研究生学术英语俾斯麦号英文翻译概述
英文学术论文翻译-中英文对照(三)
二、 无主句 汉语中有众多的无主句，译成英语时或视 情况补加主语（祈使句可以不补），译成 完整的句子；或译为被动语态句。 1)为建设一个伟大的社会主义国家而奋斗！ Strive to build a great socialist country! 2) 剩下的时间不多了。 There is very little time left.
• 3）希望今后上海能够与更多 的外国城市结为友好城市。 It’s hoped that Shanghai will establish friendly relations with more foreign cities in the future.
• 5、Personification
• 1）世纪之交，中国外交空前活跃。
331当前经济改革的重点是要以我国国民经济的支柱国有企业为重点配套推进社会保障体制的改革巩固和完善宏观管理体制改革的措施进一步转变政府职能培育市场体系沿着建设社会主义经济体制的方向继续前进
主语的选择(Options for subjects)
• 1 、 对 等 (Equivalence)( Follow the Chinese topic-comment order, use noun phrases etc.)
• 6、There Be
• 1）自1983年以来，已经建立了一 百多个这样的组织。 There have been established more than one hundred organizations of such kind since 1983.
2）古今中外，在商贸市场上历来都是 大鱼吃小鱼。 There exists a law at all times and in all countries that the great fish eat up the small in the world of business.
学术英语社科第二版课文翻译unit1
学术英语社科第二版课文翻译unit1（原创实用版）目录1.学术英语社科第二版课文翻译 unit1 概述2.单元内容概括3.单元主题分析4.学术英语在社科领域的重要性5.翻译练习的实践意义6.总结正文一、学术英语社科第二版课文翻译 unit1 概述《学术英语社科第二版课文翻译 unit1》是针对学术英语社科领域的一本教材。
本单元旨在帮助学生提高学术英语翻译能力，通过翻译实践提升学生在社科领域的英语水平。
二、单元内容概括本单元共包括四篇文章，分别涉及政治、经济、文化和历史等领域。
每篇文章后附有翻译练习，要求学生将英文内容翻译成中文。
通过这些练习，学生可以更好地了解学术英语的特点，并掌握翻译技巧。
三、单元主题分析本单元的主题是学术英语社科领域的翻译。
学生在学习过程中，需要关注以下几点：1.学术英语的特点：学术英语具有严谨、客观、逻辑性强等特点，学生在翻译时需注意这些特点。
2.翻译技巧：学生需要掌握一定的翻译技巧，如词汇选择、长句拆分等，以提高翻译质量。
3.文化背景：在翻译过程中，学生需要充分了解原文的文化背景，以确保翻译的准确性。
四、学术英语在社科领域的重要性学术英语在社科领域具有重要意义，原因如下：1.国际交流：学术英语是国际学术交流的通用语言，掌握学术英语有利于提升我国在国际社科领域的影响力。
2.获取信息：许多社科领域的前沿研究和著作都是用英语撰写的，掌握学术英语有助于获取第一手资料。
3.提升研究能力：学术英语水平高的学者更容易参与到国际合作研究中，从而提升自己的研究能力。
五、翻译练习的实践意义本单元的翻译练习具有以下实践意义：1.提高翻译能力：通过实际操作，学生可以更好地掌握学术英语翻译技巧，提高翻译水平。
2.检验学习成果：翻译练习可以帮助学生检验自己在本单元的学习成果，及时发现并弥补不足。
3.培养实践能力：翻译练习可以培养学生在实际工作中运用学术英语的能力，为今后从事相关工作打下基础。
六、总结《学术英语社科第二版课文翻译 unit1》为学生提供了丰富的学术英语翻译实践素材。
研究生学术综合英语补充课文的原文翻译和习题答案
研究生学术综合英语补充课文的原文翻译和习题答案Lesson One Spell of the Rising Moon I. READING COMPREHENSION A. Answer the following questions or complete the following statements. 1. D (But it is the drama of the moonrise that I come to see. For that restores in me a quiet and clarity that the city spends too freely.)2. D ( There have been broad, confident harvest moons in autumn; shy, misty moons in spring; lonely, white winter moons rising into the utter silence of an ink-black sky and smoke-smudged orange moons over the dry fields of summer. Each, like fine music, excited my heart and then calmed my soul.)3. C (To prehistoric hunters the moon overhead was as unerring as heartbeat. They knewthat every 29 days it became full-bellied and brilliant, then sickened and died, and then was reborn. They knew the waxing moon appeared larger and higher overhead after each succeeding sunset. They knew the waning moon rose later each night until it vanished in the sunrise.) 4. B (Still, it tugs at our minds. If we unexpectedly encounter the full moon, huge and yellow over the horizon, we are helpless but to stare back at its commanding presence.) 5. B (I learned about its gifts one July evening in the mountains. My car had mysteriously stalled, and I was stranded and alone.) 6. B (To watch the moon move inexorably higher is to find an unusual stillness within ourselves.)7. D (On that July night, I watched the moon for an hour or two, and then got back into the car, turned the key in the ignition and heard the engine start, just asmysteriously as it had stalled a few hours earlier.) 8. A (I return often to the rising moon. I am drawn especially when events crowd ease and clarity of vision into a small corner of my life.) 9. A (Of Beethoven’s \Lorenzo declaims in The Merchant of Venice, //How sweet the moonlight sleeps upon this bank! / Here will we sit and let the sounds of music/Creep in our ears.\I wonder if their verse and music, like the music of crickets, are in some way voices of the moon.) 10.A (The whole passage.) B．