南京大学外国语学院《653基础英语》历年考研真题及详解

合集下载

2009年南京大学二外英语考研真题试卷(题后含答案及解析)

2009年南京大学二外英语考研真题试卷(题后含答案及解析)题型有：1. 2. 3. 4.1．Before leaving his office, the manager showed no sign of______our proposals.A．responding toB．showing offC．bringing alongD．pointing out正确答案：A解析：句意：直到我们离开他的办公室，经理也没对我们的建议有任何反应。

respond to对…作出反应；顺从，听从。

show off炫耀。

bring along带来。

point out 指出。

2．Hong Kong is a______city, and still more people are pouring in.A．popularB．populatedC．populaceD．populous正确答案：D解析：句意：香港是个人口稠密的城市，但是还是很多人在涌人。

popular 受欢迎的。

populated居住的。

populace百姓，平民。

populous人口稠密的。

3．Living in the central Australian desert has its problems,______ obtaining water is not the least.A．for whichB．to whichC．of whichD．in which正确答案：C解析：句意：居住在澳大利亚中心平原有很多不便，其中饮水还不是最难的。

表示所属关系，且先行词为problems。

4．I haven’ t the______idea what you mean.A．lightestB．smallestC．faintestD．dimmest正确答案：A解析：句意：我一点也不明白你的意思。

light此处指少量的，很少的。

5．I’d rather that my father______me an ipod as a birthday present. Instead he gave a disc-man.A．had givenB．gaveC．would giveD．would have given正确答案：A解析：would rather从句谓语动词要用虚拟语气，即用一般过去时表示现在或将来要做的事；用过去完成时表示已经做过的事或过去要做的事。

