考研考博-英语-山东第一医科大学考试押题卷含答案详解4

书山有路勤为径，学海无涯苦作舟！住在富人区的她考研考博-英语-山东第一医科大学考试押题卷含答案详解（图片大小可自由调整）全文为Word可编辑，若为PDF皆为盗版，请谨慎购买！第I卷一.综合题库-全考点押密(共100题)1.单选题

DuringtheMiddleAges,virulentdiseaseslikeBubonicPlaguewererampant.

问题1选项

A.lethal

B.communicable

C.contagious

D.defective

【答案】A

【解析】【选项释义】

A.lethal致命的B.communicable会传染的

C.contagious可接触传染的D.defective有缺陷的

【答案】A

【考查点】形容词辨析

【解题思路】原句前后语义为“在中世纪，像黑死病这样的____疾病十分猖獗。”由此可知，该形容词修饰的是“疾病（黑死病）”，原词virulent“致命的”，因此A选项lethal“致命的”最符合原句语义。

【干扰项排除】

B选项communicable“会传染的”，语义与原句不一致；

C选项contagious“可接触传染的”，语义与原句不一致；

D选项defective“有缺陷的”，不符合原句语义衔接。

【句意】在中世纪，像黑死病这样的致命疾病十分猖獗。

2.单选题

Thereissupposedtobeasafety（）whichmakesitimpossiblefortrainstocollide,thusitcanavoidheavylosses.

问题1选项

A.appliance

B.accessory

C.machine

D.mechanism

【答案】D

【解析】句意:应该要有一个可以避免火车相撞的机制，从而避免重大损失。

考查名词辨析。appliance器具，器械，装置，家用电器；accessory配件，附件，［法］从犯，（衣服的）配饰；machine机械；mechanism机制，机械装置。因此D符合句意。

3.翻译题

TWOnuclearbombsareamongmanycuriousmachineswhichtheScienceMuseumstoresatanoldairfieldinWiltshire.AnearlyhovercraftstandswithafleetofsubmersiblesandatruckthatonceroamedtheAntarctic.Nowanewacquisitionisontheway.Aroundtherunwayworkersarepreparingtolayout155,000solarpanels—atabout170acres,oneofthebiggestsolarfarmsinBritain.

ThoughBritain’shillsidesarepepperedwithwindturbines,solarpanelsproducelessthanhalfofonepercentofitspower.RacingtohitaEuropeantargetthatrequiresittogenerate30%ofitselectricityfromrenewablesourcesby2020,thegovernmentwantsalotmore.GregoryBarker,anenergyminister,saysthesolarindustrycouldexpandsixfoldwithinadecade.Laidontheground,thatmanypanelswouldfillanareaofabout150squaremiles.

Fieldsfullofsolarpanelsarelessobtrusivethanhillsideturbines,andsimplertoinstall.Whereasoppositiontowindpowerismounting,about85%ofBritonsbacknewsolarprojects.Bigarraysmayevenencouragesomekindsofwildlife,forexamplebyshelteringground-nestingbirds.

Itisalsogettingcheaper.Thecostofinstallingsolarpanelshasfallenbyhalfsince2010duetoheavydeploymentinGermanyandelsewhere.WeakBritishsunlightmakesenergyfromsolarfarmsabout25%moreexpensivethanfromonshorewindturbines—andmorethantwicethewholesalepriceofpower—butthegovernmentexpectsa20%reductionby2020.

Solarcompaniessayministersmustdomore.Planners,fearingeyesores,aregrowinglessco-operative(complaintsfromruralcampaignersareholdinguptheScienceMuseum’sarray).Gridconnectionsaregettingmoreexpensiveasdeveloperschoosesiteseverfartherfrombigtowns.

Yetcautioniswise,fortworeasons.First,heftyinvestmentinsunniercountriesmeansthepriceofpanelswillkeepfallingwithoutmuchhelpfromBritishtaxpayers;governmentcashmightgomuchfurtherinayearortwo.

Second,thepriceofsolarpanelsreflectsonlypartofthetechnology’scosts.Panelsproduceverylittlepowerduringwinter;insummertheycangeneratetoomuch.TheNationalGrid,whichmanagesBritain’spower-transmissionnetwork,saysthatabigsolarprogrammewouldmeanfindingextracashtomitigatetheseswingsinsupply.Apreponderanceofpanelsisalreadymakingitdifficulttobuildmorefarmsinthesunnysouth-west.

