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2005
年全国硕士研究生入学统一考试英语试题
It is not easy to talk about the role of the mass media in this overwhelmingly significant phase in
European
history.
History
and
news
become
confused,
and
one
’
s
impressions
tend
to
be
a
mixture
of
skepticism
and
optimism.
46)
Television
is
one
of
the
means
by
which
these
feelings
are
created
and
conveyed -- and perhaps never before has it served so much to connect different peoples and nations as in
the recent events in Europe.
The
Europe
that
is
now
forming
cannot
be
anything
other
than
its
peoples,
their
cultures
and
national
identities. With this
in mind we can begin
to
analyze the European television scene. 47)
In Europe, as
elsewhere, multi-media groups have been increasingly successful: groups which bring together television,
radio,
newspapers,
magazines
and
publishing
houses
that
work
in
relation
to
one
another.
One
Italian
example would be the Berlusconi group, while abroad Maxwell and Murdoch come to mind.
Clearly, only the biggest and most flexible television companies are going to be able to compete in
such a rich and hotly-contested market. 48) This alone demonstrates that the television business is not an
easy world to survive in, a fact underlined by statistics that show that out of eighty European television
networks, no less than 50% took a loss in 1989.
Moreover, the integration of the European community will oblige television companies to cooperate
more closely in terms of both production and distribution.
49)
Creating
a
“
European
identity
”
that
respects
the
different
cultures
and
traditions
which
go
to
make up the connecting fabric of the Old Continent is no easy task and demands a strategic choice -- that
of
producing
programs
in
Europe
for
Europe.
This
entails
reducing
our
dependence
on
the
North
American market, whose programs relate to experiences and cultural traditions which are different from
our own.
In order to achieve these objectives, we must concentrate more on co- productions, the exchange of
news, documentary services and training. This also involves the agreements between European countries
for
the
creation
of
a
European
bank
for
Television
Production
which,
on
the
model
of
the
European
Investments Bank, will handle the finances necessary for production costs. 50) In dealing with a challenge
on
such a scale, it is no exaggeration to say “Unit
ed
we stand, divided we fall”
-- and if I had to choose a
slogan
it
would
be
“Unity
in
our
diversity.”
A
unity
of
objectives
that
nonetheless
respect
the
varied
peculiarities of each country.
第
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2006
年全国硕士研究生入学统一考试英语试题
Is it true that the American intellectual is rejected and considered of no account in his society? I am
going to suggest that it is not true. Father Bruckberger told part of the story when he observed that it is the
intellectuals who have rejected America. But they have done more than that. They have grown dissatisfied
with the role of intellectual. It is they, not America, who have become anti-intellectual.
First, the object of our study pleads for definition. What is an intellectual? 46) I shall define him as
an individual who has elected as his primary duty and pleasure in life the activity of thinking in a Socratic
(
苏格拉底
) way about moral problems.
He explores such problems consciously, articulately, and frankly, first by asking factual questions, then by
asking moral questions, finally by suggesting action which seems appropriate in the light of the factual
and moral information which he has obtained. 47) His function is analogous to that of a judge, who must
accept the obligation of revealing in as obvious a manner as possible the course of reasoning which led
him to his decision.
This definition excludes many individuals usually referred to as intellectuals -- the average scientist,
for one. 48) I have excluded him because, while his accomplishments may contribute to the solution of
moral problems, he has not been charged with the task of approaching any but the factual aspects of those
problems.
Like other human beings, he encounters moral issues even in the everyday performance of his routine
duties -- he is not supposed to cook his experiments, manufacture evidence, or doctor his reports. 49) But
his
primary
task
is
not
to
think
about
the
moral
code
which
governs
his
activity,
any
more
than
a
businessman is expected to dedicate his energies to an exploration of rules of conduct in business. During
most of his waking life he will take his code for granted, as the businessman takes his ethics.
The definition also excludes the majority of teachers, despite the fact that teaching has traditionally
been the method whereby many intellectuals earn their living. 50) They may teach very well and more
than earn their salaries, but most of them make little or no independent reflections on human problems
which involve moral description even fits the majority of eminent scholars. Being learned
in some branch of human knowledge is one thing, living in
ustrious thoughts,” as Emerson
would say, is something else.
第
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2007
年全国硕士研究生入学统一考试英语试题
The
study
of
law
has
been
recognized
for
centuries
as
a
basic
intellectual
discipline
in European universities.
