川外2013年翻译硕士真题

L 111~H: 211 lm )II 71' i~ ':it- ~1f 201 3 4:1)[i~~W± ':it-1li ~Jf Ji: ~A ':it-~ lItlIt~ ~4 !g;~m: i~H~~w±~i~ nJ~~*: JrrfT~~:l6,?9.['~{E~J~HtLt, i!f!J!IJ;l<~)!o {t:¥li 10071, 3 /J,I1;J:JtJJXQ FiJI in the blanks in the following sentences with the appropriate words derived from the words given in parentheses at the end of the sentences. (10%) I. The government frettecl that the had illegally got the tcchnology for making nuclear weapons. (terror) .) A recent study says women easily form negative attitude to other women, whi Ie on the other hand men are more of their peers. (tolerate) 3. A man of learning, if he does not wish to ___ himself, must never cease to participate in public affairs. (grade) 4. \Vaslcs only bccome pollutants when their levels rise to the point at which nature's ___ systems are overwhelmed and can no longer cope. (pure) 5. The child let out a scream and then shrieked ___ ~. "Stop it! Stop it! You're killing l'ne!" (hysteria) 6. A part from adding to the economic of society, unemployment results in llissatisfied and frustrated individuals who are forced by circumstances to remain ullproductivc. (balance) What he wants to spell out in his book is the corruption of the rich and their desire for more money and power. (satiate) 8. The one industry by the general depression of trade is the beauty industry because American women continue to spend on their faces and bodies. (affect) 9. The most and largest German liner to be built since the war was launched at 11amburg. (luxury) 10. Women predominate in the lower-paying, menial, unrewarding, dead-end jobs, and Whell they clo reach better positions, they are paid less than a Illan for the same job. (vary) II. For each sentence below there are four choices A, B, C, and D. Choose the answer that BEST completes the sentence. Then write the correct letter on the Answer Sheet. (2()'X. ) J I The storm sweeping over this area now is sure to cause ___ or vegetables in the CUIll ing year. (A) scarcity (8) variety (C) rarity (D) invalidity m I -0~ 3-t 14!J! 12. The connoisseurs' opinions differed greatly as to the question whether the picture on show was a(n) Picasso painting. (A) explicit (8) reliable (C) stringent (D) authentic 1.1. Today surgery is more concerned with repairing and functions than with the removal or organs. (A) redesigning (8) reviewing (C) restoring (D) reserving 14, The effect is . he said, because sleep-restricted people report not feeling sleepy, even though their performance on tasks declines markedly. (A) permissive (8) permissible (C) permutable (D) pernicious 15, All human communication experts agree that we use both verbal and nonverbal methods 'to message to each other. (A) transfer (8) convert (C) modify (D) convey 16. With its power of displaying a reality that has. no existence, the mirror could symbolize the mystery of the universe. (A) unreal (8) surreal (C) tangible (D) pragmatic 17. Job fairs are usually very lively and informal, and you can roam , surveying what is on offer and gathering literature on jobs you might not have considered in the everyday run of things. (A) at rest (8) at peace (C) at leisure (D) at speed 18. In children's story books, a policeman is sometimes depicted as a figure but, as a matter of fact, he is very helpful in enforcing law and order. (A) pompous (8) courageous ,(C) gallant (D) staunch 19, The motion picture is only a series of still photographs which are and viewed in rapid succession to create the illusion of movement and continuity. (A) sliced (8) spliced (C) split (D) spilt 20. There are certain pairs of words which illustrate the way in which sexual connotations are given to feminine words while the masculine words retain a serious businesslike ___" (A) look (8) aura (C) sensation (D) facade 21. [n their productions, choreographers of modern dance have introduced humor, protested social injustice, and psychological problems. (A) solved (8) exacerbated (C) probed (D) interfered 22, Right up until the 19th century, physicians and philosophers regarded sleep as a state of near in which there was no mental activity, a kind of halfway stage between wakefulness and death. (A) oblivion (8) fantasy (C) allusion (D) illusion ," Associated with the issue of enabling older people to be active participants in a country's -j, development is the need for lifelong learning programs to members of the ageing popUlation to find employment. (A) empower (8) entrust (C) embed (D) entice 24 The parents arc towards the issue as to whether their child should walk to school ~l 2~i )~ 14y~ ll1' the father should drive him to school. (/\) ambivalent (8) ambiguous (C) arbitrary (D) approximate 25. However, there is some evidence that culturally ___ management resull in higher and better business rerformance as well as increased competitiveness. (/\) congenital (8) coincident (C) contingent (D) congruent :2() /\11 the people in the stadium cheered up when they saw hundreds of colorful balloons __ slowly into the sky. (A) ascending (8) elevating (C) escalating CD) increasing 27. His orfice is to the President's; it usually takes him about three minutes LO get there. (/\) related (8) adhesive (C) adherent (D) adjacent 28. These melodious folk songs are generally __.