A Transitivity Analysis of the beginning part of Mark Twain’s “The ￡1,000,000 Pound Bank-note”

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美国文学题目(1)

1. ________is not a play written by Tennessee Williams.A. Cat on Hot Tin RoofB. The Glass MenagerieC. Death of a SalesmanD. A Streetcar Named Desire2. From ______ in the 1920s, Black(or African- American) literature started one upsurge after another.A. The Harlem RenaissanceB. The Beat MovementC. The Lost GenerationD. The worker’s movement3. Which of the following is not said about Ezra Pound?A. For he was politically, controversial and notorious for what he did in the wartime, his literary achievement and influence are somewhat reduced.B. His artistic talents are on full display in the history of the imagist movement.C. From his analysis of Chinese ideogram Pound learned to another his poetic language in concrete, perceptual reality and to organize images into large patterns through juxtaposition.D. His language is usually oblique yet marvelously compressed and his poetry is dense with personal literary and historical allusions.4. In A Farewell to Arms, Hemingway_______.A. emphasizes his belief that man is trapped both physically and mentally and suggests that m an is doomed to be entrapped.B. Wrote the epitaph to a decade and to the whole generation in the 1930sC. Favored the idea of nature as an expression of either god’s design or his beneficence.D. Tells a story about the tragic love affair of a wounded American soldier with a French nurse5. Eugene O’neill is remembered for his tragic view of life, and most of his plays are about_____.A. The root, the truth of human desires and human frustrationsB. The moral nature of the modern mankindC. The relationship between man and nature as well as an and womanD. The inner contradiction of men before the red world6. Which of the following does not describe the strikingly successful artistic techniques in Catch-22？A. BurlesqueB. black humorC. anti-heroD.simple plot7. In his poems, Robert Frost combined traditional verse to forms with________.A. A simple spoken language the speech of New England farmersB. The pastoral language of the southern areaC. The difficult and highly ornamental languageD. Both A and B8. The literary characters of the America type in early 19th century are generally characterized by all the following Features except that they_______.A. Speak local dialectsB. are polite and elegant gentlemanC..are simple and crude farmersD. are noble savage (red and white) untainted by society9. The Raven was written in 1844 by_______.A. Philip FreneauB. Edgar Allan PoeC. Henry Wadsworth LongfellowD. Emily Dickinson10. The main issues involved in the debate of Transcendentalism and generally philosophically concerning______.A. The cold, rigid rationalism of UnitarianismB. The relationship between man and womenC. He development of Romanticism in AmericaD. Nature man and the universe11. ______ can be broadly defined as“the faithful representation of reality”or “verisimilitude”it includes the period of time from the civil war to the turn of the century.A. American Realism C.American SentimentalismB. American Transcendentalism D. American Romanticism12. Which of the following works is not be Ernest Hemingway?A. The Old Man and SeaB. A Farewell to ArmsC.Sound and FuryD. For whom to Bell Tolls13. Iceberg Theory is a writing principle proposed and closely followed by________.A. Jack LondonB. Sinclair LewisC. William FaulknerD. Ernest Hemingway14. Which of the following is said of the American Naturalism?A. They preferred to have their own region and people at the forefront of the storiesB. Their characteristic setting is an isolated townC. Their characters were conceived more or less complex combinations or inherited attributes, their habits conditioned by social and economic forcesD. Humans should be united because they had to adapt themselves to changing environmental conditions15. As a great innovator in American literature, Walt Whitman wrote his poetry in an unconventional style which is now called_______, that is_________.A. Hymn, poetry with chanting refrains.B. Blank verse, poetry without rhymes at the end of the lines but with a fixed beat.C. Free verse, poetry without a fixed beat or regular rhyme scheme.D. Ode, poetry in an irregular metric form and expressing noble feeling.16. By the end of he 19th century, the realists had rejected the portrayal of idealized characters and event, instead, sought to______.A. Describe the wide range of American experienceB. Present the subtleties of human personalityC. Show animal nature of human beingsD. Both A and B17. In all his novels Theodore Dreiser set himself to project the _____American values. For example, in Sister Carrie, there is no one character whose status is not determined economically.A. PuritansB. MaterialisticC. PsychologicalD. Religions18. _______was poet in American modern period who was deeply influence by Eastern culture.A. T.S.EliotB. Robert FrostC. Ezra PoundD. Walt Whitman19. Which of the following is not a typical feature of Henry James’s writing style?A. Exquisite and elaborateB. minute and detailed descriptionsB. lengthy psychological analyses D. American colloquialism20. In American literature, the 18th century was the age of Enlightenment. ______was the dominant spirit.A. HumanismB. rationalismC. DevolutionD. Evolution21. About the novel The Scarlet Letter, which of the following statement is not right?A. It is a love story and a story of sinB. It is a highly symbolic story as the author is a master of symbolismC. It is mainly about the moral emotional and psychological effects of the sin upon the main characters and the people in generalD. In it the letter A takes the same symbolic meaning throughout the novel22. American Colonial literature is longer than any other literary and sermons, which started when the first settlers kept diaries and sermons and developed till________.A. The mid of 18th centuryB. early 17th centuryB. the end of 17th century D. the end of 18th century23. Which of the following works concerns most concentrated the Calvinistic view of original sin?A. The WastelandB. The Scarlet LetterC. Leaves of GrassD. As I Lay Dying24. Whitman’s poem are characterized by all the following features except______.A. Strict poetic formB. a simple and conversationallanguageB. a free and natural rhythmic pattern D. an easy flow of feelings25.Which of the following is not written by Faulkner? A. The Sound and Fury B.A Rose for EmilyD. Tender is the night26._______ is considered to be a spokesman for the alienated youth in the post-war era and his The Catcher in the Rye is regarded as a students’classic.A. Allen SalingerB.E.E. CummingsC.J.D. Salinger D. Henry James27.Which one of the following statement is NOT True of William Faulkner?A. He is master of stream of consciousness narrativeB. His writing is often complex and difficult to understandC. He represents a new group pf Southern writers28.As a spokesman of the“Roaring 20s’”. Scott Fitzgerald portrayed ______.A. the problems of the human heart in conflict with itselfB. the psychological journey of the modern man and his helplessness in the modern worldC. the primitive struggle of individuals in the context of irresistible natural forcesD. the hollowness of the American worship of riches and the unending American dream of fulfillment29.In the beginning paragraph of chapter 3. The Great Gatsby. Fitzgerald describes a big party by saying that “men and girls came and went like moths”. The author most likely indicates that______.A. there was a crowd of party goersB. these people were light -heartedC. these were crazy and ignorant charactersD. such life does not have red meaning30.______ is generally regarded as the forerunner of the 20th century “stream -of consciousness ”novels and the founder of psychological realism.A. Theodore DreiserB. William Faulkner D. His often depicts slum life in New York and ChicagoC. Light in AugustC. Henry JamesD. Mark Twain31.As the leader of the Harlem writers who created the Black Renaissance ______ as known as the“Poet Laureate of Harlem”.A. Ralph EllisonB. Langston HughesC. Richard WrightD. Alice Walker32.Hemingway once described Mark Twain’s novel ________ the one book from which“all modern American literature comes”.A. The Adventure of Huckleberry FinnB. The Adventure of Tom SawyerC. The Gilded AgeD. The Man That Corrupted Hadleyburg33.Romantics put emphasis on the following Expect _______.A. common senseB. imaginationC. intuitionD. individualism34.In the middle of 19th century, America witnessed a cultural flowering which is called ________.A. the English RenaissanceB. the American RenaissanceC. the Second RenaissanceD. the Salem Renaissance35.The main theme of The Art of Fiction written by ______ clearly indicates that the aim of the novel is to present life.A. Henry JamesB. Mark TwainC. Theodore DreiserD. Ernest Hemingway36.In the line“We slowly drove-He knew on haste/ And I had put away /My labor and my leisure too. /For his Civility -”, the word“civility”means______.A. abilityB. politenessC. kindnessD. pleasure37.Which one is not the characterized of modernism?A. Modernism in literature is characterized by experimentation, anti-realism, individualism and a stress on the cerebral rather than emotive aspects.B. Modernism is greatly influenced by the two world wars.C. The work of Mary and Freud had mounted an assault against orthodox religious faith that lasted into the twentieth century.D. Modernists believe that human nature is kind38.Which of the following plays by O’Neill can be read autobiographicall y?A. The Hairy ApeB. The Emperor TonesC. The Iceman ComethD. Long Day’s Tourney Into Night39.The Civil War had transformed America from _____ to _____.A.an agrarian community, a society of freedom and equalityB.an agrarian community, an industrialized and commercialized societyC.an industrialized and commercialized society, a highly -developed societyD. a poor and backward society, an industrialized and commercial society40.Robert Frost combined traditional verse from -sonnet, rhyming couplet, blank verse -with a clear American local speech rhythm, the speech of ______ farmers with its idiosyncratic diction and syntax.A. southernB. westernC. New EnglandD. New Hampshire41.The realistic period is referred to as“the Gilded Age”by______.42.Realism was a reaction against ______ or a move away from the bias towards romance and self-creating flections and paved the way to Modernism.A. RationalismB. RomanticismC. NeoclassicismD. Enlightenment43.With Howells, James and Mark Twain active on the literary scene _______ became the major trend in American literature in the seventies and eighties of the 19th century.A. sentimentalismB. romanticismC. realismD. naturalism44.Anna Bradstreet was a Puritan poet. Her poem made such a stir in England that she become known as the“_______”who appeared in America.45.Apart from The Autobiography, Franklin is perhaps best remembered in print for his _______.A. The Way to WealthB. The Sketch BookC. The Biography Christopher ColumbusD. Poor Richard’s Almanac46.Moby Dick is usually considered ______.A. a symbolic voyage of the mind in quest of the truth and knowledge of the universeB. a spiritual exploration into man’s deep reality and psychologyC. a simple whaling tale or sea adventure47.The image of the famous“henpecked husband”is created by _______.D. both A and BTenth Muse Mark Twain A. B. Ninth Muse C. Best Muse D. First MuseA. B. Henry James C. Emily Dickinson D. Theodore DreiserA. Washington IrvingB. Fennimore CooperC. William Dean HowellsD.Mark Twain48.As a philosophical and literary moment, _______ flourished in New England from the 1830s to the Civil War.A. ModernismB. RationalismC. SentimentalismD. Transcendentalism。

