2010年上海华东政法大学博士入学考试英语真题.pdf

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1、2010 年年上海上海华东政法大学华东政法大学博士入学考试英语真题博士入学考试英语真题Part I: Grammar & Vocabulary (10%)Directions: Choose the word or phrase that best completes each sentence and then mark youranswers on yourANSWER SHEET 1.1. To most people, marriage is a_ affair.A. love-and-hatredB. now or neverC. win-win situationD. give-a

2、nd-take2. We tried to settle the argument but _ nothing.A. finishB. completedC. endedD. accomplished3. We should settle our difference by _ not by war.A. assignmentB. compromiseC. securityD. appointment4. Tramps as pioneers? It seemed absurd. I kept _ the idea _.A. pondering, about B. mulling, about

3、C. thinking, ofD. speculating, on5. People become _ the place they live in.A. associated withB. attached toC. appreciative ofD. attachable with6. Since the days of Columbus, America has been another name for opportunity,where one seems to accomplish _.A. anythingB. somethingC. nothingD. little7. No

4、matter how difficult the problem is, he can handle it _.A. at equal easeB. of equal easeC. with equal easeD. from equal ease8. The successful tramps would be _ the pioneers.A. equalB. equal ofC. equal toD. equals9. Its likely for the outstanding ones to stand out _ the rest.A. offB. ofC. fromD. abov

5、eB.10. Its human nature to _ wealth _ reach and neglect happiness already_.A. crave, within, within reachB. crave for, out of, in handC. chase after, beyond, beyond reachD. seek after, within, out of hand11. _ her surprise, migrant workers are _.A. Out of, a tough and hard-working lotB. To, a dilige

6、nt and cheerful lotC. To, diligent and tough lots.D. Out of, tough and hard-working lot12. When asked whether its the _ he is _, the answer, after some _, isinvariably the same.A. money, after, hesitantB. money, craving for, thoughtC. money, chasing after, considerateD. money, craving, thinking13. R

7、esourceful as the general was, he let _ spread that he would attack on acertain day next month.A. the wordB. wordC. a wordD. words14. The _ would perish in a world of fierce competition.A. adaptableB. adaptedC. inadaptableD. adaptive15. Its easy for the tramps to _ temper and get _ with the steady j

8、ob.A. lose, sickB. control, fed upC. lose, fed upD. control, sick and tired16. We genuinely _ your opinion and your suggestion.A. appreciate ofB. valueC. evaluate asD. estimate about17. The Empire State Building is a famous_ on the New York skyline.A. stumbling blockB. stepping blockC. landmarkD. sp

9、ring board18. The teacher tried to _ the new boy _ by letting him say something abouthis hometown.A. drawforB. drawbackC. draw awayD. draw upon19. The grass was _ with dew. Drops of water _ in the sun.A. full, sparkledB. wet, sparkledC. filled, gleamedD. abundant, gleamed20. What he said last night

10、is _ a nuisance than it should be.A. more ofB. less thanC. just asD. more likePart II: Reading Comprehension (15%).各类考试资料 vx：344647 公众号：顺通考试资料Direction: There are 3 reading passages in this part. Each passage is followed bysome questions or unfinished statements. For each of them there are four choi

11、cesmarked A, B, C, and D. You should decide on the best choice and mark thecorresponding letter on the Answer Sheet 1 with a single line through the center.Passage One:Questions 21 to 25 are based on the following passage.Between the eighth and eleventh centuries A.D., the Byzantine Empire staged an

12、 almostunparalleled economic and cultural revival, a recovery that is all the more striking because itfollowed a long period of severe internal decline. By the early eighth century, the empire had lostroughly two-thirds of the territory it had possessed in the year 600, and its remaining area wasbei

13、ng raided by Arabs and Bulgarians, who at times threatened to take Constantinople andextinguish the empire altogether. The wealth of the state and its subjects was greatly diminished,and artistic and literary production had virtually ceased. By the early eleventh century, however,the empire had rega

14、ined almost half of its lost possessions, its new frontiers were secure, and itsinfluence extended far beyond its borders. The economy had recovered, the treasury was full, andart and scholarship had advanced.To consider the Byzantine military, cultural, and economic advances as differentiated aspec

