2012年南京大學(xué)考博英語真題

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Section I Structure and Vocabulary (30%)

Part A (20%)

1. As the world’s largest grain exporter, the United States has power over the world food distribution system.

A. assorted B. unrivaled C. compounded D. intrigued

2. The gap between what we know and all that can be known seems not to , but rather to increase with every new discovery.

A. clarify B. eliminate C. diminish D. extinguish

3. Fun is what we experience during an act. Happiness is what we experience after an act. It is a deeper, more emotion.

A. compelling B. abiding C. violent D. sophisticated

4. The new range of products last autumn is already selling far better than is expected.

A. launched B. marketed C. prevailed D. envisioned

5. Einstein was a man deeply to the ideal of the morally responsible scientist.

A. affected B. committed C. subjected D. maintained

6. I am to Mr. Morrison because of the kindness and concern that he showed me when I first got here.

A. gratified B. unforgettable C. desirous D. indebted

7. Some sociologists are worried about the throughout the whole society.

A. fraudulent B. generous C. dynamic D. compulsive

8. With the severe shortage of energy supply, we are facing the of a very hard winter.

A. expectation B. prospect C. promise D. damage

9. If securities of a foreign corporation are sold in the US, the corporation is to the US law.

A. dedicated B. subject C. projected D. loyal

10. Historians share one fundamental that we can learn from the mistakes of our past.

A. assumption B. supposition C. ideology D. ethos

11. New technology is making the traditional farming machinery and methods .

A. efficient B. emergent C. obsolete D. nostalgic

12. The term nonverbal communication a number of categories: body language, vocal intonations ,physical objects, and space, among others.

A. embraces B. classifies C. constitutes D. intervenes

13. The initial results of the experiment didn’t quite as expected, to their disappointment.

A. take place B. end up C. bring about D. turn out

14. She is trying to him by phone as she has some very important news for him.

A. touch B. reach C. relate D. connect

15. James is quite with the customs and languages of the people in that part of the country.

A. knowledgeable B. common C. aware D. familiar

16. They did not realize that they had a crime by cutting down the tree.

A. performed B. undertaken C. made D. committed

17. Doctors say that moderate drinking can have a beneficial on your health.

A. impact B. generation C. disposition D. dependence

18. The teacher wanted to make the students realize that reading good literature is a good way to broaden their .

A. vision B. horizon C. scope D. expansion

19. He implied that the President had lied and obstructed justice.

A. nonetheless B. however C. thereby D. likewise

20. A team of researchers the problem of diseases connected with contaminated milk.

A. address B. interact C. wonder D. react

Part B (10%)

If we accept that we cannot prevent science and technology from changing our world, we can at least try to 21 that the changes they make are in the right directions. In a democratic society, this means that the public needs to have a basic understanding of science 22 it can make informed decisions and not 23 them in the hands of experts. At the moment, the public has a rather ambivalent attitude 24 science. It has come to expect the steady increase in the standard of 25 that new developments in science and technology have brought to continue, but it also distrusts science because it doesn’t understand it. This distrust is evident in the cartoon 26 of the mad scientist working in his laboratory to produce a Frankenstein. It is also an important 27 behind support for the Green parties.

What can be done to 28 this interest and give the public the scientific background it needs to make informed decisions on subjects like acid rain, the greenhouse effect, nuclear weapons, and genetic engineering? Clearly, the basis must lie in what is taught in schools. But in schools science is often 29 in a dry and uninteresting manner. Children learn it by rote to pass examinations, and they don’t see its 30 to the world around them. Moreover, science is often taught in terms of equations. Although equations are a concise and accurate way of describing mathematics ideas, they frighten most people.

21. A. assess B. discern C. ensure D. anticipate

22. A. because B. so that C. despite that D. though

23. A. clutch B. leave C. fabricate D. nurture

24. A. about B. with C. upon D. toward

25. A. living B. life C. survival D. lives

26. A. literature B. person C. art D. figure

27. A. role B. concept C. element D. index

28. A. constrain B. harness C. foster D. extinguish

29. A. presented B. conducted C. portrayed D. utilized

30. A. meaning B. contribution C. application D. relevance

Reading Comprehension (40% )

Passage 1

During the 1700s and 1800s, major fighting during wars generally ceased for the winters and armies took up winter encampments. As winter descended upon Pennsylvania in 1777, General George Washington chose Valley Forge, Pennsylvania, some eighteen miles west of Philadelphia as site of the winter encampment of the Continental Army. The area was far enough away from the British in Philadelphia to discourage surprise attacks and its location between high hills and the Schuylkill River made it easily defensible.

