2023北外国际新闻复习经验

北外放榜已经有一段时间了，大家都很积极的分享自己的经验，国传的帖子已经铺天盖地了，而国新的却很少有人着笔一二。本来是轮不到我来写这个经验帖的，因为十分肯定自己绝对是最后一名进的，怎么好意思写呢。但是群里面催得紧，小生又是国新唯一的一个男生，只好斗胆胡诌上几句了。听说明年的国新考试方法会大变，具体怎么变乔老爷也没说，所以仅按照今年的情况来写，写的不好诸位手下留情。小生的初试分数如下：英语80政治69国际新闻事务115写作131复试分数线为：{英语(>=48)+政治(>=52)+[国际新闻事务+写作](>=245)}>=345，公式中的四个分数要求都应到达。虽然是只有345分的总分要求，但是专业分很高，估计进如复试的同学没有低于390分的。国新考试的四门科目是：统考英语、政治、国际新闻事务和写作。一下就按照这个顺序来写准备的方法。1.统考英语。考国际新闻专业的大半都是英语专业出身，自然不怕区区的统考。况且英语的分数是在低的可怜。小生的复习方法其实就是做真题，截止到考研当天，共做了5套真题。当然除此之外也作了很多根底工作，根本每天都要泛读三篇经济学人，精读两篇。泛读主要是练习自己阅读的专注度和速度，精读是为了理解句子的含义和增加词汇量。当时并没想着押题，所以经济学人也是很久前在淘宝上买的，都是09年的老杂志，满篇经济危机的文章，每天读完心情必定抑郁不已。2.政治。政治9月份才开始复习。只买了一套红宝书，一本肖秀荣的1000题。不过在考研前才将将看完红宝，1000题也只做了不到20道。所以大家不要学我。正确的做法应该是九月十月看完红宝书，十一月做强化练习，十二月背诵重要知识点，我一个政治考了近80分的哥们就是这么做的。3.国际新闻实务。说实话，这门考试也是最不知道如何准备的，新人在问的最多的问题也是如何练习新闻编译。其实这门专业一考的不仅是编译：首先是对新闻写作的根本知识的理解，详见黎信老师的蓝皮书英语对外新闻报到指南的前两章内容；第二是新闻写作的一些手法和技巧的了解，题型可能会是对一篇报道的分析，因为我全是自学，这方面没有接触过所以答得时候只好自由发挥了；最后就是汉英新闻编译。在练习之前需要学习刘其中老师的汉英新闻编译一书。而我当时的练习方法很简单，首先我做了从08到10年的真题，因为11年不考这个所以没有那年的真题。通过做真题我把自己的练习方法确定为以练习导语编译和500字内的领导人的讲话稿编译为主。因为观察到这几年的材料都是温家宝总理的讲话，所以我从新华网上把温总理从2023年3月开始的讲话稿全部打印了出来〔结果今年考的是胡锦涛主席的...〕，长的就用来做编译，短的就用来写导语。就这样，我上午学习经济学人，背单词〔这个是为了下一门写作〕，下午就写三个导语，一篇500字内的汉英编译。本来开始还想练习英汉编译，但是时间实在不够就放弃了。练习的时候一定要注意提高自己的速度，之后注意总结新闻的写作范式和用词。其实新闻英语的语言真的是很简单的，需要的不是高深的词汇，只不过是选择恰当的信息，进行适宜的翻译。自己练完之后还要比对新华网上对应讲稿的英文新闻是怎么写的。本来是想模仿Chinadaily的，但是它的文章实在信息量太大，难度较高，所以选取的都是新华网上的新闻。后来在复试之后有好心的研友告诉我新华网上的英文新闻都是汉语新闻直接翻译过去的，顿时晕倒。这个为难的经历告诉我可能重要的不是你到底选了什么材料，而是你有没有去大量的练习，去认真的总结。我不是北外的，也没有老师帮助看过我的编译到底怎么样，但是在自己的练习中确实会感到自己在慢慢的提高。4.写作。写作考试又为：summary+commentary+issue。当时我也不知道该怎么写，后来看了一篇师姐的经验帖顿时茅塞顿开。十分感谢这位师姐。全文如下--------------------------------------------[转]来自一位北外国际新闻的师姐很多准备考北外的同学心中对作文很疑惑：到底什么样的作文是符合要求的，应该是什么样子的作文呢？其实我到现在还不知道这个答案。当时我是写了一下让老师看了看。在考试的时候我也是按照这种思路写的，得了136分，让我喜出望外，因为当时有些紧张，写得有些乱了，质量还不及练笔的作文，因为练笔的作文我用了很长时间写的，而考试时就是在3小时之内写完的。大家可以参考一下〔难免会有错误，只是给大家看个可行的形式而已，不要太关注内容了，相信大家会写得更好的〕。不要给自己太大的压力了，想不通的时候就想想类似这样的文章都可以，还有什么不行啊。加油吧！SummaryofthetwoviewsTheauthorholdstheviewthatthemodelminoritythesis,claimingAsianAmericanstobesuccessfuljudgingfromtheirhigheducationalattainmentlevels,highmedianincomesandsoforth,doesn’tmakesense.Thefiguresthethesisbasedonaremisleadingandheenumeratesandanalyzes6pointstosupporthisview.First,mostAsianAmericansliveinstateswithhigherincomesaswellashighercostsoflivingandtheirhighincomesareattributedtomoreworkersperfamily.Second,AsianAmericansareunevenlydistributedintheeconomyandareconcentratedinoccupationsthatdon’tpayaswellasotherjobsinthesameindustry.Third,AsianAmericanshaveacamouflagedhighunderemployment.Forth,thehighparticipationrateinworksofAsianAmericanwomenisinfactduetothefactthattheirhusbands’lowwagesandtheirearningsdon’tgowiththeirfull-timeworkandeducation.Fifth,AsianAmericans’educationalattainmentsstresseducationallevelratherthanreturnstoeducation.Sixth,the“modelminority〞imagehomogenizesAsianAmericansandhidestheirdifferenceandobscuresthepovertywithintheirranks.TheauthoralsobelievesthatthemodelminoritythesisisakindofpoliticalrhetoricwhichperpetuatesAsianAmericans’inequalityandexacerbatesrelationsbetweenthemandotherminorities.AndtheviewtheauthorcriticizesisthatAsianAmericansareviewedasmodelminorityandotherminoritiesshouldlearnfromAsianAmericans.Theyshouldworkhardtopullthemselvesupbythebootstrapsinsteadofusingmilitantproteststoobtaintheirrights.CommentaryIt’sundeniablethatthestatusquoofAsianAmericanshasbeenenhanced.Themodelminoritythesismentionedinthisarticletosomeextentexaggeratesthesuccess,soI’minpartapprovaloftheauthor’sanalysisonthatstereotype.AsianAmericansarenotassuccessfulasclaimed,theyarestillinteriorinsomerespectsbycomparison,unevenoccupationdistribution,camouflagedhighunderemployment,tonamebutafew.Thereisstillmuchtodotobetherealmodelminority.However,themodelminoritythesisisnotbuiltinoneday.Itmusthavebeenshapedandcoloredthroughalongrunandtheremustbereasonsforitscomingintoexistence.Formypart,oneofthemainreasonsliesinthepredominantcharacterofAsianAmericans,decedentfromtheirAsianancestors,thatis,industriousness.It’swildlyacknowledgedthatAsiansaremorediligentandhard-workingthantheircounterparts.Peoplebettertheirlivesandearntheirfortunesbyworkinghard.Diligencebynatureisagoodthing,butitmayworktheotherwaywhenimposediligenceonpeoplewhonudgediligenceintothelastwordtotalkabout.What’sworseisthatpeopleofthiskinddon’tworkhardandtheyareenviousofthosewhomakeafortunebyworkinghard.Keepingpetswithgoodstuffshasalwaysbeendisputableinthepresentstage.Inmyview,thatdiscussioninitiallyresultsfromsomepeople’sinstinctthatweintelligenthumanbeings,asprimate,aresuperiortoanyotheranimalsandthissuperiorityshouldbedistinguishedbymeansofmaterialstuffs.Forinstance,wehumanareexpectedtohavepremiumfood,wearbeautifulclothes,liveindecenthouseswhileanimalsdeservetreatingwithleftovers,ragsandderelictcartons,astheirendearinghouses.Peoplearebornthisway.Theymakecomparisonsallthetime,evenbetweenhumanandanimals,letalonebetweenoneandanother.AndthisisthecaseintheU.S.A.Becauseofsomehistoricalreasons,AsianAmericansandotherminoritieswereonceinalowerpositionthanthatoftheAmericans,whichgivesrisetothesuperiorityoftheAmericans.Andnowadays,theonceinteriornationsareemergingasstrongerandstrongerpowers.TheAmericansarelosingtheirsuperiorityandtheycannottakethisreality.Asaresult,theysometimesmakebiasedanddistortedcommentsontherisingpower.SomeradicalsevenrobanddestroyAsianAmericans’businesses.AndasmartgroupofpeoplejusttrytotakeadvantageofAsianAmericans’merit,industriousnessandthesuccesstheyhaveachieved.Ononehand,theydodgetheresponsibilityoftroubleotherminoritiesareinvolvedinandsaytothem,“Yourbadconditionsarenoneofourbusiness.LearnfromAsianAmericanstoworkhardinsteadofcomplaining.〞Andontheotherhand,thiswillresultintheconflictbetweenAsianAmericansandotherminoritiessoastohindereachother.Youknow,peoplehatetobecompared,especiallywhentheydon’thavetheadvantage.Historyhastaughtusalessonthattobeleftbehindistobebulliedbyothers.It’sinparticularconspicuouswhenitcomestolivinginanothercountry.AsfarasI’mconcerned,AsianAmericansoughttocontinuetheirwayoflifetoimprovetheirlivelihoodsthroughhard-working.Inaddition,makemodelminorityrealmodelminority.Oncetheyarestrongenough,itwillsparemuchtrouble.--------------------------------------------------------------因为没有适宜的材料，我曾经拿经济学人做过练习，还在网上找了许多资料，切身的感受是练习的材料真的不重要，重要的是去练。summary要以第三方的角度去写，要逐条分析作者的论点；commentary不要脱离材料的话题，但是可以扩展。至于issue那么完全走的是gre的路子，找了一本新东方的书，根本按照：开头〔说明现象或错误观点+反驳提出自己的观点)，中间〔举出两到三点，要有事实论据〕，让步〔举出一个相反的例子来补充〕，结尾〔总结升华〕。