09年考研英语阅卷回顾
2009考研英语阅卷回顾 考生作文为何失分
2009考研英语阅卷回顾：考生作文为何失分
本文作者曾全程参与了阅卷工作，主要负责批改主观题的大作文部分，并对翻译和小作文的评卷流程有了直观的体会，在此梳理成文，希望对未来考生有所助益。
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考研英语作文预测汇总
2009最新时事政治汇总
一、背景
20092月，华东某省(为考研大省之一)考研英语主观题阅卷工作举行，笔者全程参与了阅卷工作，主要负责批改主观题的大作文部分，并对翻译和小作文的评卷流程有了直观的体会，在此梳理成文，希望对未来考生有所助益。
2009年考研英语二真题试卷(后附答案详解)
2009考研英语（二）真题及答案解析Directions：For each numbered blank in the following passage，there are four choices marked A, B, C and D. Choose the best one and mark your answer on the ANSWER SHEET with a pencil.In1999, the price of oil hovered around $16 a barrel. By 2008, it had 21 the $100 a barrel mark. The reasons for the surge 22 from the dramatic growth ofthe economies of china and India to widespread 23 in oil-producing regions, including Iraq and Nigeria's delta region. Triple-digit oil prices have 24 the economic and political map of the world, 25 some old notions of power. Oil-rich nations are enjoying historic gains and opportunities, 26 major importers—including china and India, home to a third of the world's population 27 rising economic and social costs.Managing this new order is fast becoming a central 28 of global politics. Countries that need oil are clawing at each other to 29 scarce supplies, andare willing to deal with any government, 30 how unpleasant, to do it .In many poor nations with oil , the profits are being ,lost to corruption, 31 these countries of their best hope for development. And oil is fueling enormous investment funds run by foreign governments, 32 some in the west see as a new threat.Countries like Russia, Venezuela and Iran are well supplied with rising oil 33 , a change reflected in newly aggressive foreign policies. But some unexpected countries are reaping benefits, 34 costs, from higher prices. Consider Germany.35 it imports virtually all its oil, it has prospered from extensive trade witha booming Russia and the Middle East. German exports to Russia 36 128 percent from 2001 to 2006.In the United States, as already high gas prices rose 37 higher in the springof 2008,the issue cropped up in the presidential campaign, with Senators McCain and Obama 38 for a federal gas tax holiday during the peak summer driving months. And driving habits began to 39 ,as sales of small cars jumped and mass transport systems 40 the country reported a sharp increase in riders.21. A. come B. gone C. crossed D. arrived22. A. covered B. discovered C. arranged D. ranged23. A. intensity B. infinity C. insecurity D. instability24. A. drawn B. redrawn C. retained D. reviewed25. A. fighting B. struggling C. challenging D. threatening26. A. and B. while C. thus D. though27. A. confine B. conflict C. conform D. confront28. A. problem B. question C. matter D. event29. A. look for B. lock up C. send out D. keep off30. A. no matter B. what if C. only if D. in spite of31. A. abolishing B. depriving C. destroying D. eliminating32. A. what B. that C. which D. whom33. A. interests B. taxes C. incomes D. revenues34. A. as many as B. as good as C. as far as D. as well as35. A. Although B. Because C. Since D. As36. A. advanced B. grew C. reduces D. multiplied37. A. even B. still C. rather D. fairly38. A. asking B. requesting C. calling D. demanding39. A. change B. turn C. shift D. transform40. A. for B. from C. across D. overPart III Reading Comprehension (40%)Direction: There are 4 passages in this part. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A, B, C, and D. You should decide on the best choice. Then blacken the corresponding letter on the Answer Sheet with a pencil.PASSAGE1.Henric Ibsen ,author of the play"A Doll's House", in which a pretty, helpless housewife abandons her husband and children to seek a more serious life, would surely have approved.. From January Ist ,2008, all public companies in Norway are obliged to ensure that at least 40% of their board directors are women. Most firms have obeyed the law, which was passed in 2003.But about 75 out ofthe 480 or so companies it affects are still too male for the government's liking. They will shortly receive a letter informing them that they have until the end of February to act , or face the legal consequences---which could include being dissolved.Before the law was proposed, about 7% of board members in Norway were female , according to the Centre for Corporate Diversity .The number has since jumped to 36%. That is far higher than the average of 9% for big companies across Europe or America's 15% for the Fortune 500.Norway's stock exchange and its main business lobby oppose the law, as do many businessmen." I am against quotas for women or men as a matter of principle," says Sverre Munck , head of international operations at a media firm. "Board members of public companies should be chosen solely on the basis of merit and experience,"be says. Several firms have even given up their public status in order to escape the new law. Companies have had to recruit about 1,000 women in four years. Many complain that it has been difficult to find experienced candidates. Because of this, some of the best women have collected as many as 25-35 directorships each, and are known in Norwegian business circles as the "golden skirts". One reason for the scarcity is that there are fairly few women in management in Norwegian companies---they occupy around 15% of senior positions. It has beenparticularly hard for firms in the oil, technology and financial industries to find women with a enough experience.Some people worry that their relative lack of experience may keep women quiet on boards, and that in turn could mean that boards might become less able to hold managers to account. Recent history in Norway, however, suggests that the right women can make strong directors. "Women feel more compelled than men to do their homework," says Ms Reksten Skaugen , who was voted Norway's chairman of the year for 2007, "and we can afford to ask the hard questions, because women are not always expected to know the answers."41. The author mentions Ibsen's play in the first paragraph in order to .A. depict women's dilemma at workB. explain the newly passed lawC. support Norwegian governmentD. introduce the topic under discussion42. A public company that fails to obey the new law could be forced to .A. pay a heavy fineB. close down its businessC. change to a private businessD. sign a document promising to act43. To which of the following is Sverre Munck most likely to agree? A. A set ratio of women in a board is unreasonable.B. A reasonable quota for women at work needs to be set.C. A common principle should be followed by all companies.D. An inexperienced businessman is not subject to the new law.44.The author attributes the phenomenon of "golden skirts" to .A. the small number of qualified females in managementB. the over-recruitment of female managers in public companiesC. the advantage women enjoy when competing for senior positionsD. the discrimination toward women in Norwegian business circles45. The main idea of the passage might be .A. female power and liberation in NorwayB. the significance of Henric Ibsen's playC. women's status in Norwegian firmsD. the constitution of board members in NorwayPASSAGE2.While there's never a good age to get cancer, people in their 20s and 30s can feel particularly isolated. The average age of a cancer patient at diagnosis is 67. Children with cancer often are treated at pediatric (小儿科的) cancer centers, but young adults have a tough time finding peers, often sitting side-by-side during treatments with people who could be their grandparents.In her new book Crazy Sexy Cancer Tips, writer Kris Carr looks at cancer from the perspective of a young adult who confronts death just as she's discovering life. Ms. Carr was 31 when she was diagnosed with a rare from of cancer that had generated tumors on her liver and lungs.Ms. Carr reacted with the normal feelings of shock and sadness. She called her parents and stocked up on organic food, determined to become a "full-time healing addict." Then she picked up the phone and called everyone in heraddress book, asking if they knew other young women with cancer. The result was her own personal "cancer posse": a rock concert tour manager, a model, a fashion magazine editor, a cartoonist and a MTV celebrity, to name a few. This club of "cancer babes" offered support, advice and fashion tips, among other things.Ms. Carr put her cancer experience in a recent Learning Channel documentary, and she has written a practical guide about how she coped. Cancer isn't funny, but Ms. Carr often is. She swears, she makes up names for the people who treat her ( Dr. Fabulous and Dr. Guru ), and she even makes second sound fun ("cancer road trips," she calls them).She leaves the medical advice to doctors, instead offering insightful and practical tips that reflect the world view of a young adult. "I refused to let cancer ruin my party," she writes. " Thereare just too many cool things to do and plan and live for."Ms. Carr still has cancer, but it has stopped progressing. Her cancer tips include using time-saving mass e-mails to keep friends informed, sewing or buying fashionable hospital gowns so you're not stuck with regulation blue or gray and playing Gloria Gaynor's "I Will Survive" so loud you neighbors call the police. Ms. Carr also advises an eyebrow wax and a new outfit before you tell the important people in your illness. " people you tell are going to cautious and not so cautiously try to see the cancer, so dazzle them instead with your miracle," she writes.While her advice may sound superficial, it gets to the heart of what every cancer patient wants: the chance to live life just as she always did, and maybe better.46. Which of the following groups is more vulnerable to cancer?A. Children.B. People in their 20s and 30s.C. Young adults.D. Elderly people.47. All of the following statements are true EXCEPT _______.A. Kris Carr is a female writerB. Kris Carr is more than 31-year-old.C. Kris Carr works in a cancer center.D. Kris Carr is very optimistic.48. The phrase "cancer posse" (Line 4, para.3 ) probably refers to ________A. a cancer research organizationB. a group of people who suffer from cancerC. people who have recovered from cancerD. people who cope with cancer49. Kris Carr make up names for the people who treat her because ________A. she is depressed and likes swearingB. she is funny and likes playing jokes on doctorC. she wants to leave the medical advice to doctorD. she tries to leave a good impression on doctor50. From Kris Carr's cancer tips we may infer that ________A. she learned to use e-mails after she got cancerB. she wears fashionable dress even after suffering from cancerC. hospital gowns for cancer patients are usually not in bright colorsD. the neighbors are very friendly with cancer patientsPASSAGE3.Questions 51 to 55 are based on the following passage:Should a leader strive to be loved or feared?This question,famously posed by Machiavelli,lies at the heart of Joseph Nye's new book.Mr.Nye,a former dean of the Kennedy School of Govemment at Harvard and one-time chairman of America's National Intelligence Council,is best known for promoting the idea of "soft power",based on persuasion and influence,as a counterpoint to "hardpower",based on coercion(强迫) and force.Having analyzed the use of soft and hard power in politics and diplomacy in his previous books,Mr.Nye has now turned his attention to the relationship between power and leadership,in both the political and business spheres.Machiavelli,he notes,concluded that "one ought to be both feared and loved,but as it isdifficult for the two to go together,it is much safer to be feared than loved."In short,hard power is preferable to soft power.But modem leadership theorists have come to the opposite conclusion.The context of leadership is changing,the observe,and the historical emphasison hard power is becoming outdated.In modem companies and democracies,power is increasingly diffused and traditional hierarchies(等级制) are being undermined,making soft power ever more important.But that does not meancoercion should now take a back seat to persuasion.Mr.Nye argues.Instead,he advocates a synthesis of these two views.The conclusion of The Powers toLead ,his survey of the theory of leadership,is that a combination of hard and soft power,which he calls”smart power”,is the best approach.The dominant theoretical model of leadership at the moment is ,apparently,the “transformational leadership pattern”.Anone allergic(反感) to management term will already be running for the exit,but Mr,Nye has performed a valuableservice in rounding up and summarizing the various academic studies andtheories of leadcriship into a single,slim volume.He examines different approaches to leadership,the morality of leadership and how the wider context can determine the effcctiveness of a particular leader.There are plcnty of anccdotes and examples,both historical and contemporary,political and corporate. Alsa,leadership is a slippery subject,and as he depicts various theories,even Mr.Nye never quite nails the jelly to the wall.He is at his most interesting when discussing the moral aspects of leadershipin particular,the question of whether it is sometimes necessary for good leaders to lie -and he provides a helpful 12-point summary of his conclusions.A recuming theme is that as circumstances change,different sorts of leadcrs are required;a leader whothrives in one environment may struggle in another,and vice versa.Ultimatelythat is just a fancy way of saying that leadcrship offers no casy answers.51.From the first two paragraphs we may learn than Mr.Machiavelli's idea ofhard power is ______.A.well accepted by Joseph NyeB.very influential till nowadaysC.based on sound theoriesD.contrary to that of modem leadership theorists52.Which of the following makes soft power more important today according to Mr.Nye?A.Coercion is widespread.B.Morality is devalued.C.Power is no longer concentrated.D.Traditional hierarchies are strengthened53.In his book the Powers to lead,Mr.Nye has exmined all the following aspects of leadership EXCEPT_____.A.authorityB.contextC.approachesD.morality54.Mr.Nye's book is particularly valuable in that it _____.A.makes little use of management termsB.summarizes various studies conciselyC.serves as an exit for leadership researchersD.sets a model for contemporary corporate leaders55.According to the author,the most interesting part of Mr.Nye's book lies inhis _____.A.view of changeable leadershipB.definition of good leadershipC.summary of leadership historyD.discussion of moral leadershipPASSAGE4Questions 56to 60are based on the following passage:Americans don't like to lose wars. Of course, a lot depends on how you define just what a war is. There are shooting wars-the kind that test patriotism and courage-and those are the kind at which the U.S excels. But other strugglestest those qualities too. What else was the Great Depression or the space race or the construction of the railroads? If American indulge in a bit of flag—when the job is done, they earned it.Now there is a similar challenge. Global warming. The steady deterioration(恶化)of the very climate of this very planet is becoming a war of the first order, and by any measure, the U.S. produces nearly a quarter of the world's greenhouse gases each year and has stubbornly made it clear that it doesn't intend to do a whole lot about it. Although 174 nations approved the admittedlyflawed Kyoto accords to reduce carbon levels, the U.S. walked away from them. There are vague promises of manufacturing fuel from herbs or powering cars with hydrogen. But for a country that tightly cites patriotism as one of its core values, the U.S. is taking a pass on what might be the most patriotic struggle of all. It's hard to imagine a bigger fight than one for the survival of a country's coasts and farms, the health of its people and stability of its economy.The rub is, if the vast majority of people increasingly agree that climate change is a global emergency, there's far less agreement on how to fix it. Industry offers its pans, which too often would fix little. Environmentalists offer theirs, which too often amount to native wish lists that could weaken American's growth. But let's assume that those interested parties and others will always bent the table and will always demand that their voices be heard and that their needs be addressed. What would an aggressive, ambitious, effective plan look like-one that would leave the U.S. both environmentally safe and economically sound?Halting climate change will be far harder. One of the more conservative plans for addressing the problem calls for a reduction of 25 billion tons of carbon emissions over the next 52 year. And yet by devising a consistent strategy that mixes and blends pragmatism(实用主义)with ambition, the U.S. can, without major damage to the economy, help halt the worst effects of climate change and ensure the survival of its way of life for future generations. Money will do some of the work, but what's needed most is will. "I'm not saying the challenge isn't almost overwhelming," says Fred Krupp. "But this is America, and America has risen to these challenges before."56. What does the passage mainly discuss?A. Human wars.B. Economic crisis.C. America's environmental policies.D. Global environment in general.57. From the last sentence of paragraph 2 we may learn that the survival of a country's coasts and farms, the health of its people and the stability of its economy is__________.A. of utmost importanceB. a fight no one can winC. beyond people's imaginationD. a less significant issue58. Judging from the context, the word "rub"(Line 1, Para.3)probablymeans_______.A. frictionB. contradictionC. conflictD. problem59. What is the author's attitude toward America's policies on global warming?A. CriticalB. IndifferentC. SupportiveD. Compromising60. The paragraphs immediately following this passage would most probably deal with___________.A. the new book written by Fred KruppB. how America can fight against global warmingC. the harmful effects of global warmingD. how America can tide over economic crisisPart Ⅳ TranslationWith the nation’s financial system teetering on a cliff. The compensation arrangements for executives of the big banks and other financial firms are coming under close examination again.Bankers’ excessive risk- taking is a significant cause of this financialcrisis and has continued, to others in the past, in this case, it was fueled by low interest rates and kept going by a false sense of security created by a debt-fueled bubble in the economy.Mortgage lenders gladly lent enormous sums to those who could not afford to pay them back dividing the laws and selling them off to the next financial institution along the chain, advantage of the same high-tech securitization to load on more risky mortgage-based assets.Financial regulation will have to catch up with the most irresponsible practices that led banks down in this road, in hopes averting the next crisis, which is likely to involve different financial techniques and different sorts of assets. But it is worth examining the root problem of compensation schemes that are tied to short-term profits and revenue’s, and thus encourage bankers to take irresponsible risks.Section Ⅲ Translation 46. Directions: In this section there is a text in English. Translate it into Chinese. Write your translation on ANSWER SHEET 2.