2014-考研英語真題詳解與命題預(yù)測-12套真題+3套預(yù)測+2000核心詞+150分鐘名師串講-含光盤

內(nèi)容概要

　　亮點(diǎn)一：名師打造，全真預(yù)測，　　本試卷特邀考研英語名師，根據(jù)最新考研英語大綱精心命制了3套預(yù)測題，命題方式與試題來源均與真題一致，幫助　　考生考前模擬與熱身，并錄制名師講座隨試卷贈(zèng)送，全方位為讀者服務(wù)!　　亮點(diǎn)二：舊題型改造，提升價(jià)值!　　本試卷收錄2000—2011年共12年真題，并根據(jù)201 1年最新大綱，對2000午一2004共5年真題進(jìn)行改造，刪除不考題型，補(bǔ)充閱讀理解Part B和寫作Part A兩部分新題型，使12套試卷從內(nèi)容到形式與最新真題完全一致；　　亮點(diǎn)三：解析到位，考點(diǎn)分析透徹!　　本試卷對真題和預(yù)測題均做了詳解，所有文章均給出題源出處，同時(shí)每篇文章均配有全文翻譯，方便考生理解。

作者簡介

郭崇興，中國人民大學(xué)外語學(xué)院知名英語教授，美國西雅圖大學(xué)高才生，從事考研英語和英語四、六級考試的研究與教學(xué)工作已20多年。授課幽默詼諧，清晰易懂，分析透徹，深入淺出。對詞匯講解形象生動(dòng)，簡便易懂；對閱讀理解分析透徹，方法巧妙；對翻譯寫作分析準(zhǔn)確，論點(diǎn)精辟。多次應(yīng)邀到中央電視臺(tái)和新浪、搜狐等網(wǎng)站舉辦講座。除講課外，還著有多部考研英語專著。

書籍目錄

2011年全國碩士研究生入學(xué)考試英語試題2010年全國碩士研究生入學(xué)考試英語試題2009年全國碩士研究生入學(xué)考試英語試題2008年全國碩士研究生入學(xué)考試英語試題2007年全國碩士研究生入學(xué)考試英語試題2006年全國碩士研究生入學(xué)考試英語試題2005年全國碩士研究生入學(xué)考試英語試題2004年全國碩士研究生入學(xué)考試英語試題2003年全國碩士研究生入學(xué)考試英語試題2002年全國碩士研究生入學(xué)考試英語試題2001年全國碩士研究生入學(xué)考試英語試題2000年全國碩士研究生入學(xué)考試英語試題全國碩士研究生入學(xué)考試英語試題命題預(yù)測一全國碩士研究生入學(xué)考試英語試題命題預(yù)測二

章節(jié)摘錄

版權(quán)頁：His concern is mainly with the humanities: literature, languages, philosophy and so on. These aredisciplines that are going out of style: 22% of American college graduates now major in business comparedwith only 2% in history and 4% in English. However, many leading American universities want their under-graduates to have a grounding in the basic canon of ideas that every educated person should possess. Butmost find it difficult to agree on what a "general education" should look like. At Harvard, Mr Menandnotes, "the great books are read because they have been read"——they form a sort of social glue.Equally unsurprisingly, only about haft end up with professorships for which they entered graduateschool. There are simply too few posts. This is partly because universities continue to produce ever morePhDs. But fewer students want to study humanities subjects: English departments awarded more bachelor'sdegrees in 1970-71 than they did 20 years later. Fewer students require fewer teachers. So, at the end of adecade of thesis-writing, many humanities students leave the profession to do something for which theyhave not been trained.One reason why it is hard to design and teach such courses is that they cut across the insistence bytop American universities that liberal-arts education and professional education should be kept separate,taught in different schools. Many students experience both varieties. Although more than half of Harvardundergraduates end up in law, medicine or business, future doctors and lawyers must study a non-specialistliberal-arts degree before embarking on a professional "qualification.Besides professionalising the professions by this separation, top American universities have profes-sionalised the professor. The growth in public money for academic research has speeded the process:federal research grants rose fourfold between 1900 and 1990, but faculty teaching hours fell by half asresearch took its toll. Professionalism has turned the acquisition of a doctoral degree into a prerequisite fora successful academic career: as late as 1959 a third of American professors did not possess one. But thekey idea behind professionalisation, argues Mr Menand, is that "the knowledge and skills needed for aparticular specialisation are transmissible but not transferable. " So disciplines acquire a monopoly not justover the production of knowledge, but also over the production of the producers of knowledge.

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