15、ts of asingle phenomenon is reasonable. After all, these three forms of progress have gone together in anumber of states and civilizations. Rome under Augustus and fifth-century Athens provide themost obvious examples in antiquity. Moreover, an examination of the apparent sequentialconnections among

16、 military, economic, and cultural forms of progress might help explain thedynamics of historical change.The common explanation of these apparent connections in the case of Byzantium would run likethis: when the empire had turned back enemy raids on its own territory and had begun to raid andconquer

17、enemy territory, Byzantine resources naturally expanded and more money becameavailable to patronize art and literature. Therefore, Byzantine military achievements led toeconomic advances, which in turn led to cultural revival.No doubt this hypothetical pattern did apply at times during the course of

18、 the recovery.Yet it is notclear that military advances invariably came first. Economic advances second, and intellectualadvances third. In the 860s the Byzantine Empire began to recover from Arab incursions so thatby 872 the military balance with the Abbasid Caliphate had been permanently altered i

19、n theempires favor. The beginning of the empires economic revival, however, can be placed between810 and 830. Finally, the Byzantine revival of learning appears to have begun even earlier. Anumber of notable scholars and writers appeared by 788 and, by the last decade of the eighthcentury, a cultura

20、l revival was in full bloom, a revival that lasted until the fall of Constantinople in1453.Thus the commonly expected order of military revival followed by economic and then bycultural recovery was reversed in Byzantium. In fact, the revival of Byzantine learning may itselfhave influenced the subseq

21、uent economic and military expansion.21. Which of the following best states the central idea of the passage?(A) The Byzantine Empire was a unique case in which the usual order of military and economicrevival preceding cultural revival was reversed.(B) After 810 Byzantine economic recovery spurred a

22、military and, later, cultural expansion thatlasted until 1453.(C) The eighth-century revival of Byzantine learning is an inexplicable phenomenon, and itseconomic and military precursors have yet to be discovered.(D) The revival of the Byzantine Empire between the eighth and eleventh centuries shows

23、culturalrebirth preceding economic and military revival, the reverse of the commonly accepted orderof progress.22. The primary purpose of the second paragraph is which of the following?(A) To establish the uniqueness of the Byzantine revival(B) To show that Augustan Rome and fifth-century Athens are

24、 examples of cultural, economic,and military expansion against which all subsequent cases must be measured(C) To suggest that cultural, economic, and military advances have tended to be closelyinterrelated in different societies.(D) To argue that, while the revivals of Augustan Rome and fifth-centur

25、y Athens were similar,they are unrelated to other historical examples23. It can be inferred from the passage that by the eleventh century the Byzantine military forces(A) had reached their peak and begun to decline(B) had eliminated the Bulgarian army(C) were comparable in size to the army of Rome u

26、nderAugustus(D) were strong enough to withstand the Abbasid Caliphates military forces24. In the third paragraph, the author most probably provides an explanation of the apparentconnections among economic, military, and cultural development in order to(A) suggest that the process of revival in Byzan

27、tium accords with this model(B) set up an order of events that is then shown to be not generally applicable to the case ofByzantium(C) cast aspersions on traditional historical scholarship about Byzantium(D) suggest that Byzantium represents a case for which no historical precedent exists25. Which o

28、f the following does the author mention as crucial evidence concerning the manner inwhich the Byzantine revival began?(A) The Byzantine military revival of the 860s led to economic and cultural advances.(B) The Byzantine cultural revival lasted until 1453.(C) The Byzantine economic recovery began in

29、 the 900s.(D) The revival of Byzantine learning began toward the end of the eighth century.Passage TwoQuestions 26 to 30 are based on the following passage.In 1896 a Georgia couple suing for damages in the accidental death of their two year old was toldthat since the child had made no real economic

30、contribution to the family, there was no liability fordamages. In contrast, less than a century later, in 1979, the parents of a three year old sued in NewYork for accidental-death damages and won an award of $750,000.The transformation in social values implicit in juxtaposing these two incidents is

31、 the subject ofViviana Zelizers excellent book, Pricing the Priceless Child. During the nineteenth century, sheargues, the concept of the “useful” child who contributed to the family economy gave waygradually to the present-day notion of the “useless” child who, though producing no income for,and in

32、deed extremely costly to, its parents, is yet considered emotionally “priceless.” Wellestablished among segments of the middle and upper classes by the mid-1800s, this new view ofchildhood spread throughout society in the late-nineteenth and early-twentieth centuries asreformers introduced child-lab