(15 points) Who would have thought that, globally, the IT industry produces about the same volume of greenhouse gases as the world’s airlines do --- roughly 2 percent of all CO2 emissions? Many everyday tasks take a surprising toll on the environment. A Google search can leak between 0.2 and 7.0 grams of CO2, depending on how many attempts are needed to get the “right” answer. To deliver results to its users quickly, then, Google has to maintain vast data centres around the world, packed with powerful computers. While producing large quantities of CO2, these computers emit a great deal of heat, so the centres need to be well air-conditioned, which uses even more energy. However, Google and other big tech providers monitor their efficiency closely and make improvements. Monitoring is the first step on the road to reduction , but there is much more to be done, and not just by big companies.小作文真题：suppose your cousin LI MING has just been admited to a university write him/hera letter to:(1)Congratulate him/her,and(2)give him/her suggestions on how to get prepared for university life you should write about 100 words on ANSWER SHEET 2. DO not sign your own name at the end of the letter,Use "zhangwe"大作文真题：write a short essay baesd on the following chart.in your writing,you should:1)interpret the chart and2)give your comments you should write at least 150 wrods write your essay on answer sheet 2(15points)2009考研英语（二）真题及答案解析（4）2014-04-22 07:14:48 | 中国研究生招生信息网答案SECTION 221-30 CDDBC BDABA31-40 BADDA BACACSECTION 341-50 BBAAC CCBCC51-60 DCABD CAAACSECTION 4由于国家金融体制处于危机边缘动荡,一些大银行和金融机构中的高级管理人员的补偿金计划就受到密切关注. 银行家们过度冒险是金融危机的至关重要原因,在历史上也有类似情况.在这种情况下,一般是由低息引起并造成持续的错觉,其实是一种债务泡沫经济. 抵押贷款人很乐意把大量资金借给无力偿还的人,就把贷款瓜分了,并沿这样的链条出售给下一个金融机构,这些做法都在利用高科技证券业,结果,却增加了抵押资产的风险. 金融条例必须能应付这种能使银行下滑的,最不负责任的做法,以期扭转下一个危机,而这下一个危机很可能包括有各种类型的技术和资产.但值得审视补偿金计划的根本问题,因为那是眼前利益,但却让银行家们不负责任的甘冒风险.46.Directions:In this section there is a text in English .Translate it into Chinese. Write your translation on ANSWER SHEET2.(15points)“Suatainability” has become apopular word these days, but to Ted Ning, the concept will always have personal meaning. Having endured apainful period ofunsustainability in his own life made itclear to him that sustainability-oriented values must be expressed though everyday action and choice.Ning recalls spending aconfusing year in the late 1990s selling insurance. He‟d been though the dot-com boom and burst and,desperate for ajob,signed on with a Boulder agency.It didin‟t go well. “It was a really had move because that‟s not my passion,”says Ning, whose dilemma about the job translated, predictably, into a lack of sales. “I was miserable, I had so much anxiety that I would wake up in the middle of the night and stare at the ceiling. I had no money and needed the job. Everyone said, …Just wait, you‟ll trun the corner, give it some time.‟”翻译参考“坚持不懈”如今已成一个流行词汇，但对TedNing而言，这个概念一直有个人含义，经历了一段痛苦松懈的个人生活，使他清楚面向以坚持不懈为导向的价值观，必须贯彻到每天的行动和选择中。
09英语1真题答案及解析
09英语1真题答案及解析在学习英语过程中，做真题是提高英语水平的重要途径之一。
特别是做历年的真题，不仅能够了解考试的题型和难度，还能够发现自己的不足之处，从而有针对性地提高自己的英语能力。
下面，本文将针对09年的英语1真题进行答案及解析，希望对同学们的备考有所帮助。
阅读理解1. A解析：根据第一段最后一句话的“Music and talent shows have always been popular”可知，选项A的“古代文化和当代艺术表演”符合文意。
2. B解析：根据第二段的第一句“Music festivals have been around for hundreds of years, and they are just as popular as ever.”可知，选项B的“音乐节已有数百年的历史，而且人们对它们的热情从未减退”符合文意。
3. A解析：根据第三段的第一句“In conclusion, talent shows and music festivals are two different kinds of entertainment that have a lot in common.”可知，选项A的“两者有相似之处”符合文意。
4. C解析：根据第四段的第一句“The first and most obvious similarity is that both events revolve around music.”可知，选项C的“两个活动都与音乐有关”符合文意。
5. C解析：根据最后一段的第一句“The main difference between the two is the way in whic h they showcase talent.”可知，选项C的“两者的主要区别在于展示才华的方式”符合文意。
完形填空1. D解析：根据第一段的“He ________ a lot of money and time going to the local movie theater.”以及下一段的“And every Saturday night, he _________ to a different movie at the theater.”可知，选项D的“spent”和“went”符合文意。
2009年全国硕士研究生考试英语完型填空试题及分析
2009年全国硕士研究生考试英语完型填空试题及分析在2009年全国硕士研究生考试中，英语科目是一个重要的部分。
其中，完型填空是一个常见的题型，需要考生根据上下文语境和词语意义，选择最合适的单词或短语来填入空白处，使整篇文章表达通顺、连贯。
下面是2009年全国硕士研究生考试英语完型填空试题及分析。
题目：阅读下面短文，掌握其大意，然后从1～21各题所给的四个选项(A、B、C和D)中，选出最佳选项，并在答题卡上将该项涂黑。
(1)One day, while I was in line at the supermarket, I saw a young girlwho looked about five years old. She was in a wheelchair, her body 1 and weak. Her mother was doing her best to put her groceries onto the 2 while the little girl just watched.(2)Suddenly, the little girl spoke up, "Mommy, can I 3 ride in one of those cars?" She was pointing at those 4 shopping carts shaped like small cars. I saw the mother look at the price of 5 shopping cart, and then I saw her shake her head. After a moment, she bent down and asked her daughterif she could go _her.(6)The little girl replied, "Mommy, I know they don't have any seats and there is no steering wheel (方向盘)." Her 7 was not loud enough for me to see her mother respond, but I saw a weak smile. The mother then 8 her daughter to one of the carts (with a seat for little children), where the girl 9 the grocery basket her mother was pushing.(10)As they moved through the store, customers and employees 11 as they saw the young girl sitting in the cart. They all smiled and said the same thing, "How did you get to ride? I've been 12 for a long time." The little girl 13 . As 14 passed her by, she would say, "Pick me up." One-by-one, they did just that.(15)I don't think I have ever seen such a 16 little girl, and I've also never heard so many conversations in a store. Everyone who 17 that girl's voice could not help but be touched. When the time came for me to pay, I walked 18 the little girl once more. I bent down next to her and gave her some coins so she could play with the small cars as her mother 19 the groceries into the car.(20)Although my coins were quite small, I was fulfilled. They 21 to be more in the eyes of that little girl.1. A. strong B. slim C. tired D. awkward2. A. floor B. cart C. desk D. shelf3. A. happily B. safely C. personally D. freely4. A. interesting B. ordinary C. special D. popular5. A. one B. a C. each D. none6. A. with B. to C. from D. after7. A. voice B. request C. courage D. difficulty8. A. led B. encouraged C. abandoned D. escorted9. A. noticed B. measured C. rented D. returned10. A. Meanwhile B. Occasionally C. Naturally D. Regularly11. A. hesitated B. cheered C. wondered D. recognized12. A. waiting B. questioning C. complaining D. helping13. A. mumbled B. screamed C. whispered D. replied14. A. friends B. strangers C. employees D. customers15. A. delightful B. brave C. polite D. talented16. A. lively B. ordinary C. weak D. naughty17. A. overheard B. misunderstood C. ignored D. appreciated18. A. past B. over C. beside D. under19. A. loaded B. delivered C. carried D. selected20. A. Often B. Somehow C. Never D. Seldom21. A. appeared B. proved C. turned D. seemed答案与分析：1. C. tired分析：根据第一段的描述，女孩体力虚弱，应选C. tired。
09英语考研真题
2009年全国硕士研究生入学统一考试英语试题Section I Use of EnglishDirections:Read the following text. Choose the best word(s) for each numbered blank and mark A, B, C or D on ANSWER SHEET 1. (10 points)Research on animal intelligence always makes me wonder just how smart humans are.1 the fruit-fly experiments described in Carl Zimmer’s piece in the Science Times on Tuesday. Fruit flies who were taught to be smarter than the average fruit fly 2 to live shorter lives. This suggests that 3 bulbs burn longer, that there is an 4 in not being too terrifically bright.Intelligence, it 5 out, is a high-priced option. It takes more upkeep, burns more fuel and is slow 6 the starting line because it depends on learning — a gradual 7 — instead of instinct. Plenty of other species are able to learn, and one of the things they’ve apparently learned is when to 8 .Is there an adaptive value to 9 intelligence? That’s the question behind this new research. I like it. Instead of casting a wistful glance 10 at all the species we’ve left in the dust I.Q.-wise, it implicitly asks what the real11 of our own intelligence might be. This is 12 the mind of every animal I’ve ever met.Research on animal intelligence also makes me wonder what experiments animals would 13 on humans if they had the chance. Every cat with an owner, 14 , is running a small-scale study in operant conditioning. we believe that 15 animals ran the labs, they would test us to 16 the limits of our patience, our faithfulness, our memory for terrain. They would try to decide what intelligence in humans is really 17 , not merely how much of it there is. 18 , they would hope to study a 19 question: Are humans actually aware of the world they live in? 20 the results are inconclusive.1. [A] Suppose [B] Consider [C] Observe [D] Imagine2. [A] tended [B] feared [C] happened [D] threatened3. [A] thinner [B] stabler [C] lighter [D] dimmer4. [A] tendency [B] advantage [C] inclination [D] priority5. [A] insists on [B] sums up [C] turns out [D] puts forward6. [A] off [B] behind [C] over [D] along7. [A] incredible [B] spontaneous [C]inevitable [D] gradual8. [A] fight [B] doubt [C] stop [D] think9. [A] invisible [B] limited [C] indefinite [D] different10. [A] upward [B] forward [C] afterward [D] backward11. [A] features [B] influences [C] results [D] costs12. [A] outside [B] on [C] by [D] across13. [A] deliver [B] carry [C] perform [D] apply14. [A] by chance [B] in contrast [C] as usual [D] for instance15. [A] if [B] unless [C] as [D] lest16. [A] moderate [B] overcome [C] determine [D] reach17. [A] at [B] for [C] after [D] with18. [A] Above all [B] After all [C] However [D] Otherwise19. [A] fundamental [B] comprehensive [C] equivalent [D] hostile20. [A] By accident [B] In time [C] So far [D] Better stillSection II Reading ComprehensionPart ADirections:Read the following four texts. Answer the questions below each text by choosing A, B, C or D. Mark your answers on ANSWER SHEET 1. (40 points)Text1Habits are a funny thing. We reach for them mindlessly, setting our brains on auto-pilot and relaxing into the unconscious comfort of familiar routine. “Not choice, but habit rules the unreflecting herd,” William Wordsworth said in the 19th century. In the ever-changing 21st century, even the word “habit” carries a negative connotation.So it seems antithetical to talk about habits in the same context as creativity and innovation. But brain researchers have discovered that when we consciously develop new habits, we create parallel synaptic paths, and even entirely new brain cells, that can jump our trains of thought onto new, innovative tracks.But don’t bother trying to kill off old habits; once those ruts of procedure are worn into the hippocampus, they’re the re to stay. Instead, the new habits we deliberately ingrain into ourselves create parallel pathways that can bypass those old roads.“The first thing needed for innovation is a fascination with wonder,” says Dawna Markova, author of “The Open Mind” and an executive change consultant for Professional Thinking Partners. “But we are taught instead to ‘decide,’ just as our president calls himself ‘the Decider.’” She adds, however, that “to decide is to kill off all possibilities but one. A good innovational thinker is always exploring the many other possibilities.”All of us work through problems in ways of which we’re unaware, she says. Researchers in the late 1960 covered that humans are born with the capacity to approach challenges in four primary ways: analytically, procedurally, relationally (or collaboratively) and innovatively. At puberty, however, the brain shuts down half of that capacity, preserving only those modes of thought that have seemed most valuableduring the first decade or so of life.The current emphasis on standardized testing highlights analysis and procedure, meaning that few of us inherently use our innovative and collaborative modes of thought. “This breaks the major rule in the American belief system — that anyone can do anything,” explains M. J. Ryan, author of the 2006 book “This Year I Will...” and Ms. Markova’s business partner. “That’s a lie that we have perpetuated, and it fosters commonness. Knowing what you’re good at and doing even more of it creates excellence.” This is where developing new habits comes in.21. The view of Wordsworth habit is claimed by beingA. casualB. familiarC. mechanicalD. changeable.22. The researchers have discovered that the formation of habit can beA. predictedB. regulatedC. tracedD. guided23.” ruts”(in line one, paragraph 3) has closest meaning toA. tracksB. seriesC. characteristicsD. connections24. Ms. Markova’s comments suggest that the practice of standard testing ? A, prevents new habits form being formedB, no longer emphasizes commonnessC, maintains the inherent American thinking modelD, complies with the American belief system25. Ryan most probably agree thatA. ideas are born of a relaxing mindB. innovativeness could be taughtC. decisiveness derives from fantastic ideasD. curiosity activates creative mindsText 2It is a wise father that knows his own child, but today a man can boost his paternal (fatherly) wisdom –or at least confirm that he’s the kid’s dad. All he needs to do is shell our $30 for paternity testing kit (PTK) at his local drugstore – and another $120 to get the results.More than 60,000 people have purchased the PTKs since they first become available without prescriptions last years, according to Doug Fog, chief operating officer of Identigene, which makes the over-the-counter kits. More than two dozen companies sell DNA tests Directly to the public , ranging in price from a few hundred dollars to more than $2500.Among the most popular : paternity and kinship testing , which adopted children can use to find their biological relatives and latest rage a many passionate genealogists-and supports businesses that offer to search for a family’s geographic roots .Most tests require collecting cells by webbing saliva in the mouth and sending it to the company for testing. All tests require a potential candidate with whom to compare DNA.But some observers are skeptical, “There is a kind of false precision being hawked by people claiming they a re doing ancestry testing,” says Trey Duster, a NewYork University sociologist. He notes that each individual has many ancestors-numbering in the hundreds just a few centuries back. Yet most ancestry testing only considers a single lineage, either the Y chromosome inherited through men in a father’s line or mitochondrial DNA, which a passed down only from mothers. This DNA can reveal genetic information about only one or two ancestors, even though, for example, just three generations back people also have six other great-grandparents or, four generations back, 14 other great-great-grandparents.Critics also argue that commercial genetic testing is only as good as the reference collections to which a sample is compared. Databases used by some companies don’t rely on data collected systematically but rather lump together information from different research projects. This means that a DNA database may differ depending on the company that processes the results. In addition, the computer programs a company uses to estimate relationships may be patented and not subject to peer review or outside evaluation.26.In paragraphs 1 and 2 , the text shows PTK’s ___________.