【考研类试卷】考研英语-417及答案解析.doc
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1、考研英语-417 及答案解析(总分:100.00,做题时间:90 分钟)一、Section Use of Eng(总题数:1,分数:10.00)To produce the upheaval (激变) in the United States that changed and modernized the domain of higher education from the mid-1860s to the mid-1880s, three primary causes interacted. The (1) of a half-dozen leaders in education prov
2、ided the personal force that was needed. (2) , an outcry (呐喊) for a fresher, more practical, and more advanced kind of instruction (3) among the alumni (校友) and friends of nearly all of the old colleges and grew into a movement that overrode (压倒) all (4) opposition. The aggressive “Young Yale“ movem
3、ent appeared, demanding partial alumni control, a more (5) spirit, and a broader course of study. The graduates of Harvard College simultaneously (6) to relieve the colleges poverty and demand new (7) . Education was pushing toward higher standards in the East by (8) off church leadership everywhere
4、, and in the West by finding a wider range of studies and a new (9) of public duty.The old-style classical education received its most crushing (10) in the citadel (城堡) of Harvard College, (11) Dr. Charles Eliot, a young captain of thirty-five, son of a former treasurer of Harvard, led the (12) forc
5、es. Five revolutionary advances were made during the first years of Dr. Eliots (13) They were the elevation and amplification of entrance requirements, the enlargement of the (14) and the development of the (15) system, the recognition of graduate study in the liberal arts, the raising of profession
6、al training in law, medicine, and engineering to a postgraduate level, and the fostering (培养) of greater (16) in student life. Standard of admission were sharply advanced in 18721877. (17) the appointment of a clean (院长) to take charge of student affairs, and a wise handling of (18) , the undergradu
7、ates were led to regard themselves more as young gentlemen and (19) as young animals. One new course of study after another was (20) science, music, the history of the fine arts, advanced Spanish, political economy, physics and international law.(分数:10.00)A.uproarB.thresholdC.emergencyD.emergenceA.H
8、oweverB.MoreoverC.ThereafterD.IndeedA.arousedB.aroseC.rousedD.incurredA.conservativeB.conventionalC.radicalD.profoundA.flexibleB.liberalC.literateD.literaryA.ralliedB.assembledC.gatheredD.summonedA.resourceB.orientationC.reserveD.enterpriseA.puttingB.takingC.growingD.lettingA.pointB.meaningC.commitm
9、entD.senseA.blowB.crackC.strikeD.strokeA.whenB.whereC.whichD.thatA.drasticB.massiveC.extremeD.progressiveA.administrationB.manipulationC.regulationD.institutionA.subjectB.courseC.curriculumD.syllabusA.electiveB.selectiveC.subjectiveD.objectiveA.diversityB.maturityC.seniorityD.versatilityA.ByB.WithC.
10、UponD.AtA.penaltyB.codeC.virtueD.disciplineA.littleB.lessC.muchD.evenA.opened upB.set downC.brought upD.laid down二、Section Reading Co(总题数:0,分数:0.00)三、Part A(总题数:0,分数:0.00)四、Text 1(总题数:1,分数:10.00)A field is simply a social system of relations between individuals or institutions who are competing for
11、the same stake. An example of a field may be higher education, colleges, and universities. Habitus is a set of potential dispositions, an internalized set of taken-for-granted rules that govern strategies, and social practices that individuals in some respects carry with them into any field. There i
12、s a system of unspoken rules and generally unspeakable rules. They are unspeakable because it is understood that it would be rude or socially punishable to try to talk about those rules. Or, in some cases individuals within a habitus cannot even articulate those arbitrary rules because they are unaw
13、are of them. That is, these rules may feel so natural and normalized that they seem as though they are the way things should be and always have been. An example of an unspeakable rule might be that a person should never discuss class privilege, as opposed to hard work, as contributing to the success
14、 of an individual when talking about the accomplishments of the middle class within a middle-class field. However, within a working-class field of manual laborers, this may not be a forbidden topic of discussion.Judith Butler outlined a feminist theory of embodied practice in identity formation. She
15、 stated that our sense of identities is formed through repeated daily and everyday constrained and emancipatory performative practices through our bodies. Through the process of repeated performances, ways of being in the world become sedimented, that is layered and accumulated to the extent that th
16、ese practices become a part of who we are and how we perceive ourselves to be in the world. Butlers insights about performativity, the body, and identity are particularly informative of working-class identity formations that are literally embodied within the physical capacity to do manual labor.Butl
17、ers notion of performative identity gives me insight into my own identity development and the discomforts and constraints I have felt within academia, where the mind is privileged over the body in ways that almost obliterate the body. At the same time, the ideology of mind over body seems hypocritic
18、al when one examines the class distinctions made through the embedded middle-class practices, in short, the habitus, of the majority of university professors. Many first-generation college students in my classes, especially those who are from working-class backgrounds, report shock, dismay, and ange
19、r at the level of classism and racism that exists among faculty, whom they assumed to be educated and to value egalitarian principles. Many students express their frustration at not knowing the habitus of the middle class, yet feel its exclusionary, embodied power. They express even more frustration
20、 that the middle class also seems unaware of its own unspoken rules and habitus. Though they can start a conversation about race, they dont know how to talk about class in a meaningful way, one that helps their fellow students to understand the naturalized class distinctions within our culture. Clas
21、s is Americas dirty little secret.(分数:10.00)(1).A habitus is different from a field in that it(分数:2.00)A.is a more modern concept about social class.B.refers to the underlying rules in a social system.C.has a more ambiguous reference than a field.D.assumes a great significance within social relation
22、s.(2).Some people arent even aware of the habitus because(分数:2.00)A.they are socialized in it ever since their birth.B.they are not allowed to talk about it openly.C.it takes the most insightful mind to recognize it.D.it is only true of the working-class field.(3).According to Judith Butler, our ide
23、ntity is shaped by(分数:2.00)A.our family background.B.our physical capacity.C.the social discourse.D.routine performances.(4).In the academia people talk about class(分数:2.00)A.as if there were no class distinction.B.only when speaking to poor students.C.when faculty members become victimized by it.D.
24、when dealing with mind-body relations.(5).The authors attitude toward Judith Butlers theory is one of(分数:2.00)A.suspicion.B.contempt.C.consent.D.defense.五、Text 2(总题数:1,分数:10.00)In a democratic society citizens are encouraged to form their own opinions on candidates for public office, taxes, constitu
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