An_Analysis_of_the_Phenomenon_of_Creative_Treason_

Journal of Literature and Art Studies, July 2023, Vol. 13, No. 7, 492-498doi: 10.17265/2159-5836/2023.07.003An Analysis of the Phenomenon of Creative Treason inGoldblatt’s Translation of FrogTANG Zhi-yuCollege of Literature and Journalism, Sichuan University, Chengdu, ChinaLiterary transl ation should not solely focus on “what to translate”, but also on “how to translate”, exte nding theperspective to the target audience and environment. It is crucial to recognize that translation involves more thanrendering words; it entails navigating cultural differences and facilitating literary communication during theprocess of language conversion. By comparing and contrasting Mo Yan’s work of “蛙” with Howard Goldblatt’sEnglish translation Frog from both the two aspects of language and culture and the four perspectives of alienationand naturalization, deletion and addition, processing of address and dialogues, symbols of animal cultural, thisstudy explores the phenomenon of creative treason in literary translation, and provides a specific and in-depthanalysis to offer valuable insights for the translation of Chinese literature.Keywords: creative treason, Frog, translation, cultural differencesLiterary translation is not only to convert one text into another, but also to make an accurate grasp of the cultural characteristics and ideological connotations of the original text, and make appropriate changes on the basis of faithfulness to the original text. The success of literary translation should not only focus on “what to translate”, but also on “how to translate”, expand the perspective to the receiving group and the receiving environment, and realize that the translation of words is only an appearance, but the essence is the cultural difference and literary exchange in the process of language conversion. It can be said that the translator gives a second life to the literary work, which profoundly affects the popularity of the work abroad. The English translation of The Frogs helped author Mo Yan take the Nobel Prize for Literature in one go, which is undoubtedly a great success, and its dissemination and acceptance overseas cannot be separated from the translator Howard Goldblatt’s second creation. This paper compares Mo Yan’s work Frogs and Goldblatt’s English translation, and specifically explains and analyzes the phenomenon of creative rebellion, so as to provide a reference for the translation of Chinese literature.Introduction to FrogFrog is a full-length magical realism novel written by contemporary Chinese author Mo Yan, first published in 2009. Spanning the 1950s to the beginning of the 21st century, the story is set against the backdrop of the ups and downs of rural fertility in New China over the past 60 years, and uses the experience of Wan Xin,TANG Zhi-yu, Bachelor’s degree, College of Literature and Journalism, Sichuan University.a female doctor’s aunt, who has been practicing obstetrics and gynecology for more than 50 years, to paint a picture of the arduous and complex implementation of family planning policies, revealing sensitive social issues while portraying a group of characters of different shapes and sizes. The novel was awarded the 8th Mao Dun Literary Award in 2011. Subsequently, in 2012, Mo Yan achieved a historic milestone as the first Chinese author to be awarded the Nobel Prize in Literature because of Frog. The English version of Frog was skillfully translated by renowned American sinologist and translator, Howard Goldblatt. Initially published in Australia in 2014, it later made its way to the UK and the US in 2015. Its publication coincided with its inclusion in the Washington Post’s prestigious “2015 Novels to Watch” list. This successful publication and distribution of the English translation significantly amplified the global appeal and popularity of Frog.Analysis of Creative Treason in the English Translation of Frog Creative treason was first proposed by French literary sociologist Robert Escarpit, who who explains in his book Sociology of Literature that “it is always an act of creative treason, but it is still treason because it puts the work into a system of references (linguistic, in this example) for which it was not originally conceived-creative, because it gives new reality to the work in providing it with the possibility of a new literary interchange with a larger public and because it assures not only mere survival but a second existence” (Escarpit, 1971, p. 85). From this perspective, creative treason in translation involves more than superficial changes to the language’s form; it also allows the translator to make decisions on whether to creatively adapt the text based on the cultural characteristics and ideological connotations of the target country, while remaining faithful to the original ideas and expressions.Howard Goldblatt, the English translator of Frog, possesses a nuanced understanding of Chinese culture, owing to his prior study experience in China. During the process of translating Mo Yan’s work, Goldblatt adeptly navigated the differences in cultural concepts, historical development, and ideological connotations between China and the United States. His flexible approach to translation garnered the approval and support of the original author, Mo Yan. The translation exhibits a noticeable creative treason, primarily evident in two levels: linguistic and cultural adaptations, including alienation and naturalization, deletion and addition, processing of address and dialogues, symbols of animal cultural. This scholarly and culturally sensitive translation not only showcases Goldblatt’s expertise but also contributes to an enriched cross-cultural literary exchange, further enhancing the global appreciation and recognition of Mo Yan’s masterpiece Frog.Creative Treason at the Level of LanguageAlienation and NaturalizationAlienation and naturalization, initially introduced by American translator Lawrence Venuti, are key characteristics of personalized translation. “Alienation” entails the translator adhering closely to the author’s expressions in the source language to convey the original content effectively. These two concepts are essentially opposite yet complementary. On the other hand, “naturalization”involves adopting expressions familiar to the target language readers to effectively convey the original content.(ST) 那些曾以人体器官或身体部位命名的孩子，也大都改成雅名，当然也有没改的，譬如陈耳，譬如陈眉。

现代大学英语精读4lesson8GlobalizationsDualP

WB T L E
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Lesson 7 The Greatest Invention
It is for this reason that we believe our students ought to kwon about globalization in all its subtlety and complexity. They should think about how they, as individuals, can adjust themselves to the challenges of a more open country and avail themselves of the new opportunities.
attention to the dual character of this trend
and urges people to deal with the new
problems.
To be continued on the next page.
Lesson 7 The Greatest Invention
more equitable, more humane, more
universally beneficial kind of globalization
.In this essay written at the edge of the
twenty-first century, the author draws our
Lesson 7 The Greatest Invention
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Lesson 8
Lesson 7 The Greatest Invention

考博英语阅读理解试题分类解析-Unit4科普科研类【圣才出品】

考博英语阅读理解试题分类解析-Unit4科普科研类【圣才出品】Unit 4 科普科研类Passage 1（同济⼤学2008年考博试题）In his 1976 study of slavery in the United State, Herbert Gutman, like Fogel, Engerman, and Genovese, has rightly stressed the slaves’ achievements. But unlike these historians, Gutman gives plantation owners little credit for these achievements. Rather, Gutman argues that one must look to the Black family and the slaves’ extended kinship system to understand how crucial achievements, such as the maintenance of a cultural heritage and the development of a communal consciousness, were possible. His findings’ compel attention.Gutman recreates the family and extended kinship structure mainly through an ingenious use of what any historian should draw upon, quantifiable data, derived in this case mostly from plantation birth register. He also uses accounts of ex-slaves to probe the human reality behind his statistics. These sources indicate that the two-parent household predominated in slave quarters just as it did among freed slaves after emancipation. Although Gutman admits that forced separation by sale was frequent, he shows that the slaves’ preference, reve aled most clearly on plantations where sale was infrequent, was very much for stable monogamy. In less conclusive fashion Fogel, Engerman, and Genovese had already indicated the predominance of two-parent households: however, only Gutman emphasizes the preference for stable monogamy and points out what stable monogamy meant for the slaves’ cultural heritage. Gutman argues convincingly that the stability of theBlack family encouraged the transmission of—and so was crucial in sustaining—the Black heritage of folklore, music, and religious expression from one generation to another, a heritage that slaves were continually fashioning out of their African and American experiences.Gutman’s examination of other facets of kinship also produces important findings. Gutman discovers that cousins rarely married an exogamous tendency that contrasted sharply with the endogamy practiced by the plantation owners. This preference for exogamy, Gutman suggests, may have derived from West African rules governing marriage, which, though they differed from one tribal group to another, all involved some kind of prohibition against unions with close kin. This taboo against cousins’ marring is important, argues Gutman, because it is one of many indications of a strong awareness among slaves of an extended kinship network. The fact that distantly related kin would care for children separated from their families also suggests this awareness. When blood relationship were few as in newly created plantations in the Southwest, “fictive”kinship arrangements took their place until a new pattern of consanguinity developed. Gutman presents convincing evidence that this extended kinship structure—which he believes developed by the mid-to-late eighteenth century—provided the foundations for the strong communal consciousness that existed among slaves.In sum, Gutman’s study is significant because it offers a closely reasoned and original explanation of some of the slaves’achievements, one that correctlyemphasizes the resources that slaves themselves possessed.1. With which of the following statements regarding the resources that historians ought to use would the author of the passage be most likely to agree?A. Historians ought to make use of written rather than oral accounts.B. Historians should rely primarily on birth registers.C. Historians should rely exclusively on data that can be quantified.D. Historians ought to make use of data that can be quantified.2. Which of the following statements about the formation of the Black heritage of folklore, music, and religious expression is best supported by the information presented in the passage?A. The heritage was formed primarily out of the experience of those slaves whoattempted to preserve the stability of their families.B. The heritage was not formed out of the experiences of those slaves whomarried their cousins.C. The heritage was formed more out of the African than out of the Americanexperiences of slaves.D. The heritage was not formed out of the experiences of only a single generationof slaves.3. Which of the following statements concerning the marriage practices of plantation owners during the period of Black slavery in the United States can most logically be inferred from the information in the passage?A. These practices began to alter sometime around the mid-eighteenth century.B. These practices varied markedly from one region of the country to another.C. Plantation owners usually based their choice of marriage partners oneconomic considerations.D. Plantation owners often married their cousins.4. Which of the following best describes the organization of the passage?A. The author compares and contrasts the work of several historians and thendiscusses areas for possible new research.B. The author presents his thesis, draws on work of several historians for evidenceto support his thesis, and concludes by reiterating his thesis.C. The author describes some features of a historical study and then uses thosefeatures to put forth his own argument.D. The author presents the general argument of a historical study, describes thestudy in more detail, and concludes with a brief judgment of the study’s value.5. Which of the following is the most appropriate title for the passage based on its content?A. The influence of Herbert Gutman on Historians of Slavery in the United States.B. Gutman’s Explanation of How Slaves Could Maintain a Cultural Heritage andDevelop a Communal ConsciousnessC. Slavery in the United States: New Controversy About an Old Subject.D. The Black Heritage of Folklore, Music, and Religious Expression: Its GrowingInfluence.【答案与解析】1.D 第⼆段第⼀句提到Gutman recreates… mainly through an ingenious use of whatany historian should draw upon, quantifiable data…由此可看出作者认为历史学家应该⽤可计量的数据来做研究。

