研究生考试题

《英语能力测试(写作)》是北京外国语大学英语语言文学硕士研究生专业的重要考试科目，英语学院研究生教育包括英语文学、语言学与应用语言学、翻译学、美国研究、英国研究、澳大利亚研究、加拿大研究和爱尔兰研究等方向，重视系统的专业知识传授和严格的研究方法训练。课程设置旨在夯实英语功底，拓展学术视野，培养具有人文素养、独立研究能力和开拓精神的高级外语专门人才。北京外国语大学硕士研究生《英语能力测试(写作)》考试试题如下：I. Summarize the main points in the following article (in about 200 words) and write a commentary (in about 500 words) on the issue under discussion, relating it to Chinese reality. (70 points)Gregory Currie, a professor of philosophy at the University of Nottingham, recently argued that we ought not to claim that literature improves us as people, because there is no “compelling evidence that suggests that people are morally or socially better for reading Tolstoy” or other great , there is such evidence. Raymond Mar, a psychologist at York University in Canada, and Keith Oatley, a professor emeritus of cognitive psychology at the University of Toronto, reported in studies published in 2006 and 2009 that individuals who often read fiction appear to be better able to understand other people, empathize with them and view the world from their perspective. This link persisted even after the researchers factored in the possibility that more empathetic individuals might choose to read more novels. A 2010 study by Mar found a similar result in young children: the more stories they had read to them, the keener their “theory of mind,” or mental model of other people’s intentions.“Deep reading”—as opposed to the often superficial reading we do on the Web—is an endangered practice, one we ought to take steps to preserve as we would a historic building or a significant work of art. Its disappearance would imperil the intellectual and emotional development of generations growing up online, as well as the perpetuation of a critical part of our culture: the novels, poems and other kinds of literature that can be appreciated only by readers whose brains, quite literally, have been trained to apprehend research in cognitive science, psychology and neuroscience has demonstrated that deep reading—slow, immersive, rich in sensory detail and emotional and moral complexity—is a distinctive experience, different in kind from the mere decoding of words. Although deep reading does not, strictly speaking, require a conventional book, the built-in limits of the printed page are uniquely conducive to the deep reading experience. A book’s lack of hyperlinks, for example, frees the reader from making decisions—Should I click on this link or not?—allowing him to remain fully immersed in the immersion is supported by the way the brain handles language rich in detail, allusion and metaphor: by creating a mental representation that draws on the same brain regions that would be active if the scene were unfolding in real life. The emotional situations and moral dilemmas that are the stuff of literature are also vigorous exercise for the brain, propelling us inside the heads of fictional characters and even, studies suggest, increasing our real-life capacity for of this is likely to happen when we’re reading online. Although we call the activity by the same name, the deep reading of books and the information-driven reading we do on the Web are very different, both in the experience they produce and in the capacities they develop. A growing body of evidence suggests that online reading may be less engaging and less satisfying, even for the “digital natives” for whom it is so familiar. For example, Britain’s National Literacy Trust earlier released the results of a study of 34,910 young people aged 8 to 16. Researchers reported that 39% of children and teens read daily using electronic devices, but only 28% read printed materials every day. Those who read only onscreen were three times less likely to say they enjoy reading very much and a third less likely to have a favorite book. The study also found that young people who read daily only onscreen were nearly two times less likely to be above-average readers than those who read daily in print or both in print and understand why we should be concerned about how young people read, and not just whether they’re reading at all, it helps to know something about the way the ability to read evolved. “Human beings were never born to read,” notes Maryanne Wolf, director of the Center for Reading and Language Research at Tufts University and author of Proust and the Squid: The Story and Science of the Reading Brain. Unlike the ability to understand and produce spoken language, which under normal circumstances will unfold according to a program dictated by our genes, the ability to read must be painstakingly acquired by each deep reader, protected from distractions and attuned to the nuances of language, enters a state that psychologist Victor Nell, in a study of the psychology of pleasure reading, likens to a hypnotic trance. Nell found that when readers are enjoying the experience the most, the pace of their reading actually slows. The combination of fast, fluent decoding of words and slow, unhurried progress on the page gives deep readers time to enrich their reading with reflection, analysis, and their own memories and opinions. It gives them time to establish an intimate relationship with the author, the two of them engaged in an extended and ardent conversation like people falling in is not reading as many young people are coming to know it. Their reading is pragmatic and instrumental: the difference between what literary critic Frank Kermode calls “carnal reading” and “spiritual reading.” If we allow our offspring to believe carnal reading is all there is—if we don’t open the door to spiritual reading, through an early insistence on discipline and practice—we will have cheated them of an enjoyable, even ecstatic experience they would not otherwise encounter. And we will have deprived them of an elevating and enlightening experience that will enlarge them as people. Observing young people’s attachment to digital devices, some progressive educators and permissive parents talk about needing to “meet kids where they are,” molding instruction around their onscreen habits. This is mistaken. We need, rather, to show them someplace they’ve never been, a place only deep reading can take . Write an essay (in about 600 words) on the topic below. Your essay should be clear in structure, logical in reasoning and accurate and appropriate in language. (80 points)TopicLiterature is a nation’s unique cultural heritage and a passage to understanding the soul of the nation. In your opinion, in what ways are Chinese writers important in cross cultural dialogue between China and the West and what role can they play in this endeavour?考研政策不清晰？同等学力在职申硕有困惑？院校专业不好选？点击底部官网，有专业老师为你答疑解惑，211/985名校研究生硕士/博士开放网申报名中：

党校研究生考题类型，一般都是以：（一）、政治理论部分：1、简答题（5题，每题6分，共30分）2、辨析题（3题，每题10分，共30分）3、论述题（2题，每题20分，共40分）（二）、专业课部份。

一般来说，研究生入学考试的题目可以包括历年的考研真题或者与考研真题相似的题目。然而，不同学校、不同专业的研究生入学考试可能会有所不同，有些学校和专业的考试可能并不只涉及考研真题。建议考生在备考过程中要认真了解所报考的学校和专业的考试内容和形式，以便更好地应对考试

是一套卷子是一样的。

考试内容：试题分三部分，共52题，包括英语知识运用、阅读理解和写作。

英语知识运用：该部分不仅考查考生对不同语境中规范的语言要素（包括词汇、表达方式和结构）的掌握程度，而且还考查考生对语段特征（如连贯性和一致性等）的辨识能力等。共20小题，每小题分，共10分。

在一篇240-280词的文章中留出20个空白，要求考生从每题给出的4个选项中选出最佳答案。

考生应掌握下列语言知识和技能：

（一）语言知识

1、 语法知识

考生应能熟练地运用基本的语法知识。

本大纲没有专门列出对语法知识的具体要求，其目的是鼓励考生用听、说、读、写的实践代替单纯的语法知识学习，以求考生在交际中更准确、自如地运用语法知识。

2、词汇

考生应能掌握5500左右的词汇以及相关词组（详见附录1）。

除掌握词汇的基本含义外，考生还应掌握词汇之间的词义关系，如同义词、近义词、反义词等；掌握词汇之间的搭配关系，如动词与介词、形容词与介词、形容词与名词等；掌握词汇生成的基本知识，如词源、词根、词缀等。

英语语言的演化是一个世界范围内的动态发展过程，它受到科技发展和社会进步的影响。这意味着需要对本大纲词汇表不断进行研究和定期的修订。

此外，全国硕士研究生入学英语统一考试是为非英语专业考生设置的。考虑到交际的需要，考生还应自行掌握与本人工作或专业相关的词汇，以及涉及个人好恶、生活习惯和宗教信仰等方面的词汇。