中国社会科学院研究生院 \o:ELa HY
2015 年攻读博士学位研究生入学考试试卷 =sE2}/g
英 语 vv2vW=\
2015 年 3 月 14 日 15xd~V?ai:
8:30 – 11:30 Q e>i{:N
1 x)ddRq
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PART I: Vocabulary and Grammar IpWy)B>Fl3
Section A (10 points) t['k%c
Directions: Choose the answer that best fills in the blank. v[{8G^Z}54
1. Even the president is not really the CEO. No one is. Power in a corporation is concentrated and b^[W_y
vertically structured. Power in Washington is ______________ and horizontally spread out. %RQ C9!
a. prudent b. reversible c. diffuse d. mandatory eVw\v#gd
2. In describing the Indians of the various sections of the United States at different stages in their
""1#bs{n
history , some of the factors which account for their similarity amid difference can be readily hWD !
accounted for, others are difficult to _______________. U1,~bO9
a. refine b. discern c. embed d. cluster m~)Fr8Wh6
3. The partial transfer of legislative powers from Westminster, implemented by Tony Blair, was jWH{;V&ZV
designed to give the other members of the club a bigger ______________ and to counter mje<d"bW
centrifugal forces that seemed to threaten the very idea of the union. E rop9T1
a. say b. transmission c. decay d. contention FI]P<)*r
4. It can hardly be denied the proliferation of so-called dirty books and films has, to date, reached :/C ?FHs9
almost a saturation point. People do not acknowledge the _______________ fact that children PsU9R#HL1
are bound to be exposed to ―dirty words‖ in a myriad of ways other than through the public UL
86-R!
airwaves. Guk.,}9
a. irrefutable b. concrete c. inevitable d. haphazard 3iE-6udCS
5. A condition is an essential term of the contract. If a contract is not performed, it may constitute a 9$7&URwSDI
substantial breach of contract and allow the other party to _______________ the contract, that is, Lw*;tL<,
treat the contract as discharged or terminated. uYFMv=>j
a. repudiate b. spurn c. decline d. halt [Q4_WKI0T
6. Each of us shares with the community in which we live a store of words as well as agreed C=fsJ=a5;
conventions ______________ these words should be arranged to convey a particular message. tIq>Oojdx
a. as the way by which b. by the way in which D
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c. as to the way in which d. in the way of which 9YR]+*
7. Rarely ______________ a technological development _______________ an impact on many ePf+[pV3
aspects of social, economic, and cultural development as greatly as the growth of electronics. (+|X<Bl:`
a. has… had b. had…had c. has…has d. have…had Q*]$)D3n
8. If early humans ______________ as much as they did, they probably ______________ to evolve }$o*
into different species. B\\6#
a. did not move and intermingle…would continue B?+.2
b. would not move and intermingle…had continued ]b 3/Es+
c. had not moved and intermingled…would have continued C\
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d. were not to move and intermingle…could have continued kr%2 w
2 pX@Si3G
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9. It was ______________ the last time around the track ______________ I really kicked it &J_Z~^
in--passing the gossiping girlfriends, blocking out the whistles of boys who had already _w 5RK(
completed their run and now were hanging out on the grassy hill, I ran--pushing hard, breathing *c{wtl@
shallowly, knowing full well that I was going to have to hear about it from my disapproving 8O>}k
friends for the next few days. a Sf/4\
a. not until…when b. not until…that c. until…when d. until…that d')-7C
10.One impediment ______________ the general use of a standard in pronunciation is the fact Bs[nV}c>>
______________ pronunciation is learnt naturally and unconsciously, while orthography is )l_@t(_
learnt deliberately and consciously. S='
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a. in…which b. of …in which c. on…that d. to…that zF8'i=b&
Section B (5 points) %%>_B2vc
Directions: Choose the word that is the closest in meaning with the underlined word. -D^L}b
11. It is some 15 million Hindus, Sikhs and Muslims swept up in a tumultuous shuffle of citizens Y2C9(Zk
U
between India and Pakistan after the partition of the subcontinent in 1947. 3 t)v%S|k
a. division b. turmoil c. fusion d. consolidation {Hl[C]25X
12. Concerning speculation, philosophy looks upon things from the broadest possible perspective; QYQtMb,
for criticism, it has the twofold role of questioning and judging everything that pertains either yPV'pT)
to the foundations or to the superstructure of human thinking. *5e+@rD`
