SAMPLE 23

[文學類]

　　It is possible for students to obtain advanced degrees in English while knowing little or nothing about traditional scholarly methods. The consequences of this neglect of traditional scholarship are particularly unfortunate for the study of women writers. If the canon — the list of authors whose works are most widely taught — is ever to include more women, scholars must be well trained in historical scholarship and textual editing. Scholars who do not know how to read early manuscripts, locate rare books, establish a sequence of editions, and so on are bereft of crucial tools for revising the canon.

　　To address such concerns, an experimental version of the traditional scholarly methods course was designed to raise students’ consciousness about the usefulness of traditional learning for any modern critic or theorist. To minimize the artificial aspects of the conventional course, the usual procedure of assigning a large number of small problems drawn from the entire range of historical periods was abandoned, though this procedure has the obvious advantage of at least superficially familiarizing students with a wide range of reference sources. Instead students were engaged in a collective effort to do original work on a neglected eighteenth-century writer, Elizabeth Griffith, to give them an authentic experience of literary scholarship and to inspire them to take responsibility for the quality of their own work.

　　Griffith’s work presented a number of advantages for this particular pedagogical purpose. First, the body of extant scholarship on Griffith was so tiny that it could all be read in a day; thus students spent little time and effort mastering the literature and had a clear field for their own discoveries. Griffith’s play The platonic Wife exists in three versions, enough to provide illustrations of editorial issues but not too many for beginning students to manage. In addition, because Griffith was successful in the eighteenth century, as her continued productivity and favorable reviews demonstrate, her exclusion from the canon and virtual disappearance from literary history also helped raise issues concerning the current canon.

　　The range of Griffith’s work meant that each student could become the world’s leading authority on a particular Griffith text. For example, a student studying Griffith’s Wife in the Right obtained a first edition of the play and studied it for some weeks. This student was suitably shocked and outraged to find its title transformed into A wife in the Night in Watt’s Bibliotheca Britannica. Such experiences, inevitable and common in working on a writer to whom so little attention has been paid, serve to vaccinate the student — I hope for a lifetime — against credulous use of reference sources.

　　1. The author of the text is primarily concerned with

　　[A] revealing a commonly ignored deficiency.

　　[B] proposing a return to traditional terminology.

　　[C] describing an attempt to correct a shortcoming.

　　[D] assessing the success of a new pedagogical approach.

　　2. It can be inferred that the author of the text expects that the experience of the student mentioned as having studied Wife in the Right would have which of the following effects?

　　[A] It would lead the student to disregard information found in the Bibliotheca Britannica.

　　[B] It would teach the student to question the accuracy of certain kinds of information sources when studying neglected authors.

　　[C] It would teach the student to avoid the use of reference sources in studying neglected authors.

　　[D] It would help the student to understand the importance of first editions in establishing the authorship of plays.

　　3. Which of the following best states the “particular pedagogical purpose” mentioned in lines 1-2, paragraph 3?

　　[A] To assist scholars in revising the canon of authors.

　　[B] To minimize the trivial aspects of the traditional scholarly methods course.

　　[C] To provide students with information about Griffith’s work.

　　[D] To encourage scholarly rigor in students’ own research.

　　4. Which of the following best describes the function of the last paragraph in relation to the text as a whole?

　　[A] It summarizes the benefits that students can derive from the experimental scholarly methods course.

　　[B] It provides additional reasons why Griffith’s work raises issues having to do with the cannot of authors.

　　[C] It provides an illustration of the immediate nature of the experiences students can derive from the experimental scholarly methods course.

　　[D] It contrasts the experience of a student in the experimental scholarly methods course with the experience of a student in the traditional course.

　　5. It can be inferred that the author of the text considers traditional scholarly methods courses to be

　　[A] irrelevant to the work of most students.

　　[B] inconsequential because of their narrow focus.

　　[C] unconcerned about the accuracy of reference sources.

　　[D] too wide-ranging to approximate genuine scholarly activity.

