1、专业八级分类模拟415及答案解析 (总分：68.00，做题时间：90分钟)一、PART READING COMPR(总题数：1，分数：33.00)SECTION A MULTIPLE-CHOICE QUESTIONS In this section there are three passages followed by fourteen multiple choice questions. For each multiple choice question, there are four suggested answers marked A, B, C and D. Choose the o
2、ne that you think is the best answer. PASSAGE ONE (1) The Heart Is a Lonely Hunter impressed most reviewers as a remarkable first novel from so young a writer. Lorine Pruette wondered in Books how any young person could know so much about loneliness. In the Saturday Review of Literature , Ben Ray Re
3、dman went further, calling The Heart Is a Lonely Hunter an extraordinary novel in its own right, considerations of authorship apart. Writing for The New York Times , Rose Feld agreed that McCullers had proven herself a full-fledged novelist whatever her age. (2) The Heart Is a Lonely Hunter continue
4、s to be regarded as one of McCullerss strongest claims to lasting fame, generally ranking in critical estimation just below The Ballad of the Sad Caf (1951) and The Member of the Wedding (1946) among her longer fictions. The Heart Is a Lonely Hunter is often cited as an ideal introduction to McCulle
5、rss work because it foreshadows nearly everything else she wrote, revealing her literary strengths and limitations. In this first novel she started at length her master theme: spiritual isolation as the human condition in modern times. (3) To dramatize this isolation as a universal rather than idios
6、yncratic state, McCullers interwove the stories of five main characters who struggle to overcome their loneliness and alienation. Her outline reveals her vision of the novel as a fugue (赋格曲) in which these characters voices are developed independently, yet enriched by their interplay. Each chapter c
7、enters on one of the five characters, for each of whom she created an individualized third-person style of narration. (4) Critics disagree about how well the narrative works on different levels in McCullerss first novel and whether it is best approached as a realistic or symbolical book. Leslie Fied
8、ler argues that The Heart Is a Lonely Hunter is the last of proletarian novels, a true Depression book. Despite its strong particularization in time and place, however, McCullerss novel has endured while much social protest fiction of the era has faded because McCullers uses the topical to explore t
9、he timeless. She puts speeches in the excesses of capitalism and the horrors of racism into mouths of Blount and Copeland, but given their limitationsthey cannot be considered her spokesmen, and the novel never becomes a tract. The Heart Is a Lonely Hunter is stronger at dramatizing than solving soc
10、ial problems partly because these would-be leaders lack followers, but McCullerss stress on psychological rather than sociological sources of disaffection also precludes the search for collective answers. (5) Her intriguing reference to The Heart Is a Lonely Hunter as a parable on fascism has been i
11、nterpreted by some to mean that she attacks economic exploitation and racial discrimination as American equivalents of European fascism, which is preparing to envelop the West as the novel ends. Her likelier purpose, though, is to expose the psychology that makes fascism possiblein this case, the my
12、stification of Singer by estranged souls searching for what they lack. This view coincides with Barbara Farrellys argument that the novel gives literary form to its musical inspiration, Ludwig van Beethovens Third Symphony, the Eroica, which so moves Mick. The composer wrote the Eroica to honor of h
13、is hero, Napoleon, but withdrew the dedication when Napoleon named himself emperor. Likewise, those who impute superhuman qualities to Singer learn that he too is merely mortal. PASSAGE TWO (1) In 1933, approximately 117,000 Jewish children and youth between the ages of six and twenty-five lived in
14、Germany. Compared with their elders, whose loss of jobs and businesses proceeded erratically, the younger generation faced a more drastic deterioration in conditions at public schools and among non-Jewish friends, often finding then-first safe haven in a Jewish school. They also experienced a drasti
15、c reduction in their aspirations and lived in tense homes with families on edge. Gender played an important role in childrens and young peoples lives. Parents and Jewish communal organizations held different expectations for girls and boys, and gender framed the ways in which children envisioned the
16、ir futures. But from 1933 on, both girls and boys had to make unprecedented adjustments in their lives while facing unrelenting assaults on their self-esteem. (2) Nazi legislation of April 1933, euphemistically entitled the Law Against the Overcrowding of German Schools, established a quota of 1.5 p
17、ercent total enrollment for Jews. Where Jews made up more than 5 percent of the population, schools could allow up to 5 percent of their pupils to be Jewish. Exemptions included Jewish pupils whose fathers had served during World War , children of mixed marriages (with no more than two Jewish grandp
