《南京大学653基础英语考研冲刺宝典》
2022年考研考博-考博英语-南京大学考试预测题精选专练VII(附带答案)卷2
2022年考研考博-考博英语-南京大学考试预测题精选专练VII（附带答案）第1套一.综合题(共25题)1.单选题Parents with only one child tend to have higher academic（）for their child.问题1选项A.ambitionsB.intentionsC.propositionsD.aspirations【答案】A【解析】名词词义辨析。
ambition “野心”；intention “目的”；proposition “提议”；aspiration “抱负”。
句意：只有一个孩子的父母对他们孩子的学业有更高的期望。
选项A符合题意。
2.单选题Doctors say that moderate drinking can have a beneficial （）on your health.问题1选项A.impactB.generationC.dispositionD.dependence【答案】A【解析】名词词义辨析。
impact “影响”;generation “一代，产生” ; disposition “性情，处置”;dependence “独立”。
句意：医生说适当喝酒对你的健康有有利影响。
选项A符合题意。
3.单选题Competition, they believe, （）the national character than corrupt it.问题1选项A.enforcesB.confirmsC.intensifiesD.strengthens【答案】D【解析】考查近义动词词义辨析。
enforce “强迫，强制”，confirm “确定”，intensify“使变得更强烈”，strengthen“增强力量”。
句意：他们相信竞争能增强民族性，而不是使民族堕落。
选项D符合题意。
4.单选题The teacher' role is not simply to（）knowledge to student; he should also set a good example for them.问题1选项A.provideB.impartC.shareD.stretch【答案】B【解析】动词词义解析。
2022年考研考博-考博英语-南京大学考试全真模拟易错、难点剖析AB卷(带答案)试题号：34
2022年考研考博-考博英语-南京大学考试全真模拟易错、难点剖析AB卷（带答案）一.综合题(共15题)1.翻译题据心理学家称，乐观和自信是健康的心理状态所应具备的要素。
焦虑是一种心理问题，他源自对生活中的不确定因素的内在恐惧，或者说是一种不安全感。
繁荣的市场经济中躁动的消费需求是某些人焦虑情绪产生的原因。
名车、豪宅和优越的生活被人们视为高档的标志。
但是，由于多数人难以达到这样的生活标准，有些人就会产生失落感。
然而，这种出于对金钱崇拜而产生的焦虑感并不具有代表性。
对于多数人来说，引起焦虑的重要原因是高昂的房价、教育支出和医疗费用。
人们生活在巨大的压力之下，但是低廉并且增长缓慢的工资使他们看不到脱离困境的希望。
有时似乎是机会多多，人们也会因此而产生焦虑。
【答案】Psychologists said that confidence and optimism are the important elements of a healthy state of mind. Nervousness is a mental problem and is resourced from an inner emotional insecurity over uncertain factors in life. In the prosperous market economy, restless consumption demands are the reason for the nervous emotions. Brand-name car, houses and superior life are the marks of high-end life. However, most people tend to be disappointed because they cannot reach this living standard.Furthermore, such nervousness over money worship is not representative. For most people, the nervousness is resulted from expensive house, high education expenditure and high medical cost. People live under this tremendous pressure, and they cannot find any hopes of being lifted out of the hardship because of the low and slow-growing incomes. Sometimes there seems to be many opportunities, but people also feel anxious about this.2.单选题As a （）actor, he can perform, sing, dance and play several kinds of musical instruments. 问题1选项A.flexibleB.versatileC.sophisticatedD.productive【答案】B【解析】考查形容词词义辨析。
2013年南京大学357英语翻译基础考研真题及详解【圣才出品】
2013年南京大学357英语翻译基础考研真题及详解I.Phrase Translation1.WHO【答案】世界卫生组织(World Health Organization)2.CBD【答案】中央商务区(Central Business District)3.YOG【答案】青奥会(Youth Olympic Games)4.IMF【答案】国际货币基金组织(International Monetary Fund)5.ISO【答案】国际标准化组织(International Standard Organization)6.OPEC【答案】石油输出国组织(Organization of Petroleum Exporting Countries) 7.UNESCO【答案】联合国教科文组织(United Nations Educational,Scientific and Cultural Organization)8.Euromart【答案】欧洲共同市场(European Common Market)9.Guiness Book of Record【答案】吉尼斯世界纪录10.negative population growth【答案】人口负增长11.the European Economic Community【答案】欧洲经济共同体(the European Economic Community)12.World Intellectual Property Organization【答案】世界知识产权组织13.greenhouse effect【答案】温室效应14.gentleman’s agreement十万种考研考证电子书、题库视频学习平台圣才电子书【答案】君子协定15.I-steel【答案】工字钢；工字形钢16.和平过渡【答案】peaceful transition17.市场准入【答案】market access18.网民【答案】netizen19.工业园区【答案】industrial park20.绿色食品【答案】green food21.泡沫经济【答案】bubble economy22.脱口秀【答案】talk show23.售后服务【答案】after-sales service24.技术下乡【答案】spread technological knowledge to farmers25.海峡两岸关系协会【答案】Association for Relations Across the Taiwan Straits26.老字号【答案】a time-honored brand;an old and famous shop or enterprise27.战略伙伴关系【答案】strategic partnership28.留守儿童【答案】left-behind children;stay-at-home children29.政府职能转变【答案】the transformation of government functions30.第三产业【答案】tertiary industryII.Passage translationSection A Chinese to EnglishThe collapse of belief we have been witnessing throughout the twentieth century comes with globalism.The postmodern condition is not an artistic movement or a cultural fad or an intellectual theory—although it produces all of those and is in some ways defined by them.It is what inevitably happens as people everywhere begin to see that there are many beliefs,many kinds of belief,many ways of believing.Postmodernism is globalism;it is the half-discovered shape of the one unity that transcends all our differences.In a global—and globalizing-era,all of the old structures of political reality,all the old ways of saying who we are and what we are for and what we are against, seem to be melting away into air.How to have an identity in such a world?Nationalism becomes semiobsolete before it even completes its conquest;national governments everywhere are challenged from front and rear,past and future.They are forced to do battle against threats to their fragile sovereignties that are posed by international organizationsand movements and economic forces.The weaker national sovereignty as an absolute principle,the less secure we are in defining ourselves according to national citizenship.【参考译文】我们目睹了整个二十世纪里全球主义带来的信仰的崩溃。
2021南京大学英语语言文学考研参考书真题经验
南京大学——英语语言文学下面给大家分享一下南京大学英语语言文学专业考研初试经验分享，希望大家都能考到理想的成绩。
本人英语专业应届生，一战。
写这个贴一方面是自己复习的时候有时会感到有一些迷茫，觉得特别无助，希望我的分享能在考研党们迷茫的时候给大家的复习带来一些小小的帮助~ 还有一方面是用我的复习经历激励一下大家：我的复习时间推进看起来惨不忍睹，一切都没有按照计划来，到了还剩两个月的时候，我觉得压力很大什么都没看，觉得没有戏，准备好要二战了可是又很矛盾，不想二战，但直到最后我都没有自暴自弃，而是抓住每分每秒想尽量让自己爆发小宇宙创造奇迹，事实证明这是有回报的，请小伙伴们无论多痛苦都要坚持到最后！千万不要破罐子破摔想着再战算了，一战可以过就不要二战，这次可以过就不要把希望寄托在下一次！下面是我惨不忍睹的时间推进（这是我个人整体的复习推进，可以选择跳过直接看下面各科目的复习经验。