a. inebriates b. forsakes c. relates d. emaciates Zk&h:c
13. Meeting is, in fact, a necessary though not necessarily productive psychological side show. $<|o
cUC7
Perhaps it is our civilized way to moderating,if not preventing, change. 9XX>A*
a. promoting b. impeding c. tempering d. arresting !Vheq3"q/
14. The truth about alliances and their merit probably lies somewhere between the travel utopia (DDyK[t+VX
presented by the players and the evil empires portrayed by their critics. k;I &.H
a. collaboration b. worth c. triumph d. defect Q6IQV0{p
15. But Naifeh and Smith reveal a keen intellect, an avid reader and a passionate observer of other =p@8z
/u
artists’ work who progressed from labored figure studies to inspired outbursts of creative energy. H2;X
Far from an artistic flash in the pan, he pursued his calling with dogged determination against S:q$?$
nearly insurmountable odds. Ri#H.T<'
a. insuperable b. unsurpassable c. uncountable d. invaluable <*|?x86~
Section C (5 points) NOt@M
Directions: Choose the letter that indicates the error in the sentence. f?56=& pHY
16. One of the most important non-legislative functions of the U.S. Congress is the power to #?[.JD51l
3 ~GJN@ka4%
investigate, which is usually delegated to committees—either standing committees, special GKiukX$'
A B g>
S*<
committees set for a specific purpose, or joint committees consisting of members of both rR,2UZR
C D ?":'O#E
houses. j>Ag\@2ME
17. One of the important corollaries to the investigative power is the power to publicize 3= -pG
investigations and their results. Most committee hearings are open to public and are reported (\a6H2z8l
A B g~S)aU\:,
widely in the mass media. Congressional investigations thus represent one important tool @kFu*"
C R?66b{O
available to lawmakers to inform the citizenry and to arouse public interest in national issues. >T jJA#
D !@A#=(4R4
18. It is not a voice we recognize at once, whereas our own handwriting is something which we 7=XL
!:P
A B c+dg_*^
almost always know. We begin the natural learning of pronunciation long before we start v$wBxC
Y
C vuQ%dDxI
learning to read or write, and in our early years we go on unconsciously imitating and !xIm2+:(
D w}R~C
practicing the pronunciation of those around us for many hours everyday. ]bi)$j.9s
19. It had happened too often that the farmers sold their wheat soon after harvest when farm debts xI*#(!x"G
A B;K`q
were coming due, only to see prices rising and speculators getting rich. On various occasions, 8}e,%{q
B sj?3M@l95W
producer groups, asked firmer control, but the government had no wish to become involved, at C1EtoOv K
C \C^;k%{LV
least not until wartime when wheat prices threatened to run wild. Xjio Z
D dq1:s1
20. Detailed studies of the tribe by the food scientists at the University of London showed that JPn$FQD
A W5L iXM
gathering is a more productive source of food than is hunting. An hour of hunting yields on L6Wt
3U`l
B C KInk^`C/H
average about 100 edible calories as an hour of gathering produces 240. jjM\. KL]
D
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PART II: Reading comprehension (30 points) NcPgq?3p
Directions: Choose the best answers based on the information in the passages below. iJ' xh n
Passage 1 l1U=f]
Plato’s Republic has been the source of great consternation, especially in literary circles, for its jOpcV|2
4 wkqX^i7ls
attack on the poets. Socrates in fact asserts that they should have no place in the ideal state. Eric %ek'~
Havelock suggests that there are several misunderstandings in this regard, and in his Preface to fb~=Y$|
Plato he identifies the issues, explains the historical context. -x8nQ%X
Havelock opens his discussion by suggesting that the very title of the Republic is the source of }]n$ %g(
much confusion. The book is commonly understood to be a treatise on the ideal political entity, but zk*c)s
even a casual analysis will show that only one-third of the text is concerned with statecraft. The e!Y0-=?nf#
other two-thirds cover a variety of subjects, but the thrust of Plato’s argument amounts to an attack (/-hu[:
on the traditional Greek approach to education. /&F,V+x
The educational methods still in use in the 4th century BC had their origins in what has been !zj0/Q G\
called the Greek Dark Age beginning around 1200 BC when the Mycenaean era collapsed. Very 0;4t&v7
little is known about the whys and wherefores of this collapse, but it wasn’t until around 700 BC "8^5>EJ
Wv
that the Phoenician alphabet began to be adapted and used in the Greek-speaking world. During the o&AM2U/?