18、arents), and Jewish children with foreign citizenship. Elementary school (the Volksschule) attendance remained, for the time being, required for all. Like the other April laws, the actual number of exemptions surprised the Nazis. But for Jews, the exemptions were, at best, a Pyrrhic victory. The mas
19、sive hostility they faced and practical concerns with learning a vocation forced many to leave school. (3) Because children spent so much time in school, unprotected by family, Jewish children continually met with the blatant repercussions of Nazism there. Well before Jewish children were expelled f
20、rom German public schools, the majority lost the rights of non-Jews. They often had to sit apart from classmates. The curriculum isolated them further. In German class, one Jewish teenager had to study literature on the need for German expansion. Titles varied, including the bestseller Volk without
21、Space. In English class, the same girl read news articles from a British pro-Nazi tabloid. Teachers often required essays on Nazi themes. Jews, however, were prohibited from addressing these topics and, instead, were given arbitrary topics that had never been discussed in class. No matter how well a
22、n essay was written, a Jewish child seldom received a top grade. (4) School administrators and teachers barred Jewish children from school events, whether inside or outside school. When Nazi movies were shown, Jewish children could not attend but afterward had to listen while other children discusse
23、d the film. Denied school subsidies, they were forbidden from going to swimming pools or sleeping in dormitories on class trips. A mother described her daughters unhappiness about missing special events: It was not because she was denied going to the show that my little girl was weeping. but because
24、 she had to stay apart, as if she were not good enough to associate with her comrades any longer. On Mothers Day, Jewish children had to take part in the school festivities but were not allowed to sing along. When they protested, their teacher responded haughtily: I know you have a mother. but she i
25、s only a Jewish mother. On the rare occasion when Jewish children could take part, the Aryan children would show up in their Nazi youth group outfits, making it clear who did not belong. (5) The extent of persecution depended on various factors: whether Jewish children attended urban or rural school
26、s, whether they lived in areas where the Nazis were particularly popular, and what political attitudes their teachers held. Children were more likely to be victimized in small town and village schools. There, non-Jewish children, even if they had wanted to, did not dare to be seen with Jews. Between
27、 1933 and 1935, in a small town in the Mark Brandenburg, no one wanted to sit near a Jewish boy or play with him during breaks. In a small town near Aachen, a Jewish child suffered the abrupt rupture of her closest friendshipthe other child even stopped greeting herand had to listen to her female te
28、acher make nasty remarks about Jews in class. For many children, public events were not nearly as upsetting as the situation at school, which grew worse and worse. (6) Even in cities, Jewish children experienced at least some animosity. At best, Jewish children retained some of their non-Jewish frie
29、nds for a short time, while self-identified Aryan teachers or classmates were unfriendly. There were segregated Jewish classes in some schools, Jewish benches in mixed classrooms in others. In a Berlin elementary school, which was not known for antisemitism and in which almost half the pupils were J
30、ewish, non-Jewish children brought pails full of soap and water . in order to wash the seats clean where the Jewish children had sat. In a notably rare situation, Aryans in a Berlin Gymnasium defended their Jewish friends, resisted singing the bloodthirsty Nazi anthem, and as late as 1936 refused to
31、 hail the reoccupation of the Rhineland. Nonetheless, some teachers there insulted Jewish pupils or mumbled Nazi eugenics. (7)Helmut Kallmanns description of his Berlin high school between 1932 and 1938 manifests both his clear awareness of the political leanings of his teachers and the contradictio
32、ns confronting Jews. The chemistry teacher, for example, was not an overt antisemite but still told his classes not to purchase their supplies from a Jewish womans store. Some teachers simply wore their SA or SS uniforms to class, while others were ideologues who harassed the Jewish teenagers. The b
33、iology teacher taught racial education, insisting that the Jew is the Master of the Lie, the King of Crime. This rhetoric backfired at first, embarrassing the non-Jewish pupils who could not imagine that these insults fit the fathers of their Jewish friends. Ultimately, however, such tirades intimid
