2010年华东政法大学博士英语

华东政法大学

2010年博士研究生入学考试英语试卷

第一部分基础英语试题

Part I: Grammar & Vocabulary (10%)

Directions: Choose the word or phrase that best completes each sentence and then mark your answers on your ANSWER SHEET 1.

1.To most people, marriage is a_______ affair.

A. love-and-hatred

B. now or never

C. win-win situation

D. give-and-take

2.We tried to settle the argument but ________ nothing.

A. finish

B. completed

C. ended

D. accomplished

3.We should settle our difference by ______________ not by war.

A. assignment

B. compromise

C. security

D. appointment

4.Tramps as pioneers? It seemed absurd. I kept _____ the idea _____.

A. pondering, about

B. mulling, about

C. thinking, of

D. speculating, on

5.People become _____ the place they live in.

A. associated with

B. attached to

C. appreciative of

D. attachable with

6.Since the days of Columbus, America has been another name for opportunity, where one

seems to accomplish _______.

A. anything

B. something

C. nothing

D. little

7.No matter how difficult the problem is, he can handle it _____.

A. at equal ease

B. of equal ease

C. with equal ease

D. from equal ease

8.The successful tramps would be ______ the pioneers.

A. equal

B. equal of

C. equal to

D. equals

9.It?s likely for the outstanding ones to stand out ______ the rest.

A.off

B. of

C. from

D. above

B.

10.It?s human nature to _____ wealth ____ reach and neglect happiness already ______.

A.crave, within, within reach

B.crave for, out of, in hand

C.chase after, beyond, beyond reach

D.seek after, within, out of hand

11.___ her surprise, migrant workers are __________.

A.Out of, a tough and hard-working lot

B.To, a diligent and cheerful lot

C.To, diligent and tough lots.

D.Out of, tough and hard-working lot

12.When asked whether it?s the ______ he is _____, the answer, after some ____, is invariably

the same.

A.money, after, hesitant

B.money, craving for, thought

C.money, chasing after, considerate

D.money, craving, thinking

13.Resourceful as the general was, he let ____ spread that he would attack on a certain day next

month.

A. the word

B. word

C. a word

D. words

14.The ______ would perish in a world of fierce competition.

A.adaptable

B. adapted

C. inadaptable

D. adaptive

15.It?s easy for the tramps to ______ temper and get _____ with the steady job.

A.lose, sick

B. control, fed up

C. lose, fed up

D. control, sick and tired

16.We genuinely ______ your opinion and your suggestion.

A. appreciate of

B. value

C. evaluate as

D. estimate about

17.The Empire State Building is a famous______ on the New York skyline.

A.stumbling block

B.stepping block

https://www.360docs.net/doc/949266584.html,ndmark

D.spring board

18.The teacher tried to _____ the new boy ____ by letting him say something about his

hometown.

A. draw…for

B. draw…back

C. draw… away

D. draw… upon

19.The grass was ____ with dew. Drops of water _______ in the sun.

A.full, sparkled

B.wet, sparkled

C.filled, gleamed

D.abundant, gleamed

20.What he said last night is ______ a nuisance than it should be.

A. more of

B. less than

C. just as

D. more like

Part II: Reading Comprehension (15%).

Direction: There are 3 reading passages in this part. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A, B, C, and D. You should decide on the best choice and mark the corresponding letter on the Answer Sheet 1 with a single line through the center.

Passage One:

Questions 21 to 25 are based on the following passage.

Between the eighth and eleventh centuries A.D., the Byzantine Empire staged an almost unparalleled economic and cultural revival, a recovery that is all the more striking because it followed a long period of severe internal decline. By the early eighth century, the empire had lost roughly two-thirds of the territory it had possessed in the year 600, and its remaining area was being raided by Arabs and Bulgarians, who at times threatened to take Constantinople and extinguish the empire altogether. The wealth of the state and its subjects was greatly diminished, and artistic and literary production had virtually ceased. By the early eleventh century, however, the empire had regained almost half of its lost possessions, its new frontiers were secure, and its influence extended far beyond its borders. The economy had recovered, the treasury was full, and art and scholarship had advanced.