南京大学英语专业考研真题

南京大学英语专业考研真题(2008-12-05 12:12:47)标签：杂谈南京大学英语专业考研真题Part A Vocabulary and Reading (50/150)Read the passage below and then complete the tasks that follow:Language and Cultural IdentityC. Kramschpara.1 It is widely believed that there is a natural connection between the language spoken by members of a social group and that group's identity. By their accent, their vocabulary, their discourse patterns, speakers identify themselves and are identified as members of this or that speech and discourse community. From this membership, they draw personal strength and pride, as well as a sense of social importance and historical continuity from using the same language as the group they belong to.para.2 But how to define which group one belongs to? In isolated, homogeneous communities like the Trobrianders studied by Malinowski, one may still define group membership according to common cultural practices and daily face-to-face interactions, but in modem, historically complex, open societies it is much more difficult to define the boundaries of any particular social group and the linguistic and cultural identities of its members.para.3 Take ethnicity for example. In their 1982 survey conducted among the highly mixed population of Belize (formerly British Honduras), Le Page and Tabouret-Keller found out that different people ascribed themselves to different ethnicities as either 'Spanish', 'Creole', 'Maya' or 'Belizean', according to which ethnic criterion they focused on — physical features (hair and skin), general appearance, genetic descent, provenance, or nationality. Rarely was language used as an ethnically defining criterion. Interestingly, it was only under the threat of a Guatemalan takeover as soon as British rule would cease, that the sense of a Belizean national identity slowly started emerging from among the multiple ethnic ascriptions that people still give themselves to this day.para.4 Group identity based on race would seem easier to define, and yet there are almost as many genetic differences, say, between members of the same White, or Black race as there are between the classically described human races, not to speak of the difficulty in some cases of ascertaining with 100 percent exactitude a person's racial lineage. For example, in 1983 the South African Government changed the racial classification of 690 people: two-thirds of these, who had been Coloreds, became Whites, 71 who had been Blacks became Coloreds, and 11 Whites were redistributed among other racial groups! And, of course, there is no necessary correlation between a given racial characteristic and the use of a given language or variety of languagepara.5 Regional identity is equally contestable. As reported in the London Times of February 1984, when a Soviet book, Populations of the World, claimed that the population of France consisted of 'French, Alsatians, Flemings, Bretons, Basques, Catalans, Corsicans, Jews, Armenians, Gypsies and "others'", Georges Marchais, the French Communist leader, violently disagreed: 'For us', he said, 'every man and woman of French nationality is French. France is not a multinational state: it is one nation, the product of a long history....'para.6 One would think that national identity is a clear-cut either/or affair (either you are or you are not a citizen), but it is one thing, for example, to have a Turkish passport, another thing to ascribe to yourself a Turkish national identity if you were born, raised and educated, say, in Germany, are native speaker of German, and happen to have Turkish parents.para.7 Despite the entrenched belief in the one language = one culture equation, individuals assume several collective identities that are likely not only to change over time in dialogue with others, but are liable to be in conflict with one another. For example, an immigrant's sense of self that was linked in his country of origin perhaps to his social class, his political views, or his economic status becomes, in the new country, overwhelmingly linked to his national citizenship or his religion, for this is the identity that is imposed on him by others, who see in him now, for example, only a Turk or a Muslim. His own sense of self, or cultural identity, changes accordingly. Out of nostalgia for the 'old country', he may tend to become more Turkish than the Turks and entertain what Benedict Anderson has called 'long distance nationalism'. The Turkish he speaks may become with the passion of years somewhat different from the Turkish spoken today in the streets of Ankara; the community he used to belong to is now more an 'imagined community' than the actual present-day Turkey.para. 8 The problem lies in equating the racial, ethnic, national identity imposed on an individual by the state's bureaucratic system, and that individual's self-ascription. Group identity is not a national fact, but a cultural perception, to use the metaphor with which we started this book. Our perception of someone's social identity is very much culturally determined. What we perceived about a person's culture and language is what we have been conditioned by our own culture to see, and the stereotypical models already built around our own. Group identity is a question of focusing and diffusion of ethnic, racial national concepts or stereotypes. Let us take an example,para. 9 Le Page and Tabouret-Keller recount the case of a man in Singapore who claimed that he would never have any difficulty in telling the difference between an Indian and a Chinese. But how would he instantly know that the dark-skinned non-Malay person he saw on the street was an Indian (and not, say a Pakistani), and that light-skinned non-European was a Chinese (and not, say, a Korean), unless he differentiated the two according to the official Singaporean 'ethnic' categories: Chinese, Malay, Indian, Others? In another context with different racial classifications he might have interpreted: differently the visual clues presented to him by people on the street. His impression was focused by the classificatory concepts prevalent in his society, a behavior that Benjamin Whorf would have predicted. In turn this focus may prompt him, by a phenomenon of diffusion, to identify all other 'Chinese' along the same ethnic categories, according to the stereotype 'All Chinese look alike to me'.para.10 It has to be noted that societies impose racial and ethnic categories only on certain groups: Whites do not generally identify themselves by the color of their skin, but by their provenance or nationality. They would find it ludicrous to draw their sense of cultural identity from their membership in the White race. Hence the rather startled reaction of two Danish women in the United States to a young African-American boy, who, overhearing their conversation in Danish, asked them 'What's your culture?' Seeing how perplexed they were, he explained with a smile 'See, I'm Black. That's my culture. What's yours?' Laughingly they answered that they spoke Danish and came from Denmark. Interestingly, the boy did not use language as a criterion of group identity, but the Danish did.para.11 European identities have traditionally been built much more around language and national citizenship, and around folk models of 'one nation = one language', than around ethnicity or race. But even in Europe, the matter is not so simple. For example, Alsatians who speak German, French and Germanic Piatt mayalternatively consider themselves as primarily Alsatians, or French, or German, depending on how they position themselves vis-à-vis the history of their region and their family biography. A youngster born and raised in France of Algerian parents may, even though he speaks only French, call himself Algerian in France, but when abroad he might prefer to be seen as French, depending on which group he wishes to be identified with at the time.para.12 Examples from other parts of the world show how complex thelanguage-cultural identity relationship really is. The Chinese, for example, identify themselves ethnically as Chinese even though they speak languages or dialects which are mutually unintelligible. Despite the fact that a large number of Chinese don't know how to read and write, it is the Chinese character-writing system and the art of calligraphy that are the major factors of an overall Chinese group identity.Task 1: For each of the following items, study the reading passage and choose A, B or C that best completes the statement (30/150):(1) In the sentence "By their accent, their vocabulary, their discourse patterns, speakers identify themselves and are identified as members of this or that speech and discourse community," the phrase "discourse community" means:A) communal group B) cultural group C) discourse group(2) When the author states: "[The modern, historically complex, open societies it is much more difficult to define the boundaries of any particular social group and the linguistic and cultural identities of its members," he implies that an open society is:A) a society of many peopleB) a society of diverse discoursesC) a society of multi-ethnic structure(3) "[T]he sense of a Belizean national identity" means a sense ofA) language B) belonging C) history(4) When the author declares that "there is no necessary correlation between a given racial characteristic and the use of a given language or variety of language," he thinks that the relationship between a language and a culture isA) complex B) fixed C) uncertain(5) Georges Marchais said, "every man and woman of French nationality is French. France is not a multinational state: it is one nation, the product of a long history...." He probably regarded "'French" asA) a historical symbol of a stateB) a primary token of a national identityC) a product of a long historyTask 2: The following are definitions of the words contained in the above reading passage. Find these words in the paragraphs as marked in the parentheses (20/150):略海天海天教育海天考研Part B Proofreading (30/150)EXAMPLEWhen ∧ museum wants a new exhibit, (1) __a__it never buys things in finished form and hangs them (2) _neveron the wall. When a natural history museumwants an exhibition, it must often build it. (3) exhibitPart C Translation (40/150)Translate the following passage into Chinese: (20/150)Folktales played a very important role in the social and cultural life of the Plains Indians. Farmers and nomadic hunters alike enjoyed gathering around the fire, especially on wintry nights, to hear the tales of the storyteller. The talents of a good storyteller and the novelty of the tale had the power to figuratively transport hard working Indians to another world.Even today, American Indians believe in the enormous power of the spoken word. As in the past, the imaginative storyteller, typically an old man or an old woman, builds up a reputation as a performer. They enhance their stories by adding gestures, voice changes and songs. He or she might occasionally adapt a particular tale to suit a specific cultural group or tribe. For example, there are usually many different versions of every good tale. Therefore, whenever a story is retold it is likely to be varied, but only within the limits of the tradition established for that particular tale. The storyteller is always mindful of his own, as well as the cultural background of the listener.Translate the following passage into English: (20/150)略Part D Writing (30/150)The following is excerpted from a letter that appeared in the Letter-to-the-Editor column of China Daily: (30/150)Editor:I just graduated from university with a BA in English, but looking back at my university education, I have to say that I have wasted four years of my life. When I entered the university four years ago, I had the highest English score in the city where I grew up. However, on a job interview a few days ago, the personnel manager of a joint venture company said my English was not good enough.It is my university that is to blame. I have never found my classes helpful; they often repeat what I learned in high school. What's more, the teachers often mispronounce words and use ungrammatical sentences or simply use Chinese throughout the class. Some of them often arrive in class unprepared. They have no interest in us or in teaching; they are probably only interested in making money and publishing their papers.In comparison, my high school teachers were committed They had been well trained and were very strict with us. They gave me more help than those university professors. Even today, if I write an English essay, most of the words and sentence patterns I use would be those I learned during my high school years.All in all, I do not think our government should fund a university undergraduate English program if most of the students are not satisfied. If it is a waste of time for us, it must be a waste of resources for our country.Zhu Fan, Nanjing海天海天教育海天考研This controversial letter has generated a lot of discussion in China Daily, and you would like to join the discussion, too. Complete the following tasks on your answer sheets:(1) (4 / 150) Suppose you are going to write a letter for the Letter-to-the-Editor column of China Daily to express your agreement or disagreement with Zhu Fan, and the letter is about 400 words long. In the introductory paragraph (the first paragraph), you will begin with a sentence that introduces the topic. Write down the sentence that begins this paragraph.(2) (5 /150) Write down the last sentence of the introductory paragraph, that is, the thesis statement that expresses your main idea.(3) (4 x 2/ 150) Suppose you have two body paragraphs that support the thesis statement. Write down the topic sentence for each of them. You may begin it with "First,..." or "Second,...."(4) (4 x 2/150) For each topic sentence you write in (3), give one concrete example that illustrates the point you make in the topic sentence. Each example should not exceed two sentences. (There will be a penalty for using more than two sentences for an example.)(5 / 150) Based on what you write down in (2), (3) and (4), write a conclusion paragraph that contains two or three sentences. (There will be a penalty for using more than three sentences.)Part A Vocabulary and Reading (50/150)Read the passage below and then complete the tasks that follow:Language and Cultural IdentityC. Kramschpara.1It is widely believed that there is a natural connection between the language spoken by members of a social group and that group's identity. By their accent, their vocabulary, their discourse patterns, speakers identify themselves and are identified as members of this or that speech and discourse community. From this membership, they draw personal strength and pride, as well as a sense of social importance and historical continuity from using the same language as the group they belong to.para.2 But how to define which group one belongs to? In isolated, homogeneous communities like the Trobrianders studied by Malinowski, one may still define group membership according to common cultural practices and daily face-to-face interactions, but in modem, historically complex, open societies it is much more difficult to define the boundaries of any particular social group and the linguistic and cultural identities of its members.para.3 Take ethnicity for example. In their 1982 survey conducted among the highly mixed population of Belize (formerly British Honduras), Le Page and Tabouret-Keller found out that different people ascribed themselves to different ethnicities as either 'Spanish', 'Creole', 'Maya' or 'Belizean', according to which ethnic criterion they focused on — physical features (hair and skin), general appearance, genetic descent, provenance, or nationality. Rarely was language used as an ethnically defining criterion. Interestingly, it was only under the threat of a Guatemalan takeover as soon as British rule would cease, that the sense of a Belizean national identity slowly started emerging from among the multiple ethnic ascriptions that people still give themselves to this day.para.4 Group identity based on race would seem easier to define, and yet there are almost as many genetic differences, say, between members of the same White, or Black race as there are between the classically described human races, not to speak of the difficulty in some cases of ascertaining with 100 percent exactitude a person's racial lineage. For example, in 1983 the South African Government changed the racial classification of 690 people: two-thirds of these, who had been Coloreds, became Whites, 71 who had been Blacks became Coloreds, and 11 Whites were redistributed among otherracial groups! And, of course, there is no necessary correlation between a given racial characteristic and the use of a given language or variety of languagepara.5Regional identity is equally contestable. As reported in the London Times of February 1984, when a Soviet book, Populations of the World, claimed that the population of France consisted of 'French, Alsatians, Flemings, Bretons, Basques, Catalans, Corsicans, Jews, Armenians, Gypsies and "others'", Georges Marchais, the French Communist leader, violently disagreed: 'For us', he said, 'every man and woman of French nationality is French. France is not a multinational state: it is one nation, the product of a long history....'para.6 One would think that national identity is a clear-cut either/or affair (either you are or you are not a citizen), but it is one thing, for example, to have a Turkish passport, another thing to ascribe to yourself a Turkish national identity if you were born, raised and educated, say, in Germany, are native speaker of German, and happen to have Turkish parents.para.7 Despite the entrenched belief in the one language = one culture equation, individuals assume several collective identities that are likely not only to change over time in dialogue with others, but are liable to be in conflict with one another. For example, an immigrant's sense of self that was linked in his country of origin perhaps to his social class, his political views, or his economic status becomes, in the new country, overwhelmingly linked to his national citizenship or his religion, for this is the identity that is imposed on him by others, who see in him now, for example, only a Turk or a Muslim. His own sense of self, or cultural identity, changes accordingly. Out of nostalgia for the 'old country', he may tend to become more Turkish than the Turks and entertain what Benedict Anderson has called 'long distance nationalism'. The Turkish he speaks may become with the passion of years somewhat different from the Turkish spoken today in the streets of Ankara; the community he used to belong to is now more an 'imagined community' than the actual present-day Turkey.para. 8 The problem lies in equating the racial, ethnic, national identity imposed on an individual by the state's bureaucratic system, and that individual'sself-ascription. Group identity is not a national fact, but a cultural perception, to use the metaphor with which we started this book. Our perception of someone's social identity is very much culturally determined. What we perceived about a person's culture and language is what we have been conditioned by our own culture to see, and the stereotypical models already built around our own. Group identity is a question of focusing and diffusion of ethnic, racial national concepts or stereotypes. Let us take an example,para. 9 Le Page and Tabouret-Keller recount the case of a man in Singapore who claimed that he would never have any difficulty in telling the difference between an Indian and a Chinese. But how would he instantly know that the dark-skinned non-Malay person he saw on the street was an Indian (and not, say a Pakistani), and that light-skinnednon-European was a Chinese (and not, say, a Korean), unless he differentiated the two according to the official Singaporean 'ethnic' categories: Chinese, Malay, Indian, Others? In another context with different racial classifications he might have interpreted: differently the visual clues presented to him by people on the street. His impression was focused by the classificatory concepts prevalent in his society, a behavior that Benjamin Whorf would have predicted. In turn this focus may prompt him, by a phenomenon of diffusion, to identify all other 'Chinese' along the same ethnic categories, according to the stereotype 'All Chinese look alike to me'.para.10 It has to be noted that societies impose racial and ethnic categories only on certain groups: Whites do not generally identify themselves by the color of their skin, but by their provenance or nationality. They would find it ludicrous to draw their sense of cultural identity from their membership in the White race. Hence the rather startled reaction of two Danish women in the United States to a young African-American boy, who, overhearing their conversation in Danish, asked them 'What's your culture?' Seeing how perplexed they were, he explained with a smile 'See, I'm Black. That's my culture. What's yours?' Laughingly they answered that they spoke Danish and came from Denmark. Interestingly, the boy did not use language as a criterion of group identity, but the Danish did.para.11 European identities have traditionally been built much more around language and national citizenship, and around folk models of 'one nation = one language', than around ethnicity or race. But even in Europe, the matter is not so simple. For example, Alsatians who speak German, French and Germanic Piatt may alternatively consider themselves as primarily Alsatians, or French, or German, depending on how they position themselves vis-à-vis the history of their region and their family biography. A youngster born and raised in France of Algerian parents may, even though he speaks only French, call himself Algerian in France, but when abroad he might prefer to be seen as French, depending on which group he wishes to be identified with at the time.para.12 Examples from other parts of the world show how complex the language-cultural identity relationship really is. The Chinese, for example, identify themselves ethnically as Chinese even though they speak languages or dialects which are mutually unintelligible. Despite the fact that a large number of Chinese don't know how to read and write, it is the Chinese character-writing system and the art of calligraphy that are the major factors of an overall Chinese group identity.Task 1: For each of the following items, study the reading passage and choose A, B or C that best completes the statement (30/150):(1)In the sentence "By their accent, their vocabulary, their discourse patterns, speakers identify themselves and are identified as members of this or that speech and discourse community," the phrase "discourse community" means:A) communal group B) cultural group C) discourse group(2)When the author states: "[The modern, historically complex, open societies it is much more difficult to define the boundaries of any particular social group and the linguistic and cultural identities of its members," he implies that an open society is:A)a society of many peopleB)a society of diverse discoursesC)a society of multi-ethnic structure(3)"[T]he sense of a Belizean national identity" means a sense ofA) languageB) belongingC) history(4)When the author declares that "there is no necessary correlation between a given racial characteristic and the use of a given language or variety of language," he thinks that the relationship between a language and a culture isA) complexB) fixedC) uncertain(5)Georges Marchais said, "every man and woman of French nationality is French. France is not a multinational state: it is one nation, the product of a long history...." He probably regarded "'French" asA)a historical symbol of a stateB)a primary token of a national identityC)a product of a long historyTask 2: The following are definitions of the words contained in the above reading passage. Find these words in the paragraphs as marked in the parentheses (20/150):略Part B Proofreading (30/150)EXAMPLEWhen ∧ museum wants a new exhibit,(1) __a__it never buys things in finished form and hangs them (2) _neveron the wall. When a natural history museumwants an exhibition, it must often build it.(3) exhibit.pb{}.pb textarea{font-size:14px; margin:10px; font-family:"宋体";background:#FFFFEE; color:#000066}.pb_t{line-height:30px; font-size:14px; color:#000; text-align:center;}/*分页*/.pagebox{overflow:hidden; zoom:1; font-size:12px;font-family:"宋体",sans-serif;}.pagebox span{float:left; margin-right:2px; overflow:hidden; text-align:center; background:#fff;}.pagebox span a{display:block; overflow:hidden; zoom:1; _float:left;}.pagebox span.pagebox_pre_nolink{border:1px#ddd solid; width:53px; height:21px; line-height:21px; text-align:center; color:#999; cursor:default;}.pagebox span.pagebox_pre{color:#3568b9; height:23px;}.pagebox span.pagebox_pre a,.pagebox span.pagebox_pre a:visited,.pagebox span.pagebox_next a,.pagebox span.pagebox_next a:visited{border:1px #9aafe5 solid; color:#3568b9;text-decoration:none; text-align:center; width:53px; cursor:pointer; height:21px; line-height:21px;}.pagebox span.pagebox_pre a:hover,.pagebox span.pagebox_prea:active,.pagebox span.pagebox_next a:hover,.pagebox span.pagebox_nexta:active{color:#363636; border:1px #2e6ab1 solid;}.pageboxspan.pagebox_num_nonce{padding:0 8px; height:23px; line-height:23px; color:#fff; cursor:default; background:#296cb3; font-weight:bold;}.pageboxspan.pagebox_num{color:#3568b9; height:23px;}.pagebox span.pagebox_num a,.pagebox span.pagebox_num a:visited{border:1px #9aafe5 solid; color:#3568b9;text-decoration:none; padding:0 8px; cursor:pointer; height:21px;line-height:21px;}.pagebox span.pagebox_num a:hover,.pagebox span.pagebox_numa:active{border:1px #2e6ab1 solid;color:#363636;}.pageboxspan.pagebox_num_ellipsis{color:#393733; width:22px; background:none;line-height:23px;}.pagebox span.pagebox_next_nolink{border:1px #ddd solid; width:53px; height:21px; line-height:21px; text-align:center; color:#999; cursor:default;}Part C Translation (40/150)Translate the following passage into Chinese: (20/150)Folktales played a very important role in the social and cultural life of the Plains Indians. Farmers and nomadic hunters alike enjoyed gathering around the fire, especially on wintry nights, to hear the tales of the storyteller. The talents of a good storyteller and the novelty of the tale had the power to figuratively transport hard working Indians to another world.Even today, American Indians believe in the enormous power of the spoken word. As in the past, the imaginative storyteller, typically an old man or an old woman, builds up a reputation as a performer. They enhance their stories by adding gestures, voice changes and songs. He or she might occasionally adapt a particular tale to suit a specific cultural group or tribe. For example, there are usually many different versions of every good tale. Therefore, whenever a story is retold it is likely to be varied, but only within the limits of the tradition established for that particular tale. The storyteller is always mindful of his own, as well as the cultural background of the listener.Translate the following passage into English: (20/150)略。

