【考研类试卷】考研英语（翻译）-试卷3及答案解析.doc

1、考研英语（翻译）-试卷 3及答案解析(总分：60.00，做题时间：90 分钟)一、Reading Comprehensio(总题数：6，分数：60.00)1.Section II Reading Comprehension（分数：10.00）_2.Part CDirections: Read the following text carefully and then translate the underlined segments into Chinese.（分数：10.00）_Bernard Bailyn has recently reinterpreted the early histo

2、ry of the United States by applying new social research findings on the experiences of European migrants. In his reinterpretation, migration becomes the organizing principle for rewriting the history of preindustrial North America. His approach rests on four separate propositions. 【F1】 The first of

3、these asserts that residents of early modern England moved regularly about their countryside; migrating to the New World was simply a natural spillover. 【F2】 Although at first the colonies held little positive attraction for the Englishthey would rather have stayed homeby the eighteenth century peop

4、le increasingly migrated to America because they regarded it as the land of opportunity. Secondly, Bailyn holds that, contrary to the notion that used to flourish in America history textbooks, there was never a typical New World community. For example, the economic and demographic character of early

5、 New England towns varied considerably. Bailyn“s third proposition suggest two general patterns prevailing among the many thousands of migrants: one group came as indentured servants, another came to acquire land. Surprisingly, Bailyn suggests that those who recruited indentured servants were the dr

6、iving forces of transatlantic migration.【F3】 These colonial entrepreneurs helped determine the social character of people who came to preindustrial North America. At first, thousands of unskilled laborers were recruited; by the 1730“s, however, American employers demanded skilled artisans. Finally,

7、Bailyn argues that the colonies were a half-civilized hinterland of the European culture system. He is undoubtedly correct to insist that the colonies were part of an Anglo-American empire. But to divide the empire into English core and colonial periphery, as Bailyn does, devalues the achievements o

8、f colonial culture. It is true, as Bailyn claims, that high culture in the colonies never matched that in England. But what of seventeenth-century New England, where the settlers created effective laws, built a distinguished university, and published books? Bailyn might respond that New England was

9、exceptional. However, the ideas and institutions developed by New England Puritans had powerful effects on North American culture. Although Bailyn goes on to apply his approach to some thousands of indentured servants who migrated just prior to the revolution, he fails to link their experience with

10、the political development of the United States. Evidence presented in his work suggests how we might make such a connection. These indentured servants were treated as slaves for the period during which they had sold their time to American employers.【F4】 It is not surprising that as soon as they serv

11、ed their time they passed up good wages in the cities and headed west to ensure their personal independence by acquiring land. 【F5】 Thus, it is in the west that a peculiarly American political culture began, among colonists who were suspicious of authority and intensely anti-aristocratic.（分数：10.00）(

12、1).【F1】（分数：2.00）_(2).【F2】（分数：2.00）_(3).【F3】（分数：2.00）_(4).【F4】（分数：2.00）_(5).【F5】（分数：2.00）_【F1】 Proponents of different jazz styles have always argued that their predecessor“s musical style did not include essential characteristics that define jazz as jazz. Thus, 1940“s swing was belittled by bebopper

13、s of the 1950 “s who were themselves attacked by free jazzes of the 1960 “s. The neoboppers of the 1980“s and 1990 “s attacked almost everybody else. The titanic figure of Black saxophonist John Coltrane has complicated the arguments made by proponents of styles from bebop through neobop because in

14、his own musical journey he drew from all those styles. His influence on all types of jazz was immeasurable. At the height of his popularity, Coltrane largely abandoned playing bebop, the style that had brought him fame, to explore the outer reaches of jazz. Coltrane himself probably believed that th

15、e only essential characteristic of jazz was improvisation, the one constant in his journey from bebop to open-ended improvisations on modal, Indian, and African melodies.【F2】 On the other hand, this dogged student and prodigious technician who insisted on spending hours each day practicing scales fr

16、om theory bookswas never able to jettison completely the influence of bebop, with its fast and elaborate chains of notes and ornaments on melody. Two stylistic characteristics shaped the way Coltrane played the tenor saxophone: he favored playing fast runs of notes built on a melody and depended on

17、heavy, regularly accented beats.【F3】 The first led Coltrane to sheets of sound where he raced faster and faster, pile-driving notes into each other to suggest stacked harmonies; the second meant that his sense of rhythm was almost as close to rock as to bebop. Three recordings illustrate Coltrane“s

18、energizing explorations. Recording Kind of Blue with Miles Davis, Coltrane found himself outside bop, exploring modal melodies. Here he played surging, lengthy solos built largely around repeated motifsan organizing principle unlike that of free jazz saxophone player Ornette Coleman, who modulated o

19、r altered melodies in his solos. On Giant Steps, Coltrane debuted as leader, introducing his own compositions.【F4】 Here the sheets of sound, downbeat accents, repetitions, and great speed are part of each solo, and the variety of the shapes of his phrases is unique. Coltrane“s searching explorations

20、 produced solid achievement. My Favorite Things was another kind of watershed. Here Coltrane played the soprano saxophone, an instrument seldom used by jazz musicians. Musically, the results were astounding.【F5】 With the soprano“s piping sound, ideas that had sounded dark and brooding acquired a fee

21、ling of giddy fantasy.（分数：10.00）(1).【F1】（分数：2.00）_(2).【F2】（分数：2.00）_(3).【F3】（分数：2.00）_(4).【F4】（分数：2.00）_(5).【F5】（分数：2.00）_【F1】 Roger Rosenblatt“s book Black Fiction, in attempting to apply literary rather than sociopolitical criteria to its subject, successfully alters the approach taken by most pre