　　[答案與考點解析]

　　1. 【答案】C

　　【考點解析】本題是一道中心主旨題。如果抓住了本文第二段第一句與第一段和全文其它段落的關系就不難找出本題的正確答案C。考生在解題時一定要善于找出全文的中心主旨句，并且細致入微地理解中心主旨句在上下文中的作用和關系。當然考生在解題時一定要由表及里地體味和歸納中心主旨句的深層含義，例如：第二段首句中表示目的的不定式短語“address such concerns”就是正確選項C中的“attempt”。

　　2. 【答案】B

　　【考點解析】這是一道審題定位與細節推導題。考生可根據題干中的“Wife in the Right”將本題的答案信息迅速確定在本文的最后一段。又可根據題干中的“experience”一詞將本題的正確答案信息具體確定在全文的最后一句。這樣考生就可以尋找出本題的正確答案B，選項B中的“question the accuracy”體現了尾段最后一句的中心內容。考生在解題時應重視準確的審題定位能力。

　　3. 【答案】D

　　【考點解析】這是一道指代詞與并列平行結構題型。考生在破解此題時一定要注意指代詞“this”的準確含義。它的確切含義在第二段的尾句，從這句話中可得出本題的正確答案是D。考生在解題時一定要注意指代詞的出現，一定要搞清指代詞的具體內容。

　　4. 【答案】C

　　【考點解析】本題是一道例(舉)證題型。通過本段中的“for example”以及斜體字不難發現本段是在用具體的例子來舉例說明一個論點。正確選項C中的“illustration”一詞體現了尾段在全文中的作用。考生在解題時一定要善于辨別抽象敘述和具體舉例說明之間的關系。

　　5. 【答案】D

　　【考點解析】本題是一道歸納推導題型。根據題干中的“traditional scholarly methods courses”可迅速將本題的答案信息確定在第二段。本題的具體答案信息在第二段第一、二、三句，尤其是第二、三句。從第二段第二、三句可以“infer”(推斷)出本題的正確選是D。這是一道比較難的題目，需要考生在理解第二、三句的基礎上進行推導，考生在破解這類題型時應注意由表及里地對原文進行歸納和推導。

　　[參考譯文]

　　學生們即使在對傳統學術方法知之甚少或根本不懂的情況下也可能獲得英語方面的高級學位。這種對傳統學識的忽略造成的后果對有關女性作家的研究尤其不利。如果經典作品(那些作品被極廣泛地用于授課的作家的名單)中想要包括更多的女性的話，學者們必須在歷史研究及文章的編輯方面接受過良好的訓練。學者們如果不懂得如何閱讀早期手本，尋找出稀有書籍，建立版本間的次序等等，就喪失了修訂經典作品的重要手段。

　　出于以上的考慮，一種實驗性的關于學習傳統學術方法的課程被設計出來，以便使學生們更加意識到傳統學識對于任何現代批評家及理論家的實用性。為了使傳統課程中的人為因素減到最小，通常的方法，即指派完成從整個歷史時段中摘出來的大量細小問題的方法，已被放棄使用，盡管這一做法具有一個明顯的優點：至少在淺層次上能使學生熟悉大范圍的參考資料。相反的，學生們通過集體的努力來完成一項有關十八世紀作家伊麗莎白·格里費斯的創造性任務，以獲得文學研究的真實經驗并激發他們對自己工作的質量負責任的態度。

　　格里費斯的作品用于此次特殊的教學目的時顯示了不少優點。首先，現存的關于格里費斯的學術研究內容是如此之少以至于能在一天之內被全部讀完;這樣學生們只要花很少的時間和力氣來掌握文獻，并為他們自己的發現保留了空白領域。格里費斯的劇作《柏拉圖式的妻子》現存三個版本，足以提供代表編輯方面事務的例子，但又不多到使初學的學生不能應能。另外，正如她持續的創作力和受到的好評所顯示的，格里費斯在十八世紀是成功的，因此她被排除在經典作品之外(事實上是在文學史上消失)這一現象也能幫助我們對現時的經典作品提出問題。

　　格里費斯的作品的范圍意味著每一個學生都可以成為格里費斯某一篇作品的世界級領導權威。比如，一個研究格里費斯的《合法的妻子》的學生得到了該劇的第一版并對其研究了幾個星期。當該學生發現在瓦特的《大英百科書目》中該標題變成了《夜晚的妻子》，他有理由感到震驚和憤怒。這樣的經歷，在研究一位僅被給予極少關注的作家時，是常見和不可避免的，它能為防止這一學生輕率使用參考文獻起到一種如防疫疫苗般的作用，我希望它能終生有效。