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  It is possible for students to obtain advanced degrees in English while knowing little or nothing about traditional scholarly methods. The consequences of this neglect of traditional scholarship are particularly unfortunate for the study of women writers. If the canon — the list of authors whose works are most widely taught — is ever to include more women, scholars must be well trained in historical scholarship and textual editing. Scholars who do not know how to read early manuscripts, locate rare books, establish a sequence of editions, and so on are bereft of crucial tools for revising the canon.

  To address such concerns, an experimental version of the traditional scholarly methods course was designed to raise students’ consciousness about the usefulness of traditional learning for any modern critic or theorist. To minimize the artificial aspects of the conventional course, the usual procedure of assigning a large number of small problems drawn from the entire range of historical periods was abandoned, though this procedure has the obvious advantage of at least superficially familiarizing students with a wide range of reference sources. Instead students were engaged in a collective effort to do original work on a neglected eighteenth-century writer, Elizabeth Griffith, to give them an authentic experience of literary scholarship and to inspire them to take responsibility for the quality of their own work.

  Griffith’s work presented a number of advantages for this particular pedagogical purpose. First, the body of extant scholarship on Griffith was so tiny that it could all be read in a day; thus students spent little time and effort mastering the literature and had a clear field for their own discoveries. Griffith’s play The platonic Wife exists in three versions, enough to provide illustrations of editorial issues but not too many for beginning students to manage. In addition, because Griffith was successful in the eighteenth century, as her continued productivity and favorable reviews demonstrate, her exclusion from the canon and virtual disappearance from literary history also helped raise issues concerning the current canon.

  The range of Griffith’s work meant that each student could become the world’s leading authority on a particular Griffith text. For example, a student studying Griffith’s Wife in the Right obtained a first edition of the play and studied it for some weeks. This student was suitably shocked and outraged to find its title transformed into A wife in the Night in Watt’s Bibliotheca Britannica. Such experiences, inevitable and common in working on a writer to whom so little attention has been paid, serve to vaccinate the student — I hope for a lifetime — against credulous use of reference sources.

  1. The author of the text is primarily concerned with

  [A] revealing a commonly ignored deficiency.

  [B] proposing a return to traditional terminology.

  [C] describing an attempt to correct a shortcoming.

  [D] assessing the success of a new pedagogical approach.

  2. It can be inferred that the author of the text expects that the experience of the student mentioned as having studied Wife in the Right would have which of the following effects?

  [A] It would lead the student to disregard information found in the Bibliotheca Britannica.

  [B] It would teach the student to question the accuracy of certain kinds of information sources when studying neglected authors.

  [C] It would teach the student to avoid the use of reference sources in studying neglected authors.

  [D] It would help the student to understand the importance of first editions in establishing the authorship of plays.

  3. Which of the following best states the “particular pedagogical purpose” mentioned in lines 1-2, paragraph 3?

  [A] To assist scholars in revising the canon of authors.

  [B] To minimize the trivial aspects of the traditional scholarly methods course.

  [C] To provide students with information about Griffith’s work.

  [D] To encourage scholarly rigor in students’ own research.

  4. Which of the following best describes the function of the last paragraph in relation to the text as a whole?

  [A] It summarizes the benefits that students can derive from the experimental scholarly methods course.

  [B] It provides additional reasons why Griffith’s work raises issues having to do with the cannot of authors.

  [C] It provides an illustration of the immediate nature of the experiences students can derive from the experimental scholarly methods course.

  [D] It contrasts the experience of a student in the experimental scholarly methods course with the experience of a student in the traditional course.

  5. It can be inferred that the author of the text considers traditional scholarly methods courses to be

  [A] irrelevant to the work of most students.

  [B] inconsequential because of their narrow focus.

  [C] unconcerned about the accuracy of reference sources.

  [D] too wide-ranging to approximate genuine scholarly activity.




  1. 【答案】C

  【考点解析】本题是一道中心主旨题。如果抓住了本文第二段第一句与第一段和全文其它段落的关系就不难找出本题的正确答案C。考生在解题时一定要善于找出全文的中心主旨句,并且细致入微地理解中心主旨句在上下文中的作用和关系。当然考生在解题时一定要由表及里地体味和归纳中心主旨句的深层含义,例如:第二段首句中表示目的的不定式短语“address such concerns”就是正确选项C中的“attempt”。

  2. 【答案】B

  【考点解析】这是一道审题定位与细节推导题。考生可根据题干中的“Wife in the Right”将本题的答案信息迅速确定在本文的最后一段。又可根据题干中的“experience”一词将本题的正确答案信息具体确定在全文的最后一句。这样考生就可以寻找出本题的正确答案B,选项B中的“question the accuracy”体现了尾段最后一句的中心内容。考生在解题时应重视准确的审题定位能力。

  3. 【答案】D


  4. 【答案】C

  【考点解析】本题是一道例(举)证题型。通过本段中的“for example”以及斜体字不难发现本段是在用具体的例子来举例说明一个论点。正确选项C中的“illustration”一词体现了尾段在全文中的作用。考生在解题时一定要善于辨别抽象叙述和具体举例说明之间的关系。

  5. 【答案】D

  【考点解析】本题是一道归纳推导题型。根据题干中的“traditional scholarly methods courses”可迅速将本题的答案信息确定在第二段。本题的具体答案信息在第二段第一、二、三句,尤其是第二、三句。从第二段第二、三句可以“infer”(推断)出本题的正确选是D。这是一道比较难的题目,需要考生在理解第二、三句的基础上进行推导,考生在破解这类题型时应注意由表及里地对原文进行归纳和推导。






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