隨著2017考研的結束，考生們都在積極尋找相關的考研真題了。下面是小編為大家整理收集的關于南京林業大學翻譯碩士英語2015考研真題的相關內容，歡迎大家的閱讀。
I. Vocabulary and grammar (30 points, 1.5 points for each)
Multiple Choices. Directions: Beneath each sentence there are four words or phrases marked with A, B, C and D. Choose the answer that best completes the sentence. Write your answers on the answer sheet.
1. You must not be ______ at feeling the difficulties.
put out B. put away C. put for D. put up
2. I know her ______, but I have never spoken to her.
for sight B. in sight C. on sight D. by sight
3. I underwent an operation ______ an early recovery.
in hopes of B. in the hopes of C. in hope of D. with the hope of
4. If we continue to ignore the issue of global warming, we will almost certainly suffer the ____ effects of climatic changes worldwide.
dubious B. drastic C. trivial D. toxic
5. Nothing Helen says is ever ________. She always thinks carefully before she speaks.
spontaneous B. simultaneous C. rigorous D. homogenous
6. The temperature of the atmosphere becomes colder as ______ increases.
ventilation B. pressure C. elevation D. humidity
7. Hot metal _______ as it grows colder.
compresses B. reduces C. contracts D. condenses
8. Your advice would be ________ valuable to him, who is now at a loss as to what to do first.
excessively B. exceedingly C. extensively D. exclusively
9. Jim badly ______ his back when digging in the garden last night.
exerted B. strained C. pulled D. stretched
10. Habits acquired in youth----notably smoking and drinking----may increase the risk of ________ diseases in a person’s later life.
A. consecutive B. cyclical C. critical D. chronic
11. No longer are contributions to computer technology confined to any one country; ________ is this more true than in Europe.
hardly B. little C. seldom D. nowhere
12. What will ________ lead to?
the policy of the government’s B. this policy of the government’s
C. this policy of a government’s D. the policy of a government’s
13. Indigo is a vat color, _____ called because it does not dissolve in water.
which it B. it is C. such D. so
14. You can’t be _______ careful in making the decision as it was such a critical case.
very B. too C. quite D. so
15. We have done things we ought not to have done and ________ undone things we ought to have done.
leaving B. left C. will leave D. leave
16. He’s ________ as a “bellyacher”----he’s always complaining about something.
who is known B. whom is known C. what is known D. which is known
17. Much as __________, I couldn’t lend him the money because I simply didn’t have that much spare cash.
I would have liked to B. I would like to have
C. I should have to like D. I should have liked to
18. If it _______ too much trouble, I’d love a cup of coffee.
hadn’t been B. isn’t C. weren’t D. may not be
19. The atmosphere is as much a part of the earth as ________ its soils and the water of its lakes, rivers and oceans.
is B. do C. has D. are
20. America will never again have as a nation the spirit of adventure as it _______ before the West was settled.
did B. could C. would D. was
II. Reading comprehension (40 points)
Section I Multiple choices (20 points, 2 points for each)
Directions: In this section there are two passages followed by multiple-choice questions. Read the passages and then write your answers on the answer sheet.
Passage A
Towards the end of “Thinking, Fast and Slow”, Daniel Kahneman laments that he and his late collaborator, Amos Tversky, are often credited with showing that humans make “irrational” choices. That term is too strong, he says, to describe the variety of mental mishaps to which people systematically fall prey. Readers of his book may disagree. Mr. Kahneman, an Israeli-American psychologist and Nobel economics laureate, has delivered a full catalogue of the biases, shortcuts and cognitive illusions to which our species regularly succumbs. In doing so he makes it plain that Homo economicus—the rational model of human behavior beloved of economists—is as fantastical as a unicorn.
In one experiment described by Mr. Kahneman, participants asked to imagine that they have been given 50 pounds behave differently depending on whether they are then told they can “keep” 20 pounds or must “lose” 30 pounds—though the outcomes are identical. He also shows that it is more threatening to say that a disease kills “1,286 in every 10,000 people”, than to say it kills “24.14% of the population”, even though the second mention is twice as deadly. Vivid language often overrides basic arithmetic.