Global understanding and logical structures Complete the following notes with the information, from the text: 1. The author often climbs the hill near his home at night to watch the drama of the moonrise because it can restore in him a quiet and clarity that the city spends too freely. 1 2. To the author the different mood and color of the moonare: A. In autumn: broad, confident harvest B. In spring: shy, misty C. In winter: lonely, white D. In summer: smoke-smudged orange 3. A. To prehistoric hunters the moon overhead was as unerring as heartbeat. B. To contemporary people live indoors few can say what time the moon will rise tonight.C. But if we unexpectedly encounter the full moon, we are helpless but to stare back at its commanding presence. 4. The moon has gifts to bestow upon those who watch it: Example: One July evening in the mountains, the author’s car mysteriously stalled, and he was stranded and alone. He took the advantage to watch the moonrise for an hour or two. When he got back into the car, the engine started just as mysteriously as it had stalled a few hours earlier. 5. Later on the author often returns to the rising moon when events crowd ease an clarity ofvision into a small corner of my life. He listens to the sound of owls and crickets and thinks the beautiful music and poems about the moon. 6. At moonrise, people open the vents of feeling and exercise parts of our minds that reason locks away by day. II. VOCABULARY A. Choose the best word from the four choices to complete each of the following sentences. 1. B 2. C 3. A 4. D5. A6. B7. A8. C9. A 10. BB. Choose the best word or expression from the list given for each blank. Use each word or expression only once and make proper changes where necessary.1. swoop2. cricket3. smudged4. Stalled5. tugs at6. stay clear of7. slipped into8. crowded into9. loom up10. stranded III. CLOZE 1. just as 2. permanent 3. depend on 4. phase 5. shadow 6. Resembling 7. lunar 8. closer 9. illuminated10. waning IV. TRANSLATION Put the following parts into Chinese. V. ORAL PRACTICE AND DISCUSSION 1. How does the author describe the moonrise? Is it the same as you see it? The sun had set, and I was watching what seemed to be the bright-orange glow of a forest fire beyond a ridge to the east. Suddenly, the ridge itself seemed to burst into flame. Then, the rising moon, huge and red 2 and grotesquely misshapen by the dust and sweat of the summer atmosphere, loomed up out of the woods. Distorted thus by the hot breath of earth, the moon seemed ill-tempered and imperfect??But as the moon lifted off the ridge it gathered firmness and authority. Its complexion changed from red, to orange, to gold, to impassive yellow. It seemed to draw light out of the darkening earth, for as it rose, the hills and valleys below grew dimmer.By the time the moon stood clear of the horizon, full chested and round and the color of ivory, the valleys were deep shadows in the landscape?? The drama took an hour. Moonrise is slow and serried with subtleties。
研究生学术英语翻译4教学教材
研究生学术英语翻译4Writing a literature review撰写文献综述A literature review is a very important part of the research project.It may be a self-contained review or a part of the introduction to an academic essay.In either case,its purpose is to demonstrate a clear understanding of the topic beingly,your literature review must tell what has been done on the topic,what different scholars have said about their own research,what major findings have been published,and what controversial area exist.A good literature review can enhance the credibility of your research by indicating that your present study is based on a thorough and critical knowledge of what has been done in the field.Before writing,to be critical,you must ask questions like these about each book or article you read:文献综述是研究项目的一个重要组成部分。