这个放出来是想告诉大家就算到了最后什么也没看并不代表自己就应该自暴自弃，请抱着希望坚持到最后，坚持不下去的时候就来看这个喝鸡汤吧）：2月：决定学校、考研方向。
看经验贴，记下要看的书目。
心中并没有大体的复习规划。
3月-6月：联系上一届的前辈，又确定了一些需要的书目。
由于该学期我在上美国文学的课程（教科书不同），就根据学校的进度缓慢地带着看美国文学选读（十分龟速，三个月一半都没看完）。
这一学期除了自身课业以外，我一直忙着院里戏剧大赛的排练，又一时兴起在网上参加了一个翻译社每月都保证千字以上的翻译，另外我一直在做日剧的校对，所以给考研复习的时间可谓很少。
但我一直在安慰自己，我做的这些其实也并非与考试复习毫无关联。
但还是感受到了接下来复习时间的紧迫，我决定暑假一定要把两本选读过完。
7月：按照计划，一边看常耀信的美国文学简史，一边看完了第一遍美国文学选读。
并且隔几天就带着看一点文学导论的内容。
（之前说了由于课内在上美国文学，所以就先带着看美国文学了，正常还是先看英国文学比较好） 8月-10月：我拍拖了（我心想考研可以二战，爱情飞走就再抓不住了) 请把这个当做反面教材）。
2020年南京大学翻译硕士考研参考书及考研笔记
2020年南京大学翻译硕士考研参考书及考研笔记参考书：近年来国内出版的英语专业高级阅读、翻译、写作教材，以及任何大学语文教材。
1.《英译中国现代散文选》，张培基（三册中至少一册），上海外语教育出版社，20072.《高级翻译理论与实践》，叶子南，圣才电子书出版，20193.《汉语写作与百科知识》，李国正，首都师范大学出版社，20194.《翻译硕士MTI常考词汇》，李国正，首都师范大学出版社，2020报录比:1：7笔译28人，学制3年，委托培养，不接受单独考试。
周末或假期集中授课，不解决住宿。
学费三年共四万元。
育明教育咨询师分析认为，南京大学翻译硕士考试题目难度较大，百科知识的也比较灵活，建议大家要提前复习。
其实百科知识虽然多，但是有范围和侧重点，大家只要根据推荐参考书和育明视频课程进行学习就可以了。
总体要求：知识点：（天津大学2012，独立式）[政治]六方会谈；[历史]刮骨疗伤、邯郸学步、贞观之治。
（同济大学2012年，独立式）[语文]《山海经》；[历史]“靖康之耻”、“新文化运动”、《清明上河图》《永乐大典》、北约、启蒙运动、人文主义、宗教改革；[未分类]表现主义；（外交学院2012年，组合式）[语文]《论语》《诗经》《史记》、国学、钱钟书；[历史]基督教、希腊、义和团、袁世凯；[地理]戛纳；[政治]“十二五”、二十国集团G20、国际货币基金组织IMF、欧元区、新兴市场国家；[未分类]碳排放交易系统ETS、尺牍、德班、韩素英、新闻界“走，转，改”；（西北大学2012年，独立式）[语文]《史记》、三大“国粹”、“扬州八怪”、元曲；[历史]华盛顿、秦始皇、文艺复兴；[政治]“三农”、可持续发展、美联储、欧盟；[生物]基因技术；[未分类]《梦的解析》；（西南财经大学2012年，独立式）[历史]“百家争鸣”、人文主义、文艺复兴“艺术三杰”；[政治]法律意识、行政复议；[未分类]元典；（云南师范大学2012年，独立式）[语文]“四大美女”、“三别”；[历史]《新约》、基督教、经济危机、弥撒、通胀；[政治]居民价格指数；（中国科学研究院2012年，组合式）[语文]曲艺；[历史]“西安事变”、张学良、郑板桥；[地理]《泰晤士报》、非物质文化遗产、滑铁卢、民国、人文景观、文化多样性；[政治]对外开放、反倾销税、货币政策、经济探底、贸易保护主义、欧元区、欧债危机、中国国务院；[未分类]二十世纪福克斯、消费超前；（中南大学2012年，独立式）[语文]《论语》、祭祀、君子、“信达雅”、阴阳五行；[历史]《几何原理》、传教士、二十四节气、利玛窦、文艺复兴、先知、循环经济、亚里士多德；[地理]三伏；[政治]产业化、创新型国家、国内生产总值、清洁能源、区域经济、战略性产业；如上展示的部分院校考察知识点能够得出如下知识点网络（注意！前方高能！作者放大招了！）：注意：本词条网络图按照“一级（如【法律】）—二级（如[条文]）—三级（如分隔符‘//’）”目录排布，骚年们，看看你们的院校、你们做过的题，你们看过的书，和下面这个网络的契合度有多少？如果契合度太低了（比如低过30%），那你的复习方向就很成问题了，所以，赶快行动起来吧！育明教育从2006年开始办学，校长是北京外国语大学夏教授，北京总部负责人是北京大学政管院博士，主打专业课一对一辅导。
2024年南京大学英语语言文学专业考研研究方向招生人数,参考书目,复试线,备考经验指导
本文将由新祥旭考研简老师对2024年南京大学外国语学院英语语言文学专业考研进行解析。
主要有以下板块：南京大学外国语学院的介绍，招生人数，研究方向，考试科目，参考书目，考研经验等几大方面。
一、院系介绍南京大学外国语学院肇始于1917年南京高等师范学校设立的英文专修科，历经南京高等师范学校英语系（1920）、国立东南大学外国语文系（1924）、第四中山大学外国文学系（1927）、国立中央大学外国文学系（1928）、国立中央大学外国语文系（1938），国立南京大学外国语文系（1949）、南京大学外国语言文学系（1955）等历史时期，1993年扩建为南京大学外国语学院。
在一个多世纪的办学历程中，历代外院人砥砺奋进，薪火传承，形成了严谨踏实、追求卓越的优良传统。
外国语学院秉承“以学科建设为龙头，队伍建设为核心、人才培养为根本”的理念，踏实进取、不懈创新，在办学各个领域始终保持良好的发展势头。
1981年英语语言文学和法语语言文学成为国务院首批博士学位授予单位；1995年英语语言文学成为江苏省重点学科，2002年被教育部批准为国家重点学科；2003年外国语言学及应用语言学获博士学位授予权，同年设立外国语言文学博士后流动站；2006年外国语言文学获一级学科博士学位授予权，设立俄语语言文学和德语语言文学博士点；2007年法语语言文学成为江苏省重点学科；2008年外国语言文学成为江苏省一级学科重点学科，2009年入选江苏省国家一级重点学科培育建设点，2010年入选江苏省优势学科；2011年设立东亚语言文学博士点；2017年外国语言文学入选教育部一流建设学科，2022年再次入选教育部一流建设学科，在全国第五轮学科评估中取得优异成绩。
二、专业介绍招生年份：2023年招生院系：外国语学院招生专业：英语语言文学本专业为国家重点学科。
A组（01方向）和B组（02、03方向）分别排名，A 组招收20人，B组招收15人。
拟招生人数：35研究方向：01(全日制)英美文学与文化考试科目：①101思想政治理论②262二外俄语或263二外日语或264二外德语或265二外法语③678专业语言能力④964英美文学研究方向：02(全日制)英语语言学及应用语言学03(全日制)翻译学考试科目：①101思想政治理论②262二外俄语或263二外日语或264二外德语或265二外法语③678专业语言能力④963英语语言学三、参考书目近年来出版的英语专业阅读、翻译、写作教材；《英国文学选读》（第三版）王守仁主编，高等教育出版社；《美国文学选读》（第三版）陶洁主编，高等教育出版社；《英语语言学纲要》丁言仁、郝克编著，上海外语教育出版社；《英语语言学实用教程》陈新仁编著，苏州大学出版社；任何英语编写的英美文学史、英语语言学教材。
《2015南京大学853物理化学（含结构化学）考研专业课全真模拟卷与答案解析》
《2015南京大学853物理化学（含结构化学）考研专业课全真模拟卷与答案解析》第一篇：《2015南京大学853物理化学(含结构化学)考研专业课全真模拟卷与答案解析》诚笃南大考研网一、适用考试科目代码与专业适用考试科目代码：853物理化学(含结构化学)适用专业：化学化工学院：化学(01 无机化学、02 分析化学、03 有机化学、04 物理化学、21 理论与计算化学);二、全真模拟卷亮点及作用1.南大真题样式—预热考试状态全面分析总结南京大学考试中心历年考题，完全遵循真题的考试风格、题型题量、考察范围和命题趋势而倾力编写的精品考研专业课辅导材料，保障了模拟试卷的高品质性及准确性。
2.考察难度略高—自检复习效果五套试卷相对真题难度略高，目的让考生查缺补漏，进行模拟试卷训练，掌握考试的答题节奏，检验自己的复习成果。
3.解析详实准确—扫除复习盲区五套模拟卷的每一道试题附有全面解析，答案详实准确，解析重点突出，答题思路清晰，可以帮助考生更好地进行考前密集训练和冲刺提升。
4.紧跟命题规律—把握命题趋势通过模拟测试可以审视试卷结构安排，迅速熟悉命题动态，从而帮助考生短时间内掌握考试重点，迅速获得高分秘诀。
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南京大学英语专业考研真题
南京大学英语专业考研真题(2008-12-05 12:12:47)标签：杂谈南京大学英语专业考研真题Part A Vocabulary and Reading (50/150)Read the passage below and then complete the tasks that follow:Language and Cultural IdentityC. Kramschpara.1 It is widely believed that there is a natural connection between the language spoken by members of a social group and that group's identity. By their accent, their vocabulary, their discourse patterns, speakers identify themselves and are identified as members of this or that speech and discourse community. From this membership, they draw personal strength and pride, as well as a sense of social importance and historical continuity from using the same language as the group they belong to.para.2 But how to define which group one belongs to? In isolated, homogeneous communities like the Trobrianders studied by Malinowski, one may still define group membership according to common cultural practices and daily face-to-face interactions, but in modem, historically complex, open societies it is much more difficult to define the boundaries of any particular social group and the linguistic and cultural identities of its members.para.3 Take ethnicity for example. In their 1982 survey conducted among the highly mixed population of Belize (formerly British Honduras), Le Page and Tabouret-Keller found out that different people ascribed themselves to different ethnicities as either 'Spanish', 'Creole', 'Maya' or 'Belizean', according to which ethnic criterion they focused on — physical features (hair and skin), general appearance, genetic descent, provenance, or nationality. Rarely was language used as an ethnically defining criterion. Interestingly, it was only under the threat of a Guatemalan takeover as soon as