The Continental Army, however, was in bad shape. Of the 12,000 soldiers, many lacked the supplies or clothing to survive the winter and many others were starving at this point. At Valley Forge, defense lines were built along with over 1,000 huts to provide some relief from the brutal elements. Moisture from rain and melting snow made it impossible for many soldiers to stay dry and allowed for the spread of disease. The only reliable food that the soldiers received was a mixture of flour and water known as “firecake. ’’ Occasionally, soldiers received meat and bread. Furthermore, many soldiers had inadequate supplies of clothing and were forced to endure the winter in tatters and without blankets. Many lacked shoes. Wounded soldiers often died from exposure to the elements. Unsanitary and crowded conditions led to the proliferation of diseases and sicknesses such as typhoid and pneumonia. Over 2,000 people died from such sicknesses.

On February 23，1778，former German General Baron von Steuben arrived at Valley Forge to train the Patriots how to march in formation, fire guns quickly, use bayonets and become soldiers. Though von Steuben spoke little English, he developed a training manual in French that would be translated on the grounds into English. Unlike many American generals, von Steuben worked directly with the soldiers, endearing him to the thousands suffering at Valley Forge. Von Steuben’s presence did much to improve the morale of the army during the bitter winter and also helped them develop into a more tactical, effective military machine, capable of fighting the British.

On June 19, 1778, the Continental Army left Valley Forge in pursuit of the British who were moving north to New York.

31. Why did General Washington choose Valley Forge as the site of his army’s winter encampment?

A. It was close to a source of water.

B. It was warmer than any other encampments.

C. Its location made it easy to defend.

D. It was the only place where he wouldn’t be attacked.

32. How was Baron Von Steuben different from American generals?

A. He never worked directly with soldiers.

B. He worked directly with soldiers.

C. He would go into battle with soldiers.

D. He liked the British.

33. What was probably the most important contributions made by Baron Von Steuben?

A. He helped transform the Continental Army into an army that could actually fight the British.

B. He taught the soldiers how to use bayonets.

C. He taught the soldiers that their Generals did not have to speak good English

D. He provided the soldiers with things to laugh about.

34. What happened last?

A. The Continental Army learned to fire guns faster and to use bayonets.

B. The Continental Army began their pursuit of the British.

C. It was April 1778 when the war finally came to an end.

D. Baron Von Steuben arrived.

Passage 2

Most readers underestimate the amount of rewriting it usually takes to produce a spontaneous reading. This is a great disadvantage to the student writer, who sees only a finished product and never watches the craftsman who takes the necessary step back, studies the work carefully, returns to the task, steps back, returns, steps back, again and again. Anthony Burgess, one of the most productive writers in the English speaking countries, admits, “I might revise a page twenty times. ” Ronald Dahl, the popular children’s writer, states, By the time I’m nearing the end of a story, the first part will have been reread and changed and corrected at least 150 times... Good writing is essentially rewriting. I am positive of this. " Rewriting isn’t something that ought to be done. It is simply something that most writers find they have to do to discover what they have to say and how to say it. It is a con-

dition of the writer’s life. There are，however，a few writers who do little formal rewriting，primarily because they have the capacity and experience to create and review a large number of invisible drafts in their minds before they approach the page. And some writers slowly produce finished pages, performing all the tasks of revision，page by page. But it is still possible to see the sequence followed by most writers most of the time in rereading their own work. Most writers can scan their draft first，reading as quickly as possible to catch the larger problems of subject and form, then move in closer and closer as they read and write, reread and rewrite.

