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Anne Whitney, a sophomore at Colorado State University, first had a problem taking tests when

she began college. "I was always well prepared for my tests. Sometimes I studied for weeks before

a test. Yet I would go in to take the test, only to find I could not answer the questions correctly. I would

blank out because of nervousness and fear. I couldn't think of the answer. My low grades on the tests

did not show what I knew to the teacher." Another student in microbiology had similar experiences. He

said, "My first chemistry test was very difficult. Then, on the second test, I sat down to take it, but I was

so nervous that I was shaking. My hands were moving up and down so quickly that it was hard to hold

my pencil. I knew the material and I knew the answers. Yet I couldn't even write them down!"

These two young students were experiencing something called test anxiety. Because a student worries

and he is uneasy about a test, his or her mind does not work as well as it usually does. The student can't

write or think clearly because of the extreme tension and nervousness. Although poor grades are often

a result of poor study habits, sometimes test anxiety causes the low grades. Recently, test anxiety has

been recognized as a real problem, not just an excuse or a false explanation of lazy students.

Special university counseling courses try to help students. In these courses, counselors try to help

students by teaching them how to manage test anxiety. At some universities, students take tests to

measure their anxiety. If the tests show their anxiety is high, the students can take short courses to help

them deal with their tension. These courses teach students how to relax their bodies. Students are trained

to become calm in very tense situations. By controlling their nervousness, they can let their minds work

at ease. Learned information then comes out without difficulty on a test.

An expert at the University of California explains. "With almost all students, relaxation and less stress

are felt after taking our program. Most of them experience better control during their tests. Almost all

have some improvement. With some, the improvement is very great."

1. To "blank out" in the first paragraph is probably______.

A. to be like a blanket

B. to be unsure of an answer

C. to show wrong knowledge to the teacher

D. to be unable to think clearly

2. Poor grades are usually the result of _______.

A. poor hygienic habits

B. laziness

C. lack of sleep

D. inability to form good study habits

3. To deal with this problem, students say they want to ______.

A. take a short course on anxiety

B. read about anxiety and know how to deal with it

C. be able to manage or understand their anxiety

D. take tests to prove they are not anxious

4. What can be inferred from the passage?

A. all students could overcome the anxiety after taking a special test anxiety  program

B. most of the students felt relaxed after taking a University of California counseling course

C. students found it difficult to improve even if they had taken a special test anxiety course