[A]easy availability[B]flexibility in pricing[C] successful promotion[D] popularity with households27. PTK is used to __________.[A]locate one’s birth place[B]promote genetic research[C] identify parent-child kinship[D] choose children for adoption28. Skeptical observers believe that ancestry testing fails to__________.[A]trace distant ancestors[B] rebuild reliable bloodlines[C] fully use genetic information[D] achieve the claimed accuracy29. In the last paragraph ,a problem commercial genetic testing faces is __________.[A]disorganized data collection[B] overlapping database building30. An appropriate title for the text is most likely to be__________.[A]Fors and Againsts of DNA testing[B] DNA testing and It’s problems[C]DNA testing outside the lab[D] lies behind DNA testingText 3The relationship between formal education and economic growth in poor countries is widely misunderstood by economists and politicians alike progress in both area is undoubtedly necessary for the social, political and intellectualdevelopment of these and all other societies; however, the conventional view that education should be one of the very highest priorities for promoting rapid economic development in poor countries is wrong. We are fortunate that is it, because new educational systems there and putting enough people through them to improve economic performance would require two or three generations. The findings of a research institution have consistently shown that workers in all countries can be trained on the job to achieve radical higher productivity and, as a result, radically higher standards of living.Ironically, the first evidence for this idea appeared in the United States. Not long ago, with the country entering a recessing and Japan at its pre-bubble peak. The U.S. workforce was derided as poorly educated and one of primary cause of the poor U.S. economic performance. Japan was, and remains, the global leader in automotive-assembly productivity. Yet the research revealed that the U.S. factories of Honda Nissan, and Toyota achieved about 95 percent of the productivity of their Japanese countere pants a result of the training that U.S. workers received on the job.More recently, while examing housing construction, the researchers discovered that illiterate, non-English- speaking Mexican workers in Houston, Texas, consistently met best-practice labor productivity standards despite the complexity of the building industry’s work.What is the real relationship between education and economic development? We have to suspect that continuing economic growth promotes the development of education even when governments don’t force it. After all, that’s how education got started. When our ancestors were hunters and gatherers 10,000 years ago, they didn’t have time to wonder much about anything besides finding food. Only when humanity began to get its food in a more productive way was there time for other things.As education improved, humanity’s productivity potential, they could in turn afford more education. This increasingly high level of education is probably a necessary, but not a sufficient, condition for the complex political systems required by advanced economic performance. Thus poor countries might not be able to escape their poverty traps without political changes that may be possible only with broader formal edu cation. A lack of formal education, however, doesn’t constrain the ability of the developing world’s workforce to substantially improve productivity for the forested future. On the contrary, constraints on improving productivity explain why education isn’t developing more quickly there than it is.31. The author holds in paragraph 1 that the important of education in poor countries___________.[A] is subject groundless doubts[B] has fallen victim of bias[C] is conventional downgraded[D] has been overestimated32. It is stated in paragraph 1 that construction of a new education system__________.[A]challenges economists and politicians[B]takes efforts of generations[C] demands priority from the government[D] requires sufficient labor force33.A major difference between the Japanese and U.S workforces is that __________.[A] the Japanese workforce is better disciplined[B] the Japanese workforce is more productive[C]the U.S workforce has a better education[D] ]the U.S workforce is more organize34. The author quotes the example of our ancestors to show that education emerged__________.[A] when people had enough time[B] prior to better ways of finding food[C] when people on longer went hung[D] as a result of pressure on government35. According to the last paragraph , development of education __________.[A] results directly from competitive environments[B] does not depend on economic performance[C] follows improved productivity[D] cannot afford political changesText 4The most thoroughly studied in the history of the new world are the ministers and political leaders of seventeenth-century New England. According to the standard history of American philosophy, nowhere else in colonial America was “So much important attached to intellectual pursuits ” According to many books and articles, New England’s leaders established the basic themes and preoccupations of an unfolding, dominant Puritan tradition in American intellectual life.To take this approach to the New Englanders normally mean to start with the Puritans’ theological innovations and their distinctive ideas about the church-important subjects that we may not neglect. But in keeping with our examination of southern intellectual life, we may consider the original Puritans as carriers of European culture adjusting to New world circumstances. The New England colonies were the scenes of important episodes in the pursuit of widely understood ideals of civility and virtuosity.The early settlers of Massachusetts Bay included men of impressive education and influence in England. `Besides the ninety or so learned ministers who came to Massachusetts church in the decade after 1629,There were political leaders like John Winthrop, an educated gentleman, lawyer, and official of the Crown before he journeyed to Boston. There men wrote and published extensively, reaching both New World and Old World audiences, and giving New England an atmosphere of intellectual earnestness.We should not forget , however, that most New Englanders were less welleducated. While few crafts men or farmers, let alone dependents and servants, left literary compositions to be analyzed, The in thinking often had a traditional superstitions quality. A tailor named John Dane, who emigrated in the late 1630s, left an account of his reasons for leaving England that is filled with signs. sexual confusion, economic frustrations , and religious hope-all name together in a decisive moment when he opened the Bible, told his father the first line he saw would settle his fate, and read the magical words: “come out from among them, touch no unclean thing , and I will be your God and you shall be my people.” One wonders what Dane thought of the careful sermons explaining the Bible that he heard in puritan churched.Mean while , many settles had slighter religious commitments than Dane’s, as one clergyman learned in confronting folk along the coast who mocked that they had not come to the New world for religion . “Our main end was to catch fish. ”36. The author notes that in the seventeenth-century New England___________.[A] Puritan tradition dominated political life.[B] intellectual interests were encouraged.[C] Politics benefited much from intellectual endeavors.[D] intellectual pursuits enjoyed a liberal environment.37. It is suggested in paragraph 2 that New Englanders__________.[A] experienced a comparatively peaceful early history.[B] brought with them the culture of the Old World[C] paid little attention to southern intellectual life[D] were obsessed with religious innovations38. The early ministers and political leaders in Massachusetts Bay__________.[A] were famous in the New World for their writings[B] gained increasing importance in religious affairs[C] abandoned high positions before coming to the New World[D] created a new intellectual atmosphere in New England39. The story of John Dane shows that less well-educated New Englanders were often __________.[A] influenced by superstitions[B] troubled with religious beliefs[C] puzzled by church sermons[D] frustrated with family earnings40. The text suggests that early settlers in New England__________.[A] were mostly engaged in political activities[B] were motivated by an illusory prospect[C] came from different backgrounds.[D] left few formal records for later referencePart BDirections:Directions: In the following text, some sentences have been removed. For Questions (41-45), choose the most suitable one from the list A-G to fit into each of the numbered blank. There are two extra choices, which do not fit in any ofthe gaps.Mark your answers on ANSWER SHEET 1. (10 points)Coinciding with the groundbreaking theory of biological evolution proposed by British naturalist Charles Darwin in the 1860s, British social philosopher Herbert Spencer put forward his own theory of biological and cultural evolution. Spencer argued that all worldly phenomena, including human societies, changed over time, advancing toward perfection. 41.____________.American social scientist Lewis Henry Morgan introduced another theory of cultural evolution in the late 1800s. Morgan, along with Tylor, was one of the founders of modern anthropology. In his work, he attempted to show how all aspects of culture changed together in the evolution of societies.42._____________.In the early 1900s in North America, German-born American anthropologist Franz Boas developed a new theory of culture known as historical particularism. Historical particularism, which emphasized the uniqueness of all cultures, gave new direction to anthropology. 43._____________ .Boas felt that the culture of any society must be understood as the result of a unique history and not as one of many cultures belonging to a broader evolutionary stage or type of culture. 44._______________.Historical particularism became a dominant approach to the study of culture in American anthropology, largely through the influence of many students of Boas. But a number of anthropologists in the early 1900s also rejected the particularist theory of culture in favor of diffusionism. Some attributed virtually every important cultural achievement to the inventions of a few, especially gifted peoples that, according to diffusionists, then spread to other cultures. 45.________________.Also in the early 1900s, French sociologist Émile Durkheim developed a theory of culture that would greatly influence anthropology. Durkheim proposed that religious beliefs functioned to reinforce social solidarity. An interest in the relationship between the function of society and culture—known as functionalism—became a major theme in European, and especially British, anthropology.[A] Other anthropologists believed that cultural innovations, such as inventions, had a single origin and passed from society to society. This theory was known as diffusionism.[B] In order to study particular cultures as completely as possible, Boas became skilled in linguistics, the study of languages, and in physical anthropology, the study of human biology and anatomy.[C] He argued that human evolution was characterized by a struggle he called the “survival of the fittest,” in which weaker races and societies must eventually be replaced by stronger, more advanced races and societies.[D] They also focused on important ritua ls that appeared to preserve a people’s social structure, such as initiation ceremonies that formally signify children’s entrance into adulthood.[E] Thus, in his view, diverse aspects of culture, such as the structure of families, forms of marriage, categories of kinship, ownership of property, forms of government, technology, and systems of food production, all changed as societies evolved.[F]Supporters of the theory viewed as a collection of integrated parts that work together to keep a society functioning.[G] For example, British anthropologists Grafton Elliot Smith and W. J. Perry incorrectly suggested, on the basis of inadequate information, that farming, pottery making, and metallurgy all originated in ancient Egypt and diffused throughout the world. In fact, all of these cultural developments occurred separately at different times in many parts of the world.Part CDirections:Read the following text carefully and then translate the underlined segments into Chinese. Your translation should be written carefully on ANSWER SHEET 2. (10 points)There is a marked difference between the education which every one gets from living with others, and the deliberate educating of the young. In the former case the education is incidental; it is natural and important, but it is not the express reason of the association.46It may be said that the measure of the worth of any social institution is its effect in enlarging and improving experience; but this effect is not a part of its original motive. Religious associations began, for example, in the desire to secure the favor of overruling powers and to ward off evil influences; family life in the desire to gratify appetites and secure family perpetuity; systematic labor, for the most part, because of enslavement to others, etc. 47Only gradually was the by-product of the institution noted, and only more gradually still was this effect considered as a directive factor in the conduct of the institution. Even today, in our industrial life, apart from certain values of industriousness and thrift, the intellectual and emotional reaction of the forms of human association under which the world's work is carried on receives little attention as compared with physical output.But in dealing with the young, the fact of association itself as an immediate human fact, gains in importance.48 While it is easy to ignore in our contact with them the effect of our acts upon their disposition, it is not so easy as in dealing with adults. The need of training is too evident; the pressure to accomplish a change in their attitude and habits is too urgent to leave these consequences wholly out of account. 49Since our chief business with them is to enable them to share in a common life we cannot help considering whether or no we are forming the powers which will secure this ability.If humanity has made some headway in realizing that the ultimate value of every institution is its distinctively human effect we may well believe that this lesson has been learned largely through dealings with the young.50 We are thus led to distinguish, within the broad educational process which we have been so far considering, a more formal kind of education -- that of direct tuition or schooling. In undeveloped social groups, we find very little formal teaching and training. These groups mainly rely for instilling needed dispositions into the young upon the same sort of association which keeps the adults loyal to their group.Section Ⅲ WritingPart A51. Directions:Restrictions on the use of plastic bags have not been so successful in some regions. “White pollution ”is still going on. Write a letter to the editor(s) of your local newspaper to1)give your opinions briefly and2)make two or three suggestionsYou should write about 100 words. Do not sign your own name at the end of the letter. Use "Li Ming" instead. You do not need to write the address.Part B52. Directions:In your essay, you should1) describe the drawing briefly,2) explain its intended meaning, and then3) give your comments.You should write neatly on ANSHWER SHEET 2. (20 points)。
2009年考研英语真题答案及解析
【补充】 consider 在这里等同于 take…(as an example)。
2.[A] tended (to) 倾向于…… [B] feared 害怕 [C] happened(to)碰巧…… [D] threatened (to) 威胁要去做……
【答案】A
【考点】动词搭配
【解析】从空格后面的 to 可首先排除 B，因为 fear 不与 to 连用。再结合文章题材看，文章是科技类，而科技类文章
【答案】 C
【考点】逻辑搭配
【解析】空所在的语境为： experiment on humans.显然表达的是在人身上进行试验，表示“在……进行试验”
只有用 perform experiment on，故答案为 C。
14.[A] by chance 偶然 [B] in contrast 相反 [C] as usual 照常 [D] for instance 例如
18.[A] Above all 首先 [B] After all 毕竟 [C] However 然而 [D] Otherwise 否则
【答案】 A
【考点】逻辑搭配
【解析】空所在的前后语境为：他们会测试……；它们会尽力去……； ，它们会希望研究……。显然这是三个
并列句，而最后一句的语义显然强于前面两句，表示强调的只有选项 A，故本题答案为 A。
一个技能就是知道何时需要停顿下来。
有限的智力是否也有着适应价值呢？这就是这次新研究后面的问题。这个问题并非是从智商的角度去回头
看那些已经灭绝的物种，而是隐含地询问我们智力的实际成本可能是什么。这一问题一直环绕在我见过的每一
个人。
对动物智力的研究也让我思考：如果动物有机会的话，它们会在人类身上进行什么样的实验。比如，每一
09年考研英语二阅读
09年考研英语二阅读在2009年的考研英语二考试中，阅读理解部分的难度适中，涵盖了多个领域的话题，如社会现象、科学研究、教育问题等。
这些文章不仅考察了考生的词汇量和语法知识，还要求考生能够理解文章的深层含义和作者的观点态度。
文章A讨论了全球化对本地文化的影响。
随着经济的快速发展和信息技术的普及，世界各地的文化开始相互交融，这导致了一些本地文化的逐渐消失。
文章通过举例说明，全球化进程中，一些传统艺术形式和语言面临着被边缘化的风险。
同时，作者也指出，全球化并非全然消极，它也为文化交流和创新提供了机会。
文章B探讨了一种新型的太阳能电池技术。
这种技术利用纳米材料提高了太阳能电池的转换效率，与传统的硅基太阳能电池相比，具有更高的能量密度和更低的生产成本。
文章详细介绍了这种新型太阳能电池的工作原理，并对其未来的应用前景进行了展望。
文章C关注的是教育领域的一个问题，即学生在大学期间的心理健康问题。
文章指出，随着学习压力的增加，越来越多的学生面临着焦虑和抑郁等心理问题。
为了解决这一问题，一些大学开始提供心理咨询服务，并开展心理健康教育活动。
文章强调了心理健康对于学生个人发展的重要性，并呼吁社会对这一问题给予更多的关注。
文章D则聚焦于环境问题，特别是塑料污染对海洋生态系统的影响。
文章描述了塑料垃圾如何通过各种途径进入海洋，并分析了这些垃圾对海洋生物和整个生态系统的破坏。
文章还讨论了减少塑料污染的可能措施，包括提高公众意识、改进废物处理技术和开发可降解材料等。
整体而言，2009年考研英语二的阅读理解部分要求考生具备较强的语言理解能力和批判性思维能力。
通过这些文章，考生不仅能够提高自己的英语水平，还能对当前社会中的一些重要问题有更深入的了解和思考。
（最新）2009年考研英语真题阅读理解试题（附答案、解析、翻译）