Lecture 01 Main issues of translation studies

IntroductionTranslation studies is the new academic discipline related to the study of the theory and phenomena of translation. By its nature it is multilingual and also interdisciplinary, encompassing languages, linguistics, communication studies, philosophy and a range of types of cultural studies.“Readers” of key writings on translation:1) Andrew Chesterman’s Readings in Translation Theory (1989)2) Andre Lefevere’s Translation/History/Culture: A Sourcebook (1992)3) Rainer Schulte and John Biguener’s Theories of Translation: An Anthology of Essays fromDryden to Derrida (1992)4) Douglas Robinson’s Western Translation Theory from Herodotus to Nietzsche (1997)5) Lawrence Venuti’s The Translation Studies Reader (2000)6) 罗新璋《翻译论集》(商务印书馆,1984)7) 杨自俭和刘学云《翻译新论》(湖北教育出版社, 1994)8) 刘靖之’s《翻译论集》（香港:三联书店(香港)有限公司, 1981）9) The Routledge Encyclopedia of Translation Studies (Baker 1997)10) The Dictionary of Translation Studies (Shuttleworth and Cowie 1997)11)《中国翻译词典》(湖北教育出版社，1997)11 lectures included in this course:Lecture 1 Main issues of translation studiesLecture 2 Translation theory before the twentieth centuryLecture 3 Equivalence and equivalent effectLecture 4 The translation shift approachLecture 5 Functional theories of translationLecture 6 Discourse and register analysis approachesLecture 7 Systems theoriesLecture 8 Varieties of cultural studiesLecture 9 Translating the foreign: the (in)visibility of translationLecture 10 Philosophical theories of translationLecture 11 Translation studies as an interdisciplineThe format of each lecture:◆an introductory table clearly presenting key terms and ideas;◆the main text, describing in detail the models and issues under discussion;◆an illustrative case study, which applies and evaluates the main model of the lecture;◆suggestions for further reading;◆a brief evaluative summary of the lecture;◆a series of discussion and research points to stimulate further thought and research.Lecture 1 Main issues of translation studiesContents1.1 The concept of translation1.2 What is translation studies?1.3 A brief history of the discipline1.4 The Holmes/Toury ‘map’1.5 Developments since the 1970s1.6 Aim of this course and a guide to lectures1.1 The concept of translationTranslation:the general subject field;the product: the text that has been translatedthe process: the act of producing the translation, or translatingThe process of translation (or translating) involves the translator changing an original written text or the source text (ST) in the original verbal language or the source language(SL) into a written text or the target text (TT) in a different verbal language or the target language (TL).→‘interlingual translation’.Jakobson’s (1959) categories of translation:1. intralingual translation, or ‘rewording’: ‘an interpretation of verbal signs by means of othersigns of the same language’;2. interlingual translation, or ‘translation proper’: ‘an interpretation of verbal signs by means ofsome other language’;3. intersemiotic translation, or ‘transmutation’: ‘an interpretation of verbal signs by means of signsof non-verbal sign systems’).1.2 What is translation studies?James S. Holmes (“The Name and Nature of Translation Studies”, 1972): Translation Studies is concerned with ‘the complex of problems clustered round the phenomenon of translating and translations’ (Holmes 1988/2000: 173).Mary Snell-Hornby (Translation Studies: An Integrated Approach, 1988): ‘the demand that translation studies should be viewed as an independent discipline . . . has come from several quarters in recent years’.Snell-Hornby (1995): ‘the breathtaking development of translation studies as an independent discipline’and the ‘prolific international discussion’ on the subject.Mona Baker (The Routledge Encyclopedia of Translation, 1997): ‘exciting new discipline, perhaps the discipline of the 1990s’Two ways translation studies has become more prominent:1) A proliferation of specialized translating and interpreting courses at both undergraduate and postgraduate level.In the UK in the 1960s: the first specialized university postgraduate courses in interpreting and translating established.In the UK in the academic year 1999/2000: at least 20 postgraduate translation courses and several designated ‘Centres of Translation’.250 university-level bodies in over 60 countries offering four-year undergraduate degrees and/or postgraduate courses in translation, training professional commercial translators and interpreters. (Caminade & Pym, 1995)2) Courses focusing on the practice of literary translation:In the UK: (1) Middlesex University; (2) the University of East Anglia (Norwich) (which houses the British Centre for Literary Translation).In Europe: a network of centres where literary translation is studied, practised and promoted, including Norwich, Amsterdam (the Netherlands), Arles (France), Bratislava (Slovakia), Dublin (Ireland), Rhodes (Greece), Sineffe (Belgium), Strälen (Germany), Tarazona (Spain) and Visby (Sweden).The 1990s also saw a proliferation of conferences, books and journals on translation in many languages.Long-standing international translation studies journals:Babel (the Netherlands)Meta (Canada)Across Languages and Cultures (Hungary)Literature in Translation (UK)Perspectives: Studies in Translatology (Denmark)Target (Israel/Belgium)The Translator (UK)Parallèles (Switzerland) and Traduire (France)Cadernos de Tradução (Brazil)Rivista Internazionale di Tecnica della Traduzione (Italy)Turjuman (Morocco)The main European publishers publishing books in translation studies:John BenjaminsMultilingual MattersRodopiRoutledgeSt JeromeProfessional publications dedicated to the practice of translation in the UKThe Linguist of the Institute of LinguistsThe ITI Bulletin of the Institute for Translating and InterpretingIn Other Words, the literary-oriented publication of the Translators’ AssociationTRANSST (Israel)BET (Spain)Key themes of international translation conferences (1999–2000):• translation and training translators (Bratislava, Slovakia);• literary translation (Mons, Belgium);• research models in translation studies (UMIST, Manchester, UK);• gender and translation (Norwich, UK);• translation as/at the crossroads of culture (Lisbon, Portugal);• translation and globalization (Tangiers, Morocco);• legal translation (Geneva, Switzerland);• translation and meaning (Maastricht, the Netherlands and Lodz, Poland);• the history of translation (Leon, Spain);• transadaptation and pedagogical challenges (Turku, Finland);• translation-focused comparative literature (Pretoria, South Africa and Salvador, Brazil).From being a little-established field a relatively short time ago, translation studies has now become one of the most active and dynamic new areas of research encompassing an exciting mix of approaches.1.3 A brief history of the disciplineWritings on the subject of translating go far back in recorded history.Cicero and Horace (first century BCE) and St Jerome (fourth century CE)The Greek Septuagint BibleStudy of translation developed into an academic discipline only in the second half of the 20th century.The grammar-translation method fell into increasing disrepute with the rise of the direct method or communicative approach to English language teaching in the 1960s and 1970s.▲Translation workshopIn the US, translation was promoted in universities in the 1960s by the translation workshop concept. The translation workshops were first established in the universities of Iowa and Princeton with the intention of introducing new translations into the target culture and for the discussion of the finer principles of the translation process and of understanding a text.▲Comparative literatureIn comparative literature, literature is studied and compared transnationally and transculturally, necessitating the reading of some literature in translation. This would later link into the growth of courses of the cultural studies type.▲Contrastive analysisContrastive analysis is the study of two languages in contrast in an attempt to identify general and specific differences between them. It developed into a systematic area of research in the USA from the 1930s onwards and came to the fore in the 1960s and 1970s. The contrastive approach heavily influenced other studies, such as Vinay and Darbe lnet’s (1958) and Catford’s (1965), which overtly stated their aim of assisting translation research. However, contrastive analysis does not incorporate sociocultural and pragmatic factors, nor the role of translation as a communicative act.Nevertheless, the continued application of a linguistic approach in general, and specific linguistic models such as generative grammar or functional grammar, has demonstrated an inherent and gut link with translation.The evolving field of translation studies can point to its own systematic models that have incorporated other linguistic models and developed them for its own purposes.The construction of the new discipline does not consider translation as primarily connected to language teaching and learning, but as the specific study of what happens in and around translating and translation.The more systematic approach to the study of translation began in the 1950s and 1960s:• Jean-Paul Vinay and Jean Darbelnet’s contrastive approach(1958): categorizing what they saw happening in the practice of translation between French and English;• Alfred Malblanc (1963) did the same for translation between French and German;• Georges Mounin(1963): examining linguistic issues of translation;• Eugene Nida (1964): incorporating elements of Chomsky’s generative grammar as a theoretical underpinning of his books.The word ‘science’ was used by Nida in Toward a Science of Translating (1964).The German equivalent, ‘Übersetzungswissenschaft’, was taken up by Wolfram Wilss, Koller and the Leipzig school (where Kade and Neubert became active).1.4 The Holmes/Toury ‘map’A seminal paper in the development of the field as a distinct discipline was James S. Holmes’s (1972) ‘The name and nature of translation studies’. Gentzler describes it as ‘generally accepted as the founding statement for the field’ (1993: 92).Figure 1.1Two objectives of the ‘pure’ areas of research:1. The description of the phenomena of translation (descriptive translation theory);2. The establishment of general principles to explain and predict such phenomena (translationtheory). (Holmes 1988b/2000: 176–81)The ‘theoretical’ branch is divided into general and partial theories:‘General’ theoretical studies: describing or accounting for every type of translation and makinggeneralizations that will be relevant for translation as a whole.‘Partial’ theoretical studies: (to be discussed below).Three possible foci of descriptive translation studies (DTS): examination of (1) the product, (2) the function and (3) the process:1. Product-oriented DTS examines existing translations, including the description or analysis ofa single ST–TT pair or a comparative analysis of several TTs of the same ST (into one or moreTLs). These smaller-scale studies can build up into a larger body of translation analysis looking at a specific period, language or text/discourse type. Larger-scale studies can be either diachronic (following development over time) or synchronic (at a single point or period in time). ‘One of the eventual goals of product-oriented DTS might possibly be a general history of translations – however ambitious such a goal might sound at this time’. (Holmes, 1988/2000: 177)2. Function-oriented DTS refers to the description of the ‘function[of translations] in therecipient sociocultural situation: it is a study of contexts r ather than texts’ (Holmes, 1988/2000: 177). Issues that may be researched include which books were translated when and where, and what influences they exerted. This area (then termed ‘socio-translation studies’, but now called cultural-studies-oriented translation) was less researched at that time, but is more popular in current work on translation studies.3. Process-oriented DTS is concerned with the psychology of translation, trying to find out whathappens in the mind of a translator, but has still not yet been systematically analyzed.The results of DTS research can be fed into the theoretical branch to evolve either a general theory of translation or partial theories of translation ‘restricted’ according to the following subdivisions:• Medium-restricted theories: subdividing according to translation by machine and humans, with further subdivisions according to whether the machine/computer is working alone or as an aid to the human translator, to whether the human translation is written or spoken and to whether spoken translation (interpreting) is consecutive or simultaneous.• Area-restricted theories:restricted to specific languages or groups of languages and/or cultures. It is closely related to work in contrastive linguistics and stylistics.• Rank-restricted theories: restricted to a specific level of the word or sentence or text.• Text-type restricted theories:related to specific discourse types or genres, such as literary, business and technical translation. Text-type approaches came to prominence with the work of Reiss and Vermeer in the 1970s.• Time-restricted: referring to theories and translations limited according to specific time frames and periods (i.e. the history of translation).• Problem-restricted theories: referring to specific problems (such as equivalence) or whether universals of translated language exist.Several different restrictions can apply at any one time. For example, the study of the translation of novels would be area restricted, text-type restricted and time restricted.The ‘applied’ branch of Holmes’s framework concerns:• translator training: teaching methods, testing techniques, curriculum design;• translation aids: such as dictionaries, grammars and information technology;•translation criticism: the evaluation of translations, including the marking of student translations and the reviews of published translations.Translation policy: the translation scholar advise on the place of translation in society, including what place, if any, it should occupy in the language teaching and learning curriculum.Figure 1.2The merit of Holmes’s divisions: they allow a clarification and a division of labour between the various areas of translation studies which, in the past, have often been confused (Toury, 1995: 9) The crucial role of Holmes’s paper: delineating the potential of translation studies.‘Translation policy’ would nowadays far more likely be related to the ideology that determines translation than was the case in Holmes’s description.The restrictions of Holmes’s divisions:1) A discourse-type and a text-type restriction2) Inclusion of interpreting as a sub-category of human translation3) Omission of any mention of the individuality of the style, decision-making processes andworking practices of human translators involved in the translation process (Pym, 1998: 4) 1.5 Developments since the 1970sThe surge in translation studies since the 1970s has seen different areas of Holmes’s map come to the fore.◆Contrastive analysis has fallen by the wayside.◆The linguistic-oriented ‘science’ of translation has continued strongly in Germany, but theconcept of equivalence associated with it has declined.◆Germany has seen the rise of theories centred around text types (Reiss) and text purpose (theskopos theory of Reiss and Vermeer).◆The Hallidayan influence of discourse analysis and systemic functional grammar has beenprominent over the past decades, especially in Australia and the UK, and has been applied to translation in works by Bell (1991), Baker (1992) and Hatim and Mason (1990, 1997).◆The descriptive approach (originating in comparative literature and Russian Formalism) rose inthe late 1970s and the 1980s.◆In Tel Aviv, Itamar Even-Zohar and Gideon Toury have pursued the idea of the literarypolysystem in which different literatures and genres, including translated and non-translated works, compete for dominance.◆The polysystemists have worked with a Belgium-based group (including José Lambert and thelate André Lefevere), and with the UK-based scholars Susan Bassnett and Theo Hermans.◆The Manipulation of Literature: Studies in Literary Translation (Hermans, 1985) gave rise tothe name of the ‘Manipulation School’ and held sway for much of the following decade.◆The 1990s saw the incorporation of new schools and concepts:●Canadian-based translation and gender research led by Sherry Simon;●The Brazilian cannibalist school promoted by Else Vieira;●Postcolonial translation theory, with the prominent figures of the Bengali scholarsTejaswini Niranjana and Gayatri Spivak;●In the USA, the cultural-studies-oriented analysis of Lawrence Venuti, who champions thecause of the translator.1.6 Aim of this course and a guide to LecturesLecture 2 describes some of the major issues discussed in writings about translation up to the middle of the 20th century. This huge range of over two thousand years, beginning with Cicero in the first century BC, focuses on the ‘literal vs. free’ translation debate. It aims to initiate discussion on some of the key issues.Lecture 3deals with the concepts of meaning, equivalence and ‘equivalent effect’, encompassing Nida’s generative-influenced model of translation transfer and his concepts of formal equivalence and dynamic equivalence. Newmark’s categories of semantic translation and communicative translation are also discussed, as is Koller’s analysis of equivalence.Lecture 4 details attempts that have been made to provide a taxonomy of the linguistic changes or ‘shifts’ which occur in translation. The main model described here is Vinay and Darbelnet’s classic taxonomy, but reference is also made to Catford’s linguistic model and van Leuven-Zwart’s translation shift approach from the 1980s.Lecture 5 covers Reiss and Vermeer’s text-type and skopos theory of the 1970s and 1980s and Nord’s text-linguistic approach. Translation is analyzed according to text type and function in the TL culture, and concepts of text analysis –such as word order, information structure and thematic progression – are employed.Lecture 6 considers House’s register analysis model and the development of discourse-oriented approaches in the 1990s by Baker and Hatim and Mason, who make use of Hallidayan linguistics to examine translation as communication within a sociocultural context.Lecture 7 investigates systems theories and the field of target-oriented ‘descriptive’ translation studies, following Even-Zohar, Toury and the work of the Manipulation School.Lecture 8 examines varieties of cultural studies approaches in translation studies. These start with Lefevere’s work of the 1980s and early 1990s and move on to more recent developments in gender studies and translation (in Canada) and to postcolonial translation theories (in India, Brazil and Ireland).Lecture 9 follows Berman and Venuti in examining the foreign element in translation and the ‘invisibility’ of the translator. The idea is explored that the practice of translation, especially in the English-speaking world, is considered to be a derivative and second-rate activity, and that the prevailing method of translation is ‘naturalizing’. The role of literary translators and publishers is also described.Lecture 10 investigates a selection of philosophical issues of language and translation, ranging from Steiner’s ‘hermeneutic motion’, Pound’s use of archaisms, Walter Benjamin’s ‘pure’ language, and Derrida and the deconstruction movement.Lecture 11sets out an interdisciplinary approach to translation studies. It discusses Snell-Hornby’s‘integrated approach’and looks at recent studies that have combined linguistic andcultural analysis. The future of translation studies and the role of modern technologies, including the internet, are also discussed.SummaryTranslation studies is a relatively new academic research area that has expanded explosively in recent years. While translation was formerly studied as a language-learning methodology or as part of comparative literature, translation ‘workshops’ and contrastive linguistics courses, th e new discipline owes much to the work of James S. Holmes, whose ‘The name and nature of translation studies’ proposed both a name and a structure for the field. The interrelated branches of theoretical, descriptive and applied translation studies have structured much recent research and have assisted in bridging the gulf that had grown between the theory and practice of translation.Discussion and research points1. How is the practice of translation (and interpreting) structured in China? How many universities offer first degrees in the subject? How many postgraduate courses are there? How do they differ? Isa postgraduate qualification a prerequisite for working as a professional translator?2. Find out how research-based translation studies fits into the university system in China. How many universities offer ‘translation studies’ (or similar) courses? In what ways do they differ from or resemble each other? In which university departments are they housed? What do you conclude is the status of translation studies in China?3. What specific research in translation studies is being carried out in China? How do you find out? Is the work being carried out by isolated researchers or by larger and coordinated groups? How, if at all, would it fit in with Holmes’s‘map’ of translation studies?4. Trace the history of translation and translation studies in China. Has the focus been mainly on the theory or on the practice of translation? Why do you think this is so?Key textsHolmes, J. S. (1988b/2000) ‘The name and nature of translation studies’, in L. Venuti (ed.) (2000), pp. 172–85.Jakobson, R. (1959/2000) ‘On linguistic aspects of translation’, in L. Venuti (ed.) (2000),pp. 113–18.Leuven-Zwart, K. van and T. Naaijkens (eds) (1991) Translation Studies: State of the Art, Amsterdam: Rodopi.Toury, G. (1991) ‘What are descriptive studies in translation likely to yield apart from isolated descriptions?’, in K. van Leuven-Zwart and T. Naaijkens (eds) (1991), pp. 179–92.。

