GRE-7 (1)及答案解析.doc

《GRE-7 (1)及答案解析.doc》由会员分享，可在线阅读，更多相关《GRE-7 (1)及答案解析.doc（74页珍藏版）》请在麦多课文档分享上搜索。

1、GRE-7 (1)及答案解析(总分：100.00，做题时间：90 分钟)一、Section 1-Analytical(总题数：2，分数：20.00)1.Task 1: Issue ExplorationDirections: In 30 minutes, compose an essay on the topic below. You may not write on any other topic. Write your essay on the lined page that follows.The topic is presented in a one- to two-sentence

2、quotation commenting on an issue of general concern. Your essay may support, refute, or qualify the views expressed in the quotation. Whatever you write, however, must be relevant to the issue under discussion, and you must support your viewpoint with reasons and examples derived from your studies a

3、nd/or experience.Faculty members from various institutions will evaluate your essay, judging it on the basis of your skill in the following areas.Analysis of the quotations implicationsOrganization and articulation of your ideas Use of relevant examples and arguments to support your case Handling of

4、 the mechanics of standard written EnglishTopic“Question authority. Only by questioning accepted wisdom can we advance our understanding of the world.“（分数：10.00）_2.Task 2: Argument AnalysisDirections: In 30 minutes, prepare a critical analysis of an argument expressed in a short paragraph. You may n

5、ot offer an analysis of any other argument. Write your essay on the lined page that follows.As you critique the argument, think about the authors underlying assumptions. Ask yourself whether any of them are questionable. Also evaluate any evidence the author brings up. Ask yourself whether it actual

6、ly supports the authors conclusion.In your analysis, you may suggest additional kinds of evidence to reinforce the authors argument. You may also suggest methods to refute the argument, or additional data that might be useful to you as you assess the soundness of the argument. You may not, however,

7、present your personal views on the topic. Your job is to analyze the elements of an argument, not to support or contradict that argument.Faculty members from various institutions will judge your essay, assessing it on the basis of your skill in the following areas: Identification and assessment of t

8、he arguments main elements Organization and articulation of your thoughts Use of relevant examples and arguments to support your case Handling of the mechanics of standard written EnglishTopicThe following appeared in a petition presented by Classen University students to the schools administration.

9、The purpose of higher education is to prepare students for the future, but Classen students are at a serious disadvantage in the competition for post-college employment due to the Universitys burden- some breadth requirements. Classens job placement rate is substantially lower than placement rates o

10、f many top-ranked schools. Classen students would be more attractive to employers if they had more time to take advanced courses in their specialty, rather than being required to spend fifteen percent of their time at Classen taking courses outside of their subject area. We demand, therefore, that t

11、he University abandon or drastically cut back on its breadth requirements.（分数：10.00）_二、Section 2 Verbal Rea(总题数：4，分数：20.00)Directions: For each of the following sentences, select the two answers of the six choices given that, when substituted in the sentence, both logically complete the sentence as

12、a whole and create sentences that are equivalent to one another in meaning. Questions 1-5（分数：5.00）(1).It seems ironic that the preachers sermon, intended to reconcile the feuding brothers, served only to _ them further. A. intimidate B. estrange C. avenge D. arbitrate E. commiserate F. disaffect（分数：

13、1.00）A.B.C.D.E.F.(2).In recent years, the British seem to have become _ Americanisms: even members of Parliament fall into baseball metaphors, although very few Britons understand the rules of the game. A. critical of B. indifferent to C. enamored of D. aggrieved by E. tired of F. hooked on（分数：1.00）

14、A.B.C.D.E.F.(3).The general was such a contrarian that, at times when it appeared that the only sane action would be to _, he became all the more determined to fight to the bitter end. A. capitulate B. remonstrate C. exonerate D. submit E. repeat F. resist（分数：1.00）A.B.C.D.E.F.(4).Some critics of the

15、 administration maintained that it was _ of the White House to describe its proposal to reduce welfare payments to single parents as “tough love“: the plan, in their opinion, while decidedly tough, was not loving at all. A. witty B. accurate C. disingenuous D. diplomatic E. mendacious F. salient（分数：

16、1.00）A.B.C.D.E.F.(5).A perfectionist is someone who feels _ when he makes even the most minuscule of errors. A. vexation B. hostility C. indifference D. chagrin E. condemnation F. bafflement（分数：1.00）A.B.C.D.E.F.Directions: The next questions are based on the content of the following passage. Read th

