浙江工业大学考博英语真题,考博英语试题

浙江工业大学2018年攻读博士学位研究生入学考试试题

考试科目：(1001) 英语
（所有答题一律做在答题纸上，做在试卷上无效。）

Part I Reading Comprehension (30 marks, 2 marks each)
Directions: There are 3 passages in this part. Each passage is followed by some multiple-choice questions. You should decide on the best choice and mark the corresponding letter on Answer Sheet with a single line through the center.
Passage One
Jill Ker Conway, president of Smith, echoes the prevailing view of contemporary technology when she says that "anyone in today's world who doesn't understand data processing is not educated." But she insists that the increasing emphasis on these matters leave certain gaps. Says she: "The very strongly utilitarian emphasis in education, which is an effect of man-made satellites and the cold war, has really removed from this culture something that was very profound in its 18th and 19th century roots, which was a sense that literacy and learning were ends in themselves for a democratic republic."
In contrast to Plato's claim for the social value of education, a quite different idea of intellectual purposes was advocated by the Renaissance humanists. Overjoyed with their rediscovery of the classical learning that was thought to have disappeared during the Dark Ages, they argued that the imparting of knowledge needs no justification—religious, social, economic, or political. Its purpose, to the extent that it has one, is to pass on from generation to generation the corpus of knowledge that constitutes civilization. "What could man acquire, by virtuous striving, that is more valuable than knowledge?" asked Erasmus, perhaps the greatest scholar of the early 16th century. That idea has acquired a tradition of its own. "The educational process has no end beyond itself," said John Dewey. "It is its own end."
But what exactly is the corpus of knowledge to be passed on? In simpler times, it was all included in the medieval universities' Quadrivium (arithmetic, geometry, astronomy, music) and Trivium (grammar, rhetoric, logic). As recently as the last century, when less than 5% of Americans went to college at all, students in New England establishments were compelled mainly to memorize and recite various Latin texts, and crusty professors angrily opposed the introduction of any new scientific discoveries or modern European languages. "They felt," said regretfully Charles Francis Adams, Jr., the Union Pacific Railroad president who devoted his later years to writing history, "that a classical education was the important distinction between a man who had been to college and a man who had not been to college, and that anything that diminished the importance of this distinction was essentially revolutionary and tended to anarchy."
1. The first paragraph shows that Jill Ker Conway accepts utilitarian emphasis in education ______.
A. wholeheartedly
B. with reservation
C. against her own will
D. with contempt

2. Education for education's sake was probably opposed by ______.
A. scholars in the Renaissance period
B. Jill Ker Conway
C. scholars in the Dark Ages
D. Plato

3. The idea that education transmits knowledge is dated back to ______.
A. the Renaissance humanists
B. the medieval universities
C. the 18th century's American scholars
D. the cold war period

4. It can be inferred that Charles Francis Adams, Jr. ______.
A. devoted his later years to classical education
B. was an advocate of education in history
C. was an opponent to classical education
D. regretted diminishing the importance of the distinction

5. According to the third paragraph, which of the following is true?
A. Five percent of American college students learnt Latin texts.
B. Students in New England learnt Latin texts in official organizations.
C. Students were compelled to learn modern European languages.
D. American college students had to learn Latin texts by reading.