RalphWaldoEmerson拉尔夫·沃尔多·爱默生

He continued his speeches against slavery, but never with the fire of Theodore Parker. In 1857 he wrote an essay on “Memory” but ironically, in his later years, his own memory would falter, especially after his beloved house burned in 1872. He died quietly of pneumonia （肺炎） in 1882.
Henry David Thoreau (July 12, 1817 – May 6, 1862) was an American author, poet, abolitionist(废奴主义者), naturalist, tax resister, development critic, surveyor, historian, philosopher, and leading transcendentalist. He is best known for his book Walden, a reflection upon simple living in natural surroundings, and his essay, Civil Disobedience, an argument for individual resistance to civil government in moral opposition to an unjust state.
In 1835, Emerson married Lydia Jackson; they lived in Concord and had four children while he settled into his life of conversations, reading and writing, and lecturing, which furnished a comfortable income.

英语专业八级阅读真题解析

英语专业八级阅读真题解析Section 1: Passage AnalysisIn this section, we will analyze the main points and ideas presented in the given passage.Section 2: Vocabulary and PhrasesNext, we will explore the vocabulary and phrases used in the passage. This section aims to provide a better understanding of the text.Section 3: Grammar and SyntaxIn this section, we will focus on the grammatical structures and sentence patterns used throughout the reading passage. Understanding these aspects will help improve comprehension and language proficiency.Section 4: Inference and DeductionHere, we will analyze the author's intentions and make deductions based on the information provided in the passage. This section aims to enhance critical thinking skills.Section 5: Organization and CoherenceThis section will examine the overall organization and coherence of the passage. We will discuss how the ideas are presented and connected to ensure a smooth flow of information.Section 6: Cultural and Historical ContextNext, we will explore any cultural or historical references mentioned in the passage. Understanding the context will contribute to a deeper comprehension of the text.Section 7: Summary and ConclusionFinally, we will summarize the key points discussed in the passage and draw a conclusion based on the information provided. This section aims to consolidate the main ideas presented.Please note that the above sections are just an example of how this article can be structured. You can adjust the format and headings based on your specific requirements. Remember to maintain a clean and visually appealing layout throughout the article.。