British rule would cease, that the sense of a Belizean national identity slowly started emerging from among the multiple ethnic ascriptions that people still give themselves to this day.para.4 Group identity based on race would seem easier to define, and yet there are almost as many genetic differences, say, between members of the same White, or Black race as there are between the classically described human races, not to speak of the difficulty in some cases of ascertaining with 100 percent exactitude a person's racial lineage. For example, in 1983 the South African Government changed the racial classification of 690 people: two-thirds of these, who had been Coloreds, became Whites, 71 who had been Blacks became Coloreds, and 11 Whites were redistributed among other racial groups! And, of course, there is no necessary correlation between a given racial characteristic and the use of a given language or variety of languagepara.5 Regional identity is equally contestable. As reported in the London Times of February 1984, when a Soviet book, Populations of the World, claimed that the population of France consisted of 'French, Alsatians, Flemings, Bretons, Basques, Catalans, Corsicans, Jews, Armenians, Gypsies and "others'", Georges Marchais, the French Communist leader, violently disagreed: 'For us', he said, 'every man and woman of French nationality is French. France is not a multinational state: it is one nation, the product of a long history....'para.6 One would think that national identity is a clear-cut either/or affair (either you are or you are not a citizen), but it is one thing, for example, to have a Turkish passport, another thing to ascribe to yourself a Turkish national identity if you were born, raised and educated, say, in Germany, are native speaker of German, and happen to have Turkish parents.para.7 Despite the entrenched belief in the one language = one culture equation, individuals assume several collective identities that are likely not only to change over time in dialogue with others, but are liable to be in conflict with one another. For example, an immigrant's sense of self that was linked in his country of origin perhaps to his social class, his political views, or his economic status becomes, in the new country, overwhelmingly linked to his national citizenship or his religion, for this is the identity that is imposed on him by others, who see in him now, for example, only a Turk or a Muslim. His own sense of self, or cultural identity, changes accordingly. Out of nostalgia for the 'old country', he may tend to become more Turkish than the Turks and entertain what Benedict Anderson has called 'long distance nationalism'. The Turkish he speaks may become with the passion of years somewhat different from the Turkish spoken today in the streets of Ankara; the community he used to belong to is now more an 'imagined community' than the actual present-day Turkey.para. 8 The problem lies in equating the racial, ethnic, national identity imposed on an individual by the state's bureaucratic system, and that individual's self-ascription. Group identity is not a national fact, but a cultural perception, to use the metaphor with which we started this book. Our perception of someone's social identity is very much culturally determined. What we perceived about a person's culture and language is what we have been conditioned by our own culture to see, and the stereotypical models already built around our own. Group identity is a question of focusing and diffusion of ethnic, racial national concepts or stereotypes. Let us take an example,para. 9 Le Page and Tabouret-Keller recount the case of a man in Singapore who claimed that he would never have any difficulty in telling the difference between an Indian and a Chinese. But how would he instantly know that the dark-skinned non-Malay person he saw on the street was an Indian (and not, say a Pakistani), and that light-skinned non-European was a Chinese (and not, say, a Korean), unless he differentiated the two according to the official Singaporean 'ethnic' categories: Chinese, Malay, Indian, Others? In another context with different racial classifications he might have interpreted: differently the visual clues presented to him by people on the street. His impression was focused by the classificatory concepts prevalent in his society, a behavior that Benjamin Whorf would have predicted. In turn this focus may prompt him, by a phenomenon of diffusion, to identify all other 'Chinese' along the same ethnic categories, according to the stereotype 'All Chinese look alike to me'.para.10 It has to be noted that societies impose racial and ethnic categories only on certain groups: Whites do not generally identify themselves by the color of their skin, but by their provenance or nationality. They would find it ludicrous to draw their sense of cultural identity from their membership in the White race. Hence the rather startled reaction of two Danish women in the United States to a young African-American boy, who, overhearing their conversation in Danish, asked them 'What's your culture?' Seeing how perplexed they were, he explained with a smile 'See, I'm Black. That's my culture. What's yours?' Laughingly they answered that they spoke Danish and came from Denmark. Interestingly, the boy did not use language as a criterion of group identity, but the Danish did.para.11 European identities have traditionally been built much more around language and