资源简介：上海理工大学基础英语2004年(含答案)考研真题考研试题    

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上海理工大学 2004 年硕士研究生入学考试试题
考试科目：基础英语
1 Sentence Correction (10%)
Instructions: Rewrite the following sentences without changing the intended meaning:
l. I found the cat sleeping on the stove the dogwas eating the morning meal.
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2. James Joyce’s Ulysses, a long and complicated novel and which is on our reading list, has been
banned by the school board.
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3. After three hours of practice, a large mug of beer was what the thirsty dancers wanted.
_________________________________________________________________
4. An important thing for the student to remember is that when writing a paper, you should not
plagiarize.
_________________________________________________________________
5. To get ready for the trip, all the things she needed were put into a suitcase.
_________________________________________________________________
II. Reading Comprehension (16%)
Instructions: Read the following passages and tick the most appropriate choices:
Passage A
It is evident that there is a close connection between the capacity to use language and the
capacities covered by the verb “to think”. Indeed, some writers have identified thinking with using
words: Plato coined the saying, “In thinking the soul is talking to itself”; J. B. Watson reduced
thinking to inhibited speech located in the minute movements or tensions of the physiological
mechanisms involved in speaking; and although Ryle is careful to point out that there are many
senses in which a person is said to think in which words are not in evidence, he has also said that
saying something in a specific frame of mind is thinking a thought.
Is thinking reducible to, or dependent upon, language habits? It would seem that many
thinking situations are hardly distinguishable from the skilful use of language, although there are
some others in which language is not involved. Thought cannot be simply identified with using
language. It may be the case, of course, that the non-linguistic skills involved in thought can only
be acquired and developed if the learner is able to use and understand language. However, this
question is one which we cannot hope to answer in this book. Obviously being able to use
language makes for a considerable development in all one’s capacities but how precisely this
comes about we cannot say.
At the common-sense level it appears that there is often a distinction between thought and the
words we employ to communicate with other people. We often have to struggle hard to find words
to capture what our thinking has already grasped, and when we do find words we sometimes feel
that they fail to do their job properly. Again when we report or describe our thinking to other
people we do not merely report unspoken words and sentences. Such sentences do not always
occur in thinking, and when they do they are merged with vague imagery and the hint of
unconscious or subliminal activities going on just out of range. Thinking, as it happens, is more
like struggling, striving, or searching for something than it is like talking or reading. Words do
play their part but they are rarely the only feature of thought. This observation is supported by the
experiments of the Wurzburg psychologists reported in Chapter Eight who showed that intelligent

 

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