How to Report Bugs Effectively
How to Report Bugs Effectively
Tatham, professional and free-software programmer
Anybody who has written software for public use will probably have
received at least one bad bug report. Reports that say nothing ("It
doesn't work!"); report reports that don't
giv reports that give wrong
information. Reports of problems that turn
reports of problems that turn out to be the fault of somebody else's
reports of problems that turn out to be network failures.
There's a reason why technical support is seen as a horrible job to
be in, and that reason is bad bug reports. However, not all bug
reports are unpleasant: I maintain free software, when I'm not
earning my living, and sometimes I receive wonderfully clear,
helpful, informative bug reports.
In this essay I'll try to state clearly what makes a good bug
report. Ideally I would like everybody in the world to read this
essay before reporting any bugs to anybody. Certainly I would like
everybody who reports bugs to me to have read it.
In a nutshell, the aim of a bug report is to enable the programmer
to see the program failing in front of them. You can either show
them in person, or give them careful and detailed instructions on
how to make it fail. If they can make it fail, they will try to
gather extra information until they know the cause. If they can't
make it fail, they will have to ask you to gather that information
In bug reports, try to make very clear what are actual facts ("I was
at the computer and this happened") and what are speculations ("I
think the problem might be this"). Leave out speculations
if you want to, but don't leave out facts.
When you report a bug, you are doing so because you want the bug
fixed. There is no point in swearing at the programmer or being
deliberately unhelpful: it may be their fault and your problem, and
you might be right to be angry with them, but the bug will get fixed
faster if you help them by supplying all the information they need.
Remember also that if the program is free, then the author is
providing it out of kindness, so if too many people are rude to them
then they may stop feeling kind.
Give the programmer some credit for basic intelligence: if the
program really didn't work at all, they would probably have noticed.
Since they haven't noticed, it must be working for them. Therefore,
either you are doing something differently from them, or your
environment is different from theirs. T
providing this information is the purpose of a bug report. More
information is almost always better than less.
Many programs, particularly free ones, publish their list of known
bugs. If you can find a list of known bugs, it's worth reading it to
see if the bug you've just found is already known or not. If it's
already known, it probably isn't worth reporting again, but if you
think you have more information than the report in the bug list, you
might want to contact the programmer anyway. They might be able to
fix the bug more easily if you can give them information they didn't
already have.
This essay is full of guidelines. None of them is an absolute rule.
Particular programmers have particular ways they like bugs to be
reported. If the program comes with its own set of bug-reporting
guidelines, read them. If the guidelines that come with the program
contradict the guidelines in this essay, follow the ones that come
with the program!
If you are not reporting a bug but just asking for help using the
program, you should state where you have already looked for the
answer to your question. ("I looked in chapter 4 and section 5.2 but
couldn't find anything that told me if this is possible.") This will
let the programmer know where people will expect to find the answer,
so they can make the documentation easier to use.
One of the very best ways you can report a bug is by showing it to
the programmer. Stand them in front of your computer, fire up their
software, and demonstrate the thing that goes wrong. Let them watch
you start the machine, watch you run the software, watch how you
interact with the software, and watch what the software does in
response to your inputs.
They know that software like the back of their hand. They know which
parts they trust, and they know which parts are likely to have
faults. They know intuitively what to watch for. By the time the
software does something obviously wrong, they may well have already
noticed something subtly wrong earlier which might give
them a clue. They can observe everything the computer does during
the test run, and they can pick out the important bits for
themselves.
This may not be enough. They may decide they need more information,
and ask you to show them the same thing again. They may ask you to
talk them through the procedure, so that they can reproduce the bug
for themselves as many times as they want. They might try varying
the procedure a few times, to see whether the problem occurs in only
one case or in a family of related cases. If you're unlucky, they
may need to sit down for a couple of hours with a set of
development tools and really start investigating. But the
most important thing is to have the programmer looking at the
computer when it goes wrong. Once they can see the problem
happening, they can usually take it from there and start trying to
This is the era of the Internet. This is the era of worldwide
communication. This is the era in which I can send my software to
somebody in Russia at the touch of a button, and he can send me
comments about it just as easily. But if he has a problem with my
program, he can't have me standing in front of it while it
fails. "Show me" is good when you can, but often you can't.