2000年全国硕士研究生入学考试英语试题及参考答案

2000年全国硕士研究生入学考试英语试题及参考答案Section I Structure and VocabularyPart ADirections:Beneath each of the following sentences, there are four choices marked [A], [B], [C] and [D]. Choose the one that best completes the sentence. Mark your answer on ANSWER SHEET 1 by blackening the corresponding letter in the brackets with a pencil.(5 points)Example:I have been to the Great Wall three times ________ 1979.[A] from[B] after[C] for[D] sinceThe sentence should read, "I have been to the Great Wall three times since 1979." Therefore, you should choose [D]Sample Answer[A] [B] [C] [■]1. As I'll be away for at least a year, I'd appreciate ________ from you now and then telling me how everyone is getting along.[A] hearing[B] to hear[C] to be hearing[D] having heard2. Greatly agitated, I rushed to the apartment and tried the door, ________ to find it locked.[A] just[B] only[C] hence[D] thus3. Doctors see a connection between increase amounts of leisure time spent ________ and the increased number of cases of skin cancer.[A] to sunbathe[B] to have sunbathed[C] having sunbathed[D] sunbathing4. Unless you sign a contract with the insurance company for your goods, you are not entitled ________ a repayment for the goods damaged in delivery.[A] to[B] with[C] for[D] on5. On a rainy day I was driving north through Vermont ________ I noticed a young man holding up a sign reading "Boston".[A] which[B] where[C] when[D] that6. Christie stared angrily at her boss and turned away, as though ________ out of the office.[A] went[B] gone[C] to go[D] would go7. The roles expected ________ old people in such a setting give too few psychological satisfactions for normal happiness.[A] of[B] on[C] to[D] with8. Talk to anyone in the drug industry, ________ you'll soon discover that the science of genetics is the biggest thing to hit drug research since penicillin was discovered.[A] or[B] and[C] for[D] so9. It wasn't so much that I disliked her ________ that I just wasn't interested in the whole business.[A] rather[B] so[C] than[D] as10. Countless divorced politicians would have been elected out of office years ago had they even thought of a divorce, let alone ________ one.[A] getting[B] to get[C] gotten[D] getPart BDirections:Each of the following sentences has four underlined parts marked [A], [B], [C], and [D]. Identify the part of the sentence that is incorrect and mark your answer on ANSWER SHEET 1 by blackening the corresponding letter in the brackets with a pencil.(5 points)Example:A number of [A] foreign visitors were taken [B] to the industrial exhibition, which [C] they saw [D] many new products.Answer [C] is wrong. The sentence should read, "A number of foreign visitors were taken to the industrial exhibition, where they saw many new products." So you should choose [C].Sample Answer[A] [B] [■] [D]11. Having isolatedA on a remote island, withB little work to occupyC them, the soldiers suffered from boredom and low spiritsD.12. If the letter to be mailedA was placedB on the writing table an hour ago,it isC certain beingD there now.13. The rulingA party could even lose itsB majority in the lower house of parliament, startedC a period of prolonged strugglingD.14. The mechanisms atA work are manifestB in the tendency for such physical activity toC utilize the potentialD harmful constituents of the stress response.15. InA the long run, however, this hurry to shedB full-time staff may be moreC harmful to industry as it is toD the workforce.16. See to itA that you include inB the examination paper whateverC questions they didn't know the answerD last time.17. Most newspapers, while devotingA the major part of itsB space to recent events, usually manage to find roomC on the inside pages for articles onD some interesting topics.18. One sign by whichA you are making progress in an artB such as painting or photography is thatC you begin to realize how much there isD to learn.19. The ideal listener stays both inside and outsideA the music at the moment it is played and enjoyingB it almost as much asC the composer at the moment he composesD.20. ContinuedA exposure to stress has been linked to worsenedB functioning of the immune system, leavingC a person more liable forD infection.Directions:Beneath each of the following sentences, there four choices marked [A], [B], [C] and [D]. Choose the one that best completes the sentence. Mark your answer on ANSWER SHEET 1 by blackening the corresponding letter in the brackets with a pencil.(10 points)Example:The lost car of the Lees was found ________ in the woods off the highway.[A] vanished[B] scattered[C] abandoned[D] rejectedThe sentence should read, "The lost car of the Lees was found abandoned in the woods off the highway." Therefore, you should choose [C].Sample Answer[A] [B] [■][D]21. He spoke so ________ that even his opponents were won over by his arguments.[A] bluntly[B] convincingly[C] emphatically[D] determinedly22. France's ________ of nuclear testing in the South Pacific last month triggered political debates and mass demonstrations.[A] assumption[B] consumption[C] presumption[D] resumption23. The 215-page manuscript, circulated to publishers last October, ________ an outburst of interest.[A] flared[B] glittered[C] sparked[D] flashed24. His efforts to bring about a reconciliation between the two Parties ________.[A] came off[B] came on[C] came round[D] came down25. The system was redesigned to embrace the network and eventually ________ it in a profitable direction.[A] adapt[B] control[C] install[D] steer26. The capital intended to broaden the export base and ________ efficiency gains from international trade was channeled instead into uneconomic import substitution.[A] secure[B] extend[C] defend[D] possess27. It is announced that a wallet has been found and can be ________ at the manager's office.[A] declared[B] obtained[C] reclaimed[D] recognized28. When I ________ my senses, I found myself wrapped up in bed in my little room, with Grandma bending over me.[A] woke up[B] took to[C] picked up[D] came to29. The American society is ________ an exceedingly shaky foundation of natural resources, which is connected with the possibility of a worsening environment.[A] established on[B] affiliated to[C] originated from[D] incorporated with30. I am not ________ with my roommate but I have to share the room with her, because I have nowhere else to live.[A] concerned[B] compatible[C] considerate[D] complied31. At first, the ________ of color pictures over a long distance seemed impossible, but, with painstaking efforts and at great expense, it became a reality.[A] transaction[B] transmission[C] transformation[D] transition32. When the committee ________ to details, the proposed plan seemed impractical.[A] got down[B] set about[C] went off[D] came up33. ________ to some parts of South America is still difficult, because parts of the continent are still covered with thick forests.[A] Orientation[B] Access[C] Procession[D] Voyage34. Mr. Smith had an unusual ________: he was first an office clerk, then a sailor, and ended up as a school teacher.[A] profession[B] occupation[C] position[D] career35. The mayor is a woman with great ________ and therefore deserves our political and financial support.[A] intention[B] instinct[C] integrity[D] intensity36. The English weather defies forecast and hence is a source of interest ________ to everyone.[A] speculation[B] attribution[C] utilization[D] proposition37. The fact that the golden eagle usually builds its nest on some high cliffs ________ it almost impossible to obtain the eggs or the young birds.[A] renders[B] reckons[C] regards[D] relates38. To impress a future employer, one should dress neatly, be ________, and display interest in the job.[A] swift[B] instant[C] timely[D] punctual39. You don't have to install this radio in your new car, it's an ________ extra.[A] excessive[B] optional[C] additional[D] arbitrary40. We were pleased to note that the early morning delivery didn't ________ to the traffic jam of the busy city.[A] aid[B] amount[C] add[D] attributeSection II Cloze TestDirections:For each numbered blank in following passage, there are four choices marked [A], [B], [C] and [D]. Choose the best one and mark your answer on ANSWER SHEET 1 by blackening the corresponding letter in the brackets with a pencil. (10 points)If a farmer wishes to succeed, he must try to keep a wide gap between his consumption and his production. He must store a large quantity of grain __41__ consuming all his grain immediately. He can continue to support himself and his family __42__ he produces a surplus. He must use this surplus in three ways: as seed for sowing, as an insurance __43__ the unpredictable effects of bad weather and as a commodity which he must sell in order to __44__ old agricultural implements and obtain chemical fertilizers to __45__ the soil. He may also need money to construct irrigation __46__ and improve his farm in other ways. If no surplus is available, a farmer cannot be __47__. He must either sell some of his property or __48__ extra funds in the form of loans. Naturally he will try to borrow money at a low __49__ of interest, but loans of this kind are not __50__ obtainable.41. [A] other than[B] as well as[C] instead of[D] more than42. [A] only if[B] much as[C] long before[D] ever since43. [A] for[B] against[C] of[D] towards44. [A] replace[B] purchase[C] supplement[D] dispose45. [A] enhance[B] mix[C] feed[D] raise46. [A] vessels[B] routes[C] paths[D] channels47. [A] self-confident[B] self-sufficient[C] self-satisfied[D] self-restrained48. [A] search[B] save[C] offer[D] seek49. [A] proportion[B] percentage[C] rate[D] ratio50. [A] genuinely[B] obviously[C] presumably[D] frequentlySection III Reading ComprehensionDirections:Each of the passages below is followed by some questions. For each question there are four answers marked [A], [B], [C] and [D]. Read the passages carefully and choose the best answer to each of the questions. Then mark your answer on ANSWER SHEET 1by blackening the corresponding letter in the brackets with a pencil. (40 points)Text 1A 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.) Foreign-made cars and textiles were sweeping into the domestic market. America's machine-tool industry was on the ropes. For a while it looked as though the making of semiconductors, which America had invented and which sat at the heart of the new computer age, was going to be the next casualty.All of this caused a crisis of confidence. Americans stopped taking prosperity for granted. They began to believe that their way of doing business was failing, and that their incomes would therefore shortly begin to fall as well. The mid-1980s brought one inquiry after another into the causes of America's industrial decline. Their sometimes sensational findings were filled with warnings about the growing competition from overseas.How things have changed! In 1995 the United States can look back on five years of solid growth while Japan has been struggling. Few Americans attribute this solely to such obvious causes as a devalued dollar or the turning of the business cycle. Self-doubt has yielded to blind pride. "American industry has changed its structure, has gone on a diet, has learnt to be more quick-witted," according to Richard Cavanagh, executive dean of Harvard's Kennedy School of Government. "It makes me proud to be an American just to see how our businesses are improving their productivity," says Stephen Moore of the Cato Institute, a think-tank in Washington, DC. And William Sahlman of the Harvard Business School believes that people will look back on this period as "a golden age of business management in the United States."51. The U.S. achieved its predominance after World War II because ________.[A] it had made painstaking efforts towards this goal[B] its domestic market was eight times larger than before[C] the war had destroyed the economies of most potential competitors[D] the unparalleled size of its workforce had given an impetus to its economy52. The loss of U.S. predominance in the world economy in the 1980s is manifested in the fact that the American ________.[A] TV industry had withdrawn to its domestic market[B] semiconductor industry had been taken over by foreign enterprises[C] machine-tool industry had collapsed after suicidal actions[D] auto industry had lost part of its domestic market53. What can be inferred from the passage?[A] It is human nature to shift between self-doubt and blind pride.[B] Intense competition may contribute to economic progress.[C] The revival of the economy depends on international cooperation.[D] A long history of success may pave the way for further development.54. The author seems to believe the revival of the U.S. economy in the 1990s can be attributed to the ________.[A] turning of the business cycle[B] restructuring of industry[C] improved business management[D] success in educationBeing a man has always been dangerous. There are about 105 males born for every100 females, but this ratio drops to near balance at the age of maturity, and among 70-year-olds there are twice as many women as men. But the great universal of male mortality is being changed. Now, boy babies survive almost as well as girls do. This means that, for the first time, there will be an excess of boys in those crucial years when they are searching for a mate. More important, another chance for natural selection has been removed. Fifty years ago, the chance of a baby (particularly a boy baby) surviving depended on its weight. A kilogram too light or too heavy meant almost certain death. Today it makes almost no difference. Since much of the variation is due to genes, one more agent of evolution has gone.There is another way to commit evolutionary suicide: stay alive, but have fewer children. Few people are as fertile as in the past. Except in some religious communities, very few women have 15 children. Nowadays the number of births, like the age of death, has become average. Most of us have roughly the same number of offspring. Again, differences between people and the opportunity for natural selection to take advantage of it have diminished. India shows what is happening. The country offers wealth for a few in the great cities and poverty for the remaining tribal peoples. The grand mediocrity of today -- everyone being the same in survival and number of offspring -- means that natural selection has lost 80% of its power in upper-middle-class India compared to the tribes.For us, this means that evolution is over; the biological Utopia has arrived. Strangely, it has involved little physical change. No other species fills so many places in nature. But in the pass 100,000 years -- even the pass 100 years -- our lives have been transformed but our bodies have not. We did not evolve, because machines and society did it for us. Darwin had a phrase to describe those ignorant of evolution: they "look at an organic being as a savage looks at a ship, as at something wholly beyond his comprehension." No doubt we will remember a 20th century way of life beyond comprehension for its ugliness. But however amazed our descendants may be at how far from Utopia we were, they will look just like us.55. What used to be the danger in being a man according to the first paragraph?[A] A lack of mates.[B] A fierce competition.[C] A lower survival rate.[D] A defective gene.56. What does the example of India illustrate?[A] Wealthy people tend to have fewer children than poor people.[B] Natural selection hardly works among the rich and the poor.[C] The middle class population is 80% smaller than that of the tribes.[D] India is one of the countries with a very high birth rate.57. The author argues that our bodies have stopped evolving because ________.[A] life has been improved by technological advance[B] the number of female babies has been declining[C] our species has reached the highest stage of evolution[D] the difference between wealth and poverty is disappearing58. Which of the following would be the best title for the passage?[A] Sex Ration Changes in Human Evolution[B] Ways of Continuing Man's Evolution[C] The Evolutionary Future of Nature[D] Human Evolution Going NowhereWhen a new movement in art attains a certain fashion, it is advisable to find out what its advocates are aiming at, for, however farfetched and unreasonable their principles may seem today, it is possible that in years to come they may be regarded as normal. With regard to Futurist poetry, however, the case is rather difficult, for whatever Futurist poetry may be -- even admitting that the theory on which it is based may be right -- it can hardly be classed as Literature.This, in brief, is what the Futurist says: for a century, past conditions of life have been conditionally speeding up, till now we live in a world of noise and violence and speed. Consequently, our feelings, thoughts and emotions have undergone a corresponding change. This speeding up of life, says the Futurist, requires a new form of expression. We must speed up our literature too, if we want to interpret modern stress. We must pour out a large stream of essential words, unhampered bystops, or qualifying adjectives, or finite verbs. Instead of describing sounds we must make up words that imitate them; we must use many sizes of type and different colored inks on the same page, and shorten or lengthen words at will.Certainly their descriptions of battles are confused. But it is a little upsetting to read in the explanatory notes that a certain line describes a fight between a Turkish and a Bulgarian officer on a bridge off which they both fall into the river -- and then to find that the line consists of the noise of their falling and the weights of the officers: "Pluff! Pluff! A hundred and eighty-five kilograms."This, though it fulfills the laws and requirements of Futurist poetry, can hardly be classed as Literature. All the same, no thinking man can refuse to accept their first proposition: that a great change in our emotional life calls for a change of expression. The whole question is really this: have we essentially changed?59. This passage is mainly ________.[A] a survey of new approaches to art[B] a review of Futurist poetry[C] about merits of the Futurist movement[D] about laws and requirements of literature60. When a novel literary idea appears, people should try to ________.[A] determine its purposes[B] ignore its flaws[C] follow the new fashions[D] accept the principles61. Futurists claim that we must ________.[A] increase the production of literature[B] use poetry to relieve modern stress[C] develop new modes of expression[D] avoid using adjectives and verbs62. The author believes that Futurist poetry is ________.[A] based on reasonable principles[B] new and acceptable to ordinary people[C] indicative of basic change in human nature[D] more of a transient phenomenon than literatureAimlessness has hardly been typical of the postwar Japan whose productivity and social harmony are the envy of the United States and Europe. But increasingly the Japanese are seeing a decline of the traditional work-moral values. Ten years ago young people were hardworking and saw their jobs as their primary reason for being, but now Japan has largely fulfilled its economic needs, and young people don't know where they should go next.The coming of age of the postwar baby boom and an entry of women into the male-dominated job market have limited the opportunities of teenagers who are already questioning the heavy personal sacrifices involved in climbing Japan's rigid social ladder to good schools and jobs. In a recent survey, it was found that only 24.5 percent of Japanese students were fully satisfied with school life, compared with 67.2 percent of students in the United States. In addition, far more Japanese workers expressed dissatisfaction with their jobs than did their counterparts in the 10 other countries surveyed.While often praised by foreigners for its emphasis on the basics, Japanese education tends to stress test taking and mechanical learning over creativity and self-expression. "Those things that do not show up in the test scores -- personality, ability, courage or humanity -- are completely ignored," says Toshiki Kaifu, chairman of the ruling Liberal Democratic Party's education committee. "Frustration against this kind of thing leads kids to drop out and run wild." Last year Japan experienced 2,125 incidents of school violence, including 929 assaults on teachers. Amid the outcry, many conservative leaders are seeking a return to the prewar emphasis on moral education. Last year Mitsuo Setoyama, who was then education minister, raised eyebrows when he argued that liberal reforms introduced by the American occupation authorities after World War II had weakened the "Japanese morality of respect for parents."But that may have more to do with Japanese life-styles. "In Japan," says educator Yoko Muro, "it's never a question of whether you enjoy your job and your life, but only how much you can endure." With economic growth has come centralization; fully 76 percent of Japan's 119 million citizens live in cities where community and the extended family have been abandoned in favor of isolated, two generation households. Urban Japanese have long endured lengthy commutes (travels to and from work) and crowded living conditions, but as the old group and family values weaken, the discomfort is beginning to tell. In the past decade, the Japanese divorce rate, while still well below that of the United States, has increased by more than 50 percent, and suicides have increased by nearly one-quarter.63. In the Westerner's eyes, the postwar Japan was ________.[A] under aimless development[B] a positive example[C] a rival to the West[D] on the decline64. According to the author, what may chiefly be responsible for the moral decline of Japanese society?[A] Women's participation in social activities is limited.[B] More workers are dissatisfied with their jobs.[C] Excessive emphasis his been placed on the basics.[D] The life-style has been influenced by Western values.65. Which of the following is true according to the author?[A] Japanese education is praised for helping the young climb the social ladder.[B] Japanese education is characterized by mechanical learning as well as creativity.[C] More stress should be placed on the cultivation of creativity.[D] Dropping out leads to frustration against test taking.66. The change in Japanese Life-style is revealed in the fact that ________.[A] the young are less tolerant of discomforts in life[B] the divorce rate in Japan exceeds that in the U.S.[C] the Japanese endure more than ever before[D] the Japanese appreciate their present lifeText 5If ambition is to be well regarded, the rewards of ambition -- wealth, distinction, control over one's destiny -- must be deemed worthy of the sacrifices made on ambition's behalf. If the tradition of ambition is to have vitality, it must be widely shared; and it especially must be highly regarded by people who are themselves admired, the educated not least among them. In an odd way, however, it is the educated who have claimed to have given up on ambition as an ideal. What is odd is that they have perhaps most benefited from ambition -- if not always their own then that of their parents and grandparents. There is heavy note of hypocrisy in this, a case of closing the barn door after the horses have escaped -- with the educated themselves riding on them.Certainly people do not seem less interested in success and its signs now than formerly. Summer homes, European travel, BMWs -- the locations, place names and name brands may change, but such items do not seem less in demand today than a decade or two years ago. What has happened is that people cannot confess fully to their dreams, as easily and openly as once they could, lest they be thought pushing, acquisitive and vulgar. Instead, we are treated to fine hypocritical spectacles, which now more than ever seem in ample supply: the critic of American materialism with a Southampton summer home; the publisher of radical books who takes his meals in three-star restaurants; the journalist advocating participatory democracy in all phases of life, whose own children are enrolled in private schools. For such people and many more perhaps not so exceptional, the proper formulation is, "Succeed at all costs but avoid appearing ambitious."The attacks on ambition are many and come from various angles; its public defenders are few and unimpressive, where they are not extremely unattractive. As a result, the support for ambition as a healthy impulse, a quality to be admired and fixed in the mind of the young, is probably lower than it has ever been in the United States. This does not mean that ambition is at an end, that people no longerfeel its stirrings and promptings, but only that, no longer openly honored, it is less openly professed. Consequences follow from this, of course, some of which are that ambition is driven underground, or made sly. Such, then, is the way things stand: on the left angry critics, on the right stupid supporters, and in the middle, as usual, the majority of earnest people trying to get on in life.67. It is generally believed that ambition may be well regarded if ________.[A] its returns well compensate for the sacrifices[B] it is rewarded with money, fame and power[C] its goals are spiritual rather than material[D] it is shared by the rich and the famous68. The last sentence of the first paragraph most probably implies that it is ________.[A] customary of the educated to discard ambition in words[B] too late to check ambition once it has been let out[C] dishonest to deny ambition after the fulfillment of the goal[D] impractical for the educated to enjoy benefits from ambition69. Some people do not openly admit they have ambition because ________.[A] they think of it as immoral[B] their pursuits are not fame or wealth[C] ambition is not closely related to material benefits[D] they do not want to appear greedy and contemptible70. From the last paragraph the conclusion can be drawn that ambition should be maintained ________.[A] secretly and vigorously。