它可以是一个独立的综述或是一个学术论文引言的一部分。
研究生学术英语读写教程翻译孙晓燕课文翻译
研究生学术英语读写教程翻译孙晓燕课文翻译【原创版】目录1.研究生学术英语读写教程概述2.孙晓燕课文翻译的重要性3.孙晓燕课文翻译的具体内容4.孙晓燕课文翻译对研究生学术英语学习的影响5.总结正文一、研究生学术英语读写教程概述研究生学术英语读写教程是一本针对研究生的英语教材，旨在帮助研究生提高学术英语的读写能力。
教材中包含了各种实用的学术英语技巧和策略，以帮助学生更好地应对学术英语写作和阅读的挑战。
二、孙晓燕课文翻译的重要性孙晓燕的课文翻译在研究生学术英语读写教程中占据了重要地位。
通过对孙晓燕的课文进行翻译，学生可以更好地理解课文内容，从而提高自己的英语水平。
同时，翻译过程也可以帮助学生加深对英语语法和句式结构的理解，进一步提高学术英语写作和阅读能力。
三、孙晓燕课文翻译的具体内容孙晓燕的课文翻译主要包括对课文中的难点和重点进行翻译。
这些难点和重点可能包括某些复杂的句式结构、专业术语以及文化背景知识等。
通过翻译这些内容，学生可以更好地理解课文，从而提高自己的英语水平。
四、孙晓燕课文翻译对研究生学术英语学习的影响孙晓燕的课文翻译对研究生学术英语学习具有重要影响。
通过翻译孙晓燕的课文，学生可以更好地掌握学术英语的写作技巧和阅读策略，从而提高自己的学术英语水平。
此外，翻译过程还可以帮助学生加深对英语语法和句式结构的理解，进一步提高学术英语写作和阅读能力。
五、总结总之，孙晓燕的课文翻译在研究生学术英语读写教程中具有重要地位。
通过对孙晓燕的课文进行翻译，学生可以更好地理解课文内容，提高自己的英语水平。
同时，翻译过程也可以帮助学生加深对英语语法和句式结构的理解，进一步提高学术英语写作和阅读能力。
研究生学术综合英语test阅读答案及翻译
Governments that want their people to prosper in the burgeoning world economy 51. Which of the following is true about Olson?关于Olson，以下哪项是正确的He taught economics at the University of Maryland.他在马里兰大学教授经济学。
52. Which of the following represents Olson's point of view?以下哪项代表奥尔森的观点？Protecting individual property rights encourages wealth building.保护个人财产权可以促进财富的积累。
53. What does Olson think about mass production?奥尔森如何看待批量生产？It's property intensive.这是财产密集型54. What is the basis for the banking system?银行体系的基础是什么？A contract system that can be enforced.可以强制执行的合同系统。
55. According to Olson, what is the reason for the poor economies of Third World countries?奥尔森认为，第三世界国家经济欠佳的原因是什么？Lack of secure individual property rights.缺乏安全的个人财产权。
56. What is the other economists' opinion about the poor economies of the Third World?其他经济学家对第三世界的贫困经济有何看法？A free market is not let to determine the prices and quantities of goods.自由市场不允许确定商品的价格和数量。
研究生学术综合英语课文翻译unit1-4
第一单元?如何发表演说斯蒂芬·卢卡斯? ???? 在人类创造的万物中，语言可能是最卓越的一项创造。
通过语言，我们可以分享经验、阐明价值观念、交流思想、传播知识、传承文化。
确实，语言对于思想本身至关重要。
和流行的信仰不同的是：语言并不是简单地反映事实，而是通过对事件意义的思考来帮助人们感悟现实。
????? 优秀的演说者尊重语言并懂得如何驾驭语言。
语言是演说者展示才能的工具，对于他们来说，如同其他职业的工具一样,语言也有特殊的功用。
作为一名演说者，你应该意识到话语的意义，并懂得如何准确无误地使用语言，使其表达清楚，趣味横生，恰如其分。
?如同数字对于会计的重要性一样，准确地使用语言对于演说者至关重要。
在没有确切知道一个词语的意思之前，千万不要盲目使用。
碰到没有把握的词语，一定要查词典追根究底。
当你准备演讲之前，一定要不断地问自己：“我究竟想说些什么？我究竟想表达什么样的意思？”因此，对于一篇演讲稿的用词来说，必须准确无误。
?如果语言表达清楚无误，听众就能很快抓住你的意思。
鉴于此，演说者应该使用那些对于大多数人来说非常熟悉的词语，这些词语不需要任何专业背景就能够理解；演说者应该使用那些表达具体而不是相对抽象的词语；并且千万不要乱堆砌辞藻，哗众取宠。
?准确生动地使用语言能够使你的演说贴近生活。
有一种方法可以使你的语言更加生动形象，那就是通过展开联想或创造语言图示。
通过使用表达具体的词语、明喻或者暗喻等手法可以展开想像。
明喻是对事物不同之处的比较，不过有些是相同的：它们总是包含“像……一样”或者“如同……一样”这样的连词。
暗喻是一种隐性的比喻，它能够把两个形式不同但是有一些相通之处的事物联系在一起，暗喻不包含“像……一样”或者“如同……一样”这样的连词。
?另一种让你的演说生动形象的方法是注重语言的节奏感。
有四种修辞格可以让你的语言富有节奏感：排比、重复、头韵和对比。
排比是将一组或一系列具有相似结构的词语、短语或者句子排列在一起；重复是在一系列短句或者长句的开头或者结尾使用相同的一句话或者一组词语；头韵是指邻近或者相邻的几个句子中的首个词语的辅音字母相同；对比是将一些意思相反的词语或者句子并列在一起，通常使用排比结构。
研究生学术英语读写教程unit6
研究生学术英语读写教程unit6English:In Unit 6 of the Graduate Academic English Reading and Writing Course, students will be introduced to the topic of academic writing conventions. This unit will focus on the different formatting and referencing styles used in academic writing, such as MLA, APA, and Chicago. Students will also learn about the importance of following these conventions to maintain clarity and consistency in their writing. Additionally, they will practice using these styles in their own writing assignments, with a focus on integrating sources and properly citing references. The unit will also cover the concept of plagiarism and how to avoid it by correctly citing sources and utilizing quotation marks when necessary. Throughout the unit, students will engage in various reading and writing activities to reinforce their understanding of academic writing conventions and how to apply them effectively in their own work.中文翻译:在研究生学术英语读写教程的第六单元中，学生将被介绍学术写作的惯例。
