1、专业英语八级（阅读）练习试卷 14及答案与解析 0 Of all the dreary demystification of female experience advanced by feminists, surely one of the silliest is the claim that the heroines of girls classics helped turn generations of admiring readers into milksops. Yet that is the thesis of Deborah OKeefes Good Girl Messages:
2、 How Young Women Were Misled by Their Favorite Books. A former professor of English at Vassar and Manhattanville, OKeefe would persuade us that “many girls were damaged by characters, plots, and themes in the books they read and loved,“ because in these books “female virtue“ is invariably bound up w
3、ith “sit-still, look-good messages.“ Arguing from supposedly stereotypical literary scenes depictions of mothers making their daughters feel safe and loved, for example- along with ominous anecdotes attempting to show how the women of her own generation are passive and pliant, OKeefe insists that un
4、til about 1950, a vast literary conspiracy was trying to suck the brains and spirit out of little girls. What is impressive about this contention is the boldness of its inversion of reality. Indeed, OKeefe does her readers a favor by sending us scurrying to our shelves to pore through half-forgotten
5、, well-loved stories and confirm that, sure enough, the exact opposite is tree: The great girls books of the nineteenth and early twentieth centuries (many of them further popularized in film, television, and stage versions) are filled with active, vibrant young women notable for their moral strengt
6、h. These novels celebrate character in girls and women in a way that their contemporary counterparts, filled with characters brooding over nasty boys and weight problems, seldom do. To revisit the girls classics of the nineteenth and twentieth centuries, actually, is to enter a heroines hall of fame
7、. This doesnt stop OKeefe from disparaging characters like “brave but passive“ Sara Crewe. The central figure in A Little Princes (1950) by the English-born American writer Frances Hodgson Burnett, best, known for The Secret Garden (1911), Sara endures hardship, including her beloved fathers death a
8、nd her resulting poverty, in a way that ahs inspired girls for a century. “You have to bear things,“ Sara explains to a friend early in the story, when her father has left her at boarding school. “Think what soldiers bear! Papa is a soldier. If there was a war he would have to bear marching and thir
9、stiness and, perhaps, deep wounds. And he would never say a word - not one word.“ This kind of stoicism is bad, OKeefe explains, because eleven-year-old Sara doesnt escape her awful situation on her own, but merely suffers until a heroic male, her fathers old friend, rescues her. Besides, isnt there
10、 something sinister, OKeefe insinuates, about this “father-worship“ ? Yet it would be hard for parents to provide their daughters a better model of generosity and resourcefulness than Sara Crewe. With the help of a few friends and a vivid imagination, she creates an inner life as a “princess“ that h
11、elps her endure the worst circumstances with dignity. In the books most moving scene, Sara uses a coin she has found to buy six buns, then gives five of them to a beggar girl who is even hungrier than she is. Sara was talking to herself, though she was sick at heart. “If Im a princess,“ she was sayi
12、ng, “If Im a princess - when they were poor and driven from their thrones - they always shared - with the populace - if they met one poorer and hungrier than themselves.“ Saras imaginary royalty gives definition to her private sense of who she is: one held to a very high standard. He notion about pr
13、incesses (whether or not Burnett intended it) reflects the Biblical concept, second nature to nineteenth century readers, that the greatest of all is the person who serves others. It makes Sara so attractive that her story has never gone out of print. Deborah OKeefe notwithstanding, young women shou
14、ld be encouraged to do what many of them already are doing: read the classic girls stories and great novels. Their parents and teachers and all the other adults in their lives, meanwhile, should wake up to the vital importance of reinforcing the lessons in femininity and character that these old boo
15、ks are now almost alone in teaching. 1 We learn from the first paragraph that _. （ A） feminists support the values of girls classics （ B） feminists mystify the roles of girls classics （ C） Deborah OKeefe echoes the feminists claim （ D） Deborah OKeefe is a staunch feminist 2 According to the second p
16、aragraph, the author seems to imply that _. （ A） OKeefe believes strongly in traditional female virtue （ B） OKeefe is not familiar with girls books （ C） OKeefes book lacks a strong case for her argument （ D） OKeefes book lacks clear purpose 3 OKeefe believes that Sara Crewe _. （ A） is a victim of th
17、e male dominance （ B） lacks initiative （ C） hates royal figures （ D） is selfish 4 According to the author, Sara Crewe is _. （ A） sexist （ B） fatalistic （ C） ambitious （ D） altruistic 4 In the wars over information technology in the university, I am a neutral. I am neither an enthusiast nor a critic
18、but a realist. Realists have it hard: they dont have an easy rhetoric they can use, and they dont fit into the conventional “pro versus con“ story frame within which these disputes are narrated. I know people in both camps, though I admit that I find the extremists in the enthusiasts camp much more
