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2015 年攻读博士学位研究生入学考试试卷 4]$cf:
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英 语 n50XGv
2015 年 3 月 14 日 41%B%K*
8:30 – 11:30 9WQC\/w
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1 J&~nD(&TY
PART I: Vocabulary and Grammar [T', ZLR|
Section A (10 points) kvh}{@|-
Directions: Choose the answer that best fills in the blank. >LxYP7M
1. Even the president is not really the CEO. No one is. Power in a corporation is concentrated and 2Mx9Kd'a
r
vertically structured. Power in Washington is ______________ and horizontally spread out. 11}fPWK
a. prudent b. reversible c. diffuse d. mandatory .fxI)
2. In describing the Indians of the various sections of the United States at different stages in their ?4=8z8((!
history, some of the factors which account for their similarity amid difference can be readily ouKID_'
accounted for, others are difficult to _______________. qPdNI1 |
a. refine b. discern c. embed d. cluster EzY?=<Y(
3. The partial transfer of legislative powers from Westminster, implemented by Tony Blair, was x#"|Z&Dw0
designed to give the other members of the club a bigger ______________ and to counter E" iH$NN
centrifugal forces that seemed to threaten the very idea of the union. j(G}4dib
a. say b. transmission c. decay d. contention Ak%M,``(L
4. It can hardly be denied the proliferation of so-called dirty books and films has, to date, reached K^AX=B
almost a saturation point. People do not acknowledge the _______________ fact that children 9&5\L
are bound to be exposed to ―dirty words‖ in a myriad of ways other than through the public ann!"s_
airwaves. Iw~3y{\
a.irrefutable b. concrete c. inevitable d. haphazard 8Dpf{9Y-E
5. A condition is an essential term of the contract. If a contract is not performed, it may constitute a }AG$E}~/
substantial breach of contract and allow the other party to _______________ the contract, that is, pmXx2T#=
treat the contract as discharged or terminated. S4kGy}{+i
a. repudiate b. spurn c. decline d. halt +uW$/_Y$
6. Each of us shares with the community in which we live a store of words as well as agreed QOIi/flK
conventions ______________ these words should be arranged to convey a particular message. o9M[Zr1@k
a. as the way by which b. by the way in which VP=(",`
c. as to the way in which d. in the way of which xI'<4lo7Z
7. Rarely ______________ a technological development _______________ an impact on many &|P@$O>
aspects of social, economic, and cultural development as greatly as the growth of electronics. ]@1YgV
a. has… had b. had…had c. has…has d. have…had ke|v|@
8. If early humans ______________ as much as they did, they probably ______________ to evolve I jN3 jU
into different species. e;pVoRI
a. did not move and intermingle…would continue bJe*J\){
b. would not move and intermingle…had continued _Jj/"?
c. had not moved and intermingled…would have continued AY:3o3M
d. were not to move and intermingle…could have continued2 ` 1DJwe2
9. It was ______________ the last time around the track ______________ I really kicked it )F&@ M;2p'
in--passing the gossiping girlfriends, blocking out the whistles of boys who had already }5bh,'
completed their run and now were hanging out on the grassy hill, I ran--pushing hard, breathing Vn? %w~0!
shallowly, knowing full well that I was going to have to hear about it from my disapproving
y|q4d(
P.