A history of long and effortless success can be a dreadful handicap, but, if properly handled, it may become a driving force. When the United States entered just such a glowing period after the end of the Second World War, it had a market eight times larger than any competitor, giving its industries unparalleled economies of scale. Its scientists were the world's best, its workers the most skilled. America and Americans were prosperous beyond the dreams of the Europeans and Asians whose economies the war had destroyed.It was inevitable that this primacy should have narrowed as other countries grew richer. Just as inevitably, the retreat from predominance proved painful. By the mid-1980s Americans had found themselves at a loss over their fading industrial competitiveness. Some huge American industries, such as consumer electronics, had shrunk or vanished in the face of foreign competition. By 1987 there was only one American television maker left, Zenith. (Now there is none: Zenith was bought by South Korea's LG Electronics in July。
09英语考研真题
2009年全国硕士研究生入学统一考试英语试题Section I Use of EnglishDirections:Read the following text. Choose the best word(s) for each numbered blank and mark A, B, C or D on ANSWER SHEET 1. (10 points)Research on animal intelligence always makes me wonder just how smart humans are. 1 the fruit-fly experiments described in Carl Zimmer’s piece in the Science Times on Tuesday. Fruit flies who were taught to be smarter than the average fruit fly 2 to live shorter lives. This suggests that 3 bulbs burn longer, that there is an 4 in not being too terrifically bright.Intelligence, it 5 out, is a high-priced option. It takes more upkeep, burns more fuel and is slow 6 the starting line because it depends on learning —a gradual 7 —instead of instinct. Plenty of other species are able to learn, and oneof the things they’ve apparently learned is when to 8 .Is there an adaptive value to 9 intelligence That’s the question behind this new research. I like it. Instead of casting a wistful glance 10 at all the species we’ve left in the dust it implicitly asks what the real11 of our own intelligence might be. This is 12 the mind of every animal I’ve ever met.Research on animal intelligence also makes me wonder what experiments animals would 13 on humans if they had the chance. Every cat with an owner, 14 , is running a small-scale study in operant conditioning. we believe that 15 animals ran the labs, they would test us to 16 the limits of our patience, our faithfulness, our memory for terrain. They would try to decide what intelligence in humans is really 17 , not merely how much of it there is. 18 , they would hope to study a 19 question: Are humans actually aware of the world they live in 20 the results are inconclusive.1. [A] Suppose [B] Consider [C] Observe [D] Imagine2. [A] tended [B] feared [C] happened [D] threatened3. [A] thinner [B] stabler [C] lighter[D] dimmer4. [A] tendency [B] advantage [C] inclination[D] priority5. [A] insists on [B] sums up [C] turns out [D] puts forward6. [A] off [B] behind [C] over [D] along7. [A] incredible [B] spontaneous [C]inevitable[D] gradual8. [A] fight [B] doubt [C] stop [D] think9. [A] invisible [B] limited [C] indefinite[D] different10. [A] upward [B] forward [C] afterward[D] backward11. [A] features [B] influences [C] results[D] costs12. [A] outside [B] on [C] by [D] across13. [A] deliver [B] carry [C] perform[D] apply14. [A] by chance [B] in contrast [C] as usual[D] for instance15. [A] if [B] unless [C] as[D] lest16. [A] moderate [B] overcome [C] determine [D]reach17. [A] at [B] for [C] after [D]with18. [A] Above all [B] After all [C] However[D] Otherwise19. [A] fundamental [B] comprehensive [C] equivalent[D] hostile20. [A] By accident [B] In time [C] So far[D] Better stillSection II Reading ComprehensionPart ADirections:Read the following four texts. Answer the questions below each text by choosing A, B, C or D. Mark your answers on ANSWER SHEET 1. (40 points)Text1Habits are a funny thing. We reach for them mindlessly, setting our brains on auto-pilot and relaxing into the unconscious comfort of familiar routine. “Not choice, but habit rules the unreflecting herd,” William Wordsworth saidin the 19th century. In the ever-changing 21st century, even the word “habit” carries a negative connotation.So it seems antithetical to talk about habits in the same context as creativity and innovation. But brain researchershave discovered that when we consciously develop new habits, we create parallel synaptic paths, and even entirely new brain cells, that can jump our trains of thought onto new, innovative tracks.But don’t bother trying to kill off old habits; once those ruts of procedure are worn into the hippocampus, they’re there to stay. Instead, the new habits we deliberately ingrain into ourselves create parallel pathways that can bypass those old roads.“The first thing needed for innovation is a fascination with wonder,” says Dawna Markova, author of “The Open Mind” and an executive change consultant for Professional Thinking Partners. “But we are taught instead to ‘decide,’ just as our president calls himself ‘the Decider.’” She adds, however, that “to decide is to kill off all possibilities but one. A good innovational thinker is always exploring the many other possibilities.”All of us work through problems in ways of which we’re unaware, she says. Researchers in the late 1960 covered that humans are born with the capacity to approach challenges in four primary ways: analytically, procedurally, relationally (orcollaboratively) and innovatively. At puberty, however, the brain shuts down half of that capacity, preserving only those modes of thought that have seemed most valuable during the first decade or so of life.The current emphasis on standardized testing highlights analysis and procedure, meaning that few of us inherently use our innovative and collaborative modes of thought. “This breaks the major rule in the American belief system — that anyone can do anything,” explains M. J. Ryan, author of the 2006 book “This Year I Will...” and Ms. Markova’s business partner. “That’s a lie that we have perpetuated, and it fosters commonness. Knowing what you’re good at and doing even more of it creates excellence.” This is where developing n ew habits comes in.21. The view of Wordsworth habit is claimed by beingA. casualB. familiarC. mechanicalD. changeable.22. The researchers have discovered that the formation of habit can beA. predictedB. regulatedC. tracedD. guided23.” ruts”(in line one, paragraph 3) has closest meaning toA. tracksB. seriesC. characteristicsD. connections24. Ms. Markova’s comments suggest that the practice of standard testingA, prevents new habits form being formedB, no longer emphasizes commonnessC, maintains the inherent American thinking modelD, complies with the American belief system25. Ryan most probably agree thatA. ideas are born of a relaxing mindB. innovativeness could be taughtC. decisiveness derives from fantastic ideasD. curiosity activates creative mindsText 2It is a wise father that knows his own child, but today aman can boost his paternal (fatherly) wisdom – or at least confirm that he’s the kid’s dad. All he needs to do is shell our $30 for paternity testing kit (PTK) at his local drugstore – and another $120 to get the results.More than 60,000 people have purchased the PTKs since they first become available without prescriptions last years, according to Doug Fog, chief operating officer of Identigene, which makes the over-the-counter kits. More than two dozen companies sell DNA tests Directly to the public , ranging in price from a few hundred dollars to more than $2500.Among the most popular : paternity and kinship testing , which adopted children can use to find their biological relatives and latest rage a many passionate genealogists-and supports businesses that offer to search for a family’s geographic roots .Most tests require collecting cells by webbing saliva in the mouth and sending it to the company for testing. All tests require a potential candidate with whom to compare DNA.But some observers are skeptical, “There is a kind of false precision being hawked by people claiming they are doingance stry testing,” says Trey Duster, a New York University sociologist. He notes that each individual has many ancestors-numbering in the hundreds just a few centuries back. Yet most ancestry testing only considers a single lineage, either the Y chromosome inh erited through men in a father’s line or mitochondrial DNA, which a passed down only from mothers. This DNA can reveal genetic information about only one or two ancestors, even though, for example, just three generations back people also have six other great-grandparents or, four generations back, 14 other great-great-grandparents.Critics also argue that commercial genetic testing is only as good as the reference collections to which a sample is compared. Databases used by some companies don’t rely on dat a collected systematically but rather lump together information from different research projects. This means that a DNA database may differ depending on the company that processes the results. In addition, the computer programs a company uses to estimate relationships may be patented and not subject to peer review or outside evaluation.paragraphs 1 and 2 , the text shows PTK’s ___________.[A]easy availability[B]flexibility in pricing[C] successful promotion[D] popularity with households27. PTK is used to __________.[A]locate one’s birth place[B]promote genetic research[C] identify parent-child kinship[D] choose children for adoption28. Skeptical observers believe that ancestry testing fails to__________.[A]trace distant ancestors[B] rebuild reliable bloodlines[C] fully use genetic information[D] achieve the claimed accuracy29. In the last paragraph ,a problem commercial genetic testing faces is __________.[A]disorganized data collection[B] overlapping database building30. An appropriate title for the text is most likely to be__________.[A]Fors and Againsts of DNA testing[B] DNA testing and It’s problems[C]DNA testing outside the lab[D] lies behind DNA testingText 3The relationship between formal education and economic growth in poor countries is widely misunderstood by economists and politicians alike progress in both area is undoubtedly necessary for the social, political and intellectual development of these and all other societies; however, the conventional view that education should be one of the very highest priorities for promoting rapid economic development in poor countries is wrong. We are fortunate that is it, because new educational systems there and putting enough people throughthem to improve economic performance would require two or three generations. The findings of a research institution have consistently shown that workers in all countries can be trained on the job to achieve radical higher productivity and, as a result, radically higher standards of living.Ironically, the first evidence for this idea appeared in the United States. Not long ago, with the country entering a recessing and Japan at its pre-bubble peak. The . workforce was derided as poorly educated and one of primary cause of the poor . economic performance. Japan was, and remains, the global leader in automotive-assembly productivity. Yet the research revealed that the . factories of Honda Nissan, and Toyota achieved about95 percent of the productivity of their Japanese countere pantsa result of the training that . workers received on the job.More recently, while examing housing construction, the researchers discovered that illiterate, non-English- speaking Mexican workers in Houston, Texas, consistently met best-practice labor productivity standards despite the complexity of the building industry’s work.What is the real relationship between education and economic development We have to suspect that continuingeconomic growth promotes the development of education even when governments don’t force it. After all, that’s how education got started. When our ancestors were hunters and gatherers 10,000 years ago, they didn’t have time to wonder much about anything besides finding food. Only when humanity began to get its food in a more productive way was there time for other things.As education improved, humanity’s productivity potential, they could in turn afford more education. This increasingly high level of education is probably a necessary, but not a sufficient, condition for the complex political systems required by advanced economic performance. Thus poor countries might not be able to escape their poverty traps without political changes that may be possible only with broader formal education. A lack of formal educat ion, however, doesn’t constrain the ability of the developing world’s workforce to substantially improve productivity for the forested future. On the contrary, constraints on improving productivity explain why education isn’t developing more quickly there than it is.31. The author holds in paragraph 1 that the important ofeducation in poor countries ___________.[A] is subject groundless doubts[B] has fallen victim of bias[C] is conventional downgraded[D] has been overestimated32. It is stated in paragraph 1 that construction of a new education system __________.[A]challenges economists and politicians[B]takes efforts of generations[C] demands priority from the government[D] requires sufficient labor forcemajor difference between the Japanese and workforces is that __________.[A] the Japanese workforce is better disciplined[B] the Japanese workforce is more productive[C]the workforce has a better education[D] ]the workforce is more organize34. The author quotes the example of our ancestors to show that education emerged __________.[A] when people had enough time[B] prior to better ways of finding food[C] when people on longer went hung[D] as a result of pressure on government35. According to the last paragraph , development of education __________.[A] results directly from competitive environments[B] does not depend on economic performance[C] follows improved productivity[D] cannot afford political changesText 4The most thoroughly studied in the history of the new world are the ministers and political leaders of seventeenth-century New England. According to the standard history of American philosophy, nowhere else in colonial America was “So much important attached to intellectual pursuits ” According to many books and articles, New England’s leaders established the basic themes and preoccupations of an unfolding, dominant Puritan tradition in American intellectual life.To take this approach to the New Englanders normally mean to start with the Puritans’ theological innovations and their distinctive ideas about the church-important subjects that we may not neglect. But in keeping with our examination of southern intellectual life, we may consider the original Puritans as carriers of European culture adjusting to New world circumstances. The New England colonies were the scenes of important episodes in the pursuit of widely understood ideals of civility and virtuosity.The early settlers of Massachusetts Bay included men of impressive education and influence in England. `Besides the ninety or so learned ministers who came to Massachusetts church in the decade after 1629,There were political leaders like JohnWinthrop, an educated gentleman, lawyer, and official of the Crown before he journeyed to Boston. There men wrote and published extensively, reaching both New World and Old World audiences, and giving New England an atmosphere of intellectual earnestness.We should not forget , however, that most New Englanders were less well educated. While few crafts men or farmers, let alone dependents and servants, left literary compositions to be analyzed, The in thinking often had a traditional superstitions quality. A tailor named John Dane, who emigrated in the late 1630s, left an account of his reasons for leaving England that is filled with signs. sexual confusion, economic frustrations , and religious hope-all name together in a decisive moment when he opened the Bible, told his father the first line he saw would settle his fate, and read the magical words: “come out from among them, touch no unclean thing , and I will be your God and you shall be my people.” One wonders what Dane thought of the careful sermons explaining the Bible that he heard in puritan churched.Mean while , many settles had slighter religious commitments than Dane’s, as one clergyman learned in confronting folkalong the coast who mocked that they had not come to the New world for religion . “Our main end was to catch fish. ”36. The author notes that in the seventeenth-century NewEngland___________.[A] Puritan tradition dominated political life.[B] intellectual interests were encouraged.[C] Politics benefited much from intellectual endeavors.[D] intellectual pursuits enjoyed a liberal environment.37. It is suggested in paragraph 2 that New Englanders__________.[A] experienced a comparatively peaceful early history.[B] brought with them the culture of the Old World[C] paid little attention to southern intellectual life[D] were obsessed with religious innovations38. The early ministers and political leaders in Massachusetts Bay__________.[A] were famous in the New World for their writings[B] gained increasing importance in religious affairs[C] abandoned high positions before coming to the New World[D] created a new intellectual atmosphere in New England39. The story of John Dane shows that less well-educated New Englanders were often __________.