national citizenship, and around folk models of 'one nation = one language', than around ethnicity or race. But even in Europe, the matter is not so simple. For example, Alsatians who speak German, French and Germanic Piatt mayalternatively consider themselves as primarily Alsatians, or French, or German, depending on how they position themselves vis-à-vis the history of their region and their family biography. A youngster born and raised in France of Algerian parents may, even though he speaks only French, call himself Algerian in France, but when abroad he might prefer to be seen as French, depending on which group he wishes to be identified with at the time.para.12 Examples from other parts of the world show how complex thelanguage-cultural identity relationship really is. The Chinese, for example, identify themselves ethnically as Chinese even though they speak languages or dialects which are mutually unintelligible. Despite the fact that a large number of Chinese don't know how to read and write, it is the Chinese character-writing system and the art of calligraphy that are the major factors of an overall Chinese group identity.Task 1: For each of the following items, study the reading passage and choose A, B or C that best completes the statement (30/150):(1) In the sentence "By their accent, their vocabulary, their discourse patterns, speakers identify themselves and are identified as members of this or that speech and discourse community," the phrase "discourse community" means:A) communal group B) cultural group C) discourse group(2) When the author states: "[The modern, historically complex, open societies it is much more difficult to define the boundaries of any particular social group and the linguistic and cultural identities of its members," he implies that an open society is:A) a society of many peopleB) a society of diverse discoursesC) a society of multi-ethnic structure(3) "[T]he sense of a Belizean national identity" means a sense ofA) language B) belonging C) history(4) When the author declares that "there is no necessary correlation between a given racial characteristic and the use of a given language or variety of language," he thinks that the relationship between a language and a culture isA) complex B) fixed C) uncertain(5) Georges Marchais said, "every man and woman of French nationality is French. France is not a multinational state: it is one nation, the product of a long history...." He probably regarded "'French" asA) a historical symbol of a stateB) a primary token of a national identityC) a product of a long historyTask 2: The following are definitions of the words contained in the above reading passage. Find these words in the paragraphs as marked in the parentheses (20/150):略海天海天教育海天考研Part B Proofreading (30/150)EXAMPLEWhen ∧ museum wants a new exhibit, (1) __a__it never buys things in finished form and hangs them (2) _neveron the wall. When a natural history museumwants an exhibition, it must often build it. (3) exhibitPart C Translation (40/150)Translate the following passage into Chinese: (20/150)Folktales played a very important role in the social and cultural life of the Plains Indians. Farmers and nomadic hunters alike enjoyed gathering around the fire, especially on wintry nights, to hear the tales of the storyteller. The talents of a good storyteller and the novelty of the tale had the power to figuratively transport hard working Indians to another world.Even today, American Indians believe in the enormous power of the spoken word. As in the past, the imaginative storyteller, typically an old man or an old woman, builds up a reputation as a performer. They enhance their stories by adding gestures, voice changes and songs. He or she might occasionally adapt a particular tale to suit a specific cultural group or tribe. For example, there are usually many different versions of every good tale. Therefore, whenever a story is retold it is likely to be varied, but only within the limits of the tradition established for that particular tale. The storyteller is always mindful of his own, as well as the cultural background of the listener.Translate the following passage into English: (20/150)略Part D Writing (30/150)The following is excerpted from a letter that appeared in the Letter-to-the-Editor column of China Daily: (30/150)Editor:I just graduated from university with a BA in English, but looking back at my university education, I have to say that I have wasted four years of my life. When I entered the university four years ago, I had the highest English score in the city where I grew up. However, on a job interview a few days ago, the personnel manager of a joint venture company said my English was not good enough.It is my university that is to blame. I have never found my classes helpful; they often repeat what I learned in high school. What's more, the teachers often mispronounce words and use ungrammatical sentences or simply use Chinese throughout the class. Some of them often arrive in class unprepared. They have no interest in us or in teaching; they are probably only interested in making money and publishing their papers.In comparison, my high school teachers were committed They had been well trained and were very strict with us. They gave me more help than those university professors. Even today, if I write an English essay, most of the words and sentence patterns I use would be those I learned during my high school years.All in all, I do not think our government should fund a university undergraduate English program if most of the students are not satisfied. If it is a waste of time for us, it must be a waste of resources for our country.Zhu Fan, Nanjing海天海天教育海天考研This controversial letter has generated a lot of discussion in China Daily, and you would like to join the discussion, too. Complete the following tasks on your answer sheets:(1) (4 / 150) Suppose you are going to write a letter for the Letter-to-the-Editor column of China Daily to express your agreement or disagreement with Zhu Fan, and the letter is about 400 words long. In the introductory paragraph (the first paragraph), you will begin with a sentence that introduces the topic. Write down the sentence that begins this paragraph.