1、大学英语六级 147及答案解析(总分：428.02，做题时间：132 分钟)一、Part I Writing (3(总题数：1，分数：30.00)1.For this part, you are allowed 30 minutes to write a short essay entitled Graduate School or Work? You should write at least 150 words following the instructions given below: 目前，越来越多的大学生本科毕业之后选择继续进入研究生院学习。一个重要的原因是工作不太好找。那么你打算
2、在大学毕业之后找工作还是继续上研究生呢?请就这个问题谈谈你的打算和主要原因。 （分数：30.00）_二、Part II Reading C(总题数：1，分数：71.00)The most obvious difference between real essays and the things one has to write in school is that real essays are not exclusively about English literature. Certainly schools should teach students how to write. But d
3、ue to a series of historical accidents the teaching of writing has gotten mixed together with the study of literature. And so all over the country students are writing not about how a baseball team with a small budget might compete with the Yankees, or the role of color in fashion, or what constitut
4、es a good dessert, but about symbolism in Dickens. How did things get this way? To answer that we have to go back almost a thousand years. Around 1100, Europe at last began to catch its breath after centuries of chaos, and once they had the luxury of curiosity they rediscovered what we call “the cla
5、ssics.“ The effect was rather as if we were visited by beings from another solar system. These earlier civilizations were so much more sophisticated that for the next several centuries the main work of European scholars, in almost every field, was to assimilate what they knew. During this period the
6、 study of ancient texts acquired great prestige. It seemed the essence of what scholars did. As European scholarship gained momentum it became less and less important; by 1350 someone who wanted to learn about science could find better teachers than Aristotle in his own era. But schools change slowe
7、r than scholarship. In the 19th century the study of ancient texts was still the backbone of the curriculum. What tipped the scales, at least in the US, seems to have been the idea that professors should do research as well as teach. This idea was imported from Germany in the late 19th century. Begi
8、nning at Johns Hopkins in 1876, the new model spread rapidly. Writing was one of the casualties. Colleges had long taught English composition. But how do you do research on composition? The professors who taught math could be required to do original math, the professors who taught history could be r
9、equired to write scholarly articles about history, but what about the professors who taught rhetoric or composition? What should they do research on? The closest thing seemed to be English literature. And so in the late 19th century the teaching of writing was inherited by English professors. This h
10、ad two drawbacks: (a) an expert on literature need not himself be a good writer, any more than an art historian has to be a good painter, and (b) the subject of writing now tends to be literature, since thats what the professor is interested in. Its no wonder if this seems to the student a pointless
11、 exercise, because we re now three steps removed from real work: the students are imitating English professors, who are imitating classical scholars, who are merely the inheritors of a tradition growing out of what was, 700 years ago, fascinating and urgently needed work. The other big difference be
12、tween a real essay and the things they make you write in school is that a real essay doesnt take a position and then defend it. That principle, like the idea that we ought to be writing about literature, turns out to be another intellectual hangover of long forgotten origins. Its often mistakenly be
13、lieved that medieval universities were mostly seminaries. In fact they were more law schools. And at least in our tradition lawyers are advocates, trained to take either side of an argument and make as good a case for it as they can. Whether cause or effect, this spirit pervaded early universities.
14、The study of rhetoric, the art of arguing persuasively, was a third of the undergraduate curriculum. And after the lecture the most common form of discussion was the disputation. This is at least nominally preserved in our present-day thesis defense: most people treat the words thesis and dissertati
15、on as interchangeable, but originally, at least, a thesis was a position one took and the dissertation was the argument by which one defended it. Defending a position may be a necessary evil in a legal dispute, but its not the best way to get at the truth, as I think lawyers would be the first to ad
16、mit. Its not just that you miss subtleties this way. The real problem is that you cant change the question. And yet this principle is built into the very structure of the things they teach you to write in high school. The topic sentence is your thesis, chosen in advance, the supporting paragraphs th
17、e blows you strike in the conflict, and the conclusion uh, what is the conclusion? I was never sure about that in high school. It seemed as if we were just supposed to restate what we said in the first paragraph, but in different enough words that no one could tell. Why bother? But when you understa
18、nd the origins of this sort of “essay,“ you can see where the conclusion comes from. Its the concluding remarks to the jury. Good writing should be convincing, certainly, but it should be convincing because you got the right answers, not because you did a good job of arguing. When I give a draft of
19、an essay to friends, there are two things I want to know: which parts bore them, and which seem unconvincing. The boring bits can usually be fixed by cutting. But I dont try to fix the unconvincing bits by arguing more cleverly. The sort of writing that attempts to persuade may be a valid (or at lea
20、st inevitable) form, but its historically inaccurate to call it an essay. An essay is something you write to try to figure something out. Figure out what? You dont know yet. And so you cant begin with a thesis, because you dont have one, and may never have one. An essay doesnt begin with a statement
21、, but with a question. In a real essay, you dont take a position and defend it. You notice a door thats ajar, and you open it and walk in to see whats inside. In the things you write in school you are, in theory, merely explaining yourself to the reader. In a real essay you re writing for yourself.