Some findings are downright peculiar. Experimental subjects who have been “primed” to think of money, perhaps by seeing a picture of dollar bills, will act more selfishly. So if someone nearby drops some pencils, these subjects will pick up fewer than their non-primed counterparts. Even obliquely suggesting the concept of old age will inspire people to walk more slowly—though feeling elderly never crossed their mind, they will later report.
After all this the human brain looks less like a model of rationality and more like a giddy teenager: flighty, easily distracted and lacking in self-awareness. Yet this book is not a counsel of despair. Its awkward title refers to Mr. Kahneman’s two-tier model of cognition: “System 1” is quick, intuitive and responsible for the quirks and mistakes described above (and many others). “System 2”, by contrast, is slow, deliberative and less prone to error. System 2 kicks in when we are faced with particularly complex problems, but much of the time it is all too happy to let the impulsive System 1 get its way.
What, then, is System 1 good for? Rather a lot, it turns out. In a world that often demands swift judgment and rapid decision-making, a creature who solely relied on deliberative thinking wouldn’t last long. Moreover, System 1 generally works well. As Mr. Kahneman says, “most of our judgments and actions are appropriate most of the time”. He urges readers to counteract what he considers to be mistakes of System 1 thinking, such as the “loss aversion” that deters people from accepting favourable gambles (such as a 50-50 chance to win $200 or lose $100). He also recommends checking the performance of an investment portfolio no more than once a quarter, to limit needless anguish over short-term fluctuations and the “useless churning” of shares.
Mr. Kahneman does not dwell on the possible evolutionary origins of our cognitive biases, nor does he devote much time to considering why some people seem naturally better at avoiding error than others. Still this book, his first for a non-specialist audience, is a profound one. As Copernicus removed the Earth from the centre of the universe and Darwin knocked humans off their biological perch, Mr. Kahneman has shown that we are not the paragons of reason we assume ourselves to be. Often hailed as the father of behavioural economics (with Tversky as co-parent), his work has influenced a range of disciplines and has even inspired some policy.
But the true consequences of his findings are only starting to emerge. When he presents the poor victims of his experiments with conclusive proof of their errors, the typical reaction is not a chastened pledge to shape up, but confused silence, followed by business as usual. No one likes to be told he is wrong.
1. The word “mishaps” in Paragraph 1 probably means_____.
A. problems B. dilemmas C. choices D. models
2. It can be inferred from the passage that _______.
A. language is more powerful than mathematics.
B. selfish people tend to think of money often.
C. self-suggestion can affect people’s behavior.
D. exact figures are more convincing than words
3. According to the passage, the human brain can be described as _______.
A. irrational B. oblivious C. disorderly D. capricious
4. Which of the following statements is TRUE of the human brain?
A. In most cases, System 1 is working. B. System 2 works to lead to mistakes.
C. System 2 is preferred by rational people. D. System 2 is more complex than System 1.
5. In his experiments, the subjects ______ Mr. Kahneman’s proof of their errors.
A. can identify with B. turn a deaf ear to
C. feel aversion to D. are overjoyed to hear about
Passage B
At Harvard College in September, a controversy erupted over the adoption of a “freshman pledge,” which for the first time asked incoming students to sign a commitment to act with respect, integrity, and kindness in order to “promote understanding.” Libertarian commentator Virginia Postrel, wrote that “treating ‘kindness’ as the way to civil discourse doesn’t show students how to argue with accuracy and respect.” Harry R. Lewis, a former dean of Harvard College and someone with an excellent perspective on undergraduate education, warned that it impinged on freedom of thought and that “a student would be breaking the pledge if she woke up one morning and decided it was more important to achieve intellectually than to be kind.”