南京大学外国语学院《963英语语言学》历年考研真题及详解专业课考试试题

目　录2014年南京大学963英语语言学考研真题（回忆版）2013年南京大学963英语语言学考研真题（回忆版）2012年南京大学963英语语言学考研真题（回忆版）2009年南京大学963英语语言学考研真题及详解2008年南京大学963英语语言学考研真题及详解2007年南京大学463英语语言学考研真题及详解2006年南京大学463英语语言学考研真题及详解2003年南京大学英语语言学考研真题2002年南京大学英语语言学考研真题2001年南京大学英语语言学考研真题2000年南京大学英语语言学考研真题2014年南京大学963英语语言学考研真题（回忆版）第一题，术语区分题。

四组术语，24分。

1.phoneme vs. allophone2.homonymy vs. homophony3.illocutionary act vs. perlocutionary actnguage switch vs. L1 transfer第二题，选择题，考察的都是基础知识，10小题，共30分。

第三题，分析题。

给出几个句子，要求先填写名词前的冠词或复数后缀-s；然后总结出使用冠词或复数后缀-s的一般模式（common pattern）。

第四题，分析题，考察的知识点是歧义（ambiguity）。

给出两句话，要求先回答这两句话有无歧义，并写出每句话的不同理解，再分析这两句话产生歧义的原因是否相同。

1.The children play near the bank.2. The professor said on Monday that he would give an exam.显然，第一句话中的bank涉及lexical ambiguity, 而第二句话中的on Monday既可修饰said，又可修饰would give an exam，属于grammatical/structural ambiguity。

第五题，分析题，考察隐喻。

历年南京大学考研真题试卷与答案汇总-南京大学考研真题答案-南大考研真题试卷-南大考研真题哪里找？

历年南京大学考研真题试卷与答案汇总-南大考研真题哪里找？金陵南大考研网（南京大学考研在线咨询入口）汇集了南京大学各专业历年考研真题试卷（原版），同时与南京大学专业课成绩前三名的各专业硕士研究生合作编写了配套的真题答案解析，答案部分包括了（解题思路、答案详解）两方面内容。

首先对每一道真题的解答思路进行引导，分析真题的结构、考察方向、考察目的，向考生传授解答过程中宏观的思维方式；其次对真题的答案进行详细解答，方便考生检查自身的掌握情况及不足之处，并借此巩固记忆加深理解，培养应试技巧与解题能力。

