研究生英語試題？英語（二）主要是為高等院校和科研院所招收不考英語（一）的專業(yè)學位碩士研究生而設(shè)置的具有選拔性質(zhì)的統(tǒng)考科目。試題分三部分，共52題，包括英語知識運用、閱讀理解和寫作。那么，研究生英語試題？一起來了解一下吧。
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.”O(jiān)therwise, 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.
Part C
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)
With its theme that “Mind is the master weaver,” creating our inner character and outer circumstances, the book As a Man Thinking by James Allen is an in-depth exploration of the central idea of self-help writing.
(46) Allen’s contribution was to take an assumption we all share-that because we are not robots we therefore control our thoughts-and reveal its erroneous nature. Because most of us believe that mind is separate from matter, we think that thoughts can be hidden and made powerless; this allows us to think one way and act another. However, Allen believed that the unconscious mind generates as much action as the conscious mind, and (47) while we may be able to sustain the illusion of control through the conscious mind alone, in reality we are continually faced with a question: “Why cannot I make myself do this or achieve that? ”
Since desire and will are damaged by the presence of thoughts that do not accord with desire, Allen concluded : “ We do not attract what we want, but what we are.” Achievement happens because you as a person embody the external achievement; you don’t “ get” success but become it. There is no gap between mind and matter.
\Part of the fame of Allen’s book is its contention that “Circumstances do not make a person, they reveal him.” (48) This seems a justification for neglect of those in need, and a rationalization of exploitation, of the superiority of those at the top and the inferiority of those at the bottom.
This ,however, would be a knee-jerk reaction to a subtle argument. Each set of circumstances, however bad, offers a unique opportunity for growth. If circumstances always determined the life and prospects of people, then humanity would never have progressed. In fat, (49)circumstances seem to be designed to bring out the best in us and if we feel that we have been “wronged” then we are unlikely to begin a conscious effort to escape from our situation .Nevertheless, as any biographer knows, a person’s early life and its conditions are often the greatest gift to an individual.
The sobering aspect of Allen’s book is that we have no one else to blame for our present condition except ourselves. (50) The upside is the possibilities contained in knowing that everything is up to us; where before we were experts in the array of limitations, now we become authorities of what is possible.