friends for the next few days. r9@O`i
a. not until…when b. not until…that c. until…when d. until…that xBU\$
ToC
10.One impediment ______________ the general use of a standard in pronunciation is the fact Jl&bWp^3
______________ pronunciation is learnt naturally and unconsciously, while orthography is aGNVqS%y
learnt deliberately and consciously. KgVit+4u/
a. in…which b. of …in which c. on…that d. to…that
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Section B (5 points) &T]+g8 ''
Directions: Choose the word that is the closest in meaning with the underlined word. VP\HPSp
11. It is some 15 million Hindus, Sikhs and Muslims swept up in a tumultuous shuffle of citizens E!Hq%L!/
between India and Pakistan after the partition of the subcontinent in 1947. F/ 2@%,2n
a. division b. turmoil c. fusion d. consolidation JWy$` "{
12. Concerning speculation, philosophy looks upon things from the broadest possible perspective; I!jSAc{
for criticism, it has the twofold role of questioning and judging everything that pertains either :q~qRRmjBe
to the foundations or to the superstructure of human thinking. '0X!_w6W
a. inebriates b. forsakes c. relates d. emaciates +@]1!|@(
13. Meeting is, in fact, a necessary though not necessarily productive psychological side show. mLk@&WxG
Perhaps it is our civilized way to moderating,if not preventing, change. Ol9U^
a. promoting b. impeding c. tempering d. arresting x`PIJE
14. The truth about alliances and their merit probably lies somewhere between the travel utopia a\vf{2
presented by the players and the evil empires portrayed by their critics. :tdx:
a. collaboration b. worth c. triumph d. defect /}2
bsiJT
15. But Naifeh and Smith reveal a keen intellect, an avid reader and a passionate observer of other zJI/j
_~W
artists’ work who progressed from labored figure studies to inspired outbursts of creative energy. Y:^ =jV7
Far from an artistic flash in the pan, he pursued his calling with dogged determination against 7t5X
nearly insurmountable odds. IG`~^-}7lR
a. insuperable b. unsurpassable c. uncountable d. invaluable 5YC56,X
Section C (5 points) 10}oaL S
Directions: Choose the letter that indicates the error in the sentence. =/6.4;8
16. One of the most important non-legislative functions of the U.S. Congress is the power to3 E2(;R!ML#
investigate, which is usually delegated to committees—either standing committees, special @M#2T
A B Q+mMpI
committees set for a specific purpose, or joint committees consisting of members of both P.qD,$-
C D au"HIyi?k
houses. dtA- 4Ndm
17. One of the important corollaries to the investigative power is the power to publicize +n,8o:fU:
investigations and their results. Most committee hearings are open to public and are reported ;zs*Zd7h M
A B |r}%AN6+
widely in the mass media. Congressional investigations thus represent one important tool oCy52Bm.!
C UgJlXB|a%2
available to lawmakers to inform the citizenry and to arouse public interest in national issues. 8S]Mf*~S'
D e7,iO#@:m
18. It is not a voice we recognize at once, whereas our own handwriting is something which we CSr{MF`]e
A B pal))e!B
almost always know. We begin the natural learning of pronunciation long before we start W U<#_by
g
C C| Mh<,~E
learning to read or write, and in our early years we go on unconsciously imitating and rA`zuYo
D >=U$s@
practicing the pronunciation of those around us for many hours everyday.
)[p8
19. It had happened too often that the farmers sold their wheat soon after harvest when farm debts 6\5U%~78
A ]XPGlM
were coming due, only to see prices rising and speculators getting rich. On various occasions, |o!<@/iH=
B *uEU9fX
producer groups, asked firmer control, but the government had no wish to become involved, at Y\+^\`Tqu
C cYbO)?mC_
least not until wartime when wheat prices threatened to run wild. 2CmeO&(Qf*
D Phb<##OB
20. Detailed studies of the tribe by the food scientists at the University of London showed that n|,Es!8:o
A #m$H'O[WG\
gathering is a more productive source of food than is hunting. An hour of hunting yields on yLDHJ}R
B C fx;5j;
average about 100 edible calories as an hour of gathering produces 240. 8U;!1!+
7)
D z9D2,N.
spl*[ d
PART II: Reading comprehension (30 points) `Mjm/9+18
Directions: Choose the best answers based on the information in the passages below. 0I#<-9&d-
Passage 1 [;?^DAnK2
Plato’s Republic has been the source of great consternation, especially in literary circles, for its 4 }s)Z:6;(,q
attack on the poets. Socrates in fact asserts that they should have no place in the ideal state. Eric ;JZ
XSM-3
Havelock suggests that there are several misunderstandings in this regard, and in his Preface to ,7QnZ=F
Plato he identifies the issues, explains the historical context. AoR`/tr,
Havelock opens his discussion by suggesting that the very title of the Republic is the source of Y4{`?UM&h
much confusion. The book is commonly understood to be a treatise on the ideal political entity, but IK W!P1
even a casual analysis will show that only one-third of the text is concerned with statecraft. The C$tSsw?A
other two-thirds cover a variety of subjects, but the thrust of Plato’s argument amounts to an attack hCDI;'ls
on the traditional Greek approach to education. a 6 ]!4
The educational methods still in use in the 4th century BC had their origins in what has been N!m%~},s//
called the Greek Dark Age beginning around 1200 BC when the Mycenaean era collapsed. Very {$EXI]f
little is known about the whys and wherefores of this collapse, but it wasn’t until around 700 BC G`
8j ^H,
that the Phoenician alphabet began to be adapted and used in the Greek-speaking world. During the c3}}cFe
