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What should you think about in trying to find your career? You are probably better at someschool subjects than others．These may show strengths that you can use in your work．A boy who isgood at mathematics can use that in an engineering career．A girl who spells well and likes Englishmay be good at office work．So it is important to know the subjects you do well in at school．On theother hand, you may not have any specially strong or weak subjects but your records show a generalsatisfactory standard．Although not all subjects can be used directly in a job, they may have indirect value．A knowledge of history is not required for most jobs but if history is one of your goodsubjects you will have learned to remember facts and details．This is an ability that can be usefulin many jobs．
Your school may have taught you skills, such as typing or technical drawing, which you canuse in your work．You may be good at metal work or cookery and look for a job where you can improve these skills．
If you have had a part-time job on Saturdays or in the summer, think what you gained from it．If nothing else, you may have learned how to get to work on time, to follow instructions and to geton with older workers．You may have learned to give correct change in a shop, for example．Just asimportant, you may become interested in a particular industry or career you see from the inside in apart-time job．Facing your weak points is also part of knowing yourself．You may be all thumbswhen you handle tools; perhaps you are a poor speller or cannot add up a column of figures．It isbitter to face any weaknesses than to pretend they do not exist．Your school record, for instance,may not be too good, yet it is an important part of your background．You should not be apologeticabout it but instead recognize that you will have a chance of a fresh start at work．
Which of the following best sums up the first paragraph? A．The importance of doing well at school．
B．Using school performance to help to choose a career．
C．The importance of being good at all subjects．
D．The indirect value of schoolwork．
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