If you have to report a bug to a programmer who can't be present in
person, the aim of the exercise is to enable them to
reproduce the problem. You want the programmer to run their
own copy of the program, do the same things to it, and make it fail
in the same way. When they can see the problem happening in front of
their eyes, then they can deal with it.
So tell them exactly what you did. If it's a graphical program, tell
them which buttons you pressed and what order you pressed them in.
If it's a program you run by typing a command, show them precisely
what command you typed. Wherever possible, you should provide a
verbatim transcript of the session, showing what commands you typed
and what the computer output in response.
Give the programmer all the input you can think of. If the program
reads from a file, you will probably need to send a copy of the
file. If the program talks to another computer over a network, you
probably can't send a copy of that computer, but you can at least
say what kind of computer it is, and (if you can) what software is
running on it.
If you give the programmer a long list of inputs and actions, and
they fire up their own copy of the program and nothing goes wrong,
then you haven't given them enough information. Possibly the fault
doesn't show
your system and theirs may differ
in some way. Possibly you have misunderstood what the program is
supposed to do, and you are both looking at exactly the same display
but you think it's wrong and they know it's right.
So also describe what happened. Tell them exactly what you saw. Tell
them why you think w better still, tell them
exactly what you expected to see. If you say "and then it went
wrong", you have left out some very important information.
If you saw error messages then tell the programmer, carefully and
precisely, what they were. They are important! At this
stage, the programmer is not trying to fix the problem: they're just
trying to find it. They need to know what has gone wrong, and those
error messages are the computer's best effort to tell you that.
Write the errors down if you have no other easy way to remember
them, but it's not worth reporting that the program generated an
error unless you can also report what the error message was.
In particular, if the error message has numbers in it, do
let the programmer have those numbers. Just because you can't see
any meaning in them doesn't mean there isn't any. Numbers contain
all kinds of information that can be read by programmers, and they
are likely to contain vital clues. Numbers in error messages are
there because the computer is too confused to report the error in
words, but is doing the best it can to get the important information
to you somehow.
At this stage, the programmer is effectively doing detective work.
They don't know what's happened, and they can't get close enough to
watch it happening for themselves, so they are searching for clues
that might give it away. Error messages, incomprehensible strings of
numbers, and even unexplained delays are all just as important as
fingerprints at the scene of a crime. Keep them!
If you are using Unix, the program may have produced a core dump.
Core dumps are a particularly good source of clues, so don't throw
them away. On the other hand, most programmers don't like to receive
huge core files by e-mail without warning, so ask before mailing one
to anybody. Also, be aware that the core file contains a record of
the complete state of the program: any "secrets" involved (maybe the
program was handling a personal message, or dealing with
confidential data) may be contained in the core file.
There are a lot of things you might do when an error or bug comes
up. Many of them make the problem worse. A friend of mine at school
deleted all her Word documents by mistake, and before calling in any
expert help, she tried reinstalling Word, and then she tried running
Defrag. Neither of these helped recover her files, and between them
they scrambled her disk to the extent that no Undelete program in
the world would have been able to recover anything. If she'd only
left it alone, she might have had a chance.
Users like this are like a mongoose backed into a corner: with its
back to the wall and seeing certain death staring it in the face, it
attacks frantically, because doing something has to be better than
doing nothing. This is not well adapted to the type of problems
computers produce.
Instead of being a mongoose, be an antelope. When an antelope is
confronted with something unexpected or frightening, it freezes. It
stays absolutely still and tries not to attract any attention, while
it stops and thinks and works out the best thing to do. (If
antelopes had a technical support line, it would be telephoning it
at this point.) Then, once it has decided what the safest thing to
do is, it does it.
When something goes wrong, immediately stop doing anything.
Don't touch any buttons at all. Look at the screen and notice
everything out of the ordinary, and remember it or write it down.
Then perhaps start cautiously pressing "OK" or "Cancel", whichever
seems safest. Try to develop a reflex reaction - if a computer does
anything unexpected, freeze.
If you manage to get out of the problem, whether by closing down the
affected program or by rebooting the computer, a good thing to do is
to try to make it happen again. Programmers like problems that they
can reproduce more than once. Happy programmers fix bugs faster and
more efficiently.