人文英语4单元测试题及答案

人文英语4单元测试题及答案一、选择题（每题2分，共20分）1. The term "Renaissance" means "rebirth" in English. Which of the following is NOT a characteristic of the Renaissance?A. A renewed interest in classical cultureB. The rise of humanismC. The decline of religious influenceD. The emphasis on individualism2. Who is considered the father of modern science?A. Isaac NewtonB. Galileo GalileiC. Albert EinsteinD. Leonardo da Vinci3. The Enlightenment was characterized by an emphasis on which of the following?A. The divine right of kingsB. Rational thought and skepticismC. The importance of traditionD. The centrality of the church4. Which literary movement is known for its focus on the inner world of the mind and subjective experience?A. RomanticismB. RealismC. ModernismD. Naturalism5. The Industrial Revolution began in which country?A. FranceB. GermanyC. United KingdomD. United States6. Which of the following is NOT an impact of the Industrial Revolution?A. UrbanizationB. The rise of the working classC. Environmental degradationD. The decline of agriculture7. Who wrote the novel "Pride and Prejudice"?A. Jane AustenB. Charlotte BrontëC. Emily BrontëD. Mary Shelley8. The term "Impressionism" in art is associated with which of the following?A. The use of dark, intense colorsB. The depiction of scenes from everyday lifeC. The use of bright, vivid colorsD. The focus on religious themes9. Which of the following is a major work of the Romantic period?A. "Ode to the West Wind" by Percy Bysshe ShelleyB. "The Waste Land" by T.S. EliotC. "The Picture of Dorian Gray" by Oscar WildeD. "Heart of Darkness" by Joseph Conrad10. The Harlem Renaissance was a cultural movement that flourished in which decade?A. 1920sB. 1930sC. 1940sD. 1950s二、填空题（每空2分，共20分）11. The Renaissance began in ________ and spread to other parts of Europe in the following centuries.12. The ________ was a period of significant cultural and intellectual development in Europe, marked by the questioning of traditional doctrines.13. The ________ was a movement in art that sought to capture the fleeting impressions of light and color.14. The ________ was a movement in literature that emphasized the importance of the individual and the subjective experience.15. The ________ was a period of rapid industrial and economic growth, characterized by the shift from manual production methods to machines.三、简答题（每题15分，共30分）16. Describe the main features of the Romantic movement in literature.17. Explain how the Industrial Revolution changed the social structure of society.四、论述题（30分）18. Discuss the impact of the Enlightenment on modern society, including its influence on democracy, science, and education.答案：一、选择题1. C2. A3. B4. A5. C6. D7. A8. C9. A10. A二、填空题11. Italy12. The Enlightenment13. Impressionism14. Romanticism15. The Industrial Revolution三、简答题16. The main features of the Romantic movement in literature include a focus on emotion and individualism, an appreciation for the beauty of nature, a fascination with the past and the supernatural, and a critique of the industrialization and rationalism of the time.17. The Industrial Revolution changed the social structure ofsociety by creating a new working class, leading to urbanization, and altering the traditional roles of men and women in the workforce.四、论述题18. The Enlightenment had a profound impact on modern society. It promoted the idea of democracy by advocating for the separation of powers and the rights of citizens. In science,it encouraged empirical observation and the scientific method, which led to significant advancements. Education was also transformed, with a focus on critical thinking and the dissemination of knowledge to a broader audience, not justthe elite.结束语：通过本单元的测试，我们希望同学们能够对人文英语4单元的内容有一个全面的理解和掌握。

英语语言学考研真题与典型题详解1

1。

3考研真题与典型题详解I。

Fill in the blanks。

1。

The features that define our human languages can be called ______ features. (北二外2006研）2。

Linguistics is usually defined as the ______study of language。

（北二外2003研)3. Language， broadly speaking， is a means of______ communication。

4。

In any language words can be used in new ways to mean new things and can be combined into innumerable sentences b ased on limited rules。

This feature is usually termed______5。

Linguistics is the scientific study of______。

6。

Modern linguistic is______ in the sense that the linguist tries to discover what language is rather than lay down some r ules for people to observe.7. One general principle of linguistic analysis is the primacy of ______ over writing.8。

The branch of linguistics which studies the sound patterns of a language is called ______. (北二外2003研)9. The branch of grammar which studies the internal structure of words is called______。

及物性分析transitivity应用语言学剖析讲解

• 在《泰晤士报》的标题中，致人死亡的动作者(police)放置在句子的后位，而原为动作目标的rioting blacks却摆在句子的开头，作主语，致使人们的注意力从动作者(警察)移向动作的目标(骚乱的黑人)，似乎告知读者首先有“黑人骚乱”，然后才发生“枪杀事件”，应对这一事件负有责任的是骚乱的黑人。标题中还有一个可以表示某种联系的 “AS”短语的环境因子，表明了作者的态度和意图，暗示这一起骚乱似乎非国大领导者们也应承担部分责任。
在《卫报》的标题中，枪杀事件的动作者 (police)摆在首要位置，作主语，"11 DEAD"作为动作的目标，受动者，显示了对受害者某种同情的态度。标题中也有一个表示位置由“IN” 引导的介词短语的环境因子，该短语仅仅说明 “某地发生了骚乱”，并没有暗示责任，相对客观，
• 正如Fairclough(1992:180)所言:“选择哪种过程来表达一个在现实世界中真正发生的过程，具有重要的文化、政治或意识形态意义。”而除了选择过程，说话者还可通过巧妙地安排参加者和环境成分的位置，或隐去某个成分来传达自己的交际意图，引导读者走向特定的方向— 即从特定的角度看待某个事件。
Nike's advertisement featured by Kobe Bryant from Internet
There are eight sentences, and they are numbered from twenty-four to thirty-one as the followings: • (24)Love me or hate me, it's one or the other. • (25) Always has been. • (26) Hate my game, my swagger. • (27) Hate my fade away, my hunger. • (28) Hate that I'm a veteran, a champion. • (29) Hate that. • (30) Hate it with all your heart. • (31)And hate that I'm loved, for the exact same reasons.

大学英语精读4第一课课文分析

Question: How did the author describe the following figures to demonstrate his analyses of different grades of thinking?
Headmaster: nothing human in his eyes, no possibility of communication (not understand his students) Me, the boy: delinquent, not integrated, misunderstanding the symbolic meaning of the statuettes, couldn’t think Mr. Houghton: ruined by alcohol, preaching high-moral life but showing hypocritical and prejudiced nature A pious lady: who hated German with the proposition of loving enemies
Further Questions on Appreciation
The end of Text Analysis.
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Writing Devices
Metonymy （转喻）
In metonymy, an idea is evoked or named by means of term designating some associated notion. “It” stands for “thought” in grammar, but actually refers to Mr. Houghton, and it is vulgar to refer to a girl as a skirt.

逐个主题比较法英语作文

逐个主题比较法英语作文Comparing and Contrasting Two Key Topics in Education.Education, a fundamental pillar of society, is constantly evolving and adapting to the changing needs of the world. Two significant topics within the realm of education that deserve scrutiny are the merits oftraditional classroom learning and the rising popularity of online education. While both have their unique advantages and disadvantages, a comparative analysis reveals the nuances that make each approach distinct.Firstly, let's delve into the traditional classroom setting. This age-old method of education has been the backbone of academic instruction for centuries. The key strength of traditional classrooms lies in theinterpersonal interaction between students and teachers. The face-to-face nature of classroom discussions and debates fosters critical thinking and collaboration. Teachers are able to monitor student progress more closely,offering timely feedback and guidance. Additionally, the social aspect of being in a classroom with peers encourages teamwork and the development of interpersonal skills.However, traditional classrooms also have their limitations. They tend to be constrained by time and space, limiting the availability of resources and restricting access.。

分析问题英语四级作文

分析问题英语四级作文English:In analyzing a question for an English CET-4 essay, it's essential to first understand the prompt thoroughly. This involves breaking down the question into its key components, identifying any keywords or phrases that indicate the focus or direction of the essay. Next, it's crucial to brainstorm and generate ideas related to the topic, considering various perspectives and potential arguments. Once ideas are generated, it's important to organize them logically, perhaps by creating an outline or mind map, to ensure a coherent and structured response. During the writing process, attention should be paid to providing relevant examples, explanations, and evidence to support the points made. Additionally, maintaining clarity and coherence in writing is vital, avoiding ambiguity or vagueness in expression. Finally, it's advisable to review the essay carefully after completion, checking for any grammatical errors, spelling mistakes, or areas that require further clarification or elaboration.Translated content:在分析英语四级作文题目时，首先要彻底理解题目。

四级考试关于怎样准确找出文章的中心思想

四级考试关于怎样准确找出文章的中心思想关于标题型Example 1 :A rapid means of long-distance transportation became a necessity for the United States as settlement(新拓居地 ) spread ever farther westward. The early trains were impractical curiosities, and for a long time the railroad companies met with troublesome mechanical problems. The most serious ones were the construction of rails able to bear the load, and the development of a safe, effective stopping system. Once these were solved, the railroad was established as the best means of land transportation. By 1860 there were thousands of miles of railroads crossing the eastern mountain ranges and reaching westward to the Mississippi. There were also regional southern and western lines .The high point in railroad building came with the construction of the first transcontinental system. In 1862 congress authorized two western railroad companies to build lines from Nebraska west-ward and from California eastward to a meeting point, so as to complete a transcontinental crossing linking the Atlantic seaboard with the Pacific .The Government helped the railroads generously with money and land . Actual work on this project began four years later. The Central Pacific Company, starting from California, used Chinese labor, while the Union Pacific employed crews of Irish laborers. The two groups worked at remarkable speed, each trying to cover a greater distance than the other. In l869 they met at a place called Promontory in what is now the state of Utah. Many visitors came there for the great occasion. There were joyous celebrationsall the country, with parades and the ringing of church bells to honor the great achievement.The railroad was very important in encouraging westward movement. It also helped build up industry and farming by moving raw materials and by distributing products rapidly to distant markets. In linking towns and people to one another it helped unify the United States.The best title for t【四级考试关于怎样准确找出文章的中心思想】。

