南京大学2011年考博英语真题

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全国院校考博英语历年真题汇总

　　Part I Vocabulary (30% )

　　Section A (20%)

　　1. Freud derived psychoanalytic knowledge of childhood indirectly; he childhood processes from adult memory.

　　A. reconstructed B. incorporated C. obstructed D. fostered

　　2. Some social critics took a dim view of the industrialism of the nineteenth century, believing that it a harsh, crude life-style.

　　A. eradicated B. facilitated C. released D. imagined

　　3. The spelling of many Old English words has been in the living language, although their pronunciations have changed.

　　A. preserved B. preempted C. revised D. improved

　　4. The sheer diversity of tropical plants represents a seemingly source of raw materials, of which only a few have been utilized.

　　A. exploited B. controversial C. inexhaustible D. remarkable

　　5. I am to Mr. Morrison because of the kindness and concern that he showed me when I first got here.

　　A. gratified B. indebted C. due D. desirous

　　6. The feature in Ted’s character was pride ; he couldn’t ever think of depending on anyone but himself.

　　A. controlling B. prevailing C. predominant D. primary

　　7. If you the principle of democratic government to your family you will run into some obvious difficulties.

　　A. carry B. track C. manipulate D. adapt

　　8. I’ll go to the airport tomorrow morning to a good friend who leaves for Australia.

　　A. see off B. send off C. turn off D. say departure

　　9. Stanley was by what I had said and when I realized this, I apologized to him for being so tactless.

　　A. wounded B. frustrated C. resented D. offended

　　10. The manager promised to pay them well and in return he would expect their loyalty and

　　A. execution B. commitment C. endurance D. persistence

　　11. She is trying to him by phone as she has some very important news for him.

　　A. touch B. reach C. connect D. attain

　　12. Old beliefs die hard; even when jobs became ，the long-standing fear that unemployment could return at a moment’s notice persisted.

　　A. precious B. pervasive C. plentiful D. persuasive

　　13. The to the advertisement she placed in the newspapers was very good; over a hundred letters of application were received.

　　A. response B. answer C. correspondence D. echo

　　14. They are no longer on speaking terms because she his confidence.

　　A. exposed B. destroyed C. proved D. betrayed

　　15. a continuous mass of water on the Earth’s surface, all continents are islands in the strict sense of the word.

　　A. The form of the oceans B. Since the oceans form

　　C. To form the oceans D. That the oceans form

　　16. His family watched until the plane behind the clouds.

　　A. lost B. escaped C. fled D. vanished

　　17. Using many symbols makes to put a large amount of information on a single map.

　　A. possible B. it possible C. it is possible D. that possible

　　18. The gloves were really too small, and it was only by them that I managed to get them on.

　　A. spreading B. squeezing C. extending D. stretching

　　19. The report criticized the legislature for making college attendance dependent on the ability to pay, charging that，as a result，hundreds of qualified young people would be further education.

　　A. entitled to B. striving for G. deprived of D. participating in

　　20. choose to live in or near metropolitan areas simply because they like the rapid pace of city life.

　　A. Large number of people B. So large number of people to

　　C. There are large number of people D. Large number of people who

　　Section B (10%)

　　Without exposure to the cultural，intellectual，and moral traditions that are our heritage, we are excluded from a common world that 21 generations. On the one hand, such exclusion tends to 22 us to recreate everything, a needless and largely impossible task; On the other hand, it tends to make us 23，to suggest that we are indeed the creators of the world and of all good ideas 24 in fact we are only a fragment of the history of man. 25 entirely to ourselves, we could make only the slimmest contributions to wisdom.

　　While the humanities overlap the fine and liberal arts, they are also related of necessity to the sciences and to technology. Some of the 26 of the humanities raise questions about what ends are worthy to be 27 , what ideals deserve 28 But since it is futile to know what is worth doing without having any idea of how to get things done, effective study in the humanities requires respect for and attainment of factual knowledge and technological skill. 29 , it is pointless to know how to get things done without having any idea what is worth doing, so that informed study in applied science demands 30 in the humanities.