~ to Smith, a very important musician of 1he century. (/\) committed (8) contributed (C) ascribed (D) composed 29. As a gifted writer, an politician, a penetrating thinker, he stood far above the intellectual movement of which he become the leader. (A)inherent (B) ingenious (C) indigenous (D) indulgent 30. At the inaugural address yesterday the President got his most enthusiastic applause when he talked about tax cuts which would help revive the economy. (1\) simultaneous (8) spontaneoLls (C) homogenolls (D) heterogeneous III. Reading Comprehension (40%) Reading P.lssage 1 Questions 31--40 are based on the following reading passage. ~ One of the most pivotal moments in American literature occurred near the end of the nineteenth century as authors sLlch as a young man named Stephen Crane began to embrace a I itcrary style forged in Europe a bit earlier and which would come to be known as naturalism. Crane was born to parents in the ministry ancl grew up in a household grounded in religious beliefs and context. Yet, before long, Crane had, for the most part, rejected religion and the idea of divine intervention in favor of a more hands-on approach to the world. As h.e began to develop as a writer, naturalist themes of man versus nature, the unrelenting power of nature, and an objective view of the world began to dominate his writing. Naturalists attempted to depict the most accurate view of life unadulterated and unobstructed by external commentary UI sj)iritual intervention. Ultimately, Crane's masterful short story The Open Boa/ stands as one of the most complete and developed works of the naturalist genre. "'he first apparent element of naturalism in The Open Boat is its subject matter-a shipwreck. Being as true to life as possible is one of the most common goals ofa naturalistic writer, and, in this short story, Crane is no exception. It did not come from Crane's imagination. Rather, it stcmmed from his personal experience. As a young war reporter, Crane was on his way from "Iorida to Cuba when his vessel, the Commoc\ore, encountered a violcnt tempest. Within hours, ~~ 3 II! j I, 14 I)~ (he ship had sunk, leaving a few lucky survivors on a tiny lifeboat to be subjected to the fury of Ilature. Throughout the story, Crane depicts scene aner scene as if they were snapshots or a short film of what the men in the boat were up against. Through his prose, Crane is able to reveal the unadulterated, brutal realism manifest in nature itself. 19 At the end of the story, the men's realization of the strength of nature helps them to overcome their fear of drowning and accept the death of the oiler. The men are afraid of drowning, which is evident when they recite, "If I am going to be drowned-." This is recited at three different times, before and during their long night out on the boat, thus suggesting that the men are afraid of drowning. During the long night, "A high cold star on a winter's night is the word he feels that she says to him. Thereafter he knows the pathos of his situation." Each man realizes that nature is greater than him; therefore, each man understands that he mllst endure whatever nature throws at him. Also, during this night on the boat, each man comes to the conclusion that his fate is in the hands of nature. In the morning, the men see that they will not be rescued by anyone. As a result of their understanding of their situation that is acquired during the night about the might of nature, they are able to overcome their fear of drowning, and thus death. IQ] Prior to the time when the men jump out of the boat, "the correspondent, observing the others, knew that they Were not afraid." The men, because they understand the strength of nature, are able to conquer their fear of death. The men accept their fate; whatever it may be. "There were no hurried words, no pallor, no plain agitation. The men simply looked at the shore." The correspondent, in the face of mortal peril before leaving the boat, is also not afraid or dying, "it merely occurred to him that if he should drown it would be a shame," When the men swim onto shore, they know that they may die or just as easily live; the outcome is out of their control. Thus, it comes as no surprise to the men when they see one of their comrades, the oiler, dead. The fact that he is the strongest of the men when he "was swimming strongly and rapidly," further shows the power of nature that the men have come to realize. The men's understanding of nature allows them to overcome their fear