中国社会科学院研究生院 ~Hp#6+
2015 年攻读博士学位研究生入学考试试卷 0xvMR&.H
英 语 !;xf>API
2015 年 3 月 14 日 VuJfo9 `E
8:30 – 11:30 [="g|/M)
1 B` t6H
PART I: Vocabulary and Grammar 9XJ9~I?
Section A (10 points) 2fHIk57jP
Directions: Choose the answer that best fills in the blank. 46Y7HTwE
1. Even the president is not really the CEO. No one is. Power in a corporation is concentrated and {y+v-v/#
vertically structured. Power in Washington is ______________ and horizontally spread out. 2
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a. prudent b. reversible c. diffuse d. mandatory 2ZTyo7P
2. In describing the Indians of the various sections of the United States at different stages in their Q+y-*1
history , some of the factors which account for their similarity amid difference can be readily V)WIfRs
accounted for, others are difficult to _______________.
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a. refine b. discern c. embed d. cluster /:*R -VdF
3. The partial transfer of legislative powers from Westminster, implemented by Tony Blair, was "W,"qFx
designed to give the other members of the club a bigger ______________ and to counter .5Z,SGBf
centrifugal forces that seemed to threaten the very idea of the union. OW[/%U>
a. say b. transmission c. decay d. contention >ji}j~cH
4. It can hardly be denied the proliferation of so-called dirty books and films has, to date, reached $z`cMQ r
almost a saturation point. People do not acknowledge the _______________ fact that children Z7KB?1{G
are bound to be exposed to ―dirty words‖ in a myriad of ways other than through the public SzgY2+Qq
airwaves. 3LmBV\["
a. irrefutable b. concrete c. inevitable d. haphazard XSHwE)m
5. A condition is an essential term of the contract. If a contract is not performed, it may constitute a Gr"2G,,VI
substantial breach of contract and allow the other party to _______________ the contract, that is, U#FJ8CD&u
treat the contract as discharged or terminated. fO^EMy\
a. repudiate b. spurn c. decline d. halt mXN1b!
6. Each of us shares with the community in which we live a store of words as well as agreed yoQ?lh
conventions ______________ these words should be arranged to convey a particular message. ,
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a. as the way by which b. by the way in which =vqE=:X6
c. as to the way in which d. in the way of which 9cw4tqTm
7. Rarely ______________ a technological development _______________ an impact on many S*DBY~pZy
aspects of social, economic, and cultural development as greatly as the growth of electronics. Do
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a. has… had b. had…had c. has…has d. have…had Sj]T{3mi
8. If early humans ______________ as much as they did, they probably ______________ to evolve R(7X}*@X
into different species. Ik@Q@ T"
a. did not move and intermingle…would continue 7K5o"
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b. would not move and intermingle…had continued 1+PNy d
c. had not moved and intermingled…would have continued 'k(~XA}X:
d. were not to move and intermingle…could have continued aBA#\eV
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9. It was ______________ the last time around the track ______________ I really kicked it * v7& T
in--passing the gossiping girlfriends, blocking out the whistles of boys who had already Pi]s<3PL
completed their run and now were hanging out on the grassy hill, I ran--pushing hard, breathing OD@@O9
shallowly, knowing full well that I was going to have to hear about it from my disapproving nD?M;XN
friends for the next few days. X-2S*L'
a. not until…when b. not until…that c. until…when d. until…that k
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10.One impediment ______________ the general use of a standard in pronunciation is the fact .5Z@5g
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______________ pronunciation is learnt naturally and unconsciously, while orthography is z&HN>7
learnt deliberately and consciously. $nd-[xV
a. in…which b. of …in which c. on…that d. to…that cI4qgV
Section B (5 points) [XU{)
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Directions: Choose the word that is the closest in meaning with the underlined word. H|Fqc=qp
11. It is some 15 million Hindus, Sikhs and Muslims swept up in a tumultuous shuffle of citizens "j@I
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between India and Pakistan after the partition of the subcontinent in 1947. R;-FZ@u/
a. division b. turmoil c. fusion d. consolidation Go+,jT-
12. Concerning speculation, philosophy looks upon things from the broadest possible perspective; OXCml(>{
for criticism, it has the twofold role of questioning and judging everything that pertains either 2.L6]^N p(
