1、翻译三级笔译实务分类模拟题 1及答案解析(总分：25.00，做题时间：90 分钟)一、English Chinese Tran(总题数：5，分数：25.00)Some recent historians have argued that life in the British colonies in America from approximately 1763 to 1789 was marked by internal conflicts among colonists. Inheriting some of the viewpoints of early twentieth-centur
2、y progressive historians such as Beard and Becker, these recent historians have put forward arguments that deserve evaluation. The kind of conflict most emphasized by these historians is class conflict. Yet with the Revolutionary War dominating these years, how does one distinguish class conflict wi
3、thin that larger conflict? Certainly not by the side a person supported. 1 Although many of these historians have accepted the earlier assumption that Loyalists represented an upper class, new evidence indicates that Loyalists, like rebels, were drawn from all socioeconomic classes. (It is nonethele
4、ss probably true that a larger percentage of the well-to-do joined the Loyalists than joined the rebels.) Looking at the rebel side, we find little evidence for the contention that lower-class rebels were in conflict with upper-class rebels. Indeed, the war effort against Britain tended to suppress
5、class conflicts. 2 Where it did not, the disputing rebels of one or another class usually Loyalists. Loyalism thus operated as a safety valve to remove socioeconomic discontent that existed among the rebels. Disputes occurred, of course, among those who remained on the rebel side, but the extraordin
6、ary social mobility of eighteenth-century American society (with the obvious exception of slaves) usually prevented such disputes from hardening along class lines. Social structure was in fact so fluidthough recent statistics suggest a narrowing of economic opportunity as the latter half of the cent
7、ury progressedthat to talk about social classes at all requires the use of loose economic categories such as rich, poor, and middle class, or eighteenth-century designations like “the better sort“. 3 Despite these vague categories, one should not claim unequivocally that hostility between recognizab
8、le classes cannot be legitimately observed. Outside of New York, however, there were very few instances of openly expressed class antagonism. Having said this, one must add that there is much evidence to support the further claim of recent historians that sectional conflicts were common between 1763
9、 and 1789. The “Paxton Boys“ incident and the Regulator movement are representative examples of the widespread, and Justified, discontent of western settlers against colonial or state governments dominated by eastern interest. 4 Although undertones of class conflict existed beneath such hostility, t
10、he opposition was primarily geographical. Sectional conflict which also existed between North and South deserves further investigation. In summary, historians must be careful about the kind of conflict they emphasize in eighteenth-century America. 5 Yet those who stress the achievement of a general
11、consensus among the colonists cannot fully understand that consensus without understanding the conflicts that had to be overcome or repressed in order to reach it.（分数：5.00）_We“ve come to a turning point, a moment for hard decision. I have asked that Cabinet and my staff a question and now I put the
12、same question to all of you. If not us, who? And if not now, when? 6 It must be done by all of us going forward with a program aimed at reaching a balanced budget. We can then begin reducing the national debt. I will shortly submit a budget to the Congress aimed at freezing government program spendi
13、ng for the next year. 7 Beyond this, we must take further steps to permanendy control government“s power to tax and spend. We must act now to protect further generation form government“s desire to spent its citizens money and tax them into servitude when the bills come due. 8 Let us make it unconsti
14、tutional for the Federal Government to spend more than the Federal Government takes in. We have already started returning to the people and to state and local governments responsibilities better handled by them. Now, there is a place for the Federal Government in matters of social compassion. 9 But
15、our fundamental goals must be to reduce dependency and upgrade the dignity of those who are infirm or disadvantage. And here a growing economy and support from family and community offer our best chance for a society where compassion is a way of life, where the old and infirm are cared for, the youn
16、g and, yes the unborn, protected, and the unfortunate looked after and made self-sufficient. Now there is another area where the Federal Government can play a part. As an older American, I remember a time when people of different race, creed or ethnic origin in our land found hatred and prejudice in
17、stalled in social custom and, yes, in law. There“s no story more heartening in our history than the progress that we“ve made toward the brotherhood of man that God intended for us. 10 Let us resolve: there will be no turning back or hesitation on the road to an America rich in dignity and abundant w
18、ith opportunity for all our citizens.（分数：5.00）_In his autobiography. Darwin himself speaks of his intellectual powers with extraordinary modesty. He points out that he always experienced much difficulty in expressing himself clearly and concisely, but 11 he believes that this very difficulty may hav
19、e had the compensating advantage of forcing him to think lone and intently about every sentence, and thus enabling him to detect errors in reasoning and in his own observation. He disclaimed the possession of any great quickness of apprehension or wit, such as distinguished Huxley. 12 He asserted, a
20、lso, that his power to follow a long and purely abstract train of thought was very limited, for which reason he felt certain that he never could have succeeded with mathematics. His memory, too, he described as extensive, but hazy. So poor in one sense was it that he never could remember for more th
21、an a few days a single date or a line of poetry. 13 On the other hand, he did not accept as well founded the charge made by some of his critics that, while he was a good obsever, he had no power of reasoning. This, he thought, could not be true, because the “Origin of Species“ is one long argument f