33、or regulations and compulsory education laws predicated in part onthe assumption that a childs emotional value made child labor taboo.For Zelizer the origins of this transformation were many and complex. The gradual erosion ofchildrens productive value in a maturing industrial economy, the decline i

34、n birth and death rates,especially in child mortality, and the development of the companionate family (a family in whichmembers were united by explicit bonds of love rather than duty) were all factors critical inchanging the assessment of childrens worth. Yet “expulsion of children from the cash nex

35、us,although clearly shaped by profound changes in the economic, occupational, and familystructures,” Zelizer maintains. “was also part of a cultural process of sacralization of childrenslives.” Protecting children from the crass business world became enormously important forlate-nineteenth-century m

36、iddle-class Americans, she suggests; this sacralization was a way ofresisting what they perceived as the relentless corruption of human values by the marketplace.In stressing the cultural determinants of a childs worth, Zelizer takes issue with practitioners ofthe new “sociological economics,” who h

37、ave analyzed such traditionally sociological topics ascrime, marriage, education, and health solely in terms of their economic determinants. Allowingonly a small role for cultural forces in the form of individual “preferences,” these sociologists tendto view all human behavior as directed primarily

38、by the principle of maximizing economic gain.Zelizer is highly critical of this approach, and emphasizes instead the opposite phenomenon: thepower of social values to transform price. As children became more valuable in emotional terms,she argues, their “exchange” or “surrender” value on the market,

39、 that is, the conversion of theirintangible worth into cash terms, became much greater.26. It can be inferred from the passage that accidental-death damage awards in America during thenineteenth century tended to be based principally on the(A) earnings of the person at time of death(B) wealth of the

40、 party causing the death(C) degree of culpability of the party causing the death(D) amount of money that had been spent on the person killed27. It can be inferred from the passage that in the early 1800s children were generally regarded bytheir families as individuals who(A) needed enormous amounts

41、of security and affection(B) required constant supervision while working(C) were important to the economic well-being of a family(D) were unsuited to spending long hours in school28. The primary purpose of the passage is to(A) review the literature in a new academic subfield(B) present the central t

42、hesis of a recent book(C) contrast two approaches to analyzing historical change(D) refute a traditional explanation of a social phenomenon29. It can be inferred from the passage that which of the following statements was true ofAmerican families over the course of the nineteenth century?(A) The ave

43、rage size of families grew considerably(B) The percentage of families involved in industrial work declined dramatically.(C) Family members became more emotionally bonded to one another.(D) Family members spent an increasing amount of time working with each other.30. Zelizer refers to all of the foll

44、owing as important influences in changing the assessment ofchildrens worth EXCEPT changes in(A) the mortality rate(B) the nature of industry(C) the nature of the family(D) attitudes toward reform movementsQuestions 31 to 35 are based on the following passage.In the two decades between 1910 and 1930,

45、 over ten percent to the Black population of the UnitedStates left the South, where the preponderance of the Black population had been located, andmigrated to northern states, with the largest number moving, it is claimed, between 1916 and 1918.It has been frequently assumed, but not proved, that th

46、e majority of the migrants in what has cometo be called the Great Migration came from rural areas and were motivated by two concurrentfactors: the collapse of the cotton industry following the boll weevil infestation, which began in1898, and increased demand in the North for labor following the cess

47、ation of Europeanimmigration caused by the outbreak of the First World War in 1914. This assumption has led to theconclusion that the migrants subsequent lack of economic mobility in the North is tied to ruralbackground, a background that implies unfamiliarity with urban living and a lack of industr

48、ialskills.But the question of who actually left the South has never been rigorously investigated. Althoughnumerous investigations document an exodus from rural southern areas to southern cities prior tothe Great Migration, no one has considered whether the same migrants then moved on to northernciti

49、es. In 1910 over 600,000 Black workers, or ten percent of the Black work force, reportedthemselves to be engaged in “manufacturing and mechanical pursuits,” the federal census categoryroughly encompassing the entire industrial sector. The Great Migration could easily have beenmade up entirely of thi

50、s group and their families. It is perhaps surprising to argue that anemployed population could be enticed to move, but an explanation lies in the labor conditions thenprevalent in the South.About thirty-five percent of the urban Black population in the South was engaged in skilled trades.Some were f