IfBritainisseriousabouthittingitslegally-bindingtargetforrenewablegeneration,moresolarseemsinevitable.Buttheroofsofoffices,factoriesandwarehousesarethebestplacesforit.Puttingpanelstherelowersenergybillsforbusinesseswhileplacinglessstrainonlocalgrids.Thatseemsabrighteridea.

【答案】【参考译文】

科学博物馆将许多稀奇古怪的机器储藏在位于威尔特郡的废旧机场里，这其中就包括两枚核弹。还有一艘早期的气垫船，一排潜水器，和一辆曾经驰骋于南极洲的卡车。现如今，一项新的收藏将要加入它们的行列。工人们准备在跑道的周围搭155000张太阳能板。该工程占地约170英亩，将有望成为英国最大的太阳能发电厂。

尽管不列颠的山坡上布满了用来发电的风轮机，并且其发电量差不多是太阳能板发电量的两百多倍。然而面对亟待实现的目标，英国政府还有很长的路要走。欧盟已攻足了目标：截至2020年，欧盟成员国30%的电力供给要来自可再生能源。能源部长格当戈里•巴克尔说，在未来的千年内太阳能行业将扩展六倍。若将如此多数量的太阳能板平铺开来，它们将覆盖150平方英里的区域。

布满太阳能板的区域看上去并不会如山坡上的风轮机那样突兀，并且太阳能板安装起来也比风轮机更简单。相比于风力发电受到越来越多的反对，新的太阳能项目却获得了大约有85%的英国人的支持。大范围地铺设太阳能板甚至有利于某些野生动物的生存。例如一些筑巢的鸟类将其作为遮蔽隐藏之所。

此外，利用太阳能发电也变得越来越便宜了。由于德国以及其他一些国家强化部署发展太阳能产业，自2010年以来，安装太阳能板的成本已经降低了一半。英国较弱的光照条件使得来自太阳能的电力要比近海风力发电所产生的电力贵25%，电力批发价格方面前者更是后者的两倍多。然而，英国政府预期，到2020年太阳能电费将降低20%。

太阳能公司认为，部长们需要有更大的作为。由于担心影响美观，规划师们越来越不合作（来自乡村的反对者们的抱怨阻碍了科学博物馆的部署）。因为开发者们选址离大城镇越来越远，并网的成本也越来越高。

然而基于两方面的理由考虑，谨慎行事才是明智之举。一方面，光照充足的国家向该行业注入巨额投资意味着：即使没有英国政府的资金投入，太阳能板的价格将会持续下跌。或许未来一两年投入政府资金会带来更深远的影响。

另一方面，太阳能板的价格仅仅反映了一部分该项技术的成本。太阳能电池板在冬天的发电量很低，而夏天又能产生大量电能。经营英国输电网络的英国国家电力供应公司称，实施大型太阳能供电项目将意味着同时需要寻求额外的资金投入来中和这种电力供应上的波动。在阳光灿烂的西南地区，漫山遍野的太阳能电池板几乎已经布满了整个区域。人们很难再找到余地去建造更多的太阳能发电厂。

如果英国真的打算实现具有法律约束力的可再生能源电力供应目标，寻求更多的太阳能发电似乎不可避免。然而，或许办公室、工厂以及仓库的房顶才是太阳能电池板最好的安家之处。这样做能够在降低商业用电费用的同时减轻地方电网的负担。这似乎是个更明智的主意。

4.单选题

Startingwiththe______thatthereislifeontheplanetMars,thescientistwentontodevelophisargument.

问题1选项

A.premise

B.pretext

C.foundation

D.presentation

【答案】A

【解析】考查名词辨析。A选项premise“前提，假定”；B选项pretext“借口，托词”；C选项foundation“地基，基础”；D选项presentation“提交，展示”。根据that引导的同位语从句“火星上有生命”可知选A。句意：从火星上有生命这一前提出发，这位科学家继续深入他的论点。

5.单选题

Ifitistruethatmoralitycannotexistwithoutreligion,thendoesnottheerosionofreligionheraldthe_______ofmorality?

问题1选项

A.regulation

B.basis

C.belief

D.collapse

【答案】D

【解析】regulation管理,规则;basis基础,底部;belief信仰,教义;collapse失败,衰竭。句意：如果没有宗教,道德就不可能存在,那么宗教的侵蚀不就预示着道德的崩溃吗?选项D符合句意。

6.单选题

Franklyspeaking,I'dratheryou（）anythingaboutitforthetimebeing.