研究生学术英语读写教程1-4单元翻译
笛卡尔错了：“他人在，故我在”乌班图哲学起源于古代非洲。
按照它的说法，新生儿尚不能称为“人”。
初生时，人没有自我。
随着时间的推移，在互动和经验中才能习得它。
因此，西方哲学中自我/他者之间清晰的分界在乌班图哲学中变得模糊起来。
出生于肯尼亚的哲学家约翰·姆比蒂（John Mbiti在著作《非洲的宗教与哲学》（African Religions and Philosophy）中如是说：我在，因为我们在；因为我们在，所以我在。
日常经验告诉我们，一个人一部分从社会的历练中锻造出来。
社会关系赋予我们自我认知。
我是谁，这个问题的答案依赖于众多他者：家庭、朋友、文化背景、同事等等。
在杂货店购物的我和与博士导师交谈的我不是同一个自我。
即便是最私人化、最个性化的自我印象也无法摆脱他人的意见和印象：赞同我的人，批评我的人，以及那些称赞我的人。
但是，自我的摇摆不定和充满歧义让人不安。
很大程度上，我们可以把这份不安归因于笛卡尔。
这位十七世纪的法国哲学家相信，人本质上是独立自给的，是一个内在理性的存在应该用怀疑主义的态度来面对他头脑以外的世界。
尽管笛卡尔没有单独创造出现代思维，但他在定义其框架上起到了很大的推动作用。
笛卡尔给自己提出了一个特别的谜团。
他想不倚靠上帝赐予的智慧，另外找到一个稳固的观点来观察世界，使得他能观察到自然界的白云苍狗之下的永恒规则。
笛卡尔坚信，在确定和世俗的富足之间，存在权衡。
你唯一能确定的，就是“我思故我在”——即，你思考的状态。
其他人和其他事物是不稳定且难以预测的存在。
因此，它们和认识自己的基本律条毫无关系。
认识自我从来都是独自进行的，需要不断的深思在认识到精神和身体是完全独立存在的基础上，很少有备受尊敬的哲学家和心理学家被认为是个彻底的笛卡尔式的二元论者。
但笛卡尔式的我思故我在目之所及，已遍布每一个角落。
记忆测试的实验设计趋于从一个假说出发，即自我和世界之间是可能存在明确界限的如果记忆仅仅存在于我们的头颅中，那么，将一个人从他的日常生活的环境和社会关系中剥离出来，并在人造的封闭实验室中使用卡片或荧幕来检测他的记忆是百分百可行的。
新时代研究生学术英语期末考试作文
新时代研究生学术英语期末考试作文精选英文新时代研究生学术英语期末考试作文：Title: Navigating the Frontiers of Knowledge: The Role of Graduate Students in the New Era of Academic EnglishIn the dawn of the new era, where technology intertwines seamlessly with every facet of human endeavor, the realm of academic research has undergone a paradigm shift. As graduate students embarking on this exhilarating journey of intellectual exploration, mastering the nuances of academic English becomes paramount in navigating the frontiers of knowledge. This essay delves into the significance of academic English for contemporary graduate students, the challenges we face, and the strategies we can adopt to excel in this increasingly globalized and interconnected academic landscape.The Significance of Academic EnglishAcademic English, a precise and rigorous form of communication, serves as the lingua franca of scientific discovery and scholarly discourse. It enables researchers from diverse linguistic and cultural backgrounds to collaborate effectively, sharing ideas, theories, and empirical findings without barriers. In the new era, where research is increasingly interdisciplinary and international, fluency in academic English is not merely a skill; it is a gateway to accessing the vast ocean of knowledge, participating in global debates, and contributing meaningfully to the advancement of human understanding.Challenges Faced by Graduate Students1. Cultural and Linguistic Diversity: Graduate classrooms and research teams oftencomprise individuals from diverse linguistic and cultural backgrounds, posing challenges in terms of comprehension and expression.2. Technical Precision: The demand for accuracy and precision in academic writing, especially in fields such as science, technology, engineering, and mathematics (STEM), can be daunting for non-native speakers.3. Rapidly Evolving Fields: Keeping abreast of the latest terminology and discursive conventions in rapidly evolving disciplines can be challenging.4. Publication Pressures: The pressure to publish in high-impact journals, often in English, adds another layer of complexity to the graduate student experience.Strategies for Excellence1. Immersive Learning: Engage actively in English-speaking academic environments, such as attending international conferences, workshops, and seminars. This immersion helps develop a nuanced understanding of academic discourse and enhances linguistic proficiency.2. Targeted Language Practice: Utilize resources specifically designed for academic English, including writing centers, online courses, and style guides. Focus on mastering grammar, vocabulary, and citation styles relevant to your field.3. Collaborative Learning: Form study groups with peers from different linguistic backgrounds. This not only facilitates language exchange but also