中共中央党校2018年博士研究生招生英语题型调整说明

　　A. His varied course of study would in every case have driven him to a firsthand examination of the Bible as well as classical and patristic sources, and all his early writings display his instincts as a humanist scholar.

　　B. For preachers and biblical scholars, and the sixteenth century was unquestionably invigorating. It was also dangerous.

　　C. Factors contributing to this erruption are not difficult to identify, and Calvin’s career and character as a biblical interpreter would recapitulate most of them.

　　D. Scholarship itself, along with scholarly standards, kept pace. A mastery of Latin alone was no longer enough to make one a respectable scholar: Greek and Hebrew were also required, and the growing competence of sixteenth-century scholars nourished, in turn, keener critical skills.

　　E. Most European Christians would have claimed to take seriously the instructions of the Catholic Church regarding the way to salvation, but traditional Catholic teachings — along with the bulk of medieval exegesis and exegetical methods — were increasingly challenged by the rival views of Protestants and radicals, who typically appealed to Scripture as the only sufficient final authority.

　　Section C

　　Directions: In this section, there is a passage with 10 questions. After you have read the passage, answer the questions 26-35in Englishon the Answer Sheet.

　　The answer lies somewhere in the realm of ideology, in European attitudes not just toward defense spending but toward power itself. Important as the power gap has been in shaping the respective strategic cultures of the United States and Europe, if the disparity of military capabilities were the only problem, the solution would be fairly straightforward. With a highly educated and productive population of almost 400 million people and a $9 trillion economy, Europe today has the wealth and technological capability to make itself more of a world power in military terms if Europeans wanted to become that kind of world power. They could easily spend twice as much as they are currently spending on defense if they believed it necessary to do so. And closing the power gap between the United States and Europe would probably go some way toward closing the gap in strategic perceptions.

　　There is a cynical view current in American strategic circles that the Europeans simply enjoy the “free ride” they have gotten under the American security umbrella over the past six decades. Given America’s willingness to spend so much money protecting them, Europeans would rather spend their own money on social welfare programs, long vacations, and shorter workweeks. But there is more to the transatlantic gulf than a gap in military capabilities, and while Europe may be enjoying a free ride in terms of global security, there is more to Europe’s unwillingness to build up its military power than comfort with the present American guarantee. After all, the United States in the 19th century was the beneficiary of the British navy’s dominance of the Atlantic and the Caribbean. But that did not stop the United States from engaging in its own peacetime naval buildup in the 1880s and 1890s, a buildup that equipped it to launch and win the Spanish-American war, acquire the Philippines, and become a world power. Late-nineteenth-century Americans did not take comfort from their security; they were ambitious for more power.

　　Europeans today are not ambitious for power, and certainly not for military power. Europeans over the past half century have developed a genuinely different perspective on the role of power in international relations, a perspective that springs directly from their unique historical experience since the end of World War II. They have rejected the power politics that brought them such misery over the past century and more. This is a perspective on power that Americans do not and cannot share, inasmuch as the formative historical experiences on their side of the Atlantic have not been the same. Consider again the qualities that make up the European strategic culture: the emphasis on negotiation, diplomacy, and commercial ties, on international law over the use of force, on seduction over coercion, on multilateralism over unilateralism. It is true that these are not traditionally European approaches to international relations when viewed from a long historical perspective. But they are a product of more recent European history. The modern European strategic culture represents a conscious rejection of the European past, a rejection of the evils of European Machtpolitik.

　　Answer the following questions briefly according to what you have just read.

　　26. What might be the question raised prior to the first paragraph of the passage?

　　……

　　30.

　　III. Translation (20 points)

　　Directions: Put the underlined sentences into Chinese, and write your translation on the Answer Sheet.

　　The freedom of art is more than an ideal. If, despite the small chance ofsuccess, the profession of artist is so popular, it is because it offers the prospect of a labor that is apparently free of narrow specialization, allowing artists, like heroes in the movies, to endow work and life with their own meanings. Equally for the viewers of art, there is a corresponding freedom in appreciating the purposeless play of ideas and forms, not in slavishly attempting to divine artists’ intentions, but in allowing the work to elicit thoughts and sensations that connect with their own experiences. The wealthy buy themselves participation in this free zone through ownership and patronage, and they are buying something genuinely valuable; the state ensures that a wider public has at least the opportunity to breathe for a while the scent of freedom that works of art emit.

　　Yet there are reasons to wonder whether free trade and free art are as antithetical as they seem. Firstly, the economy of art closely reflects the economy of finance capital. In a recent analysis of the meaning of cultural dominance, Donald Sassoon explored patterns of import and export of novels, opera, and films in the nineteenth and twentieth centuries. Culturally dominant states have abundant local production that meets the demands of their home markets, importing little and successfully exporting much. In the nineteenth century, France and Britain were the dominant literary powers. The US is now by far the most dominant cultural state, exporting its products globally while importing very little. As Sassoon points out, this does not mean that everyone consumes American culture, just that most of the culture that circulates across national boundaries is American.

　　Sassoon rules fine art out of his account on the sensible grounds that it has no mass market.It is hard to read trade figures for signs of cultural dominance in a system that is thoroughly cosmopolitan, so that you may have a German collector buying through a British dealer the work of a Chinese artist resident in the US. We can, however, get an idea of the volume of trade in each nation, and, given the high proportion of international trade in the art market, this does give an indication of global hegemony. Here there are striking parallels with the distribution of financial power. It is hardly surprising that the US is dominant, accounting for a little less than a half of all global art sales; Europe accounts for much of the rest, with the UK taking as its share around a half of that.

　　IV. Composition (20points)

　　Directions: Write a composition of 250 words in about 40 minutes on the following topic.Remember to write in readable handwriting on the Answer Sheet.

　　As those of the post-1980 generation become the main breadwinners in China, China is facing the challenge of a rapidly aging population.

　　How will we be able to support our old people? Who should beresponsible for our old people?

　　Give reasons for your answer.

　　俄语

　　I.词汇与语法20题，20分

　　总词数500词左右;

　　II.阅读 30题， 40分

　　1. 多项选择题的阅读段落4段， 20 题， 20分， 2000词左右;

　　2. 阅读回答问题2段，10题，20分， 1200词左右;

　　III. 翻译20分

　　翻译划线部分300-350词1000词左右;

　　IV. 写作20分

　　就翻译段落写一篇概要150-200词。

　　日语

　　I.词汇和语法15题，15分

　　总字数600字左右;

　　II. 阅读部分20题，45分

　　1.多项选择题的阅读段落3段， 15题，30分， 2000字左右;

　　2.阅读回答问题1段， 5题，15分， 1000字左右;

　　III. 翻译部分20分

　　翻译划线部分600字 1000字左右;

　　IV. 写作部分20分

　　一篇450字议论文

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