug”primarilytoemphasizeherfeelingthattheconversationalvoidwasnearlytheboardingschoolhadbeenhighlyhermotherhadgonetoofarinpromotinghermother’swordsandactionswereentirelyatoddstheinterviewers’praisewouldprovetobeInline59,“blinding”suggestsallofthefollowingThephrase“somebodywashome”(line62)capturesthemother’sdesiretocreateacomfortablelifeforhereagernesstolearntheresultsofthedespairovertheunfairnessoftheteacher’sneedtocaptureeveryone’sfullsenseofresponsibilitytowardherThedetailspresentedinlines63-66primarilyservesatirizethepomposityoftheschoolemphasizethesenseofunityamongparentsofprospectivestudentsconveyasenseofclarifyaprecedingThefinalparagraphpresentstheauthor’sassessmentofhermother’sstoryasalessonandforewarningforschool alargumentfortheimportanceofhardworkdefenseofatheoryaboutsocialpartingmessagetoher

Acentralpurposeofthepassageisillustratethecharacteroftheauthor’sportraytheadmissionsprocessforboardingschoolsatthattimeshowtheauthor’srepressedhostilitytowardhercommentonexamplesofracismintheUnitedrevealhowtheauthorbecameskepticalofhumanSTOIfyoufinishbeforetimeiscalled,youmaycheckyourworkonthissectionDonotturntoanyothersectioninthe

Questions13-24arebasedonthefollowingInthefollowingexcerptfromanovel,SamuelTyne,aCanadianofGhanaiandescent,returnstoworkattheCanadianMinistryofEconomicsafterattendinghisuncle’sfuneral.Hisovertmelancholyaggravatedhisboss,foritmadeSamuelhardtoapproach.JustaglanceintoSamuel’scubiclegavehisco-workersmuchtogloatabout.Itseemedawonderhewassuchanexactingemployee,withtheswiftbutpitifulstridethatbroughthim,disillusioned,tothethresholdofeverymeeting.Yethewassoindispensableinthatministrythathisco-workersregrettedeveryslurtheyflungathim,lesttheslightsdrivehimtosuicide.Fornotonlywouldthedepartmentcollapsewithouthisdoting,steadylogictobalanceit,butitseemedattimesthattheentireCanadianeconomydependedonthereluctant,soft-wristedscribblinghedidinhisgreenThereSamuelsateachday,painfullytallyinghisdata,hispencilpoisedlikeascalpelinhishand,frowningatthegruesomebutinevitabletaskaheadofhim.Dwarfedbyamonstrousbluesuit,Samuelwouldfingerthemournfulpre-warbowlerthatneverlefthishead.Anditwassuchanearnestsight,suchanintimatewindowintoamanwhosenatureseemedtobeallwindows—peoplewonderedifheactuallyhadapublicself—thathemighthavebeentheonlymanintheworldtoclaimvulnerabilityashisgreatestasset.Thedayafterthefuneral,Samuelreturnedtoworktofindanotefromhisbossesonhisdesk:ComeSeeUs.Whatcouldtheypossiblyreprimandhimfor?Hewasafastanddiligentworker,withenoughgumptiontousealittleimaginativereasoningwhensomeeconomicnuisancecalledforit.Hewaspunctualandtidy,notoverlyfamiliarwithhisco-workers;quitesimply,thebestemployeetheyhad.Ratherthanindignation,though,Samuelonlyfeltfear.Tobuyhimselftime,hecrumpledafewcleanpapersfromhisledger,andwalked

thenarrowaislesbetweencubiclestothrowtheminthehallwaygarbagebin.Hereturnedtofindboth50DombeyandSon*,ashe’dnicknamedthem,athisdesk.Dombey’sGermansenseofhumorfailedtotranslate,atleasttoSamuel,whoalwaysoverdidhislaughtomaskconfusion.Son,whosecurrent55prestigewaspurenepotism,lookedatSamuelwiththecoldnessthatcloakedallofhisdealings,asifheknewhewasineptandneededtocompensate.“Tyne,”Dombeysaid,“weneed60talkabouttheOldsSamuelpinchedthebrimofhishatwithhisthumbs.“Ah,yes.Sorry,yes.Ithink,sir,IhandedthatinbeforeItookdayleaveformyuncle’sfuneral.” “Itcontainsadreadfulerror,”saidSon,blinkingviolentlybehindhisglasses.HejerkedthereportatSamuel.Thereitwas,inasday,onpagesix.AmiscalculationSamuelmust70madewhilethinkingaboutJacob’sdeathandthehouse.Hestoodthere,hatinhand,aghast.“Werealize,” Son,“thatthejobsometimesgetsstressful.75perse,therearetimeswhenonecannotalwaysbeason-the-ballasisrequired.Butthisdefiesall.Notonlyisitnotuptostandard,it’sdownrightmisleading.”ThatwasthewaySonspoke,80thoughhehadn’tmasteredthebureaucraticlanguage,wieldingphrasessuchas“perse”and“notuptostandard”liketheresidueofsomemanagementhandbook.EvenDombeyseemed85perplexedbythisatThemuscleinSamuel’scheektrembled.Henodded.“Weunderstandyou’vejustsufferedabigloss,Samuel,”said90Dombey,“butasyouknowthisisafederalworkce.Whatwouldhappen,say,ifyoumadethiskindoferrordaily?Now,we’recertainlynotsayingthatyoudo.Butwhatwouldhappen? l95whatwouldhappen.You’dhaveladiescollapsinginten-hourlinesjusttogetaloafofbreadtofeedtheirfamilies.You’dhavechildrenskipschoolbecausetherearen’tenoughclothestogoaround.