Passage Two
With a new Congress drawing near, Democrats and Republicans are busily designing competing economic stimulus packages. The Republicans are sure to offer tax cuts; the Democrats, among other things, financial relief for the states. There is one measure, however, that would provide not only an immediate boost to the economy but also immediate relief to those most in need: a carefully crafted extension of the federal unemployment insurance program. The Senate approved such an extension before it adjourned in November. The House of Representatives refused to go along. It was among the greatest failures of the 107th Congress.
One consequence is that jobless benefits for an estimated 780,000 Americans will abruptly stop tomorrow, even though most recipients have not yet exhausted their benefits. President Bush failed to show any leadership on this matter during the November Congress. Later, he finally asked Congress to extend the program for these workers and to make the benefits effective from Dec. 28.
That's not enough. The way unemployment insurance typically works is that states provide laid-off workers with 26 weeks of benefits, followed by 13 weeks of federal aid. Under Mr. Bush's scheme, federal benefits would be extended only for those who were already receiving them on Dec. 28. The extension would not cover the jobless workers who will exhaust their regular state-funded benefits after Dec. 28—an estimated 95,000 every week—but will receive no federal help unless the program is re-authorized. By the end of March, 1.2 million workers could fall into this category.
The Senate saw this problem coming, and under the leadership of Hillary Rodham Clinton for New York and Don Nickles of Oklahoma, passed a bill that would not only have covered people already enrolled in the federal program but provided 13 weeks of assistance for those losing their state benefits in the new year. The House, for largely trivial reasons, refused to go along.
Bill Frist, the new Senate majority leader, says he is looking for ways to put a kinder, gentler face on the Republican Party. Passing the Clinton-Nickles bill would be a good way to begin. The House should then follow suit. One of the House's complaints last year was that, at $5 billion, the Clinton-Nickles bill was too expensive. That's ridiculous, considering the costs of the tax cuts that House Republicans have in mind.
The unemployment rate last month stood at 6 percent, the highest since mid-1994. The country could use a $5 billion shot in the arm right about now. So could a lot of increasingly desperate people.
1. According to the author, the proposed extension is ______.
A. what the coming Congress should reconsider
B. excluded from the economic stimulus packages
C. a relief program carefully designed by the House
D. put forward by both Republicans and Democrats

2. What does the author refer to as one of the greatest failures of the 107th Congress?
A. The House of Representatives did not agree with the Senate.
B. The unemployment insurance extension was not approved.
C. A boost to the economy was not provided.
D. Relief to those in need was not offered.

3. Who may benefit from the Clinton-Nickles bill?
A. Only those enrolled in the federal program.
B. The estimated 95,000 unemployed workers.
C. Just those exhausting their state-funded benefits.
D. Laid-off workers, with or without federal benefits.

4. Why did the author say the House's complaint was ridiculous?
A. The reasons it offers are largely insignificant.
B. The Clinton-Nickles bill was too expensive.
C. Its tax cuts proposal is even more costly.
D. The estimated cost for the bill is just $5 billion.

5. How does the author feel about the President's request for the extension and its coverage?
A. Short of vision.
B. Late and incomplete.
C. Lacking in consistency.
D. Exhaustive but ineffective.

Passage Three
"Let me send you our brochure" is probably the most commonly used phrase in business. But all too often, it can spell the end of a customer enquiry because many brochures appear to be produced not to clarify and to excite but to confuse. So what goes wrong and how can it be put right? Too often, businesses fail to ask themselves critical questions like, "Who will the brochure be sent to?" "What do we want to achieve with it?" The truth is that a brochure has usually been produced for no other reason than that the competition has one.
However, with a little research, it often transpires that what the client wants is a mixture: part mail shot, part glossy corporate brochure and part product catalogue—a combination rarely found. Having said that, the budget is likely to be finite. There may not be enough money to meet all three marketing needs, so the first task is to plan the brochure, taking into account the most significant of these. The other requirements will have to be met in a different way. After all, introducing the company's product range to new customers by mail is a different task from selling a new season's collection to existing customers.
The second task is to get the content right. In 95 per cent of cases, a company will hire a designer to oversee the layout, so the final product looks stylish, interesting and professional; but they don't get a copywriter or someone with the right expertise to produce the text, or at least tidy it up—and this shows. A bigger failing is to produce a brochure that is not customer focused. Your brochure should cover areas of interest to the customer, concentrating on the benefits of buying from you.
Instead, thousands of brochures start with a history lesson, "Founded in 1987, we have been selling our products..." I can assure you that customers are never going to say to themselves, "They've been around for 20 years—I'll buy from them." It's not how long you've been in business that counts, it's what you've done in that time. The important point to get across at the beginning is that you have a good track record. Once this has been established, the rest of the brochure should aim to convince customers that your products are the best on the market.
It is helpful with content to get inside the customer's head. If your audience is young and trendy, be creative and colourful. As always, create a list of the benefits that potential customers would gain from doing business with you, for example, product quality, breadth of range, expertise of staff and so on. But remember that it is not enough just to state these: in order to persuade, they need to be spelt out. One possibility is to quote recommendations from existing customers. This also makes the brochure personal to you, rather than it simply being a set of suppliers' photographs with your name on the front. At the design stage, there are many production features that can distinguish your brochure from the run of the mill. You may think that things like cutouts or pop-ups will do this for you and thus make you stand out, or you may think they just look like designer whims that add cost. Go through all the options in detail. One of them might be that all-important magical ingredient.
1. What point does the writer make about brochures in the first paragraph?
A. Customer expectations of them are too high.
B. They ought to be more straightforward in design.
C. Insufficient thought tends to go into producing them.
D. Companies should ensure they use them more widely.