However, only in recent years has it become a feature of
undergraduate programs in Canadian universities. (46) Traditionally, legal learning has
been
viewed
in
such
institutions
as
the
special
preserve
of
lawyers,
rather
than
a
necessary
part of the intellectual equipment of an educated person.
Happily, the older and more continental view of legal education is establishing itself
in
a
number
of
Canadian
universities
and
some
have
even
begun
to
offer
undergraduate
degrees
in law.
If the study of law is beginning to establish itself as part and parcel of a general
education, its aims and methods should appeal directly to journalism educators. Law is
a
discipline
which
encourages
responsible
judgment.
On
the
one
hand,
it
provides
opportunities
to
analyze
such
ideas
as
justice,
democracy
and
freedom.
(47)
On
the
other,
it links these concepts to everyday realities in a manner which is parallel to the links
journalists forge on a daily basis as they cover and comment on the news.
For
example,
notions
of
evidence
and
fact,
of
basic
rights
and
public
interest
are
at
work
in
the
process
of
journalistic
judgment
and
production
just
as
in
courts
of
law.
Sharpening
judgment by absorbing and reflecting on law is a desirable component of a journalist
’
s
intellectual preparation for his or her career.
(48) But the idea that the journalist must understand the law more profoundly than
an ordinary
citizen rests
on an
understanding
of the established conventions and
special
responsibilities of the news media.
Politics
or,
more
broadly,
the
functioning
of
the
state,
is
a
major
subject
for
journalists.
The better informed they are about the way the state works, the better their reporting
will
be.
(49)
In
fact,
it
is
difficult
to
see
how
journalists
who
do
not
have
a
clear
grasp
of the basic features of the Canadian Constitution can do a competent job on political
stories.
Furthermore,
the
legal
system
and
the
events
which
occur
within
it
are
primary
subjects
for journalists. While the quality of legal journalism varies greatly, there is an
undue
reliance amongst many journalists on interpretations supplied to them by lawyers. (50)
While
comment
and
reaction
from
lawyers
may
enhance
stories,
it
is
preferable
for
journalists to rely on their own notions of significance and make their own judgments.
These can only come from a well-grounded understanding of the legal system.
第
3
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12
页
2008
年全国硕士研究生入学统一考试英语试题
Directions:
Read
the
following
text
carefully
and
then
translate
the
underlined
segments
into
Chinese.
Your
translation should be written carefully on ANSWER SHEET 2. (10 points)
In his autobiography, Darwin himself speaks of his intellectual powers with extraordinary modesty.
He points out that he always experienced much difficulty in expressing himself clearly and concisely, but
(46)
he
believes
that
this
very
difficulty
may
have
had
the
compensating
advantage
of
forcing
him
to
think long and intently about every sentence, and thus enabling him to detect errors in reasoning and in
his own observations.
He disclaimed the possession of any great quickness of apprehension or wit, such as distinguished Huxley.
(47)
He
asserted,
also,
that
his
power
to
follow
a
long
and
purely
abstract
train
of
thought
was
very
limited, for which reason he felt certain that he never could have succeeded with mathematics.
His memory, too, he described as extensive, but hazy. So poor in one sense was it that he never could
remember for more than a few days a single date or a line of poetry. (48) On the other hand, he did not
accept as well founded the charge made by some of his critics that, while he was a good observer, he had
no power of reasoning.
This,
he
thought,
could
not
be
true,
because
the
“
Origin
of
Species
”
is
one
long
argument
from
the
beginning
to
the
end,
and
has
convinced
many
able
men.
No
one,
he
submits,
could
have
written
it
without
possessing
some
power
of
reasoning.
He
was
willing
to
assert
that
“
I
have
a
fair
share
of
invention, and of common sense or judgment, such as every fairly successful lawyer or doctor must have,
but
not,
I
believe,
in
any
higher
degree.
”
(49)
He
adds
humbly
that
perhaps
he
was
“
superior
to
the
common run of men in noticing things which easily escape attention, and in observing them carefully.
”
Writing in the last year of his life, he expressed the opinion that in two or three respects his mind had
changed during the preceding twenty or thirty years. Up to the age of thirty or beyond it poetry of many
kinds gave him great pleasure. Formerly, too, pictures had given him considerable, and music very great,
delight. In 1881, however, he said:
“
Now for many years I cannot endure to read a line of poetry. I have
also almost lost my taste for pictures or music.