22、vious studies. As Rosenblatt notes, criticism of Black writing has often served as a pretext for expounding on Black history. Addison Gayle“ s recent work, for example, judges the value of Black fiction by overtly political standards, rating each work according to the notions of Black identity which

23、 it propounds. 【F2】 Although fiction assuredly springs from political circumstances, its authors react to those circumstances in ways other than ideological, and talking about novels and stories primarily as instruments of ideology circumvents much of the fictional enterprise. Rosenblatt“s literary

24、analysis discloses affinities and connections among works of Black fiction which solely political studies have overlooked or ignored. Writing acceptable criticism of Black fiction, however, presupposes giving satisfactory answers to a number of questions. First of all, is there a sufficient reason,

25、other than the facial identity of the authors, to group together works by Black authors? Second, how does Black fiction make itself distinct from other modern fiction with which it is largely contemporaneous? Rosenblatt shows that Black fiction constitutes a distinct body of writing that has an iden

26、tifiable, coherent literary tradition. Looking at novels written by Black over the last eighty years, he discovers recurring concerns and designs independent of chronology.【F3】 These structures are thematic, and they spring, not surprisingly, from the central fact that the Black characters in these

27、novels exist in a predominantly white culture, whether they try to conform to that culture or rebel against it. Black Fiction does leave some aesthetic questions open. Rosenblatt“s thematic analysis permits considerable objectivity; he even explicitly states that it is not his intention to judge the

28、 merit of the various worksyet his reluctance seems misplaced, especially since an attempt to appraise might have led to interesting results. For instance, some of the novels appear to be structurally diffuse. Is this a defect, or are the authors working out of, or trying to forge, a different kind

29、of aesthetic?【F4】 In addition, the style of some Black novels, like Jean Toomer“s Cane, verges on expressionism or surrealism; does this technique provide a counterpoint to the prevalent theme that portrays the fate against which Black heroes are pitted, a theme usually conveyed by more naturalistic

30、 modes of expression? In spite of such omissions, what Rosenblatt does include in his discussion makes for an astute and worthwhile study.【F5】 Black Fiction surveys a wide variety of novels, bringing to our attention in the process some fascinating and little-known works like James Weldon Johnson“s

31、Autobiography of an Ex-Colored Man. Its argument is tightly constructed, and its forthright, lucid style exemplifies levelheaded and penetrating criticism.（分数：10.00）(1).【F1】（分数：2.00）_(2).【F2】（分数：2.00）_(3).【F3】（分数：2.00）_(4).【F4】（分数：2.00）_(5).【F5】（分数：2.00）_The inclusion of all children and youth is pa

32、rt of a general integrative trend that has accelerated since World War II. It relates to some newer developments as well. Concern for the earth“s endangered environment has become central, emphasizing in both intellectual and social life the need for cooperation rather than competition, the importan

33、ce of understanding interrelationships of the ecosystem, and the idea that ecology can be used as an organizing concept. In a different vein, the rapid development of microelectronics, particularly the use of computers for multiple functions in education, goes for beyond possibilities of earlier tec

34、hnological advances.【F1】 Although technology is thought of by some as antagonistic to humanistic concerns, others argue that it makes communication and comprehension available to a wider population and encourages “system thinking“, both ultimately integrative effects. The polarization of opinion on

35、technology“s effects and most other important issues is a problem in educational policy determination.【F2】 In addition to the difficulties of governing increasingly large and diverse education systems, as well as those of meeting the never-ending demands of expanding education, the chronic lack of c

36、onsensus makes the system unable to respond satisfactorily to public criticism and unable to plan for substantive long-range development. 【F3】 The political and administrative responses so far have been to attend to short-run efficiency by improving management techniques and to adopt polar responses

37、 to accommodate polar criticisms. Thus, community and community schools have been emphasized along with central control and standardization, and institutional alternatives have been opened, while the structure of main institutions has become more articulated. For example, the focus of attention has

38、been placed on the transition stages, which earlier were virtually ignored: from home to school from primary to secondary to upper secondary, from school to work. Tertiary institutions have been reconceived as part of a unified level; testing has become more sophisticated and credentials have become

39、 more differentiated either by certificate or by transcript. Alternative teaching strategies have been encouraged in theory, but basic, curriculum uniformity has effectively restricted the practice of new methods. General education is still mainly abstract, and subject matter, though internally more

40、 dynamic, still rests on language, mathematics, and science. There has been an increasing reliance on the construction of subject matter to guide the method of teaching.【F4】 Teachers are entrusted with a greater variety of tasks, but they are less trusted with knowledge, leading political authoritie

41、s to call for upgrading of teacher training, teacher in service training, and regular assessment of teacher performance. 【F5】 Recent reform efforts have been focused on integrating general and vocational education and on encouraging lifelong or recurrent education to meet changing individual and soc

42、ial needs. Thus, not only has the number of students and institutions increased, as a result of inclusion policies, but the scope of education has also expanded. This tremendous growth, however, has raised new questions about the proper functions of the school and the effectiveness for life, work, o

43、r intellectual advancement of present programs and means of instruction.（分数：10.00）(1).【F1】（分数：2.00）_(2).【F2】（分数：2.00）_(3).【F3】（分数：2.00）_(4).【F4】（分数：2.00）_(5).【F5】（分数：2.00）_考研英语（翻译）-试卷 3答案解析(总分：60.00，做题时间：90 分钟)一、Reading Comprehensio(总题数：6，分数：60.00)1.Section II Reading Comprehension（分数：10.00）_解析：2.Part CDirections: Read the following text careful