问题1选项

A.do

B.don'tdo

C.did

D.didn'tdo

【答案】D

【解析】wouldrather引导的从句用虚拟语气,动词用过去时态表示,所以首先排除选项A和B；根据anything可指本句应该为否定语气,所以选项D正确。

7.翻译题

What’syourearliestmemory?Doyourememberlearningtowalk?Thebirthofasibling?Nurseryschool?Adultsrarelyremembereventsfrommuchbeforekindergarten,justaschildrenyoungerthan3or4seldomrecallanyspecificexperiences(asdistinctfromgeneralknowledge).Psychologistshavefloatedallsortsofexplanationsforthis“childhoodamnesia”.Thereductionistsappealedtotheneurological,arguingthatthehippocampus,thebrainregionresponsibleforformingmemories,doesn’tmatureuntilabouttheageof2.Butthereigningtheoryholdsthatsinceadultsdonotthinklikechildren,theycannotaccesschildhoodmemories.Adultsarestuckwithgrown-up“schema”,thebarebonesofnarratives.Whentheyi.ilTlethroughthementalfilingcabinetinsearchoffratimentsofchildhoodmemoriestohangonthisnarrativeskeleton，accordingtothistheory,theydon’tfindanythatIt'sliketryingtofindaFrenchwordinanEnglishindex.(1)

NowpsychologistKatharineNelsonoftheCityUniversityofNewYorkoffersanewexplanationforchildhoodamnesia.ShearguesthatChildrendon’tevenformlasting,long-termmemoriesuntiltheylearntousesomeoneelse’sdescriptionofthoseexperiencestoturntheirownshort-term，fleetingrecollectionsofthemintopermanentinemories.(2)Inotherwords,childrenhavetotalkabouttheirexperiencesandhearotherstalkaboutthemhearMomrecountthatday’striptothedinosaurmuseum,hearDadrememberaloudtheirtriptotheamusementpark.

Whyshouldmemorydependsoheavilyonnarrative?Nelsonmarshalsevidencethatthemindstructuresremembrancesthatway.Childrenwhosemotherstalkabouttheday’sactivitiesastheywinddowntowardbedtime，forinstance，remembermoreoftheday’sspecialeventsthandochildrenwhosemothersdon’tofferthisnovelisticframework.(3)Talkingaboutaneventinanarrativewayhelpsachildrememberit.Andlearningtostructurememoriesasalong-runningnarrative，Nelsonsuggests，isthekeytoapermanent“autobiographicalmeinory’’，thespecificremembrancesthatfomione’slifestory.(4)(Whatyouhadforlunchyesterdayisn’tpartofit;whatyouateonyourfirstdatewithyourfuturespousemaybe.)

Language,ofcourse,isthekeytosuchanarrative.Childrenlearntoengageintalkaboutthepast.Theestablishmentofthesememoriesisrelatedtotheexperienceoftalkingtootherpeopleaboutthem.Inparticular,achildinustrecognizethataretellingofthatmuseumtrip，sayisjustthetripitselfinanothermedium，thatofspeechratherthanexperience.(5)Thatdoesn’thappenuntilthechildisperhapsfourorfive.Bythetimeshe’sreadyforkindergartenshe’llrememberallsortsofthings.Andshemayeven,bythen,havelearnednottoblurtthemoutinpublic.