intervening centuries, all knowledge concerning Greek history, culture, mores and laws were orally dVB~Smsr
transmitted down through the generations. The most effective device in aid of memorizing vast <<=WY_m}
amounts of information was rhyme. The epic form we see in Homer’s Iliad grew out of the need to @/ZF` :
preserve the Greek cultural memory. Havelock takes the reader through Book 1 of The Iliad and ?Kvl!F!`
dissects it in detail to show how this cultural, historical and ethical heritage was conveyed. The uZfnz
d)c
Iliad takes on new and significant meaning to the reader of this minute examination. L-B
<nl
The Iliad and presumably other poetic vehicles were taught to children from an early age. The %sHF-n5P
whole of the Greek-speaking world was immersed in the project of memorizing, and out of the qd8n2f
masses arose those individuals with superior memories and theatrical skills who became the next +xc'1id@[
generation of minstrels and teachers. Education was thus comprised of memorization and rote 9j W2
learning, and the people enjoyed constant reminders through public readings and festivals. !T](Udf
Plato’s focus in the Republic and elsewhere is on Homer and Hesiod and to some extent the 2
I*;A5$N1
dramatists which at the time were the centerpieces of the educational regime. Their works presented lds-T
gods and heroes as fundamentally immoral and thus bad examples for youth. The overall result is &Tl
0Pf
that the Greek adolescent is continually conditioned to an attitude which at bottom is cynic al. It is >.dWjb6t
more important to keep up appearances than to practice the reality. Decorum and decent behavior '*\|;l#1
are not obviously violated, but the inner principle of morality is. Once the Republic is viewed as a s
w39\urf
critique of the educational regime, Havelock says that the logic of its total organization becomes F(na{<g};
clear. +w=AJdc
What Plato was railing against was an ―oral state of mind‖ which seems to have persisted even h3dsd
though the alphabet and written documentation had been in use for three centuries. Illiteracy was hstbz
thus still a widespread problem in Plato’s time, and the poetic state of mind was the main obstacle b~nAPY6
to scientific rationalism and analysis. This is why Plato regarded the poetic or oral state of mind as /-#I_>:8'
the arch-enemy. In his teachings he did the opposite. He asked his students to ―think about what M33_ja +L
they were saying instead of just saying it.‖ The epic had become, in Plato’s view, not ―an act of >A@Y$.
creation but an act of reminder and recall‖ and contributed to what Havelock terms ―the Homeric #j *d^j&
state of mind.‖ It was Socrates’ project (and by extension Plato’s) to reform Greek education to BD`2l!d
encourage thinking and analysis. Thus all the ranting and railing about the ―poets‖ in Plato’s S"Zp D.XX
Republic was limited basically to Homer and Hesiod because of what he viewed as a wholly 5]M>8ll
inadequate approach to education of which these particular poets were an integral part. 5|jw^s7
Unfortunately, Western culture has misconstrued what Plato and Socrates meant by ―the MwmUgN"g
poets.‖ And because we view poetry as a highly creative and elevated form of expression, our wn)J
XR
5 rj6#1kt
critics have failed to recognize that Plato’s diatribe had a very specific and limited target which had } :Z#}8
nothing to do with high-minded creativity, of which there is plenty, by the way, in the proscribed wm+/e#'&
poets. It wasn’t really the poets who were the problem; it was the use of them that was deemed EvOJ~'2 Y%
unacceptable. q$aaA`E%
Post-Havelock, we can now read the Republic with the scales lifted from our eyes and see it bQ~j=\[r
for what it really was: an indictment of an antiquated educational regime which had no place in a -!c"k}N=
democratic society. da (km+
Comprehension Questions: C-iK$/U
21. The mistaken understanding of Plato's Republic consists in the widespread belief that it consists e^ v.)
of _______________. ar:+;.n
a. literary criticism b. a treatise on the ideal polity dDF
.qXq.
c. a critique of rationalism d. an indictment of an obsolete pedagogy o tk}y8
22. According to Havelock, Plato’ s anger with the poets arose from: hUYd0qEbEt
I: Their representation of gods and heroes as fundamentally immoral and thus bad examples for <n(*Xak{a
youth. A'2w>8
II: Their transmission of culture, mores and laws. Me=CSQqf<
a. I. b. II. c. Both I and II. d. Neither I nor II. WD1G&5XP
23. Prior to the 4 /PLn+-
th cq$i
century BC, recitation was considered the best educational method because &LbJT$}V
______________. E8-P"`Qba
a. poetry was seen as a highly creative and elevated form of expression .jj$ Kh q]
b. rhyme was the most effective device in aid of memorizing vast amounts of information U*3uq7
c. there was no writing system /z}~zO
d. the people enjoyed constant reminders through public readings and festivals Ox@
sI:CT
24. In Plato's diatribe the poetic or oral state of mind is the arch-enemy of _______________. JJ%ePgWT
a. democratic society b. the Mycenaean Republic hXA6D)
c .the Phoenicians d. literacy DG?"5:Zd
25. A common critique of the present-day Chinese educational system resembles the educational CP6LHkM9
system that Plato fulminated against in that it often _______________. {uHU]6d3qy
a. asks students to think about what they were saying instead of just saying it @WI2hHD