35. What does the student writer fail to do?

A. To have enough time to devote to writing.

B. To find his disadvantage in writing.

C. To see his works complete.

D. To observe other writers rewrite.

36. What do we know about Anthony Burgess?

A. He is the first person to find the disadvantage of the student writer.

B. He is a craftsman who always regrets what he has done and therefore redoes it.

C. He has published many literary works.

D. He enjoys writing on the same page many times.

37. Why do some writers do little formal rewriting?

A. Because they can do the mental rewriting.

B. Because they are not positive of what they have to say or how to say it.

C. Because they believe rewriting is not worthwhile.

D. Because they have to find their pages first before they write.

38. What do most writers have in common?

A. Spending a great deal of time plotting and drafting.

B. Performing all the tasks of revision at once.

C. Spending most of their time reading other’s works.

D. Rereading and rewriting their works.

Passage 3

He brought an entirely new level of style and sophistication to jazz music. Although a gifted piano player, Duke Ellington used the orchestra as his principal instrument. He considered himself a composer and arranger rather than just a musician, like Jelly Roll Morton before him. It was in 1917 when Duke began playing music professionally in Washington, D. C. Stride piano players like James P ? Johnson and Willie “The Lion” Smith influenced his piano technique. Duke led a band called The Washingtonians, which played at The Hollywood Club in Manhattan (the club was later renamed as the Kentucky Club). This band acquired a style all its own when trumpet player Bubber Miley joined it, bringing with him his unique plunger-mute style of playing. Called the “ Jungle Sound，” this sound came to be largely responsible for Ellington’s early success. A good example

of this style of playing is the song East St. Louis Toodle-Oo. In 1924，the group recorded their first album, Choo Choo ( Gotta Hurry Home and Rainy Nights ( Rainy Days) ) . However, the band didn’t hit the big time until after Irving Mills became their manager and publisher in 1926. In 1927, the band re-recorded versions of East St. Louis Toodle-Oo，then debuted two songs that would be associated with Duke for the rest of his career, Black and Tan Fantasy and Creole Love Call. Ellington’s Orchestra, unlike many of its contemporaries, was able to make the transition from 1920s hot jazz to 1930s swing music. One song it played, It Don’t Mean a Thing (If It Ain’t Got That Swing) , even came to define the era. What kept the Ellington Orchestra a major force in jazz was this very ability to adapt and grow with the times. The fame and influence of Ellington continued to grow throughout the 40s and 50s. His band continued to come up with jazz standards like Take the ‘ A ’ Train, Perdido, the 4 C ’ Jam Blues, and Satin Doll Duke wrote several religious pieces in the 1960s. He also composed The Far East Suite, then also collaborated with a highly diverse group of jazz musicians, among them Charles Mingus and Max Roach with whom he played a trio.

39. What is the main topic of this passage?

A. the life of Duke Ellington

B. the shift from jazz to swing music

C. the music of Duke Ellington

D. the development of jazz music

40. According to the passage, Duke Ellington worked as all of the following EXCEPT as a .

A. band leader B. singer C. band manager D. composer

41. Which of the following statements would the author of this passage most probably agree with?

A. Duke Ellington’s resistance to change caused the collapse of his musical career.

B. Duke Ellington did most of his jazz compositions in collaboration with others.

C. Duke Ellington’s classical compositions are his greatest contribution to music.

D. Duke Ellington’s sophisticated musical style greatly influenced the jazz genre.

42. All of the following statements about Duke Ellington are true EXCEPT .

A. He trained several bands to perform his jazz music.

B. He had always performed with his own band.

C. He was a major influence in jazz music.

D. He composed many songs that defined a certain period.

Passage 4

The pioneers of the teaching of science imagined that its introduction into education would move the conventionality, artificiality, and backward-lookingness which were characteristic of classical studies, but they were gravely disappointed. So, too, in their time had the humanists) thought that the study of the classical authors in the original would banish at once the dull pedantry and superstition of mediaeval scholasticism. The professional schoolmaster was a match for both of them，and has almost managed to make the understanding of chemical reactions as dull and as dogmatic an affair as the reading of Virgil’s Aeneid.

The chief claim for the use of science in education is that it teaches a child something about the actual universe in which he is living in, making him acquainted with the results of scientific discovery, and at the same time teaches him how to think logically and inductively by studying scientific method. A certain limited success has been reached in the first of these aims, but practically none at all in the second. Those privileged members of the community who have been through a secondary or public school education may be expected to know something about the elementary physics and chemistry of a hundred years ago, but they probably know hardly more than any bright boy can pick up from an interest in wireless or scientific hobbies out of school hours.