intervening centuries, all knowledge concerning Greek history, culture, mores and laws were orally )F~_KD)7jJ
transmitted down through the generations. The most effective device in aid of memorizing vast [%@zH
amounts of information was rhyme. The epic form we see in Homer’s Iliad grew out of the need to $b
o^UYZ6
preserve the Greek cultural memory. Havelock takes the reader through Book 1 of The Iliad and O[`Ob6Q{F
dissects it in detail to show how this cultural, historical and ethical heritage was conveyed. The [qXpi'q[
Iliad takes on new and significant meaning to the reader of this minute examination. z=fag'fzM
The Iliad and presumably other poetic vehicles were taught to children from an early age. The lvN{R{7>
whole of the Greek-speaking world was immersed in the project of memorizing, and out of the ;?[~]"
masses arose those individuals with superior memories and theatrical skills who became the next \8$`:3,@
generation of minstrels and teachers. Education was thus comprised of memorization and rote M ?3N
learning, and the people enjoyed constant reminders through public readings and festivals. [yyV`&
Plato’s focus in the Republic and elsewhere is on Homer and Hesiod and to some extent the MvW>ktkU
dramatists which at the time were the centerpieces of the educational regime. Their works presented a(7ryl~c=
gods and heroes as fundamentally immoral and thus bad examples for youth. The overall result is ~3%3{aa
that the Greek adolescent is continually conditioned to an attitude which at bottom is cynical. It is HUghl2L.<
more important to keep up appearances than to practice the reality. Decorum and decent behavior C:K\-P9
are not obviously violated, but the inner principle of morality is. Once the Republic is viewed as a Y]lqtre*Y
critique of the educational regime, Havelock says that the logic of its total organization becomes }-vBRY
clear. :9#`|#uh
What Plato was railing against was an ―oral state of mind‖ which seems to have persisted even md`ToU
though the alphabet and written documentation had been in use for three centuries. Illiteracy was 8F*
WT|]
thus still a widespread problem in Plato’s time, and the poetic state of mind was the main obstacle X2`>@GR/>
to scientific rationalism and analysis. This is why Plato regarded the poetic or oral state of mind as Z]Y4NO;
the arch-enemy. In his teachings he did the opposite. He asked his students to ―think about what AAW7@\q.
they were saying instead of just saying it.‖ The epic had become, in Plato’s view, not ―an act of j+9
S
creation but an act of reminder and recall‖ and contributed to what Havelock terms ―the Homeric W'jXIO
state of mind.‖ It was Socrates’ project (and by extension Plato’s) to reform Greek education to [!le 9aNg
encourage thinking and analysis. Thus all the ranting and railing about the ―poets‖ in Plato’s CwvNxH#LVu
Republic was limited basically to Homer and Hesiod because of what he viewed as a wholly W,~1KUTc
inadequate approach to education of which these particular poets were an integral part. b8>9mKs
Unfortunately, Western culture has misconstrued what Plato and Socrates meant by ―the h7$!wf!I
poets.‖ And because we view poetry as a highly creative and elevated form of expression, our 5 !`_f\
critics have failed to recognize that Plato’s diatribe had a very specific and limited target which had @"8QG^q8de
nothing to do with high-minded creativity, of which there is plenty, by the way, in the proscribed G!8pF
poets. It wasn’t really the poets who were the problem; it was the use of them that was deemed As|/
O7%
unacceptable. ^WD$
gd
Post-Havelock, we can now read the Republic with the scales lifted from our eyes and see it }^[@m#
for what it really was: an indictment of an antiquated educational regime which had no place in a dLf8w>i`T
democratic society. Y2-bU 7mo
Comprehension Questions: H Im,
"iYk
21. The mistaken understanding of Plato's Republic consists in the widespread belief that it consists 7Ca\ (82
of _______________. 'cN#rHPB6
a. literary criticism b. a treatise on the ideal polity 9/Dt:R3QU
c. a critique of rationalism d. an indictment of an obsolete pedagogy .,Qnn}:l
22. According to Havelock, Plato’s anger with the poets arose from: "PaGDhS
I: Their representation of gods and heroes as fundamentally immoral and thus bad examples for M7R&J'SAY
youth. JF%=Bc $C
II: Their transmission of culture, mores and laws. C-u/{CP
a. I. b. II. c. Both I and II. d. Neither I nor II. HY;?z`=
23. Prior to the 4th century BC, recitation was considered the best educational method because Lc<xgN+cJ
______________. L59oh
a. poetry was seen as a highly creative and elevated form of expression b',bi.FH
b. rhyme was the most effective device in aid of memorizing vast amounts of information %D(prA_w
c. there was no writing system jHlOP,kc
d. the people enjoyed constant reminders through public readings and festivals qYZ7Zt;
24. In Plato's diatribe the poetic or oral state of mind is the arch-enemy of _______________. 3D{4vMmX
a. democratic society b. the Mycenaean Republic yVHlT
c .the Phoenicians d. literacy v\(m"|4(i
25. A common critique of the present-day Chinese educational system resembles the educational
_SC
system that Plato fulminated against in that it often _______________. i
`QK'=h[
a. asks students to think about what they were saying instead of just saying it /lB0>Us
b. comprises of memorization and rote learning ;K\N
c. has a very specific and limited target >Y-TwDaE
d. encourages thinking and analysis qzt2j\v
Passage 2 $Cd ;0gdv
To govern is to choose how the revenue raised from taxes is spent. So far so good, or bad. But (SsH uNt.