of death by drowning and make a run at the shore without trepidation. ~ As Crane continues with the theme of man versus nature in The Open Boat, the element of pessimism, crucial to any naturalistic work, becomes quite apparent. The men are at the mercy of the storms and the seas and cannot do much to save themselves. In this sense, Crane reveals the indifference of nature and the universe in relation to the life or plight of human beings in general. It is obvious to him that angels will not swoop down and save the unfortunate men. The situation of the shipwreck is ideal because ordinary, everyday people must face an extreme situation from which it is more than likely that they will perish. Crane continually creates a mood of impending doom and the punishing nature of the universe throughout the story. Along the way, he provides little commentary on the situation, forcing readers to place themselves immediately in the boat with the men while enforcing the dark tone of the story. But, even to Crane and most naturalist writers, all is not lost. Though the outcome is bleak, Crane does add a glimmer of hope to the story. While in general the individual may seem insignificant in the tp; 4~:[ Jt 141h gram I scheme ortllc univers(; or to nature itself, Crane instills the importance or camaraderie in thl: story. For instance, all the sailors cast their ranks aside and help each other swim to shore ror safety. In order to survive, the individuals in the boat must cooperate and help each other against the f()rees of nature. Together they have some dominion of control over their fate, but less so individually. Though they are isolatecl out among the waves in sight of shore, they n:mail1 unified in their struggle for survival, which undermines the predominant pessimistic outlook ol'the story as a whole. rei While Crane's work ?lw Open Boat is a dark account of a chance situation that turns fatal for IIIany, but not all, of the crew of the Commodore, it also sets forth the main elements of a naturalistic literary work at the turn of the twentieth century. Despite the fact that nature can be unrelenting and compassionless towards humans at any given moment, Crane ultimately shows how individuals still always have the capacity to strive together to overcome hardships and disasters. Furthermore, the accuracy and detail by Cralle shun any possibility of a sugarcoated and reveal the true ferocity of nature as it is. Questions 31-35 Do the following statements agree with the claims of the writer in Reading Passage I? On your Answer Sheet, write YES if the statement agrees with the claims of the writer NO if the statement contradicts the claims of the writer NOT GIVER,l\i if it is impossible to SHY what the writer thinks about this. 31. [n Crane's view, nature is merciless to human sufferings. 32. Naturalists' view of life was often obstructed by spirituality. 33. A negative outlook on life and events is a major theme of The Open Boat. 34. Naturalists placed more emphasis on representing life as it appeared to them. 35. In The Open Baal, Crane attempts to address his own spiritual beliefs to his readers. Questions 36---W For each question below, choose the answer that best completes the sentence. Then write the corresponding letter on the Answer Sheet. 36. Which of the following can be inferred from this passage about Stephen Crane? A. He enjoyed the ministry and listening to preachers. B. He did not enjoy writing when he was young. e. lie was rivaled by no other author ofilis time. D. He was not in tune with the beliefs of his parents. 37. According to this passage, The Open Boal is important as a naturalist work because A. it is a true account based on Crane's own personal experience B. it is based on a series of events in a shipwreck that Crane heard of ;r\ 5 iJj J~ 14 .Y~ C. it reveals that the isolation of an individual is a dangerous tactic D. it does not attempt to glorify Crane's heroism against nature 38. The author discusses nature in paragraph C in order to ___" A. show that nature is always a strong support for people in plight B. prove that it is a futile effort to fight against the forces of nature c. highlight the importance of mutual efforts in surviving a disaster D. reveal Crane's belief that only divine intervention can save humanity 39. Besides shipwreck, another naturalistic element of The Open Baal is manifest in ___ A. placing the reader in the midst of the plight of the characters B. depicting a bleak scene in a more or less light tone C. keeping the reader far removed from the actual plotline D. providing the reader with an open ending with different possibilities 40. The underlined phrase "glgarcoated reality" in paragraph F most probably means ___ A. reality which is depicted in an obscure manner B. reality which is made to appear ideal C. reality which is bitter and cruel D. reality which is promising and meaningful Reading Passage 2 Questions 41-55 are based on the following reading p~lssage. 