b. comprises of memorization and rote learning '{(UW.Awo
c. has a very specific and limited target ;g~TWy^o
d. encourages thinking and analysis 3mOtW%Hl
Passage 2 I}t#%/'YA
To govern is to choose how the revenue raised from taxes is spent. So far so good, or bad. But IV)<5'v
some people earn more money than others. Should they pay proportionately more money to the lIProF0
government than those who earn less? And if they do pay more money are they entitled to more 0lv%`,
services than those who pay less or those who pay nothing at all? And should those who pay F}=aBV|-
nothing at all because they have nothing get anything? These matters are of irritable concern to our l\s U
6
V<j.xd7
rulers, and of some poignancy to the rest. u{*SX k
Although the equality of each citizen before the law is the rock upon which the American mL4] l(U
Constitution rests, economic equality has never been an American ideal. In fact, it is the one _N@ro
unmentionable subject in our politics, as the senator from South Dakota recently discovered when |
M+<m">E
he came up with a few quasi-egalitarian tax reforms. The furious and enduring terror of $5*WLG&AK
Communism in America is not entirely the work of those early cold warriors Truman and Acheson. lhkwWbB
A dislike of economic equality is something deep-grained in the American Protestant character. m o:D9
After all, given a rich empty continent for vigorous Europeans to exploit (the Indians were simply a p1|f<SF')
disagreeable part of the emptiness, like chiggers), any man of gumption could make himself a good qcN'e.A
living. With extra hard work, any man could make himself a fortune, proving that he was a better MzL1Bh!M
man than the rest. Long before Darwin the American ethos was Darwinian. V#`fs|e;y
The vision of the rich empty continent is still a part of the American unconscious in spite of the IhA* "
Great Crowding and its attendant miseries; and this lingering belief in the heaven any man can Q_Gi]M9
make for himself through hard work and clean living is a key to the majority’s prevailing and DuOG {
apparently unalterable hatred of the poor, kept out of sight at home, out of mind abroad. AqV7\gdOC
Yet there has been, from the beginning, a significant division in our ruling class. The early X3V'Cy/sy
Thomas Jefferson had a dream: a society of honest yeomen, engaged in agricultural pursuits, iySRY^
without large cities, heavy industry, banks, military pretensions. The early (and the late) Alexander J52
o
g4l
Hamilton wanted industry, banks, cities, and a military force capable of making itself felt in world =hMY2D
politics. It is a nice irony that so many of today’s laissez-faire conservatives think that they descend ]~E0gsq
from Hamilton, the proponent of a strong federal government, and that so many liberals believe Sx8OhUyux
themselves to be the heirs of the early Jefferson, who wanted little more than a police force and a nTz6LVF
judiciary. Always practical, Jefferson knew that certain men would rise through their own good ZAXN6h
efforts while, sadly, others would fall. Government would do no more than observe this Darwinian yd?x=|
spectacle benignly, and provide no succor. mljh|[
In 1800 the Hamiltonian view was rejected by the people and their new President Thomas ^)W[l!!<)
Jefferson. Four years later, the Hamiltonian view had prevailed and was endorsed by the reelected a!u
r
ew#
Jefferson. Between 1800 and 1805 Jefferson had seen to it that an empire in posse had become an ~R@Nd~L
empire in esse. The difference between Jefferson I and Jefferson II is reflected in the two inaugural NwZ@#D#[ Y
addresses. 6MxKl
D7kl
It is significant that nothing more elevated than greed changed the Dr. Jekyll of Jefferson I into [ U wi
the Mr. Hyde of Jefferson II. Like his less thoughtful countrymen, Jefferson could not resist a deal. DmOyBtj
Subverting the Constitution he had helped create, Jefferson bought Louisiana from Napoleon, Z" uY}P3
acquiring its citizens without their consents. The author of the Declaration of Independence was _X'"w|0
quite able to forget the unalienable rights of anyone whose property he thought should be joined to [Ts"OPb%~
our empire—a word which crops up frequently and unselfconsciously in his correspondence. <&:=z?30"
In the course of land-grabbing, Jefferson II managed to get himself into hot water with France, Y
"VY%S^
England, and Spain simultaneously, a fairly astonishing thing to do considering the state of politics R?p00
in Napoleonic Europe. ;JRs?1<='
Comprehension Questions: vVgg0Y2
26. The author believes that Americans ________________. X B_B4X1R
a. still believe America to be largely unpopulated MG{YrX) oi
b. largely believe in lower taxation &zuG81F6
c. are in favor of taxation without representation G2^et$<{uU
7 D2,z)O%VK
d. should reconsider the Louisiana purchase [u._q:A
27. From the passage, we may assume that the senator from South Dakota _______________. 6
HlePTf8
a. opposed tax reform b. was Thomas Jefferson yOwA8^q
c. failed in his attempt to reform tax law d. was Alexander Hamilton %bdjBa}
28. Jefferson made it possible for ________________. g=e71DXG2
a. a potential empire to become a real one _{ZqO;[u
b. tax laws to reflect the will of the people Zt3)]sB
c. France, England, and Spain to simultaneously vacillate upon their mutual feelings towards 25&J7\P*
the United States. l#}.^71+