大学英语1期末考试作文

大学英语1期末考试作文Title: The Transformative Power of Globalization: An Insight into Cross-Cultural Understanding and ExchangeIn today's interconnected world, globalization has become a defining force, shaping the way we live, work, and interact with others. It has opened up new horizons of opportunity, fostering cross-cultural understanding and exchange at unprecedented levels. This essay explores the transformative power of globalization, focusing on its impact on individuals, communities, and the world at large. Globalization has broken down barriers, allowing people from diverse backgrounds to come together and share ideas, experiences, and knowledge. This process has beenfacilitated by advancements in technology, such as the internet and social media, which have made it easier to connect with people across the globe. As a result, we are now more aware of the rich tapestry of cultures that exist in the world, and we have a greater understanding of the commonalities and differences that unite and divide us.One of the most significant impacts of globalization is the increased flow of people and ideas across borders. This has led to the emergence of a more global mindset, where individuals are more open to new perspectives and ways of thinking. It has also fostered a culture of innovation and creativity, as people from different backgrounds bringtheir unique experiences and insights to bear on common problems.However, the process of globalization is not withoutits challenges. Cultural differences can often lead to misunderstandings and conflicts, and the rapid pace of change can be overwhelming for some. It is, therefore, crucial that we approach globalization with an attitude of openness and respect, seeking to understand and appreciate the diverse cultures that make up our global community.Moreover, globalization has also had a profound impact on the economy. It has opened up new markets and created opportunities for businesses to expand their operations internationally. This has led to increased trade and investment flows, driving economic growth and prosperity in many parts of the world. However, it has also exacerbatedinequalities, with some countries and communitiesbenefiting more than others from the process of globalization.In conclusion, globalization is a complex and multifaceted phenomenon that has transformed our world in ways that are both positive and negative. It has fostered cross-cultural understanding and exchange, breaking down barriers and bringing people together. However, it has also created new challenges and disparities that we must address if we want to create a more inclusive and sustainable global community. As we continue to navigate the complexities of globalization, it is crucial that we remain open to new ideas and perspectives, seeking to understand and appreciate the diverse cultures that make up our interconnected world.。

英文名著轻松学知到章节答案智慧树2023年内蒙古工业大学

英文名著轻松学知到章节测试答案智慧树2023年最新内蒙古工业大学第一章测试1.Deucalion and Pyrrha threw ( ) to create men and women after the GreatFlood.参考答案:Stones2.Beauty and Beast is adopted from the story of ( ).参考答案:Eros and Psyche3.The golden fleece symbolizes ( ).参考答案:authority and treasure4. A sop to Cerberus refers to means of ( ).参考答案:bribery5.Achilles’s heel implies ( ).参考答案:fate6.Prometheus and Epimetheus were brothers.参考答案:对7.“The virgin is destined for the bride of no mortal over. Her future husbandawaits her on the top of the mountain. He is a monster whom neither gods nor man can resist.” is an oracle of ( ).参考答案:Apollo8.Midas’ ear or ass’ ear is used to describe a person foolish.参考答案:对bors of Hercules refers to an extremely difficult task requiring greatstrength or effort to accomplish.参考答案:对10.Which one is Homer’s epic?参考答案:第二章测试1.参考答案:Euripides2.( ) was the most-awarded playwright in ancient Roman time.参考答案:Sophocles3.Zeus presented Pandora to ( ).参考答案:Prometheus’ brother4.Oedipus solves the ( ) of the Sphinx.参考答案:riddle5.Jason claimed his inheritance and throne by retrieving the( ).参考答案:Golden Fleece6."Prometheus Bound" was written by ( ).参考答案:Aeschylus7.Whose work is known primarily for having reshaped the formal structure ofAthenian tragedy by portraying strong female characters?参考答案:Euripides8.Who presented Pandora to Prometheus’ brother?参考答案:Zeus9."Oedipus Rex" was written by ( ).参考答案:Sophocles10.Who claimed his inheritance and throne by retrieving the Golden Fleece?参考答案:Jason第三章测试1.参考答案:Mercutio2.参考答案:Edgar3.参考答案:Scotland4.参考答案:hatred5.参考答案:a kind of flower6.参考答案:对7.“All the world is a stage, and all the men and women merely players.”fromShakespeare's drama "In As You Like it".参考答案:对8.Revenge play is very popular at Shakespearean time.参考答案:对9."King Lear" is not only a tragedy of a family and a country, but also a tragedyof human nature.参考答案:对10."Othello " is said to be the most saddest tragedy of Shakespeare.参考答案:对第四章测试1.Which is not the fairy tale by Oscar Wilde?参考答案:2.Oscar Wilde became known for his involvement in the rising philosophy ofaestheticism.参考答案:对3.The selfish giant in the story of "The Selfish Giant" is not selfish in the end.参考答案:对4.参考答案:对5.参考答案:对6."The Ballad of Reading Gaol " is the novel by Oscar Wilde.参考答案:错7."The Picture of Dorian Gray " is the novel by Oscar Wilde.参考答案:对8."The true perfection of man lies not in what man has ,but what man is."describes the fairy"The Selfish Giant "参考答案:对9.参考答案:对10.In the story of "the Happy Prince",the little Swallow died at the feet of thelittle prince .参考答案:对第五章测试1.According to the poem “Leisure” , what is the most important thing in life ismoney.参考答案:错2.According to the poem"Leisure", which one of the following is the mostimportant thing in life?参考答案:free time3.William Wordsworth is a realistic poet.参考答案:错4.William Wordsworth is a ( ）参考答案:leading figure of Romantic movement;Romantic poet;nature lover 5.Which one of the stages is the most pathetic stage?参考答案:pantaloon6.According to the poem “on Marriage”， between husband and wife theremust be no space.参考答案:错7.Which one of the following image is not mentioned in the poem "onMarriage"?参考答案:moon8.Byron is not a (an) :参考答案:American poet;realistic poet9.Which of the following images are not mentioned in the poem "To the Virgin,to Make Much of time"?参考答案:bird;rainbow10. To whom the poem "To the Virgin, to Make Much of time" is written ?参考答案:young women第六章测试1.O · Henry was sent to prison because ________.参考答案:people thought he had stolen money from the newspaper2.参考答案:对3.参考答案:A love story between a young and poor couple.4.As with many other homeless people in the United States, Soapy ispsychologically experienced in thinking of the local jail as a homeless shelter.参考答案:对5.参考答案:对6.O · Henry lived a very rich life in Britain.参考答案:错7.The important theme of the story" After Twenty Years" is revealing a distinctcontrast between the loyalty to the friends and devotion to the duty.参考答案:对8.Why did Della weep before Christmas?参考答案:She had little money to buy Jim a present.9.The gift Della bought Jim was ___________. Which of the following is NOT right.参考答案:A gift that Della had been planning for a month.10.参考答案:A love story between a young and poor couple.。

现代大学英语第二册第一课知识点总结

Alfred KaoLesson OnePart One: Words Study1. accomplishment n. sth. completed successfully; an achievementa girl of many accomplishments 多才多艺的姑娘Among her accomplishments weresewing, cooking, playing the piano and dancing.accomplish v.to succeed in doing; to reach the end ofaccomplish one’s object 达到目的accomplish one’s mission 完成使命He can accomplish more in a day than any other boy in his class. accomplishedadj.very good at a particular thing; having a lot of skillsan accomplished artist/actor/chef2. assume v.a. to take for granted; to supposeThey had assumed that prices would rise these days, but in fact they were wrong.b. to take upon oneselfassume one ’s responsibility/ other ’s debt assumed adj.assumed name 伪名assumption n.a belief or feeling that sth is true or that sth will happen,although there is no proofan underlying/implicit assumption 潜在的/含蓄的假想We are working on the assumption that everyone invited will turn up. It was impossible to make assumptions about people's reactions. assuming ed to suppose that sth is true so that you can talkaboutwhat the results might beI hope to go to college next year, always assuming I pass my exams. assumptive adj.3. body a. a group of people as a unit who work and act together,often for an official purpose , or who are connected in some other way. a legislative body / a law-making bodyb. the main part of sth.The body of the writing is not well-developed.the body of a vehicle / buildingc. a body/ bodies of sth. = large amount of sth. a body of rumour/ evidence/ information4.certify v. to confirm formally as true, accurate, orgenuine~ (that)…He handed her a piece of paper certifying (that) she was in good health.Thisis to certify that… ~ sb/sth + adj.He was certified dead on arrival. ~ sb/sth (as) sthThe accounts were certified (as) correct by the finance department. ~ sb/sth to be/do sthThe plants must be certified to be virus free. certified accountant 注册会计师5. enrollv. to arrange for yourself or somebody else to officially join acourse , school , etc.We enrolled in the army.Universities will enroll new students this spring. enrollee n. a person who has officially joined a course,etc.enrolmentn.School enrollment is currently falling.6.expose v. a. to subject or allow to be subjected to anaction or aninfluence 使受影响The parents exposed their children to classical music at home.b. to subject (a photographic film, for example) to theaction of light 使曝光The film has been exposed.c. to make known (sth. discreditable);to reveal (the guiltor wrongdoing of)揭发The crime of the corrupt officials must be exposed without anyreserve.exposed adj. not protected from attack or sheltered from bad weatherexposure n. a. the state of being in a placeor a situation where is noprotection from sth. harmful or unpleasantThey risked exposure to harmful radiation.b. the fact of being discussed on television, in newspapers, etc.(=publicity)Her movie has a lot of exposure in the media.7.facultyn. a.any of the powers of the body or mindthe faculty of the sight; mental facultiesb. department or group of related departmentsin a universitythe Faculty of Lawc.the whole teaching staff in one of the departments or in thewhole universityThe entire faculty of the university will attendthe meeting.8.freshadj. to have just come from a particular place; to have just hada particular experienceStudents fresh from Business schoolshould have a three-monthprobation in the company .freshness n.We guarantee the freshness of all our produce.freshlyadv.freshly ironed shirtsfreshenv.The rain had freshened the air.Can Ifreshen your drink, sir?freshen oneself upFresher/ freshmansophomorejuniorseniorgraduatepostgraduate9.generatev. to produce as a result of a chemical orphysical processWhen coal burns, it generates heat.a generating station 发电站generation n.the generation of electricitygenerator n.the wind generator 风能发电机Alfred KaoAlfred Kaothe UK ’s major electricity generator 发电公司 generative adj.human adj./n. 人的/人类humanly adv. 在人所能及的范围内 humane adj. 仁慈的；人道的 humanely adv.仁慈地；人道地 humanism n. 人道主义 humanitariann. 人道主义者humanity n. 人道/人性/人文 humanizev.使人性化10. literaladj. a. being the basic or usual meaning of a word or a phraseThe literal meaning of “petrify ” is to turn stones b. that follows the original words exactly a literal translation c. lacking imaginationHer interpretation of the music is too literal. literalness Un.literary adj. connected with literature literary criticism/theoryliterate adj. able to read and writeThough nearly twenty, he was barely literate. illiterate adj.literacyn.11. rear n. a behind partThere are toilets at both front and rear of the plane bring up the rearto be at the back or at lastDavid was the first to reach the summit, followed by pat, leaving Tom to bring up the rear.v. to care for young children or animals until they are grownShe reared a family of five on her own.rear sb./ sth. onsth.to give a people or an animal a particular kind of food,entertainment, etc. while they are young.I was the son of sailors, and reared on stories of the sea. rearing n. the process of raising a child as he grows up12. sufficev. to be enough for sb./ sth.Generally a brief note or a phone call will suffice. One example will suffice to illustrate the point.Suffice it to say that …足以说明…I won ’t go into all details. Suffice it to say that the whole event was a complete disaster.sufficiency n. an amount of something that is enough for a particularpurposea sufficiency of well-trained teachers sufficient adj. insufficient adj. self-sufficient adj. sufficiently adv.Part Two: Phrases Study 刚从……离开；刚经历过……be fresh out of……中的一员全体学生part ofthe student body抱着胳膊fold on e’s arms仿佛在说as if to say对……新鲜；陌生be new to指出point out得到reach for碾碎药片grind the pills专门从事于specialize in暴露在……；接触……be exposed to想出一个主意generate an idea在历史的进程中within the history呆在……be around像这样阐述put it this way平均为……average out to保持稳定、有效tend to hold专业技能professional skills确保……；保证……see to it that躲避；不存在；不含有stay out of跳出篱笆jump the fence受电刑go to the electric chair 有用的活动、事业useful pursuits连同……along with基本的满足感basic satisfactions养活妻子support on e’s wife抚养孩子rear your children养家raise a family有点；某种sort of深刻性的见解penetrating ideas主管一个家庭preside over a family保持关联maintain contact with民主的智者great democratic intellect一个对艺术敏感的人 a reasonably sensitive man因……卡住be stuck for签发票sign checks大学的意义、作用the business of college让某人接触某事put sb in touch with为了……的延续for the continuity of美术fine arts没资格做……have no business doing新物种new species of有勇无谋的野蛮人mechanized savage机械化的push-button Neanderthal行尸走肉life forms一个有教养的人 a civilized human刻在石头上cut into the stone有可能……The chances are保持清醒stay awake能从过去中学到……what the past learned for you 人类的精神财富mankind’s spiritual resources 储存在……be stored in特别的成就peculiar accomplishmentAlfred Kao……的碎片fragments of实际上in literal time在本质上in essence急于赚钱too much in a hurry一个成熟的人 a developed human一个民主的市民 a useful citizen of a democracy 大学文科liberal arts专科学校specialized schools尝试；努力做in one’s attempt to使某人……成为可能make available to sb.Part Three: Extension1.Word Building----izedrama dramatize 使戏剧化Helen Hellenize 使希腊化idol idolize 偶像崇拜anesthetic anesthetize 施以麻醉tyranny tyrannize 压制Pasteur Pasteurize 巴氏消毒material materialize 具体化botany botanize 采集植物capital capitalize 使资本化；大写central centralize 使集中化final finalize 完成hospital hospitalize 送……入院ideal idealize 使理想化natural naturalize 加入国籍；归化social socialize 使社会化apology apologize 道歉civilization civilize 教化fertilization fertilize 施肥industrial industrialize 使工业化real realize 实现special specialize 专门从事western westernize 使西方化colony colonize 将……开拓为殖民地local localize 使地域化normal normalize 使标准化oriental Orientalize 使东方化private privatize 使私有化global globalize 使全球化robot robotize 使自动化standard standardize 使标准化2.Word Building----fybase basify 碱化clarity clarify 澄清class classify 分类identity identify 鉴别intense intensify 加强just justify 证明……有道理note notify 通知pure purify 净化quality qualify 使……合格simple simplify 简化Alfred Kaounity unify 使统一；联合electricity electrify 使充电；使电气化sign signify 意味着；有……的意思3.Expanded expressionsmake a distinction betweensimplified novelsget around with the difficultythe ever-increasing crime ratein the first half of the yearnuclear power stationinterfere in other countries’ internal affairsgive a straightforward answerresort to such meansin the years aheadanaffectionate lettertoss aroundcommute tostorm out ofcontend with sthbe superior to sthon one’s minddo on e’s level best to do sthpropagandize for/against sthbe overwhelmed with sthnameless dreadskip doing sthAlfred Kao。