to the foundations or to the superstructure of human thinking. (LvOsr~
a. inebriates b. forsakes c. relates d. emaciates X|n[
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13. Meeting is, in fact, a necessary though not necessarily productive psychological side show. >zx50e)
Perhaps it is our civilized way to moderating,if not preventing, change. h*X%:UbW
a. promoting b. impeding c. tempering d. arresting =`.5b:e
14. The truth about alliances and their merit probably lies somewhere between the travel utopia >D^7v(&
presented by the players and the evil empires portrayed by their critics. 9qO:K79|
a. collaboration b. worth c. triumph d. defect hs#s $})}Z
15. But Naifeh and Smith reveal a keen intellect, an avid reader and a passionate observer of other wTAEJ{p
artists’ work who progressed from labored figure studies to inspired outbursts of creative energy. iqKfMoy5
Far from an artistic flash in the pan, he pursued his calling with dogged determination against ZYt"=\_
nearly insurmountable odds. wNZS6JF.d
a. insuperable b. unsurpassable c. uncountable d. invaluable hE`%1j2(
Section C (5 points) 7z0uj
Directions: Choose the letter that indicates the error in the sentence. g:6}zHK
16. One of the most important non-legislative functions of the U.S. Congress is the power to
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investigate, which is usually delegated to committees—either standing committees, special [-94=|S @
A B O
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committees set for a specific purpose, or joint committees consisting of members of both X!HSS/'
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houses. .B-,GD}
17. One of the important corollaries to the investigative power is the power to publicize !F s)"?
investigations and their results. Most committee hearings are open to public and are reported +A3\Hj&W
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widely in the mass media. Congressional investigations thus represent one important tool n{NgtH\V
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available to lawmakers to inform the citizenry and to arouse public interest in national issues. %iFIY=W
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18. It is not a voice we recognize at once, whereas our own handwriting is something which we |y=F (6Z
A B (j
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almost always know. We begin the natural learning of pronunciation long before we start _@?Jx/`;bk
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learning to read or write, and in our early years we go on unconsciously imitating and >V=@[B(0
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practicing the pronunciation of those around us for many hours everyday. eC:Q)%$%l
19. It had happened too often that the farmers sold their wheat soon after harvest when farm debts W%QtJB1)
A 4^9_E&Fa
were coming due, only to see prices rising and speculators getting rich. On various occasions, #u(,#(P'#
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producer groups, asked firmer control, but the government had no wish to become involved, at eV}Tx;1|}
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least not until wartime when wheat prices threatened to run wild. t O;W?g
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20. Detailed studies of the tribe by the food scientists at the University of London showed that r}Av
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gathering is a more productive source of food than is hunting. An hour of hunting yields on 4'|:SyOm
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average about 100 edible calories as an hour of gathering produces 240. <Wq{ V;$
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PART II: Reading comprehension (30 points) Lxrn#Z eM
Directions: Choose the best answers based on the information in the passages below. 8 z7,W3b
Passage 1 $o H,:x?}
Plato’s Republic has been the source of great consternation, especially in literary circles, for its jo#F&
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attack on the poets. Socrates in fact asserts that they should have no place in the ideal state. Eric k] YGD
Havelock suggests that there are several misunderstandings in this regard, and in his Preface to c17==S
Plato he identifies the issues, explains the historical context. yBKlp08
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Havelock opens his discussion by suggesting that the very title of the Republic is the source of IbwRb
much confusion. The book is commonly understood to be a treatise on the ideal political entity, but {mGWMv