encourages cross-cultural understanding and perspective-taking.4. Mentorship and Networking: Seek out mentors and establish professional networks with senior scholars who can provide guidance on academic writing, publication strategies,and navigating the academic ecosystem.5. Critical Reading and Writing: Cultivate a habit of critically reading and analyzing academic texts. This will not only improve your comprehension skills but also inform your own writing style, ensuring clarity, coherence, and adherence to discipline-specific conventions.6. Embracing Technology: Leverage technological tools, such as grammar-checking software, citation managers, and online databases, to streamline your research and writing processes.ConclusionIn conclusion, the new era of academic research demands that graduate students not only possess deep domain knowledge but also excel in academic English. By embracing challenges head-on, adopting effective strategies, and continuously refining our linguistic skills, we can confidently navigate the frontiers of knowledge, contributing to the global conversation and advancing the boundaries of human understanding. As we embark on this journey, let us remember that academic English is not just a means to an end; it is the very language of discovery, innovation, and collaboration that unites us in our quest for truth and wisdom.中文对照翻译：标题：探索知识前沿：研究生在学术英语新时代的作用在新时代的黎明，技术与人类努力的各个方面无缝交织，学术研究领域发生了范式转变。
基于CiteSpace的国外学术英语研究概述(1996—2019)
基于CiteSpace的国外学术英语研究概述（1996—2019）阴甄伟红河北经贸大学外语教学部[摘要]本文以Web of Science数据库中1996年至2019年间关于学术英语研究的论文及其参考文献为数据来源，运用CiteSpace软件中文献共被引分析功能，绘制国际学术英语研究的科学知识图谱，并结合关键文献梳理了此研究领域的主要研究方向。
[关键词]CiteSpace；学术英语；研究方向[中图分类号]H0-0[文献标识码]A[文章编号]1009-6167（2021）15-0046-04学术英语（EAP，English for Academic Purposes）是在高等教育或其他学术场景下英语作为二语或者外语的语言教学，是为满足学习者要求而不断发展形成的一个新的研究领域（Hyland，2002）。
在国外，学术英语研究从20世纪70年代开始逐渐进入研究者视野。
此后，其研究范围不断扩展，逐渐成为英语教学与研究领域中的一个重要分支。
因此，把握国外学术英语研究的整体发展脉络，厘清其研究热点和前沿问题非常必要。
本文借助CiteSpace这一文本挖掘工具，对国际上近25年来学术英语研究的核心研究领域进行考察，并以知识图谱的形式将其进行直观的呈现。
1研究方法1.1研究工具陈超美教授研发的CiteSpace软件，是用来探测科技文献中新兴趋势和范式并将其可视化的一般化方法（Chen，2006）。
它通过对一个领域一段时间内的科技文本数据进行挖掘分析，将研究对象的共现关系、合作关系、引证关系等绘制成网络图谱的形式，同时提供大量具体数据，帮助研究者对领域内的发展状况进行直观了解和深入分析。
本研究使用的是CiteSpace5.2版本，主要利用其文献共被引分析功能来梳理学术英语研究的核心领域。
1.2数据来源研究使用的数据在Web of Science数据库中检索获得，检索词为EAP或English for Aca-demic Purposes，检索区间为1996年至2019年，检索结果在教育学与教育学研究（Education& Educational Research）、语言学（Linguistics）、语言与语言学（Language&Linguistics）三个学科分类中进行了精炼，同时考虑到检索词或不能全部涵盖学术英语研究领域，又将学术英语专门期刊Journal of English for Academic Pur-poses的文献纳入数据中来。
新时代研究生学术英语2-Man and Nature-译文
B2U1Man and NatureReading Text Two>Text TwoMan and Nature: A Powerful Connection, Now FracturedBlake SkylarCulture Notes1 I recently went on a hike in the Ned Brown Forest Preserve, in Elk Grove Village, Illinois. Justa half-hour bus ride outside of Chicago, it is the closest I can get to nature right now. I don’t have a car, and the full commute to this preserve is roughly two hours — two trains and a bus, to be specific. As someone who grew up with a deep appreciation for nature, wildlife, and conservation, it is important to me not only to maintain that sense of oneness with the Earth, but also to make it a permanent facet of my life. Where living in a city lays heaps of stress upon me, getting away into the woods — even for a day — lets it all drain away like water through a sieve.最近，我去了趟伊利诺伊州的埃尔克格罗夫村，到内德布朗森林保护区徒步旅行。
研究生学术英语罗立胜主编课后翻译最全
Bi Yuxi,the former vice-director of Beijing Municipal Bureau of Communica ons was sentenced to death yesterday for accep ng bribes and embezzling state-owned assets with a two-year reprieve at the Beijing FirIsnt termediate People’s Court .According to the ruling ,he was deprived of his poli cal rights for life and all his personal property will be confiscated.