具体请点击进入【历年南京大学考研真题答案下载】[金陵南大考研网] 南京大学448汉语写作与百科知识考研真题答案（2010-2017年）[金陵南大考研网] 南京大学建筑设计原理考研真题试卷（2001-2009年）[金陵南大考研网] 南京大学843中外建筑历史与理论考研真题试卷（2001-2009年，不含03）[金陵南大考研网] 南京大学355建筑学基础考研真题（2000、2014-2015年）[金陵南大考研网] 南京大学841分子生物学B考研真题试卷[金陵南大考研网] 南京大学652细胞生物学一考研真题试卷（2000-2011年，不含03、04、10）[金陵南大考研网] 南京大学308护理综合考研真题试卷（2015-2016年）[金陵南大考研网] 南京大学软件基础历年考研真题试卷（2002-2008年）[金陵南大考研网] 南京大学程序设计和数据结构考研真题试卷（1996-2001年）[金陵南大考研网] 南京大学编译原理和操作系统考研真题试卷（1995-2001年）[金陵南大考研网] 南京大学数据结构考研真题试卷（1997-2003年，不含99）[金陵南大考研网] 南京大学操作系统考研真题试卷（1996-2003年，不含01）[金陵南大考研网] 南京大学830工程地质学考研真题试卷（2004-2009年）[金陵南大考研网] 南京大学827构造地质学考研真题试卷（2000-2009年）[金陵南大考研网] 南京大学829地球科学概论考研真题试卷（2002-2009年）[金陵南大考研网] 南京大学826古生物地史学考研真题试卷（2000、2003-2008年）[金陵南大考研网] 南京大学825地球化学考研真题试卷（2003、2005-2009年）[金陵南大考研网] 南京大学824矿床学考研真题试卷（2000、2003-2009、2011年）[金陵南大考研网] 南京大学823矿物学（含结晶学）考研真题试卷（2000、2005-2008年）[金陵南大考研网] 南京大学822地球物理学考研真题试卷（2005-2009年）[金陵南大考研网] 南京大学821岩石学考研真题试卷（2000，2002，2005-2009年）[金陵南大考研网] 南京大学820专业综合考研真题试卷（2003-2009年）[金陵南大考研网] 南京大学856全球变化科学导论考研真题试卷（2007-2008年）[金陵南大考研网] 南京大学857遥感概论考研真题试卷（2007-2009年）[金陵南大考研网] 南京大学847经济地理学考研真题试卷（2005-2009年）[金陵南大考研网] 南京大学816海洋科学导论考研真题试卷（2003-2009年）【历年南京大学考研真题答案下载】[金陵南大考研网] 南京大学811环境科学导论考研真题试卷（2005-2010年）[金陵南大考研网] 南京大学信号与系统考研真题（1995-2002年，不含99、00）[金陵南大考研网] 南京大学艺术/艺术教育理论综合考研真题试卷（08-09）[金陵南大考研网] 南京大学948国际政治学考研真题试卷（2003-2011年，不含10）[金陵南大考研网] 南京大学612法理学考研真题试卷（1996-2015年）[金陵南大考研网] 南京大学中外美术史考研真题试卷（2004-2007年）[金陵南大考研网] 南京大学648艺术综合考研真题与答案（2004-2011年）[金陵南大考研网] 南京大学962管理学与计算机基础考研真题（2005-2013年）[金陵南大考研网] 南京大学961自动控制原理一考研真题（2006-2013年，不含15）[金陵南大考研网] 南京大学922管理与运筹学基础考研真题（2002-2015年，不含13-14）[金陵南大考研网] 南京大学989档案管理理论与方法考研真题试卷（2004-2009）[金陵南大考研网] 南京大学441出版专业基础考研真题与答案[金陵南大考研网] 南京大学335出版综合素质与能力考研真题答案（2011-2012年）[金陵南大考研网] 南京大学619国际关系考研真题试卷（2002-2009年）[金陵南大考研网] 南京大学946研究方法与新闻业务考研真题与部分答案（2005-2011，2015年）[金陵南大考研网] 南京大学959研究方法与传播业务考研真题与部分答案（05-09，11，15-16）[金陵南大考研网] 南京大学620传播史论考研真题与答案（2005-2016年）[金陵南大考研网] 南京大学622新闻传播史论考研真题试卷（2005-2014、2016年）[金陵南大考研网] 南京大学440新闻与传播专业基础考研真题与部分答案（2011-2016）[金陵南大考研网] 南京大学334新闻与传播专业综合能力考研真题试卷（2011-2015）[金陵南大考研网] 南京大学647世界史基础考研真题（2003-2017年）[金陵南大考研网] 南京大学645中国近现代史基础考研真题（2004-2017年）[金陵南大考研网] 南京大学643中国古代史基础考研真题（1995-2016年）[金陵南大考研网] 南京大学348文博综合考研真题试卷与答案（2012、2014年）[金陵南大考研网] 南京大学964英美文学考研真题试卷（2001-2014年）[金陵南大考研网] 南京大学653基础英语考研真题试卷（2002-2015年）[金陵南大考研网] 南京大学211翻译硕士英语考研真题与答案详解（2010-2016年）[金陵南大考研网] 南京大学935语言及论文写作考研真题试卷（2001-2017年）[金陵南大考研网] 南京大学615文学考研真题试卷（1998-2018年）[金陵南大考研网] 南京大学437社会工作实务考研真题试卷（2010-2016年）[金陵南大考研网] 南京大学331社会工作原理考研真题试卷（2010-2016年）[金陵南大考研网] 南京大学954社会保障与社会工作考研真题与答案（2004-2008年）[金陵南大考研网] 南京大学933行政管理学考研真题试卷（1996-2017年）[金陵南大考研网] 南京大学661公共管理基础理论考研真题试卷（2007-2009、2014）[金陵南大考研网] 南京大学976环境与资源保护法学专业综合考研真题试卷（2007-2009年）[金陵南大考研网] 南京大学955诉讼法学专业综合考研真题试卷（2004-2008年）[金陵南大考研网] 南京大学929经济法专业综合二考研真题试卷（1995-2014年）[金陵南大考研网] 南京大学613政治学原理考研真题试卷（1995-2017年）【历年南京大学考研真题答案下载】[金陵南大考研网] 南京大学921管理学原理考研真题试卷（1998-2015年）[金陵南大考研网] 南京大学920会计学考研真题试卷（2003-2018年）[金陵南大考研网] 南京大学919经济学原理考研真题试卷（1994-2017年）[金陵南大考研网] 南京大学434国际商务专业基础考研真题与答案（2011-2017年）[金陵南大考研网] 南京大学938马克思主义发展史考研真题试卷（2007-2008年）[金陵南大考研网] 南京大学918科学思想史（含STS）考研真题试卷（2000-2008年）[金陵南大考研网] 南京大学917宗教艺术考研真题试卷（2000-2008年）[金陵南大考研网] 南京大学914形式逻辑基础考研真题试卷（2000-2009年，不含07）[金陵南大考研网] 南京大学850高分子化学考研真题试卷（2000-2011年）[金陵南大考研网] 南京大学840免疫学考研真题试卷（2000-2009年，不含03）[金陵南大考研网] 南京大学352口腔综合考研真题试卷（2002-2009、2015年）[金陵南大考研网] 南京大学631光学考研真题试卷（2000-2008年）[金陵南大考研网] 南京大学848材料化学基础考研真题试卷（2005-2009年）[金陵南大考研网] 南京大学839材料物理基础考研真题试卷（2000-2009年）[金陵南大考研网] 南京大学833生理学A考研真题试卷（2001-2016年，不含10、11）[金陵南大考研网] 南京大学835生态学考研真题试卷（2000-2009、14-15年）[金陵南大考研网] 南京大学858细胞生物学二考研真题试卷（1999-2010年）[金陵南大考研网] 南京大学669药学基础综合考研真题试卷（2008-2011年）[金陵南大考研网] 南京大学651遗传学考研真题试卷（2005-2011年）[金陵南大考研网] 南京大学642生物化学二考研真题试卷（2000-2011、2016年，不含10）[金陵南大考研网] 南京大学831植物生理学考研真题试卷（2000-2014年）[金陵南大考研网] 南京大学844环境工程学考研真题试卷（2004-2015年）[金陵南大考研网] 南京大学810环境生物学考研真题（2000-2014年）[金陵南大考研网] 南京大学808环境化学考研真题试卷（2000-2013年）[金陵南大考研网] 南京大学634大学化学考研真题试卷（2007-2011年）[金陵南大考研网] 南京大学666仪器分析考研真题试卷（2006-2014年）[金陵南大考研网] 南京大学852有机化学考研真题试卷（1993-2014年）[金陵南大考研网] 南京大学853物理化学考研真题试卷（1997-2011）[金陵南大考研网] 南京大学851信号与系统、模拟电路考研真题（2007-2012年，不含11）[金陵南大考研网] 南京大学804普通物理二考研真题试卷（1999-2009年）[金陵南大考研网] 南京大学803声学基础考研真题试卷（00、02、05-08年）[金陵南大考研网] 南京大学633数理方法二考研真题试卷（2000，2004-2009年）[金陵南大考研网] 南京大学332生物物理考研真题试卷（2001-2009年）[金陵南大考研网] 南京大学629原子核物理考研真题试卷（2000-2010年，不含02）[金陵南大考研网] 南京大学627数学分析考研真题试卷（2006-2013年，不含12）[金陵南大考研网] 南京大学801高等代数考研真题试卷（2005-2014年）[金陵南大考研网] 南京大学432统计学考研真题试卷（2011、2015年）[金陵南大考研网] 南京大学809环境规划与管理考研真题试卷（2004-2011，2016年）[金陵南大考研网] 南京大学930国际法专业综合考研真题（03、04、08、13、15）[金陵南大考研网] 南京大学664体育学综合考研真题试卷（2007-2009年）【历年南京大学考研真题答案下载】[金陵南大考研网] 南京大学813自然地理学考研真题试卷（1997-2011、2014-2016年）[金陵南大考研网] 南京大学663考古学基础考研真题与部分答案（2011-2012年）[金陵南大考研网] 南京大学971日语专业知识综合考研真题试卷（2007-2009年）[金陵南大考研网] 南京大学991西班牙、拉丁美洲文学考研真题（2006-2009年）[金陵南大考研网] 南京大学969德语专业知识综合考研真题试卷（2007-2009年）[金陵南大考研网] 南京大学963英语语言学考研真题与答案（2000-2003，2006-2014年）[金陵南大考研网] 南京大学658基础西班牙语考研真题试卷（2006-2009年）[金陵南大考研网] 南京大学657基础日语考研真题答案（2001-2009年）[金陵南大考研网] 南京大学656基础德语考研真题试卷（2001-2009年）[金陵南大考研网] 南京大学655基础法语考研真题试卷（2010-2010年）[金陵南大考研网] 