(2) (5 /150) Write down the last sentence of the introductory paragraph, that is, the thesis statement that expresses your main idea.(3) (4 x 2/ 150) Suppose you have two body paragraphs that support the thesis statement. Write down the topic sentence for each of them. You may begin it with "First,..." or "Second,...."(4) (4 x 2/150) For each topic sentence you write in (3), give one concrete example that illustrates the point you make in the topic sentence. Each example should not exceed two sentences. (There will be a penalty for using more than two sentences for an example.)(5 / 150) Based on what you write down in (2), (3) and (4), write a conclusion paragraph that contains two or three sentences. (There will be a penalty for using more than three sentences.)Part A Vocabulary and Reading (50/150)Read the passage below and then complete the tasks that follow:Language and Cultural IdentityC. Kramschpara.1It is widely believed that there is a natural connection between the language spoken by members of a social group and that group's identity. By their accent, their vocabulary, their discourse patterns, speakers identify themselves and are identified as members of this or that speech and discourse community. From this membership, they draw personal strength and pride, as well as a sense of social importance and historical continuity from using the same language as the group they belong to.para.2 But how to define which group one belongs to? In isolated, homogeneous communities like the Trobrianders studied by Malinowski, one may still define group membership according to common cultural practices and daily face-to-face interactions, but in modem, historically complex, open societies it is much more difficult to define the boundaries of any particular social group and the linguistic and cultural identities of its members.para.3 Take ethnicity for example. In their 1982 survey conducted among the highly mixed population of Belize (formerly British Honduras), Le Page and Tabouret-Keller found out that different people ascribed themselves to different ethnicities as either 'Spanish', 'Creole', 'Maya' or 'Belizean', according to which ethnic criterion they focused on — physical features (hair and skin), general appearance, genetic descent, provenance, or nationality. Rarely was language used as an ethnically defining criterion. Interestingly, it was only under the threat of a Guatemalan takeover as soon as British rule would cease, that the sense of a Belizean national identity slowly started emerging from among the multiple ethnic ascriptions that people still give themselves to this day.para.4 Group identity based on race would seem easier to define, and yet there are almost as many genetic differences, say, between members of the same White, or Black race as there are between the classically described human races, not to speak of the difficulty in some cases of ascertaining with 100 percent exactitude a person's racial lineage. For example, in 1983 the South African Government changed the racial classification of 690 people: two-thirds of these, who had been Coloreds, became Whites, 71 who had been Blacks became Coloreds, and 11 Whites were redistributed among otherracial groups! And, of course, there is no necessary correlation between a given racial characteristic and the use of a given language or variety of languagepara.5Regional identity is equally contestable. As reported in the London Times of February 1984, when a Soviet book, Populations of the World, claimed that the population of France consisted of 'French, Alsatians, Flemings, Bretons, Basques, Catalans, Corsicans, Jews, Armenians, Gypsies and "others'", Georges Marchais, the French Communist leader, violently disagreed: 'For us', he said, 'every man and woman of French nationality is French. France is not a multinational state: it is one nation, the product of a long history....'para.6 One would think that national identity is a clear-cut either/or affair (either you are or you are not a citizen), but it is one thing, for example, to have a Turkish passport, another thing to ascribe to yourself a Turkish national identity if you were born, raised and educated, say, in Germany, are native speaker of German, and happen to have Turkish parents.para.7 Despite the entrenched belief in the one language = one culture equation, individuals assume several collective identities that are likely not only to change over time in dialogue with others, but are liable to be in conflict with one another. For example, an immigrant's sense of self that was linked in his country of origin perhaps to his social class, his political views, or his economic status becomes, in the new country, overwhelmingly