Has empathy become the new scapegoat in the long-standing concern about academic attainment in American schools? Books like Academically Adrift chart the decline in academic rigor on American college campuses, citing the plummeting hours that students spend on studying and critical thinking skills. But there’s also been a troubling, and concurrent, decrease in empathy over the past thirty years. A study of 14,000 college students published in Personality and Social Psychology Review in 2011 showed that the majority of college students today are less empathetic than their predecessors of prior decades. And other research even shows that education (like medical school!) can actually wring the empathy out of students.
Many people are squeamish about calls to increase empathy in young people because they wrongly assume that the ability to empathize is incompatible with traits like logic, reason, and impartiality. We’ve now entered a debate about how nice we should be or, rather, how nice we can afford to be and still stay competitive as a society, clinging to the pernicious belief that anything beneficial to young people must be painful and that we are in a rat race that is a zero-sum game.
In fact, there need be no tradeoff, at Harvard or anywhere else, between intellectual rigor and kindness. This is a false dichotomy, like the belief that a sick person must choose between a competent doctor and a humane one. Indeed, empathetic behavior – listening well, for example – actually makes a doctor better able to diagnose and treat illness, and studies show that when doctors are empathetic, their patients need less medication to relieve pain and less time to heal wounds.
People often equate empathy with gentleness and passivity. But empathy is really just a cognitive walk in another person’s shoes. An empathetic person is, fundamentally, a curious and imaginative person. Empathy involves a search for understanding. And we need today’s students to understand the world better in order to respond to its seemingly intractable problems.
Many educators agree that the intellectual skills required for the 21st century depend on not only a mastery of facts and figures, but also on complex communication, flexibility, collaboration, adaptability, and innovation. We live in a more open society than ever, with greater mixing of people and ideas.
The ability to master a new language, to translate scientific findings into policy, or to weave the concerns of one field into the terms of another (the way a Macintosh computer melds engineering and design), requires students to step outside of their own life experience and habits of mind. Steve Jobs had empathy for his customers.
Of course, we can always find examples of world-class thinkers who are oblivious to people’s feelings. But that doesn’t negate the fact that the vast majority of students will need to assume the perspective of others in order to get ahead in life. We can call this empathy. Or we can call it 21st century learning. It’s both. Empathy doesn’t always lead to more moral behavior, but it can lead to more intelligent behavior.
6. Virginia Postrel’s attitude towards the adoption of a “freshman pledge” is _____.
A. favorable B. scrupulous C. incredulous D. impartial
7. “…education (like medical school!) can actually wring the empathy out of students.”(Para. 2) probably means _____.
A. college students possess less EQ than their predecessors
B. college students are trained to be blessed with much empathy
C. college students are forced to show empathy for others
D. college students need to show more empathy for others
8. The authors believe that _____.
A. empathy doesn’t affect college students’ performance.
B. empathy contributes to the development of logic and reason.
C. a doctor must be a person with great empathy and skills.
D. a doctor’s empathy is more effective than medication.
9. According to the passage, an empathetic person can be all the following EXCEPT_____.
A. smart B. ethical C. creative D. inquisitive
10. The author wants to argue in the passage that _____.
A. being kind and being smart are not mutually exclusive.
B. whether Harvard’s “freshman pledge” should be adopted or not.
C. empathy has become the new scapegoat of academic decline.
D. when the debate over Harvard’s “freshman pledge” will be ended.
Section II Answering questions (20 points, 2 points for each question)
Directions: Read the following two passages and then answer IN COMPLETE SENTENCES the questions which follow each passage. Use only information from the passage you have just read and write your answers on the answer sheet.
Questions 1-5 are based on the following passage:
The University in Transformation, edited by Australian futurists Sohail Inayatullah and Jennifer Gidley, presents some 20 highly varied outlooks on tomorrow’s universities by writers representing both Western and non-Western perspectives. Their essays raise a broad range of issues, questioning nearly every key assumption we have about higher education today.
