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(A) revealed a cunning personality.

(B) centered on trivial issues.

(C) was hardly convincing.

(D) was part of a conspiracy.

39. The author holds that the current collective doctrine shows

(A) generally distorted values.

(B) unfair wealth distribution.

(C) a marginalized lifestyle.

(D) a rigid moral code.

40 Which of the following is suggested in the last graph?

(A) The quality of writings is of primary importance.

(B) Common humanity is central to news reporting. 33

(C) Moral awareness matters in editing a newspaper.

(D) Journalists need stricter industrial regulations.

36. A the consequences of the current sorting mechanism

37. Bmore journalists may be found guilty of phone hacking

38. C was hardly convincing

39. A generally distorted values

40. C moral awareness matters in editing a newspaper Part B

In the following text, some sentences have been removed. For Questions 41-45, choose the most suitable one

from the list A- G to fit into each of numbered blanks. There are two extra choices, which do not fit in any of

the blanks. Mark your answers on ANSWER SHEET. (10 points)

How does your reading proceed? Clearly you try to comprehend, in the sense of identifying meanings for

individual words and working out relationships between them, drawing on your implicit knowledge of English

grammar.(41) You begin to infer a context for the text, for instance, by making decisions about what kind of

speech event is involved.Who is making the utterance, to whom, when and where.

The ways of reading indicated here are without doubt kinds of comprehension. But they show comprehension to

consist not just of passive assimilation but of active engagement in inference and problem-solving. You infer

information you feel the writer has invited you to grasp by presenting you with specific evidence and clues.(42)

Conceived in this way, comprehension will not follow exactly the same track for each reader. What is in

question is not the retrieval of an absolute, fixed or true meaning that can be read off and checked for accuracy,

or some timeless relation of the text to theworld.(43)

Such background material inevitably reflects who we are. (44) 34

This doesnt, however, make interpretation merely relative or even pointless. Precisely because readers from

different historical periods, places and social experiences produce different but overlapping readings of the

same words on the page-including for texts that engage with fundamental human concerns-debates about texts

can play an important role in social discussion of beliefs and values.

How we read a given text also depends to some extent on our particular interest in reading it.(45)Such

dimensions of reading suggest-as others introduced later in the book will also do-that we bring an implicit(often

unacknowledged)agenda to any act of reading. It doesnt then necessarily follow that one kind of reading is fuller,

more advanced or more worthwhile than another. Ideally, different minds of reading inform each other, and act

as useful reference points for and counterbalances to one another. Together, they make up the

reading

component of your overall literacy, or relationship to your surrounding textual environment.

[A] Are we studying that text and trying to respond in a way that fulfills the requirement of a given course?

Reading it simply for pleasure? Skimming it for information? Ways of reading on a train or in bed are likely to

differ considerably from reading in a seminar room.

[B] Factors such as the place and period in which we are reading, our gender, ethnicity, age and social class will

encourage us towards certain interpretations but at the same time obscure or even close off others.

[C] If you are unfamiliar with words or idioms, you guess at their meaning, using clues presented in the context.

On the assumption that they will become relevant later, you make a mental note of discourse entities as well as

possible links between them.

[D] In effect, you try to reconstruct the likely meanings or effects that any given sentence, image or reference

might have had: These might be the ones the author intended.

[E] You make further inferences, for instance, about how the text may be significant to you, or about its

validity-inferences that form the basis of a personal response for which the author will inevitably be far less responsible.

[F] In plays, novels and narrative poems, characters speak as constructs created by the author,

not necessarily as

mouthpieces for the authors own thoughts.

[G] Rather, we ascribe meanings to texts on the basis of interaction between what we might call textual and

contextual material:between kinds of organization or patterning we perceive in a texts formal structures(so 35

especially its language structures) and various kinds of background, social knowledge, belief and attitude that we bring to the text.

41.C 42.E 43.G 44.B 45.A Part C

Read the following text carefully and then translate the underlined sentences into Chinese. Your translation

should be written neatly on the ANSWER SHEET. (10 points)

Within the span of a hundred years, in the seventeenth and early eighteenth centuries, a tide of emigration-one

the great folk wanderings of history-swept from Europe to America. (46) This movement, driven by powerful

and diverse motivations, built a nation out of a wilderness and, by its nature, shaped the character and destiny of an uncharted continent.