研究生英语试题？英语（二）主要是为高等院校和科研院所招收不考英语（一）的专业学位硕士研究生而设置的具有选拔性质的统考科目。试题分三部分，共52题，包括英语知识运用、阅读理解和写作。那么，研究生英语试题？一起来了解一下吧。
Part B
Directions:
The following paragraph are given in a wrong order. For Questions 41-45, you are required to reorganize these paragraphs into a coherent text by choosing from the list A-G to filling them into the numbered boxes. Paragraphs E and G have been correctly placed. Mark your answers on ANSWER SHEET 1. (10 points)
[A] No disciplines have seized on professionalism with as much enthusiasm as the humanities. You can, Mr Menand points out, became a lawyer in three years and a medical doctor in four. But the regular time it takes to get a doctoral degree in the humanities is nine years. Not surprisingly, up to half of all doctoral students in English drop out before getting their degrees.
[B] His concern is mainly with the humanities: Literature, languages, philosophy and so on. These are disciplines that are going out of style: 22% of American college graduates now major in business compared with only 2% in history and 4% in English. However, many leading American universities want their undergraduates to have a grounding in the basic canon of ideas that every educated person should posses. But most find it difficult to agree on what a “general education” should look like. At Harvard, Mr Menand notes, “the great books are read because they have been read”-they form a sort of social glue.
[C] Equally unsurprisingly, only about half end up with professorships for which they entered graduate school. There are simply too few posts. This is partly because universities continue to produce ever more PhDs. But fewer students want to study humanities subjects: English departments awarded more bachelor’s degrees in 1970-71 than they did 20 years later. Fewer students requires fewer teachers. So, at the end of a decade of theses-writing, many humanities students leave the profession to do something for which they have not been trained.
[D] One reason why it is hard to design and teach such courses is that they can cut across the insistence by top American universities that liberal-arts educations and professional education should be kept separate, taught in different schools. Many students experience both varieties. Although more than half of Harvard undergraduates end up in law, medicine or business, future doctors and lawyers must study a non-specialist liberal-arts degree before embarking on a professional qualification.
[E] Besides professionalizing the professions by this separation, top American universities have professionalised the professor. The growth in public money for academic research has speeded the process: federal research grants rose fourfold between 1960and 1990, but faculty teaching hours fell by half as research took its toll. Professionalism has turned the acquisition of a doctoral degree into a prerequisite for a successful academic career: as late as 1969a third of American professors did not possess one. But the key idea behind professionalisation, argues Mr Menand, is that “the knowledge and skills needed for a particular specialization are transmissible but not transferable.”So disciplines acquire a monopoly not just over the production of knowledge, but also over the production of the producers of knowledge.
[F] The key to reforming higher education, concludes Mr Menand, is to alter the way in which “the producers of knowledge are produced.”Otherwise, academics will continue to think dangerously alike, increasingly detached from the societies which they study, investigate and criticize.”Academic inquiry, at least in some fields, may need to become less exclusionary and more holistic.”Yet quite how that happens, Mr Menand dose not say.
[G] The subtle and intelligent little book The Marketplace of Ideas: Reform and Resistance in the American University should be read by every student thinking of applying to take a doctoral degree. They may then decide to go elsewhere. For something curious has been happening in American Universities, and Louis Menand, a professor of English at Harvard University, captured it skillfully.
G → 41. →42. → E →43. →44. →45.
Part C
Directions:
Read the following text carefully and then translate the underlined segments into Chinese. Your translation should be written carefully on ANSWER SHEET 2. (10 points)
With its theme that “Mind is the master weaver,” creating our inner character and outer circumstances, the book As a Man Thinking by James Allen is an in-depth exploration of the central idea of self-help writing.
(46) Allen’s contribution was to take an assumption we all share-that because we are not robots we therefore control our thoughts-and reveal its erroneous nature. Because most of us believe that mind is separate from matter, we think that thoughts can be hidden and made powerless; this allows us to think one way and act another. However, Allen believed that the unconscious mind generates as much action as the conscious mind, and (47) while we may be able to sustain the illusion of control through the conscious mind alone, in reality we are continually faced with a question: “Why cannot I make myself do this or achieve that? ”
Since desire and will are damaged by the presence of thoughts that do not accord with desire, Allen concluded : “ We do not attract what we want, but what we are.” Achievement happens because you as a person embody the external achievement; you don’t “ get” success but become it. There is no gap between mind and matter.
\Part of the fame of Allen’s book is its contention that “Circumstances do not make a person, they reveal him.” (48) This seems a justification for neglect of those in need, and a rationalization of exploitation, of the superiority of those at the top and the inferiority of those at the bottom.
This ,however, would be a knee-jerk reaction to a subtle argument. Each set of circumstances, however bad, offers a unique opportunity for growth. If circumstances always determined the life and prospects of people, then humanity would never have progressed. In fat, (49)circumstances seem to be designed to bring out the best in us and if we feel that we have been “wronged” then we are unlikely to begin a conscious effort to escape from our situation .Nevertheless, as any biographer knows, a person’s early life and its conditions are often the greatest gift to an individual.