【答案】1.根据这种理论，当他们（即成年人）飞快地“翻阅大脑文件柜”希望通过寻找童年记忆的片断来支撑这一叙事框架吋，他们找不到任何合适的记忆片断。

2.她认为，只有通过学习他人对那些经历的描述，从而将自己稍纵即逝的短期记忆变成永久性记忆，儿童才能形成持久的长期记忆。

3.例如，那些母亲在临睡前谈论一天的活动的孩子，比那些母亲不提供这种小说框架的孩子对于一天的特殊事件记住得更多。

4.纳尔逊提出，学会将记忆构成一种长期存在的叙述，是形成永久性“自传式记忆”(即构成一个人生平故事的特定记忆)的关键。

5.尤其是儿童必须认识到诸如博物馆之旅的复述恰恰也是一次出行，只不过换了一种形式，用言语替代了经历。

8.单选题

Theterm“evaluation”,sometimescalled“institutional”inhighereducation,hasadifferentconnotationfrom“measurement”and“assessment”asdefinedhere.Theprocessofdate-gatheringandscoring,codingorratingselectedconstructsistypicallyfollowedbymorecomplexactivitiesofaddingsomeinterpretivevalueandjudgmentstotheinformationthatisgenerated.Thislatterprocessofaddingjudgmentsofworthormerittotheresultsofmeasurement/assessmentinapplieddecision-makingcontextsistermed“evaluation”.Forexample,ifanindividual’sexaminationscoreis76,isitworthan“A”ora“B”grade?Shouldtheindividualbepromotedtothenextlevelofanundergraduatedegreeprogram?Theprocessbywhichstandardsandcriteriaareappliedtomakesuchdecisionsiscalledevaluation.Evaluations,thus,aremotivatedbyandcloselytiedtostakeholderneedsforinformationthatspeaktoparticulareducationalpracticeorpolicyconcerns.

Evaluativedecisionscanbeoftwotypes,dependingonhowtheassessment/measurementinformationisused:formativeorsummative.Formativeevaluationeffortsaredesignedforcontinuousqualityimprovementofparticularinstitutionalunits,suchasadepartment,school,program,orindividualstaff/facultyandstudents.Summativeevaluationsininstitutions,ontheotherhand,aredesignedformakingsomefinaljudgmentsofmerit,worthorimpact.SummativeevaluationsintheU.S.arefrequentlystimulatedfromtheoutsidebygovernmentagencies,states,upperlevelcollege/universityadministrators,andaccreditingbodiesthatareinterestedinmakingjudgmentsonwhetheracollegeoruniversitysystemiseffective.

Formativeevaluationsimplyfeedbackloops;resultsmustbesharedwithrelevantstakeholdersandprogrampersonnelsothatchanges,refinementsandimprovementstotheunitscanoccurusingtheinformation.Anassumptionisthatallunitsinanorganizationstriveforexcellence,andthatongoingdatagenerationwillinformthedevelopmentandprogressofvariousunitsandtheinstitutionasawhole.Forexample,individualfacultyandprogramsmaywishtouseresultsofstudentoutcomesassessmentformativelytoimproveteachingmethodsorprovideaddedlearningsupportstounder-preparedstudents.

Forassessmentinformationtobeusefulinaformativeway,evaluationresearchers/usershavetobeabletoexplainthecausalmechanismsandchainofevents/actionsthatledtotheresults:IfwefailedtogetoutcomeYinthisprogram,whatshouldhavehappenedthatfailedtohappen?Fordiagnosticutilityintheinformation,therehastobeafocusonmeasuringnotjustoutcomes,butalsotheprecedingactivities(processes)andexpectedresources(inputs).

Attheinstitutionallevel,summativeevaluationsandassociateddecisionsofteninvolveaccountabilityactions,resourceallocationsorwithdrawalofresources,impositionofsanctions,institutionalaccreditation,orrecognition/rewardsforindividuals,programsortheinstitution.Forindividualstudents,summativeevaluationscaninvolveplacementoradmissionintoselectiveprogramsbasedonadmissionstesting,suchasbasedonscoredoftheSAT(previouslytheScholasticAssessmentTest).Forfaculty,theycaninvolvegrantingoftenure,meritrecognitions,andrelatedpayraisesorpromotions.

1.Howcan“data-gatheringandscoring,codingorratingselectedconstructs”inthefirstparagraphbeprocessed?

2.SummativeevaluationsintheU.S.arefrequentlystimulatedbythefollowingelementsEXCEPT（）.

3.WhichofthefollowingisNOTtrueaboutevaluation?

4.Thehighlightedword“they”inthelastparagraphrefersto（）.

5.Whichofthefollowingisthemostappropriatetitleforthewholepassage?

问题1选项

A.Viaparticulareducationalpracticeorpolicyconcerns.

B.Viaappropriatemeasuringorassessmenttools.

C.Viaobjectiveassumptions.

D.Viainterpretationandjudgments.

问题2选项

A.individualstaff/facultyandstudents

B.accreditingbodiesthatareinterestedinmakingjudgmentsonwhetheracollegeoruniversitysystemiseffective.

C.governmentagencies.

D.upperlevelcollege/universityadministrators

问题3选项

A.Theprocessofaddingjudgmentsofworthormerittotheresultsofmeasurementinapplieddecision-makingcontextsistermed“evaluation”.

B.Summativeevaluationsininstitutions,ontheotherhand,aredesignedformakingsomefinaljudgmentsofmerit,worthorimpact.