　　21. A. crossed B. passes down C. survives D. exists

　　22. A. warn B. facilitate C. compel D. encourage

　　23. A. arrogant B. exhausted G. productive D. reliable

　　24. A. since B. when C. whereas D. which

　　25. A. Provided B. Left C. Reserved D. Kept

　　26. A. arenas B. communities C. subjects D. disciplines

　　27. A. followed B. investigated C. served D. abandoned

　　28. A. identification B. maintenance C. reverence D. endeavor

　　29. A. Similarly B. Contrarily C. Virtually D. Literally

　　30. A. concentration B. presupposition C. revelation D. reflection

　　Part H Reading Comprehension (40% )

　　Passage 1

　　Plato-who may have understood better what forms the mind of man than do some of our contemporaries who want their children exposed only to “real” people and everyday events-knew what intellectual experiences make for true humanity. He suggested that the future citizens of his ideal republic begin their literary education with the telling of myths, rather than with mere facts or so-called rational teachings. Even Aristotle, master of pure reason, said, “The friend of wisdom is also a friend of myth. ”

　　Modern thinkers who have studied myths and fairy tales from a philosophical or psychological viewpoint arrive at the same conclusion, regardless of their original persuasion. Mircea Eliade, for one, describes these stories as models for human behavior that give meaning and value to life. ” He and others suggest that myths and fairy tales were derived from, or give symbolic expression to, initiation rites or rites of passage — such as metaphoric death of an old，inadequate self in order to be reborn on a higher plane of existence. He feels that this is why these tales meet a strongly felt need and are carriers of such deep meaning.

　　Other investigations with a depth -psychological orientation emphasize the similarities between the fantastic events in myths and fairy tales and those in adult dreams and daydreams — the fulfillment of wishes, the winning out over all competitors, the destruction of enemies-and conclude that one attraction of this literature is its expression of that which is normally prevented from coming to awareness. There are, however, very significant differences between fairy tales and dreams.

　　There is general agreement that myths and fairy tales speak to us in the language of symbols representing unconscious content. Their appeal is simultaneously to our conscious mind, and to our ideals as well. This makes it very effective ; and in the tale’s content, inner psychological phenomena are given in symbolic form.

　　31. In the opening paragraph, the author quotes Plato and Aristotle primarily in order to .

　　A. define the nature of myth

　　B. contrast their opposing points of view

　　C. support the point that myths are valuable

　　D. prove that myths originated in ancient times

　　32. In paragraph 2, the word “persuasion” means .

　　A. enticement B. convincing force C. political party D. opinion

　　33. It can be inferred from the passage that the author’s interest in fairy tales centers chiefly on their

　　A. literary qualities B. historical background

　　C. psychological relevance D. ethical weakness

　　34. Which of the following best describes the author’s attitude toward fairy tales?

　　A. Open approval B. Reluctant fascination.

　　C. Indulgent tolerance. D. Wary skepticism.

　　Passage 2

　　Historians have long known that there were two sides to the Populist movement of the 1890s: a progressive side, embodying the protests of formers against big business, and a darker side, marked by a distrust of Easterners, immigrants, and intellectuals. In the 1950s, one school of U. S. social thinkers constructed a parallel between this dark side of Populism and the contemporary anti-Communist crusade spearheaded by Wisconsin Senator Joseph McCarthy, which attacked liberalism, Eastern intellectuals, and civil liberties in general. To Seymour Martin Lipset, McCarthyism represented “the sour dregs of Populism” ; to Edward Shils, McCarthyism, like Populism, exemplified “the ambiguous American impulse toward 4 direct democracy

　　Nothing that McCarthyism and Populism had both found their strongest support in the agrarian Midwest, Lipset argued that voters who backed agrarian protest movements during earlier economic crises had supported McCarthy in the post-World II period of prosperity. In the eyes of writers like Lipset, the appeal of McCarthyism extended beyond the agrarian base of Populism to include urban groups such as industrial workers. Lipset claimed that “the lower classes, especially the workers” had backed McCarthy. In a more sweeping fashion, Lewis Feuer claimed that “it was the American lower class...who gave their overwhelming support to the attacks in recent years in civil liberties. ”