the end. 5、婚姻法改革联合会由一小组杰出的英国男性领袖们为着手实现 Doyle 的改革计划所创 立。
The marriage law reform federa onw as founded by a small groups of prominent Bri sh male leaders who set about effec ng Do’ysl ereform programs. 6、1912 年 4 月 15 日的清晨，当时世界上最大的远洋客轮泰坦尼克号撞到冰山后沉没。后 来的调查表明至少有 20 人次有过这场灾难的不祥预感。 In the early morning of April 15,1912,the Titanic,the w’so rlladrgest ocean liner at the me ,sank a er striking an ter inves ga on turned up at least 20 cases of people having premoni ons of the disaster. 7、对许多演讲人来说，结束演讲是最难的部分。一个情绪恰当、内容合适的结尾需要高超
【Selected】研究生学术综合英语1-6课课文及翻译.doc
Presentingaspeech（做演讲）Ofallhumancreations,languagemaRbethemostremarAable.Through在人类所有的创造中，语言也许是影响最为深远的。
我们用语言languageweshareeRperience,formulatevalues,eRchangeideas,transmit来分享经验，表达(传递？)价值观，交换想法，传播知识，Anowledge,andsustainculture.Indeed,languageisvitaltothinAitself.传承文化。
事实上，对语言本身的思考也是至关重要的。
[ContrarRtopopularbelief],language|doesnotsimplRmirrorrealitRbut alsohelpstocreateoursenseofrealitR[bRgivingmeaningtoevents].和通常所认为的不同的是，语言并不只是简单地反映现实，语言在具体描述事件的时候也在帮助我们建立对现实的感知。
——语序的调整。
GoodspeaAershaverespectforlanguageandAnowhowitworAs.Wordsareth etoolsofaspeaA er’s craft.TheRhavespecialuses,justliAethetoolsofanRoth erprofession.AsaspeaAer,RoushouldbeawareofthemeaningofwordsandA nowhowtouselanguageaccuratelR,clearlR,vividlR,andappropriatelR.好的演讲者对语言很重视，也知道如何让它发挥更好的效果。
词语是演讲者演讲的重要“武器”，具有特殊的用途，这和任何其他的工作技艺没什么两样。
作为演讲者，必须知道词语的具体含义，也要懂得如何做到用词准确、清晰、生动、适当。
研究生学术综合英语课后翻译答案
Outlines are essential to effective speeches. By outlining, you make sure that related ideas are together, that your thoughts flow from one to another, and that the structure of your speech is coherent. You will probably use two kinds of outlines for your speeches—the detailed preparation outline and the brief speaking outline.In a preparation outline, you should state your specific purpose and central idea, and identify main points and sub-points using a consistent pattern, the speaking outline should consist of brief notes to help you while you deliver the speech. It should contain key words or phrases to bolster you memory. In making up your speaking outline, follow the same visual framework used in your preparation outline, keep the speaking outline as brief as possible and be sure it is plainly legible.演讲要有效，提纲很重要。
研究生学术综合英语Units1-6课文及翻译
Unit 1 Presenting a speech（做演讲）Of all human creations, language may be the most remarkable. Through在人类所有的创造中，语言也许是影响最为深远的。
我们用语言language we share experience, formulate values, exchange ideas, transmit来分享经验，表达(传递？)价值观，交换想法，传播知识，knowledge, and sustain culture. Indeed, language is vital to think itself.传承文化。
事实上，对语言本身的思考也是至关重要的。
[Contrary to popular belief], language | does not simply mirror reality butalso helps to create our sense of reality [by giving meaning to events].和通常所认为的不同的是，语言并不只是简单地反映现实，语言在具体描述事件的时候也在帮助我们建立对现实的感知。
——语序的调整。
Good speakers have respect for language and know how it works. Words are the tools of a speaker’s craft. They have special uses, just like the tools of any other profession. As a speaker, you should be aware of the meaning of words and know how to use language accurately, clearly,vividly,and appropriately.好的演讲者对语言很重视，也知道如何让它发挥更好的效果。
研究生学术英语翻译6
Finding reliable and better sources寻找可靠和更好的信息When you decide on the topic of your research and your essay,you begin to search for source materials for your studies.Source materials are any information which you take from books,journal articles,websites,newspapers,lectures,ect.The chief difference between an ordinary essay and a research article is that latter must use findings and information from the related source materials.The reasons are:当你决定了你的研究和你的文章的主题后，你开始寻找你的研究素材。
素材是你从书、期刊、网站、报纸、讲座等获取的一切信息。
一篇普通文章和一篇研究文章之间的主要区别是，后者必须使用来自相关源材料的调查结果和信息，原因是：1)to show where your idea in your essay is originated;2)to show that you have done research to find “evidence”for your viewpoint,for referencing a source will give your essay academic “weight”;3)To show that you have a better understanding of the opinions and even controversies in the subject you have studied;4)to allow your readers to find the original sources themselves if necessary.1）展示在你的文章中你的想法是有依据的；2）表明你已经做了研究，寻找你的观点的“证据”，因为引用一个文献会给你的文章以学术“重量”；3）表明你对你所研究的主题有一个更好的理解甚至是争议；4）如果需要的话，使你的读者能够自己找到原始的来源。