C.Forformativeevaluations,resultsmustbesharedwithrelevantstakeholdersandprogrampersonnelsothatchanges,reflectionsandimprovementstotheunitscanoccurusingtheinformation.

D.Evaluativedecisionscanbeoftwotypes,dependingonhowtheassessment/measurementinformationisused:formativeorsummative.

问题4选项

A.selectiveprograms

B.admissions

C.summativeevaluations

D.individualstudents

问题5选项

A.Assessment

B.AssessmentandEvaluation

C.FormativeEvaluation

D.Evaluation

【答案】第1题:D

第2题:A

第3题:C

第4题:C

第5题:D

【解析】1.细节理解题。根据文章第一段，“Theprocessofdate-gatheringandscoring,codingorratingselectedconstructsistypicallyfollowedbymorecomplexactivitiesofaddingsomeinterpretivevalueandjudgmentstotheinformationthatisgenerated.”，可知数据收集和评分、编码或对选定的结构进行评级的过程通常会伴随着更复杂的活动，即为生成的信息添加一些解释价值和判断。可判断出需要通过解释和判断对数据收集和评分、编码或对选定的结构进行评级。选项D符合题意。

2.细节理解题。根据文章第二段，“SummativeevaluationsintheU.S.arefrequentlystimulatedfromtheoutsidebygovernmentagencies,states,upperlevelcollege/universityadministrators,andaccreditingbodies…”，可知在美国，总结性评价通常是由外部刺激而成的，包括政府机构、州、高级学院/大学管理人员和认证机构。所以文中没有提及教职员及学生。选项A符合题意。

3.推断题。根据文章第一段，“Thislatterprocessofaddingjudgmentsofworthormerittotheresultsofmeasurement/assessmentinapplieddecision-makingcontextsistermed“evaluation”.”，可知选项A正确，可排除。根据文章第二段，“Summativeevaluationsininstitutions,ontheotherhand,aredesignedformakingsomefinaljudgmentsofmerit,worthorimpact.”，可知选项B正确，可排除。根据文章第三段，“Formativeevaluationsimplyfeedbackloops;resultsmustbesharedwithrelevantstakeholdersandprogrampersonnelsothatchanges,refinementsandimprovementstotheunitscanoccurusingtheinformation.”，可知C选项中reflections不符合文意。根据文章第二段，“Evaluativedecisionscanbeoftwotypes,dependingonhowtheassessment/measurementinformationisused:formativeorsummative.”，可知选项D正确，可排除。综上，选项C符合题意。

4.细节理解题。上文举了制度层面和单个学生等的具体实例来说明和阐述了总结性评估涉及的领域，所以最后一句中的they就是代指上文提到的summativeevaluations。选项C符合题意。

5.主旨题。纵观全文，第一段提到了“评估”的概念和定义，第二段主要讲到了评估的类型和影响因素，第四段着重介绍了格式化评估的方式和特点，最后一段继续讲到了评估涉及的方面和领域。所以整篇文章都在围绕“评估”这个中心词展开。选项D符合题意。

9.单选题

ButMcConnellMoorehasalwaysdrawngreatstrengthfromsuchcartoonish（

）,whichhecollectsandthendisplaysonhisSenateofficewall.

问题1选项

A.applauses

B.vituperations

C.condemns

D.appraisals

【答案】B

【解析】考查名词辨析。applause“欢呼；鼓掌欢迎”；vituperation“谩骂；坏话”；condemn“谴责；声讨”；appraisal“评价；估计”。句意：但McConnellMoore总是从此类的卡通谩骂中汲取巨大的力量，他将其收集后展示在他参议院办公室的墙壁上。由关键词but及cartoonish可知空格处应填贬义词，卡通谴责不能搭配，故B项正确。

10.单选题

Thefinaldocumentwas,ofcourse,supposedtomendthedamage（

）upontheworldbythewar.

问题1选项

A.imposed

B.impressed

C.compelled

D.compressed

【答案】A

【解析】考查动词辨析。impose“把…强加于”；impress“给予…印象”；compel“强迫，迫使”；compress“压缩”。句意：当然，最终的文件应该去修复战争强加给世界的损害。imposeupon“强加给…”为固定搭配。答案A

11.单选题

Yesterdaywassucha______daywedecidedtogoforadrive.