It isn't only non-programmers who produce bad bug reports. Some of
the worst bug reports I've ever seen come from programmers, and even
from good programmers.
I worked with another programmer once, who kept finding bugs in his
own code and trying to fix them. Every so often he'd hit a bug he
couldn't solve, and he'd call me over to help. "What's gone wrong?"
I'd ask. He would reply by telling me his current opinion of what
needed to be fixed.
This worked fine when his current opinion was right. It meant he'd
already done half the work and we were able to finish the job
together. It was efficient and useful.
But quite often he was wrong. We would work for some time trying to
figure out why some particular part of the program was producing
incorrect data, and eventually we would discover that it wasn't,
that we'd been investigating a perfectly good piece of code for half
an hour, and that the actual problem was somewhere else.
I'm sure he wouldn't do that to a doctor. "Doctor, I need a
prescription for Hydroyoyodyne." People know not to say that to a
doctor: you describe the symptoms, the actual discomforts and aches
and pains and rashes and fevers, and you let the doctor do the
diagnosis of what the problem is and what to do about it. Otherwise
the doctor dismisses you as a hypochondriac or crackpot, and quite
rightly so.
It's the same with programmers. Providing your own diagnosis might
be helpful sometimes, but always state the symptoms. The diagnosis
is an optional extra, and not an alternative to giving the symptoms.
Equally, sending a modification to the code to fix the problem is a
useful addition to a bug report but not an adequate substitute for
If a programmer asks you for extra information, don't make it up!
Somebody reported a bug to me once, and I asked him to try a command
that I knew wouldn't work. The reason I asked him to try it was that
I wanted to know which of two different error messages it would
give. Knowing which error message came back would give a vital clue.
But he didn't actually try it - he just mailed me back and said "No,
that won't work". It took me some time to persuade him to try it for
Using your intelligence to help the programmer is fine. Even if your
deductions are wrong, the programmer should be grateful that you at
least tried to make their life easier. But report the
symptoms as well, or you may well make their life much more
difficult instead.
Say "intermittent fault" to any programmer and watch their face
fall. The easy problems are the ones where performing a simple
sequence of actions will cause the failure to occur. The programmer
can then repeat those actions under closely observed test conditions
and watch what happens in great detail. Too many problems simply
don't work that way: there will be programs that fail once a week,
or fail once in a blue moon, or never fail when you try them in
front of the programmer but always fail when you have a deadline
coming up.
Most intermittent faults are not truly intermittent. Most of them
have some logic somewhere. Some might occur when the machine is
running out of memory, some might occur when another program tries
to modify a critical file at the wrong moment, and some might occur
only in the first half of every hour! (I've actually seen one of
Also, if you can reproduce the bug but the programmer can't, it
could very well be that their computer and your computer are
different in some way and this difference is causing the problem. I
had a program once whose window curled up into a little ball in the
top left corner of the screen, and sat there and sulked.
But it only did it on 800x600 it was fine on my
The programmer will want to know anything you can find out about the
problem. Try it on another machine, perhaps. Try it twice or three
times and see how often it fails. If it goes wrong when you're doing
serious work but not when you're trying to demonstrate it, it might
be long running times or large files that make it fall over. Try to
remember as much detail as you can about what you were doing to it
when it did fall over, and if you see any patterns, mention them.
Anything you can provide has to be some help. Even if it's only
probabilistic (such as "it tends to crash more often when Emacs is
running"), it might not provide direct clues to the cause of the
problem, but it might help the programmer reproduce it.
Most importantly, the programmer will want to be sure of whether
they're dealing with a true intermittent fault or a machine-specific
fault. They will want to know lots of details about your computer,
so they can work out how it differs from theirs. A lot of these
details will depend on the particular program, but one thing you
should definitely be ready to provide is version numbers. The
version number of the program itself, and the version number of the
operating system, and probably the version numbers of any other
programs that are involved in the problem.
Writing clearly is essential in a bug report. If the programmer
can't tell what you meant, you might as well not have said anything.
I get bug reports from all around the world. Many of them are from
non-native English speakers, and a lot of those apologise for their
poor English. In general, the bug reports with apologies for their
poor English are actually very clear and useful. All the most
unclear reports come from native English speakers who assume that I
will understand them even if they don't make any effort to be clear
or precise.