　　Writing a few years later, political scientist Michael Paul Rogin challenged these superficially plausible notions, contending that they merely embodied the writers，own assumptions about the supposed intolerance of lower class groups, rather than a valid interpretation of McCarthyism. Rogin critically examined their assertions by the simple method of testing them against the evidence. He tested Lipset’s claims about the continuity of McCarthyism and earlier agrarian protest movements by breaking down statewide voting statistics on a county-by-county basis. He found that Wisconsin counties that had voted strongly for Progressives before World War II did not support McCarthy ; McCarthy’s support was concentrated in his home region and in ethnic German areas that had been traditionally conservative. The old Progressive vote had in fact gone to McCarthy’s opponents, the Democrats. To test Lipset’s generalizations about McCarthy’s support among class groups, Rogin attempted to determine whether industrial workers had, in fact, backed McCarthy. Correlating income and employment statistics with voting records, Rogin found that the greater the employment in industry in a given Wisconsin county, the lower was McCarthy’s share of the vote. Rogin concluded that the thesis of“McCarthyism as Populism” should be judged “not as the product of science but as a...venture into conservative political theory. ’’

　　35. The author would probably assert the Populism and McCarthyism .

　　A. were completely opposite in character

　　B. were responses to, respectively, agrarian and industrial conditions

　　C. were essentially dissimilar movements that shared some common features

　　D. each had both a progressive and a darker side

　　36. It can be inferred that Rogin’s most serious criticism of Lipset, Feuer, and Shils’s methodology would probably be that they .

　　A. reached in correct conclusions about McCarthy

　　B. failed to examine the evidence that could support or weaken their conclusions

　　C. equated support for McCarthyism with anti-intellectualism

　　D. placed too much emphasis on the dual character of Populism

　　37. According to the passage, Rogin concluded that the writings of Lipset, Shils and Feuer .

　　A. intentionally distorted historical evidence

　　B. were flawed by political presuppositions

　　C. lent support to attack on civil liberties

　　D. were marked by anti -intellectual bias

　　38. The author is primarily concerned with .

　　A. discoveries describing an instance of flawed historical analysis

　　B. advocating the use of statistical methods in historical research

　　C. examining the similarities between two political movements

　　D. explaining why historical conclusions should be revised according to later revelations

　　Passage 3

　　According to anthropologists, people in preindustrial societies spent 3 to 4 hours per day or about 20 hours per week doing the work necessary for life. Modem comparisons of the amount of work performed per week, however, begin with the Industrial Revolution (1760—1840) when 10 to 12-hour workdays with six workdays per week were the norm. Even with extensive time devoted to work, however ,both incomes and standards of living were low. As incomes rose near the end of the Industrial Revolution, it became increasingly common to treat Saturday afternoon as a half-day holiday. The half holiday had become standard practice in Britain by the 1870’s，but did not become common in the United States until the 1920’s.

　　In the United States, the first third of the twentieth century saw the workweek move from 60 hours per week to just 50 hours by the start of the 1930’s. In 1914 Henry Ford reduced daily work hours at his automobile plants from 9 to 8. In 1926 he announced that henceforth his factories would close for the entire day on Saturday. At the time, Ford received criticism from other firms such as United States Steel and Westinghouse, but the idea was popular with workers. The Depression years of the 1930’s brought with them the notion of job sharing to spread available work around ; the workweek dropped to a modem low for the United States of 35 hours. In 1938 the Fair Labor Standards Act mandated a weekly maximum of 40 hours to begin in 1940，and since that time the 8-hour day, 5-day workweek has been the standard in the United States. Adjustments in various places, however, show that this standard is not immutable. In 1987, for example, German metalworkers struck for and received a 37. 5-hour workweek, and in 1990 many workers in Britain won a 37-hour week. Since 1989, the Japanese government has moved from a 6-to a 5-day workweek and has set a national target of 1,800 work hours per year for the average worker. The average amount of work per year in Japan in 1989 was 2,088 hours per worker, compared to 1,957 for the United States and 1,646 for France.