问题1选项

A.glorious

B.dynamical

C.avenue

D.invitation

【答案】A

【解析】【试题解析】考查词义辨析。A选项glorious“（天气）热的，晴朗的”；B选项dynamical“有生气的”；C选项avenue“（城镇的）大街”；D选项invitation“邀请”。句意：昨天天气______，我们决定开车去玩。根据语境，这里指的是天气适宜出门玩耍，A选项glorious“（天气）热的，晴朗的”符合题意。因此A选项正确。

12.单选题

Someofthestateuniversityaregeneraluniversitiesprovidingall____andalltypesofinstruction.

问题1选项

A.fashions

B.facility

C.falsities

D.faculties

【答案】D

【解析】【选项释义】

A.fashions时尚B.facility设施

C.falsities虚伪D.faculties（高等院校的）系；学院

【答案】D

【考查点】语义衔接与形近词辨析

【解题思路】原句语义为“一些州立大学是提供所有____和各类教学的普通大学。”空格处所填词前有all修饰，所以该词为复数，并且与“各类教学”并列，D选项faculties“（高等院校的）系；学院”最符合语义衔接。

【干扰项排除】

A选项fashions“时尚”，为faculties的形近词，但不符合原句语义衔接；

B选项facility“设施”，名词单数，与all搭配不当，且没有“学院”语义衔接紧密；

C选项falsities“虚伪”，为faculties的形近词，但不符合原句语义衔接。

【句意】一些州立大学是提供各个系和各类教学的普通大学。

13.单选题

（）thatthisregionwassorichinnaturalresources.

问题1选项

A.Littleheknew

B.Littledidheknow

C.Littlehedidknow

D.Littlehehadknown

【答案】B

【解析】考查倒装结构。little这个否定副词前置，引起主谓的部分倒装。故B项正确。句意：他一点都不知道这个地区的自然资源如此丰富。

14.翻译题

每逢新年，人们往往要定新年决心（NewYearresolutions）。这是很多人下决心改变旧习惯、适应新的学习和生活方式的时刻。新年决心像其他很多时尚一样，说起来简单做起来难。通过艰苦工作和坚持不懈，把自己的目标、梦想、决心和远大期望变成现实真不是容易的事情。像其他目标和计划一样,新年决心只是口头宣言，如果没有行动和决心来支撑，则毫无意义。

【答案】WhenNewYearisaroundthecorner,peopletendtomakeNewYearresolutions.It’samomentmanypeopleresolvetochangeoldhabitsandadapttonewwaysoflearningandlife.Newyearresolutions,likemanyothertrends,areeasiersaidthandone.Thehardpartisimplementation:Bringingintents,dreams,resolutionsandloftyexpectationstorealitythroughhardworkandpersistenceisfarmoredifficult.Theresolutions,likemanyotheraimsandobjectives,arejustverbaldeclarationsthatwouldn’tmatter,unlesswhenbackedwithactionanddetermination.

15.单选题

Onecommon-sensereason（）childrenlearntospeakisthattheyimitatethosearoundthem.

问题1选项

A.which

B.what

C.that

D.ofwhich

【答案】D

【解析】reason做先行词,后面一般接why引导的原因状语从句,选项中的ofwhich=why,表示孩子们学会说话的原因。所以选项D正确。

16.填空题

Reconstructionmeansbroadlyforusreformulateandrefocusing

ontiesbetweenparticularpracticesandtheoriesofprosefictionandthefactsoflife,thatis,historical,biographical,andtextualfactsaboutauthors,readers,critics,andtheirworksandworlds.Criticalreconstructioncanevenshowhowpreviousfictionshavehelpedtocallintobesubsequentrealitiesandsubjectivities.Buttheprojectof

reconstructionmustbepluralandtextuallyspecific,ifitisnottobereductiveand,fromourlatetwentieth-centuryroller-coasterperspectivetohistory,toturnquicklyintoold-hattotalizing.Thereare

myriadwaysforcriticstoreconstructarelationshipbetweenatextandsomeaspectofreality.Letahundredbloomsflower.Thisbook,asawholeandinitsparts,featurestheinterplayoffictionsthan“therealworld,”butitexploresandexpandsideasofwhat

fictionandrealitymightbe.Indiscussionsofparticulartexts,itraises

andaddressessuchquestions,bothtimeandperennial,asthese:How

doesfictionworktorepresentandcommunicatetruthabouttheworld?Whatistheconnectionbetweenperceivedhistoricalrealityandtheformoflanguageinwhichanovelisnarrated?Howdoeswritingmediatethetensionsbetweenpublicandprivatelife,andwhatdoes