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Abstract (2)Characteristics (3)Service History (3)Discovery by Robert Ballard (6)Subsequent expeditions (7)Conclusion (8)AbstractMy paper will introduce you some situation about the ship of Bismark.Bismar ck was the first of two Bismarck-class battleships built for Germany's marine. Na med after Chancellor Bismarck, the primary force behind the unification of Ger many in 1871, the ship was laid down at the Blohm shipyard in Hamburg in Ju ly 1936 and launched in February 1939. Work was completed in August 1940, when she was commissioned into the German fleet. Bismarck and her sister s hip Tirpitz were the largest battleships ever built by Germany, and two of the largest built by any European power.In the course of the warship's eight-month career under its sole commanding officer Lindemann,Bismarck conducted only one offensive operation, in May 1 941, code named Rheinübung. The ship, along with the heavy cruiser Prinz Eu gen, was to break into the Atlantic Ocean and raid Allied shipping from Nort h America to Great Britain. The two ships were detected several times off Sca ndinavia, and British naval units were deployed to block their route. At the Ba ttle of the Denmark Strait, Bismarck engaged and destroyed the battlecruiser H MS Hood, the pride of the Royal Navy, and forced the battleship HMS Prince of Wales to retreat; Bismarck was hit three times and suffered an oil leak from a ruptured tank.CharacteristicsBismarck displaced 41,700t as built and 50,300t fully loaded, with an overall len gth of 251m, a beamof 36m and a maximum draft of 9.9m.The battleship was Germany's largest warship,and displaced more than any other European battle ship, with the exception of HMS, commissioned after the end of the war.Bism arck was powered by three Blohm geared steam turbines and twelve oil-fired Wagner superheated boilers, which developed a total of 110,450 kW and yield ed a maximum speed of 30.01 knots on speed trials. The ship had a cruising range of 8,870 nautical miles at 19 knots.Bismarck was equipped with three Fu MO 23 search radar sets, mounted on the forward and stern rangefinders and foretop.The standard crew numbered 103 officers and 1,962 enlisted men. The crew was divided into twelve divisions of between 180 and 220 men. When Bismarck left port, fleet staff, prize crews, and war correspondents increased t he crew complement to over 2,200 men.Service HistoryOn 15 September 1940, three weeks after her commissioning, Bismarck left Ha mburg to begin sea trials in Kiel Bay.Sperrbrecher 13 escorted the ship to Arco na on 28 September, and then on to Gotenhafen for trials in the Gulf of Danzi g//但泽（波兰港市）港口.The ship's power-plant was given a thorough workout; Bis marck made measured-mile and high speed runs. While her stability and man oeuvrability//机动性were being tested, a flaw in the ship's design was discove red. While attempting to steer//control the ship solely through altering propeller//螺旋桨 revolutions, the crew learned that Bismarck could be kept on course only with great difficulty. Even with the outboard screws running at full pow er in opposite directions, they generated only a slight turning ability.Bismarck' s main battery guns were first test-fired in late November. The tests proved s he was a very stable gun platform.Trials lasted until December; Bismarck retur ned to Hamburg, arriving on 9 December, for minor alterations and the com pletion of the fitting-out process.The ship was scheduled to return to Kiel on 24 January 1941, but a merchant vessel had been sunk in the Kiel Canal and prevented usage of the waterway. Severe weather hampered efforts to remove the wreck, and Bismarck was not able to reach Kiel//基尔（联邦德国港市）until March.The delay greatly frustrated Li ndemann, who remarked that "Bismarck had been tied down at Hamburg//汉堡for five weeks ... the precious time at sea lost as a result cannot be made up, and a significant delay in the final war deployment of the ship thus is un avoidable."While waiting to reach Kiel, Bismarck hosted Captain Anders Forshell, the Swedish naval attaché to Berlin. He returned to Sweden with a detailed description of the ship, which was subsequently leaked to Britain by pro-Britis h elements in the Swedish Navy. The information provided the Royal Navy wit h its first full description of the vessel, although it lacked specificity on impor tant facts, including top speed, radius of action, and displacement.On 6 March, Bismarck received the order to steam to Kiel. While on route, the ship was escorted by several fighters and a pair of armed merchant vessels, a long with an icebreaker. At 08:45 on 8 March, Bismarck briefly ran a ground o n the southern shore of the Kiel, though she was freed within an hour. The s hip reached Kiel the following day, where her crew stocked ammunition, fuel, and other supplies and applied a