d. Darwinian social theories to be accepted without question Q[d}J+l4{
29. Jefferson’s early political writings espoused what would today be called _______________. hnznp1[#@
a. collectivism b. libertarianism c. socialism d. liberalism +L5\;
30. The author holds that Jefferson’s purchase of the Louisiana territories _______________. =dx1/4bZl|
a. may be seen as a hypocritical act %/rMg"f:
b. rigorously held with his previous views of inalienable rights ZZyDG9a>7
c. cannot be seen as an act of empire-expansion xrN
&N_K#
d. was an act meant to lower taxes and improve the wealth of the nation U5r7j
Passage 3 RAp=s
If, besides the accomplishments of being witty and ill-natured, a man is vicious into the bargain, }E7:ihy
he is one of the most mischievous creatures that can enter into a civil society. His satire will then +nT'I!//
chiefly fall upon those who ought to be the most exempt from it. Virtue, merit, and everything that G!XIc>F*
is praiseworthy, will be made the subject of ridicule and buffoonery. It is impossible to enumerate zR32PG>9
the evils which arise from these arrows that fly in the dark; and I know no other excuse that is or .&x}NYX4
can be made for them, than that the wounds they give are only imaginary, and produce nothing ez9q
7SpA
more than a secret shame or sorrow in the mind of the suffering person. It must indeed be confessed Rtjqx6-B;
that a lampoon or a satire do not carry in them robbery or murder; but at the same time, how many l]]l
are there that would not rather lose a considerable sum of money, or even life itself, than be set up "rAY.E]
as a mark of infamy and derision? And in this case a man should consider that an injury is not to be VG>vn`x>a
measured by the notions of him that gives, but of him that receives it. Those who can put the best 5~yNqC
countenance upon the outrages of this nature which are offered them, are not without their secret g%k`
anguish. I have often observed a passage in Socrates’ behavior at his death in a light wherein none ILic.@st
of the critics have considered it. That excellent man entertaining his friends a little before he drank wlPx,UqZ
the bowl of poison, with a discourse on the immortality of the soul, at his entering upon it says that /N-_FMl?
he does not believe any the most comic genius can censure him for talking upon such a subject at Cz8f1suO4
such at a time. This passage, I think, evidently glances upon Aristophanes, who write a comedy on o#[
KS:Y
purpose to ridicule the discourses of that divine philosopher. It has been observed by many writers !(t,FYeH
that Socrates was so little moved at this piece of buffoonery, that he was s everal times present at its BJS-Jy$-
being acted upon the stage, and never expressed the least resentment of it. But, with submission, I ^
bLRVp1
think the remark I have here made shows us that this unworthy treatment made an impression upon \` w4|T
8 z7-k`(l4
his mind, though he had been too wise to discover it. When Julius Caesar was lampooned by O0PJ6:9P
Catullus, he invited him to a supper, and treated him with such a generous civility, that he made the WX4;l(PL=
poet his friend ever after. Cardinal Mazarine gave the same kind of treatment to the learned Quillet, D\ H/
who had reflected upon his eminence in a famous Latin poem. The cardinal sent for him, and, after |0z;K:5s
some kind expostulations upon what he had written, assured him of his esteem, and dismissed him U'*t
~x<
with a promise of the next good abbey that should fall, which he accordingly conferred upon him in UgN28YrW
a few months after. This had so good an effect upon the author, that he dedicated the second edition OD=!&LM
of his book to the cardinal, after having expunged the passages which had given him offence. #*>E*#?t
Though in the various examples which I have here drawn together, these several great men behaved tV/Z)fpyH
themselves very differently towards the wits of the age who had reproached them, they all of them vJ`.iRU|
plainly showed that they were very sensible of their reproaches, and consequentl y that they 9GdB#k6W`
received them as very great injuries. For my own part, I would never trust a man that I thought was 8by@iQ
capable of giving these secret wounds; and cannot but think that he would hurt the person, whose D?M!ra
reputation he thus assaults, in his body or in his fortune, could he do it with the same security. ?U7) XvQ
There is indeed something very barbarous and inhuman in the ordinary scribblers of lampoons. I _P?\.W@
have indeed heard of heedless, inconsiderate writers that, without any malice, have sacrificed the J`*iZvW#Bx
reputation of their friends and acquaintance to a certain levity of temper, and a silly ambition of \x>65;
distinguishing themselves by a spirit of raillery and satire; as if it were not infinitely more $t-n'Qh^2
honourable to be a good-natured man than a wit. Where there is this little petulant humor in an #?B%Ja%
;W
author, he is often very mischievous without designing to be so. u
z\0cX_
Comprehension Questions: (.3'=n|kE
31. According to the author, those who want to trivialize satire tend to suggest that H@uE>
_______________. 3I 0eW%,
a. the damage is immaterial b. the effect is mere buffoonery &2I*0
c. wit is a streak of genius d. the mischief must be taken in a spirit of raillery 2-0$F
Q@
/
32. What would be the best strategy for the object of satire to adopt, according to the author? Ejq#~
Zhr!
