百度文库 - 让每个人平等地提升自我
betray any common humanity. It was to ruin lives in the quest for circulation and impact. Ms Brooks may or may not have had suspicions about how her journalists got their stories, but she asked no questions, gave no instructions—nor received traceable, recorded answers.
36. According to the first two paragraphs, Elisabeth was upset by
[A] the consequences of the current sorting mechanism [B] companies’ financial loss due to immoral practices. [C] governmental ineffectiveness on moral issues. [D]the wide misuse of integrity among institutions. 37. It can be inferred from Paragraph 3 that
[A] Glem Mulcaire may deny phone hacking as a crime. [B] more journalists may be found guilty of phone hacking. [C] Andy Coulson should be held innocent of the charge. [D] phone hacking will be accepted on certain occasions.
38. The author believes the Rebekah Books’s defence [A] revealed a cunning personality [B] centered on trivial issues [C] was hardly convincing
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百度文库 - 让每个人平等地提升自我
[D] was part of a conspiracy
39. The author holds that the current collective doctrine shows
[A] generally distorted values. [B] unfair wealth distribution. [C] a marginalized lifestyle. [D] a rigid moral code.
40. Which of the following is suggested in the last paragraph?
[A] The quality of writing is of primary importance. [B] Common humanity is central news reporting. [C] Moral awareness matters in editing a newspaper. [D] Journalists need stricter industrial regulations. Part B Directions:
In the following text, some sentences have been removed. For Questions 41-45, choose the most suitable one from the fist A-G to fit into each of the numbered blanks. Mark your answers on the ANSWER SHEET. (10 points)
How does your reading proceed? Clearly you try to
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百度文库 - 让每个人平等地提升自我
comprehend, in the sense of identifying meanings for individual words and working out relationships between them, drawing on your explicit knowledge of English grammar (41) __________________ You begin to infer a context for the text, for instance, by making decisions about what kind of speech event is involved: who is making the utterance, to whom, when and where.
The ways of reading indicated here are without doubt kinds of of comprehension. But they show comprehension to consist not just passive assimilation but of active engagement inference and problem-solving. You infer information you feel the writer has invited you to grasp by presenting you with specific evidence and cues. (42) ________________
Conceived in this way, comprehension will not follow exactly the same track for each reader. What is in question is not the retrieval of an absolute, fixed or “true” meaning that can be read off and clocked for accuracy, or some timeless relation of the text to the world. (43) _______
Such background material inevitably reflects who we are. (44) ________________________ This doesn’t, however, make interpretation merely relative or even pointless. Precisely because readers from different historical periods, places and social experiences produce different but overlapping readings of the same
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百度文库 - 让每个人平等地提升自我
words on the page-including for texts that engage with fundamental human concerns-debates about texts can play an important role in social discussion of beliefs and values.
How we read a given text also depends to some extent on our particular interest in reading it. (45)________________ Such dimensions of read suggest-as others introduced later in the book will also do-that we bring an implicit (often unacknowledged) agenda to any act of reading. It doesn’t then necessarily follow that one kind of reading is fuller, more advanced or more worthwhile than another. Ideally, different kinds of reading inform each other, and act as useful reference points for and counterbalances to one another. Together, they make up the reading component of your overall literacy or relationship to your surrounding textual environment.
A. Are we studying that text and trying to respond in a way that fulfils the requirement of a given course? Reading it simply for pleasure? Skimming it for information? Ways of reading on a train or in bed are likely to differ considerably from reading in a seminar room.
B. Factors such as the place and period in which we are reading, our gender ethnicity, age and social class will encourage us towards
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百度文库 - 让每个人平等地提升自我
certain interpretation but at the same time obscure or even close off others.
C. If you are unfamiliar with words or idioms, you guess at their meaning, using clues presented in the context. On the assumption that they will become relevant later, you make a mental note of discourse entities as well as possible links between them.
D. In effect, you try to reconstruct the likely meanings or effects that any given sentence, image or reference might have had: These might be the ones the author intended.
E. You make further inferences, for instance, about how the text may be significant to you, or about its validity—inferences that form the basis of a personal response for which the author will inevitably be far less responsible.
F. In plays，novels and narrative poems, characters speak as constructs created by the author, not necessarily as mouthpieces for the author’s own thoughts.
G. Rather, we ascribe meanings to texts on the basis of interaction between what we might call textual and contextual material: between kinds of organization or patterning we perceive in a text’s formal structures (so especially its language structures) and various kinds of background, social knowledge, belief and attitude that we bring to the text.
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研究生考试考研英语一真题试题及答案