17、e passage and then determine the best answer choice for each question. Base your choice on what this passage states directly or implies, not on any information you may have gained elsewhere. For each of Questions 6-10, select one answer choice unless otherwise instructed.Questions 6-10 are based on

18、the following passage.There can be no doubt that the emer-gence of the Negro writer in the post-warperiod stemmed, in part, from the fact thatLive he was inclined to exploit the opportunity to(5) write about himself. It was more than that,however. The movement that has variouslybeen called the “Harl

19、em Renaissance,“ the“Blank Renaissance,“ and the “New NegroMovement“ was essentially a part of the(10) growing interest of American literary circlesin the immediate and pressing social andeconomic problems. This growing interestcoincided with two developments in Negrolife that fostered the growth of

20、 the New(15) Negro Movement. These two factors, thekeener realization of injustice and theimprovement of the capacity for expression,produced a crop of Negro writers who con-stituted the “Harlem Renaissance.“(20) The literature of the Harlem Renaissancewas, for the most part, the work of a race-cons

21、cious group. Through poetry, prose, andsong, the writers cried out against social andeconomic wrongs. They protested against(25) segregation and lynching. They demandedhigher wages, shorter hours, and better con-ditions of work. They stood for full socialequality and first-class citizenship. The new

22、vision of social and economic freedom that(30) they had did not force them to embrace theseveral foreign ideologies that sought to sinktheir roots in some American groups duringthe period.The writers of the Harlem Renaissance,(35) bitter and cynical as some of them were,gave little attention to the

23、propaganda of thesocialists and communists. The editors of theMessenger ventured the opinion that the NewNegro was the “product of the same world-(40) wide forces that have brought into being thegreat liberal and radical movements that arenow seizing the reins of power in all the civi-lized countrie

24、s of the world.“ Such forcesmay have produced the New Negro, but the(45) more articulate of the group did not resortto advocating the type of political action thatwould have subverted American constitu-tional government. Indeed, the writers of theHarlem Renaissance were not so much(50) revolting aga

25、inst the system as they wereprotesting its inefficient operation. In thisapproach they proved as characteristicallyAmerican as any writers of the period.（分数：5.00）(1).Which of the following is implied by the statement that the writers of the Harlem Renaissance “were not so much revolting against the

26、system as they were protesting its inefficient operation“ (lines 49-51)? A. Black writers played only a minor part in protesting the injustices of the period. B. Left to itself, the system was certain to function efficiently. C. Black writers in general were not opposed to the system as such. D. In

27、order for the system to operate efficiently, blacks must seize the reins of power in America. E. Black writers were too caught up in aesthetic questions to identify the true nature of the conflict.（分数：1.00）A.B.C.D.E.(2).With which of the following statements regarding the writers of the Harlem Renai

28、ssance would the author most likely agree? A.They needed to increase their commitment to international solidarity. B.Their awareness of oppression caused them to reject American society. C.They transformed their increasing social and political consciousness into art. D.Their art suffered from their

29、overinvolvement in political crusades. E.Their detachment from their subject matter lessened the impact of their work.（分数：1.00）A.B.C.D.E.(3).The information in the passage suggests that the author is most likely A.a historian concerned with presenting socially conscious black writers of the period a

30、s loyal Americans B.a literary critic who questions the conclusions of historians about the Harlem Renaissance C.an educator involved in fostering creating writing programs for minority youths D.a black writer of fiction bent on discovering new facts about his literary roots E.a researcher with ques

31、tions about the validity of his sources（分数：1.00）A.B.C.D.E.(4).Which of the following statements best describes the organization of lines 34-48 of the passage (“The writers. constitutional government“)? A.The author cites an authority supporting a previous statement and then qualifies the original st

32、atement to clarify its implications. B.The author makes a point, quotes an observation apparently contradicting that point, and then resolves the inconsistency by limiting the application of his original statement. C.The author makes a negative comment and then modifies it by rephrasing his original

33、 comment to eliminate its negative connotations. D.The author summarizes an argument, quotes an observation in support of that argument, and then advances an alternative hypothesis to explain potential contra- dictions in that argument. E.The author states a thesis, quotes a statement relevant to th