fictiontodowithformulatingtheveryconceptofsuchasplit?Whatisitexactlythatpeopleofagiventimewantandgetfromaparticularnovel?Howdoesanovelist’slifegiveformtoanovel?Howarereality,thenovel,knowledge,andthepracticeandformoffictionknownasrealismrelating,andwhatmightrealismmeannowasmoderncritics

reconstructideasaboutit?Howdoesacriticaltheoristofliteraturemovetopoliticaltheory?Howdotheeffectsofwriting“travel,”bothgeographicallyandintime?And,mostsignificantlyforus,whatcontinuestomatteraboutsomeparticularworkorworks?AllthesearequestionsIanWatt’sworkhasfloatedforusandhelpedbringintofocus.WattintegratedtheskillsandvirtuesofNewCriticism’sclosereadingswithconcernforsuchhistoricalfactorsaseconomicchange,

classandgenderdeterminants,thedynamicnatureofareadingpublic,culturalandphilosophicinfluences,socialpsychology,shitsinsignifyingpractices,andtheoriesofnarrativethathadbeenmissing,lost,orslightinginmuchinfluentialpostwarliterarycriticism.His

boldnessintakingthestudyofliteratureinitiallybeyondpuretextualanalysisintorealmsofsociology,ideology,andculturalrelations,andthenbackintoindividualnovelsforricherandmorecomplexreadingswasabrilliantaccomplishmentthatbroadenedextendingtherangeof

literaryscholarship.Heopenedupfieldsforscholarsofallbents—fieldsconsisting,tobesure,ofturftofightabout.Hisinterdisciplinarymethodwasinstrumentalinhelpingtobringabouttheinteractionofmanycriticalpracticesandpositionsthatcontinuestopreoccupycritics.

1.______

2.______

3.______

4.______

5.______

6.______

7.______

8.______

9.______

10.______

【答案】1.【答案】reformulate改为reformulating

2.【答案】callintobe去掉be

3.【答案】perspectiveto改为perspectiveof

4.【答案】but改为and

5.【答案】asthese改为suchas

6.【答案】does改为has

7.【答案】relating改为related

8.【答案】economicchange改为economicchanges

9.【答案】lost改成losing

10.【答案】broadenedextending去掉extending

【解析】1.【解题思路】由and后面的现在分词refocusing（重新关注）可知，reformulate（再用形式表示）与refocusing并列，所以reformulate也应是现在分词形式。故reformulate应改成reformulating。

2.【解题思路】callinto是常用词组，表示“唤起”，后面可以直接跟名词，不用加be，所以把be去掉。

3.【解题思路】perspectiveof（……的角度）是固定用法，不能和to搭配，所以把to改为of。

4.【解题思路】这句句意是“这本书，作为一个整体和它的部分，特点是小说的相互作用，而不是现实世界，它探索和扩展了虚构和现实可能是什么的想法”，可知前后为并列关系，而不是转折关系，所以把but改为and。

5.【解题思路】这句句意是“在对特定文本的讨论中，它提出并解决了这样的问题，既有时间上的，也有长期存在的”，然后下文列举了一些问题，而asthese没有表示“举例”的用法，所以要把asthese改为suchas。

6.【解题思路】has/havetodowith是固定搭配，表示“与……有关”，而fiction是单数，所以要把does改为has。

7.【解题思路】这句句意是“现实、小说、知识、小说的实践和形式是如何被称为现实主义相关的”，表示“与……相关的”要用relate的过去分词形式related，所以要把relating改为related。

8.【解题思路】suchas（例如）表示举例，economicchange（经济变化）和classandgenderdeterminants（阶级和性别决定因素）以及后面的名词短语都是并列的成分，所以统一都用复数形式，故把change改为changes。

9.【解题思路】lost和missing、slighting一样都是并列动词，hadbeendoing表示“过去一直在做的事情”，所以要把lost改为losing。

10.【解题思路】broaden和extend都是动词，都表示“扩大，扩展”，这里broaden是定语从句中的谓语动词，避免语义重复，要把extending去掉。