南京大学654基础俄语考研真题（2003-2009年，不含04、06）[金陵南大考研网] 南京大学264德语考研真题与答案（2001-2009年）[金陵南大考研网] 南京大学262俄语考研真题试卷（2003-2009年）[金陵南大考研网] 南京大学261英语考研真题与答案（2001-2010年）[金陵南大考研网] 南京大学357英语翻译基础考研真题答案（2010-2017年）[金陵南大考研网] 南京大学958东方哲学与宗教概论考研真题试卷（2005-2009年）[金陵南大考研网] 南京大学916宗教学概论（含宗教与文化）考研真题试卷（1995-2009年）[金陵南大考研网] 南京大学915伦理学原理考研真题试卷（2000-2009年，不含04）[金陵南大考研网] 南京大学913现代西方哲学考研真题试卷（2000-2012年，不含04、11）[金陵南大考研网] 南京大学912中国哲学原著（含古代汉语）考研真题试卷（2002-2014年，不含07、10、12、13）[金陵南大考研网] 南京大学911马克思主义哲学史（含原著）考研真题试卷（2004-2009年，不含05）[金陵南大考研网] 南京大学928经济法专业综合一考研真题试卷（2003-2010年）[金陵南大考研网] 南京大学636哲学综合B考研真题试卷（2002-2014年，不含09-10）[金陵南大考研网] 南京大学635哲学综合A考研真题试卷（2002-2014年）[金陵南大考研网] 南京大学265法语考研真题与答案详解（2001-2010年）[金陵南大考研网] 南京大学637哲学综合C考研真题试卷（2002-2014年）[金陵南大考研网] 南京大学926刑法专业综合考研真题试卷（2003-2009、2012年）[金陵南大考研网] 南京大学834分子生物学A考研真题试卷（1996-2013年，不含12）[金陵南大考研网] 南京大学832普通动物学考研真题试卷（2004-2009年）[金陵南大考研网] 南京大学641普通生物学考研真题试卷（2001-2016年）[金陵南大考研网] 南京大学640生物化学一考研真题试卷（1999-2014年，不含11）[金陵南大考研网] 南京大学639普通地质学考研真题试卷（2000-2012年）[金陵南大考研网] 南京大学819土地管理学考研真题（2000-2010年，不含01）[金陵南大考研网] 2019南大815地理信息系统概论考研复习全析（含历年真题，共三册）[金陵南大考研网] 南京大学814人文地理学考研真题（2000-2014年，不含10、12、13年）[金陵南大考研网] 2019南大813自然地理学考研复习全析（含历年真题，共三册）[金陵南大考研网] 南京大学812理论力学考研真题（2000-2009年，不含03））[金陵南大考研网] 2019南大810环境生物学考研复习全析（含历年真题）【历年南京大学考研真题答案下载】[金陵南大考研网] 2019南大808环境化学考研复习全析（含历年真题）[金陵南大考研网] 2019南京大学852有机化学考研复习全析（含历年真题，共三册）[金陵南大考研网] 2019南大853物理化学考研复习全析（含历年真题，共三册）[金陵南大考研网] 南京大学807化工原理考研真题试卷（1998-2014年）[金陵南大考研网] 2019南大考研化工原理重难点与典型题（含考研真题）详解[金陵南大考研网] 2019南大850高分子化学考研复习全析（含历年真题）[金陵南大考研网] 2019南京大学634大学化学考研复习全析（含真题）[金陵南大考研网] 2019南大866信号与通信综合考研复习全析（含真题，共三册）[金陵南大考研网] 2019南大854信号与系统、数字信号处理考研复习全析（共两册）[金陵南大考研网] 2019南大864大学物理一考研复习全析（共四册）[金陵南大考研网] 2019南大867电子技术基础B考研复习全析（共两册）[金陵南大考研网] 2019南京大学802普通物理一考研复习全析（含历年真题）[金陵南大考研网] 2019南京大学648艺术综合考研复习全析（含真题，共两册）[金陵南大考研网] 2019南大961自动控制原理一考研复习全析（含历年真题）[金陵南大考研网] 2019南大922管理与运筹学基础考研复习全析（含历年真题，共三册）[金陵南大考研网] 2019南大962管理学与管理信息系统考研复习全析（含历年真题）（共四册）[金陵南大考研网] 2019南京大学333教育综合考研复习全析（含历年真题）（共六册）[金陵南大考研网] 2019南京大学新闻学考研复习全析（含真题答案，共五册）[金陵南大考研网] 2019南京大学传播学考研复习全析（含真题答案，共五册）[金陵南大考研网] 2019南大348文博综合考研复习全析（含真题与答案）（共四册）[金陵南大考研网] 2019南大653基础英语考研复习全析（含真题与答案）（共五册）[金陵南大考研网] 2019南京大学964英美文学考研复习全析（含真题与答案）[金陵南大考研网] 2019南大357英语翻译基础考研复习全析（含历年真题答案）[金陵南大考研网] 2019南大448汉语写作与百科知识考研复习全析（含真题答案）[金陵南大考研网] 2019南京大学211翻译硕士英语考研复习全析（含真题答案，共五册）[金陵南大考研网] 2019南大考研《影视学专业知识》考试重难点与名校真题详解[金陵南大考研网] 2019南大考研《戏剧戏曲专业知识》考试重难点与名校真题详解[金陵南大考研网] 2019南大考研《艺术理论》考试重难点与名校真题解析[金陵南大考研网] 2019南大934社会学方法考研复习全析（含历年真题）[金陵南大考研网] 南京大学614社会学理论考研真题试卷（2000-2014年）[金陵南大考研网] 2019南大929经济法专业综合二考研复习全析（含历年真题）（共2册）[金陵南大考研网] 2019南大928经济法专业综合一考研复习全析（含历年真题）（共三册）[金陵南大考研网] 2019南大927民商法专业综合考研复习全析（含历年真题）[金陵南大考研网] 2019南大926刑法专业综合考研复习全析（含历年真题）[金陵南大考研网] 2019南大925宪法学与行政法学专业综合考研复习全析（含真题与答案）[金陵南大考研网] 南京大学927民商法专业综合考研真题试卷（2004-2011年）[金陵南大考研网] 《刑事诉讼法学》考试重难点与名校真题详解（陈光中，第五版）[金陵南大考研网] 《宪法》考试重难点与名校真题答案详解（张千帆，法律出版社第二版）[金陵南大考研网] 南京大学925宪法学与行政法学专业综合考研真题与答案（03-09）【历年南京大学考研真题答案下载】[金陵南大考研网] 南京大学924法律史综合考研真题（2003-2009年）[金陵南大考研网] 南京大学923法理专业综合考研真题试卷（2003-2009年）[金陵南大考研网] 南京大学660马克思主义基本原理考研真题试卷（2001-2009年）[金陵南大考研网] 2019南大434国际商务专业基础考研复习全析（含真题与答案）[金陵南大考研网] 2019南京大学431金融学综合考研复习全析（含真题与答案，共五册）[金陵南大考研网] 2019南大911马克思主义哲学史考研复习全析（含历年真题）[金陵南大考研网] 2018南京大学635哲学综合A考研复习全析（含历年真题）[金陵南大考研网] 2019南大445汉语国际教育基础考研复习全析（含真题答案，共三册）[金陵南大考研网] 2019南大354汉语基础考研复习全析（含真题答案，共三册）[金陵南大考研网] 2019南大497法硕联考综合(法学)考研复习全析（含真题答案，共四册）[金陵南大考研网] 2019南大397法硕联考基础(法学)考研复习全析（含真题答案，共三册）[金陵南大考研网] 2019南大498法硕联考综合(非法学)考研复习全析（含真题答案，共四册）[金陵南大考研网] 2019南大398法硕联考基础(非法学)考研复习全析（含真题答案，共三册）[金陵南大考研网] 南京大学263日语考研真题与答案（2001-2010年）[金陵南大考研网] 南京大学431金融学综合考研真题与答案（2002-2017年）[金陵南大考研网] 2019南京大学新闻与传播硕士考研复习全析【含真题答案，共七册】[金陵南大考研网] 2019年南京大学社会保障考研全套资料[金陵南大考研网] 南京大学934社会学方法考研真题试卷（2000-2014，2017年）[金陵南大考研网] 南京大学802普通物理一考研真题试卷（1998-2015年）[金陵南大考研网] 南京大学628量子力学考研真题试卷（1998-2014年）[金陵南大考研网] 2018南京大学考研646国际关系史基础考试解读与真题答案[金陵南大考研网] 2019南京大学考研647世界史基础考试解读与真题答案详解[金陵南大考研网] 南京大学988图书馆学考研真题试卷（2000、2003-2007年）[金陵南大考研网] 南京大学化学专业考研真题试卷（1994-2006年，不含00、03年））[金陵南大考研网] 2019南京大学考研643中国古代史基础考试解读与真题答案详解（共两册）[金陵南大考研网] 2019南京大学考研645中国近现代基础考试解读与真题答案详解[金陵南大考研网] 2019南京大学考研645中国近现代史基础复习全析（含真题答案，共五册）[金陵南大考研网] 2019南京大学考研935语言及论文写作考试解读与真题答案详解[金陵南大考研网] 2019南京大学考研615文学考试解读与真题答案详解[金陵南大考研网] 2019南京大学考研933行政管理学考试解读与真题答案详解[金陵南大考研网] 2019南京大学考研613政治学原理考试解读与真题答案详解[金陵南大考研网] 2019南京大学考研612法理学考试解读与真题答案详解[金陵南大考研网] 2019南京大学考研964英美文学考试解读与真题答案详解[金陵南大考研网] 2019南京大学考研935语言及论文写作复习全析(含真题与答案，共五册) [金陵南大考研网] 2019南京大学考研615文学复习全析(含真题与答案，共六册)[金陵南大考研网] 2019南京大学考研933行政管理学复习全析(含真题与答案，共五册) [金陵南大考研网] 2019南京大学考研613政治学原理复习全析(含真题答案，共三册)[金陵南大考研网] 2019南京大学考研612法理学复习全析(含真题答案，共三册)【历年南京大学考研真题答案下载】[金陵南大考研网] 2019南京大学考研653基础英语考试解读与真题答案详解[金陵南大考研网] 2019南大考研622新闻传播史论应试模拟四套卷与答案详解[金陵南大考研网] 2019南京大学考研622新闻传播史论考试解读与真题答案详解[金陵南大考研网] 2019南京大学考研622新闻传播史论复习全析(含真题与答案) [金陵南大考研网] 2019南京大学考研920会计学考试解读与真题答案详解[金陵南大考研网] 2019南京大学考研920会计学复习全析（含真题与答案）[金陵南大考研网] 2019南京大学考研919经济学原理考试解读与真题答案详解[金陵南大考研网] 2019南大考研919经济学原理复习全析（含真题答案，共五册）[金陵南大考研网] 2019南大考研921管理学原理复习全析（含真题答案，共四册）[金陵南大考研网] 2019南京大学考研921管理学原理考试解读与真题答案详解金陵南大考研网（南京大学考研在线咨询入口）【历年南京大学考研真题答案下载】。