linked to his national citizenship or his religion, for this is the identity that is imposed on him by others, who see in him now, for example, only a Turk or a Muslim. His own sense of self, or cultural identity, changes accordingly. Out of nostalgia for the 'old country', he may tend to become more Turkish than the Turks and entertain what Benedict Anderson has called 'long distance nationalism'. The Turkish he speaks may become with the passion of years somewhat different from the Turkish spoken today in the streets of Ankara; the community he used to belong to is now more an 'imagined community' than the actual present-day Turkey.para. 8 The problem lies in equating the racial, ethnic, national identity imposed on an individual by the state's bureaucratic system, and that individual'sself-ascription. Group identity is not a national fact, but a cultural perception, to use the metaphor with which we started this book. Our perception of someone's social identity is very much culturally determined. What we perceived about a person's culture and language is what we have been conditioned by our own culture to see, and the stereotypical models already built around our own. Group identity is a question of focusing and diffusion of ethnic, racial national concepts or stereotypes. Let us take an example,para. 9 Le Page and Tabouret-Keller recount the case of a man in Singapore who claimed that he would never have any difficulty in telling the difference between an Indian and a Chinese. But how would he instantly know that the dark-skinned non-Malay person he saw on the street was an Indian (and not, say a Pakistani), and that light-skinnednon-European was a Chinese (and not, say, a Korean), unless he differentiated the two according to the official Singaporean 'ethnic' categories: Chinese, Malay, Indian, Others? In another context with different racial classifications he might have interpreted: differently the visual clues presented to him by people on the street. His impression was focused by the classificatory concepts prevalent in his society, a behavior that Benjamin Whorf would have predicted. In turn this focus may prompt him, by a phenomenon of diffusion, to identify all other 'Chinese' along the same ethnic categories, according to the stereotype 'All Chinese look alike to me'.para.10 It has to be noted that societies impose racial and ethnic categories only on certain groups: Whites do not generally identify themselves by the color of their skin, but by their provenance or nationality. They would find it ludicrous to draw their sense of cultural identity from their membership in the White race. Hence the rather startled reaction of two Danish women in the United States to a young African-American boy, who, overhearing their conversation in Danish, asked them 'What's your culture?' Seeing how perplexed they were, he explained with a smile 'See, I'm Black. That's my culture. What's yours?' Laughingly they answered that they spoke Danish and came from Denmark. Interestingly, the boy did not use language as a criterion of group identity, but the Danish did.para.11 European identities have traditionally been built much more around language and national citizenship, and around folk models of 'one nation = one language', than around ethnicity or race. But even in Europe, the matter is not so simple. For example, Alsatians who speak German, French and Germanic Piatt may alternatively consider themselves as primarily Alsatians, or French, or German, depending on how they position themselves vis-à-vis the history of their region and their family biography. A youngster born and raised in France of Algerian parents may, even though he speaks only French, call himself Algerian in France, but when abroad he might prefer to be seen as French, depending on which group he wishes to be identified with at the time.para.12 Examples from other parts of the world show how complex the language-cultural identity relationship really is. The Chinese, for example, identify themselves ethnically as Chinese even though they speak languages or dialects which are mutually unintelligible. Despite the fact that a large number of Chinese don't know how to read and write, it is the Chinese character-writing system and the art of calligraphy that are the major factors of an overall Chinese group identity.Task 1: For each of the following items, study the reading passage and choose A, B or C that best completes the statement (30/150):(1)In the sentence "By their accent, their vocabulary, their discourse patterns, speakers identify themselves and are identified as members of this or that speech and discourse community," the phrase "discourse community" means:A) communal group B) cultural group C) discourse group(2)When the author states: "[The modern, historically complex, open societies it is much more difficult to define the boundaries of any particular social group and the linguistic and cultural identities of its members," he implies that an open society is:A)a society of many peopleB)a society of diverse discoursesC)a society of multi-ethnic structure(3)"[T]he sense of a Belizean national identity" means a sense ofA) languageB) belongingC) history(4)When the author declares that "there is no necessary correlation between a given racial characteristic and the use of a given language or variety of language," he thinks that the relationship between a language and a culture isA) complexB) fixedC) uncertain(5)Georges Marchais said, "every man and woman of French nationality is French. France is not a multinational state: it is one nation, the product of a long history...." He probably regarded "'French" asA)a historical symbol of a stateB)a primary token of a national identityC)a product of a long historyTask 2: The following are definitions of the words contained in the above reading passage. Find these words in the paragraphs as marked in the parentheses (20/150):略Part B Proofreading (30/150)EXAMPLEWhen ∧ museum wants a new exhibit,(1) __a__it never buys things in finished form and hangs them (2) _neveron the wall. When a natural history museumwants an exhibition, it must often build it.