Babiesdyingwithoutmilk.Oldfolkscrumblingintheirrockers.It’dbepandemoniumwithacapitalP—depression.Wearetheeconomy.Weanswertotheprimeminister.Thereisnoroomforerrorhere.”Dombeyscratchedhisheadandlookedwistful.“Oh,don’tlooksoglum.”Again,SamuelSon,fearinghisroleinthereprimandunnecessary,added,“Weare,ofcourse,deeplysorryforyourloss,youmustrememberourcountryisinyourDombeyfrownedatSon,andthetwomenwalkedoff.Whentheyleft,SamuelheardthroughthedividertherudelaughterofSallyMather.Hisfaceburning,hesatathisdesk,andpickinguphisgreenledger,triedtomakeupforthetenminuteslosttime.*DombeyandSonisanovelbytheEnglishwriterCharlesDickens.Inline20,theword“painfully”isclosestinmeaningacuInline22,theword“gruesome”isclosestinmeaningThesecondparagraphimpliesthatTyne’sclothesmakehimappearwhichofthefollowing?

Tyne’sattitudeatworkcouldbestbedescribedsinisterandhappyandinsubordinateandcheerfulandprofessionalandThephrase“whosenatureseemedtobeallwindows”inlines27-28suggeststhatTyne’scolleaguesallhaddifferentopinionsofTynebehavedinmanyinconsistentTyne’struefeelingswereeasytoTynedidnotappeartobeaTynealwaystalkedabouthimselftohisInline41,theword“familiar”isclosestinmeaningThedescriptionofTyne’sjobperformanceinlines37-43primarilyservestoillustratethatTyne nghisimplythatTynedeservesasuggestthatTyne’sworkhabitsaregenerallybeyondreproachindicatethatTyne’sbosseswillprobablynotdisciplinehimdemonstratethatTyne’sbosseshavealwayslikedThegestureinlines45-48(“Tobuy…bin”)ismeantprimarilytoindicateTyne’sdesiretolookunwillingnesstomeetwithhisavoidanceofattempttoescapedissatisfactionwithhisThenarratormostlikelyreferstoTyne’ssecondbossonlyas“Son”throughoutthepassageinordertoimplythathisauthorityisindicatehisofficialtitleat hispositionofsuggestafriendshipbetweenhimandportrayhimasanapproachableThenarratorsuggeststhatSon’scommenttoTyneinlines110-113demonstratesgenuineconcernforTyne’samisunderstandingofTyne’sadisagreementwithDombeyabouttheadesiretobeseenasanefforttohelpTyneimprovehis

Tyne’sresponsetohisbosses’reprimandcouldbestbecharacterizedasTheauthormentionsthe“rudelaughterofSallyMather”inline117primarilyinordertoindicatethatmostofTyne’scolleaguesdislikeimplythatSallyMatherhasreportedTyne’serrortohisbossesunderscorethehumiliationTyneisshowthatTyne’sbosseswantedhiscolleaguestoknowabouthiserrorsuggestthatTyne’sbossesaremakingfunofSTOIfyoufinishbeforetimeiscalled,youmaycheckyourworkonthissectionDonotturntoanyothersectioninthe