南京大学考研基础英语真题2008年_真题-无答案

南京大学考研基础英语真题2008年(总分150,考试时间90分钟)Part One: Reading Comprehension and VocabularyRead the passage below and then answer the questions that follow.The Ethics of Foreign PolicyBy Felix Morley1. The architects of foreign policy throughout the ages have frequently asserted that morality plays an important part in their official planning and conduct.2. This dubious claim has received much partisan support, but relatively little objective examination. The failure to exercise~ the critical faculty toward the acts of one"s own government, while readily believing the worst in respect to the acts of other governments, is a tribute to the virtue of patriotism rather than to the quality of scientific analysis. The law of averages alone would indicate, without reference to cases, that in countless number of disputes between sovereignties, no single government is likely to have demonstrated superior morality consistently, except in the opinion of its own adherents.3. The logical assumption would be that the foreign policy of any government is **pletely "good", in the sense of being a perfect exponent of the moral code of its time and place, and equally seldom is it absolutely "evil", in the sense of being wholly oblivious to current moral standards.4. From the ethical viewpoint **plexion of foreign policy would seem to be a habitual, though not uniform, gray. It is therefore the more desirable to indicate precisely why moral considerations, while seldom altogether ignored, are nevertheless of wholly secondary importance in determining the relations of governments.5. Men are endowed by their Creator with a moral sense. They possess an intangible organ, to which we give the name "conscience", that distinguishes between the more and the less admirable choices in all the countless occasions of decision that occur in an individual lifetime.6. Conscience may be strong to the extreme of obduracy or weak to the point of impotence, but it is seldom altogether non-existent. Men have this inborn sense of "knowing with", or being privy to, a code of moral conduct. Without conscience, all aspects of social life would be far more chaotic than is actually the case. To the degree that men will not obey natural law, it is therefore reasonable to subject them to the artificial law that the state imposes.7. But the state, which is the **plicated product of social development as yet folly achieved, has no moral sense; and, in spite of its law courts and enforcement agencies, it possesses no organ that can be compared with the human conscience. The church, as distinct from the state, is of course deeply and continuously concerned with moral issues. The church, however, no longer dominates the state, even in countries where a particular religion is legally "established".8. Of course, the state as an instrument may be utilized to forward morality and to oppose immorality. And in doing this whether by legislative action or executive fiat, it reflects both the influence of the individual conscience and the prevalent morality of a particular time and place. Nevertheless, it remains true that the state can achieve good only by the application of coercion to its subjects. It substitutes the **pulsion of man-made law for the less well codified but morally more impelling influence of the natural law.9. The state, in short, is the repository of physical rather than moral power. While this physical strength can be used for moral ends, it can equally well be, and often has been, placed at the service of an immoral philosophy. The American case against Soviet Russia rests on the evidence that this distortion is currently dominant there.10. Although the state has no conscience, its so-called welfare aspects substitute for the function of this organ in the social activities of the individual. To the extent that the welfare state deprives the individual of power to do good or evil as he sees fit, there is, of course, encroachment on the sphere of personal morality, in behalf of governmentally defined morality.11. In Soviet Russia, where God is virtually outlawed, this encroachment of positive law on natural law has reached the stage of **plete substitution. In the United States, there is still a valiant and partially successful effort to oppose socialism, which may be accurately defined as the political system that seeks to take the right of moral decision from free individuals in order to vest it in officials serving the state.12. It is frequently, and often persuasively, argued that the **plexity of human life and the growing interdependence of men in modem society make the expansion of state authority inevitable and indeed imperative.13. Much that is specious can be detected in this argument, but even if it were wholly conclusive, an issue of great political and moral moment would still remain to be reconciled. Whenever and however the state assumes the power of decision, there must be an equivalent surrender of power on the part of the subjects. Encroachment may be on the freedom of the market, in the economic sphere; on the freedom of worship, in the religious sphere; on the freedom of criticism, in the political sphere. But fundamentally, the encroachment is always on freedom, in one or another aspect of this condition for which the human being has not merely a biological but also an often passionate and deeply spiritual yearning.14. Properly speaking, there is no such thing as freedom from something. Freedom, being the political condition in which the individual retains his natural power of choice, must always be for something. The choice of the free individual may be neither intelligent nor moral, but it is alwaysa definite choice in behalf of some selected course out of many that are usually available.15. The socialist believes that it is socially advantageous when the state assumes the power of choice for the individual. Sometimes the argument is that the average person has no opportunity, and sometimes that he has no capacity, to choose wisely and well. But whether the emphasis in the argument is humanitarian or autocratic, the net result of its successful application is the same. The power in the people is contracted and the power of the state is enlarged.16. Much more is involved here than the amount of spending power left to the taxpayer after Big Government has taken its ever-increasing slice. The power of the individual to act as his conscience dictates is also taken from him by the state. Government may, because of the heritage of freedom, be patient and relatively gentle with the conscientious objector. It may, when the political heritage is tyrannical, dispose of him by firing squad. But either way, his right to followthe dictates of conscience is called in question.17. Since the state does not and cannot possess the organ of conscience, and since the individual conscience alone gives human life a moral direction, it follows that the enlargement of state power is necessarily at the expense not only of freedom, but also of morality. This means that the socialist, whether he realizes it or not, has actually a very low regard for the human race. The criticism that he lavishes on "Wall Street" or other products of free enterprise system is basically criticism of the concept of freedom.18. Although the state is an amoral instrumentality, without a conscience and with no inherent sense of right and wrong, its actions towards its subjects are always to some extent restrained and guided by the prevalent morality of the people. The **plete autocrat must give consideration to the inborn sense of justice and decency among those over whom he rules.19. In dealing with other sovereignties, however, political rules have never been and are not now much influenced by ethical considerations as such. Rulers raise no taxes from those outside the area Of their control and therefore have no **pelling reason to treat the subjects of other sovereignties with respect. It is not that the ruler is less humanitarian in his instincts or more immoral in his behavior than any other individual, but that, having the responsibility of the state on his shoulders, the ruler tends to put what seems to be the state"s immediate interest above all other considerations, including those of an ethical nature. In time of war, of course, this subordination of ethical considerations is especially pronounced.20. The absence of any ethical content in foreign policy during time of war is too obvious to need much citation or emphasis. Many would be inclined to discount this characteristic, however, by saying that war represents a break-down rather than an aspect of forging policy, and by asserting further that even in wartime the chief executive of a democratic nation is under constitutional restraints which tend to check immoral conduct on his part.21. Unfortunately, both qualifications are more apparent than real. The President of the United States is nominally subject to many Constitutional restraints, in time of war as well as in time of peace. However, aside from the indication that the United States can now be plunged into a major war by Presidential edict, it is also clear that during the fighting, foreign policy decisions of the greatest moment will be made by the President alone.22. As against the theory that war is a mere interruption of the normal conduct of foreign policy, one recalls the aphorism of von Clausewitz, to the effect that war has always been definitely an instrument of national policy and that peacetime diplomacy only fills in the chinks until the time **e for the state to strike with military force. Certainly in the Prussian tradition, from Hegel on, there is little to indicate that peace is the normal condition of a nation; war a mere unfortunate aberration. Though Prussia is destroyed, the "Prussian doctrine" of Nietzsche—that the state is "beyond good and evil", determining morals for itself—is stronger than ever before.23. Because individuals for the most part possess a moral sense, there has been, usually under religious leadership, a long and valiant effort to introduce an ethical content into the theory and practice of foreign policy. This effort has taken two distinct forms. One is the long-standing attempt to make those who control foreign policy strictly accountable to elected representatives of the people. The other is the more recent endeavor to establish an enforceable international law, involving the creation of an international political authority empowered **petent to take preventive action against a government whose foreign policy threatens a breach of peace.24. The latter effort was obviously impractical until nations as we know them today had takenform as disciplined political units, with **petent to keep order at home as a preliminary to making **mitments. Also, there had to be development of communications, trade, and travel on a large scale before the need for any international political authority became apparent to people as a whole.25. Aside from these positive factors, two of a negative nature helped pave the way for interest in world government. One was the decline of vital religious interest, which followed the fragmentizing of the Christian church throughout the European counties that once had recognized the spiritual supremacy of Rome. The other was the increasing destructiveness of war. With no universally recognized religious authority and with all existing political authorities seriously menaced by the effects of scientific war, argument for international organization was greatly strengthened.26. The effort to establish popular control over the forging policy of an individual sovereign, however, had made great headway long before concerts, or leagues, or unions of nations had become more substantial than the dreams of idealistic philosophers. Instances of this effort that could be cited from many countries would be found to rest on the principle that arbitrary executive authority in this field is an intolerable infringement of "the liberty of the subjects".27. Liberty, of course, is an ethical concept based on the religious belief that men "are endowed by their Creator with certain inalienable Rights", as the Declaration of Independence asserts. And it is in no way accidental that the endeavor to give an ethical content to foreign policy has made the most headway under representative government, especially in those countries where men with a deep religious faith are willing to challenge the authority of the state.For questions 1 to 10, choose the best answer according to the passage you have just read.1. In spite of its law courts and enforcement agencies, the state has no **parable to the ______.A. natural lawB. executive fiatC. human conscienceD. disciplined political unitesE. "Prussian doctrine" of Nietzche2. The choice of the free individual must always be a definite choice ______.A. between an easily lead minority and a highly educated group of citizensB. between genuine public spirit and personal official dutyC. that is socially advantageous to the average personD. within the limits set down by the stateE. of some selected course from the many choices available3. One argument about modern society, which the author terms "specious", is that ______.A. the **plexity and interdependence in our lives make the expansion of state authority imperative and inevitableB. the foreign policy of any nation is **pletely "good"C. conscience may be strong to the point of "obduracy or weak to the point of impotence"D. all aspects of social life would be more chaotic without conscienceE. the state imposes an artificial law to the degree that men will not obey the natural law4. In dealing with countries other than their own, political rulers have been influenced chiefly by the ______.A. immediate interests of their own sovereigntiesB. ethical considerations of a high orderC. humanitarian motives of the good of mankindD. inborn feelings of justice and decencyE. democratic constitutional restraints5. One of the author"s major points is that the enlargement of state power is necessarily at the expense of ______.A. Wall Street and free enterpriseB. freedom and moralityC. critical faculties and logical assumptionD. worker productivity and rising wagesE. ideal democracy and the "man on the street"6. One of the positive factors not included in the effort to introduce an ethical content into the theory and practice of forging policy is that of ______.A. perpetuating the American ideal on a worldwide scale by **ing the evils of indifferenceB. realizing the need for an international political authority after trade, travel, **munications mushroomedC. making governments orderly at home prior to making **mitmentsD. establishing an enforceable international law to contain foreign policyE. making foreign policy strictly accountable to elected representatives of the people7. Of the negative factors which paved the way for greater interest in world government, the one not mentioned in the article is the ______.A. decline of vital religious interestB. fragmentizing of the church in EuropeC. variety of adverse postwar economic factorsD. loss of spiritual supremacy by RomeE. increasing destructiveness of war8. The author strongly believes that liberty ______.A. is the **plicated product of social developmentB. encroaches on the sphere of personal responsibility and moralityC. should never be confined by any constitutional restrainsD. is beyond any concept of good and evil but determines morals for itselfE. is an ethical concept based on the religious belief that men are endowed by their Creator with certain inalienable rights9. The author apparently believes that in determining relations between governments, it is desirable to remember that ______.A. arbitrary executive authority is a tolerable infringement of "the liberty of subjects"B. moral considerations are usually of secondary importanceC. evils of indifference destroy true patriotism and international amityD. war is always an instrument of national policy with short periods of peace to recoup energiesE. war represents a breakdown rather than an aspect of foreign policy10. According to the author, the endeavor to give ethical content to foreign policy ______.A. has resulted in the theory that war is a mere interruption of the normal conduct of foreign policyB. has favored those who consider peacetime diplomacy as a respite between strikes with militaryforceC. has proved no single government likely to have superior morality except in the opinion of its own subjectsD. has made the most headway under representative governments where men with faith are willing to challengeE. is a tribute to the virtue of patriotism rather than to the quality of scientific analysis11. For the definition given in each item in questions 11 to 15, find a matching word in the specified paragraph (the paragraph number is given after each definition).unmindful (3)12. plausible but not genuine (13)13. without ethnical quality (18)14. a terse saying embodying a general truth or principle (22)15. violation; encroachment (26)16. For the given word in each item in questions 16 to 20, decide which semantic variation best conveys the meaning of the author. The number given after each word indicates the paragraph in which the word appears.tribute (2)A. price of peace or securityB. rent or tax paid by a subjectC. compliment; testimonial17. exponent (3)A. person who expoundsB. symbol to denote the power to be raisedC. representative or type18. intangible (5)A. incapable of being perceivedB. immaterial; incorporealC. not clear to the mind19. chinks (22)A. cracks; openingsB. sharp, ringing soundsC. beams of light20. aberration (22)A. wandering from normal courseB. deviation from moral rectitudeC. lapse from Sound mental statePart Two: PROOFREADING AND ERROR CORRECTIONThe following passage contains 15 errors. Each numbered sentence contains ONE error. You should proofread the passage and correct the errors. In your correction: for a wrong word, underline the wrong word and write the correct one in the blank provided. For a missing word, mark the position of the missing word with a "∧"sign and write the word you believe to be missing in the blank provided. For an unnecessary word, cross the unnecessary word with a lineand put a "—" sign in the blank provided.People uncritical of technology also rationalize endangering Technologies by promoting humanistic uses of a particular technology.In 1950s, for instance, nuclear weaponry was justified by its 1 "peaceful use": cheap electricity through nuclear power. Later,when nuclear power"s excesses and dangers came under light, 2 pronuclear people tried to deflect concern by drawing attention tothe medical uses of radiation.Such rationalizations make a strong effect on both the public 3and the creators and disseminators of technologies. Since thenotion of the technical solution has so successfully engulfed our minds, social mores, institutions, the most searing judgment critics have been 4 able to muster does not even question modem technology as such. Rather it asserts where technologies are neutral: they are just tools 5 that contain no inherent political bias. If there is a problem with technology, it lay with what class of people controls it. 6There is other school of thought which views technology as 7 political: technologies serve political ends. They are invented and deployed by people who benefit and believe in a particular political 8 setup—and their very structure serves this setup. An overview ofmass technological society shows that the kinds of technologies inplace are those serve the perpetuation of mass technological society. 9 For instance, the telephone **puter may look as "people"s 10 technologies", and they do help individuals stay in communication and collect, sort, and manage information. Yet both were consciously developing to enhance systems of centralized political power. 11 According to a manually written by early telephone entrepreneurs, the 12 telephone was consciously disseminated to increase corporate command of information, resources, communications, and time.**puter is originally invented during World War Ⅱto decode 13 intercepted radio messages and later to boost military power through guided missilery. Today these technologies make globalexploitation of nature, urban centralization, and high-tech military domination not only possibly, but seemingly necessary. In a 14 decentralized, communal society, telephones or computers would be 15 neither politically necessary nor individually attractive. As jerryMander sees it, "Each technology is compatible with certain politicalAnd social outcomes, and usually it has been invented by people who have some of these outcomes in mind. The idea that technology is "neutral" is itself not neutral."1.2.3.5.6.7.8.9.10.11.12.13.14.15.Part Three: TRANSLATION1. Translate the following passage into English.今天中国幼儿园的大多数孩子都是独生子女。

2016-2017南京大学外国语学院考研专业目录考试科目参考书复试线报录比真题及经验-新祥旭考研辅导

日语或 264 德语③655 基础法语④967 法语语言文
全国法
学
语专业
统编教
复试科目:0903 中法文综合能力；0911 口试
材。
《普通
语言学
本专业为江苏省重点学科。初试合格、参加复试者，按（3）（4）两门课的总
教程》分排名。考
索绪尔生在第（4）
著，商门法语语言
学相关教材。
050207
西班牙 2
语语言
文学
01 西班
牙、拉
丁美洲
文学
①101 思想政治理论②261 英语或 262 俄语或 263 《现代
日语或 264 德语或 265 法语③659 基础西班牙语
西班牙
④991 西班牙、拉丁美洲文学
语》
（1-6
复试科目:0906 中西文综合能力；0911 口试
①101 思想政治理论②261 英语或 262 俄语或 264 近年出
德语或 265 法语③657 基础日语④971 日语专业知
版的全
识综合
国日语
专业统
复试科目:0905 中日文综合能力；0911 口试
编教
材。日
文编写
的日本
文学
史、日
本文化
史、日
本历史
与社
会、日
语语言
初试合格、参加复试者，按（3）（4）两门课的总分排名。不接受单独考试。
目。不接受单独考试。
史》（俄文版）任光宣等编，北京大学出版社；《俄罗斯文学选集》（俄文版）张建华等编，外语教学与研究出版社。
050203 法语语 6 言文学 01 翻译理论与实践 02 法国文学 03 法语语言学