(3) exhibit.pb{}.pb textarea{font-size:14px; margin:10px; font-family:"宋体";background:#FFFFEE; color:#000066}.pb_t{line-height:30px; font-size:14px; color:#000; text-align:center;}/*分页*/.pagebox{overflow:hidden; zoom:1; font-size:12px;font-family:"宋体",sans-serif;}.pagebox span{float:left; margin-right:2px; overflow:hidden; text-align:center; background:#fff;}.pagebox span a{display:block; overflow:hidden; zoom:1; _float:left;}.pagebox span.pagebox_pre_nolink{border:1px#ddd solid; width:53px; height:21px; line-height:21px; text-align:center; color:#999; cursor:default;}.pagebox span.pagebox_pre{color:#3568b9; height:23px;}.pagebox span.pagebox_pre a,.pagebox span.pagebox_pre a:visited,.pagebox span.pagebox_next a,.pagebox span.pagebox_next a:visited{border:1px #9aafe5 solid; color:#3568b9;text-decoration:none; text-align:center; width:53px; cursor:pointer; height:21px; line-height:21px;}.pagebox span.pagebox_pre a:hover,.pagebox span.pagebox_prea:active,.pagebox span.pagebox_next a:hover,.pagebox span.pagebox_nexta:active{color:#363636; border:1px #2e6ab1 solid;}.pageboxspan.pagebox_num_nonce{padding:0 8px; height:23px; line-height:23px; color:#fff; cursor:default; background:#296cb3; font-weight:bold;}.pageboxspan.pagebox_num{color:#3568b9; height:23px;}.pagebox span.pagebox_num a,.pagebox span.pagebox_num a:visited{border:1px #9aafe5 solid; color:#3568b9;text-decoration:none; padding:0 8px; cursor:pointer; height:21px;line-height:21px;}.pagebox span.pagebox_num a:hover,.pagebox span.pagebox_numa:active{border:1px #2e6ab1 solid;color:#363636;}.pageboxspan.pagebox_num_ellipsis{color:#393733; width:22px; background:none;line-height:23px;}.pagebox span.pagebox_next_nolink{border:1px #ddd solid; width:53px; height:21px; line-height:21px; text-align:center; color:#999; cursor:default;}Part C Translation (40/150)Translate the following passage into Chinese: (20/150)Folktales played a very important role in the social and cultural life of the Plains Indians. Farmers and nomadic hunters alike enjoyed gathering around the fire, especially on wintry nights, to hear the tales of the storyteller. The talents of a good storyteller and the novelty of the tale had the power to figuratively transport hard working Indians to another world.Even today, American Indians believe in the enormous power of the spoken word. As in the past, the imaginative storyteller, typically an old man or an old woman, builds up a reputation as a performer. They enhance their stories by adding gestures, voice changes and songs. He or she might occasionally adapt a particular tale to suit a specific cultural group or tribe. For example, there are usually many different versions of every good tale. Therefore, whenever a story is retold it is likely to be varied, but only within the limits of the tradition established for that particular tale. The storyteller is always mindful of his own, as well as the cultural background of the listener.Translate the following passage into English: (20/150)略。
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目录Ⅰ序言 (2)Ⅱ冲刺复习方略 (4)Ⅲ考试答题策略 (5)一、时间安排 (5)二、答题策略 (5)Ⅳ历年考题风格与解法剖析 (7)一、历年考题风格分析 (7)二、题型特点与解法剖析 (7)Ⅴ已考知识点汇总 (13)Ⅵ必会重点题分析与预测 (30)Ⅶ考前注意事项 (171)一、心态篇 (171)二、饮食篇 (171)三、考场篇 (172)Ⅰ序言《南京大学653基础英语考研冲刺宝典》（以下简称《冲刺宝典》）是联合专业课老师根据学校指定教材精心研发和编写的适用于考研冲刺阶段的复习精品教辅，其专注于冲刺复习方略、考试答题策略、历年考题风格与解法剖析、已考知识点汇总、必会重点题分析与预测、考前注意事项。
广大考生在冲刺阶段使用该资料，可直击考试重点、提高复习效率，深受好评。
一、主要内容冲刺复习方略：详细阐述考研专业课在冲刺阶段的高分复习方法，本内容将有助于考生制定最适合自己的后期冲刺备考策略并在考试中发挥应有水平。
考试答题策略：合理安排考研专业课的考试时间，掌握各题型的答题策略。
有助于考生提前按照标准时间与答题方式演练，在考场中能够有的放矢。
历年考题风格与解法剖析：包括历年考题风格分析、考试题型特点与解法剖析。
通过剖析历年真题的各考试题型、分析考题的难易度与规律性、总结各考试题型的解法与应试技巧，可令考生把握出题规律及变化，提升应试解题技巧，考取高分。
已考知识点汇总：根据题型对历年真题进行分类归纳，或对初试参考书目各章的已考知识点进行汇总，根据已考知识点深入了解考试题型、考点分布及反复考查的重点知识。
可令考生了解历年考查重点、难点、常考点，从而把握复习方向。
必会重点题分析与预测：本内容为全书重点，根据真题考试题型以题目形式对参考书目各章的重要知识点、常考知识点进行预测并提供详细答案解析，历年很多考试原题都直接出自其中的题目。
以题目带动知识点，考查自身是否能灵活运用所有的重要内容，继而迅速找到知识体系中的“盲点”，对已考知识点熟练掌握，对未考知识点多加留心，进行最后地加强与巩固。
考前注意事项：包括心态调整、健康饮食、考场注意事项。
在考前保持良好的心理素质，以最佳的身体与精神状态应对考试，严格参照“考场注意事项”做到考前万事俱备。
二、主要特色1、选材新颖，紧扣真题在研究历年真题的基础上，认真分析考研题目的难易比例，精心选材编写，题目新颖，力求为考生提供最真实的演练工具。
2、全面覆盖，扫除盲点对考研重要知识点全覆盖，结构合理，知识要点科学权威，答案详尽，为考生的复习备考扫清盲点。
3、专项突破，精准复习根据教材各章节重难点、历年考点分布归类，形成专题，使考生精准地掌握知识点，快速提高。
4、规律总结，技巧点拨总结考试题型，精准剖析历年真题的出题规律，帮助考生把握出题规律及风格变化，提升应试解题技巧，考取高分。
Ⅱ冲刺复习方略经过多个月紧张的复习，相信考生已经积累了大量的知识，对考试也做好了较充分的准备。
但是考生仍要注意，在考前的冲刺阶段也是黄金时段，是考生由量变到质变的重要阶段，不能掉以轻心，因此，这个阶段考生必须要认真对待。
专业课考前复习时，要注意做到以下几点：1. 掌握基础南京大学基础英语科目考试考查的就是考生的基本功，基本功说来简单，但其实也是最需要重视的。
基础语法、词汇、词组、句型等如果没有掌握，考生极有可能在中翻英、写作中犯错误，以降低评卷老师对考生的印象，从而无法得到满意的分数。
因此，考生一定要注意，掌握好基础知识。
冲刺阶段一定要静下心来，从以往做的练习中好好分析自己是否还有语法知识没有掌握，查漏补缺。
不可因为它是基础知识而忽略，切勿眼高手低。
再高的水平也是由基本功一点一点积累起来的。
2. 抓住重点在考研的最后复习阶段，考生通常处于感觉什么都没准备的完的阶段。
其实，并不是你没准备完，你已经复习了很长时间，练习已经做了很多。
所以，在最后阶段，要做到抓住重点知识点。
因为，其实题型就是那些，考试的重点也就是那些。
因此，最后复习阶段，抓住重点复习，不要花太多时间在太偏的题目上。
当然前提是要全面掌握基础，进而抓住重点。
3. 熟悉真题历年真题是最接近出题人思路的材料。