Be specific. If you can do the same thing two different
ways, state which one you used. "I selected Load" might mean "I
clicked on Load" or "I pressed Alt-L". Say which you did. Sometimes
it matters.
Be verbose. Give more information rather than less. If you
say too much, the programmer can ignore some of it. If you say too
little, they have to come back and ask more questions. One bug
report I received w every time I asked for more
information, the reporter would reply with another single sentence.
It took me several weeks to get a useful amount of information,
because it turned up one short sentence at a time.
Be careful of pronouns. Don't use words like "it", or
references like "the window", when it's unclear what they mean.
Consider this: "I started FooApp. It put up a warning window. I
tried to close it and it crashed." It isn't clear what the user
tried to close. Did they try to close the warning window, or the
whole of FooApp? It makes a difference. Instead, you could say "I
started FooApp, which put up a warning window. I tried to close the
warning window, and FooApp crashed." This is longer and more
repetitive, but also clearer and less easy to misunderstand.
Read what you wrote. Read the report back to yourself, and
see if you think it's clear. If you have listed a sequence
of actions which should produce the failure, try following them
yourself, to see if you missed a step.
The first aim of a bug report is to let the programmer see the
failure with their own eyes. If you can't be with them to make it
fail in front of them, give them detailed instructions so that they
can make it fail for themselves.
In case the first aim doesn't succeed, and the programmer
can't see it failing themselves, the second aim of a bug
report is to describe what went wrong. Describe everything in
detail. State what you saw, and also state what you expected to see.
Write down the error messages, especially if they have
numbers in.
When your computer does something unexpected, freeze. Do
nothing until you're calm, and don't do anything that you think
might be dangerous.
By all means try to diagnose the fault yourself if you think you
can, but if you do, you should still report the symptoms as well.
Be ready to provide extra information if the programmer needs it. If
they didn't need it, they wouldn't be asking for it. They aren't
being deliberately awkward. Have version numbers at your fingertips,
because they will probably be needed.
Write clearly. Say what you mean, and make sure it can't be
misinterpreted.
Above all, be precise. Programmers like precision.
Disclaimer: I've never actually seen a mongoose or an
antelope. My zoology may be inaccurate.
Copyright & 1999 Simon Tatham.
This document is
You may copy and use the text under the terms of the
This article is not specific to any particular program.
If you have reached this page by following a link from the website
for a particular program, DO NOT send bug reports for that program
to me. Instead, return to the page you came from to find out where
to report bugs in the program.
If you have comments or criticism about this article
itself, please send them to答案：1．B;2．A;3．C;4．C;5．A;
请在这里输入关键词：
科目：高中英语
来源：2009年高考英语(北京卷)
How Room Designs Affect Our Work and Feeling
　　Architects have long had the feeling that the place we live in can affect our thoughts, feeling and behaviors．But now scientists are giving this feeling an empirical(经验的，实证的)basis．They are discovering how to design spaces that promote creativity, keep people focused, and lead to relaxation．
　　Researches show that aspects of the physical environment can influence creativity．In 2009, Joan Meyers-Levy at the University of Minnesota, reported that the height of a room’s ceiling affects how people think．Her research indicates that higher ceilings encourage people to think more freely, which may lead them to make more abstract connections．Low ceilings, on the other hand, may inspire a more detailed outlook．
　　In addition to ceiling height, the view afforded by a building may influence an occupant’s ability to concentrate．Nancy Wells and her colleagues at Cornell University result of a family move made the most gains on a standard test of attention．
　　Using nature to improve focus of attention ought to pay off academically, and it seems to, according to a study led by C．Kenneth Tanner, head of the School Design & Planning Laboratory at the University of Georgia．Tanner and his team found that higher scores on tests of vocabulary, language arts and maths than did students whose classrooms primarily overlooked roads and parking lots．
　　Recent study on room lighting design suggests that dim(暗淡的)light helps people to loosen up．If that is true generally, keeping the light low during dinner, or at parties could increase relaxation．Researchers of Harvard Medical School also discovered that furniture with rounded edges could help visitors relax．
　　So far scientists have focused mainly on public buildings．“We have a very limited number of studies, so we are almost looking at the problem through a straw(吸管)”architect David A“How do you take answers to very specific questions and make broad, generalize use of them?”That is what we are all struggling with”
What does Joan Meyers-Levy focus on in her research?