a. To take no heed. b. To placate the author. 23DJV);g8
c. To take offence. d. To suffer the consequences. {0YAzZ7
33. The main purpose of this article is ________________. Brd,Eg
a. the derision of the perpetrators of satire
StYzGJ
b. a warning against mischievous scribblers R \s!*)
c. creating understanding of the genre `3q;~ 9
d. reproaching fellow satirists $WW)bP
d4^
34. When the author speaks of ―this little petulant humor‖ it is evident that he means 'YSuQP>
________________. %G3sjnI;l
a. good-natured wit b. the choleric temper kD.pzxEM
c. a silly ambition d. submission #Tp]^
n
35. In view of the opinion of the author, it is unlikely that the author is a ________________. _2vd`k
9 `&$B3)Eb
a. man of letters b. satirist c. wit d. a good-natured man .>6 Wv0
Passage 4 F: 37MUQi
Alexander the Great’s conquests in the Eastern Mediterranean initiated a series of profound UmK X*T9
cultural transformations in the ancient centers of urban civilization of the Fertile Crescent. The final ,R wfp=*E
destruction of native rule and the imposition of an alien elite culture instigated a cultural 0NO1M)HQv
discourse—Hellenism—which irrevocably marked all participants, both conquerors and conquered. YTyX`Y#
This discourse was particularly characterized by a transformation of indigenous cultural traditions, `3iQZui
necessitated by their need to negotiate their place in a new social order. As Bowerstock has argued, %kU'hz
Lg
the process of Hellenization did not accomplish the wholesale replacement of indigenous cultural X
Y+y}D
%
traditions with Greek civilization. Instead, it provided a new cultural vocabulary through which RB3 zHk%
much pre-existing cultural tradition was often able to find new expression. This phenomenon is "2Op[~V
especially intriguing as it relates to language and literacy. The ancient civilizations of the ^lO76Dz~a
Syro-Mesopotamian and Egyptian cultural spheres were, of course, literate, possessing indigenous Qu~*46?0
literary traditions already of great antiquity at the time of the Macedonian conquests. The E(L<L1:"
disenfranchisement of traditional elites by the imposition of Greek rule had the related effect of SQ#7PKH
displacing many of the traditional social structures where in indigenous literacy functioned and was ,-rB=|w
taught—in particular, the institutions of the palace and the temple. A new language of power, Greek, 5 d ;|=K
replaced the traditional language of these institutions. This had the unavoidable effect of displacing t%+$"nP
the traditional writing systems associated with these indigenous languages. Traditional literacy’s Dl;d33
longstanding association with the centers of social and political authority began to be eroded.
E8-53"m
Naturally, the eclipse of traditional, indigenous literacy did not occur overnight. The decline of kR6A3?[
Cuneiform and Hieroglyphic literacies was a lengthy process. Nor was the nature of their respective .2X2b<%)
declines identical. Akkadian, the ancient language of Mesopotamian court and temple culture, /)V4k:#b
vanished forever, along with cuneiform writing, in the first century CE. Egyptian lived on beyond uu}-"/<~7
the disappearance of hieroglyphic in the fourth century CE in the guise of Coptic, to succumb as a MD'>jO;n
living, spoken language of daily social intercourse only after the Islamic conquest of Egypt. Even
&:!ij
then, Coptic survives to this day as the liturgical language of the Coptic Orthodox Church. This FDLd&4Ex
latter point draws attention to an aspect of the decline of these indigenous literacies worthy of note: W(@>?$&
it is in the sphere of religion that these literacies are often preserved longest, after they have been (K!4Kp^m
superseded in palace circles—the last dated cuneiform text we have is an astrological text; the last Tb#
dated hieroglyphic text a votive graffito. This should cause little surprise. The sphere of religion is $A?}a
generally one of the most conservative of cultural subsystems. The local need to negotiate the k!E"wJkpz
necessities of daily life and individual and collective identity embodied in traditional religious |U=(b,
structures is slow to change and exists in ongoing dialogue with the more readily changeable royal 6An{3"
and/or state ideologies that bind various locales together in an institutional framework. Fp:3#Bh
The process of ―Hellenization‖ of the ancient cultures of the Eastern Mediterranean K+mU_+KRp
provides us, then, with an opportunity to observe the on-going effect on traditional, indigenous (2%>jg0M
literacy of the imposition of a new status language possessed of its own distinct writing system. The ~t9Mh^gij
cultural politics of written and spoken language-use in such contexts has been much discussed and MFTC6L+T
it is clear that the processes leading to the adoption of a new language—in written form, or spoken @+dHF0aXd
form, or both—in some cultural spheres and the retention of traditional languages in others are uL>:tb
complex. Factors including the imposition of a new language from above, adoption of a new 'rx?hL3VW
language of social prestige from below, as well as preservation of older idioms of traditional status ^/{4'\p
10 {8ECNQ[]
in core cultural institutions, must have affected different sectors of a conquered society in different ;o >WXw
fashions and at different rates. KW>VOW<.