Section Ⅲ Writing
Part A
51. Directions:
Write a letter to a friend of yours to
1) recommend one of your favorite movies and
2) give reasons for your recommendation
Your should write about 100 words on ANSWER SHEET 2
Do not sign your own name at the end of the leter. User “LI MING” instead.
Do not writer the address.(10 points)
Part B
52. Directions:
Write an essay of 160---200 words based on the following drawing. In your essay, you should
1) describe the drawing briefly,
2) explain it’s intended meaning, and
3) give your comments.
Your should write neatly on ANSWER SHEET 2. (20 points)
考研網(wǎng)推薦鏈接：
研究生英語試卷如下圖所示：
碩士研究生教育按照培養(yǎng)目標的不同，分為學術(shù)型研究生和專業(yè)學位研究生。學術(shù)型研究生的培養(yǎng)目標是高層次學術(shù)研究型專門人才，專業(yè)學位研究生的培養(yǎng)目標是具有扎實理論基礎(chǔ)，并適應(yīng)特定行業(yè)或職業(yè)實際工作需要的應(yīng)用型高層次專門人才。具有較強的解決實際問題的能力，能夠承擔專業(yè)技術(shù)或管理工作，具有良好的職業(yè)素養(yǎng)的高層次應(yīng)用型專門人才。
從2010年開始，全國碩士研究生入學考試的英語試卷分為了英語（一）和英語（二）。英語（一）即原研究生入學統(tǒng)考“英語”，所有學術(shù)型碩士研究生（英語專業(yè)選考其他語種）（十三大門類，110個一級學科）和部分專業(yè)型碩士（法律碩士、臨床醫(yī)學碩士、口腔醫(yī)學碩士、建筑學碩士、護理碩士、漢語國際教育碩士、公共衛(wèi)生碩士等）必考英語（一）。
英語（二）主要是為高等院校和科研院所招收不考英語（一）的專業(yè)學位碩士研究生而設(shè)置的具有選拔性質(zhì)的統(tǒng)考科目。試題分三部分，共52題，包括英語知識運用、閱讀理解和寫作。
考研英語試題的改革始于1979年。以下是關(guān)于考研英語試題改革歷程的詳細解答：
一、初期摸索階段（1979年至1997年）
改革起始：1979年，研究生入學考試中首次出現(xiàn)了英語科目的考察。
特點：這一階段的英語測試處在摸索階段，由于沒有可借鑒的標準和模式，題型隔年變化很大，難易度也差別較大。
二、試題科學化階段（1998年至2001年）
背景：隨著四六級考試統(tǒng)計測量機制和成績測評機制的完善，保證了試題的科學性。
影響：這一階段，考研英語試題的題型和難易度開始趨于穩(wěn)定，試題質(zhì)量有所提升。
三、受外部考試改革影響階段（2002年至2004年）
外部因素：美國教育考試服務(wù)中心進行了托福考試的改革，同時四六級考試也啟動了改革方案。
影響：這些外部考試的改革對考研英語試題產(chǎn)生了一定影響，可能促使考研英語在題型和難度上進行相應(yīng)調(diào)整。
204英語是指從2010年起增加的一套統(tǒng)考英語試題，也被稱為英語二，主要用于部分專業(yè)學位研究生的招生考試。以下是對204英語的詳細解釋：
一、定義與用途
定義：204英語，即英語二，是針對部分專業(yè)學位研究生而設(shè)立的一套統(tǒng)考英語試題。
用途：供專業(yè)學位研究生（如工程碩士、社會工作碩士、MPA、MBA等）在招生考試時選用。
二、與英語一的區(qū)別
適用對象：英語一主要適用于學術(shù)型研究生的招生考試，而英語二則主要適用于專業(yè)學位研究生。
試題難度：一般來說，英語二的試題難度相對于英語一會稍低一些，但具體難度還需根據(jù)每年的試題內(nèi)容來評估。
三、考英語二的專業(yè)
工程類：如工業(yè)工程、項目管理、物流工程、工業(yè)設(shè)計工程等。
管理類：如工商管理（MBA）、公共管理（MPA）等。
社會科學類：如社會工作碩士等。
考研英語試題在1979年進行了首次改革，即首次在研究生入學考試中加入了英語科目的考察。以下是關(guān)于考研英語試題改革歷程的詳細解答：
一、首次加入英語科目考察
時間：1979年
背景：“文革”后的考試制度逐步恢復(fù)，1978年并未考察英語，而在1979年，研究生入學考試中首次加入了英語科目的考察。
二、摸索階段（1979年至1997年）
在這一階段，考研英語試題的題型和結(jié)構(gòu)并沒有固定的標準和模式，因此題型和難易度都經(jīng)歷了較大的變化。
由于缺乏經(jīng)驗和可借鑒的標準，試題的設(shè)計處于不斷探索和調(diào)整的過程中。
三、相對穩(wěn)定階段（1998年至2004年）
1998年至2001年：隨著四六級考試統(tǒng)計測量機制和成績測評機制的完善，考研英語試題的科學性得到了提高。
2002年至2004年：受到托福考試改革和四六級考試改革方案啟動的影響，考研英語試題也進行了一定的調(diào)整。
以上就是研究生英語試題的全部內(nèi)容，考研英語試題的改革始于1979年。以下是關(guān)于考研英語試題改革歷程的詳細解一、初期摸索階段（1979年至1997年）改革起始：1979年，研究生入學考試中首次出現(xiàn)了英語科目的考察。特點：這一階段的英語測試處在摸索階段，由于沒有可借鑒的標準和模式，題型隔年變化很大，難易度也差別較大。二、內(nèi)容來源于互聯(lián)網(wǎng)，信息真?zhèn)涡枳孕斜鎰e。如有侵權(quán)請聯(lián)系刪除。
