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[2023·石家庄市高三教学质量检测]I stood in front of my entire lab and told them I had made zero progress in the last year. At the graduate program's annual presentation, highlighting students' successes, Michelle and I were taking a different approach and sharing our most painful failures. The audience sat in silence, apparently shocked. But we weren't ashamed. Quite the opposite—we were proud to be sharing our full selves and building a foundation for relationships.
Setbacks are an unavoidable part of graduate school, but too often we try to hide them. By sharing our whole selves, including our failures, we went on to build a deep, meaningful relationship. And we wanted others to experience that openness and support.
We began the workshop by presenting our stories onstage. Then we invited the participants to turn to one another and share their own significant failures. An awkward silence followed, as we had expected, but it only lasted a few seconds. Soon the students jumped into engaged and enthusiastic conversation. Students even formed larger groups as they realized how many of their colleagues shared the exact struggles they did. Even after the session ended, whispered conversations continued until the next speaker took the stage.
From that point forward, every presentation included some mention of the failures that led to the results. It reminded us that behind every impressive result is a person who is just trying his best. Since the workshop, we have noticed a sustained change in our classmates. The answers to questions like “How are you doing？” are more sincere and less perfunctory,__and several students have mentioned they feel closer to their classmates.
It's hard to relate to someone when all you know about them is their accomplishments. Talking about failure normalizes it and proves it's nothing to be ashamed of.
1．What do most graduate school students emphasize in their presentation?
A．Their complaints. B．Their achievements.
C．Their failures. D．Their experiments.
2．How does sharing failures benefit students?
A．It stops them from feeling ashamed.
B．It contributes to their school courses.
C．It helps them bond with their classmates.
D．It reduces their fear of presentation.
3．What does the underlined word “perfunctory” in Paragraph 4 refer to?
A．Rude. B．Casual.
C．Detailed. D．Direct
4．What can we know about the participants?
A．They were active for most of the workshop.
B．They kept silent all through the workshop.
C．They whispered softly during others' speech.
D．They felt shocked by others' failures.