22、rom the beginning to the end, and has convinced many able men. No one, he submits, could have written it without possessing some power of reasoning. He was willing to assert that “I have a fair share of invention, and of common sense or judgment, such as every fairly successful lawyer or doctor must
23、 have, but not, I believe, in any higher degree.“ 14 He adds humbly that perhaps he was “superior to the common run of men in noticing things which easily escape attention, and in observing them carefully.“ Writing in the last year of his life, he expressed the opinion that in two or three respects
24、his mind had changed during the preceding twenty or thirty years. Up to the age of thirty or beyond it poetry of many kinds gave him great pleasure. Formerly, too, pictures had given him considerable, and music very great, delight. In 1881, however, he said: “Now for many years I cannot endure to re
25、ad a line of poetry. I have also almost lost my taste for pictures or music.“ 15 Darwin was convinced that the loss of these tastes was not only a loss of happiness but might possibly be injurious to the intellect and more probably to the moral character.（分数：5.00）_The study of law has been recognize
26、d for centuries as a basic intellectual discipline in European universities. However, only in recent years has it become a feature of undergraduate programs in Canadian universities. 16 Traditionally, legal learning has been viewed in such institutions as the special preserve of lawyers, rather than
27、 a necessary part of the intellectual equipment of an educated person. Happily, the older and more continental view of legal education is establishing itself in a number of Canadian universities and some have even begun to offer undergraduate degrees in law. If the study of taw is beginning to estab
28、lish itself as part and parcel of a general education, its aims and methods should appeal directly to journalism education. Law is a discipline which encourages responsible judgment. On the one hand, it provides opportunities to analyze such ideas as justice, democracy and freedom. 17 On the other,
29、it links these concepts to everyday realities in a manner which is parallel to the links journalists forge on a daily basis as they cover and comment on the news. For example, notions of evidence and fact, of basic rights and public interest are at work in the process of journalistic judgment and pr
30、oduction just as in courts of law. Sharpening judgment by absorbing and reflecting on law is a desirable component of a journalist“s intellectual preparation for his or her career. 18 But the idea that the journalist must understand the law more profoundly than an ordinary citizen rests on an unders
31、tanding of the established conventions and special responsibilities of the news media. Politics or, more broadly, the functioning of the state, is a major subject for journalists. The better informed they are about the way the state works, the better their reporting will be. 19 In fact, it is diffic
32、ult to see how journalists who do not have a clear grasp of the basic features of the Canadian Constitution can do a competent job on political stories. Furthermore, the legal system and the events which occur within it are primary subjects for journalists. While the quality of legal journalism vari
33、es greatly, there is an undue reliance amongst many journalists on interpretations supplied to them by lawyers. 20 While comment and reaction from lawyers may enhance stories, it is preferable for journalists to rely on their own notions of signifcance and make their own judgments. These can only co
34、me from a well grounded understanding of the legal system.（分数：5.00）_Human beings in all times and places think about their world and wonder at their place in it. Humans are thoughtful and creative, possessed of insatiable curiosity. 21 Furthermore, humans have the ability to modify the environment i
35、n which they live, thus subjecting all other life forms to their own peculiar ideas and fancies. Therefore, it is important to study humans in all their richness and diversity in a calm and systematic manner, with the hope that the knowledge resulting from such studies can lead humans to a more harm
36、onious way of living with themselves and with all other life forms on this planet Earth. “Anthropology“ derives from the Greek words anthropos “human“ and logos “the study of“. By its very name, anthropology encompasses the study of all humankind. Anthropology is one of the social sciences. 22 Socia
37、l science is that branch of intellectual enquiry which seeks to study humans and their endeavors in the same reasoned, orderly, systematic, and dispassioned manner that natural scientists use for the study of natural phenomena. Social science disciplines include geography, economics, political scien
38、ce, psychology, and sociology. Each of these social sciences has a subfield or specialization which lies particularly close to anthropology. All the social sciences focus upon the study of humanity. Anthropology is a field-study oriented discipline which makes extensive use of the comparative method
39、 in analysis. 23 The emphasis on data gathered first-hand, combined with a cross-cultural perspective brought to the analysis of cultures past and present, makes this study a unique and distinctly important social science. Anthropological analyses rest heavily upon the concept of culture. Sir Edward
40、 Tylor“s formulation of the concept of culture was one of the great intellectual achievements of 19th century science. 24 Tylor defined culture as “.that complex whole which includes belief, art, morals, law, custom, and any other capabilities and habits acquired by man as a member of society“. This
41、 insight, so profound in its simplicity, opened up an entirely new way of perceiving and understanding human life. Implicit within Tylor“s definition is the concept that culture is learned, shared, and patterned behavior. 25 Thus, the anthropological concept of “culture“, like the concept of “set“ i
42、n mathematics, is an abstract concept which makes possible immense amounts of concrete research and understanding.（分数：5.00）_翻译三级笔译实务分类模拟题 1答案解析(总分：25.00，做题时间：90 分钟)一、English Chinese Tran(总题数：5，分数：25.00)Some recent historians have argued that life in the British colonies in America from approximately 1763 to 1789 was marked by internal conflicts among colonists. Inheriting some of the viewpoints of early twentieth-century progressive historians such