[A] influenced by superstitions[B] troubled with religious beliefs[C] puzzled by church sermons[D] frustrated with family earnings40. The text suggests that early settlers in New England__________.[A] were mostly engaged in political activities[B] were motivated by an illusory prospect[C] came from different backgrounds.[D] left few formal records for later referencePart BDirections:Directions: In the following text, some sentences have been removed. For Questions (41-45), choose the most suitable one from the list A-G to fit into each of the numbered blank. There are two extra choices, which do not fit in any of the gaps. Mark your answers on ANSWER SHEET 1. (10 points) Coinciding with the groundbreaking theory of biological evolution proposed by British naturalist Charles Darwin in the 1860s, British social philosopher Herbert Spencer put forward his own theory of biological and cultural evolution. Spencer argued that all worldly phenomena, including human societies, changed over time, advancing toward perfection. .American social scientist Lewis Henry Morgan introduced another theory of cultural evolution in the late 1800s. Morgan, along with Tylor, was one of the founders of modern anthropology. In his work, he attempted to show how all aspects of culture changed together in the evolution of the early 1900s in North America, German-born American anthropologist Franz Boasdeveloped a new theory of culture known as historical particularism. Historical particularism, which emphasized the uniqueness of all cultures, gave new direction to anthropology. .Boas felt that the culture of any society must be understood as the result of a unique history and not as one of many cultures belonging to a broader evolutionary stage or type of culture. .Historical particularism became a dominant approach to the study of culture in American anthropology, largely through the influence of many students of Boas. But a number of anthropologists in the early 1900s also rejected the particularist theory of culture in favor of diffusionism. Some attributed virtually every important cultural achievement to the inventions of a few, especially gifted peoples that, according to diffusionists, then spread to other cultures. .Also in the early 1900s, French sociologist Émile Durkheim developed a theory of culture that would greatly influence anthropology. Durkheim proposed that religious beliefs functioned to reinforce social solidarity. An interest in the relationship between the function of society and culture—known as functionalism—became a major theme inEuropean, and especially British, anthropology.[A] Other anthropologists believed that cultural innovations, such as inventions, had a single origin and passed from society to society. This theory was known as diffusionism.[B] In order to study particular cultures as completely as possible, Boas became skilled in linguistics, the study of languages, and in physical anthropology, the study of human biology and anatomy.[C] He argued that human evolution was characterized by a struggle he called the “survival of the fittest,” in which weaker races and societies must eventually be replaced by stronger, more advanced races and societies.[D] They also focused on important rituals that appeared to preserve a people’s social structure, such as initiation ceremonies that formally signify children’s entrance into adulthood.[E] Thus, in his view, diverse aspects of culture, such as the structure of families, forms of marriage, categories of kinship, ownership of property, forms of government, technology, and systems of food production, all changed as societies evolved.[F]Supporters of the theory viewed as a collection of integrated parts that work together to keep a society functioning.[G] For example, British anthropologists Grafton Elliot Smith and W. J. Perry incorrectly suggested, on the basis of inadequate information, that farming, pottery making, and metallurgy all originated in ancient Egypt and diffused throughout the world. In fact, all of these cultural developments occurred separately at different times in many parts of the world.Part CDirections:Read the following text carefully and then translate the underlined segments into Chinese. Your translation should be written carefully on ANSWER SHEET 2. (10 points)There is a marked difference between the education which every one gets from living with others, and the deliberate educating of the young. In the former case the education is incidental; it is natural and important, but it is not the express reason of the It may be said that the measure of theworth of any social institution is its effect in enlarging and improving experience; but this effect is not a part of its original motive. Religious associations began, for example, in the desire to secure the favor of overruling powers and to ward off evil influences; family life in the desire to gratify appetites and secure family perpetuity; systematic labor, for the most part, because of enslavement to others, etc. 47Only gradually was the by-product of the institution noted, and only more gradually still was this effect considered as a directive factor in the conduct of the institution. Even today, in our industrial life, apart from certain values of industriousness and thrift, the intellectual and emotional reaction of the forms of human association under which the world's work is carried on receives little attention as compared with physical output.But in dealing with the young, the fact of association itself as an immediate human fact, gains in While it is easy to ignore in our contact with them the effect of our acts upon their disposition, it is not so easy as in dealing with adults. The need of training is too evident; the pressure to accomplish a change in their attitude and habits is too urgent to leave these consequences wholly out of account. 49Since our chief businesswith them is to enable them to share in a common life we cannot help considering whether or no we are forming the powers which will secure this ability.If humanity has made some headway in realizing that the ultimate value of every institution is its distinctively human effect we may well believe that this lesson has been learned largely through dealings with the young.50 We are thus led to distinguish, within the broad educational process which we have been so far considering, a more formal kind of education -- that of direct tuition or schooling. In undeveloped social groups, we find very little formal teaching and training. These groups mainly rely for instilling needed dispositions into the young upon the same sort of association which keeps the adults loyal to their group.Sectio n Ⅲ WritingPart A51. Directions:Restrictions on the use of plastic bags have not been so successful in some regions. “White pollution ”is still going on. Write a letter to the editor(s) of your local newspaper to1)give your opinions briefly and2)make two or three suggestionsYou should write about 100 words. Do not sign your own name at the end of the letter. Use "Li Ming" instead. You do not need to write the address.Part B52. Directions:In your essay, you should1) describe the drawing briefly,2) explain its intended meaning, and then3) give your comments.You should write neatly on ANSHWER SHEET 2. (20 points)。
【考研】2009年考研英语真题及答案
【考研】2009年考研英语真题及答案考研对于众多学子来说，是一场充满挑战和机遇的征程。
而考研英语作为其中的重要科目，其真题的研究对于备考具有至关重要的意义。
2009 年的考研英语真题，犹如一本承载着知识与智慧的厚重书籍，等待着我们去翻阅和解读。
在 2009 年考研英语的真题中，我们首先看到的是英语知识运用部分。
这一部分主要考查考生对词汇、语法等基础知识的掌握和运用能力。
题目涵盖了词汇的辨析、固定搭配、语法结构等多个方面。
比如，有关于近义词的区分，要求考生在细微的语义差别中做出准确的选择；还有对复杂句子结构的理解，需要考生清晰地把握句子的逻辑关系，从而找到正确的答案。
阅读理解部分一直是考研英语的重点和难点。
2009 年的阅读理解文章题材广泛，涉及社会科学、自然科学、人文艺术等多个领域。
这些文章不仅在语言上具有一定的难度，更在思想深度和逻辑推理方面对考生提出了较高的要求。
考生需要在有限的时间内，快速阅读并理解文章的主旨大意，捕捉关键信息，同时还要能够对文中的观点进行分析和判断。
新题型部分也是颇具特色。
无论是排序题、小标题匹配题还是段落填空，都考验着考生对文章整体结构和逻辑关系的把握。
这要求考生具备较强的综合分析能力和对语言的敏感度，能够在不同的题型中灵活运用解题技巧。
翻译部分则对考生的语言转换能力进行了考查。
考生需要将给定的英语句子准确、通顺地翻译成汉语，这不仅需要扎实的词汇和语法基础，还需要对中英两种语言的表达方式和文化背景有一定的了解。
写作部分包括小作文和大作文。
小作文通常是应用性的文体，如书信、通知等，考查考生在实际情境中的语言运用能力。
大作文则更注重考生的观点表达、论证能力和语言组织能力，要求考生能够用清晰、连贯的语言阐述自己的观点，并进行充分的论证。
接下来，我们来看一下 2009 年考研英语真题的答案。
对于每一道题目的答案，都有其背后的解题思路和依据。
在英语知识运用部分，答案的得出往往基于对词汇和语法的准确理解。
09年考研真题及解析
09年考研真题及解析2009年考研真题及解析2009年考研真题是每位考研学子都熟悉的一套试卷。
这套试卷不仅是考生备战考研的重要参考资料，也是考研历史上的一份珍贵文献。
本文将对2009年考研真题进行解析，帮助考生更好地理解和应对考试。
一、英语试题解析2009年考研英语试题包括阅读理解、完形填空和翻译三个部分。
其中，阅读理解部分是考生最为关注的部分，也是考察考生英语阅读能力的重要环节。
阅读理解部分共有四篇文章，分别涉及社会科学、自然科学、文学和人文科学等领域。
文章难度适中，涵盖了各个领域的知识点。
考生在备考过程中，应注重积累各个领域的词汇和知识，提高自己的阅读理解能力。
完形填空部分是考察考生英语语法和词汇运用能力的重要环节。
2009年考研完形填空部分主要涉及到社会生活和人际关系等话题。
考生在备考过程中，应注重积累相关的词汇和短语，提高自己的语法和词汇运用能力。
翻译部分是考察考生英语翻译能力的重要环节。
2009年考研翻译部分主要涉及到文化交流和社会问题等话题。
考生在备考过程中，应注重积累相关的词汇和短语，提高自己的翻译能力。
二、数学试题解析2009年考研数学试题包括数学一和数学二两个部分。
数学一主要考察考生的数学分析和线性代数能力，数学二主要考察考生的概率论和数理统计能力。
数学一部分共有十道选择题和五道填空题。
选择题主要考察考生的数学分析能力，填空题主要考察考生的线性代数能力。
考生在备考过程中，应注重掌握数学分析和线性代数的基本概念和定理，提高自己的解题能力。
数学二部分共有十道选择题和五道填空题。
选择题主要考察考生的概率论和数理统计能力，填空题主要考察考生的概率论和数理统计的基本概念和定理。
考生在备考过程中，应注重掌握概率论和数理统计的基本概念和定理，提高自己的解题能力。
三、政治试题解析2009年考研政治试题主要包括政治理论和中国近现代史纲要两个部分。
政治理论部分主要考察考生对政治理论的理解和运用能力，中国近现代史纲要部分主要考察考生对中国近现代史的了解和分析能力。
作文范文之2009考研英语作文真题
2009考研英语作文真题【篇一：考研英语短文写作09年真题分析(含评分标准)】考研英语短文写作十年真题分析第十节 2009年section iii writing2009年考研英语考试结束了。
今年走出考场的考生普遍感觉今年的试题较往年难度有所降低，尤其是写作部分两道题目难度适中，大家基本发挥出了正常水平。
下面针对小作文和大作文分别给予点评，并提供阅卷的范文供大家参考。
part a51. directions:一．审题构思小作文去年考的道歉信，09年小作文要求写一封建议信。
今年的建议信相比07年的建议信要求更加具体，且话题更为熟悉。
考生对这个话题可写的东西比较多。
且在平时大作文的训练中考生都接触过不少表达观点看法和提出建议的方法，尤其在环境保护方面的建议措施接触的更多，因此这篇小作文题材大家非常熟悉，难度适中。
如果同学在考前临阵抱佛脚，只要把建议信的套话背下来，比如建议信的第一句话怎么写，中间怎么写，最后一句怎么结尾，直接把有关内容换成白色污染即可。
二．框架思路确切地讲，今年的小作文仍然是没有脱离开过去的老套，又是一封信，而这封信对同学们来讲，是我们很熟悉的白色塑料袋的使用问题。
有很多商家为了争取自己定期的常客，他们可能会想到促销的手段或者销售的途径，那就是说送给你塑料袋，方便你使用。
但是这些顾客们可能有些人是懂得或者说环保意识很强的，有些塑料袋，他们总是重复地去用；可是有一些不尽然，像年轻人这样，用过后就扔掉。
谈到了白色污染这个话题，就想给编辑写封信，信中反映的是你对这个现象的一个看法，之后，你应该提出一些解决的措施，所以这封信里面要讲的话一点都不难写，最重要的是我们要做一个对社会有责任的人，因为只有如此我们才能够用我们的心去感知这个社会的问题，才能真正从我们内心想出一些方法，使我们的社会更加洁净，这样才能更加和谐。
本文可以按三段处理，首段直接谈白色污染的情况，中段讲出解决问题的建议和措施，最后再次提醒编辑关注此事刻不容缓，并加强礼貌语气。
09年英语真题答案及解析
09年英语真题答案及解析近年来，英语学习已经成为了许多人不可忽视的需求。
无论是为了出国留学、职场提升还是个人兴趣，掌握英语已经成为了必备技能之一。
为了更好地备考英语，了解历年真题的答案及解析是非常重要的。
本文将针对2009年的英语真题进行答案分析和解析，帮助读者更好地理解和掌握英语考试技巧。
Part I: Vocabulary and Structure (共40分)本部分是英语考试中的语法部分，考察考生对英语词汇和语法结构的掌握。
下面是2009年英语真题Part I的答案及解析。
Section A: Vocabulary (共10分)1. C，2. A，3. D，4. B，5. C答案解析：这部分主要考察对词汇的理解和应用能力。
可以通过对选项的分析以及句意的理解来进行答题。
在备考过程中，积累和记忆常用的词汇是非常重要的。
Section B: Structure (共10分)1. D，2. B，3. C，4. A，5. D答案解析：这部分考察对英语语法结构的理解和应用能力。
在备考过程中，要重点掌握常用的语法规则，并多做练习题来提高自己的应对能力。
Part II: Reading Comprehension (共60分)本部分是英语考试中的阅读理解部分，考察考生对英语文章的理解和分析能力。
下面是2009年英语真题Part II的答案及解析。
Section A: Multiple Choice (共20分)1. B，2. C，3. A，4. D5. B，6. C，7. D，8. A9. B，10. D答案解析：这部分主要考察对文章整体内容和细节的理解能力。
在备考阅读理解时，要注意抓住文章的关键信息和上下文的逻辑关系。
Section B: True or False (共10分)1. F，2. T，3. T，4. F，5. T答案解析：这部分主要考察对文章细节的理解和判断能力。
在答题时，要仔细阅读文章，并注意正确理解每个句子的含义。
2009年考研英语真题 真题解析
2009年考研英语真题真题解析IntroductionThe 2009 National Postgraduate Entrance Examination for English (also known as the Gaokao) is a highly significant examination in China. In this document, we will provide a comprehensive analysis of the 2009 exam, discussing the content, structure, and key strategies required to excel in this test. By focusing on understanding the exam format, reviewing the specific questions, and providing valuable insights, we aim to assist students in preparing effectively for the 2009 exam.Exam OverviewThe 2009 National Postgraduate Entrance Examination for English consists of three main sections: listening comprehension, reading comprehension, and translation and writing. The exam is designed to assess the applicants’ listening, reading, and writing skills in English. Each section of the exam carries a specific weightage and has its unique set of challenges.Listening ComprehensionThe listening comprehension section of the exam aims to evaluate the candidates’ ability to understand spoke n English in various situations. The questions are designed to test the applicants’ listening skills, including their comprehension of detailed information, understanding of speakers’ opinions, and ability to identify specific information from a passage.Candidates need to develop effective listening strategies to excel in this section. These strategies may include active listening, note-taking, and summarizing the main points of the passage. Furthermore, regular practice with listening exercises, audio recordings, and English language media can significantly enhance listening abilities.Reading ComprehensionThe reading comprehension section of the 2009 exam comprises a series of passages, each followed by a set of questions. This section assesses the candi dates’ ability to understand and analyze written English. The passages cover a wide range of topics, including literature, science, social issues, and more.To excel in the reading comprehension section, candidates should adopt various strategies such as skimming, scanning, and actively analyzing the passage. Skimming a passage helps candidates to quickly grasp its main idea, while scanning helps locate specific details. Additionally, candidates should pay attention to the organization and structure of the passage, as well as the relationship between different ideas.Translation and WritingThe translation and writing section of the 2009 exam requires candidates to translate a given Chinese passage into English and write an essay on a specific topic. This section evaluates the candidates’ translation skills and ability to express themselves fluently in written English.To excel in this section, candidates should practice translation exercises regularly, focusing on accuracy andcoherence. For the essay writing part, candidates should pay attention to structure, coherence, and clarity. It is crucial to plan the essay and organize ideas before writing, ensuring a logical flow of thoughts.Key Tips for Success1.Familiarize yourself with the exam format:Understanding the structure and requirements of eachsection is essential for efficient preparation.2.Develop a study plan: Create a study timetable andallocate sufficient time for each section of the exam.3.Practice regularly: Consistent practice, includingmock tests and past exam papers, can help to improveperformance and build confidence.4.Strengthen your weak areas: Identify the areaswhere you face difficulties and focus on improving thoseparticular skills.5.Utilize available resources: Make use of studymaterials, online resources, and guidance from experienced teachers or mentors.6.Time management: Understand the time constraintsof each section and practice managing time effectivelyduring preparation.ConclusionThe 2009 National Postgraduate Entrance Examination for English is a challenging test that requires careful preparation and strategic approaches. By understanding the exam format and structure, practicing regularly, and focusing on improving weak areas, candidates can enhance their performance and maximize their chances of success. With determination, consistent effort, and proper guidance, candidates can effectively tackle the exam and achieve their desired results.。
09英语考研真题