coat of dazzle paint to camouflage her. Britis h bombers attacked the harbour without success on 12 March.On 17 March, t he old battleship Schlesien, now used as an icebreaker, escorted Bismarck thro ugh the ice to Gotenhafen, where the latter continued combat readiness traini ng.The Naval High Command, commanded by Admiral, intended to continue the practice of using heavy ships as surface raiders against Allied merchant traffic in the Atlantic Ocean. The two Scharnhorst-class battleships were based in Br est, France, at the time, having just completed Operation Berlin, a major raid i nto the Atlantic. Bismarck's sister ship Tirpitz rapidly approached completion. Bi smarck and Tirpitz were to sortie from the Balticand rendezvous with the two S charnhorst-class ships in the Atlantic; the operation was initially scheduled for around 25 April 1941, when a new moon period would make conditions mor e favourable.Work on Tirpitz was completed later than anticipated, and she was not commi ssioned until 25 February; the ship was not ready for combat until late in the year. To further complicate the situation, Gneisenau was torpedoed while in B rest and damaged further by bombs when in drydock. Scharnhorst required a boiler overhaul following Operation Berlin; the workers discovered during the overhaul that the boilers were in worse condition than expected. She would a lso be unavailable for the planned sortie.Attacks by British bombers on suppl y depots in Kiel delayed repairs to the heavy cruisers Admiral Scheer and Adm iral Hipper. The two ships would not be ready for action until July or August. Admiral, fleet chef of the marine, chosen to lead the operation, wished to del ay the operation at least until either Scharnhorst became available,but the OK M decided to proceed with the operation, codenamed Operation, with a force consisting of only Bismarck and the heavy cruiser Prinz Eugen.At a final meeti ng with Raeder in Paris on 26 April, Lütjens was encouraged by his command er-in-chief to proceed and he eventually decided that an operation should be gin as soon as possible to prevent the enemy gaining any respite.Discovery by Robert BallardThe wreck of Bismarck was discovered on 8 June 1989 by Dr. Robert Ballard, t he oceanographer responsible for finding RMS Titanic.Bismarck was found to b e resting upright at a depth of approximately 4,791m,about 650 km west of B rest. The ship struck an extinct underwater volcano, which rose some 1,000mabove the surrounding abyssal plain, triggering a 2km landslide. Bismarck slid d own the mountain, coming to a stop two-thirds down.The whole stern had broken away; as it was not near the main wreckage and as of 2015 had not been found, it can be assumed this did not occur on im pact with the sea floor. The missing section came away roughly where the tor pedo had hit, raising questions of possible structural failure.The stern area ha d also received several hits, increasing the torpedo damage. This, coupled wit h the fact the ship sank "stern first" and had no structural support to hold it in place, suggests the stern detached at the surface. In 1942 Prinz Eugen was also torpedoed in the stern, which subsequently collapsed. This prompted a strengthening of the stern structures on all German capital ships.Subsequent expeditionsDespite their sometimes differing viewpoints, these experts generally agree th at Bismarck would have eventually foundered if the Germans had not scuttled her first. Ballard estimated that Bismarck could still have floated for at least a day when the British vessels ceased fire and could have been captured by th e Royal Navy, a position supported by the historian Kennedy. Kennedy stated, "That she would have foundered eventually there can be little doubt; but th e scuttling ensured that it was sooner rather than later."When asked whethe r Bismarck would have sunk if the Germans had not scuttled the ship, Cameron replied "Sure. But it might have taken half a day."In Mearns' subsequent bo ok Hood and Bismarck, he conceded that scuttling "may have hastened the in evitable, but only by a matter of minutes."Ballard later concluded that "As far as I was concerned, the British had sunk the ship regardless of who delivere d the final blow."ConclusionIn my opinion,in a word,from the ship of Bismark,I think war is not just a ma tter of two persons or two-family fight. it is related to so many victims' inter ests.As a leader, one must always think for all the people, so will his country be prosperous for always.So,we must cherish the peace.。