17.问答题

Nothinkerinthenineteenthcenturyhashadsodirect,deliberateandpowerfulaninfluenceuponmankindasKarlMarx.Bothduringhislifetimeandafterithehasexercisedanintellectualandmoralascendancyoverhisfollowers,thestrengthofwhichwasuniqueeveninthatgoldenageofdemocraticnationalism,anagewhichsawtheriseofgreatpopularheroesandmartyrs，romantic,almostlegendaryfigures,whoselivesandwordsdominatedtheimaginationofthemassesandcreatedanewrevolutionarytraditioninEurope.YetMarxcouldnot,atanytime,becalledapopularfigureintheordinarysense:certainlyhewasinnosenseapopularwriterororator.Hewroteextensively,buthisworkswerenot,duringhislifetime,readwidely;andwhen,inthelateeighteenseventies,theybegantoreachtheimmensepublicwhichseveralamongthemafterwardsobtained,thedesiretoreadthemwasduenotsomuchtoarecognitionoftheirintrinsicqualitiesastothegrowthofthefameandnotorietyofthemovementwithwhichhewasidentified.

Marxtotallylackedthequalitiesofagreatpopularleaderoragitator,wasnotapublicistofgeniusliketheRussiandemocratAlexanderHelen,nordidhepossessBakunin'smarvelouseloquence;thegreaterpartofhisworkinglifewasspentincomparativeobscurityinLondon,athiswriting-deskandinthereading-roomoftheBritishMuseum.Hewaslittleknowntothegeneralpublic,andwhiletowardstheendofhislifehebecametherecognizedandadmiredleaderofapowerfulinternationalmovement,nothinginhislifeorcharacterstirredtheimaginationorevokedtheboundlessdevotion,theintense,almostreligion,worship,withwhichsuchmenasKossuth,Mazzini,andevenLassalleinhislastyears,wereregardedbytheirfollowers.

Hispublicappearanceswereneitherfrequentnornotablysuccessful.Onthefewoccasionsonwhichheaddressedbanquetsorpublicmeetings,hisspeecheswereoverloadedwithmatter,anddeliveredwithacombinationofmonotonousnessandbrusqueness,whichcommandedtherespectbutnottheenthusiasmofhisaudience.Hewasbytemperamentatheoristandanintellectual,andinstinctivelyavoideddirectcontactwiththemasses,tothestudyofwhoseinterestshisentirelifewasdevoted.TomanyofhisfollowersheappearedintheroleofadogmaticandsententiousGermanschoolmaster,preparedtorepeathisthesesindefinitely,withrisingsharpness,untiltheiressencebecameirremovablylodgedinhisdisciples'minds.Thegreaterpartofhiseconomicteachingwasgivenitsfirstexpressioninlecturestoworkingmen:hisexpositionunderthesecircumstanceswasbyallaccountsamodeloflucidityandconciseness.Buthewroteslowlyandpainfully,assometimeshappenswithrapidandfertilethinkers,scarcelyabletocopewiththespeedoftheirownideas,impatientatoncetocommunicateanewdoctrine,andtoforestalleverypossibleobjection;thepublishedversionsweregenerallyturgid,clumsy,andobscureindetail,althoughthecentraldoctrineisneverinseriousdoubt.HewasacutelycopiousofthisandoncecomparedhimselfwiththeheroofBalzac'sUnknownMasterpiece,whotriestopaintthepicturewhichhasformeditselfinhismind,touchesandretouchesthecanvasendlessly,toproduceatlastashapelessmassofcolors,whichtohiseyeseemstoexpressthevisioninhisimagination.Hebelongedtoagenerationwhichcultivatedtheemotionsmoreintentlyanddeliberatelythanitspredecessors,andwasbroughtupamongmentowhomideaswereoftenmorerealthanfacts,andpersonalrelationsmeantfarmorethantheeventsoftheexternalworld;bywhomindeedpubliclifewascommonlyunderstoodandinterpretedintermsoftherichandelaborateworldoftheirownprivateexperience.

1.WhatkindofpersonwasKarlMarxaccordingtothepassage?

2.HowcouldyoudescribetheagewhenMarxlivedaccordingtothepassage?

3.WhatdidtheauthorthinkofMarx’spopularity?

4.WhywastheaudiencenotenthusiasticaboutMarx’sspeeches?

5.ForwhatpurposewasBalzac’sUnknownMasterpiecementioned?

【答案】1.KarlMarxwasagreatthinkerwhobroughtdirect,deliberateandpowerfulinfluenceuponmankind.Buthetotallylackedthequalitiesofagreatpopularleaderoragitator.Hispublicappearanceswereneitherfrequentnornotablysuccessful.

2.Itisagoldenageofdemocraticnational