2. The writer's advice to companies in the second paragraph is to ______.
A. produce a brochure to advertise new product lines
B. use a brochure to extend the customer base
C. accept that a brochure cannot fulfil every objective
D. aim to get a bigger budget allocation for producing brochures

3. In the third paragraph, which of the following does the writer say would improve the majority of brochures?
A. better language and expression
B. better overall appearance
C. more up-to-date content
D. more product information

4. In the introduction to a brochure, the writer advises companies to focus on ______.
A. their understanding of the business environment
B. the range of products they offer
C. their unique market position
D. the reputation they have built up

5. When discussing brochure content in the fifth paragraph, the writer reminds companies to ______.
A. consider old customers as well as new ones
B. provide support for the claims they make
C. avoid using their own photographs
D. include details of quality certification

Part II Cloze Test (20 marks, 1 mark each)
Directions: There are 20 blanks in the following passage. For each blank there are four choices marked A, B, C and D. You should choose the one that best fits into the passage. Then mark the corresponding letter on Answer Sheet I with a single line through the center.
From childhood to old age, we all use language as a means of broadening our knowledge of ourselves and the world about us. When humans first __1__, they were like newborn children, unable to use this __2__ tool. Yet once language developed, the possibilities for humankind's future __3__ and cultural growth increased.
Many linguists believe that evolution is __4__ for our ability to produce and use language. They __5__ that our highly evolved brain provides us __6__ an innate language ability not found in lower __7__. Proponents of this innateness theory say that our __8__ for language is inborn, but that language itself develops gradually, __9__ a function of the growth of the brain during childhood. Therefore there are critical __10__ times for language development.
Current __11__ of innateness theory are mixed, however, evidence supporting the existence of some innate abilities is undeniable. __12__, more and more schools are discovering that foreign languages are best taught in __13__ grades. Young children often can learn several languages by being __14__ to them, while adults have a much harder time learning another language once the __15__ of their first language have become firmly fixed.
__16__ some aspects of language are undeniably innate, language does not develop automatically in a vacuum. Children who have been __17__ from other human beings do not possess language. This demonstrates that __18__ with other human beings is necessary for proper language development. Some linguists believe that this is even more basic to human language __19__ than any innate capacities. These theorists view language as imitative, learned behavior. __20__, children learn language from their parents by imitating them. Parents gradually shape their child's language skills by positively reinforcing precise imitations and negatively reinforcing imprecise ones.
1.
A. generated
B. evolved
C. born
D. originated