some people earn more money than others. Should they pay proportionately more money to the =j+oKGkoCa
government than those who earn less? And if they do pay more money are they entitled to more 6~h1iY_~
services than those who pay less or those who pay nothing at all? And should those who pay YD46Z~$
nothing at all because they have nothing get anything? These matters are of irritable concern to our 6 ?e y&Un"
rulers, and of some poignancy to the rest. `x$}~rP&)!
Although the equality of each citizen before the law is the rock upon which the American
n22hVw
Constitution rests, economic equality has never been an American ideal. In fact, it is the one M&djw`B
unmentionable subject in our politics, as the senator from South Dakota recently discovered when 2Cd
--W+=
he came up with a few quasi-egalitarian tax reforms. The furious and enduring terror of ~26s7S}
Communism in America is not entirely the work of those early cold warriors Truman and Acheson. AIl$qPKj&
A dislike of economic equality is something deep-grained in the American Protestant character. lii]4k+z
After all, given a rich empty continent for vigorous Europeans to exploit (the Indians were simply a 52MCU l
disagreeable part of the emptiness, like chiggers), any man of gumption could make himself a good g)9JO6]
living. With extra hard work, any man could make himself a fortune, proving that he was a better 4/2RfDp
man than the rest. Long before Darwin the American ethos was Darwinian. &AQ;ze
The vision of the rich empty continent is still a part of the American unconscious in spite of the %kZ~xbY
Great Crowding and its attendant miseries; and this lingering belief in the heaven any man can sh
!~T<yy
make for himself through hard work and clean living is a key to the majority’s prevailing and qXB03}] G
apparently unalterable hatred of the poor, kept out of sight at home, out of mind abroad. *]m kyAhi
Yet there has been, from the beginning, a significant division in our ruling class. The early N{^>MRK=5
Thomas Jefferson had a dream: a society of honest yeomen, engaged in agricultural pursuits, PUE'Rr(Q
without large cities, heavy industry, banks, military pretensions. The early (and the late) Alexander c3zT(FgO>N
Hamilton wanted industry, banks, cities, and a military force capable of making itself felt in world }+{*, z
politics. It is a nice irony that so many of today’s laissez-faire conservatives think that they descend RD6h=n4B
from Hamilton, the proponent of a strong federal government, and that so many liberals believe r%y;8$/-
themselves to be the heirs of the early Jefferson, who wanted little more than a police force and a #FqFH>-*2
judiciary. Always practical, Jefferson knew that certain men would rise through their own good ^p"4)6p-W
efforts while, sadly, others would fall. Government would do no more than observe this Darwinian uP%axys
spectacle benignly, and provide no succor. D%jD8 p
In 1800 the Hamiltonian view was rejected by the people and their new President Thomas _H4$$
Jefferson. Four years later, the Hamiltonian view had prevailed and was endorsed by the reelected KH2F#[
!Lw
Jefferson. Between 1800 and 1805 Jefferson had seen to it that an empire in posse had become an HzD> -f
empire in esse. The difference between Jefferson I and Jefferson II is reflected in the two inaugural v87$NQvwQ
addresses. :DZLjC
It is significant that nothing more elevated than greed changed the Dr. Jekyll of Jefferson I into 0Jm]f/iZ
the Mr. Hyde of Jefferson II. Like his less thoughtful countrymen, Jefferson could not resist a deal. CS~=Z>6EjA
Subverting the Constitution he had helped create, Jefferson bought Louisiana from Napoleon, Cz'xGW{
acquiring its citizens without their consents. The author of the Declaration of Independence was +M44XhT
quite able to forget the unalienable rights of anyone whose property he thought should be joined to -Wl)Lez@
our empire—a word which crops up frequently and unselfconsciously in his correspondence. 5Y(r\Dd
In the course of land-grabbing, Jefferson II managed to get himself into hot water with France, 'R^iKNPs
England, and Spain simultaneously, a fairly astonishing thing to do considering the state of politics b%Wd<N2
in Napoleonic Europe. 5a=nF9/
Comprehension Questions: kRmj"9oA
26. The author believes that Americans ________________. Q,zC_
a. still believe America to be largely unpopulated mWNR( ()v
b. largely believe in lower taxation CdX`PQ
c. are in favor of taxation without representation7 R<Z^L~)
d. should reconsider the Louisiana purchase .D+RLO z
27. From the passage, we may assume that the senator from South Dakota _______________. Jz
k!K@
a. opposed tax reform b. was Thomas Jefferson ?V#Gx>\
c. failed in his attempt to reform tax law d. was Alexander Hamilton i4 hJE
28. Jefferson made it possible for ________________. /wr6\53J
a. a potential empire to become a real one ?K0U3V$s
b. tax laws to reflect the will of the people Oz:D.V
3~
c. France, England, and Spain to simultaneously vacillate upon their mutual feelings towards fCLcU@3W?