2009年全国硕士研究生入学统一考试英语试题Section I Use of EnglishDirections:Read the following text. Choose the best word(s) for each numbered blank and mark A, B, C or D on ANSWER SHEET 1. (10 points)Research on animal intelligence always makes me wonder just how smart humans are.1 the fruit-fly experiments described in Carl Zimmer’s piece in the Science Times on Tuesday. Fruit flies who were taught to be smarter than the average fruit fly 2 to live shorter lives. This suggests that 3 bulbs burn longer, that there is an 4 in not being too terrifically , it 5 out, is a high-priced option. It takes more upkeep, burns more fuel and is slow 6 the starting line because it depends on learning — a gradual 7 — instead of instinct. Plenty of other species are able to learn, and one of the things they’ve apparently learned is when to 8 .Is there an adaptive value to 9 intelligence That’s the question behind this new research. I like it. Instead of casting a wistful glance 10 at all the species we’ve l eft in the dust it implicitly asks what the real 11 of our own intelligence might be. This is 12 the mind of every animal I’ve ever on animal intelligence also makes me wonder what experiments animals would 13 on humans if they had the chance. Every cat with an owner, 14 , is running a small-scale study in operant conditioning. we believe that 15 animals ran the labs, they would test us to 16 the limits of our patience, our faithfulness, our memory for terrain. They would try to decide what intelligence in humans is really 17 , not merely how much of it there is.18 , they would hope to study a 19 question: Are humans actually aware of the world they live in 20 the results are inconclusive.1. [A] Suppose [B] Consider [C] Observe [D] Imagine2. [A] tended [B] feared [C] happened [D] threatened3. [A] thinner [B] stabler [C] lighter [D] dimmer4. [A] tendency [B] advantage [C] inclination [D] priority5. [A] insists on [B] sums up [C] turns out [D] puts forward6. [A] off [B] behind [C] over [D] along7. [A] incredible [B] spontaneous [C]inevitable [D] gradual8. [A] fight [B] doubt [C] stop [D] think9. [A] invisible [B] limited [C] indefinite [D] different10. [A] upward [B] forward [C] afterward [D] backward11. [A] features [B] influences [C] results [D] costs12. [A] outside [B] on [C] by [D] across13. [A] deliver [B] carry [C] perform [D] apply14. [A] by chance [B] in contrast [C] as usual [D] for instance15. [A] if [B] unless [C] as [D] lest16. [A] moderate [B] overcome [C] determine [D] reach17. [A] at [B] for [C] after [D] with18. [A] Above all [B] After all [C] However [D] Otherwise19. [A] fundamental [B] comprehensive [C] equivalent [D] hostile20. [A] By accident [B] In time [C] So far [D] Better stillSection II Reading ComprehensionPart ADirections:Read the following four texts. Answer the questions below each text by choosing A, B, C or D. Mark your answers on ANSWER SHEET 1. (40 points)Text1Habits are a funny thing. We reach for them mindlessly, setting our brains on auto-pilot and relaxing into the unconscious comfort of familiar routine. “Not choice, but habit rules the unreflecting herd,” William Wordsworth said in the 19th century. In the ever-changing 21st century, even the word “habit” carries a ne gative connotation.So it seems antithetical to talk about habits in the same context as creativity and innovation. But brain researchers have discovered that when we consciously develop new habits, we create parallel synaptic paths, and even entirely new brain cells, that can jump our trains of thought onto new, innovative tracks.But don’t bother trying to kill off old habits; once those ruts of procedure are worn into the hippocampus, they’re there to stay. Instead, the new habits we deliberately ingrain into ourselves create parallel pathways that can bypass those old roads.“The first thing needed for innovation is a fascination with wonder,” says Dawna Markova, author of “The Open Mind” and an executive change consultant for Professional Thinking Part ners. “But we are taught instead to ‘decide,’ just as our president calls himself ‘the Decider.’” She adds, however, that “to decide is to kill off all possibilities but one. A good innovational thinker is always exploring the many other possibilities.”Al l of us work through problems in ways of which we’re unaware, she says. Researchers in the late 1960 covered that humans are born with the capacity to approach challenges in four primary ways: analytically, procedurally, relationally (or collaboratively) and innovatively. At puberty, however, the brain shuts down half of that capacity, preserving only those modes of thought that have seemed most valuable during the first decade or so of life.The current emphasis on standardized testing highlights analysis and procedure, meaning that few of us inherently use our innovative and collaborative modes of thought. “This breaks the major rule in the American belief system — that anyonecan do anything,” explains M. J. Ryan, author of the 2006 book “This Year I Will...” and Ms. Markova’s business partner. “That’s a lie that we have perpetuated, and it fosters commonness. Knowing what you’re good at and doing even more of it creates excellence.” This is where developing new habits comes in.21. The view of Wordsworth habit is claimed by beingA. casualB. familiarC. mechanicalD. changeable.22. The researchers have discovered that the formation of habit can beA. predictedB. regulatedC. tracedD. guided23.” ruts”(in lin e one, paragraph 3) has closest meaning toA. tracksB. seriesC. characteristicsD. connections24. Ms. Markova’s comments suggest that the practice of standard testingA, prevents new habits form being formedB, no longer emphasizes commonnessC, maintains the inherent American thinking modelD, complies with the American belief system25. Ryan most probably agree thatA. ideas are born of a relaxing mindB. innovativeness could be taughtC. decisiveness derives from fantastic ideasD. curiosity activates creative mindsText 2It is a wise father that knows his own child, but today a man can boost his paternal (fatherly) wisdom –or at least confirm that he’s the kid’s dad. All he needs to do is shell our $30 for paternity testing kit (PTK) at his local drugstore –and another $120 to get the results.More than 60,000 people have purchased the PTKs since they first become available without prescriptions last years, according to Doug Fog, chief operating officer of Identigene, which makes the over-the-counter kits. More than two dozen companies sell DNA tests Directly to the public , ranging in price from a few hundred dollars to more than $2500.Among the most popular : paternity and kinship testing , which adopted children can use to find their biological relatives and latest rage a many passionate genealogists-and supports businesses that offer to search for a family’s geographic roots .Most tests require collecting cells by webbing saliva in the mouth and sending it to the company for testing. All tests require a potential candidate with whom to compare DNA.But some observers are skeptical, “There is a kind of false precision being hawked by people claiming they are doing ancestry testing,” says Trey Duster, a New York University sociologist. He notes that each individual has many ancestors-numbering in the hundreds just a few centuries back. Yet most ancestry testing only considers a single lineage, either the Y chromosome inherited through men in a father’s line or mitoch ondrial DNA, which a passed down only from mothers.This DNA can reveal genetic information about only one or two ancestors, even though, for example, just three generations back people also have six other great-grandparents or, four generations back, 14 other great-great-grandparents.Critics also argue that commercial genetic testing is only as good as the reference collections to which a sample is compared. Databases used by some companies don’t rely on data collected systematically but rather lump together information from different research projects. This means that a DNA database may differ depending on the company that processes the results. In addition, the computer programs a company uses to estimate relationships may be patented and not subject to peer review or outside evaluation.paragraphs 1 and 2 , the text shows PTK’s ___________.[A]easy availability[B]flexibility in pricing[C] successful promotion[D] popularity with households27. PTK is used to __________.[A]locate one’s birth pl ace[B]promote genetic research[C] identify parent-child kinship[D] choose children for adoption28. Skeptical observers believe that ancestry testing fails to__________.[A]trace distant ancestors[B] rebuild reliable bloodlines[C] fully use genetic information[D] achieve the claimed accuracy29. In the last paragraph ,a problem commercial genetic testing faces is __________.[A]disorganized data collection[B] overlapping database building30. An appropriate title for the text is most likely to be__________.[A]Fors and Againsts of DNA testing[B] DNA testing and It’s problems[C]DNA testing outside the lab[D] lies behind DNA testingText 3The relationship between formal education and economic growth in poor countries is widely misunderstood by economists and politicians alike progress in both area is undoubtedly necessary for the social, political and intellectual development of these and all other societies; however, the conventional view that education should be one of the very highest priorities for promoting rapid economic development in poor countries is wrong. We are fortunate that is it, because new educational systems there and putting enough people through them to improveeconomic performance would require two or three generations. The findings of a research institution have consistently shown that workers in all countries can be trained on the job to achieve radical higher productivity and, as a result, radically higher standards of living.Ironically, the first evidence for this idea appeared in the United States. Not long ago, with the country entering a recessing and Japan at its pre-bubble peak. The . workforce was derided as poorly educated and one of primary cause of the poor . economic performance. Japan was, and remains, the global leader in automotive-assembly productivity. Yet the research revealed that the . factories of Honda Nissan, and Toyota achieved about 95 percent of the productivity of their Japanese countere pants a result of the training that . workers received on the job.More recently, while examing housing construction, the researchers discovered that illiterate, non-English- speaking Mexican workers in Houston, Texas, consistently met best-practice labor productivity standards despite the complexity of the building industry’s work.What is the real relationship between education and economic development We have to suspect that continuing economic growth promotes the development of education even when governments don’t force it. After all, that’s how education got started. When our ancestors were hunters and gatherers 10,000 years ago, they didn’t have time to wonder much about anything besides finding food. Only when humanity began to get its food in a more productive way was there time for other things.As education improved, humanity’s productivity potential, they could in turn afford more education. This increasingly high level of education is probably a necessary, but not a sufficient, condition for the complex political systems required by advanced economic performance. Thus poor countries might not be able to escape their poverty traps without political changes that may be possible only with broader formal education. A lack of formal education, however, doesn’t constrain the ability of the developing world’s workforce to substantially improve productivity for the forested future. On the contrary, constraints on improving productivity explain why education isn’t developing more quickly there than it is.31. The author holds in paragraph 1 that the important of education in poor countries___________.[A] is subject groundless doubts[B] has fallen victim of bias[C] is conventional downgraded[D] has been overestimated32. It is stated in paragraph 1 that construction of a new education system__________.[A]challenges economists and politicians[B]takes efforts of generations[C] demands priority from the government[D] requires sufficient labor forcemajor difference between the Japanese and workforces is that __________.[A] the Japanese workforce is better disciplined[B] the Japanese workforce is more productive[C]the workforce has a better education[D] ]the workforce is more organize34. The author quotes the example of our ancestors to show that education emerged __________.[A] when people had enough time[B] prior to better ways of finding food[C] when people on longer went hung[D] as a result of pressure on government35. According to the last paragraph , development of education __________.[A] results directly from competitive environments[B] does not depend on economic performance[C] follows improved productivity[D] cannot afford political changesText 4The most thoroughly studied in the history of the new world are the ministers and political leaders of seventeenth-century New England. According to the standard history of American philosophy, nowhere else in colonial America was “So much important attached to intellectual pursuits ” According to many books and article s, New England’s leaders established the basic themes and preoccupations of an unfolding, dominant Puritan tradition in American intellectual life.To take this approach to the New Englanders normally mean to start with the Puritans’ theological innovatio ns and their distinctive ideas about the church-important subjects that we may not neglect. But in keeping with our examination of southern intellectual life, we may consider the original Puritans as carriers of European culture adjusting to New world circumstances. The New England colonies were the scenes of important episodes in the pursuit of widely understood ideals of civility and virtuosity.The early settlers of Massachusetts Bay included men of impressive education and influence in England. `Besides the ninety or so learned ministers who came to Massachusetts church in the decade after 1629,There were political leaders like John Winthrop, an educated gentleman, lawyer, and official of the Crown before he journeyed to Boston. There men wrote and published extensively, reaching both New World and Old World audiences, and giving New England an atmosphere of intellectual earnestness.We should not forget , however, that most New Englanders were less well educated. While few crafts men or farmers, let alone dependents and servants, left literary compositions to be analyzed, The in thinking often had a traditional superstitions quality. A tailor named John Dane, who emigrated in the late 1630s, leftan account of his reasons for leaving England that is filled with signs. sexual confusion, economic frustrations , and religious hope-all name together in a decisive moment when he opened the Bible, told his father the first line he saw would settle his fate, and read the magical words: “come out from among th em, touch no unclean thing , and I will be your God and you shall be my people.” One wonders what Dane thought of the careful sermons explaining the Bible that he heard in puritan churched.Mean while , many settles had slighter religious commitments tha n Dane’s, as one clergyman learned in confronting folk along the coast who mocked that they had not come to the New world for religion . “Our main end was to catch fish. ”36. The author notes that in the seventeenth-century New England___________.[A] Puritan tradition dominated political life.[B] intellectual interests were encouraged.[C] Politics benefited much from intellectual endeavors.[D] intellectual pursuits enjoyed a liberal environment.37. It is suggested in paragraph 2 that New Englanders__________.[A] experienced a comparatively peaceful early history.[B] brought with them the culture of the Old World[C] paid little attention to southern intellectual life[D] were obsessed with religious innovations38. The early ministers and political leaders in Massachusetts Bay__________.[A] were famous in the New World for their writings[B] gained increasing importance in religious affairs[C] abandoned high positions before coming to the New World[D] created a new intellectual atmosphere in New England39. The story of John Dane shows that less well-educated New Englanders were often __________.[A] influenced by superstitions[B] troubled with religious beliefs[C] puzzled by church sermons[D] frustrated with family earnings40. The text suggests that early settlers in New England__________.[A] were mostly engaged in political activities[B] were motivated by an illusory prospect[C] came from different backgrounds.[D] left few formal records for later referencePart BDirections:Directions: In the following text, some sentences have been removed. For Questions (41-45), choose the most suitable one from the list A-G to fit into each of the numbered blank. There are two extra choices, which do not fit in any of the gaps.Mark your answers on ANSWER SHEET 1. (10 points)Coinciding with the groundbreaking theory of biological evolution proposed by British naturalist Charles Darwin in the 1860s, British social philosopher Herbert Spencer put forward his own theory of biological and cultural evolution. Spencer argued that all worldly phenomena, including human societies, changed over time, advancing toward perfection. .American social scientist Lewis Henry Morgan introduced another theory of cultural evolution in the late 1800s. Morgan, along with Tylor, was one of the founders of modern anthropology. In his work, he attempted to show how all aspects of culture changed together in the evolution of the early 1900s in North America, German-born American anthropologist Franz Boas developed a new theory of culture known as historical particularism. Historical particularism, which emphasized the uniqueness of all cultures, gave new direction to anthropology. .Boas felt that the culture of any society must be understood as the result of a unique history and not as one of many cultures belonging to a broader evolutionary stage or type of culture. .Historical particularism became a dominant approach to the study of culture in American anthropology, largely through the influence of many students of Boas. But a number of anthropologists in the early 1900s also rejected the particularist theory of culture in favor of diffusionism. Some attributed virtually every important cultural achievement to the inventions of a few, especially gifted peoples that, according to diffusionists, then spread to other cultures. .Also in the early 1900s, French sociologist émile Durkheim developed a theory of culture that would greatly influence anthropology. Durkheim proposed that religious beliefs functioned to reinforce social solidarity. An interest in the relationship between the function of society and culture—known as functionalism—became a major theme in European, and especially British, anthropology.[A] Other anthropologists believed that cultural innovations, such as inventions, had a single origin and passed from society to society. This theory was known as diffusionism.[B] In order to study particular cultures as completely as possible, Boas became skilled in linguistics, the study of languages, and in physical anthropology, the study of human biology and anatomy.