2.
A. valuable
B. appropriate
C. convenient
D. favorite

3.
A. attainments
B. feasibility
C. entertainments
D. evolution

4.
A. essential
B. available
C. reliable
D. responsible

5.
A. confirm
B. inform
C. claim
D. convince

6.
A. for
B. from
C. of
D. with

7.
A. organizations
B. organisms
C. humans
D. children

8.
A. potential
B. performance
C. preference
D. passion

9.
A. as
B. just as
C. like
D. unlike

10.
A. ideological
B. biological
C. social
D. psychological

11.
A. reviews
B. reference
C. reaction
D. recommendation

12.
A. In a word
B. In a sense
C. Indeed
D. In other words

13.
A. various
B. different
C. the higher
D. the lower

14.
A. revealed
B. exposed
C. engaged
D. involved

15.
A. regulations
B. formations
C. rules
D. constitutions

16.
A. Although
B. Whether
C. Since
D. When

17.
A. distinguished
B. different
C. protected
D. isolated

18.
A. exposition
B. comparison
C. contrast
D. interaction

19.
A. acquisition
B. appreciation
C. requirement
D. alternative

20.
A. As a result
B. After all
C. In other words
D. Above all

Part III Translation (30 marks)
Section A (15 marks)
Directions: Translate the following into Chinese. Write your Chinese version on Answer Sheet II.
How would you complete this sentence: "This is The Age of..."? Every generation of writers has filled in the dots not only for their own age, but for selected past ages. I would fill in the dots by saying that this is the age of computers, or more sharply, the age of mathematizations. The computer is the prime and driving mechanism of the age and in all computer applications there resides some sort of mathematical construction. It is an age when applied mathematizations affect us all, for good, for bad, for somewhere in between, and these effects may not develop or become apparent for some while.
Mathematics is now so universally employed that its teaching cannot be encompassed in one department. CAD/CAM (computer aided design/manufacture) is now in dentistry. Does the dentistry development require engineering talent? Should its techniques be taught in an engineering department? One can truly wonder what courses should comprise the basic training for the applied mathematician or computer scientist.
I have spent a good fraction of my professional life in what might be termed "a traditional department of applied mathematics". By "traditional" I mean a department that stresses the mathematics that models physical phenomena, or to a lesser extent, that models social phenomena via statistics. The word "traditional" can also be explicated by noting the specific courses that are given in such a department. In my department at Brown University, for example, there are graduate courses in biophysical models, genomics, operations research, statistical inference, dynamical systems, and fluids. This represents a change from a half century ago, when my department was a renowned research center for solid mechanics: elasticity, plasticity, etc.
The word "traditional" can also be explicated by the well-known paradigmatic sequence: Description → prediction → comparison → re-tinkering the description. But there is now another type of applied mathematics whose paradigm is: Prescription → adoption → surveillance and societal evaluation → re-prescription.
Section B (15 marks)
Directions: Translate the following into English. Write your English version on Answer Sheet II.
如果将保护地球的自然系统视作某种道德选择的话，就完全误解了当今人们所面临的危机。当前的挑战是关乎于人类社会的未来，而不是交给某些博爱慷慨的善心人士，来做一些随意的慈善。并不是要保护自然免受人类的侵害，而是为了人类而保护自然——能让这样的观念深入人心才是改变思路的核心内容。要知道，我们正承受着自身所作所为带来的一系列后果。全世界都需要知道，一个健康的自然世界并不是某些偶然善举带来的，而是一系列重要物质资产的集合。
如果这样的观念能够产生实际的效果，那么保护自然并不只是环境上的挑战，而必须上升为经济上的挑战。只要有一天人类仍在自欺欺人——一面提倡保护环境，一面却又不顾对环境的损害而急于追求经济增长，那么取得实质性的进展仍会是一件遥遥无期的事情。
Part IV Writing (20 marks)
Directions: For this part, you are required to write an essay commenting on the opinion that personal happiness is directly related to economic success. You can cite examples to illustrate your point of view. You should write at least 150 words but no more than 200 words. Write your essay on the Answer Sheet.