the United States. Y;8
>=0ye
d. Darwinian social theories to be accepted without question aw1P5aPmX
29. Jefferson’s early political writings espoused what would today be called _______________. <# >Oy&E
a. collectivism b. libertarianism c. socialism d. liberalism f:xUPH?+
30. The author holds that Jefferson’s purchase of the Louisiana territories _______________. ?~!tM}X0:3
a. may be seen as a hypocritical act *]5z^>
q;7
b. rigorously held with his previous views of inalienable rights ,NDh@VYe
c. cannot be seen as an act of empire-expansion >b'w'"
d. was an act meant to lower taxes and improve the wealth of the nation &(g|="T
Passage 3 G=1m]>I8
If, besides the accomplishments of being witty and ill-natured, a man is vicious into the bargain, 3:UA<&=s
he is one of the most mischievous creatures that can enter into a civil society. His satire will then rw&y,%2
chiefly fall upon those who ought to be the most exempt from it. Virtue, merit, and everything that %8
qSv%_
is praiseworthy, will be made the subject of ridicule and buffoonery. It is impossible to enumerate (]OFS;%
the evils which arise from these arrows that fly in the dark; and I know no other excuse that is or "MTWjW*6
can be made for them, than that the wounds they give are only imaginary, and produce nothing eO'xkm
more than a secret shame or sorrow in the mind of the suffering person. It must indeed be confessed }S,-uggz
that a lampoon or a satire do not carry in them robbery or murder; but at the same time, how many 57U%`
are there that would not rather lose a considerable sum of money, or even life itself, than be set up ^1.7Juvb
as a mark of infamy and derision? And in this case a man should consider that an injury is not to be >{QdMn
measured by the notions of him that gives, but of him that receives it. Those who can put the best 6%%PP8.F
countenance upon the outrages of this nature which are offered them, are not without their secret l]$40 j
anguish. I have often observed a passage in Socrates’ behavior at his death in a light wherein none Y[?`\c|
of the critics have considered it. That excellent man entertaining his friends a little before he drank bK<}0Ja[
the bowl of poison, with a discourse on the immortality of the soul, at his entering upon it says that YwXXXh
he does not believe any the most comic genius can censure him for talking upon such a subject at b_vVB`>
such at a time. This passage, I think, evidently glances upon Aristophanes, who write a comedy on t=i/xG: 5
purpose to ridicule the discourses of that divine philosopher. It has been observed by many writers V}SyD(8~
that Socrates was so little moved at this piece of buffoonery, that he was several times present at its \e|U9;Mf
being acted upon the stage, and never expressed the least resentment of it. But, with submission, I 9Eg&CZ,9$D
think the remark I have here made shows us that this unworthy treatment made an impression upon 8 SF^x=[ir
his mind, though he had been too wise to discover it. When Julius Caesar was lampooned by odpUM@OAW
Catullus, he invited him to a supper, and treated him with such a generous civility, that he made the <raG07{!*
poet his friend ever after. Cardinal Mazarine gave the same kind of treatment to the learned Quillet, Pcdf$a"`
who had reflected upon his eminence in a famous Latin poem. The cardinal sent for him, and, after 0I
@$ 0Gg
some kind expostulations upon what he had written, assured him of his esteem, and dismissed him JpmB;aL#%
with a promise of the next good abbey that should fall, which he accordingly conferred upon him in 61Bhm:O5W
a few months after. This had so good an effect upon the author, that he dedicated the second edition ZBJ3 VK
of his book to the cardinal, after having expunged the passages which had given him offence. Q&PB]D{