Ceilings．
The passage tells us that ________．
the shape of furniture may affect people’s feelings
lower ceilings may help improve students’creativity
children in a dim classroom may improve their grades
students in rooms with unblocked views may feel relaxed
The underlined sentence in the last paragraph probably mean that ________．
the problem is not approached step by step
the researches so far have faults in themselves
the problem is too difficult for researchers to detect
research in this area is not enough to make generalized pattems
Which of the following shows the organization of the passage?________
科目：高中英语
来源：广西省桂林中学2012届高三10月月考英语试题
A pupil who prefers not to spend any money can go for ________．
the cruise
story time
the school choir
the guitar lessons
Who will conduct the guitar lessons?
The band instructor．
The choir mistress．
An invited guest．
Mr．Stephen Keene．
To go for the cruise, pupils need to ________．
be Geography Club members
know how to swim
have some form filled
If a pupil is going away for the holidays with his/her family from June 1 to June 7, he/she can still go for ________．
the cruise
story time
the school band
the guitar lessons
科目：高中英语
来源：湖南省高考真题
题型：阅读理解
阅读理解。&&&& A wise teacher once told me that every teenager needs to experience a not-so-fun first job from working at a grocery store to the fast food industry.&&&& Now I still remember my first day at a fast food restaurant three years ago. I wanted to save up money and buy my own car, so I applied everywhere I could that summer. The restaurant called me right away and I thought to myself, this is going to be easy. Within four hours of my first shift (轮班), I had angry customers who complained how slow I was. I watched in fear as a kid spilled his milk everywhere, and I heard the words that no 16-year-old boy or anyone for that matter wants to hear:"Mike, there's a problem in the men's bathroom and you might want gloves for this one." I realized right away that working at the restaurant was not going to be a picnic. The manager expected a clean environment and, particularly, fast service with a friendly smile. &&&& Over three years later I still work at that restaurant whenever I go home during vacations. I love my co-workers there and all the customers know who I am. Every morning the same senior citizens come in and get their morning coffees. They chat with us workers and joke around. Our smiles have just as much to do with them making us a part of their everyday lives as the coffee does.&&&& From my first job at the restaurant, I learned teamwork and devotion. I also learned staying positive no matter how rough things seem to get. I will forever carry the experience that I gained at the restaurant with me as I go forward in my life.1. Why did the author apply everywhere that summer? (No more than 12 words)&&(2 marks)&& __________________________________________________________________________2. What did the manager particularly expect the workers to do? (No more than 14 words)&&(3 marks)& ________________________________________________________________________3. Why does the author still work at the restaurant during vacations? (No more than 13 words)&&(2 marks)&________________________________________________________________________4. What did the author learn from his first job? (No more than 13 words)&&(3 marks)____________________________________________________________________________
科目：高中英语
来源：同步题
题型：阅读理解
阅读理解&&&&& How do you repair a broken friendship?I'll give you several tips below.&&&&& To begin with,a real friend is a treasure (财富)．You don't throw a friend away because your feelings got hurt or you are unwilling to discuss a misunderstanding.Don't let senselss things destroy your friendship.To me,if it's worth the fight,it is worth the sacrifice (牺牲)．If you can't sacrifice to keep the friendship,then maybe it isn't true friendship.&&&&& Be willing to apologize even if the problem isn't your fault.The friendship is larger than who is at fault.If you can heal the friendship with an apology,then do so.Don't wait for your friends to realize how wrong they are,or even to admit their share of guilt.Go to them.Make the first move.Raise the white flag first.However you want to look at it,be willing to do what it may take to heal the relationship.Many friendships stay wounded or destroyed because both waited for the other to make the first move and neither did.&&&&& Remind each other that the friendship is more important.A simple reminder of how special the friendship is will go a long way to soften a hard heart.Be willing to take the higher ground.I have a policy in my marriage that if there is a disagreement in values,we always take the higher one.If you can't come up to your friend's level,you will begin to estrange him.I feel that the friendship is more important than my personal position.The higher ground is always safer anyway.