　　39. What does the passage mainly discuss?

　　A. Why people in preindustrial societies worked few hours per week.

　　B. Changes that have occurred in the number of hours that people work per week.

　　C. A comparison of the number of hours worked per year in several industries.

　　D. Working conditions during the Industrial Revolution.

　　40. Compared to preindustrial times, the number of hours in the workweek in the nineteenth century.

　　A. remained constant B. decreased slightly

　　C. decreased significantly D. increased significantly

　　41. What is one reason for the change in the length of the workweek for the average worker in the United States during the 1930’s?

　　A. Several people sometimes shared a single job.

　　B. Labor strikes in several countries influenced labor policy in the United States.

　　C. Several corporations increased the length of the workweek.

　　D. The United States government instituted a 35-hour workweek.

　　42. Which of the following is mentioned as one of the purposes of the Fair Labor Standards Act of 1938?

　　A. To discourage workers from asking for increased wages.

　　B. To establish a limit on the number of hours in the workweek.

　　C. To allow employers to set the length of the workweek for their workers.

　　D. To restrict trade with countries that had a long workweek.

　　Passage 4

　　The status of women in colonial North America has been well studied and described and can be briefly summarized. Throughout the colonial period there was a marked shortage of women, which varied with the regions and was always greatest in the frontier areas. This favorable ratio enhanced women’s status and position and allowed them to pursue different careers. The Puritans, the religious sect that dominated the early British colonies in North America, regarded idleness as a sin, and believed that life in an underdeveloped country made it absolutely necessary that each member of the community perform an economic function. Thus work for women, married or single, was not only approved, it was regarded as a civic duty. Puritan town councils expected widows and unattached women to be self-supporting and for a long time provided needy spinsters with parcels of land. There was no social sanction against married women working ; on the contrary, wives were expected to help their husbands in their trade and won social approval for doing extra work in or out of the home. Needy children, girls as well as boys, were indentured or apprenticed and were expected to work for their keep.

　　The vast majority o£ women worked within their homes, where their labor produced most articles needed for the family. The entire colonial production of cloth and clothing and partially that of shoes was in the hands of women. In addition to these occupations, women were found in many different kinds of employment. They were butchers, silversmiths, gunsmiths, upholsterers. They tan mills, plantations, tanyards, shipyards, and every kind of shop, tavern, and boardinghouse. They were gatekeepers, jail keepers, sextons, journalists, printers, apothecaries, midwives, nurses, and teachers.

　　43. What does the passage mainly discuss?

　　A. Colonial marriages. B. The Puritan religion.

　　C. Colonial women’s employment. D. Education in the colonies.

　　44. It can be inferred from the passage that the Puritan were .

　　A. uneducated B. hardworking C. generous D. wealthy

　　45. According to the passage, what did the Puritans expect from married women?

　　A. They should adopt needy children.

　　B. They should assist in their husbands’ trade or business.

　　C. They should work only within their own homes.

　　D. They should be apprenticed.

　　46. According to the passage, which products were made entirely by women?

　　A. Gunpowder and bullets. B. Cups and plates.

　　C. Cloth and clothing. D. Paper and books.

　　Passage 5

　　Practically speaking, the artistic maturing of the cinema was the single-handed achievement of David W • Griffith. Before Griffith, photography in dramatic films consisted of little more than placing the actors before a stationary camera and showing them in full length as they would have appeared on stage. From the beginning of his career as a director, however, Griffith, because of his love of Victorian painting, employed composition. He conceived of the camera image as having a foreground and a rear ground, as well as the middle distance preferred by most directors. By 1910 he was using closeups to reveal significant details of the scene or of the acting and extreme long shots to achieve a sense of spectacle and distance. His appreciation of the camera’s possibilities produced novel dramatic effects. By splitting an event into fragments and recording each from the most suitable camera position ,he could significantly vary the emphasis from camera shot to camera shot.