even a casual analysis will show that only one-third of the text is concerned with statecraft. The }Cf[nGh|B
other two-thirds cover a variety of subjects, but the thrust of Plato’s argument amounts to an attack !-~(*tn
on the traditional Greek approach to education. )5x?Qn (B
The educational methods still in use in the 4th century BC had their origins in what has been OO>2oH
called the Greek Dark Age beginning around 1200 BC when the Mycenaean era collapsed. Very *?Y6qalSy
little is known about the whys and wherefores of this collapse, but it wasn’t until around 700 BC +06j+I
that the Phoenician alphabet began to be adapted and used in the Greek-speaking world. During the gu&oCT
intervening centuries, all knowledge concerning Greek history, culture, mores and laws were orally A>yIH)b
transmitted down through the generations. The most effective device in aid of memorizing vast h (2k;M^s
amounts of information was rhyme. The epic form we see in Homer’s Iliad grew out of the need to PD4E&k
preserve the Greek cultural memory. Havelock takes the reader through Book 1 of The Iliad and E~^'w.1
dissects it in detail to show how this cultural, historical and ethical heritage was conveyed. The 4y.[tk5
Iliad takes on new and significant meaning to the reader of this minute examination. miqCUbcU
The Iliad and presumably other poetic vehicles were taught to children from an early age. The p60D{UzU
whole of the Greek-speaking world was immersed in the project of memorizing, and out of the #CmBgxg+M
masses arose those individuals with superior memories and theatrical skills who became the next O2f2Fb$B7
generation of minstrels and teachers. Education was thus comprised of memorization and rote U)8]pUI+/P
learning, and the people enjoyed constant reminders through public readings and festivals. -}o;Y)
Plato’s focus in the Republic and elsewhere is on Homer and Hesiod and to some extent the 5;Xrf=
dramatists which at the time were the centerpieces of the educational regime. Their works presented wt;aO_l
gods and heroes as fundamentally immoral and thus bad examples for youth. The overall result is
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that the Greek adolescent is continually conditioned to an attitude which at bottom is cynic al. It is Gy%e%'
more important to keep up appearances than to practice the reality. Decorum and decent behavior wP*Z/}Uum+
are not obviously violated, but the inner principle of morality is. Once the Republic is viewed as a 3FN? CN] O
critique of the educational regime, Havelock says that the logic of its total organization becomes vKf=t&gqr
clear. |e\%pfZ
What Plato was railing against was an ―oral state of mind‖ which seems to have persisted even ej+!|97M
though the alphabet and written documentation had been in use for three centuries. Illiteracy was @@jdF-Utj;
thus still a widespread problem in Plato’s time, and the poetic state of mind was the main obstacle 1S.~-K*X
to scientific rationalism and analysis. This is why Plato regarded the poetic or oral state of mind as
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the arch-enemy. In his teachings he did the opposite. He asked his students to ―think about what )RFeF!("
they were saying instead of just saying it.‖ The epic had become, in Plato’s view, not ―an act of _rd{cvdR
creation but an act of reminder and recall‖ and contributed to what Havelock terms ―the Homeric xTT>3Fj
state of mind.‖ It was Socrates’ project (and by extension Plato’s) to reform Greek education to Rd)QVEk>SD
encourage thinking and analysis. Thus all the ranting and railing about the ―poets‖ in Plato’s d/1XL[&
Republic was limited basically to Homer and Hesiod because of what he viewed as a wholly \BL9}5y
inadequate approach to education of which these particular poets were an integral part. SCij5il%
Unfortunately, Western culture has misconstrued what Plato and Socrates meant by ―the 8*wI^*Q
poets.‖ And because we view poetry as a highly creative and elevated form of expression, our tANG ]
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critics have failed to recognize that Plato’s diatribe had a very specific and limited target which had K@m^QioMj
nothing to do with high-minded creativity, of which there is plenty, by the way, in the proscribed ~6tY\6$9f
poets. It wasn’t really the poets who were the problem; it was the use of them that was deemed a0R]hENC
unacceptable. 7
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Post-Havelock, we can now read the Republic with the scales lifted from our eyes and see it /!hW6u5
for what it really was: an indictment of an antiquated educational regime which had no place in a ;QYK {3R?