&&&& When repairing a friendship you must remember that together you can complete much more than either can separately.A friendship is full of synergy (协同作用)．1．According to the passage,in order to keep true friendship,________.A．you should always please your friendB．you need to make sacrifices sometimesC．you need to do more for your friendD．you shouldn't have disagreement with your friend2．What should you do if you know it's your friend's fault and you want to repair the friendship according to paragraph 3?A．Apologize to him.B．Criticize him first.C．Ask others to tell him.D．Point it out to him reasonably.3．What can we learn from the passage?A．Few people can get a real friendship.B．Distance can easily break a friendship.C．Wait long enough for both of you to calm down after misunderstanding.D．The author advises reminding the importance of the friendship when it is broken.4．We can infer from this passage that ________.A．the author usually gives in to his wifeB．the author has a bad marriageC．it's impossible for a friendship to last very longD．it is easier for two to repair a friendship5．The passage is mainly about ________.A．how to apologize to your friendB．how to make friends with othersC．tips on repairing a broken friendshipD．ways to create a treasure with friends6．用30词左右概括文章大意_______________________________________________________&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&& _______________________________________________________&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&& ______________________________________________________&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&& &&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&& ______________________________________________________________________________________________________________&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&& ______________________________________________________&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&& _
科目：高中英语
来源：安徽省期中题
题型：完形填空
阅读理解。
&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&& (A)Dear Abby,&&&&&&& In a recent column, a lady wrote to say that one of her guests at a dinner party had stolen a fork. She did not know how to&&&1&& it.&&&&&&& I was not that guest, but over the last ten years I have&&&2&& three things from where I have been a guest. Abby, I cannot understand&&&3&& I took these things! I have thought over as to how I can give these things&&&4&&!&&&&&&& I cannot do it openly and&&&5&& that I took them. This is a small town, and I am well known here. If just one of these people&&&6&& about it, I would be finished.&&&&&&& Abby, what is wrong with me? They are&&&7&& unimportant things. I considered seeing an &&__8&& fora long time, but should I be&&&9&& going to an expert, it would be known in the entire town&&&10&&. I am surethousands of people like me wish to have the courage to return &&__11&& does not belong to themselves. Should I just wait until it is&&&12&&, and then find a good chance to&&&13&& the things in the mailboxes of their right&&&14&&?&&&&&&& Help me! I’m eagerly looking forward to your reply!&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&A Guilty Conscience&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&& (B)Dear Guilty Conscience,&&&&&&& Yes. It will make you feel&&&15&& to tell your story, but it will not solve your problem. You need to&&&16&& help to find out why you took those things so you won’t&&&17& this kind of behavior. See an expert in&&&18&& town or city nearby to protect your&&&19&&. He/She will give you much help.&&&&&&& Please&&&20&& my advice, and let me hear from you again. I care.&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&& Abby
(&&&& )1.A. get(&&&& )2.A. made(&&&& )3.A. when(&&&& )4.A. out(&&&& )5.A. remember(&&&& )6.A. talked (&&&& )7.A. hardly(&&&& )8.A. editor(&&&& )9.A. avoided(&&&& )10.A. in no time(&&&& )11.A. which(&&&& )12.A. dark(&&&& )13.A. research(&&&& )14.A. owners (&&&& )15.A. worse (&&&& )16.A. provide(&&&& )17.A. realize (&&&& )18.A. other(&&&& )19.A. story (&&&& )20.A. follow
B. coverB. takenB. howB. backB. unders tandB. worriedB. reallyB. officialB. understoodB. at one timeB. thatB. dawnB. bringB. relativesB. goodB. seek B. continueB. the otherB. clue B. offer
C. recoverC. borrowedC. whereC. off&&C. admitC. quarreledC. latelyC.&&expertC. seen&&C. ahead of timeC. as&&&&C. brokenC. put&&C. parents C. bad &&C. supply C. stop C. others C. privacy C. refuse
D. discoverD. delivered&D. why&D. awayD. forget&D. imagined&D. shortlyD. artist&&D. allowed&D. for the time being D. what&&D. gone&D. carry&&D. friends&D. better&D. enjoy&&D. mention&D. another&D. article&D. send&&&&&&&&&&&&&&
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