The sobering aspect of Allen’s book is that we have no one else to blame for our present condition except ourselves. (50) The upside is the possibilities contained in knowing that everything is up to us; where before we were experts in the array of limitations, now we become authorities of what is possible.
Section Ⅲ Writing
Part A
51. Directions:
Write a letter to a friend of yours to
1) recommend one of your favorite movies and
2) give reasons for your recommendation
Your should write about 100 words on ANSWER SHEET 2
Do not sign your own name at the end of the leter. User “LI MING” instead.
Do not writer the address.(10 points)
Part B
52. Directions:
Write an essay of 160---200 words based on the following drawing. In your essay, you should
1) describe the drawing briefly,
2) explain it’s intended meaning, and
3) give your comments.
Your should write neatly on ANSWER SHEET 2. (20 points)
考研网推荐链接：
研究生英语试卷如下图所示：
硕士研究生教育按照培养目标的不同，分为学术型研究生和专业学位研究生。学术型研究生的培养目标是高层次学术研究型专门人才，专业学位研究生的培养目标是具有扎实理论基础，并适应特定行业或职业实际工作需要的应用型高层次专门人才。具有较强的解决实际问题的能力，能够承担专业技术或管理工作，具有良好的职业素养的高层次应用型专门人才。
从2010年开始，全国硕士研究生入学考试的英语试卷分为了英语（一）和英语（二）。英语（一）即原研究生入学统考“英语”，所有学术型硕士研究生（英语专业选考其他语种）（十三大门类，110个一级学科）和部分专业型硕士（法律硕士、临床医学硕士、口腔医学硕士、建筑学硕士、护理硕士、汉语国际教育硕士、公共卫生硕士等）必考英语（一）。
英语（二）主要是为高等院校和科研院所招收不考英语（一）的专业学位硕士研究生而设置的具有选拔性质的统考科目。试题分三部分，共52题，包括英语知识运用、阅读理解和写作。
考研英语试题的改革始于1979年。以下是关于考研英语试题改革历程的详细解答：
一、初期摸索阶段（1979年至1997年）
改革起始：1979年，研究生入学考试中首次出现了英语科目的考察。
特点：这一阶段的英语测试处在摸索阶段，由于没有可借鉴的标准和模式，题型隔年变化很大，难易度也差别较大。
二、试题科学化阶段（1998年至2001年）
背景：随着四六级考试统计测量机制和成绩测评机制的完善，保证了试题的科学性。
影响：这一阶段，考研英语试题的题型和难易度开始趋于稳定，试题质量有所提升。
三、受外部考试改革影响阶段（2002年至2004年）
外部因素：美国教育考试服务中心进行了托福考试的改革，同时四六级考试也启动了改革方案。
影响：这些外部考试的改革对考研英语试题产生了一定影响，可能促使考研英语在题型和难度上进行相应调整。
204英语是指从2010年起增加的一套统考英语试题，也被称为英语二，主要用于部分专业学位研究生的招生考试。以下是对204英语的详细解释：
一、定义与用途
定义：204英语，即英语二，是针对部分专业学位研究生而设立的一套统考英语试题。
用途：供专业学位研究生（如工程硕士、社会工作硕士、MPA、MBA等）在招生考试时选用。
二、与英语一的区别
适用对象：英语一主要适用于学术型研究生的招生考试，而英语二则主要适用于专业学位研究生。
试题难度：一般来说，英语二的试题难度相对于英语一会稍低一些，但具体难度还需根据每年的试题内容来评估。
三、考英语二的专业
工程类：如工业工程、项目管理、物流工程、工业设计工程等。
管理类：如工商管理（MBA）、公共管理（MPA）等。
社会科学类：如社会工作硕士等。
考研英语试题在1979年进行了首次改革，即首次在研究生入学考试中加入了英语科目的考察。以下是关于考研英语试题改革历程的详细解答：
一、首次加入英语科目考察
时间：1979年
背景：“文革”后的考试制度逐步恢复，1978年并未考察英语，而在1979年，研究生入学考试中首次加入了英语科目的考察。
二、摸索阶段（1979年至1997年）
在这一阶段，考研英语试题的题型和结构并没有固定的标准和模式，因此题型和难易度都经历了较大的变化。
由于缺乏经验和可借鉴的标准，试题的设计处于不断探索和调整的过程中。
三、相对稳定阶段（1998年至2004年）
1998年至2001年：随着四六级考试统计测量机制和成绩测评机制的完善，考研英语试题的科学性得到了提高。
2002年至2004年：受到托福考试改革和四六级考试改革方案启动的影响，考研英语试题也进行了一定的调整。
以上就是研究生英语试题的全部内容，考研英语试题的改革始于1979年。以下是关于考研英语试题改革历程的详细解一、初期摸索阶段（1979年至1997年）改革起始：1979年，研究生入学考试中首次出现了英语科目的考察。特点：这一阶段的英语测试处在摸索阶段，由于没有可借鉴的标准和模式，题型隔年变化很大，难易度也差别较大。二、内容来源于互联网，信息真伪需自行辨别。如有侵权请联系删除。