Questions14-25arebasedonthefollowingThefollowingpassagesdiscussatypeoffilmcalledfilmnoir,which,accordingtomostfilmhistorians,haditshighpointaroundthetimeoftheSecondWorldWarPassageEventhoughfi nowcalledfilmnoirbycriticshavebeenmadeinHollywoodsince1939,filmnoirasagenredidnotexistuntil1946.InthatyearanexhibitionofAmericanmovieswasheldinParis,andFrenchfilmcriticsgottheirfirstlookatwhathadbeengoingoninHollywoodsincetheadventofWorldWarII.Amongthefi shownwereLaura;TheMalteseFalcon;Murder,MySweet;DoubleIndemnity;andTheWomanintheWindow.Thosefivefi sharedenoughtraitsthatcriticNinoFrankgavethemanewclassification:filmnoir,orli “blackfilm.”Thetraitstheysharedwerebothstylisticandthematic.Theyweredarkinbothlookandmood.Theirprimaryactiontookceatnightonrain-sweptcitystreets,innarrowash-canalleys,inclaustrophobicdiners,andindingy,shadowyho roomswithneonsignsflashingoutsidethewindows,roomsinwhich,ashard-boiledauthorNelsonAlgrenonceputit,“everybedyourentmakesyouanaccessorytosomebodyelse’sshadypast.”Thecharactersinthesefi werebookies,conmen,killers,cigarettegirls,crookedcops,down-and-outboxers,andcalculating,scheming,andverydeadlywomen.Thewell-lit,singingandtap-dancing,happy-endingworldofthe1930’shadintenshortyearseahostile,orderlessceinwhichalienation,obsession,andparanoiaruled.Theuniverseseemedtoconspiretodefeatandentraptheinhabitantswhowanderedblindlythroughit.Theywerevictimsoffate,theirownworstenemieswho,lookingforascore,endedbydefeatingThefivefi mentionedearlierthatwereshownatthe1946exhibitionweretheonestheFrenchcritiqued.Thesehigh-budgetstudioproductionsmostcommonlycometothepublic’smindwhen

thewordnoirismentionedbecausetheyarecitedmostofteninthespateofcontemporarybooksthathaverecentlybeenpublishedonthesubject.Butthe50noircycle,althoughkick-startedbythesuccessofthosehigh-budgetproductions,actuallyhaditsrootsintheBmovie,inparticular,intheBcrimemovie.FilmnoirwasmadetoorderfortheB,orlow-55budget,partofthemoviedoublebill.1Itwascheapertoproducebecauseitrequiredlesslightingandsmallercastsandusuallyentailedstorylinesthat60qualitytofilmstudiosoperatingonreducedwartimebudgets.Filmnoirwascharacter-driven,anditsstorylines,whichwereunusualandcompact,couldoftenbetoldinthe60to80minutesrequiredofB65PassageItmaybethatnoirbeganinaofphotographingthatwasaseconomicalasitwasmoody(lesslightmeantlessmoneyondecor—animportantwartime70considerationwhenstudiosfacedlimitsonconstructionmaterial).Wheredidnoircomefrom?It’sanintriguingquestionandonestillnotadequayanswered,despitethe75ofwritingthatwallowsinthatnoirmood.Don’truleouttheinfluenceofGermanfilmfromthetwenties,ifonlybecausetherewere,bytheearlyforties,somanyEuropeanrefugees(writers,directors,80cameraoperators,designers,actors)workinginHollywood.Don’tforgettheimpactofFrenchfi ofthelatethirties,especiallythoseofMarcelCarne.HisLeJourSeLeve(1939,calledDaybreakin85theUnitedStates)wassuchasuccessthatitwasremadeinHollywoodin1947asTheLongNight.Finally,don’tunderestimatetheinfluenceCitizenKanehadonanyonewhoseartandcraftwas90cinematography.Thefilmwasaboxofficeflop,butfilmmakerswereabsorbedbyit.Alandmarkinsomuch,Kaneisaturningpointintheopeningupofanoir Equally,don’tforgetthatfromthefortiesonward,LosAngeleswasmuchbesetbypsycho ysis,andthegrowing

inlectualinterestinguilt,depression,andnightmare.Don’teliminatetheimpact,thememory,orthemerethoughtofawar’sdamage.Iwanttostresshowdeeplynoirimpulseslayinthecommonimagination—thatoftheaudienceaswellasthefilmmakers.MildredPierce,forinstance—whichappearedin1945whenmanyAmericanwomenwererunningbusinessesoftheirownjusttosurvivewhilethemenwereawayatwar—sighsandseemstosay,“Itdoesn’tmakeanydifference,whybother,forthereissomethingmaligninhumannatureorluckthatwillundermineenterpriseandhope.”Ofcourse,noteveryfilmwassobleak.LookinsteadatDavidSelznick’sverybeautifulandtouchingSinceYouWentAway,whichisallaboutClaudetteColbert,JenniferJones,andShirleyTemple2cointheabsenceofmen.That,too,lookslikeafilmnoir.Butthemoodisentirelythatofinnocent,ardent,flawlesshope,andassurancethatwhenthewarendseverythingwillreverttocalmandorder.1Inthe1940’s,afilmshowingwouldtypicallyincludealonger,moreexpensively-producedfilm(an“Afilm”)andashorter,less-expensivelyproducedfilm(a“Bfilm”)—inotherwords,a“doublebill.”2FilmactresseswhowerepopularduringtheInlines1through4ofPassage1,theauthorsuggeststhat“fi nowcalledfilmnoirbycritics”werenotclassifiedasfilmnoirwhenfirstwerereminiscentofearlierEuropeanwereupliftinginmoodandwereintendedtocontrastwith oftheweredislikedbymanyFrenchfilmItcan