16l The pressure to transform our institutions of learning continues. Virtually every enterprise and institution is grappling with the disruptions and opportunities caused by Web-enabled infrastructures and practices. New best practices, business models, innovations, and strategies are emerging, including new ways to acquire, assimilate, and share knowledge. Using technologies that are already developed or that will be deployed in the future, best practices in knowledge sharing not only are disffusing rapidly but will be substantially reinvented in all settings: educational institutions, corporations, government organizations, associations, and nonprofits. But institutions of learning are in a unique position to benefit from an added opportunity: providing leadership in e-knowledge. ~ E-knowledge finds expression in many shapes and forms in a profoundly net-worked world. It is not just a digitized collection of knowledge. E-knowledge consists of knowledge objects and knowledge flows that combine content, context, and insights on application. E-knowledge also emerges from interactivity within and among communities of practice and from the reservoir of tacit knowledge and tradecraft that can be understood only through conversations with knowledgeable practitioners. E-knowing is the act of achieving understanding by interacting with individuals, communities of practice, and knowledge in a networked world. E-knowledge commerce consists of the transactions based on the sharing of knowledge. These transactions can involve the exchange of digital content/context and/or tacit knowledge through interaclivity. Transactable e-knowledge can be exchanged for free or for fee. E-knowledge is enabling not only the emergence of new best practices but also the reinvention of the ~l 6v~ Jt 14 Dr i'umiamcntal business models and stratcgies Ihat exist for e-Iearning and knowledge managcment. i9 E-knowledge is technologically realized by the fusion of e-Iearning and knowledge management and through the networking of knowledge workers. Transactable e-knowledge and knowledge networking will become the lifeblood of knowledge sharing. They will create a vibrant market for 'e-knowledge commerce and will stimulate dramatic changes in the knowledge ecologies of enterprises of all kinds. They will support a "[(nowledge Economy" based on creating, distributing, and adding valuc to knowledge, the very activities in which colleges and universities are engaged. Yet few colleges and universities have taken sufficient account of the need to use their knowledge assets, i.e. the valuable resources in their possession, to achieve strategic differentiation. [Q] In "IT Doesn't Matter," a recent article in Harvard Business Review, Nicholas G. Carr supported corporate leaders' growing view that information technology otfers only limited potential tor strategic differentiation. Similar points are starting to be made about e-Iearning, and knowledge management has been under fire as ineffectual for some time. The truth is that IT, e-learning, and knowledge management can provide strategic differentiation only if they drive genuine innovation and business practice changes that yield greater value for learners. Carr's article provoked a host of contrary responses, including a letter from John Seely Brown and John Hagel. Brown is well-known for his insights into the ways in which knowledge sharing can provide organizations with a solid basis for strategic differentiation. In this article, we argue that knowledge sharing-if it sparks innovation, changes in organizational dynamics, and new sources of value-can also make the ditference in academia and e-learning. [g It is remarkable how unreflective many academics and educators are about the nature of knowledge, outside of their immediate domains ofinterest. To be sure, they hold some types of knowledge in high regard, and they respect the highly personalized knowledge that academics and practicing professionals have accumulated. But academic knowledge substantially remains a "cottage industry," with both tacit and explicit knowledge being the privilege of isolated craftspeople and professional associations. True, there has always been academic collaboration, but there is little systematic sharing of learning content, context, and sLipPol1ing materials. When asked about it, many faculty members respond, "Why would I want to share course materials and content with anyone?" Similarly, knowledge generated by research activities allen stays within a laboratory or research team and rarely crosses disciplinary boundaries. In most academic settings, knowledge resides in archipelagos of individual knowledge clusters, unavailable for systematic sharing. Yel such defiance of the networked world will soon be unsustainabl