Comprehension Questions: 6S_y%8Fv&[
36. The languages that have to some extent managed to survive Hellenization did so in what area? r|bPR
!0
a. In palace circles. b. In governmental institutions. .93S>U< _
c. In the religious sphere. d. In philological circles. ;fx1!:;.
37. Which aspect of society, according to the passage, is one of the most resistant to change? (j=DD6fC
a. Monarchical institutions. b. Religious institutions. `]hCUaV
c. Linguistic norms. d. State ideologies.
;o%:7&
38. In the first paragraph, you saw the underlined word disenfranchisement. Choose, among the #Gp
M22d'(
following expressions, the closest in similar meaning. LJ
l1v
a. the removal of power, right and/or privilege &oc_a1R
b. a strong sense of disappointment r./z,4A`
c. the prohibition of the right to conduct business gA"<MI'y
d. the loss of social position O3&|}:<
39. Who was the leader of the Macedonian Conquest? TnxU/)
a. King Philip of Macedon. b. Pericles of Athens. .h!9wGi`
c. Alexander the Great. d. the Ottoman Empire. @e={Wy+Vm(
40. According to the passage, can the imposition of a foreign language and culture bring about rapid rr)9Y][l}
change in all of the conquered people’s institutions? 8L{$v~ +
a. Yes, court life will change to remain functional, and it will affect all other institutions. 7p
!zp 9|
b. No, apparently it affects different parts of society in different ways at different speeds. .f+9 A>
c. It isn’t clear from the passage, but it may happen quickly. x57'Cg \
d. Yes, the speed at which a society’s institutions are affected by a conquering power would be {NY]L==H
quite rapid. ny~
W]1
PART III: Reading and Writing Lv^a+'
Section A (10 points) Kf&r21h
Directions: Some sentences have been removed in the following text. Choose the most suitable 6_Fpca3L
one from the list A—G to fit into each of the blanks. There are two extra choices which do not ha5
bD%
fit in any of the blanks. Ef-a4P
i
But there is of culture another view, in which not solely the scientific passion, the sheer desire +RdI;QmM
to see things as they are, natural and proper in an intelligent being, appears as the ground of it. A
mvw`u>
There is a view in which all the love of our neighbor, the impulses towards action, help, and :(
+]b
beneficence, the desire for removing human error, clearing human confusion, and diminishing s7vPI
human misery, the noble aspiration to leave the world better and happier than we found it, --motives |o|gP8
eminently such as are called social--come in as part of the grounds of culture, and the main and n~9 i^
11
tb:
preeminent part. Culture is then properly described not as having its origin in curiosity, but as M,ppCHy/$
having its origin in the love of perfection; it is a study of perfection. (41) ____________________. l~ CZW*/
Religion says: The Kingdom of God is within you; (42) ____________________. It places it ::0aY;D2
in the ever-increasing efficacy and in the general harmonious expansion of those gifts of thought hzW{_Q.|?