下面是一个自己觉得不错的summary写作范例-----------------------------------------------------------------------------ChildrenMustbeTaughttoTellRightfromWrongWilliamKilpatrickManyoftoday’syoungpeoplehaveadifficulttimeseeinganymoraldimension(道德层面)totheiractions.Thereareanumberofreasonswhythat’strue,butnonemoreprominentthanafailedsystemofeducationthateschews(回避)teachingchildrenthetraditionalmoralvaluesthatbindAmericanstogetherasasocietyandaculture.Thatfailedapproach,called“decision-making,〞wasintroducedinschools25yearsago.Ittellschildrentodecideforthemselveswhatisrightandwhatiswrong.Itreplaced“charactereducation.(品格教育)〞Charactereducationdidn’taskchildrentoreinventthemoralwheel(浪费时间重新创造早已存在的道德标准);instead,itencouragedthemtopracticehabitsofcourage,justiceandself-control.Inthe1940s,whenacharactereducationapproachprevailed,teachersworriedaboutstudentschewinggum;todaytheyworryaboutrobberyandrape.Decision-makingcurriculumsposethorny(棘手的)ethicaldilemmastostudents,leavingthemwiththeimpressionthatallmoralityisproblematicandthatallquestionsofrightandwrongareindispute.Youngstersareforcedtoquestionvaluesandvirtuesthey’veneveracquiredinthefirstplaceoruponwhichtheyhaveonlyatenuous(薄弱的)hold.Theassumptionbehindthismethodisthatstudentswillarriveatgoodmoralconclusionsifonlytheyaregiventhechance.Buttheactualresultismoralconfusion.Forexample,arecentnationalstudyof1,700sixth-toninth-gradersrevealedthatamajorityofboysconsideredrapetobeacceptableundercertainconditions.Astoundingly,manyofthegirlsagreed.Thiskindofmoralilliteracyisfurtherencouragedbyvalues-education(价值观教育)programsthatarelittlemorethancoursesinself-esteem(自尊).Theseprogramsarebasedonthequestionableassumptionthatachildwhofeelsgoodabouthimselforherselfwon’twanttodoanythingwrong.Butitisjustasreasonabletomakeanoppositeassumption:namely,thatachildwhohasuncriticalself-regardwillconcludethatheorshecan’tdoanythingbad.Suchnaiveself-acceptanceresultsinlargepartfromthenon-directive(无指导性的),non-judgmental(无是非观的),as-long-as-you-feel-comfortable-with-your-choicesmentality(思想)thathaspervaded(渗透)publiceducationforthelasttwoandone-halfdecades.Manyoftoday’sdrugeducation,sexeducationandvalues-educationcoursesarebasedonthesame1960sphilosophythathelpedfueltheexplosioninteendruguseandsexualactivityinthefirstplace.Meanwhile,whileeducatorsarestillfiddlingwith(胡乱摆弄)outdated“feel-good〞approaches,NewYork,Washington,andLosAngelesareburning.Youngstersareleavingschoolbelievingthatmattersofrightandwrongarealwaysmerelysubjective.Ifyoupassastrangeronthestreetanddecidetomurderhimbecauseyouneedmoney—ifitfeelsright—yougowiththatfeeling.Clearly,murderisnottaughtinourschools,butsuchaconclusion—justaboutanyconclusion—canbereachedandjustifiedusingthedecision-makingmethod.Itistimetoconsign(寄出)thefads(风气)of“decision-making〞and“non-judgmentalism〞totheashheapoffailedpolicies,andreturntoaprovedmethod.Charactereducationprovidesamuchmorerealisticapproachtomoralformation.Itisbuiltonanunderstandingthatwelearnmoralitynotbydebatingitbutbypracticingit.SampleSummaryof“ChildrenMustbeTaughttoTellRightfromWrong〞Inhisessay“ChildrenMustbeTaughttoTellRightfromWrong,〞WilliamKilpatrickarguesferventlythatthe“decision-making〞approachtothemoraleducationofAmericanyouth,whichreplaced“charactereducation〞25yearsago,haspreventedjuvenilesfrombehavingandthinkinginaccordancewiththetraditionalmoralprinciplesthatarefundamentaltoAmericansociety.AccordingtoKilpatrick,decision-makingmethodsinstillinstudentsawrongbeliefthatallnormsofmoralityaresubjectiveconstructswithonlyrelativetruthinthemandthereforecanbeinterpretedflexiblyandevenquestioned.Thisbeliefdeprivesthemofthechancetosecuresolidmoralstandardsandinducesmiscon