2011年考研英语(一)真题Section II Reading Comprehension Part B
Part B Directions: The following paragraph are given in a wrong order. For Questions 41-45, you are required to reorganize these paragraphs into a coherent text by choosing from the list A-G to filling them into the numbered boxes. Paragraphs E and G have been correctly placed. Mark your answers on ANSWER SHEET 1. (10 points) [A] No disciplines have seized on professionalism with as much enthusiasm as the humanities. You can, Mr Menand points out, became a lawyer in three years and a medical doctor in four. But the regular time it takes to get a doctoral degree in the humanities is nine years. Not surprisingly, up to half of all doctoral students in English drop out before getting their degrees. [B] His concern is mainly with the humanities: Literature, languages, philosophy and so on. These are disciplines that are going out of style: 22% of American college graduates now major in business compared with only 2% in history and 4% in English. However, many leading American universities want their undergraduates to have a grounding in the basic canon of ideas that every educated person should posses. But most find it difficult to agree on what a “general education” should look like. At Harvard, Mr Menand notes, “the great books are read because they have been read”-they form a sort of social glue. [C] Equally unsurprisingly, only about half end up with professorships for which they entered graduate school. There are simply too few posts. This is partly because universities continue to produce ever more PhDs. But fewer students want to study humanities subjects: English departments awarded more bachelor’s degrees in 1970-71 than they did 20 years later. Fewer students requires fewer teachers. So, at the end of a decade of theses-writing, many humanities students leave the profession to do something for which they have not been trained. [D] One reason why it is hard to design and teach such courses is that they can cut across the insistence by top American universities that liberal-arts educations and professional education should be kept separate, taught in different schools. Many students experience both varieties. Although more than half of Harvard undergraduates end up in law, medicine or business, future doctors and lawyers must study a non-specialist liberal-arts degree before embarking on a professional qualification. [E] Besides professionalizing the professions by this separation, top American universities have professionalised the professor. The growth in public money for academic research has speeded the process: federal research grants rose fourfold between 1960and 1990, but faculty teaching hours fell by half as research took its toll. Professionalism has turned the acquisition of a doctoral degree into a prerequisite for a successful academic career: as late as 1969a third of American professors did not possess one. But the key idea behind professionalisation, argues Mr Menand, is that “the knowledge and skills needed for a particular specialization are transmissible but not transferable.”So disciplines acquire a monopoly not just over the production of knowledge, but also over the production of the producers of knowledge. [F] The key to reforming higher education, concludes Mr Menand, is to alter the way in which “the producers of knowledge are produced.”Otherwise, academics will continue to think dangerously alike, increasingly detached from the societies which they study, investigate and criticize.”Academic inquiry, at least in some fields, may need to become less exclusionary and more holistic.”Yet quite how that happens, Mr Menand dose not say. [G] The subtle and intelligent little book The Marketplace of Ideas: Reform and Resistance in the American University should be read by every student thinking of applying to take a doctoral degree. They may then decide to go elsewhere. For something curious has been happening in American Universities, and Louis Menand, a professor of English at Harvard University, captured it skillfully. G → 41. →42. → E →43. →44. →45.
2011年考研英语(一)真题Section II Reading Comprehension Part B的延伸阅读— —2014考研十一黄金周备考“黄金课表”
一场秋雨一场凉，天气在秋雨中变得更像秋天了。夏日的酷暑已经消失，严冬还未到来，阴雨过后，秋高气爽，正是读书好时节。也许这几天校园里多了几分活跃，大家都在准备十一黄金周的出游、玩乐，而你作为一名考研人，是否还有那份兴致呢。其实十一黄金周是一个短小精悍的自由时光，加之前阵子新大纲刚刚发布，正是调整思路的关键时期。为了帮助广大考生最大限度的提高十一学习效率，特为大家制作了这份“黄金课程表”帮助大家安排假期时间。 十一，普国同庆，热闹非凡!但，热闹是他们的。 反观我们考研人，这7天，是否甚至可以说“成也7天，败也7天”呢?为何如此说： 1、9.13新大纲刚刚发布，正好利用这几天静下心来好好调整思路; 2、别人出游你备考，相当于比别人多了一周的复习时间; 3、这段时间不用为抢座占座发愁，不为学习环境发愁，全身心备考; 4、目前正是网报的高峰期，新东方在线全国研究生入学考试中心在此提醒各位考研的小伙伴儿们，“网报有风险，选校须谨慎”。 为了帮助广大考生最大限度的提高十一学习效率，我们为大家制作了这份“黄金课程表”帮助大家安排假期时间。 假期前五天： 上午 6：30—7：30 起床，吃完早饭，进入学习状态 7：30—8：20 背诵英语考研阅读真题材料、写作范文或者其他英语材料 8： 30—9：30 背诵政治马哲原理、形势政策或最后押题30道 9： 40—12: 20 重点攻克数学知识点或做数学模拟题(不考数学的将数学时间用于专业课的一科) 下午 12：30—13：30 午餐、午休 13：30—16：00 做英语阅读或英语专题，以精读为主，复习后期侧重英语作文 16：00—18：00 做数学或专业课 18：00—18：40 吃晚饭，休息或与同学交流 晚上 18：50—19：30 背诵政治或英语单词(以理解为主，不刻意记忆);晚餐19：40—22：30 重点攻克数学或专业课(可以按照科目或日期单双数调 整) 22：40—23：00 洗漱、上网 23：30 睡前回顾白天复习的内容(躺下默默回忆)，遇到遗忘的第二天早上及时温习记忆 当然，小伙伴儿的考研备考方法如同八仙过海，各有奇招，这份课表是就大多数考研学子的备考情况准备的，大家可以根据自己的复习情况具体调整，一切皆以高效学习为目的。 假期第六天： 第六天为总结日，可以将前五天的学习结果进行简单的总结，尤其是针对各个网络强化课程、大纲增补课程、真题精讲课程的学习，可以在前期复习的基础上进行收尾、整理。通过总结整理前期复习，对十一过后的学习做出一份精准的安排。 假期第七天： 考研伤神伤闹，劳逸结合最重要，抓住假期的最后一天，三五研友，可以一起出行游玩，缓解备考压力，收拾心情，为假期后的学习做好充分准备。 |