and feeling, which make the peculiar dignity, wealth, and happiness of human nature. As I have said BQE{
on a former occasion: ―It is in making endless additions to itself, in the endless expansion of its yW[L,N7d
powers, in endless growth in wisdom and beauty, that the spirit of the human race finds its ideal. T o ofVEao
reach this ideal, culture is an indispensable aid, and that is the true value of culture. ‖ Not a having P4i3y{$V
and a resting but a growing and a becoming, is the character of perfection as culture conceives it; _F3KFQ4,S-
and here, too, it coincides with religion… CG CQa0
If culture, then, is a study of perfection, and of harmonious perfection, general perfection, and #"|"cYi,
perfection which consists in becoming something rather than in having something , in an inward
dD :
condition of the mind and spirit, not in an outward set of circumstances, it is clear that culture… has _r~!O$2
a very important function to fulfill for mankind. And this function is particularly important in our e21E_exM0
modern world, of which the whole civilization is, to a much greater degree than the civilization of Lf[G>0t&n
Greece and Rome, mechanical and external, and tends constantly to become more so. te4F"
SEf
(43)_______________________. U0!^m1U:
The pursuit of perfection, then, is the pursuit of sweetness and light… culture has one great Ng?apaIi@~
passion, the passion for sweetness and light. It has one even yet greater! --the passion for making j
l}!T[5
them prevail. It is not satisfied till we all come to a perfect man; it knows that the sweetness and q;CayN'I
light of the few must be imperfect until the raw and unkindled masses of humanity are touched with =U=e?AOG2
sweetness and light. If I have not shrunk from saying that we must work for sweetness and light, so vYYS.ve
neither have I shrunk from saying that we must have a broad basis, must have sweetness and light ?s1u#'aO
for as many as possible… (44) _______________________. )3BR[*u*
(45) ________________________. The great men of culture are those who have had a UY1JB^J$
passion for diffusing, for making prevail, for carrying from one end of society to the other, the best dMey/A/VYt
knowledge, the best ideas of their time; who have labored to divest knowledge of all that was harsh, Rrh<mo(yj#
uncouth, difficult, abstract, professional , exclusive; to humanize it, to make it efficient outside the oNiToFbQu
clique of the cultivated and learned, yet still remaining the best knowledge and thought of the time, ^fFtI?.6jI
and a true source, therefore, of sweetness and light. A4~D#V
A. Culture seeks to make the best that has been thought and known in the world current
pESB Il
everywhere; to make all men live in an atmosphere of sweetness and light, where they may Pz5ebhgq
use ideas, as it uses them itself, freely, --- nourished, and not bound by them. e} sc]MTM
B. This is the social idea; and the men of culture are the true apostles of equality. 0@II&
C. It moves by the force, not merely or primarily of the scientific passion for pure knowledge,
%zA2%cq<
but also of the moral and social passion for doing good. PN1(j|
D. All these things ought to be done merely by the way: the formation of the spirit and -}=@
*See#
character must be our real concern. 7p
P|
E. They humanized knowledge; because they broadened the basis of life and intelligence; X{5v?4wI
because they worked powerfully to diffuse sweetness and light. Z}sG3p
F. And culture, in like manner, places human perfection in an internal condition, in the growth y_
}K?
and predominance of our humanity proper, as distinguished from our animality. }2-[Ki yv
G. But above all in our own country has culture a weighty part to perform, because here that %E4$ZPSW
12 >P<k[vF
mechanical character, which civilization tends to take everywhere, is shown in the most kS@9c _3S
eminent degree. `f\5p+!<7R
Section B (10 points) J0IdFFZ|w
Directions: Write a 100—120-word summary of the article in this part. <Cf7E
PART IV: Translation 5W?yj>JR
Directions: Write your translations in your answer sheet. g\
8#:@at
Section A: Translate the underlined sentences into good Chinese. (15 points) 5QqJI#4~
The second design in this great centuries-old tradition is to argue that any form of public help y8<
lp+
to the poor only hurts the poor. It destroys morale. It seduces people away from gainful "i!2=A8k
employment. It breaks up marriages, since women can seek welfare for themselves and their u#zP>!
children once they are without husbands. 1Qp1Es<)
(1) There is no proof of this--none, certainly, that compares that damage with the damage that gp#b
Q
would be inflicted by the loss of public assistance. Still, the case is made–and believed–that there is k7z(Gbzu
something gravely damaging about aid to the unfortunate. This is perhaps our most highly "@c';".|
influential piece of fiction. fl
pXVtsQ
(2) The third, and closely related, design for relieving ourselves of responsibility for the poor "ay,Lr
is the argument that public-assistance measures have an adverse effect on incentive. They transfer "<cB73tY
income from the diligent to the idle and feckless, thus reducing the effort of the diligent and )z?&"I
encouraging the idleness of the idle. The modern manifestation of this is supply-side economics. USnD7I/b
Supply-side economics holds that the rich in the United States have not been working because they EWuiaw.
have too little income. So, by taking money from the poor and giving it to the rich, we increase 7| h3.
effort and stimulate the economy. Can we really believe that any considerable number of the poor .d#
G]8suF
prefer welfare to a good job? (3) Or that business people–corporate executives, the key figures in +P>
A
P&
our time–are idling away their hours because of the insufficiency of their pay? This is a scandalous !Zk%P
charge against the American businessperson, notably a hard worker. Belief can be the servant of ="#:=i]
truth–but even more of convenience. zVc7q7E
The fourth design for getting the poor off our conscience is to point to the presumed adverse Ov~S2?E8
effect on freedom of taking responsibility for them. Freedom consists of the right to spend a 2;Y@3d:z
maximum of one’s money by one’s own choice, and to see a minimum taken and spent by the ;qT!fuN;
government. (Again, expenditure on national defense is excepted.) In the enduring words of .J<qfQ
Professor Milton Friedman, people must be ―free to choose.‖ 1OiZNuI:E
This is possibly the most transparent of all of the designs; no mention is ordinarily made of the J^s<