To consider the Byzantine military, cultural, and economic advances as differentiated aspects of a single phenomenon is reasonable. After all, these three forms of progress have gone together in a number of states and civilizations. Rome under Augustus and fifth-century Athens provide the most obvious examples in antiquity. Moreover, an examination of the apparent sequential connections among military, economic, and cultural forms of progress might help explain the dynamics of historical change.

The common explanation of these apparent connections in the case of Byzantium would run like this: when the empire had turned back enemy raids on its own territory and had begun to raid and conquer enemy territory, Byzantine resources naturally expanded and more money became available to patronize art and literature. Therefore, Byzantine military achievements led to economic advances, which in turn led to cultural revival.

No doubt this hypothetical pattern did apply at times during the course of the recovery. Yet it is not clear that military advances invariably came first. Economic advances second, and intellectual advances third. In the 860?s the Byzantine Emp ire began to recover from Arab incursions so that by 872 the military balance with the Abbasid Caliphate had been permanently altered in the empire?s favor. The beginning of the empire?s economic revival, however, can be placed between 810 and 830. Finally, the Byzantine revival of learning appears to have begun even earlier. A number of notable scholars and writers appeared by 788 and, by the last decade of the eighth century, a cultural revival was in full bloom, a revival that lasted until the fall of Constantinople in

1453.Thus the commonly expected order of military revival followed by economic and then by cultural recovery was reversed in Byzantium. In fact, the revival of Byzantine learning may itself have influenced the subsequent economic and military expansion.

21. Which of the following best states the central idea of the passage?

(A) The Byzantine Empire was a unique case in which the usual order of military and economic

revival preceding cultural revival was reversed.

(B) After 810 Byzantine economic recovery spurred a military and, later, cultural expansion that

lasted until 1453.

(C) The eighth-century revival of Byzantine learning is an inexplicable phenomenon, and its

economic and military precursors have yet to be discovered.

(D) The revival of the Byzantine Empire between the eighth and eleventh centuries shows cultural

rebirth preceding economic and military revival, the reverse of the commonly accepted order of progress.

22. The primary purpose of the second paragraph is which of the following?

(A) To establish the uniqueness of the Byzantine revival

(B) To show that Augustan Rome and fifth-century Athens are examples of cultural, economic,

and military expansion against which all subsequent cases must be measured

(C) To suggest that cultural, economic, and military advances have tended to be closely

interrelated in different societies.

(D) To argue that, while the revivals of Augustan Rome and fifth-century Athens were similar,

they are unrelated to other historical examples

23. It can be inferred from the passage that by the eleventh century the Byzantine military forces

(A) had reached their peak and begun to decline

(B) had eliminated the Bulgarian army

(C) were comparable in size to the army of Rome under Augustus

(D) were strong e nough to withstand the Abbasid Caliphate?s military forces

24. In the third paragraph, the author most probably provides an explanation of the apparent connections among economic, military, and cultural development in order to

(A) suggest that the process of revival in Byzantium accords with this model

(B) set up an order of events that is then shown to be not generally applicable to the case of

Byzantium

(C) cast aspersions on traditional historical scholarship about Byzantium

(D) suggest that Byzantium represents a case for which no historical precedent exists

25. Which of the following does the author mention as crucial evidence concerning the manner in which the Byzantine revival began?

(A) The Byzantine military revival of the 860?s led to econom ic and cultural advances.

(B) The Byzantine cultural revival lasted until 1453.

(C) The Byzantine economic recovery began in the 900?s.

(D) The revival of Byzantine learning began toward the end of the eighth century.

Passage Two

Questions 26 to 30 are based on the following passage.

In 1896 a Georgia couple suing for damages in the accidental death of their two year old was told that since the child had made no real economic contribution to the family, there was no liability for damages. In contrast, less than a century later, in 1979, the parents of a three year old sued in New York for accidental-death damages and won an award of $750,000.

