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A great deal of attention is being paid today to the so-called digital divide-the division of the world into the info (information) rich and the info poor. And that (1) does exist today. My wife and I lectured about this looming danger twenty years ago. What was less (2) then, however, were the new, positive (3) that work against the digital divide.
- [A] divide [B] information [C] world [D] lecture
- [A] obscure [B] visible [C] invisible [D] indistinct
When musing on cities over time and in our time, from the first (whenever it was) to today, we must always remember that cities are artifacts. Forests, jungles, deserts, plains, oceans – the organic environment is born and dies and is reborn endlessly, beautifully, and completely without moral constraint or ethical control. But cities – despite the metaphors that we apply to them from biology or nature (“The city dies when industry flees”; “The neighborhoods are the vital cells of the urban organism”), despite the sentimental or anthropomorphic devices we used to describe cities – are artificial. Nature has never made a city, and what Nature makes that may seem like a city-an anthill, for instance-only seems like one. It is not a city.
Human beings made and make cities, and only human beings kill cities, or let them die. And human beings do both-make cities and unmake them-by the same means: by acts of choice.
-
The author’s purpose is primarily to
[A] identify the sources of popular discontent with cities
[B] define the city as growing out of a social contract
[C] illustrate the difference between cities and villages
[D] compare cities with blood families
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The author cites the sentence “The neighborhoods are the vital cells of the urban organism” (Paragraph 1) as
[A] an example of one type of figurative language
[B] a simple statement of scientific fact
[C] a momentary digression from his central thesis
[D] a paradox with ironic implications
(47) “I shall never be content until the beneficent influence of the University reaches every family of the state,” Hise said in an address in 1905. “If our beloved institution reaches this ideal it will be the first perfect state university.”
Directions: Write a composition of about 250-300 words on the topic "Does the plagiarism scandal of Zhai Tianlin exert any disastrous impacts on Chinese education and society?" You should support your viewpoint with argumentative analysis.
- 考点定位：本题考查名词词义复现，是英语知识运用部分的高频考点，聚焦上下文核心概念的衔接。
- 答案详解：
前文明确提出核心概念 “the so-called digital divide”，此处指代前文的 “数字鸿沟”，故用 “divide”，选 [A]。
[B]“信息”、[C]“世界”、[D]“讲座” 均无法呼应前文核心话题，语义衔接断裂，故排除。
- 考点定位：本题考查形容词词义辨析，是英语知识运用部分的基础考点，聚焦上下文逻辑转折。
- 答案详解：
前文提到 “二十年前就警示过数字鸿沟的危险”，后文用 “however” 转折，强调 “当时不太明显的是对抗数字鸿沟的积极力量”，“less visible”（不太可见的、不明显的）契合 “过去未被关注，如今显现” 的逻辑，故选 [B]。
[A]“模糊的”、[C]“看不见的”（表完全不可见，与 “后来被发现” 矛盾）、[D]“模糊不清的” 均未体现 “虽存在但未被关注” 的语义，故排除。
- 考点定位：本题考查作者写作目的，是阅读理解部分的核心考点，考查对文章核心观点的整体把握。
- 答案详解：
文章核心观点为 “城市是人类的人造物，而非自然产物”，强调人类通过 “选择共同居住” 的社会契约创造城市，后文提到 “人们选择定居而非漂泊，达成共同生活的协议，由此形成城市”，明确城市源于社会契约，故选 [B]。
[A]“找出人们对城市不满的根源” 未提及；[C]“说明城乡差异” 非核心；[D]“将城市与血缘家庭对比” 是辅助论证，非写作目的，故排除。
- 考点定位：本题考查引用语句的作用，是阅读理解部分的基础考点，考查对修辞手法的识别。
- 答案详解：
原文明确提到 “despite the metaphors that we apply to them from biology or nature（尽管我们用来自生物学或自然的比喻来描述城市）”，随后列举该句，说明其是 “将城市比作有机体” 的比喻性语言，故选 [A]。
