[考研类试卷]考研英语（翻译）模拟试卷86及答案与解析.doc

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1、考研英语（翻译）模拟试卷 86 及答案与解析Part CDirections: Read the following text carefully and then translate the underlined segments into Chinese. (10 points) 0 Bernard Bailyn has recently reinterpreted the early history of the United States by applying new social research findings on the experiences of European mi

2、grants. In his reinterpretation, migration becomes the organizing principle for rewriting the history of preindustrial North America. His approach rests on four separate propositions.【F1】The first of these asserts that residents of early modern England moved regularly about their countryside; migrat

3、ing to the New World was simply a natural spillover.【F2】Although at first the colonies held little positive attraction for the Englishthey would rather have stayed homeby the eighteenth century people increasingly migrated to America because they regarded it as the land of opportunity. Secondly, Bai

4、lyn holds that, contrary to the notion that used to flourish in America history textbooks, there was never a typical New World community. For example, the economic and demographic character of early New England towns varied considerably.Bailyns third proposition suggest two general patterns prevaili

5、ng among the many thousands of migrants: one group came as indentured servants, another came to acquire land. Surprisingly, Bailyn suggests that those who recruited indentured servants were the driving forces of transatlantic migration.【F3 】These colonial entrepreneurs helped determine the social ch

6、aracter of people who came to preindustrial North America. At first, thousands of unskilled laborers were recruited; by the 1730s, however, American employers demanded skilled artisans.Finally, Bailyn argues that the colonies were a half-civilized hinterland of the European culture system. He is und

7、oubtedly correct to insist that the colonies were part of an Anglo-American empire. But to divide the empire into English core and colonial periphery, as Bailyn does, devalues the achievements of colonial culture. It is true, as Bailyn claims, that high culture in the colonies never matched that in

8、England. But what of seventeenth-century New England, where the settlers created effective laws, built a distinguished university, and published books? Bailyn might respond that New England was exceptional. However, the ideas and institutions developed by New England Puritans had powerful effects on

9、 North American culture.Although Bailyn goes on to apply his approach to some thousands of indentured servants who migrated just prior to the revolution, he fails to link their experience with the political development of the United States. Evidence presented in his work suggests how we might make s

10、uch a connection. These indentured servants were treated as slaves for the period during which they had sold their time to American employers.【F4】It is not surprising that as soon as they served their time they passed up good wages in the cities and headed west to ensure their personal independence

11、by acquiring land.【F5】Thus, it is in the west that a peculiarly American political culture began, among colonists who were suspicious of authority and intensely anti-aristocratic.1 【F1】2 【F2】3 【F3】4 【F4】5 【F5】5 【F1】Proponents of different jazz styles have always argued that their predecessors musica

12、l style did not include essential characteristics that define jazz as jazz. Thus, 1940s swing was belittled by beboppers of the 1950 s who were themselves attacked by free jazzes of the 1960 s. The neoboppers of the 1980s and 1990 s attacked almost everybody else. The titanic figure of Black saxopho

13、nist John Coltrane has complicated the arguments made by proponents of styles from bebop through neobop because in his own musical journey he drew from all those styles. His influence on all types of jazz was immeasurable. At the height of his popularity, Coltrane largely abandoned playing bebop, th

14、e style that had brought him fame, to explore the outer reaches of jazz.Coltrane himself probably believed that the only essential characteristic of jazz was improvisation, the one constant in his journey from bebop to open-ended improvisations on modal, Indian, and African melodies.【F2】On the other

15、 hand, this dogged student and prodigious technician who insisted on spending hours each day practicing scales from theory bookswas never able to jettison completely the influence of bebop, with its fast and elaborate chains of notes and ornaments on melody.Two stylistic characteristics shaped the w

16、ay Coltrane played the tenor saxophone: he favored playing fast runs of notes built on a melody and depended on heavy, regularly accented beats.【F3】The first led Coltrane to sheets of sound where he raced faster and faster, pile-driving notes into each other to suggest stacked harmonies; the second

17、meant that his sense of rhythm was almost as close to rock as to bebop.Three recordings illustrate Coltranes energizing explorations. Recording Kind of Blue with Miles Davis, Coltrane found himself outside bop, exploring modal melodies. Here he played surging, lengthy solos built largely around repe

18、ated motifsan organizing principle unlike that of free jazz saxophone player Ornette Coleman, who modulated or altered melodies in his solos. On Giant Steps, Coltrane debuted as leader, introducing his own compositions.【F4 】Here the sheets of sound, downbeat accents, repetitions, and great speed are

19、 part of each solo, and the variety of the shapes of his phrases is unique. Coltranes searching explorations produced solid achievement. My Favorite Things was another kind of watershed. Here Coltrane played the soprano saxophone, an instrument seldom used by jazz musicians. Musically, the results w