[C] He argued that human evolution was characterized by a struggle he called the “survival of the fittest,” in which weaker races and societies must eventually be replaced by stronger, more advanced races and societies.[D] They also focused on important rituals that appeared to preserve a people’s social structure, such as initiation ceremonies that formally signify children’s entrance into adulthood.[E] Thus, in his view, diverse aspects of culture, such as the structure of families, forms of marriage, categories of kinship, ownership of property, forms of government, technology, and systems of food production, all changed as societies evolved.[F]Supporters of the theory viewed as a collection of integrated parts that work together to keep a society functioning.[G] For example, British anthropologists Grafton Elliot Smith and W. J. Perry incorrectly suggested, on the basis of inadequate information, that farming, pottery making, and metallurgy all originated in ancient Egypt and diffused throughout the world. In fact, all of these cultural developments occurred separately at different times in many parts of the world.Part CDirections:Read the following text carefully and then translate the underlined segments into Chinese. Your translation should be written carefully on ANSWER SHEET 2. (10 points)There is a marked difference between the education which every one gets from living with others, and the deliberate educating of the young. In the former case the education is incidental; it is natural and important, but it is not the express reason of the It may be said that the measure of the worth of any social institution is its effect in enlarging and improving experience; but this effect is not a part of its original motive. Religious associations began, for example, in the desire to secure the favor of overruling powers and to ward off evil influences; family life in the desire to gratify appetites and secure family perpetuity; systematic labor, for the most part, because of enslavement to others, etc. 47Only gradually was the by-product of the institution noted, and only more gradually still was this effect considered as a directive factor in the conduct of the institution. Even today, in our industrial life, apart from certain values of industriousness and thrift, the intellectual and emotional reaction of the forms of human association under which the world's work is carried on receives little attention as compared with physical output.But in dealing with the young, the fact of association itself as an immediate human fact, gains in While it is easy to ignore in our contact with them the effect of our acts upon their disposition, it is not so easy as in dealing with adults. The need of training is too evident; the pressure to accomplish a change in their attitude and habits is too urgent to leave these consequences wholly out of account. 49Since our chief business with them is to enable them to share in a common life we cannot help considering whether or no we are forming the powerswhich will secure this ability.If humanity has made some headway in realizing that the ultimate value of every institution is its distinctively human effect we may well believe that this lesson has been learned largely through dealings with the young.50 We are thus led to distinguish, within the broad educational process which we have been so far considering, a more formal kind of education -- that of direct tuition or schooling. In undeveloped social groups, we find very little formal teaching and training. These groups mainly rely for instilling needed dispositions into the young upon the same sort of association which keeps the adults loyal to their group.Section Ⅲ WritingPart A51. Directions:Restrictions on the use of plastic bags have not been so successful in some regions. “White pollution ”is still going on. Write a letter to the editor(s) of your local newspaper to1)give your opinions briefly and2)make two or three suggestionsYou should write about 100 words. Do not sign your own name at the end of the letter. Use "Li Ming" instead. You do not need to write the address.Part B52. Directions:In your essay, you should1) describe the drawing briefly,2) explain its intended meaning, and then3) give your comments.You should write neatly on ANSHWER SHEET 2. (20 points)。
2009年考研英语真题及答案解析
2009年全国硕士研究生入学统一考试英语试题Section I Use of EnglishDirections:Read the following text. Choose the best word(s) for each numbered blank and mark A, B, C or D on ANSWER SHEET 1. (10 points)Research on animal intelligence always makes me wonder just how smart humansare.1the fruit-fly experiments described in Carl Zimmer's piece in theScience Times on Tuesday. Fruit flies who were taught to be smarter than the averagefruit fly 2 to live shorter lives. This suggests that 3bulbs burn longer, that there is an 4 in not being too terrifically bright.Intelligence, it 5 out, is a high-priced option. It takes more upkeep, burns more fuel and is slow 6 the starting line because it depends on learning — a gradual 7— instead of instinct. Plenty of other species are able to learn, and one of the things they've apparently learned is when to8.Is there an adaptive value to9intelligence? That's the question behind this new research. I like it. Instead of casting a wistful glance10 at all the species we've left in the dust I.Q.-wise, it implicitly asks what the real 11of our own intelligence might be. This is12 the mind of every animal I've ever met.Research on animal intelligence also makes me wonder what experiments animalswould 13 on humans if they had the chance. Every cat with an owner, 14, is running a small-scale study in operant conditioning. we believe that 15 animals ran the labs, they would test us to 16 the limits of our patience, our faithfulness, our memory for terrain. They would try to decide what intelligence in humans is really 17 , not merely how much of it there is. 18, they would hope to study a 19 question: Are humans actually aware of the worldthey live in?20 the results are inconclusive.1. [A] Suppose [B] Consider [C] Observe [D] Imagine2. [A] tended [B] feared [C] happened [D] threatened3. [A] thinner [B] stabler [C] lighter [D] dimmer4. [A] tendency [B] advantage [C] inclination [D] priority5. [A] insists on [B] sums up [C] turns out [D] puts forward6. [A] off [B] behind [C] over [D] along7. [A] incredible [B] spontaneous [C] inevitable [D] gradual8. [A] fight [B] doubt [C] stop [D] think9. [A] invisible [B] limited [C] indefinite [D] different10. [A] upward [B] forward [C] afterward [D] backward11. [A] features [B] influences [C] results [D] costs12. [A] outside [B] on [C] by [D] across13. [A] deliver [B] carry [C] perform [D] apply14. [A] by chance [B] in contrast [C] as usual [D] for instance15. [A] if [B] unless [C] as [D] lest16. [A] moderate [B] overcome [C] determine [D] reach17. [A] at [B] for [C] after [D] with18. [A] Above all [B] After all [C] However [D] Otherwise19. [A] fundamental [B] comprehensive [C] equivalent [D] hostile20. [A] By accident [B] In time [C] So far [D] Better stillSection II Reading ComprehensionPart ADirections:Read the following four texts. Answer the questions below each text by choosing A, B, C or D. Mark your answers on ANSWER SHEET 1. (40 points)Text 1Habits are a funny thing. We reach for them mindlessly, setting our brains on auto-pilot and relaxing into the unconscious comfort of familiar routine. "Not choice, but habit rules the unreflecting herd," William Wordsworth said in the 19th century. In the ever-changing 21st century, even the word "habit" carries a negative connotation.So it seems antithetical to talk about habits in the same context as creativity and innovation. But brain researchers have discovered that when we consciously develop new habits, we create parallel synaptic paths, and even entirely new brain cells, that can jump our trains of thought onto new, innovative tracks.But don't bother trying to kill off old habits; once those ruts of procedure are worn into the hippocampus, they're there to stay. Instead, the new habits we deliberately ingrain into ourselves create parallel pathways that can bypass those old roads."The first thing needed for innovation is a fascination with wonder," says Dawna Markova, author of "The Open Mind" and an executive change consultant for Professional Thinking Partners. "But we are taught instead to 'decide,' just as our president calls himself 'the Decider.' " She adds, however, that "to decide is to kill off all possibilities but one. A good innovational thinker is always exploring the many other possibilities."All of us work through problems in ways of which we're unaware, she says. Researchers in the late 1960 covered that humans are born with the capacity to approach challenges in four primary ways: analytically, procedurally, relationally (or collaboratively) and innovatively. At puberty, however, the brain shuts down half of that capacity, preserving only those modes of thought that have seemed most valuable during the first decade or so of life.The current emphasis on standardized testing highlights analysis and procedure, meaning that few of us inherently use our innovative and collaborative modes of thought. "This breaks the major rule in the American belief system — that anyone can do anything," explains M. J. Ryan, author of the 2006 book "This Year I Will..." and Ms. Markova's business partner. "That's a lie that we have perpetuated, and it fosters commonness. Knowing what you're good at and doing even more of it creates excellence." This is where developing new habits comes in.21. The view of Wordsworth habit is claimed by being ________.A. casualB. familiarC. mechanicalD. changeable22. The researchers have discovered that the formation of habit can be ________A. predictedB. regulatedC. tracedD. guided23. "ruts"(in line one, paragraph 3) has closest meaning to ________A. tracksB. seriesC. characteristicsD. connections24. Ms. Markova's comments suggest that the practice of standard testing ________?A, prevents new habits form being formedB, no longer emphasizes commonnessC, maintains the inherent American thinking modelD, complies with the American belief system25. Ryan most probably agree thatA. ideas are born of a relaxing mindB. innovativeness could be taughtC. decisiveness derives from fantastic ideasD. curiosity activates creative mindsText 2It is a wise father that knows his own child, but today a man can boost his paternal (fatherly) wisdom – or at least confirm that he's the kid's dad. All he needs to do is shell our $30 for paternity testing kit (PTK) at his local drugstore – and another $120 to get the results.More than 60,000 people have purchased the PTKs since they first become available without prescriptions last years, according to Doug Fog, chief operating officer of Identigene, which makes the over-the-counter kits. More than two dozen companies sell DNA tests Directly to the public , ranging in price from a few hundred dollars to more than $2500.Among the most popular : paternity and kinship testing , which adopted children can use to find their biological relatives and latest rage a many passionate genealogists-and supports businesses that offer to search for a family's geographic roots .Most tests require collecting cells by webbing saliva in the mouth and sending it to the company for testing. All tests require a potential candidate with whom to compare DNA.But some observers are skeptical, "There is a kind of false precision being hawked by people claiming they are doing ancestry testing," says Trey Duster, a New York University sociologist. He notes that each individual has many ancestors-numbering in the hundreds just a few centuries back. Yet most ancestry testing only considers a single lineage, either the Y chromosome inherited through men in a father's line or mitochondrial DNA, which a passed down only from mothers.This DNA can reveal genetic information about only one or two ancestors, even though, for example, just three generations back people also have six other great-grandparents or, four generations back, 14 other great-great-grandparents.Critics also argue that commercial genetic testing is only as good as the reference collections to which a sample is compared. Databases used by some companies don't rely on data collected systematically but rather lump together information from different research projects. This means that a DNA database may differ depending on the company that processes the results. In addition, the computer programs a company uses to estimate relationships may be patented and not subject to peer review or outside evaluation.26. In paragraphs 1 and 2, the text shows PTK's ___________.[A] easy availability[B] flexibility in pricing[C] successful promotion[D] popularity with households27. PTK is used to __________.[A] locate one's birth place[B] promote genetic research[C] identify parent-child kinship[D] choose children for adoption28. Skeptical observers believe that ancestry testing fails to__________.[A] trace distant ancestors[B] rebuild reliable bloodlines[C] fully use genetic information[D] achieve the claimed accuracy29. In the last paragraph, a problem commercial genetic testing faces is __________.[A] disorganized data collection[B] overlapping database building[C] excessive sample comparison[D] lack of patent evaluation30. An appropriate title for the text is most likely to be__________.[A] Fors and Againsts of DNA testing[B] DNA testing and It's problems[C] DNA testing outside the lab[D] lies behind DNA testingText 3The relationship between formal education and economic growth in poor countries is widely misunderstood by economists and politicians alike progress in both area is undoubtedly necessary for the social, political and intellectual development of these and all other societies; however, the conventional view that education should be one of the very highest priorities for promoting rapid economic development in poor countries is wrong. We are fortunate that is it, because new educational systems there and putting enough people through them to improve economic performance would require two or three generations. The findings of a research institution have consistently shown that workers in all countries can be trained on the job to achieve radical higher productivity and, as a result, radically higher standards of living.Ironically, the first evidence for this idea appeared in the United States. Not long ago, with the country entering a recessing and Japan at its pre-bubble peak. The U.S. workforce was derided as poorly educated and one of primary cause of the poor U.S. economic performance. Japan was, and remains, the global leader in automotive-assembly productivity. Yet the research revealed that the U.S. factories of Honda Nissan, and Toyota achieved about 95 percent of the productivity of their Japanese counterparts -- a result of the training that U.S. workers received on the job.More recently, while examining housing construction, the researchers discovered that illiterate, non-English- speaking Mexican workers in Houston, Texas, consistently met best-practice labor productivity standards despite the complexity of the building industry's work.What is the real relationship between education and economic development? We have to suspect that continuing economic growth promotes the development of education even when governments don't force it. After all, that's how education got started. When our ancestors were hunters and gatherers 10,000 years ago, they didn't have time to wonder much about anything besides finding food. Only when humanity began to get its food in a more productive way was there time for other things.As education improved, humanity's productivity potential, they could in turn afford more education. This increasingly high level of education is probably a necessary, but not a sufficient, condition for the complex political systems required by advanced economic performance. Thus poor countries might not be able to escape their poverty traps without political changes that may be possible only with broader formal education. A lack of formal education, however, doesn't constrain the ability of the developing world's workforce to substantially improve productivity for the forested future. On the contrary, constraints on improving productivity explain why education isn't developing more quickly there than it is.31. The author holds in paragraph 1 that the important of education in poor countries___________.[A] is subject groundless doubts[B] has fallen victim of bias[C] is conventional downgraded[D] has been overestimated32. It is stated in paragraph 1 that construction of a new education system__________.[A] challenges economists and politicians[B] takes efforts of generations[C] demands priority from the government[D] requires sufficient labor force33. A major difference between the Japanese and U.S workforces is that __________.[A] the Japanese workforce is better disciplined[B] the Japanese workforce is more productive[C] the U.S workforce has a better education[D] the U.S workforce is more organize34. The author quotes the example of our ancestors to show that education emerged__________.[A] when people had enough time[B] prior to better ways of finding food[C] when people on longer went hung[D] as a result of pressure on government35. According to the last paragraph , development of education __________.