[B]“科学事实的简单陈述” 与 “比喻” 属性相悖；[C]“偏离中心论点的暂时插入” 错误，该引用是为了论证 “城市常被赋予自然隐喻，但本质是人造物”；[D]“具有讽刺意味的悖论” 未体现，故排除。
“除非这所大学的有益影响能触及该州的每个家庭，否则我永远不会满足，” 海斯在 1905 年的一次演讲中说道。“如果我们挚爱的学府能实现这一理想，它将成为第一所完美的州立大学。”
- 考点定位：本题考查演讲类文本英译汉，核心考查语义精准、语气贴合及句式连贯，是翻译部分的核心考点。
- 答案详解：
翻译要点：
- “beneficent influence” 译为 “有益影响”，精准传递 “带来好处的作用”；“reach every family” 译为 “触及每个家庭”，避免直译 “到达” 的生硬感；
- 保留演讲的语气强度，“shall never be content” 译为 “永远不会满足”，体现坚定态度；
- “beloved institution” 译为 “挚爱的学府”，贴合对大学的情感色彩；“perfect state university” 译为 “完美的州立大学”，符合原文表述；
- 拆分两个直接引语，用逗号衔接，使中文表达流畅自然，符合演讲类文本的表达习惯。
- 考点定位：本题聚焦社会热点类议论文写作，核心考查对 “翟天临学术不端事件的影响” 的论证分析能力，是考博英语写作的核心考点。
- 答案详解：
参考范文：
The Disastrous Impacts of Zhai Tianlin’s Plagiarism Scandal on Chinese Education and Society
Zhai Tianlin’s plagiarism scandal has sparked widespread public outcry and exerted far-reaching disastrous impacts on both Chinese education and society. As a public figure once hailed as an “academic overachiever”, his misconduct has shattered public trust in academic integrity and exposed deep-seated problems in the education system.
Firstly, the scandal has undermined the authority and credibility of higher education. For a long time, PhD degrees have been regarded as a symbol of academic rigor and moral integrity. However, Zhai’s plagiarism has made the public question the quality of academic evaluation in universities. It has raised doubts about whether other scholars or celebrities have also engaged in similar misconduct, eroding the public’s trust in the fairness and seriousness of higher education. This loss of trust may discourage students from pursuing academic careers and devalue the efforts of honest scholars.
Secondly, the scandal has had a negative impact on social values. As a famous actor, Zhai’s “xueba” persona once served as a role model for young people, encouraging them to value education and integrity. His misconduct has set a bad example, sending a wrong message that academic achievements can be falsified. This may distort young people’s values, leading them to pursue shortcuts instead of hard work. Moreover, the scandal has triggered public anger and disappointment, deepening the sense of unfairness in society.
Finally, the scandal has exposed flaws in the academic supervision system. It has revealed that some universities lack strict oversight of academic research and thesis evaluation, allowing plagiarism to go undetected. This has forced educational authorities to strengthen academic integrity checks and improve supervision mechanisms. However, the damage done to the reputation of Chinese education will take a long time to repair.
In conclusion, Zhai Tianlin’s plagiarism scandal has caused severe damage to Chinese education and society. It has undermined public trust in higher education, distorted social values, and exposed systemic flaws. To mitigate these impacts, universities and educational authorities must take firm measures to safeguard academic integrity, and public figures should set a positive example by abiding by moral and academic norms.
范文解析：
- 结构：遵循 “提出观点 — 分点论证 — 总结对策” 的逻辑，层次清晰，论点明确；
- 内容：从 “损害高等教育公信力”“扭曲社会价值观”“暴露监管体系缺陷” 三个维度展开，论据充分，符合 250-300 词要求；
- 语言：使用 “widespread public outcry, far-reaching impacts, academic rigor, eroding, distort, mitigate” 等学术词汇，句式多样（定语从句、状语从句、被动语态），表达规范流畅。
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