19、insufferable than the extremists in the critics camp. In talking to both camps, I have noticed a pattern. Many people on both sides imagine themselves to be a small and embattled minority pushing up against the inertia of established institutions. The enthusiasts, many of them, are individual facult
20、y and researchers who are depressed at the difficulty of persuading their institutions to support large-scale initiatives in this area, and at their colleagues who remain focused on their individual research topics and not on the urgent work of revolutionizing the institution to take advantage of th
21、e technology. The critics, many of them, are likewise individual faculty and researchers who see university administrations acting like corporations and entering into partnerships with corporations to create commercialized cyber universities with no regard for the faculty, or for what education real
22、ly means. Although these views seem like opposites, they come remarkably close to both being right. I want to transcend what they have in common - a sense of futility that derives from an inefficiency of imagination. Not everyone fits these two patterns, of course. Some universities do have technolo
23、gy enthusiasts who are running significant programs online, for example degree programs that have students in Singapore. And a remarkable number of critically minded people have had a hand in shaping either the technology or their own institutions use of it. Andrew Feenberg of San Diego State is an
24、example; he did some the first, if not the very first, experiments with online teaching almost twenty years ago. Mike Cole at UC San Diego has been running classes at multiple UC campuses over video links. There are others. These people are not anti- technology; that is not what “critical“ means to
25、them. Rather, they want to ensure that the technology is used in a way that fits with serious ideas about education, so that the technology itself does not drive educational theory or practice. Although I am friends with many people in this latter camp, my work does not fit into any camp. I do often
26、 use technology in interesting ways in my classes, but I am not trying to change the world by doing so. Instead, my work in this area is mainly analytical and normative. I want to sketch a structure of ideas from which we might work in reinventing the university in the wired world. I am not trying t
27、o shape technology in a direct way; rather, I want to shape imagination - imagination not just about technology, but about the larger unit of analysis that includes both the technology itself and the institutions within which it is embedded. My work is also distinct from the valuable community that
28、conducts research on organizational informatics - the institutional dynamics, largely cognitive and political in nature, that affect how information technology gets used in particular organizational contexts. These people focus squarely on the political processes that shape information technology: o
29、ffice politics, for example, or the politics that are shaping the development of online publishing, as in Rob Klings current work at Indiana. Such work is thoroughly needed, but its not what Im doing. Im focused on prescription and imagination - not “how is it done?“ but “how should it be done?“. We
30、 often think of imagination as an escape from reality, but thats not what I mean. I want to develop a realistic imagination, one that is informed by the real dynamics of institutions, by the real grindings of power politics. I want to intervene in these politics, providing the raw imaginative materi
31、al that will be needed by anyone who is trying to set things straight. 5 What do those involved in the wars over information technology in the university have in common? （ A） They are unhappy with established institutions. （ B） They are detached for individual faculty and researchers. （ C） They are
32、self-interested. （ D） They embrace the commercialization of the university. 6 The critics camp is worried that _. （ A） education may suffer in the wake of technology （ B） anti-technology sentiment is growing （ C） politics may shape technology （ D） education may not keep up with technology 7 The auth
33、or is most interested in _. （ A） mediating between the two camps （ B） using technology in an interesting way （ C） discarding technology in favor of individual scholarly work （ D） providing guidelines for the university to benefit from technology 专业英语八级（阅读）练习试卷 14答案与解析 【知识模块】 阅读 1 【正确答案】 C 【试题解析】 根据第
34、 1段，女权主义者认为，少女文学读物中的主人公使其读者成为懦弱的人，而这一观点是 Deborah OKeefe著作中的主题。因此选项 C为正确答案。 【知识模块】 阅读 2 【正确答案】 C 【试题解析】 根据第 2段第 2句， Deborah OKeffe的观点是建立在文学 作品中一些刻板的描述和一些试图说明她那一代妇女软弱的不幸事件。因此，作者很有可能认为， Deborah OKeefe的观点的论据是不充分的。选项 C为正确答案。 【知识模块】 阅读 3 【正确答案】 B 【试题解析】 根据第 5段第 1句， Deborah OKeefe认为， Sara Crewe不是主动摆脱困境，而是一
35、味地忍受，直到有勇敢的男人来拯救自己。选项 B为正确答案。 【知识模块】 阅读 4 【正确答案】 D 【试题解析】 根据第 8段， Sara Crewe把自己当作公 主，这反映了 19世纪读者广泛接受的观点，即助人为乐。因此，选 D为正确答案。 【知识模块】 阅读 【知识模块】 阅读 5 【正确答案】 A 【试题解析】 该题要求理解第 1、 2段中的内容。卷入有关信息技术纷争的两派人有一个共同的特点，即都把自己看作是一个和现行机构进行抗争的弱小集团。选项 A为正确答案。 【知识模块】 阅读 6 【正确答案】 A 【试题解析】 根据第 2段倒数第 3句，对大学信息技术持批评意见和一方看到学校的管理部门就像企业一样 学校变成商业化的赛百大学，不 重视教员，也不重视教育的目的和作用。 【知识模块】 阅读 7 【正确答案】 D 【试题解析】 根据第 4段第 2、 3句，作者的工作是进行分析和建立规范；是建立一种能够在信息世界重新改造大学的思想体系；在第 5段第 52句，作者再次提到，他所关心的是建立规范。 【知识模块】 阅读