南大汉语言文学硕士复试英语题目

南大汉语言文学硕士复试英语题目全文共6篇示例，供读者参考篇1English Test? That Sounds Tough!Wow, an English test for the master's program at Nanjing University in Chinese language and literature? That seems kind of weird to me. I mean, I get that English is a really important language to know these days. My teachers are always going on about how learning English will open up so many opportunities for me in the future. But for a Chinese major? I would have thought the test would be all about classical Chinese literature and stuff.My older sister is actually applying to that program this year. She's been studying her butt off, reading all of these really old and boring books. I try to tease her about it, but she just sticks her tongue out at me. I guess I'll have to be nicer after she aces that English test!I can't even imagine what kinds of questions they would ask on a test like that. Maybe they'll have a reading passage about Confucius or some ancient poet, but then all the questions willbe in English. That would be so confusing! Like, what if they ask "In line 28, what metaphor is the author using for the embrace of nature?" But the line is in classical Chinese? How are you supposed to analyze that in English? My brain hurts just thinking about it.Or maybe the test will be less literature focused and more about English vocabulary and grammar related to the field of Chinese studies. So lots of words like "etymology" and "philology" and "dialectology." I don't even know what half of those mean! My sister has all these huge vocabulary flashcard stacks. She makes me quiz her sometimes, and I just stare back blankly when she reads words like "diachronic" and "diglossia." Uhh...good luck with those, sis.Then there's the writing section to worry about. What if they make her write a whole paper in English analyzing some aspect of Chinese literature or linguistics? She'll be furiously scratching away in English about the historical development of tonal systems or the evolving use of zhi ci in Tang dynasty poetry. Her hand would probably cramp up after an hour of that!I guess I can see why they would want Chinese literature students to be good at academic English though. If you want to be a researcher or professor in that field, you'll probably need toread and write a ton of scholarly papers and books in English. The test is just preparing them for that reality. It still seems kind of cruel though!Part of me wonders if this intense English requirement is just to weed out some of the candidates and make the application process even harder. Like, for a lot of Chinese students, English is probably their worst subject. So an English-heavy test means only the very best students will make it through. My sister is a stellar student, but she has admitted to me that she's afraid the English test could trip her up. I'm trying to keep her spirits up though! I tell her I have complete faith that her English skills are good enough to slay that test.In fact, I should probably start preparing myself mentally for these kinds of intense English exams. I'm only in elementary school, but I know I'll have to start getting serious about English sooner rather than later. Who knows, maybe I'll end up following in my sister's footsteps and become a Chinese literature master too! Though I'm really hoping that by the time I apply to graduate programs, they'll have done away with those crazy English tests for Chinese majors. A kid can dream, right?Well, I should get going. I have the rest of my English homework to finish up, and my mom will start nagging me if Ileave it for too late at night. I just want to say one more time: good luck on that test, sis! Your English is rockstar level. You're going to show that test who's boss! Just imagine how victoriously you'll be able to stick your tongue out at me after you pass it with flying colors!篇2当然可以！以下是一篇符合要求的文章。

01-17南大外国文学研真题

南京大学历年考研真题汇编吴文亮整理【外国文学】【2001——2017】南京大学2001年攻读硕士学位研究生入学考试试题(三小时)【比较文学与世界文学】一、名词解释（20分）1、“潘多拉的盒子”2、骑士文学3、古典主义4、心理分析小说二、简要谈谈你本人对下列作品最深的一点体会（20分）1、《十日谈》2、《呼啸山庄》3、《卡拉马佐夫兄弟》4、《万尼亚舅舅》三、以下四题任选三题，每题20分，共60分。

不许多做。

1普希金被尊为“现代文学之父”，请在“奠基”、“开创”的意义上谈谈他对俄国文学的贡献。

2莫泊桑、契坷夫均为短篇小说大师，试分析二人创作上的不同特点，简述二人对西方短篇小说艺术发展的贡献。

3在西方文学史上，“乌托邦”文学形成一个传统，请列举可归入该传统的重要作品（包括“反面乌托邦”作品），简要描述此类作品的特征。

4西方文学对中国现当代文学有巨大的影响，请选择一位你认为对中国作家的写作影响深远的西方作家，就其“影响”做一简要描述。

【语言文学基础】一、填空题（每空1分，共30分）14 荷马史诗包括《伊利昂纪》和《》两部作品。

15 文艺复兴时期法国新文学的代表是小说家（）。

16 德国作家（）因创作《布登勃洛克一家》而获得1929年诺贝尔文学奖。

17 意识流小说《喧哗与骚动》的作者是美国作家（）。

二、选择题（每小题2分，共28分）7 狄蒙娜是莎士比亚《》中的女主人公。

A哈姆雷特B奥赛罗C李尔王D麦克白8 俄国作家（）常被视为西方现代派文学的先驱之一。

A屠格涅夫B托尔斯泰C陀思妥耶夫斯基D契诃夫三、名词解释（每小题3分，共42分）- 0 -7 书信体小说 8 流浪汉小说南京大学2002年攻读硕士学位研究生入学考试试题(三小时)【比较文学与世界文学】一、名词解释（20分）1、特洛伊木马2、模仿说3、十四行诗4、“拜伦式的英雄”二、简要谈谈你对下列作品最深的一点体会。