The transformation in social values implicit in juxtaposing these two incidents is the subject of Viviana Zelizer?s excellent book, Pricing the Priceless Child. During the nineteenth century, she argues, the concept of the “useful” child who contributed to the family economy gave way gradually to the present-day notion of the “useless” child who, though producing no i ncome for, and indeed extremely costly to, its parents, is yet considered emotionally “priceless.” Well established among segments of the middle and upper classes by the mid-1800?s, this new view of childhood spread throughout society in the late-nineteenth and early-twentieth centuries as reformers introduced child-labor regulations and compulsory education laws predicated in part on the assumption that a child?s emotional value made child labor taboo.

For Zelizer the origins of this transformation were many and complex. The gradual erosion of children?s productive value in a maturing industrial economy, the decline in birth and death rates, especially in child mortality, and the development of the companionate family (a family in which members were united by explicit bonds of love rather than duty) were all factors critical in changing the assessment of children?s worth.Yet “expulsion of children from the …cash nexus,?although clearly shaped by profound changes in the economic, occupational, and family s tructures,” Zelizer maintains. “was also part of a cultural process …of sacralization? of children?s lives.” Protecting children from the crass business world became enormously important for late-nineteenth-century middle-class Americans, she suggests; this sacralization was a way of resisting what they perceived as the relentless corruption of human values by the marketplace.

In stressing the cultural determinants of a child?s worth, Zelizer takes issue with practitioners of the new “sociological economics,” who have analyzed such traditionally sociological topics as crime, marriage, education, and health solely in terms of their economic determinants. Allowing only a small role for cultural forces in the form of individual “preferences,” these sociologist s tend to view all human behavior as directed primarily by the principle of maximizing economic gain. Zelizer is highly critical of this approach, and emphasizes instead the opposite phenomenon: the power of social values to transform price. As children became more valuable in emotional terms, she argues, their “exchange” or “surrender” value on the market, that is, the conversion of their intangible worth into cash terms, became much greater.

26. It can be inferred from the passage that accidental-death damage awards in America during the nineteenth century tended to be based principally on the

(A) earnings of the person at time of death

(B) wealth of the party causing the death

(C) degree of culpability of the party causing the death

(D) amount of money that had been spent on the person killed

27. It can be inferred from the passage that in the early 1800?s children were generally regarded by their families as individuals who

(A) needed enormous amounts of security and affection

(B) required constant supervision while working

(C) were important to the economic well-being of a family

(D) were unsuited to spending long hours in school

28. The primary purpose of the passage is to

(A) review the literature in a new academic subfield

(B) present the central thesis of a recent book

(C) contrast two approaches to analyzing historical change

(D) refute a traditional explanation of a social phenomenon

29. It can be inferred from the passage that which of the following statements was true of American families over the course of the nineteenth century?

(A) The average size of families grew considerably

(B) The percentage of families involved in industrial work declined dramatically.

(C) Family members became more emotionally bonded to one another.

(D) Family members spent an increasing amount of time working with each other.

30. Zelizer refers to all of the following as important influences in changing the assessment of children?s worth EXCEPT changes in

(A) the mortality rate

(B) the nature of industry

(C) the nature of the family

(D) attitudes toward reform movements

Questions 31 to 35 are based on the following passage.

In the two decades between 1910 and 1930, over ten percent to the Black population of the United States left the South, where the preponderance of the Black population had been located, and migrated to northern states, with the largest number moving, it is claimed, between 1916 and 1918. It has been frequently assumed, but not proved, that the majority of the migrants in what has come to be called the Great Migration came from rural areas and were motivated by two concurrent factors: the collapse of the cotton industry following the boll weevil infestation, which began in 1898, and increased demand in the North for labor following the cessation of European

immigration caused by the outbreak of the First World War in 1914. This assumption has led to the conclusion that the migrants? subsequent lack of economic mobility in the North is tied to rural background, a background that implies unfamiliarity with urban living and a lack of industrial skills.