democratic society. {/ta1&xyG
Comprehension Questions: ]NCOi?Odx
21. The mistaken understanding of Plato's Republic consists in the widespread belief that it consists yWzTHW`)Mr
of _______________. K_i2%t3
a. literary criticism b. a treatise on the ideal polity jkq+j^
c. a critique of rationalism d. an indictment of an obsolete pedagogy >EY
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22. According to Havelock, Plato’ s anger with the poets arose from: P]n
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I: Their representation of gods and heroes as fundamentally immoral and thus bad examples for =u(fP" |{
youth. Ot?rsr
II: Their transmission of culture, mores and laws. Dng^4VRd
a. I. b. II. c. Both I and II. d. Neither I nor II. t`Sh!e
23. Prior to the 4 _3hEYeh
th gP3[=a"\
century BC, recitation was considered the best educational method because ?Rdi"{.wI
______________. +"!IVH
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a. poetry was seen as a highly creative and elevated form of expression x-1[2K1"[
b. rhyme was the most effective device in aid of memorizing vast amounts of information oW6.c]Vo
c. there was no writing system >9 iv>
d. the people enjoyed constant reminders through public readings and festivals *b&|
24. In Plato's diatribe the poetic or oral state of mind is the arch-enemy of _______________. J8jbtL O'
a. democratic society b. the Mycenaean Republic 7P
c .the Phoenicians d. literacy GB#7w82
25. A common critique of the present-day Chinese educational system resembles the educational ~L2Fo~fw
system that Plato fulminated against in that it often _______________. S
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a. asks students to think about what they were saying instead of just saying it }5K\l
b. comprises of memorization and rote learning [lf[J&}X
c. has a very specific and limited target TtzB[F
d. encourages thinking and analysis fA8 ,wy|>
Passage 2 #u~8
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To govern is to choose how the revenue raised from taxes is spent. So far so good, or bad. But 8=d9*lm
some people earn more money than others. Should they pay proportionately more money to the ~Y{K^:wN^
government than those who earn less? And if they do pay more money are they entitled to more d/MMPge3
services than those who pay less or those who pay nothing at all? And should those who pay PH6uP]
nothing at all because they have nothing get anything? These matters are of irritable concern to our LVSJK.B
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rulers, and of some poignancy to the rest. |q?A8@\u
Although the equality of each citizen before the law is the rock upon which the American >B==*,|
Constitution rests, economic equality has never been an American ideal. In fact, it is the one ;*8$BuD
unmentionable subject in our politics, as the senator from South Dakota recently discovered when Yv>% 5`
he came up with a few quasi-egalitarian tax reforms. The furious and enduring terror of |g~.]2az
Communism in America is not entirely the work of those early cold warriors Truman and Acheson. Ra/S46$
A dislike of economic equality is something deep-grained in the American Protestant character. =7a9~&|
After all, given a rich empty continent for vigorous Europeans to exploit (the Indians were simply a Lx.X#n.]T
disagreeable part of the emptiness, like chiggers), any man of gumption could make himself a good -0Ps.B
living. With extra hard work, any man could make himself a fortune, proving that he was a better O[!]/qP+.