因此考生在冲刺阶段一定要多研究真题，掌握真题的出题风格和作答思路，做到心中有数。
真题最能看出考试的侧重点与出题风格，不在乎你在真题上花多少时间，因为它是值得的。
通常，出题的风格变化并不大，每年的题型都基本不变。
基于此，考生在平时的复习和备考的过程中，一定要重视琢磨命题风格，做到有的放矢地准备复习。
4. 预测热点每年必有一些比较热点的社会话题，这是不可避免的。
而通常出题人很热衷的事情就是将热点与所学知识点的结合，尤其在翻译题和写作题中，这一点尤其明显。
这就需要考生具备一定的敏感度，可以明天那十几二十分钟读一下新闻，再凭借你的感觉找出社会的热点问题，将其所可能涉及的知识点罗列出来，再一个个对其进行分析。
Ⅲ考试答题策略一、时间安排考研时间是非常紧张的，所以考生要尽量控制好时间，以免会做的题没有做上，遗憾终生。
下面对各科的时间安排做以下建议。
专业课的考试时间总计 3 个小时，180 分钟，共150 分，相当于每分钟值 1.2 分。
因此，需要考生掌握好时间，好好分配。
基础英语每部分题型分值均为50分，考试时间也大致按照这个比例进行分配。
阅读理解：共有8题，约20分钟，可适当延长至25分钟。
完形填空或选词填空：共有10题，约15分钟。
翻译：中翻英和英翻中，约50分钟，可适当延长至60分钟。
写作：约50分钟，可适当延长至60分钟。
剩下约20-40分钟，留给考生进行检查。
以上时间是按照一般考生的进度，考生可以根据个别题目的难易程度及对题目的熟练程度自行调整时间。
二、答题策略阅读理解：近两年南京大学基础英语考试出现的均为两篇阅读理解。
第一篇较短，考查3-4个选择题，考查对文章的理解，由于文章篇幅较短，一般建议考生通读全文，透彻理解文意，对文章有深刻清晰的了解。
题目的题干一般会考查得比较细，有些选项也会对考生产生干扰，考生不能凭主观印象选择，而应该严格依据文章所写，选择意思一样的选项，一定要细心辨别。
虽然文章篇幅短，但题目会有一定难度，不能掉以轻心。
第二篇通常都是篇幅很长的学术类文章，文章主体达到A4纸大小的4-5页，一般不需要考试逐字逐句通读全文，若第一题出现选择题，则考查的十有八九是文章大意，看题干问题，再认真读首末段，中间略读，得到文章大意总体框架，选出答案。
接下来给出文章中的某些单词的英文定义或列出近义词，通常都会标明该单词在文章中所处的位置，考生定位后看一下上下文猜测词义，给出定义或近义词。
接下来是解释句子的意思，变换其中个别难懂的词为通俗易懂的词就行，没有固定答案，意思差不多就可以了。
最后一题是根据文章提出的一个问题，要在文章中找到答案，并尽量精简，用自己的话组织。
完形填空/选词填空：这部分考查主要语感，要联系上下文想到合适的词填到所缺处。
注意与前后词的搭配，以及语义转折还是承接关系。
注意词性变换。
改错：从2012年开始此题型未在出现。
这部分主要考查考生语法基本功，考生应注意整篇文章的时态、个别句子的时态、前后逻辑关系（并列或顺序关系用and，转折关系用but，however，while，因果关系用therefore，so等）、词组搭配等。
翻译：中翻英，翻译时要注意调换顺序，将中文中出现的地点状语、修饰语等置于句末，找准主语，将其他部分合理放置，使整句结构完整，不犯语法错误。
注意逻辑合理，语言流畅，翻译到位，不漏译错译。
英翻中时，注意先划分句子结构，找准主句内容进行准确翻译，句子其他成分合理安排，可分译也可合译，注意使用地道的中文，切忌翻译腔。
作文：对题干要求理解透彻，抓住要考查的重点，不能理解错误导致偏题。
下笔前一定要花5分钟好好研究题目，思考文章的主题、主线，列出提纲，第一段thesis statement，每一段的topic sentence都要好好理清，还要有counter-argument。
注意不犯语法错误，每一段都要有逻辑。
Ⅳ历年考题风格与解法剖析一、历年考题风格分析在出题风格上，我们可以看到，从近几年的真题可以看出试题风格与往年相近，由于基础英语没有指定参考书，出的题都比较活，但也比较基础，强调基本功的检测。
所以说，复习的时候，考生还是要注意基本功的积累，掌握基础知识，以不变应万变。
至于题型、题量，近几年的题型由选词填空、阅读理解、翻译题、写作题组成。
阅读理解考两篇，第一篇考查理解，3-4道选择题，第二篇是长篇学术类文章，考查单词的定义等。
题量上来看，近几年的题量适中，阅读由往年的一篇变为两篇，但是阅读理解的选择题减少到8-9日，翻译由两段变为四段，考生做起来时间稍微紧张，注意时间的把握，防止作文来不及写完。
题型、题量等均已经固定化，如果不出特殊情况的话，这两者不会有大的变化，考生只要按照近几年的真题的题型来准备即可。
考试的重难点还是基础知识，语法在考生的中翻英和写作中能够体现，阅读和理解能力能在阅读理解中体现，翻译功底能在翻译中得到体现。
因此，考生还是应对基础知识进行巩固和加深。
至于考点的重复率，可以看到真题中基本不会出现一模一样的题，每年的题目都是不同的，阅读的文章是学术类文章，翻译有可能是应用文也有可能是文学类段落，写作则有可能联系社会实际考查考生的观点和写作功底。
二、题型特点与解法剖析基础英语专业课考试题型比较固定，通常分为四个部分：阅读理解、完形填空、翻译以及写作。
（一）阅读理解从2015年真题卷来看，阅读理解有两篇，总分为20分。
选择题为8道，透彻理解原文，选出最符合文意的选项。
第一篇的7-8道选择题考的是文章里的细节，需要到各段落中找信息，如：Passage oneThe relative merit and importance of different period of a literature should be determined by the relative degrees of spirituality which these different periods exhibit. The intellectual power of two or more periods, as exhibited in their literatures, may show no marked difference, while the spiritual vitality of these same periods may very' distinctly differ. And if it be admitted that literature proper is the product of co-operative intellect and spirit （the latter being ways an indispensable factor, though there can be no high order of literature that is not strongly articulated, that is not well freighted, with thought）, it follows that the periods of a literature should be determined by the ebb and flow of spiritual lifewhich they severally register, rather than by any other considerations. There are periods which are characterized by a “blindness of heart” an inactive, quiescent condition of the spirit, by which the intellect is more or less divorced from the essential, the eternal, and it directs itself to the shows of things. Such periods may embody in their literatures a large amount of thought, —thought which is conversant with the externality of things; but that of itself will not constitutea noble literature, however perfect the forms in which it may be embodied, and the general sense of the civilized world, independently of any theories of literature, will not regard such a literature as noble. It is made up of what must be, in timesuperseded; it has not a sufficient element of the essential, the eternal, which can be reached only through the assimilating life of the spirit. The spirit may be so cabined, cribbed, confined, as not to come to any consciousness of itself; or it may be so set free as to go forth and recognize its kinship, respond to the spiritual world outside of itself, and, by so responding, know what merely intellectual philosophers call the unknowable.Directions: Select one answer choice for the following questions.1. Which of the following sequences best characterizes the general structure of this passage?（A）Statement of a premise; questioning of validity of the premise; assertion;explanation of assertion.（B）Assertion; statement of a premise and what follows from it and the preceding assertion; explanation.（C）Assertion; statement of a premise; explanation of premise; examples from literature.（D）Generalization; examination of the generalization; statement of a premise; conclusion.（E）Examination of two competing philosophies of aesthetics; statement of a premise and its consequences; explanation.2. Based on the information in the passage, the author would most likely agree thatliterature of a high quality.（A）is amoral.（B）is based on the values of Judeo-Christian civilization.（C）is concerned primarily with the ancient Greek ideals of nobility and heroism.（D）reflects the Zeitgeist of the time in which it is written.（E）is almost entirely free from the influence of the attitudes and values of the time in which it is written.Directions: Consider each of the three choices separately and select all that apply.3. Based on the information in the passage, which of the following would the author be。