22、You re thinking out loud. Questions arent enough. An essay has to come up with answers. They dont always, of course. Sometimes you start with a promising question and get nowhere. But those you dont publish. Those are like experiments that get inconclusive results. An essay you publish ought to tell
23、 the reader something he didnt already know. But what you tell him doesnt matter, so long as its interesting. I m sometimes accused of meandering. In defend-a-position writing that would be a flaw. There you re not concerned with truth. You already know where you re going, and you want to go straigh
24、t there, blustering through obstacles, and hand-waving your way across swampy ground (沼泽地). But that* s not what you re trying to do in an essay. An essay is supposed to be a search for truth. It would be suspicious if it didnt meander. Like a river that must flow down at each step, for the essayist
25、 this translates to: flow interesting. Of all the places to go next, choose the most interesting. Of course, this doesnt always work. Sometimes, like a river, one runs up against a wall. Then I do the same thing the river does: backtrack. At one point in this essay I found that after following a cer
26、tain thread I ran out of ideas. I had to go back seven paragraphs and start over in another direction. Fundamentally an essay is a train of thought but a cleaned-up train of thought, as dialogue is cleaned-up conversation. Real thought, like real conversation, is full of false starts. It would be ex
27、hausting to read. You need to cut and fill to emphasize the central thread, like an illustrator inking over a pencil drawing. But dont change so much that you lose the spontaneity of the original. Err on the side of the river. An essay is not a reference work. Its not something you read looking for
28、a specific answer, and feel cheated if you dont find it. I d much rather read an essay that went off in an unexpected but interesting direction than one that plodded dutifully along a prescribed course. （分数：71.00）(1).Real essay is confined to only English literature.（分数：7.10）A.YB.NC.NG(2).The idea t
29、hat professors should do research as well as teach was imported from Germany in the late 19th century.（分数：7.10）A.YB.NC.NG(3).An expert on literature himself must be a good writer, just as an art historian has to be a good painter.（分数：7.10）A.YB.NC.NG(4).Good writing should be convincing, certainly, b
30、ut it should be convincing because you did a good job of arguing, not because you got the right answers.（分数：7.10）A.YB.NC.NG(5).The teaching of writing has gotten mixed together with the study of literature because of_.（分数：7.10）_(6).As schools change slower than scholarship, in the 19th century_was s
31、till the backbone of the curriculum.（分数：7.10）_(7).English professors are imitating Classical scholars, who are merely the inheritors of a tradition growing out of what was, 700 years ago, fascinating and urgently needed work.（分数：7.10）_(8).Medieval universities were more law schools rather than_as we
32、 mistakenly believed.（分数：7.10）_(9).When the author gives a draft of an essay to his friends, he wants to make sure two things:_.（分数：7.10）_(10).The indication of a river that must flow down at each step for the essayist is_.（分数：7.10）_三、Listening Comprehens(总题数：1，分数：15.00)A.Salesman and customer.B.Doc
33、tor and nurse.C.Doctor and patient.D.Patient and patient.A.Writing will not be easy.B.Writing will be less difficult.C.Writing has been boring.D.Writing has been enjoyable.A.The working hours were unsuitable.B.The job was not well paid.C.He had to do a lot of traveling.D.The job was quite difficult.
