1、考研英语（翻译）模拟试卷 16 及答案与解析Part CDirections: Read the following text carefully and then translate the underlined segments into Chinese. (10 points) 0 Timothy Berners-Lee might be giving Bill Gates a run for the money, but he passed up his shot at fabulous wealthintentionallyin 1990.【F1】Thats when he deci
2、ded not to patent the technology used to create the most important software innovation in the final decade of the 20th century: the World Wide Web. Berners-Lee wanted to make the world a richer place, not a mass personal wealth. So he gave his brainchild to us all.Berners-Lee regards todays Web as a
3、 rebellious adolescent that can never fulfill his original expectations.【F2 】By 2005, he hopes to begin replacing it with the Semantic Weba smart network that will finally understand human languages and make computers virtually as easy to work with as other humans.As envisioned by Berners-Lee, the n
4、ew Web would understand not only the meaning of words and concepts but also the logical relationships among them. That has awesome potential. Most knowledge is built on two pillars: semantics and mathematics. In number-crunching, computers already outclass people.【F3】Machines that are equally adroit
5、 at dealing with language and reason wont just help people uncover new insights; they could blaze new trails on their own.【F4】Even with a fairly crude version of this future Web, mining online repositories for nuggets of knowledge would no longer force people to wade through screen after screen of e
6、xtraneous data. Instead, computers would dispatch intelligent agents, or software messengers, to explore Web sites by the thousands and logically sift out just whats relevant. That alone would provide a major boost in productivity at work and at home. But there s far more.Software agents could also
7、take on many routine business chores, such as helping manufacturers find and negotiate with lowest-cost parts suppliers and handling help-desk questions. The Semantic Web would also be a bottomless trove of eureka insights. Most inventions and scientific breakthroughs, including todays Web, spring f
8、rom novel combinations of existing knowledge. The Semantic Web would make it possible to evaluate more combinations overnight than a person could juggle in a lifetime. Sure scientists and other people can post ideas on the Web today for others to read. But with machines doing the reading and transla
9、ting technical terms, related ideas from millions of Web pages could be distilled and summarized. That will lift the ability to assess and integrate information to new heights. The Semantic Web, Berners-Lee predicts, will help more people become more intuitive as well as more analytical.【F5】It will
10、foster global collaborations among people with diverse cultural perspectives, so we have a better chance of finding the right solutions to the really big issueslike the environment and climate warming.1 【F1】2 【F2】3 【F3】4 【F4】5 【F5】5 Personality is to a large extent inherentA-type parents usually bri
11、ng about A-type offspring.【F1】But the environment must also have a profound effect, since if competition is important to the parents, it is likely to become a major factor in the lives of their children.One place where children soak up A characteristics is school, which is, by its very nature, a hig
12、hly competitive institution. Too many schools adopt the win at all costs moral standard and measure their success by sporting achievements.【F2】The current passion for making children compete against their classmates or against the clock produces a two-layer system, in which competitive A-types seem
13、in some way better than their B-type fellows. Being too keen to win can have dangerous consequences: remember that Pheidippides, the first marathon runner, dropped dead seconds after saying: Rejoice, we conquer!By far the worst form of competition in schools is the disproportionate emphasis on exami
14、nations. It is a rare school that allows pupils to concentrate on those things they do well.【F3】The merits of competition by examination are somewhat questionable, but competition in the certain knowledge of failure is positively harmful.Obviously, it is neither practical nor desirable that all A yo
15、ungsters change into Bs.【F4 】The world needs types, and schools have an important duty to try to fit a childs personality to his possible future employment. It is top management.If the preoccupation of schools with academic work was lessened, more time might be spent teaching children surer values.【
16、F5】Perhaps selection for the caring professions, especially medicine, could be made less by good grades in chemistry and more by such considerations as sensitivity and sympathy. It is surely a mistake to choose our doctors exclusively from A-type stock. Bs are important and should be encouraged.6 【F
17、1】7 【F2】8 【F3】9 【F4】10 【F5】10 Bernard Bailyn has recently reinterpreted the early history 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 preindustr
18、ial North America. His approach rests on four separate propositions.【F1】The first of 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 attract