man than the rest. Long before Darwin the American ethos was Darwinian. 7a2uNt,X
The vision of the rich empty continent is still a part of the American unconscious in spite of the biQDupTz
Great Crowding and its attendant miseries; and this lingering belief in the heaven any man can [j):2
make for himself through hard work and clean living is a key to the majority’s prevailing and vForj*Xo
apparently unalterable hatred of the poor, kept out of sight at home, out of mind abroad. $. Ih-
Yet there has been, from the beginning, a significant division in our ruling class. The early U<zOR=_
Thomas Jefferson had a dream: a society of honest yeomen, engaged in agricultural pursuits, %5'6^bT
without large cities, heavy industry, banks, military pretensions. The early (and the late) Alexander &4LrV+`$V
Hamilton wanted industry, banks, cities, and a military force capable of making itself felt in world W 5-=,t
politics. It is a nice irony that so many of today’s laissez-faire conservatives think that they descend d4~!d>{n|c
from Hamilton, the proponent of a strong federal government, and that so many liberals believe Mp}U>+8
themselves to be the heirs of the early Jefferson, who wanted little more than a police force and a eGjEO&$
judiciary. Always practical, Jefferson knew that certain men would rise through their own good i6aM}p<
efforts while, sadly, others would fall. Government would do no more than observe this Darwinian !Eu}ro.}
spectacle benignly, and provide no succor. *4]}_ .rG#
In 1800 the Hamiltonian view was rejected by the people and their new President Thomas d-y
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Jefferson. Four years later, the Hamiltonian view had prevailed and was endorsed by the reelected nw
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Jefferson. Between 1800 and 1805 Jefferson had seen to it that an empire in posse had become an w~Aw?75t
empire in esse. The difference between Jefferson I and Jefferson II is reflected in the two inaugural 51xiX90D
addresses. S/V%<<[>p]
It is significant that nothing more elevated than greed changed the Dr. Jekyll of Jefferson I into f<<1.4)oSV
the Mr. Hyde of Jefferson II. Like his less thoughtful countrymen, Jefferson could not resist a deal. rytves%;C
Subverting the Constitution he had helped create, Jefferson bought Louisiana from Napoleon, xQ%N%
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acquiring its citizens without their consents. The author of the Declaration of Independence was *|Tx4Qt
quite able to forget the unalienable rights of anyone whose property he thought should be joined to P`^nNX]x+,
our empire—a word which crops up frequently and unselfconsciously in his correspondence. ZwM(H[iqL
In the course of land-grabbing, Jefferson II managed to get himself into hot water with France, G0)}?5L1J
England, and Spain simultaneously, a fairly astonishing thing to do considering the state of politics ,N93 H3(
in Napoleonic Europe. }Y:V&4DW
Comprehension Questions: FN\*x:g
26. The author believes that Americans ________________. h/k00hD60
a. still believe America to be largely unpopulated GCZx-zD~>
b. largely believe in lower taxation 3N257]
c. are in favor of taxation without representation ^,}1^?*
7 g8kS}7/
d. should reconsider the Louisiana purchase wDR/Vr"f
27. From the passage, we may assume that the senator from South Dakota _______________. !y+uQ_IS@
a. opposed tax reform b. was Thomas Jefferson >jz9o9?8
c. failed in his attempt to reform tax law d. was Alexander Hamilton w$iQ,--
28. Jefferson made it possible for ________________. xIA] 5@;a
a. a potential empire to become a real one KrdEB0qh
b. tax laws to reflect the will of the people [4w*<({*
c. France, England, and Spain to simultaneously vacillate upon their mutual feelings towards zG{P5@:.R
the United States. rtNYX=P
d. Darwinian social theories to be accepted without question PzOnS
29. Jefferson’s early political writings espoused what would today be called _______________. MX? *jYl
a. collectivism b. libertarianism c. socialism d. liberalism o%7-<
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30. The author holds that Jefferson’s purchase of the Louisiana territories _______________. Me79:+d
a. may be seen as a hypocritical act 1*" 7q9x
b. rigorously held with his previous views of inalienable rights <2N{oK.
c. cannot be seen as an act of empire-expansion /yHjds
d. was an act meant to lower taxes and improve the wealth of the nation :{+~i.*
Passage 3 KRz~3yH{c
If, besides the accomplishments of being witty and ill-natured, a man is vicious into the bargain, :_}xN!9LA
he is one of the most mischievous creatures that can enter into a civil society. His satire will then da<