34、ated Jews and non-Jews alike. By 1937, another Nazi teacher regularly alternated between long-standing antisemitic stereotypes, such as, What kind of whispering and Yiddish-sounding dialect Gemauschele is going on? Were not in a Jew-school here, you know, and more novel approaches, such as Shut your
35、 non-Aryan trap. Strangely enough, there were teachers who missed no opportunity to make sarcastic remarks about Jews but seemed to grade pupils impartially. The behavior of these teachers was replicated all over Germany: official hostility toward the Jew but personal tolerance or regard for a parti
36、cular Jewish person. (8) Some children more directly resisted the indignities and abuse foisted upon them in the early years. In 1934, Annemarie Scherman, a Berlin Mischling, confronted a teacher who continually gave her grades of unsatisfactory. Despite his animosity, she achieved her Abitur a year
37、 later. In 1934, in a small town in Ostwestfalen-Lippe, a thirteen-year-old girl attending a school assembly found herself sitting through a Nazi song. When she heard its words, I was blind with rage and fear I got up and decided . Im not listennig to this. I was pretty certain that they would kill
38、me, grab me and break my bones But no one touched me. Somehow, the teachers as well as the pupils must have respected . my courage. In a German school where discipline was stressed, to get up .in the midst of a ceremony and simply leave without permission, that was incredible. (9) This kind of oppos
39、ition took a great deal of courage, because German teachers did not brook disobedience from pupils, especially Jewish pupils. Indeed, such protest was short-lived and was ultimately useless against the power of the state. PASSAGE THREE (1) Globally, it is found that adolescents represent 60% of glob
40、al consumer spending, with over $1,880 billion USD per year, and influence 60% of the brand purchase decisions of their parents. Markets for adolescents and teens have grown substantially in recent decades, and adolescent consumers have exerted more influence on family purchase decisions. The purcha
41、sing power of adolescents is constantly increasing, as indicated by recent surveys and research. (2) Therefore, it has become important to study adolescent purchasing behavior. Adolescent purchasing behavior involves a process of continual development, which is complicated by a variety of factors, s
42、uch as the transitional stages from child to adult and family socioeconomic status. This study explores the effects that the adolescent life cycle and family socioeconomic status have on the adolescent consumer socialization process. (3) Changes in the family structure have been a global phenomenon
43、as single-parent households and nuclear families emerge and flourish in modern societies. In recent years, markets for adolescents and teens have grown exponentially, giving rise to the term Tween Generation . Tweens possess more individual decision-making power, have more purchasing power, and attr
44、act attention from businesses. Smith indicates that nearly 21 million of 913 year olds in the US collectively wield $ 43 billion in annual spending power. An estimated figure for the global purchasing power of this age group was $ 8191880 billion USD per year, and they affect 60% of brand purchase d
45、ecisions in the family. Not coincidentally, tweens encounter 40,000 advertisements annually. According to Teenage Research USA , tween purchasing power in the US has grown substantially, increasing from $ 86 billion USD in 1993 to $121 billion USD in 1998. In Britain, tweens account for $ 2. 7 billi
46、on USD in spending, with their income coming largely from pocket money given by parents, gifts received, and pay from temporary work. Indeed, also note that with an estimated $1.5 billion USD in disposable income, tweens are a sizeable direct market and they are a market which companies hope to star
47、t early with brand loyalty. (4) As the Internet becomes more popular, many shopping websites are aggressively expanding their business territory, generating a fever for cyber purchasing. The Institute for Information Industry in its Industry Intelligence Survey (2009)indicated that there was a 30. 4
48、% increase in the cyber purchasing market in Taiwan. Foreseeing Innovative New Digiservices (2012)reported that the number of regular Internet users in Taiwan had increased to 10. 97 million in 2012. A survey entitled Internet Usage in Taiwan in December 2009 showed that Internet users aged 1519 top
49、ped the list, followed by the 2529 age group. Insight Xplorer Market Research Consultants (2009) indicated that 64. 2% of the respondents would not change the extent of their use of cyber purchasing under the current economic conditions. The above statistics suggest that younger groups have the highest purchasing power and influence. Thus, the consumption behavior of adolescents is increasingly a target of research by marketing staff and scholars. (5) Wit