Though in the various examples which I have here drawn together, these several great men behaved sP y2/7Wqd
themselves very differently towards the wits of the age who had reproached them, they all of them b=1%pX_
plainly showed that they were very sensible of their reproaches, and consequently that they +]c}rWm
received them as very great injuries. For my own part, I would never trust a man that I thought was f05=Mc&)
capable of giving these secret wounds; and cannot but think that he would hurt the person, whose -`Q}tg>cT
reputation he thus assaults, in his body or in his fortune, could he do it with the same security. Vho0eV=
There is indeed something very barbarous and inhuman in the ordinary scribblers of lampoons. I |sf*hlrJ
have indeed heard of heedless, inconsiderate writers that, without any malice, have sacrificed the %b=p< h'(
reputation of their friends and acquaintance to a certain levity of temper, and a silly ambition of %iJ|H(P
distinguishing themselves by a spirit of raillery and satire; as if it were not infinitely more ax_YKJ5#P
honourable to be a good-natured man than a wit. Where there is this little petulant humor in an 8;#AO8+U7)
author, he is often very mischievous without designing to be so. !5UfWk\G
Comprehension Questions: /C$
xH@bb
31. According to the author, those who want to trivialize satire tend to suggest that 8QF2^*RZ7z
_______________. 8bOT*^b$H
a. the damage is immaterial b. the effect is mere buffoonery >zmzK{A=
c. wit is a streak of genius d. the mischief must be taken in a spirit of raillery #) ]c0]p
32. What would be the best strategy for the object of satire to adopt, according to the author? DMd ,8W7a
a. To take no heed. b. To placate the author. -=)-s m'
c. To take offence. d. To suffer the consequences. ,[
`$JNc
33. The main purpose of this article is ________________. RtC'v";6
a. the derision of the perpetrators of satire :c7CiP
b. a warning against mischievous scribblers ntGq"
o
c. creating understanding of the genre tg 85:
d. reproaching fellow satirists |s=`w8p
34. When the author speaks of ―this little petulant humor‖ it is evident that he means OCnFEX"
________________. kH?#B%N5
a. good-natured wit b. the choleric temper 7>n"}8i
c. a silly ambition d. submission <m-.aK{9
35. In view of the opinion of the author, it is unlikely that the author is a ________________.9 7petHi
a. man of letters b. satirist c. wit d. a good-natured man }
`T8A
Passage 4 |RhM| i
Alexander the Great’s conquests in the Eastern Mediterranean initiated a series of profound f=`33m5
cultural transformations in the ancient centers of urban civilization of the Fertile Crescent. The final kus}WJ
destruction of native rule and the imposition of an alien elite culture instigated a cultural _k2w(ew?
discourse—Hellenism—which irrevocably marked all participants, both conquerors and conquered. 8_xLl2
This discourse was particularly characterized by a transformation of indigenous cultural traditions, ZHkw6@|
necessitated by their need to negotiate their place in a new social order. As Bowerstock has argued, % fhNxR
the process of Hellenization did not accomplish the wholesale replacement of indigenous cultural 2o5;Uz1{
traditions with Greek civilization. Instead, it provided a new cultural vocabulary through which E4HU 'y~
much pre-existing cultural tradition was often able to find new expression. This phenomenon is |LmSWy*7
especially intriguing as it relates to language and literacy. The ancient civilizations of the S "
pI
Syro-Mesopotamian and Egyptian cultural spheres were, of course, literate, possessing indigenous -BhTkoN)
literary traditions already of great antiquity at the time of the Macedonian conquests. The :ejJV
6.