”
(50) Darwin was convinced that the loss of these tastes
was not only a loss of happiness, but might possibly be injurious to the intellect, and more probably to the
moral character.
第
4
页
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12
页
2009
年全国硕士研究生入学统一考试
Directions:
Read
the
following
text
carefully
and
then
translate
the
underlined
segments
into
Chinese.
Your
translation should be written carefully on ANSWER SHEET 2. (10 points)
There is a marked difference between the education which every one gets from
living with others,
and the deliberate educating of the young. In the former case the education is incidental; it is natural and
important,
but
it is
not
the express
reason of the association.46
It
may be said that the measure
of the
worth of any social institution is its effect in enlarging and improving experience; but this effect is not a
part of its original motive.
Religious associations began, for example, in the desire to secure the favor of overruling powers and to
ward
off
evil
influences;
family
life
in
the
desire
to
gratify
appetites
and
secure
family
perpetuity;
systematic
labor,
for
the
most
part,
because
of
enslavement
to
others,
etc.
47Only
gradually
was
the
by-product of the institution noted, and only more gradually still was this effect considered as a directive
factor in the conduct of the institution.
Even today, in our industrial life, apart from certain values of industriousness and thrift, the intellectual
and
emotional
reaction
of
the
forms
of
human
association
under
which
the
world's
work
is
carried
on
receives little attention as compared with physical output.
But
in
dealing with
the
young, the fact
of association itself as an immediate human fact,
gains
in
importance.48
While
it
is
easy
to
ignore
in
our
contact
with
them
the
effect
of
our
acts
upon
their
disposition, it is not so easy as in dealing with adults.
The need of training is too evident; the pressure to accomplish a change in their attitude and habits is too
urgent
to
leave
these
consequences
wholly
out
of
account.
49Since
our
chief
business
with
them
is
to
enable
them
to
share
in
a
common
life
we
cannot
help
considering
whether
or
no
we
are
forming
the
powers which will secure this ability.
If
humanity
has
made
some
headway
in
realizing
that
the
ultimate
value
of
every
institution
is
its
distinctively human effect we may well believe that this lesson has been learned largely through dealings
with the young.
50 We are thus led to distinguish, within the broad educational process which we have been so far
considering, a more formal kind of education -- that of direct tuition or schooling. In undeveloped social
groups, we find very little formal teaching and training. These groups mainly rely for instilling needed
dispositions into the young upon the same sort of association which keeps the adults loyal to their group.
第
5
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页
2010
年全国硕士研究生入学统一考试（英语二）
ions:
In this section there is a text in English .Translate it into Chinese. Write your translation
on ANSWER SHEET2.(15points)
“Suatainability”
has
become
apopul
ar
word
these
days,
but
to
Ted
Ning,
the
concept
will
always
have
personal
meaning.
Having
endured
apainful
period
of
unsustainability
in
his
own
life
made
itclear
to him that sustainability-oriented values must be expressed though everyday action and choice.
Ning
recalls
spending
aconfusing
year
in
the
late
1990s
selling
insurance.
He’d
been
though
the
dot-com boom and burst and,desperate for ajob,signed on with a Boulder agency.
It
didin’t
go
well.
“It
was
a
really
had
move
because
that’s
not
my
passion,”
says
Ning,
whose
dilemma about the job translated, predictably,
into a
lack
of sales.
“I was miserable, I had so much
anxiety that I would wake up in the middle of the night and stare at the ceiling. I had no money and
needed the job. Everyone sai
d, ‘Just wait, you’ll trun the corner, give it some time.’”
Section
Ⅲ
Tra nslation
最近，“承受力”
坚持不懈”成了一个流行词，但对
Ted Ning
来说，他对其含
义有自己亲身的体会。
在经历了一段无法承受的痛苦生活后，
他清楚的认识到，
旨在提高承受力的价值观只有通
过每日的行为和抉择才能得到体现。
Ning
回忆起九十年代后期销售保险那困惑的一年。在经历了网络泡沫的膨胀和破 灭后，他急需找到一份工
作，因此就与
Boulder
公司签了约。
但情况并不顺利。“这的确是糟糕的一步，因为它激不起我的工作热情，”Ning
说。不出所料，工 作上的
进退维谷造成他销售业绩不佳。“我很痛苦，愁肠百结，常常在半夜惊醒，望着天花板发愣。我身 无分文，需要
这份工作。大家都说，‘等等看，过一段时间情况会好转的’。”
第
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