The most widely discussed alternative to the traditional campus is the Internet University—a voluntary community to scholars/teachers physically scattered throughout a country or around the world but all linked in cyberspace. A computerized university could have many advantages, such as easy scheduling, efficient delivery of lectures to thousands or even millions of students at once, and ready access for students everywhere to the resources of all the world’s great libraries.
Yet the Internet University poses dangers, too. For example, a line of franchised courseware, produced by a few superstar teachers, marketed under the brand name of a famous institution, and heavily advertised, might eventually come to dominate the global education market, warns sociology professor Peter Manicas of the University of Hawaii at Manoa. Besides enforcing a rigidly standardized curriculum, such a “college education in a box” could undersell the offerings of many traditional brick and mortar institutions, effectively driving them out of business and throwing thousands of career academics out of work, note Australian communications professors Davie Rooney and Greg Hearn.
On the other hand, while global connectivity seems highly likely to play some significant role in future higher education, that does not mean greater uniformity in course content — or other dangers — will necessarily follow. Counter-movements are also at work.
Many in academia, including scholars contributing to this volume, are questioning the fundamental mission of university education. What if, for instance, instead of receiving primarily technical training and building their individual careers, university students and professors could focus their learning and research efforts on existing problems in their local communities and the world? Feminist scholar Ivana Milojevic dares to dream what a university might become “if we believed that child care workers and teachers in early childhood education should be one of the highest (rather than lowest) paid professionals?”
Co-editor Jennifer Gidley shows how tomorrow’s university faculty, instead of giving lectures and conducting independent research, may take on three new roles. Some would act as brokers, assembling customized degree-credit programmes for individual students by mixing and matching the best course offerings available from institutions all around the world. A second group, mentors, would function much like today’s faculty advisers, but are likely to be working with many more students outside their own academic specialty. This would require them to constantly be learning from their students as well as instructing them.
A third new role for faculty, and in Gidley’s view the most challenging and rewarding of all, would be as meaning-makers: charismatic sages and practitioners leading groups of students/colleagues in collaborative efforts to find spiritual as well as rational and technological solutions to specific real-world problems.
Moreover, there seems little reason to suppose that any one form of university must necessarily drive out all other options. Students may be “enrolled” in courses offered at virtual campuses on the Internet, between—or even during—sessions at a real world problem focused institution.
As co-editor Sohail Inayatullah points out in his introduction, no future is inevitable, and the very act of imagining and thinking through alternative possibilities can directly affect how thoughtfully, creatively and urgently even a dominant technology is adapted and applied. Even in academia, the future belongs to those who care enough to work their visions into practical, sustainable realities.
Questions:
1. What are the advantages and potential disadvantages of the Internet University?
2. What does the phrase of “brick and mortar institutions” refer to?
3. According to the review, what is the fundamental mission of traditional university education?
4. What are the three new roles played by tomorrow’s university faculty?
5. What type of writing is the passage and why do you call it such a type of writing?
Questions 6-10 are based on the following passage:
In his classic novel, “The Pioneers”, James Fenimore Cooper has his hero, a land developer, take his cousin on a tour of the city he is building. He describes the broad streets, rows of houses, a teeming metropolis. But his cousin looks around bewildered. All she sees is a forest. “Where are the beauties and improvements which you were to show me?” she asks. He’s astonished she can’t see them. “Where! Everywhere,” he replies. For though they are not yet built on earth, he has built them in his mind, and they are as concrete to him as if they were already constructed and finished.
Cooper was illustrating a distinctly American trait, future-mindedness: the ability to see the present from the vantage point of the future; the freedom to feel unencumbered by the past and more emotionally attached to things to come. “America is therefore the land of the future,” the German philosopher Hegel wrote. “The American lives even more for his goals, for the future, than the European,” Albert Einstein concurred. “Life for the American is always becoming, never being.”