disenfranchisement of traditional elites by the imposition of Greek rule had the related effect of ,X/-
displacing many of the traditional social structures where in indigenous literacy functioned and was K)[8 H~Lm
taught—in particular, the institutions of the palace and the temple. A new language of power, Greek, NL!9U,h5|
replaced the traditional language of these institutions. This had the unavoidable effect of displacing S_Z`so
}
the traditional writing systems associated with these indigenous languages. Traditional literacy’s Q_O*oT(0
longstanding association with the centers of social and political authority began to be eroded. 2]t i!<
Naturally, the eclipse of traditional, indigenous literacy did not occur overnight. The decline of i@zY9,b
Cuneiform and Hieroglyphic literacies was a lengthy process. Nor was the nature of their respective U<bYFuS"
declines identical. Akkadian, the ancient language of Mesopotamian court and temple culture, :"'nK6>
vanished forever, along with cuneiform writing, in the first century CE. Egyptian lived on beyond 0=![fjm
the disappearance of hieroglyphic in the fourth century CE in the guise of Coptic, to succumb as a (lWq[0^N
living, spoken language of daily social intercourse only after the Islamic conquest of Egypt. Even 4~|<`vqN
then, Coptic survives to this day as the liturgical language of the Coptic Orthodox Church. This |y1;&<
latter point draws attention to an aspect of the decline of these indigenous literacies worthy of note: |4C^$
it is in the sphere of religion that these literacies are often preserved longest, after they have been '6S %9ahE
superseded in palace circles—the last dated cuneiform text we have is an astrological text; the last vVVPw?Ww-
dated hieroglyphic text a votive graffito. This should cause little surprise. The sphere of religion is ;BBpN`T
generally one of the most conservative of cultural subsystems. The local need to negotiate the yV]xRaRr2
necessities of daily life and individual and collective identity embodied in traditional religious
=r6qX
structures is slow to change and exists in ongoing dialogue with the more readily changeable royal %Fft
R1"
and/or state ideologies that bind various locales together in an institutional framework. LP<<'(l`
The process of ―Hellenization‖ of the ancient cultures of the Eastern Mediterranean 3,6Ox45
provides us, then, with an opportunity to observe the on-going effect on traditional, indigenous C}"@RHEu
literacy of the imposition of a new status language possessed of its own distinct writing system. The MCnN^
cultural politics of written and spoken language-use in such contexts has been much discussed and x "\qf'{D
it is clear that the processes leading to the adoption of a new language—in written form, or spoken I>n
g`
form, or both—in some cultural spheres and the retention of traditional languages in others are eOY^$#Y
complex. Factors including the imposition of a new language from above, adoption of a new $>w/Cy
language of social prestige from below, as well as preservation of older idioms of traditional status 10 bFGDgwe z
in core cultural institutions, must have affected different sectors of a conquered society in different f/ahwz
fashions and at different rates. , =y#m-9
Comprehension Questions: k-jahm4
36. The languages that have to some extent managed to survive Hellenization did so in what area? r"]'`qP,
a. In palace circles. b. In governmental institutions. @d&H]5
c. In the religious sphere. d. In philological circles. E*CcV;
37. Which aspect of society, according to the passage, is one of the most resistant to change? TFH
&(_b
a. Monarchical institutions. b. Religious institutions. OW5t[~y]
c. Linguistic norms. d. State ideologies. Ge \["`;i
38. In the first paragraph, you saw the underlined word disenfranchisement. Choose, among the /q1s;I
following expressions, the closest in similar meaning. !I8f#'p
a. the removal of power, right and/or privilege j43$]'-
b. a strong sense of disappointment ?F@%S3h.
c. the prohibition of the right to conduct business {IM! Wb
d. the loss of social position <hvRP!~<)
39. Who was the leader of the Macedonian Conquest? !Q%P
%P<$
a. King Philip of Macedon. b. Pericles of Athens. q``wt
c. Alexander the Great. d. the Ottoman Empire. T|) {<
40. According to the passage, can the imposition of a foreign language and culture bring about rapid PHra+NY#A
change in all of the conquered people’s institutions? SvuTc!$?