As to the learning of scientific method, the whole thing is palpably a farce. Actually, for the convenience of teachers and the requirements of the examination system, it is necessary that the pupils not only do not learn scientific method but learn precisely the reverse，that is, to believe exactly what they are told and to reproduce it when asked, whether it seems nonsense to them or not. The way in which educated people respond to such quackeries as spiritualism or astrology, not to say more dangerous ones such as racial theories or currency myths, shows that fifty years of education in the method of science in Britain or Germany has produced no visible effect whatever. The only way of learning the method of science is the long and bitter way of personal experience, and, until the educational or social systems are altered to make this possible, the best we can expect is the production of a minority of people who are able to acquire some of the techniques of science and a still smaller minority who are able to use and develop them.

43. The author implies that the professional schoolmaster” (line 6 ) has .

A. no interest in teaching science

B. thwarted attempts to enliven education

C. supported the humanists

D. been a pioneer in both science and humanities.

44. The author blames all of the following for the failure to impart scientific method through the .

A. lack of interest on the part of students

B. poor teaching

C. examination methods

D. the social and education systems

45. If the author were to study current education in science to see how things have changed since he wrote the piece, he would probably be most interested in the answer to which of the following questions?

A. Do students know more about the world about them?

B. Do students spend more time in laboratories?

C. Can students apply their knowledge logically?

D. Have textbooks improved?

46. All of the following can be inferred from the text except .

A. at the time of writing, not all children received a secondary school education

B. it is relatively easy to learn scientific method

C. science teaching has imparted some knowledge of facts to some children

D. the author believes that many teachers are authoritarian

Passage 5

If Catlin was the painter of the American Indian, and Bierstadt the portrayer of the Rocky Mountains, the artist of the Western cowboys and settlers was Frederic Remington. Bom in Canton, New York, the son of a wealthy publisher, Remington was a boxer and a football player at Yale — the last name one would expect to become the artist of the Old West. But as a boy he loved horses, and fed on the journals of George Catlin and Lewis and Clark. At the age of nineteen, he left college to look for adventure. He traveled from Montana to Texas, as a cow puncher and prospector. Remington had always been interested in journalism. Now he began to write down, and to paint and sketch what he saw. The subject of “Winning of the West” so fascinated the East that magazines and newspapers were crammed with accounts of the prospector’s adventures, and of battles with rustlers and other outlaws —all the tales that were then news and have since become legends in American history. There are also stories contributed by Bret Harte, Richard Harding Davis, Joaquin Miller, and many more. Often these were illustrated by sketches and paintings from Remington’s hand, but it was as a sculptor that Remington was the greatest artist.

47. The writer’s purpose in the passage is to .

A. compare Remington with Catlin and Bierstadt

B. show how the news stories of one age become the legends of the next

C. describe the major works of Remington

D. outline Remington’s career

48. Bierstadt’s relationship to the Rocky Mountain can be compared to that Remington’s to .

A. New York B. Yale University

C. the stories of Bret Harte D. the cowboys of the West

49. During his youth, Remington read the writings of .

A. Harte B. Catlin C. Bierstadt D. Miller

50. Remington based his art on the .

A. stories he read in newspapers B. things he had seen and experienced

C. paintings he copied from Catlin and Bierstadt D. principles he had learned at Yale

Section DI Translation (30% )

Part A (15%)

As an ecological approach to Translation Studies, Eco-translatology views translation as an entire translational eco-system, and focuses on the relationship between the translator and this translational eco-environment. A translational eco-environment is construed as a highly integrated entity that comprises the actual text, the cultural context and the human agents, as well as other tangible and intangible ingredients. In Eco-translatology, translation activities are described and interpreted in terms of such ecological principles as holism, relevance, dynamics, balance and harmony, together with ecological aesthetics. Some elements of classical Chinese or Oriental philosophies and cultural quintessence are projected in this nascent approach.

Part B (15%)

這次到臺灣訪問交流，雖然行程匆匆，但是，看了不少地方，訪了舊友，交了新知，大家走到一起，談?wù)摰囊粋€重要話題就是中華民族在21世紀(jì)的強(qiáng)盛。雖然祖國大陸、臺灣的青年生活在不同的社會環(huán)境中，有著各自不同的生活經(jīng)歷，但大家的內(nèi)心都深深銘刻著中華文化優(yōu)秀傳統(tǒng)的印記，都擁有著振興中華民族的共同理想。

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