In 2012, America will still be the place where the future happens first, for that is the nation’s oldest tradition. The early Puritans lived in almost Stone Age conditions, but they were inspired by visions of future glories, God’s kingdom on earth. The early pioneers would sometimes travel past perfectly good farmland, because they were convinced that even more amazing land could be found over the next ridge. The Founding Fathers took 13 scraggly Colonies and believed they were creating a new nation on earth. The railroad speculators envisioned magnificent fortunes built on bands of iron. It’s now fashionable to ridicule the visions of dot com entrepreneurs of the 1990s, but they had inherited the urge to leap for the horizon. “The Future is endowed with such a life, that it lives to us even in anticipation,” Herman Melville wrote. “The Future is the Bible of the Free.”
This future-mindedness explains many modem features of American life. It explains workaholism: the average American works 350 hours a year more than the average European. Americans move more, in search of that brighter tomorrow, than people in other lands. They also, sadly, divorce more, for the same reason. Americans adopt new technologies such as online shopping and credit cards much more quickly than people in other countries. Forty-five percent of world Internet use takes place in the United States. Even today, after the bursting of the stock-market bubble, American venture capital firms – which are in the business of betting on the future – dwarf the firms from all other nations.
Future-mindedness contributes to the disorder in American life, the obliviousness to history, the high rates of family breakdown, the frenzied waste of natural resources. It also leads to incredible innovations. According to the Yale historian Paul Kennedy, 75 percent of the Nobel laureates in economics and the sciences over recent decades have lived or worked in the United States. The country remains a magnet for the future-minded from other nations. One in 12 Americans has enjoyed the thrill and challenge of starting his own business. A study published in the Journal of International Business Studies in 2000 showed that innovative people are spread pretty evenly throughout the globe, but Americans are most comfortable with risk. Entrepreneurs in the US are more likely to believe that they possess the ability to shape their own future than people in, say, Britain, Australia or Singapore.
If the 1990s were a great decade of future-mindedness, we are now in the midst of a season of experience. It seems cooler to be skeptical, to pooh-pooh all those IPO suckers who lost their money betting on the telecom future. But the world is not becoming more French. By 2012, this period of chastisement will likely have run its course, and future-mindedness will be back in vogue, for better or worse.
We don’t know exactly what the next future-minded frenzy will look like. We do know where it will take place: the American suburb. In 1979, three quarters of American office space were located in central cities. The new companies, research centers and entrepreneurs are flocking to these low buildings near airports highways and the Wal-Mart malls, and they are creating a new kind of suburban life. There are entirely new metropolises rising boom suburbs like Mesa, Arizona, that already have more people than Minneapolis or St. Louis. We are now approaching a moment in which the majority of American office space, and the hub of American entrepreneurship, will be found in quiet office parks in places like Rockville, Maryland, and in the sprawling suburbosphere around Atlanta.
We also know that future-mindedness itself will become the object of greater study. We are discovering that there are many things that human beings do easily that computers can do only with great difficulty, if at all. Cognitive scientists are now trying to decode the human imagination, to understand how the brain visualizes, dreams and creates. And we know, too, that where there is future-mindedness there is hope.
Questions:
6. What is the function of the first paragraph?
7. Paraphrase the sentence: “future-mindedness is the ability to see the present from the vantage point of the future; the freedom to feel unencumbered by the past and more emotionally attached to things to come.” (Paragraph 2).
8. Paraphrase the sentence: “Albert Einstein concurred: Life for the American is always becoming, never being.” (Paragraph 2).
9. Summarize the pros and cons of future-mindedness to the American life.
10. What is the author’s attitude towards future-mindedness?
III. Writing (30 points)
Some people believe that success comes from taking risks or chances, while others believe that careful planning is the best way to achieve success. What does success come from in your opinion? Write a composition of about 400 words on the following topic:
Taking Risks or Preparing a Plan
In the first part of your composition you should state clearly your main argument, and in the second part you should support your argument with appropriate details. In the last part you should bring what you have written to a natural conclusion or make a summary.
Marks will be awarded for content, organization, grammar and appropriateness. Failure to follow the above instructions may result in a loss of marks.
Write your composition on your answer sheet.