34、A.12 yuan.B.15 yuan.C.18 yuan.D.24 yuan.A.Edward has nothing in the house to eat.B.Edward agrees to go on a picnic tomorrow.C.Edward thinks the weather wont be good for picnic.D.Edward doesnt enjoy going on a picnic.A.Apologize when Daisy is less angry.B.Return Daisys notes in a few days.C.Write Dai
35、sy a note of apology.D.Let her talk to Daisy about the situation.A.The test consisted of one page.B.The woman found the exam easy.C.The woman finished the exam in one hour.D.The exam was difficult for the woman.A.Miss Brown does not know how to paint.B.Miss Brown will teach art.C.Miss Brown will tea
36、ch English.D.Miss Brown will not go to the high school.四、Section A(总题数：2，分数：10.00)A.A lecture in their American literature course.B.A film about the American frontier.C.A book they both read.D.The womans recent trip to the American Midwest.A.Boston schools.B.Frontier life.C.Teaching requirements.D.I
37、mmigration patterns.A.She was a famous author.B.Her family later became famous landowners.C.She exemplifies the immigrant spirit.D.She invented some labor-saving farm equipment.A.To the library.B.To the movies.C.To a bookstore.D.To a travel bureau.A.Colleagues.B.Boss-Employee.C.Student-librarian.D.L
38、awyer-Client.A.The foreign student needs to get credits of 24 semester hours.B.The foreign student needs to get at least 120 credits.C.The foreign student needs to get at least 120 credits plus thesis.D.The foreign student needs to get credits of 24 semester hours plus 14 consecutive semesters.A.It
39、focuses on the development of the students ability for independent scholarly work in a particular field.B.It focuses on a variety of fields of knowledge and emphasizes the development of the students ability for independent research of all fields.C.It focuses on a specific field of knowledge and emp
40、hasizes the development of the students ability of cooperation.D.Not mentioned.A.Students working on a doctoral program with a Masters degree have ten consecutive semesters to complete the requirements.B.Students entering a graduate study have 14 consecutive semesters to complete the requirements.C.
41、Students may continue their studies towards the doctoral degree after completing an M.A. or M.SD.Students working on a doctoral program without a Masters degree have fourteen consecutive semesters.五、Section B(总题数：3，分数：10.00)A.Because it takes time before your brain realizes that youre full.B.Because
42、 the slower you eat, the less you absorb.C.Because its healthier to eat slowly.D.Because it helps to burn the fat in your body.A.Happy.B.Depressed.C.Angry.D.Cheerful.A.None.B.Two.C.Three.D.More than three.A.As the result of the moisture in the Earths atmosphere.B.As the result of the Earths rotation
43、.C.As the horizontal movement of air.D.As the vertical movement of air.A.Its the ultimate cause of winds.B.It causes vertical movements of air.C.It reduces differences in air pressure.D.Its used to predict weather patterns.A.How winds affect temperature.B.Reasons for sudden increases in wind.C.The o
44、rigin of storm systems.D.How vertical air movement influences weather.A.The differences between sheep and cattle breeding.B.Living conditions in the colony of Massachusetts.C.Food shortages in the early 1800s.D.Livestock raising on early American farms.A.They were imported from European countries.B.
45、They migrated from distant colonies.C.They were domesticated from local wild breeds.D.They were the result of a careful breeding program.A.Planting crops.B.Building houses.C.Clearing new land.D.Caring for animals.A.Traded them with neighboring families.B.Sold them to people in cities and town.C.Kept
46、 themselves fed and clothed.D.Nourished their crops and livestock.六、Section C(总题数：1，分数：10.00)American society is not nap-friendly. In fact, says David Dinges, a sleep (36) 1at the University of Pennsylvania School of Medicine, “Theres even a (37) 2against admitting we need sleep.“ Nobody wants to be
47、 caught napping or found asleep at work. To quote a proverb: “Some sleep five hours, nature requires seven, laziness nine and (38) 3eleven.“ The way not to fall asleep at work is to take naps when you need them. “We have to totally change our (39) 4toward napping,“ says Dr. William Dement of Stanford University, the (40) 5of sleep research. Last year a national commission led by Dement (41) 6an “American sleep debt“ wh