34、at thesis, and then presents two cases, both of which corroborate the point of the original statement.（分数：1.00）A.B.C.D.E.(5).The passage supplies information for answering which of the following questions? A.What factors led to the stylistic improvement in the literary work of black writers in the p

35、ost-war period? B.Who were the leading exponents of protest literature during the Harlem Renaissance? C.Why were the writers of the Harlem Renaissance in rebellion against foreign ideological systems? D.How did black writers in the post-war period define the literary tradition to which they belonged

36、? E.With what specific socioeconomic causes did the black writers of the post-war period associate themselves?（分数：1.00）A.B.C.D.E.Directions: Each of the following sentences or groups of sentences contains one, two, or three blanks. These blanks signify that a word or set of words has been left out,

37、Below each sentence are columns of words or sets of words. For each blank, pick the one word or set of words from the corresponding column that best completes the text.（分数：7.00）(1).Like the theory of evolution, the big-bang model of the universes formation has under- gone modification and U (i) /U,

38、but it has U (ii) /Uall serious challenges. Blank (i). refinement. evaluation. refutationBlank (ii). resisted. acknowledged. misdirected（分数：1.00）填空项 1:_(2).A rigid and conventional thinker, he lacked both the U (i) /Uto adapt to changing conditions and the U (ii) /Uto be innovative. Blank (i). volat

39、ility. refinement. flexibilityBlank (ii). creativity. discipline. impertinence（分数：1.00）填空项 1:_(3).Peruginos initial fame brought him considerable wealth and prestige, if not U (i) /Uglory: some years after having been lauded as the most famous artist in Italy, his reputation having suffered a declin

40、e, Perugino was U (ii) /Uby the acerbic Michelangelo as an artistic U (iii) /U Blank (i). mundane. enduring. ephemeralBlank (ii). derided. daimed. emulatedBlank (iii)G. virtuosoH. bumpkinI. precursor（分数：1.00）填空项 1:_(4).Rather than portraying Joseph as a radical reformer whose reign was strikingly U

41、(i) /U, the play Amadeus depicts him as U (ii) /U. thinker, too wedded to orthodox theories of musical composition to appreciate an artist of Mozarts genius. Blank (i). dissipated. enlightened. placidBlank (ii). a revolutionary. an iconoclastic. a doctrinaire（分数：1.00）填空项 1:_(5).Some critics maintain

42、 that fixed poetic forms, which require a specific number of lines and syllables, invite and may even U (i) /Uwordiness; when no such U (ii) /Uexists, the poet can easily spot and U (iii) /Usuperfluities. Blank (i). curtail. encourage. juxtaposeBlank (ii). constraint. lyricism. subterfugeBlank (iii)

43、G. fosterH. brandishI. eliminate（分数：1.00）填空项 1:_(6).A university training enables a graduate to see things as they are, to go right to the point, to disentangle a twisted _ of thought. . line. lack. mass. plethora. skein（分数：1.00）填空项 1:_(7).Directions: The next questions are based on the content of t

44、he following passage. Read the passage and then determine the best answer choice for each question. Base your choice on what this passage states directlyor implies, not on any information you may have gained elsewhere.For each of Questions 17-20, select one answer choice unless otherwise instructed.

45、Questions 17-19 are based on the following passage.As the works of dozens of women writers have been rescued from what E. P. Thompson calls “the enormous condescen- Line sion of posterity,“ and considered in relation(5) to each other, the lost continent of thefemale tradition has risen like Atlantis

46、 fromthe sea of English literature. It is nowbecoming clear that, contrary to Mills the-ory, women have had a literature of their(10) own all along. The woman novelist, accord-ing to Vineta Colby, was “really neither sin-gle nor anomalous,“ but she was also morethan a “register and spokesman for her

47、 age.“She was part of a tradition that had its ori-(15) gins before her age, and has carried onthrough our own.Many literary historians have begun toreinterpret and revise the study of womenwriters. Ellen Moers sees womens literature(20) as an international movement, “apart from,but hardly subordina

48、te to the mainstream:an undercurrent, rapid and powerful. Thismovement began in the late eighteenth cen-tury, was multinational, and produced some(25) of the greatest literary works of two centuries,as well as most of the lucrative pot-boilers.“Patricia Meyer Spacks, in The FemaleImagination, finds that “for readily discern