But the question of who actually left the South has never been rigorously investigated. Although numerous investigations document an exodus from rural southern areas to southern cities prior to the Great Migration, no one has considered whether the same migrants then moved on to northern cities. In 1910 over 600,000 Black workers, or ten percent of the Black work force, reported themselves to be engaged in “manufacturing and mechanical pursuits,” the federal census category roughly encompassing the entire industrial sector. The Great Migration could easily have been made up entirely of this group and their families. It is perhaps surprising to argue that an employed population could be enticed to move, but an explanation lies in the labor conditions then prevalent in the South.

About thirty-five percent of the urban Black population in the South was engaged in skilled trades. Some were from the old artisan class of slavery-blacksmiths, masons, carpenters-which had had a monopoly of certain trades, but they were gradually being pushed out by competition, mechanization, and obsolescence.The remaining sixty-five percent, more recently urbanized, worked in newly developed industries – tobacco, lumber, coal and iron manufacture, and railroads. Wages in the South, however, were low, and Black workers were aware, through labor recruiters and the Black press, that they could earn more even as unskilled workers in the North than they could as artisans in the South. After the boll weevil infestation, urban Black workers faced competition from the continuing influx of both Black and White rural workers, who were driven to undercut the wages formerly paid for industrial jobs.

Thus, a move north would be seen as advantageous to a group that was already urbanized and steadily employed, and the easy conclusion tying their subsequent economic problems in the North to their rural background comes into question.

31. The author indicates explicitly that which of the following records has been a source of

information in her investigation?

(A) United States Immigration Service reports from 1914 to 1930

(B) Payrolls of southern manufacturing firms between 1910 and 1930

(C) The volume of cotton exports between 1898 and 1910

(D) The federal census of 1910

32. In the passage, the author anticipates which of the following as a possible objection to her

argument?

(A) It is uncertain how many people actually migrated during the Great Migration.

(B) The eventual economic status of the Great Migration migrants has not been adequately traced.

(C) It is not likely that people with steady jobs would have reason to move to another area of the

country.

(D) It is not true that the term “manufacturing and mechanical pursuits” actually encompasses the

entire industrial sector.

33. According to the passage, which of the following is true of wages in southern cities in 1910?

(A) They were being pushed lower as a result of increased competition.

(B) They had begun t to rise so that southern industry could attract rural workers.

(C) They had increased for skilled workers but decreased for unskilled workers.

(D) They had increased in large southern cities but decreased in small southern cities.

34. The author cites each of the following as possible influences in a Black worker's decision to migrate north in the Great Migration EXCEPT

(A) wage levels in northern cities

(B) labor recruiters

(C) competition from rural workers

(D) voting rights in northern states

35. The primary purpose of the passage is to

(A) support an alternative to an accepted methodology

(B) present evidence that resolves a contradiction

(C) introduce a recently discovered source of information

(D) challenge a widely accepted explanation

Part III: Directions: Translate the following Chinese sentences into English on ANSWER SHEET 2 (10%):

1. 分析人士对浮动的美元会走向何方看法不一。

2.该研究中心估计那一年由于假冒商品导致税收损失数十亿元。

3. 校长的演讲生动风趣，听众时时报以震耳的掌声。

4. 应试教育将学生培养成了考试机器，剥夺了学生的想象力。

5. 这个地区农民的现金收入翻了一番，这得益于农作物的多种栽培。

Part IV: English Writing (15%)

DIRECTIONS: For this part, you are allowed 30 minutes to write a short essay to respond to the following questions. You should write about 180 words and write your essay on the ANSWER SHEET 2.

News editors decide what to broadcast on television and what to print in newspapers. What factors do you think influence these decisions? Do we become used to bad news? Would it be better if more good news was reported?

NOTES: Marks will be awarded for content, organization, grammar and appropriateness. Failure to follow the instruction may result in a loss of marks.