（20分）1、《神曲》2、《忏悔录》3、《安娜·卡列尼娜》4、《局外人》三、以下四题任选三题，每题20分，共60分。

[考研类试卷]2010年南京大学英语专业(基础英语)真题试卷.doc

[ 考研类试卷 ]2010 年南京大学英语专业(基础英语)真题试卷一、名词解释0 For the definition given in each item in questions 11 to 15, find a matching word in the specified paragraph. The number given after each definition indicates the paragraph in which the word appears.(1x5)1pretension to knowledge not possessed(2)2adjustment(3)3appearing periodically(4)4display of narrow-minded learning(7)5bodies invisible to the naked eye(13)二、阅读理解6THE STUDY OF MANIrving S. Lee1The study of man—even, the scientific study—is ancient and respectable. It goes back to Aristotle, to Hippocrates, and beyond them to obscure beginnings. Today, it is one of the chief studies of the learned. Like our other activities, it may be divided into two parts, the successful part and the unsuccessful part. Speaking very generally and with due regard to numerous and important exceptions, it may be said that the successful part of the scientific study of man is related to medicine, the unsuccessful part to philosophy and to the social sciences. These relations are not only historical, they are also to be seen in methods, attitudes, and traditions.2The successes of medicine and the medical sciences have not been lightly won; from a multitude of failures, they are the survivals and the fortunate productions of tile best or the most-favored men among an endless succession of skillful physicians though pedantry, incompetency, and charlatanry have often hindered and, in evil times, even arrested the accumulations of medical science for long periods, since Hippocrates, at least, the tradition of skillful practice has never been quite lost the tradition that combines theory and practice. This tradition is, especially in three elements,indispensable.3Hippocrates teaches, first, hard, persistent, intelligent, responsible, unremitting labor in the sickroom, not in the library;the all-roundadaptation of the doctor to his task, anadaptation that is far from being merely intellectual. This is adaptation chiefly through the establishment of conditioned reflexes. Something like it seems to be a necessary part of the mastery of any material or of effective work in any medium.4Hippocrates teaches, secondly, accurate observation of things and events; selection, guided by judgment born of familiarity, of the salient and the recurrent phenomena; and their classification and methodical exploitation.5Hippocrates teaches, thirdly, the judicious construction of a theor—y not a philosophical theory, nor a grand effort of the imagination, nor a quas—i religious dogma, but a modest pedestrian affair, or perhaps I had better say, a useful walking stick to help on the way.6All this may be summed up thus: The physician must have, first, intimate habitual intuitive familiarity with things; secondly, a systematic knowledge of things; and thirdly, an effective way of thinking about things.7Experience shows that this is the way to success. It has long been followed in studying sickness, but hardly at all in studying the other experiences of daily life. Let us, therefore, consider more carefully what Hippocrates did and what he did not do. He was in reaction chiefly against three things: firstly, against the ancient, traditional myths and superstitions which still prevailed among the physicians of his day; secondly, against the recent intrusion of philosophy into medical doctrine; thirdly, against the extravagant system of diagnoses of the Cnidian School, a body of contemporary physicians who seem to have suffered from a familiar form of professional pedantry. Here, Hippocrates was opposing the pretentious systematization of knowledge that lacked solid, objective foundation—the concealment of ignorance, probably more or less unconsciously, with a show of knowledge. Note well that such concealment is rarely altogether dishonest and may be practised in thorough good faith.8The social sciences today suffer from defects that are not unlike the defects of medicine to which Hippocrates was opposed. Firstly, social and political myths are everywhere current, and if they involve forms of superstition that are less apparent to us than the medical superstitions of long ago, that may well be because we recognize the latter class of superstitions for what they are while still accepting or half accepting the former class. Secondly, there is at least as much philosophy mingled with our current social science as there was at any time in the medical doctrines ofthe Greeks. Thirdly, a great part of the social science of today consists of elaborate speculation on an insufficient foundation of fact.9Hippocrates endeavored to avoid myths and traditional rules, the grand search for philosophical truth, the authority of philosophical beliefs, the concealment of ignorance with a show of systematic knowledge. He was concerned, first of all not to conceal his own ignorance from himself.10Experience shows that there are two kinds of human behavior which it is ordinarily convenient and often essential to distinguish.11One is the thinking, talking, and writing, by those who are so familiar with relevant concrete experiences that they cannot ordinarily forget the facts, about two kinds of subjects. These are;firstly, concrete observation—s observations and experiences which are representable by means of sharply defined or otherwise unambiguous words; and secondly, more general considerations, dearly and logically related to such concrete observations and experiences.12The other kind of behavior is thinking, talking, and writing about vague or general ideas or "concepts" which do not clearly relate to concrete observations and experiences and which are not designated by sharply defined words.13In the social sciences, special methods and special skills are few. It is hard to think of anything that corresponds to a mathematician's skill in performing mathematical operations or to a bacteriologist's skill in cultivating microorganisms or to a clinician's skill in making physical examinations.14Classificatory, descriptive knowledge, which is so conspicuous in the medical sciences and in natural history and which has proved so essential to the development of such sciences, is relatively lacking in the social sciences. Moreover, there is no common accord among social scientists concerning the classes and subclasses of the things they study, and there is even much disagreement about nomenclature.15The theories of the social sciences seem to be in a curious state. One body of theory, that of economies is highly developed, has been cast in mathematical form, and has reached a stage that is thought to be in some respects definitive. This theory, like those of the natural sciences, is the result of the concerted efforts of a great number of investigators and has evolved in a manner altogether similar to the evolution of certain theories in the natural sciences. But it is hardly applicable to concrete reality.16The reasons why economic theory is so difficult to apply to concrete events are that it is an abstraction from an immensely complex reality and that reasoning from theory to practice is here, nearly always vitiated by "thefallacy of misplaced concreteness. " Such application suggests the analogy of applying Galileo's law of falling bodies to the motion of a falling leaf in a stiff breeze. Experience teaches that under such circumstances it is altogether unsafe to take more than a single step in deductive reasoning without verifying the conclusions by observation or experiment. Nevertheless, many economists, some cautiously and others less cautiously are in the habit of expressing opinions deduced from theoretical considerations concerning economic practice. There is here a striking contrast with medicine, where it is almost unknown for a theorist inexperienced in practice to prescribe the treatment of a patient.17In other fields of social science, theories are generally not held in common by all investigators, but, as in philosophical systems, tend to be sectarian beliefs. This is true even in psychology where the conflicts of physiological psychologists, behaviorists. Gestaltists, and others sometimes almost suggest theological controversy.18On the whole, it seems fair to say that the social sciences in general are not cultivated by persons possessing intuitive familiarity; highly developed, systematic, descriptive knowledge; and the kind of theories that are to be found in the natural sciences.19There is not a little system-building in the social sciences but, with the striking exception of economic theory, it is of the philosophical type rather than of the scientific type, being chiefly concerned in its structural elements with words rather than with things, or in old fashioned parlance, with noumena, rather than with phenomena.20A further difference between most system-building in the social sciences and systems of thought and classification of the natural sciences is to be seen in their evolution. In the natural sciences, both theories and descriptive systems grow by adaptation to the increasing knowledge and experience of the scientists. In the social sciences, systems often issue fully formed from the mind of one man. Then they may be much discussed if they attract attention, but progressive adaptive modification as a result of the concerted efforts of great numbers of men is rare. Such systems are in no proper sense working hypotheses; they are "rationalizations" , or, at best mixtures of working hypotheses and "rationalizations".21Thinking in the social sciences suffers, I believe, chiefly from two defects:One is the fallacy of misplaced concreteness; the other, the intrusion of sentimen—tsof Bacon's Idols—into the thinking, which may be fairly regarded as an occupational hazard of the social scientists.22Sentiments have no place in clear thinking, but the manifestations of sentiments are among the most important things with which the social sciences are concerned. For example, the word "justice" is out of place in pleadingbefore the Supreme Curt of the United States, but the sentiments associated with that word and often expressed by it are probably quite as important as the laws of our country, not to mention the procedure of the Supreme Court. Indeed such sentiments seem to be in many ways and at many times the most important of all social forces.23The acquired characters of men may be divided into two classes. One kind involves much use of reason, logic, the intellect; for example, the ordinary studies of school and university. The other kind involves little intellectual activity and arises chiefly from conditioning from rituals and from routines; for example, skills, attitudes, and acquired sentiments. In modified form, men share such acquired characters with dogs and other animals. When not misinterpreted, they have been almost completely neglected by intellectuals and are frequently overlooked by social scientists. Their study seems to present an opportunity for the application of physiology.24The conclusions of this comparative study are as follows: Firstly, a combination of intimate, habitual, intuitive familiarity with things; systematic knowledge of things; and an effective way of thinking about things is common among medical scientists, rare among social scientists. Secondly, systems in the medical sciences and systems in the social sciences are commonly different. The former resemble systems in the other natural sciences, the latter resemble philosophical systems. Thirdly, many of the terms employed currently in the social sciences are of a kind that is excluded, except by inadvertence, from the medical sciences. Fourthly, sentiments to not ordinarily intrude in the thinking of medical scientists; they do ordinarily intrude in the thinking of social scientists. Fifthly, the medical sciences have made some progress in the objective study of the manifestations of sentiments; the social sciences, where these things are particularly important, have neglected them. This is probably due to the influence of the intellectual tradition " Sixthly" in the medical sciences, special methods and special skills are many; in the social sciences, few. Finally, in the medical sciences, testing of thought by observation and experiment is continuous. Thus, theories and generalizations of all kinds are constantly being corrected, modified, and adapted to the phenomena; and fallacies of misplaced concreteness, eliminated. In the social sciences, there is little of this adaptation and correction through continuous observation and experiment.25These are very general conclusions to which, as I have already said, there are numerous and important exceptions. Perhaps the most important exceptions may be observed in the work of many historians, of purely descriptive writers, and of those theoretical economists who scrupulously abstain from the application of theory to practice.6Hippocrates was chiefly concerned with .（ A）not concealing his own ignorance from himself（ B）combining philosophy with medical doctrine（ C）the system of diagnosis of the Cnidian school（ D）pretentious systematization of knowledge（ E）incorporating tradition with systematic knowledge7Most social science systems are, at best, .（ A）mixtures of working hypotheses and rationalizations（ B）results of concerted efforts of men at adaptive modification（ C）adaptations of experience and increasing knowledge to experiments（ D）highly developed systems of knowledge（ E）studies of the structural elements of things8One branch of the social sciences considered in some respects definitive is .（ A）history（ B）philosophy（ C）sociology（ D）politics（ E）economics9The social sciences today suffer from defects similar to the defects of medicine in Hippocrates' day, as evidenced by all but one of thesestatements. Which one?（ A）Forms of superstition are less apparent today because we half accent them.（ B）The concealment of ignorance is as thoroughly dishonest today as it was before.（ C）Elaborate speculation is based on poor foundation of fact.（ D）Much philosophy is mingled with current social science.（ E）Social and political myths are everywhere current.10The tradition of skillful medical practice since Hippocrates' time combines theory and practice. Which description inaccurately represents this tradition?（ A）Hard, persistent, intelligent, unremitting labor in the sickroom.（ B）Evidence of accurate observation, selection, classification, and methodical exploitation of phenomena.（ C）Judicious construction of a modest workable theory.（ D）Hard, responsible, intelligent, unremitting labor in the library.（ E）All-round adaptation of the doctor to his task as a type of master workman.11The author firmly believes the scientific study of men .（ A）comparative religion（ B）natural philosophy（ C）social science（ D）medical science（ E）theoretical economics12Which of the following is NOT a conclusion of the author based on his comparative study?（ A）Effective thinking is rare among social scientists.（ B）In the medical sciences, testing of thought by observation and experiment is continuous.（ C）Sentiments ordinarily intrude in the thinking of medical scientists.（ D）Social sciences have neglected the objective study of the manifestations of sentiments.（ E）Terms employed in the social sciences are of a kind excluded from the medical sciences.13By "the fallacy of misplaced concreteness" , the author means .（ A）apprenticeship in a hospital is the only effective preparation for practice（ B）the expressing of opinions deduced from theoretical considerations rather than experiment and observation（ C）the prescribing of treatment for a patient by an experienced intern（ D）treatment of illness by specialists in each field（ E）theoretical deductions verified by observation and experimentation14According to the writer, the social sciences suffer from both the fallacy of misplace concreteness and .（ A）excessive experimentation（ B）judicious theory construction（ C）intrusion of sentiments（ D）too much observation and checking（ E）ancient myths15One may infer that the author's views are .（ A）universally accepted by medical students（ B）accepted by social scientists（ C）not acceptable to Gestaltists（ D）parallel to those of economists（ E）disputed by many professions15For the given word in each item in questions 16 to 20, decide which semantic variation best conveys the meaning of the author. The number given after each word indicates the paragraph in which the word appears.（1x5）16prevailed（7）（ A）existed widely（ B）produced the desired effect（ C）gained the advantage17 pretentious（7）（ A）assumptive of dignity（ B）making exaggerated show; ostentatious（ C）claiming importance or title18 conspicuous（14）（ A）readily attracting attention; striking（ B）plainly visible; manifest（ C）undesirably noticeable19 fallacy（16）（ A）false idea（ B）deceitfulness（ C）erroneous reasoning 20 sectarian（17）（ A）pertaining to a particular school of thought（ B）member of a sect（ C）bigoted三、句子改错21All high schools attach great importance youngster's performance in the College Entrance Examinations.22He could not say "hippopotamus" and "pomegranate" , and we had to help him to pronounce.23"How to open the door?" , he asked as he turned the key, but the door did not open.24This was a farm where you could find all kinds of birds: chickens, quails, turkeys, ducks and geese and so on.25The boy biked to school but realized that he has forgotten his homework.26It was bad news that all boys in the class were caught skipping the PEclass. Another news, however, was encouraging:all of them passed the math exam.27The teacher got impatient that after explaining the past tense many times and giving many examples, the pupils still wrote "I play football yesterday".28All the sophomores said that they wanted to be a good student.29The teacher found it dissatisfied that students failed to hand in their homework on time.30 A wrong information he gave me is that our shuttle bus leaves at 3. As a result, I missed it.四、汉译英31Translate the following passage into English.（25）建城近2500年来，南京一直是中国多元文化交融共进的中心城市之一。

忆往昔当年南京大学MTI真题回忆版

忆往昔当年南京大学MTI真题回忆版翻译硕士英语：一拿到卷子我就傻眼了，今年竟然变了题型!改错觉得好难，我都找不出错误。

加了一篇阅读理解，虽然篇幅变小了，但难度是大大的增加了啊!第一篇题目是Why teach English，讲的是在当代English Major或者说humanities的必要性。

题目依旧先是5道选择题，不过今年只有ABCD四个选项，但是…难度加大了!!!以前都是很简单的细节题，在文章中很容易就能找到答案，这次全都是理解文章的题目，关键是文章读不懂啊!5个题目我没有一个确定的，好悲催……然后是5个在文章中找近义词的题，还有5个词义辨析题，最后是80字的问答题。

第二篇题目是Why read literary，是反驳前一篇文章观点的，根本没读懂他到底在反驳什么，只有一个题目，80字对反驳观点的列举还有你支持哪个观点(你的意见是另一个问题，不包括80字内)。

作文是写的是Mass Open Online Courses(MOOCs)，有人觉得是对传统教育的威胁，有人认为是补充，你的观点500字。

英语翻译基础：新增：Masscult、无人售票、打假、反腐倡廉、重考：YOG、UNSECO、ISO、OPEC、Euromart、The European Economic Community、CBD、negative population growth、World Intellectual Property Organization、I-steel、工业园区、绿色食品、泡沫经济、和平过渡，市场准入、网民、脱口秀、战略伙伴关系今年增加的新题型是4个从商务合同中摘出来的句子翻译，因为之前4年题型一直没变过，所以根本没有准备过商务方面的翻译，这部分我感觉做得很差……句子不很很难理解，但是翻译起来很绕，反正就是感觉当了小白鼠，为什么偏偏要在我考的今年变化!英译汉：因为加了新题型，所以英译汉的篇章比以往短很多，而且也不是很难。

1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。