19、ion for the Englishthey would rather have stayed homeby the eighteenth century people 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 typica
20、l New World community. For example, the economic and demographic character of early New England towns varied considerably.Bailyns third proposition suggest two general patterns prevailing among the many thousands of migrants: one group came as indentured servants, another came to acquire land. Surpr
21、isingly, Bailyn suggests that those who recruited indentured servants were the driving 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
22、; by the 1730s, however, American employers demanded skilled artisans.Finally, 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 E
23、nglish core and colonial periphery, as Bailyn does, devalues the achievements of 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 distinguis
24、hed university, and published books? Bailyn might respond that New England was 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
25、migrated just prior to the revolution, he fails to link their experience with 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
26、time to American employers.【F4】It is not surprising that as soon as they served 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 w
27、ho were suspicious of authority and intensely anti-aristocratic.11 【F1】12 【F2】13 【F3】14 【F4】15 【F5】15 【F1】Proponents of different jazz styles have always argued that their predecessors musical style did not include essential characteristics that define jazz as jazz. Thus, 1940s swing was belittled b
28、y beboppers of the 1950 s who were themselves attacked by free jazzes of the 1960 s. The neoboppers of the 1980s 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 becau
29、se in 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 th
30、at the 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 scale
31、s from 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
32、on 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 Coltranes
33、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
34、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. Coltranes searching explorations
35、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 sopranos piping sound, ideas that had sounded dark and brooding acquired a feelin
36、g of giddy fantasy.16 【F1】17 【F2】18 【F3】19 【F4】20 【F5】20 【F1】Roger Rosenblatts book Black Fiction, in attempting to apply literary rather than sociopolitical criteria to its subject, successfully alters the approach taken by most previous studies. As Rosenblatt notes, criticism of Black writing has
37、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 it propounds.【F2】Although fiction assuredly springs from political
38、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. Rosenblatts literary analysis discloses affinities and connections among works of Black fict
39、ion 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, other than the facial identity of the authors, to group together works b
40、y 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 identifiable, coherent literary tradition. Looking at novels written by Blac
41、k 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 novels exist in a predominantly white culture, whether they try to confo
42、rm to that culture or rebel against it. Black Fiction does leave some aesthetic questions open. Rosenblatts thematic analysis permits considerable objectivity; he even explicitly states that it is not his intention to judge the merit of the various worksyet his reluctance seems misplaced, especially
43、 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 of aesthetic?【F4】In addition, the style of some Black novels, like Jean T
44、oomers 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 modes of expression?In spite of such omissions, what Rosenblatt does inclu
45、de 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 Johnsons Autobiography of an Ex-Colored Man. Its argument is tightly constructed, and i
46、ts forthright, lucid style exemplifies levelheaded and penetrating criticism.21 【F1】22 【F2】23 【F3】24 【F4】25 【F5】25 The inclusion of all children and youth is part of a general integrative trend that has accelerated since World War II. It relates to some newer developments as well. Concern for the ea
47、rths endangered environment has become central, emphasizing in both intellectual and social life the need for cooperation rather than competition, the importance of understanding interrelationships of the ecosystem, and the idea that ecology can be used as an organizing concept. In a different vein,
48、 the rapid development of microelectronics, particularly the use of computers for multiple functions in education, goes for beyond possibilities of earlier technological advances.【F1】Although technology is thought of by some as antagonistic to humanistic concerns, others argue that it makes communic
49、ation and comprehension available to a wider population and encourages “system thinking“, both ultimately integrative effects.The polarization of opinion on technologys 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 consensus makes the system unable to respond satisfactorily to public criticism and unable to plan for subs
