What i talk about when i talk about reading

關於閱讀的，我說的其實是...
說到閱讀，我是十分十分喜歡的。可能這是孤獨的興趣，（傍人眼中應該是吧！）有時別人會問為什麼是閱讀呢？ 閱讀有什麼吸引，呆呆的一個人座着，搞自閉嗎？以前會這樣答：讀書是十分化算，區區數小時，就可以獲得別人濾積一生的經驗與智慧，仿如自己經歷一般。換句說，花數小時，就獲得作者數十年同等的時間，以時間投資時間，除了閱讀，還有什麼？但是現在，我只會微笑。閱讀過的朋友，自然心拎神會，沒有閱讀過的，不必堆砌功利的理由使他們明白。喜歡就只是純粹的喜歡，不需要理由。亦只有沒有理由，才能一直喜歡下去。（這算是一種理由嗎？）若喜歡是有理由的話，在萬千紛擾的世界，難保有朝構成理由的條件不再，就沒法喜歡了。
但與其說閱讀是興趣，不如說是習慣比較恰當。如果工作或其他瑣事繁忙沒法閱讀的話，心中總會有荒涼的感覺。（遇上不如意的事時，也有同樣的感受。）在那些不可好好看書的日子，就連一篇短文章，兩篇散文也看得津津有味，深刻明白"精神"是要"進食"。不過興趣和習慣是相輔相成吧！對於有興趣的事，養成習慣應該自然。而把習慣的事成為興趣，也看似理所當然。（是嗎？）
說起來，自己喜歡閱讀已有十八年。高中預科和大學時曾經停頓過，至於為什麼，還是另外再講。雖然媽很早就已經帶我去圖書館，但第一次覺得有趣，就是找到"漢聲小百科"總共十二大本的叢書。（一直都打算再看一次）這套書的篇排是每月一本，每日兩版，分別介紹很多不同的題材，事隔二十年，我還記得在每一日之下，有一小段"當年今日"。自始以後，每一個月都去借一本，一年來便慢慢養成習慣，而因為書本實在有趣很多，所以也漸漸減少看電視的時間，多看幾本書。這算是由興趣到習慣的例子。
小時候十分頑劣，媽又是個淋善的人，在媽（和我）無可奈何之下，唯有把我送往芳姨那裏寄養。芳姨雖是個嚴格和精明的人，但亦是個細心的人。她知道我習慣去圖書，便帶我去附近"童軍之友社"裏的圖書館。在裡面有一個矮櫃，放着一套有關自然生態叢書。有蟲，有蝶, 有植物, 動物. 內容是什麼已記不起了. 留下大自然奇妙,變化萬千的感覺. 是一套很好的叢書. 在那裡, 第一次借小說. 金庸的厚厚倚天屠龍記. 漂亮的名字.

TOEFL result

Test	Test Date	Reading	Listening	Speaking	Writing	Total
TELXML	October 25, 2009	24	27	22	25	98

Reading Skills	Level	Your Performance
Reading	High(22-30)	Test takers who receive a score at the HIGH level, as you did, typically understand academic texts in English that require a wide range of reading abilities regardless of the difficulty of the texts. Test takers who score at the HIGH level, typically have a very good command of academic vocabulary and grammatical structure; can understand and connect information, make appropriate inferences, and synthesize ideas, even when the text is conceptually dense and the language is complex; can recognize the expository organization of a text and the role that specific information serves within the larger text, even when the text is conceptually dense; and can abstract major ideas from a text, even when the text is conceptually dense and contains complex language.
Listening Skills	Level	Your Performance
Listening	High(22-30)	Test takers who receive a score at the HIGH level, as you did, typically understand conversations and lectures in English that present a wide range of listening demands. These demands can include difficult vocabulary (uncommon terms, or colloquial or figurative language), complex grammatical structures, abstract or complex ideas, and/or making sense of unexpected or seemingly contradictory information. When listening to lectures and conversations like these, test takers at the HIGH level typically can understand main ideas and important details, whether they are stated or implied; distinguish more important ideas from less important ones; understand how information is being used (for example, to provide evidence for a claim or describe a step in a complex process); recognize how pieces of information are connected (for example, in a cause-and-effect relationship); understand many different ways that speakers use language for purposes other than to give information (for example, to emphasize a point, express agreement or disagreement, or convey intentions indirectly); and synthesize information, even when it is not presented in sequence, and make correct inferences on the basis of that information.
Speaking Skills	Level	Your Performance
Speaking about familiar topics	Fair(2.5 - 3.0)	Your responses indicate you are able to speak in English about your personal experiences and opinions in a mostly clear and coherent manner. Your speech is mostly clear with only occasional errors. Grammar and vocabulary are somewhat limited and include some errors. At times, the limitations prevent you from elaborating fully on your ideas, but they do not seriously interfere with overall communication.
Speaking about campus situations	Fair(2.5 - 3.0)	Your responses demonstrate an ability to speak in English about reading material and experiences typically encountered by university students. You are able to convey relevant information about conversations, newspaper articles, and campus bulletins; however, some details are missing or inaccurate. Limitations of grammar, vocabulary, and pronunciation at times cause difficulty for the listener. However, they do not seriously interfere with overall communication.
Speaking about academic course content	Fair(2.5 - 3.0)	Your responses demonstrate that you are able to speak in English about academic reading and lecture material, with only minor communication problems. For the most part, your speech is clear and easy to understand. However, some problems with pronunciation and intonation may occasionally cause difficulty for the listener. Your use of grammar and vocabulary is adequate to talk about the topics, but some ideas are not fully developed or are inaccurate.
Writing Skills	Level	Your Performance
Writing based on reading and listening	Good(4.0 - 5.0)	You responded well to the task, relating the lecture to the reading. Weaknesses, if you have any, might have to do with slight imprecision in your summary of some of the main points and/or use of English that is occasionally ungrammatical or unclear.
Writing based on knowledge and experience	Good(4.0 - 5.0)	You responded with a well-organized and developed essay. Weaknesses, if you have any, might have to do with use of English that is occasionally ungrammatical, unclear, or unidiomatic and/or elaboration of ideas or connection of ideas that could have been stronger.