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A Transitivity Analysis of the beginning part of Mark Twain’s “The￡1,000,000 Pound Bank-note”Abstract: Based on the framework of M.A.K. Halliday’s Systemic Functional Grammar, this paper aims to analyze the realization of the transitivity system in the beginning part of Mark Twain’s short story “The ￡1,000,000 Pound Bank-note”. Ithelps to indicate the social status of the main character“I”, and the starting point and background information of my adventure.Key words: Systemic Functional Grammar; transiti vity system; “The ￡1,000,000 Pound Bank-note”1 IntroductionMark Twain is an outstanding humorist and satirist in the 20th century in the United States, who is famous for his colloquial writing style. However, most studies of Mark Twain’s works have been focused on the historical background of the author, or the semantic analysis of the language of the novels. Therefore, attempts of a detailed study of the short story “The ￡1,000,000 Pound Bank-note” from the perspective of Systemic Functional Grammar seem worthwhile and necessary. The current study attempts to carry out a transitivity analysis of the beginning part of Mark Twain’s short story “The ￡1,000,000 Pound Bank-note” based on the theory of Systemic Functional Grammar.“The ￡1,000,000 Pound Bank-note” is a well-known short story written by Mark Twain. In this story, “I”, with the name Henry Adams, was a clerk in San Francisco, the United States. One day “I” ventured to sail too far in the sea, and was saved by a small brig which was bound for Lo ndon, England. So “I” began “my” adventure in the new country, with no money and friends at all, far away from “my” hometown. Two wealthy brothers lent “me” a ￡1,000,000 banknote, and made a bet whether “I” could survive with nothing in hand but the banknote in 30 days. At the end of the story, with the help of the banknote, “I” successfully survived and became rich and won the love of a pretty lady, Portia. This short story ridicules the capitalists and their treasure of money. Mark Twain depicts the ugliness of different characters when facing the ￡1,000,000 banknote by means of humorous and satiric literary talent. The plot of the short story and the portrait of the characters are so dramatic and impressive that this work has been acknowledged as a classic one. It has been adapted for film with the name “The Million Pound Note”, directed by Ronald Neame in 1953.Because of the limitation of space, this study will be focused on the beginning part of the story, which contains 4 paragraphs altogether. In this part, the social status of the main character “I” and the background of the story are introduced.2 Transitivity AnalysisThe first four paragraphs are the very beginning of the whole story, introducing the social status of the main character “I”, and the starting point and background information of my adventure. “I”, an ordinary clerk in San Francisco, was accustomed to sail in “my” spare time. One day, accidentally, “I” ventured too far in the sea and was saved by a small brig which was bound for London. When “I” set my feet on this totally strange island, “I” had no food and no shelter, and was brought into a sumptuous house by a servant. From then on, “my” fantastic journey started.The distribution of process types in Passage 1 is shown in Table 2.1:Table 2.1 Distribution of process types in Passage 1Altogether there are 19 clause/clause complexes in Passage 1, with 58 independent clauses analyzed. All the process types except existential ones occur in this part. Material processes, with the percentage of 60.34 %, take up the highest proportion, while relational processes rank the second, with a percentage of 18.97 %. The third place is occupied by mental processes, and the proportion goes to 10.34 %. Three verbal processes and three behavioral processes, which take up 5.17 % respectively, are also involved in this part. The distribution of the process types shows that the numbers of the three major process types overweight the other three minor process types.Relational processes are employed the most frequently in paragraph 1. Five out of six processes in this paragraph are relational ones, all of which belong to attributive type. Mark Twain successfully adopts simple linguistic style, using only two sentences, to cover all the necessary information of the central character “I” in the opening—How old is “I”, who is “I”, etc. Readers just need to focus on the Attributes to get the main idea: “I” was “twenty-seven years old”, “a mining-broker’s clerk in San Francisco”; although “alone” and “had nothing to depend upon”, “I” was “content” with myself. This is the plain portrait of the main character—young, clever, and independent. Detailed analysis of the relational processes are shown in Table 2.2:Table 2.2 Relational processes in paragraph 1From paragraph 2 to 4, material processes take the place of relational processes to be the most salient type. More actions, including both the ones directed a t “I” and the ones acted by “I”, are involved in this part. All of these actions, such as “ventured”, “carried”, “picked up”, “stepped ashore”, “stopped”, “pretended”,“couldn’t get”, and “was admitted”, suggests that something unexpected happened to “I” for the reason that “I” did something carelessly.Analysis of these material processes would be also focused on the role of “I”: as Actors and as Goals. In the 17 material processes with “I” or part of “my” body as the participants, 8 processes put “I” or part of “my” body into the Actor slots, and the other 9 put them into the Goal or Beneficiary slots. This similar proportion might give the readers an impression that “I” was both active and passive when something out of expectation happened: active becau se “I” was in great need of food and shelter when “I” set my feet on a totally new island, with no relatives or friends at all—it is the call of my physiological instinct; and passive because everything “I” did was not what “I” really wanted to do, but dri ven by the strange and objective outer world around “I”.Table 2.3 Material processes with “I” or part of “my” body as the ActorAs is shown in Table 2.3, the actions triggered by the Actor “I” or “my” body are: “ventured”,“stopped”, “fastened”,“watered for”, “craved”, “begged for”, “straightened up”, “couldn’t get” and “could hardly keep together”, and all of these verbs or verbal groups share one purpose—“I” was eager to get something. The Goals to which the actions direct at are: “my desiring eye”, “my wits ”, “the pear” and three pronouns “it” which stand for “the pear”. It shows us, undoubtedly, that “I” was so hungry that every part of “my” body was longing for the same object: something to eat. The transitivity system adopted by the author successfully serves this purpose.Table 2.4 Material processes with “I” as the Goal or BeneficiaryIn Table 2.4, when “I” or “my” body is put into the Goal or Beneficiary slots, things are quite different. On the one hand, at the very beginning of the story, the Goal “I” was “carried out” to sea, “picked up” by somebody, “made” to work, and later “fed and sheltered” by only one dollar. It is all because of “my” carelessness that “I” had to undergo a series of hardship, privation and suffering. No wonder the author puts “I” into the slots of Goal to show the fact that “I” was in passive situation. On the other hand, as a fortunate character in the story, “I” was then led into an extraordinary and fantastic adventure that “I” had never experienced before. The trans itivity system also helps to express the corresponding meaning. “I”, as the role of Goal, was “admitted” by a servant, “shown” into a luxurious house, and then “made” to sit down. It is in this house that the main character “I” started“my” new journey. However, “I” was not “overpowered” by the exciting and unknown situation at all, but by “the sight of the remains” on the table. “My” unusual reaction brings the readers back to the fact that “I” was so hungry that “I” could even eat a whole zebra. To s erve the purpose, the inanimate subject “the sight of the remains” acts as the role of Actor, and “I”, as the Goal, was deeply attracted by the Actor.Table 2.5 Mental processesExamples of mental processes in Passage 1 are illustrated in Table 2.5. All of the three sub-categories of mental processes, i.e. affection, cognition and perception, exist in this part. As the one who suffered from hunger, “I” act as Senser in clause 24, 26 and 27. The Phenomenon slots are filled by these things: “the pear” that “I” pretended not to see in clause 24, “the shame” that “I” felt when “I” wanted to get the tossed pear in clause 26, and “my trouble” which means my hungry feeling in clause 27. These mental processes help to express one theme: hunger.Bibliography:[1]Halliday, M.A.K.An Introduction to Functional Grammar (2nd ed.)[M].London: Edward Arnold./Beijing: Foreign Language Teaching and Research Press, 1994/2000.[2]Thompson, G. Introducing Functional Grammar[M]. London: Edward Arnold./Beijing: Foreign Language Teaching and Research Press, 1996/2000.[3]方琰.系统功能语法与语篇分析[J].外语教学,2005(6):1-5.[4]胡壮麟,朱永生,张德禄. 系统功能语法概论[M]. 长沙:湖南教育出版社,1989.[5]胡壮麟.语言系统与功能[M]. 北京:北京大学出版社,1990.[6]黄国文.语篇分析的理论与实践——广告语篇研究[M].上海:上海外语教育出版社,2001.[7]黄国文.功能语言学分析对翻译研究的启示——《清明》英译文的经验功能分析[J].外语与外语教学,2002(5):1-6.[8]朱永生,严世清. 系统功能语言学多维思考[M].上海:上海外语教育出版社,2001.。