20、ere astounding.【F5】With the sopranos piping sound, ideas that had sounded dark and brooding acquired a feeling of giddy fantasy.6 【F1】7 【F2】8 【F3】9 【F4】10 【F5】10 【F1】Roger Rosenblatts book Black Fiction, in attempting to apply literary rather than sociopolitical criteria to its subject, successfully

21、 alters the approach taken by most previous studies. As Rosenblatt notes, criticism of Black writing has often served as a pretext for expounding on Black history. Addison Gayle s recent work, for example, judges the value of Black fiction by overtly political standards, rating each work according t

22、o the notions of Black identity which it propounds.【F2】Although fiction assuredly springs from political circumstances, its authors react to those circumstances in ways other than ideological, and talking about novels and stories primarily as instruments of ideology circumvents much of the fictional

23、 enterprise. Rosenblatts literary analysis discloses affinities and connections among works of Black fiction which solely political studies have overlooked or ignored.Writing acceptable criticism of Black fiction, however, presupposes giving satisfactory answers to a number of questions. First of al

24、l, is there a sufficient reason, other than the facial identity of the authors, to group together works by Black authors? Second, how does Black fiction make itself distinct from other modern fiction with which it is largely contemporaneous? Rosenblatt shows that Black fiction constitutes a distinct

25、 body of writing that has an identifiable, coherent literary tradition. Looking at novels written by Black over the last eighty years, he discovers recurring concerns and designs independent of chronology.【F3 】These structures are thematic, and they spring, not surprisingly, from the central fact th

26、at the Black characters in these novels exist in a predominantly white culture, whether they try to conform to that culture or rebel against it. Black Fiction does leave some aesthetic questions open. Rosenblatts thematic analysis permits considerable objectivity; he even explicitly states that it i

27、s not his intention to judge the merit of the various worksyet his reluctance seems misplaced, especially since an attempt to appraise might have led to interesting results. For instance, some of the novels appear to be structurally diffuse. Is this a defect, or are the authors working out of, or tr

28、ying to forge, a different kind of aesthetic?【F4】In addition, the style of some Black novels, like Jean Toomers Cane, verges on expressionism or surrealism; does this technique provide a counterpoint to the prevalent theme that portrays the fate against which Black heroes are pitted, a theme usually

29、 conveyed by more naturalistic modes of expression?In spite of such omissions, what Rosenblatt does include in his discussion makes for an astute and worthwhile study.【F5】Black Fiction surveys a wide variety of novels, bringing to our attention in the process some fascinating and little-known works

30、like James Weldon Johnsons Autobiography of an Ex-Colored Man. Its argument is tightly constructed, and its forthright, lucid style exemplifies levelheaded and penetrating criticism.11 【F1】12 【F2】13 【F3】14 【F4】15 【F5】15 The inclusion of all children and youth is part of a general integrative trend t

31、hat has accelerated since World War II. It relates to some newer developments as well. Concern for the earths endangered environment has become central, emphasizing in both intellectual and social life the need for cooperation rather than competition, the importance of understanding interrelationshi

32、ps of the ecosystem, and the idea that ecology can be used as an organizing concept. In a different vein, the rapid development of microelectronics, particularly the use of computers for multiple functions in education, goes for beyond possibilities of earlier technological advances.【F1】Although tec

33、hnology is thought of by some as antagonistic to humanistic concerns, others argue that it makes communication and comprehension available to a wider population and encourages “system thinking“, both ultimately integrative effects.The polarization of opinion on technologys effects and most other imp

34、ortant issues is a problem in educational policy determination.【F2】In addition to the difficulties of governing increasingly large and diverse education systems, as well as those of meeting the never-ending demands of expanding education, the chronic lack of consensus makes the system unable to resp

35、ond satisfactorily to public criticism and unable to plan for substantive long-range development.【F3】The political and administrative responses so far have been to attend to short-run efficiency by improving management techniques and to adopt polar responses to accommodate polar criticisms. Thus, co

36、mmunity and community schools have been emphasized along with central control and standardization, and institutional alternatives have been opened, while the structure of main institutions has become more articulated. For example, the focus of attention has been placed on the transition stages, whic

37、h earlier were virtually ignored: from home to school from primary to secondary to upper secondary, from school to work. Tertiary institutions have been reconceived as part of a unified level; testing has become more sophisticated and credentials have become more differentiated either by certificate

38、 or by transcript.Alternative teaching strategies have been encouraged in theory, but basic, curriculum uniformity has effectively restricted the practice of new methods. General education is still mainly abstract, and subject matter, though internally more dynamic, still rests on language, mathemat

39、ics, and science. There has been an increasing reliance on the construction of subject matter to guide the method of teaching.【F4】Teachers are entrusted with a greater variety of tasks, but they are less trusted with knowledge, leading political authorities to call for upgrading of teacher training,

40、 teacher in service training, and regular assessment of teacher performance.【F5】Recent reform efforts have been focused on integrating general and vocational education and on encouraging lifelong or recurrent education to meet changing individual and social needs. Thus, not only has the number of st