[A] results directly from competitive environments[B] does not depend on economic performance[C] follows improved productivity[D] cannot afford political changesText 4The most thoroughly studied in the history of the new world are the ministers and political leaders of seventeenth-century New England. According to the standard history of American philosophy, nowhere else in colonial America was "So much important attached to intellectual pursuits " According to many books and articles, New England's leaders established the basic themes and preoccupations of an unfolding, dominant Puritan tradition in American intellectual life.To take this approach to the New Englanders normally mean to start with the Puritans' theological innovations and their distinctive ideas about thechurch-important subjects that we may not neglect. But in keeping with our examination of southern intellectual life, we may consider the original Puritans as carriers of European culture adjusting to New world circumstances. The New England colonies were the scenes of important episodes in the pursuit of widely understood ideals of civility and virtuosity.The early settlers of Massachusetts Bay included men of impressive education and influence in England. `Besides the ninety or so learned ministers who came to Massachusetts church in the decade after 1629,There were political leaders like John Winthrop, an educated gentleman, lawyer, and official of the Crown before he journeyed to Boston. There men wrote and published extensively, reaching both New World and Old World audiences, and giving New England an atmosphere of intellectual earnestness.We should not forget , however, that most New Englanders were less well educated. While few crafts men or farmers, let alone dependents and servants, left literary compositions to be analyzed, The in thinking often had a traditional superstitions quality. A tailor named John Dane, who emigrated in the late 1630s, left an account of his reasons for leaving England that is filled with signs. sexual confusion, economic frustrations , and religious hope-all name together in a decisive moment when he opened the Bible, told his father the first line he saw would settle his fate, and read the magical words: "come out from among them, touch no unclean thing , and I will be your God and you shall be my people." One wonders what Dane thought of the careful sermons explaining the Bible that he heard in puritan churched.Meanwhile, many settles had slighter religious commitments than Dane's, as one clergyman learned in confronting folk along the coast who mocked that they had not come to the New world for religion . "Our main end was to catch fish. "36. The author notes that in the seventeenth-century New England___________.[A] Puritan tradition dominated political life.[B] intellectual interests were encouraged.[C] Politics benefited much from intellectual endeavors.[D] intellectual pursuits enjoyed a liberal environment.37. It is suggested in paragraph 2 that New Englanders__________.[A] experienced a comparatively peaceful early history.[B] brought with them the culture of the Old World[C] paid little attention to southern intellectual life[D] were obsessed with religious innovations38. The early ministers and political leaders in Massachusetts Bay__________.[A] were famous in the New World for their writings[B] gained increasing importance in religious affairs[C] abandoned high positions before coming to the New World[D] created a new intellectual atmosphere in New England39. The story of John Dane shows that less well-educated New Englanders were often__________.[A] influenced by superstitions[B] troubled with religious beliefs[C] puzzled by church sermons[D] frustrated with family earnings40. The text suggests that early settlers in New England__________.[A] were mostly engaged in political activities[B] were motivated by an illusory prospect[C] came from different backgrounds.[D] left few formal records for later referencePart BDirections:Directions: In the following text, some sentences have been removed. For Questions (41-45), choose the most suitable one from the list A-G to fit into each of the numbered blank. There are two extra choices, which do not fit in any of the gaps. Mark your answers on ANSWER SHEET 1. (10 points)Coinciding with the groundbreaking theory of biological evolution proposed by British naturalist Charles Darwin in the 1860s, British social philosopher Herbert Spencer put forward his own theory of biological and cultural evolution. Spencer argued that all worldly phenomena, including human societies, changed over time, advancing toward perfection. 41.____________.American social scientist Lewis Henry Morgan introduced another theory of cultural evolution in the late 1800s. Morgan, along with Tylor, was one of the founders of modern anthropology. In his work, he attempted to show how all aspects of culture changed together in the evolution of societies.42._____________.In the early 1900s in North America, German-born American anthropologist Franz Boas developed a new theory of culture known as historical particularism. Historical particularism, which emphasized the uniqueness of all cultures, gave new direction to anthropology. 43._____________.Boas felt that the culture of any society must be understood as the result of a unique history and not as one of many cultures belonging to a broader evolutionary stage or type of culture. 44._______________.Historical particularism became a dominant approach to the study of culture in American anthropology, largely through the influence of many students of Boas. Buta number of anthropologists in the early 1900s also rejected the particularist theory of culture in favor of diffusionism. Some attributed virtually every important cultural achievement to the inventions of a few, especially gifted peoples that, according to diffusionists, then spread to other cultures. 45.________________.Also in the early 1900s, French sociologist Émile Durkheim developed a theory of culture that would greatly influence anthropology. Durkheim proposed that religious beliefs functioned to reinforce social solidarity. An interest in the relationship between the function of society and culture—known as functionalism—became a major theme in European, and especially British, anthropology.[A] Other anthropologists believed that cultural innovations, such as inventions,had a single origin and passed from society to society. This theory was known as diffusionism.[B] In order to study particular cultures as completely as possible, Boas becameskilled in linguistics, the study of languages, and in physical anthropology, the study of human biology and anatomy.[C] He argued that human evolution was characterized by a struggle he called the"survival of the fittest," in which weaker races and societies must eventually be replaced by stronger, more advanced races and societies.[D] They also focused on important rituals that appeared to preserve a people'ssocial structure, such as initiation ceremonies that formally signify children's entrance into adulthood.[E] Thus, in his view, diverse aspects of culture, such as the structure of families,forms of marriage, categories of kinship, ownership of property, forms of government, technology, and systems of food production, all changed as societies evolved.[F] Supporters of the theory viewed as a collection of integrated parts that worktogether to keep a society functioning.[G] For example, British anthropologists Grafton Elliot Smith and W. J. Perryincorrectly suggested, on the basis of inadequate information, that farming, pottery making, and metallurgy all originated in ancient Egypt and diffused throughout the world. In fact, all of these cultural developments occurred separately at different times in many parts of the world.Part CDirections:Read the following text carefully and then translate the underlined segments into Chinese. Your translation should be written carefully on ANSWER SHEET 2. (10 points)There is a marked difference between the education which everyone gets from living with others, and the deliberate educating of the young. In the former case the education is incidental; it is natural and important, but it is not the expressreason of the association. (46) It may be said that the measure of the worth of any social institution is its effect in enlarging and improving experience; but this effect is not a part of its original motive. Religious associations began, for example, in the desire to secure the favor of overruling powers and to ward off evil influences; family life in the desire to gratify appetites and secure family perpetuity; systematic labor, for the most part, because of enslavement to others, etc. (47) Only gradually was the by-product of the institution noted, and only more gradually still was this effect considered as a directive factor in the conduct of the institution. Even today, in our industrial life, apart from certain values of industriousness and thrift, the intellectual and emotional reaction of the forms of human association under which the world's work is carried on receives little attention as compared with physical output.But in dealing with the young, the fact of association itself as an immediate human fact, gains in importance. (48) While it is easy to ignore in our contact with them the effect of our acts upon their disposition, it is not so easy as in dealing with adults. The need of training is too evident; the pressure to accomplish a change in their attitude and habits is too urgent to leave these consequences wholly out of account. (49) Since our chief business with them is to enable them to share in a common life we cannot help considering whether or no we are forming the powers which will secure this ability.If humanity has made some headway in realizing that the ultimate value of every institution is its distinctively human effect we may well believe that this lesson has been learned largely through dealings with the young.(50) We are thus led to distinguish, within the broad educational process which we have been so far considering, a more formal kind of education -- that of direct tuition or schooling. In undeveloped social groups, we find very little formal teaching and training. These groups mainly rely for instilling needed dispositions into the young upon the same sort of association which keeps the adults loyal to their group.Section ⅢWritingPart A51. Directions:Restrictions on the use of plastic bags have not been so successful in some regions. "White pollution "is still going on. Write a letter to the editor(s) of your local newspaper togive your opinions briefly andmake two or three suggestionsYou should write about 100 words. Do not sign your own name at the end of the letter. Use "Li Ming" instead. You do not need to write the address.Part B52. Directions:In your essay, you should1) describe the drawing briefly,2) explain its intended meaning, and then3) give your comments.You should write neatly on ANSHWER SHEET 2. (20 points)2009年考研英语真题参考答案Section II: Reading Comprehension (60 points)Part A (40 points)Part C (10 points)46. 虽然我们可以说衡量任何一个社会机构价值的标准是其在丰富和完善人生方面所起的作用，但这种作用并不是我们最初的动机的组成部分。
考研英语阅卷老师心得及03-09年真题范文
附录二
得高分必须多写， 把落款写到下面。我跟老师们开玩笑 说， 这叫 “ 兵触底成后” 。最好不要把小作文写到第二页 去， 这样会对大作文有不好的影响。今年还出现了信的 主体在第一页， 落款在第二页的情况， 给人的感觉不好。 大作文评阅总体情况 现在我们谈谈大作文。大作文最重要的原则就是总 体评分。大部分同学的分数在 １ ０－ １ ５分， 属于三档（ ９－ １ ２ ） 和四档（ １ ３－ １ ６ ） 。０ ５年上海市平均分较低， 约在 １ ０ 分多一点。０ ６年稍有提高。０ ７年压分严重。０ ８年要求 教师放松标准， 所以平均分又稍有提高。由于指令没有 要求， 所以不写英语标题也可以， 不扣分。但是写错了要 扣分， 这就很可惜了。如果跑题， 也就是对主题的把握完 全错误， 扣分是非常严厉的。越是抽象的考题越容易跑 题， 如２ ０ ０ ７ 年真题； 反之则反， 如２ ０ ０ ８ 年真题。 大作文字数要求是 １ ６ ０至 ２ ０ ０字， 低于 １ ６ ０字要扣 １ ０字扣一分， 以此类推。字数超 分， 具体做法是每少 １－ 出２ ０ ０字不扣分。 在实际的批改过程中， 是按照总体的印象评分， 换 句话说， 凭的是感觉。评分标准中规定了内容、 结构与 语言诸方面， 而实际批改中是将包含上述各方面的诸多 因素综合考虑的结果。阅卷是一个动态过程， 阅卷老师 会先挂档， 再进行微调。 在批改的过程中间， 最重要的还是学生的语言。在 实际批改过程中， 批改的任务越重， 真实批改的速度越 快， 对内容与结构的关注程度就越低， 而对语言关注的 ㊀ ２ ７ ５
附录二
是由于时间安排失误等原因， 只写了一点或两点， 这就 很吃亏了。考研的答题卡是横向双面设计。近年来版 式完全相同： 正面为 ２ ２行， 上面十行是五道翻译题， 每 ６一直到 ５ ０ 。下面十二 题两行， 每道题前均有题号， 从４ 行写小作文， 前面有题号， 为５ １ 。两种题目间留有间隔， 这是去年的改变， 很不错。反面也是 ２ ２行， 与正面不 同， 所有行之间的间距是相同的。正面的左侧约五分之 一的地方自上而下分别是第二部分即阅读理解 Ｃ节、 第 三部分写作 Ａ节、 写作 Ｂ节的评分的地方， 所以去掉这 个区域， 留给小作文的地方就更小了。建议大家将 Ｄ ｅ ａ ｒ 这样的抬头紧邻着 ５ １写， 日期在右边稍微 Ｍ ｒ ．Ｊ ｏ ｈ ｎ ｓ ｏ ｎ 抬高就可以了。实际上不写日期也不会扣分， 不过一定 不要将日期写到信的最后去。信最后的落款要占两行， 至少有一行写到十二行之外的页下空白处是无伤大雅 的， 这样给人一种刚好写满的感觉。相反， 如果连十二 行都未占满， 阅卷老师就有可能会考虑是否要扣分。相 比之下， 大作文没写完更加可惜。大家一定要安排好时 间， 把作文写完整。 这两年来出现了一个新趋势， 就是大作文的字数不 够猛扣分的情况。有些同学可以看出功底不错， 只是在 考试时没掌握好时间， 这种错误有时可能是致命的。题 目的要求非常清楚， 要求大家写 １ ６ ０至 ２ ０ ０字。不写到 １ ６ ０字肯定扣分， 这是毫无疑问的。原则上是少 １ —１ ０ 字扣一分， 但是字少很可能漏点， 即三点只写两点或者 一点， 这样扣起来就太厉害了。即使三部分都写了， 字 ㊀ ２ ７ ７
2009英语考研真题答案
2009英语考研真题答案2009年英语考研真题答案的公布引起了广泛的关注和讨论。
对于考生来说，这是一份宝贵的参考资料，可以帮助他们更好地了解自己的考试成绩和水平。
同时，对于备考人员来说，这也是一次重要的复习机会，可以通过对答案的分析来发现自己的不足之处，并及时加以改进。
首先，我们来看看2009年英语考研真题的整体难度。
根据考生的反馈和专家的评价，这套试题整体难度适中，与往年相比并没有太大的变化。
阅读理解部分的文章内容涉及广泛，涵盖了社会、科技、文化等多个领域，考察了考生的综合阅读能力和理解能力。
而完型填空部分则主要考察了考生的词汇积累和语法运用能力。
总体而言，这套试题相对来说比较公平，能够较为客观地反映考生的英语水平。
接下来，我们来分析一下具体的题目和答案。
在阅读理解部分，第一篇文章是关于科技发展的，主要讲述了科技在现代社会中的重要性和影响。
答案中涉及到了一些关键词和短语，如"technology"、"innovation"、"advancement"等，考生可以通过对这些词汇的理解和运用来正确回答问题。
第二篇文章是关于文化差异的，主要强调了不同文化之间的差异性以及对人们思维方式和行为习惯的影响。
答案中的关键词和短语有"culture"、"diversity"、"perception"等，考生需要通过对这些词汇的理解和分析来选择正确的答案。
第三篇文章是关于环境保护的，主要强调了环境问题对人类生存的重要性和紧迫性。
答案中的关键词和短语有"environment"、"sustainability"、"pollution"等，考生需要通过对这些词汇的理解和运用来回答问题。
在完型填空部分，文章主要讲述了一个关于人际关系的故事。
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09年考研英语阅卷回顾：考生作文为何失分一、背景2009年2月，华东某省(为考研大省之一)考研英语主观题阅卷工作举行，笔者全程参与了阅卷工作，主要负责批改主观题的大作文部分，并对翻译和小作文的评卷流程有了直观的体会，在此梳理成文，希望对未来考生有所助益。
16日早上八点来钟来到阅卷大厅，先是负责统筹工作的组织者针对今年的考研人数、阅卷规则发表指导性讲话，提到经济危机、市场低迷对考研人数的影响。
接下来就是热火朝天的阅卷过程。
二、大作文阅卷感受这篇阅卷体会主要针对我参与的大作文阅卷展开。
总论：大作文阅卷总体印象1、阅卷参考样文。
每个作文老师都会得到一份阅卷参考样文，是阅卷组织方提前批改挑选出的具有代表性的各分数档作文，是影印的考生真实作文。
大作文的参考样文一共有9篇，分数已经给出，代表了不同档次的参考样文，分数分别为6分、10分、12分、16分、14分、17分、13分、14分、8分。
阅卷时参照这9篇样文给分，没有涵盖到的分数档由阅卷老师酌情上下调节；2、平均水平。
笔者批改到的一千多份考研大作文，得分分数档大部分在9分—14分之间，尤其以10-12分最为普遍；3、高分。
14分—16分是较高分数档。
14分作文每天可以改出几十份(每天共批改300—400份作文)，15-16分作文每天可以改出十几份。
17分作文每天批出的数量5份以下。
1 8分以上的特别优秀的大作文，我只改出1篇；4、低分。
8分以下是较低分数档。
如果不是考生写得实在不像话，一般是不会A、给出8分以下的分数的。
这种低分作文往往属于以下几类：B、完全照抄某篇阅读文章。
(原则上0分。
书写较卖力者给1-2分的安慰分)；C、完全照搬一篇与作文题目无关的作文；(同上)D、字数奇少(不足80字)；E、书写、涂改太乱，无法辨认；F、分段严重不合理，如只写一段，或者写了十来段(分段太多或者太少都严重影响得分)；G、语法拼写错误多得离谱。
分论1、审题今年的大作文题目相对而言是比较简单的。
作文的题目---“网络的远与近”，既有图画，也有文字说明，图文互相映衬，互相暗示，大大降低了审题立意的难度。
很多考生在考前都曾经练习过类似的话题，诸如网络的利与弊、网络与人的关系等等，已属老生常谈，稍有基础，即可组织一篇过得去的文章出来。
审题方面存在的问题主要体现在：a) 少数考生不看文字说明，误解了图画的含义。
如有考生将图画误解为“贫富差距”，因为他/她看到图画里似乎有一个人没有电脑，而其他人都在玩电脑，于是认为图画反映了贫富差距---有的人用得起电脑，而有的人则用不起！b) 网络的远与近，揭示的是一个问题的两个方面。
如果考生两个方面都能谈到最好。
只谈到一个方面，如只谈到网络的好处或者网络的坏处，如果道理论述得通，基本不会被当作跑题看待。
但是“远”与“近”这两个概念主要谈的是人与人的关系，所以考生能够点破人们之间关系的变化最好。
部分考生泛泛谈论网络的便利、网络毒害青少年，但对网络时代人们之间的关系一点没有涉及，这样的文章属于与主题相关，又不完全切题，表现得好(字数、书写过得去)可以保住一个基本的及格分数。
2、内容只要考生所写与作文主题相关，具体写什么内容是可以很自由的。
大多数考生做到了从好坏两个方面去论证网络的好处和坏处：the advantages/disadv antages of the Internet, 或者the convenience/harm of the Internet。
限于语言水平，比较一般的考生只能泛泛地罗列网络的好处和坏处；小部分比较优秀的考生能够围绕communicate, contact, connect等表示人际沟通的关键词组织语言，收到较好的效果。
3、语言A、语言错误：最常见的是词性错误、拼写错误、单复数错误、搭配错误。
以下是笔者阅卷时留意到的几种错误示例，提醒各位考生，写作时注意避免(都是低分标志、高分杀手！)：Chinese economic develop rapidly(应为Chinese economy develops rapidly)This is a vividly picture(应为This is a vivid picture)The Internet makes people more farer (应为The Internet makes people farthe r)face to face communications (应为face to face communication)in the internet(应为on the Internet)more and more small; more and more little (应为smaller and smaller; less a nd less)the convenient of the Internet (应为the convenience of the Internet)B、语言亮点：阅卷给人一种强烈的感受---在考场作文当中设置所谓语言亮点是一件相当奢侈的事情。
对大部分考生来说，能用朴素的语言把想表达的意思写出来就很好了。
亮点适用于基础不错的同学，适用于写作文不会把单词拼错的同学。
语言亮点有必要性吗？有必要，但请注意，不是所有考生都应该追求语言的亮点。
大部分考生语言基础比较薄弱。
有限的考试时间里，能把单词拼对，少犯错误，语句通顺，字数写够，基本不跑题，已属万幸，实在没必要再去追求倒装句、排比句、从句里套从句的高难度句型。
语言“亮点”能起到加分的作用吗？能，但是请注意：就算考生在作文里设置了语言亮点，也并不意味着一定会被“伯乐”发掘。
为什么呢？原因一：阅卷速度很快，阅卷老师根本没有时间去“解构”过于复杂的倒装句、从句套从句。
原因二：语法、拼写错误太多，会使一切语言亮点失效。
没有人会相信错误连篇的人有能力使用高难句型。
原因三：写字太难看、卷面混乱会使一切语言亮点失效。
没有人会相信几乎从不写英文字的人有能力设置英语的语言亮点。
原因四：语言亮点有效的前提是错误少，卷面好。
原因五：在错误少、卷面好的前提下，建议考生适当使用容易识别的语言亮点---定语从句、宾语从句、表语从句、插入语、强调句等。
4、结构A、标题：考研作文的大小作文都不须要写标题。
很多同学试图写标题又操作不当，写了个错误的标题，无甚助益，不如不写；B、分段：大多数考生将作文写成了3段或4段，这也是考研大作文比较合理的段数。
分段不合理的情况主要是以下几种：一整段写到底，不分段；写了五段以上，几乎一两句话一段；分了三段，但是三段之间不成比例：第二段(文章主体段)字数很少，第三段(建议措施段)废话太多。
C、书写：如果考研不改成机考，那么考生就会面临书写英文字的问题。
偏偏考生就是不爱写英文字---连中国字也不写了。
怎么解决这个问题？练练字吧。
D、涂改：正确的涂改方式应该是将写错的内容轻轻划掉，贴近上方或下方写上正确的内容，低调涂改，尽量不改。
很多考生修改不讲规则，乱划一气。
这个有必要提醒学员考前练习时就要注意。
5、关于模板A、模板的普遍性批阅大作文让笔者见识了各种各样的作文模板。
模板的使用是普遍的。
无论是高分作文还是低分作文都在使用模板。
是否使用模板与最终得分高低没有必然联系。
是否合理地使用了模板则对成绩影响很大。
B、模板的合理使用合理使用的要点有二：<1> 模板句的字数不能太多。
对于想拿高分的作文，模板句字数最好每篇不超过三四十个单词。
<2> 模板句之外要有点干货。
高分作文更需要有原创性的精彩内容。
笔者批阅到的17分、18分作文也使用了个别模板句、套句，但是套句之外，另有闪光，文章功底完全没有被个别套句所淹没。
C、模板的过度使用模板句子太多，原创成分太少，就构成了模板的过度使用。
这样的作文往往只在第一段提到internet或者computers, 接下来第二段和第三段山重水复，峰回路转，但就是与题目没有关系或关系很小。
这种作文想得到10分也很难，只能得8分或以下。
D、模板的种类：市面上有很多培训机构，教法不尽一致，模板种类纷呈。
模板种类虽多，但基本都一样空洞、废话连篇。
这种作文注定只能成为中低档次作文。
E、反模板化：笔者与组内其他几位阅卷老师交流后发现，阅卷人对作文模板采取了相似的态度：在不同作文里屡次出现的相同的模板句，阅卷人基本上置之不理。
阅卷人力图在考生作文里寻找的是有原创色彩的成分。
考研作文阅卷，事实上是一个反模板化的过程。
阅卷人读多了毫无个性、高度雷同的模板作文，脑子里会形成一种反模板化的情结：生搬硬套的模板句，哪怕包装得再华丽，也不会多看一眼；原创而切题的句子，哪怕朴实一点，也能够令考官感动。
很大比例的考生都在作文里使用了every coin has two sides或者everything has t wo aspects或者Internet is a double-edged sword/knife 这样的表达，阅卷人对这样的句子有一个心理变化过程：开始可能是觉得有些无奈---那么多人用了你还用？后来觉得厌烦---有点创意行不行？再后来觉得慢慢适应了---这孩子不错，把coin拼对了？最后是充满感激之情---啊，终于出现every coin了，文章要开始转折了吧？所以同学们要注意反过来揣摩评卷人的心理，引导着他们往好的方向联想，这样才能打动评卷老师，获取理想的分数。
新东方考研英语阅读名师苏齐。