　　Griffith also achieved dramatic effects by means of creative editing. By putting images together and varying the speed and rhythm of their presentation, he could control the dramatic intensity of the events as the story progressed. Despite the reluctance of his producers, who feared that the public would not be able to follow a plot that was made up of such juxtaposed images, Griffith persisted, and experimented as well with other elements of cinematic syntax that have become standard ever since. These included the flashback, permitting broad psychological and emotional exploration as well as narrative that was not chronological, and the crosscut between two parallel actions to heighten suspense and excitement. In thus exploiting fully the possibilities of editing, Griffith transposed devices of the victorian novel to film and gave film mastery o£ time as well as space. Besides developing the cinema’s language, Griffith immensely broadened its range and treatment of subjects. His early output was remarkably eclectic: it included not only the standard comedies, melodramas, westerns, and thrillers, but also such novelties as adaptations from Browning and Tennyson, and treatments of social issues. As his successes mounted, his ambitions grew, and with them the whole of American cinema. When he remade Enoch Ardenin 1911, he insisted that a subject of such importance could not be treated in the then conventional length of one reel. Griffith’s introduction o£ the American-made multireel picture began an immense revolution. Two years later, Judith of Bethulia, an elaborate historicophilosophical spectacle, reached the unprecedented length of four reels, or one hour’s running time. From our contemporary viewpoint, the pretensions of this film may seem a trifle ludicrous, but at the time it provoked endless debate and discussion and gave a new intellectual respectability to the cinema.

　　47. The primary purpose of the passage is to .

　　A. discuss the importance of Griffith to the development of the cinema

　　B. describe the impact on cinema of the flashback and other editing innovations

　　C. deplore the state of American cinema before the advent of Griffith

　　D. document Griffith’s impact on the choice of subject matter in American films

　　48. It can be inferred from the passage that before 1910 the normal running time of a film was

　　A. 15 minutes or less B. between 15 and 30 minutes

　　C. between 30 and 45minutes D. between 45 minutes and 1 hour

　　49. It can be inferred from the passage that Griffith would be most likely to agree with which of the following statements?

　　A. The good director will attempt to explore new ideas as quickly as possible.

　　B. The camera must be considered an integral and active element in the creation of a film.

　　C. The cinema should emphasize serious and sober examinations of fundamental human problems.

　　D. The proper composition of scenes in a film is more important than the details of their editing.

　　50. The author’s attitude toward photography in the cinema before Griffith can best be described as .

　　A. sympathetic B. amused C. hostile D. condescending

　　Part HI Translation (30%)

　　Section A (20%)

　　Reading is not simply an intellectual pursuit but an emotional and spiritual one. It lights the candle in the hurricane lamp of self; that’s why it survives. There are book clubs and book Web sites and books on tape and book online. There are still millions of people who like the paper version, at least for now. And i£ that changes-well, what is a book, really? Is it its body, or its soul?

　　2. (10%)

　　No matter where in the world you live or what sector you are involved in, you have to take into account China’s rise. China continues to invest and buy things abroad in its drive to secure access to natural resources in places like Afghanistan and Australia and to exert power. True, China has far too many poor people, and its health care and social security systems still lag behind dozens of countries. Many analysts point to its poverty and a lack of military presence in different hemispheres ready to strike at will to argue foolishly that China is in fact a weak nation concerned with the potential collapse of its political and economic systems.

　　Section B (10%)

　　在中国人的心目中，似乎没有一部书可以与《红楼梦》比肩，它既可以拥有亿万的读者，也带有众多的谜团。它是中国古典小说的巅峰之作，有一般文化的人都可以读懂它，但是即便很有学问的人也不敢说尽解某奥妙……也正因为如此，近一百多年来，它被翻译成多种文字，在国外赢得越来越多的读者，为传播中国文化起到了积极的作用。

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