41、udents and institutions increased, as a result of inclusion policies, but the scope of education has also expanded. This tremendous growth, however, has raised new questions about the proper functions of the school and the effectiveness for life, work, or intellectual advancement of present programs

42、 and means of instruction.16 【F1】17 【F2】18 【F3】19 【F4】20 【F5】考研英语（翻译）模拟试卷 86 答案与解析Part CDirections: Read the following text carefully and then translate the underlined segments into Chinese. (10 points) 【知识模块】 翻译1 【正确答案】 第一点断言，近代早期的英国居民经常在乡下流动，因此后来他们迁移到新大陆仅仅是一种“自然外流” 。 【知识模块】 翻译2 【正确答案】 虽然最初殖民地对英国人没

43、有多少正面的诱惑力他们宁愿留在本土。到 18 世纪时，移往美洲的人数却增加了，因为他们将那儿看作是充满机遇的地方。 【知识模块】 翻译3 【正确答案】 这些殖民地的企业主帮助那些来到前工业化北美社会的人确定其社会属性。 【知识模块】 翻译4 【正确答案】 毫不奇怪，一旦他们服役期满，就会放弃城市里的高薪而走向西部，通过获得土地来保障个人独立。 【知识模块】 翻译5 【正确答案】 因此，就在那些怀疑权威和强烈反对贵族统治的移民者之中，一种特殊的美国政治文化从西部开始萌芽了。 【知识模块】 翻译【知识模块】 翻译6 【正确答案】 不同爵士乐风格的支持者一贯认为他们前辈的音乐风格没有包括那些使爵士乐

44、之所以成为爵士乐的本质特征。 【知识模块】 翻译7 【正确答案】 另一方面，这个顽强的学生和异常的技巧家每天花几个小时用来练习理论书籍上的曲谱，从未能完全抛弃比波普的影响，在他的旋律中可以找到带有比波普特点的快速和精细的音符以及修饰效果。 【知识模块】 翻译8 【正确答案】 前者引导科尔特兰尼走向“片状声响” 的境界，在那里科尔特兰尼的演奏越来越快，将音符成堆互相累放起来以表达一种堆叠起来的和谐感；而后者意味着，他的节奏感之接近于摇滚乐几乎就像其接近于比波普风格一样。 【知识模块】 翻译9 【正确答案】 在这中间，“片状声响” 、强拍重音、重复回旋和极快的速度组成了每一段独奏的各个部分，各乐章

45、形式的多样性是独一无二的。 【知识模块】 翻译10 【正确答案】 伴随着高音萨克斯管的尖音，那些显得昏暗及带有沉思意味的主题有了一种令人眼花缭乱的梦幻感觉。 【知识模块】 翻译【知识模块】 翻译11 【正确答案】 罗杰罗森布莱特的著作黑人小说，试图运用文学的而不是社会政治的标准来研究黑人小说，这成功地改变了大多数早先研究的方法。 【知识模块】 翻译12 【正确答案】 虽然小说确实是源于政治环境，但作者反映这些环境的方法是非意识形态的，如把小说和故事的讨论作为意识形态的工具，则会忽视许多小说的成就。 【知识模块】 翻译13 【正确答案】 这些结构与主题相关，并不让人感到惊奇的是，它们源于这样一个

46、中心事实，即小说中的黑人生存在一个由白人文化支配的环境中，不管他们试图迎合这一文化还是反叛这一文化。 【知识模块】 翻译14 【正确答案】 另外，像金图莫的手杖那样的黑人小说风格，近于表现主义和超现实主义；难道这个技巧只是用更自然主义的表现方式为表达流行的黑人英勇反抗命运的主题提供一个对应物吗? 【知识模块】 翻译15 【正确答案】 黑人小说广泛地考察了各类小说，在此过程中我们的注意力被吸引到一些引人入胜但鲜为人知的作品上，如詹姆士威尔顿约翰逊的一个曾是有色人的自传。 【知识模块】 翻译【知识模块】 翻译16 【正确答案】 尽管技术被认为不利于人文主义的关心，但是另一部分人认为它使更多的人交流

47、和了解，并鼓励从最终综合效应的角度进行系统思考。 【知识模块】 翻译17 【正确答案】 除越来越难管理的庞大复杂的教育体系，以及永远满足不了的日益扩大的教育需求外，缺乏共识使得该系统不能满意地回答公众的批评，也不能制定长期的发展目标。 【知识模块】 翻译18 【正确答案】 政治和管理的响应只限于短期效应，通过改进管理技术，对不同的批评采取不同的反应。 【知识模块】 翻译19 【正确答案】 向老师委托大量的工作，但授予较少的知识，领导部门要求改进教师的培训，改进教师的在职培训以及对教师的教学进行定期的评估。 【知识模块】 翻译20 【正确答案】 近来的改革措施的重点放在普通与职业教育，鼓励终身或继续教育，以满足个人与社会的不断增长的需要。 【知识模块】 翻译