a. Yes, court life will change to remain functional, and it will affect all other institutions. H lB]38
b. No, apparently it affects different parts of society in different ways at different speeds. uA~slS
Z
c. It isn’t clear from the passage, but it may happen quickly. RFfIF]~3
d. Yes, the speed at which a society’s institutions are affected by a conquering power would be @WOM#Kc
quite rapid. =/9^,
6Q(
PART III: Reading and Writing k$"d^*R
Section A (10 points) P3o@g kXP
Directions: Some sentences have been removed in the following text. Choose the most suitable Sycw %k
one from the list A—G to fit into each of the blanks. There are two extra choices which do not !m y8AWO'
fit in any of the blanks. elO<a]hX
But there is of culture another view, in which not solely the scientific passion, the sheer desire
4na8
to see things as they are, natural and proper in an intelligent being, appears as the ground of it. Gi?_ujZR
There is a view in which all the love of our neighbor, the impulses towards action, help, and ocQWQ
beneficence, the desire for removing human error, clearing human confusion, and diminishing 3S~(:#|
human misery, the noble aspiration to leave the world better and happier than we found it, --motives q{' ~+Nq
eminently such as are called social--come in as part of the grounds of culture, and the main and 11 M\oVA=d\0
preeminent part. Culture is then properly described not as having its origin in curiosity, but as ?=On%bh
having its origin in the love of perfection; it is a study of perfection. (41) ____________________. _elX<o4
Religion says: The Kingdom of God is within you; (42) ____________________. It places it 6 "gj!/e
in the ever-increasing efficacy and in the general harmonious expansion of those gifts of thought :0~QRc-u
and feeling, which make the peculiar dignity, wealth, and happiness of human nature. As I have said u=NG6G
on a former occasion: ―It is in making endless additions to itself, in the endless expansion of its !{UTD+|=N
powers, in endless growth in wisdom and beauty, that the spirit of the human race finds its ideal. To AHbZQulC
reach this ideal, culture is an indispensable aid, and that is the true value of culture.‖ Not a having TwahR:T
and a resting but a growing and a becoming, is the character of perfection as culture conceives it; b>=_*nw9
and here, too, it coincides with religion… N|Cs
=-+
If culture, then, is a study of perfection, and of harmonious perfection, general perfection, and 5W? PCOh\
perfection which consists in becoming something rather than in having something , in an inward i'HQQWd
condition of the mind and spirit, not in an outward set of circumstances, it is clear that culture… has w4};q%OBj
a very important function to fulfill for mankind. And this function is particularly important in our _M5%V>HO
modern world, of which the whole civilization is, to a much greater degree than the civilization of -j2 (R?a
Greece and Rome, mechanical and external, and tends constantly to become more so. S-Fo
(43)_______________________. <PD?f/4 /
The pursuit of perfection, then, is the pursuit of sweetness and light… culture has one great FY'dJY3O
passion, the passion for sweetness and light. It has one even yet greater! --the passion for making 5 t{ja
them prevail. It is not satisfied till we all come to a perfect man; it knows that the sweetness and .2:\:H~3
light of the few must be imperfect until the raw and unkindled masses of humanity are touched with P,xwSvO#M
sweetness and light. If I have not shrunk from saying that we must work for sweetness and light, so )}lRd#V
neither have I shrunk from saying that we must have a broad basis, must have sweetness and light C"pB"^0
for as many as possible… (44) _______________________. zqySm)o]
(45) ________________________. The great men of culture are those who have had a Fd$!wBL
passion for diffusing, for making prevail, for carrying from one end of society to the other, the best MXp3g@Cz
knowledge, the best ideas of their time; who have labored to divest knowledge of all that was harsh, Y%`SHe7M
uncouth, difficult, abstract, professional , exclusive; to humanize it, to make it efficient outside the 4`v!Z#e/aX
clique of the cultivated and learned, yet still remaining the best knowledge and thought of the time, oOU1{[
and a true source, therefore, of sweetness and light. WrGK \Vw[
gBw^,)Q{0Y
A. Culture seeks to make the best that has been thought and known in the world current b~Y%gC)FR
everywhere; to make all men live in an atmosphere of sweetness and light, where they may DocbxB={I
use ideas, as it uses them itself, freely, --- nourished, and not bound by them. 3z =^(Y
B. This is the social idea; and the men of culture are the true apostles of equality. p.JXSn
C. It moves by the force, not merely or primarily of the scientific passion for pure knowledge, J>0b1
but also of the moral and social passion for doing good. tNaL;0#Tx
D. All these things ought to be done merely by the way: the formation of the spirit and vsyWm.E
character must be our real concern.
#=c`of6
E. They humanized knowledge; because they broadened the basis of life and intelligence; `FF8ie 8L
because they worked powerfully to diffuse sweetness and light. s'HD{W`
F. And culture, in like manner, places human perfection in an internal condition, in the growth ;@mRo`D`
and predominance of our humanity proper, as distinguished from our animality. _'0
@%P%
G. But above all in our own country has culture a weighty part to perform, because here that 12 *A}WP_Z
Q
mechanical character, which civilization tends to take everywhere, is shown in the most wEft4o
eminent degree. XFwLz
Section B (10 points) D)$8W[
Directions: Write a 100—120-word summary of the article in this part. <O~WB
PART IV: Translation PH3 >9/H
Directions: Write your translations in your answer sheet. Zl/<