文档内容
目录
2005年翻译 1
2006年翻译 3
2007年翻译 5
2008年翻译 7
2009年翻译 92005年考研英语一翻译真题
It is not easy to talk about the role of the mass media in this overwhelmingly
si ificant phase in European history. History and news become confused, and one's
gn
impressions tend to be a mixture of skepticism and optimism. (46) Television is one of the
means bv which these feelim!S are created and conveved - and oerhaos never before has it
served so much to connect different oeooles and nations as in the recent events in Eurooe.
The Europe that is now forming cannot be anything other than its peoples, their cultures
and national identities. With this in mind we can begin to analyze the European television
scene. (4 7) ;
rouos which brin!! tog:ether television. radio. newsoaoers. mag:azines and oublishin
houses that work in relation to one another. One Italian example would be the Berlusconi
group, while abroad Maxwell and Murdoch come to mind.
Clearly, only the biggest and most flexible television companies are going to be
able to compete in such a rich and hotly-contested market. (48) This alone demonstrates
that the television business is not an eas�气 a fact underlined bv
statistics that show that out of ei�今 no less than 50%
took a loss in 1989.
Moreover, the integration of the European community will oblige television
companies to cooperate more closely in terms of both production and distribution.(49) �ects the different cultures and
traditions which 12:0 to make uo the connectin12: fabric of the Old Continent is no eas
task and demands a strate� - that of producing programs in Europe for
Europe. This entails reducing our dependence on the North American market, whose
programs relate to experiences and cultural traditions which are different from our own.
In order to achieve these objectives, we must concentrate more on co-productions,
the exchange of news, documentary services and training. This also involves the
agreements between European countries for the creation of a European bank for
Television Production which, on the model of the European Investments Bank, will
handle the finances necessary for production costs. (50) �e on
such a scale. it is no exa2:2:eration to sav. "United we stand. divided we fall" -
and ifl had to choose a slogan it would be "Unity in our diversity." A unity of objectives
that nonetheless respect the varied peculiarities of each country.
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50.2006年考研英语一翻译真题
Is it true that the American intellectual is rejected and considered of no account in
his society? I am going to suggest that it is not true. Father Bruckberger told part of the
story when he observed that it is the intellectuals who have rejected America. But they
have done more than that. They have grown dissatisfied with the role of the intellectual.
It is they, not America, who have become anti-intellectual.
First, the object of our study pleads for definition. What is an intellectual? (46)
I shall define him as an individual who has elected as his �leasure in
life the activi�（苏格拉底）�roblems. He
explores such problems consciously, articulately, and frankly, first by asking factual
questions, then by asking moral questions, finally by suggesting action which seems
appropriate in the light of the factt1al and moral information which he has obtained.(4 7)
His function is analO!mus to that of a iud2:e. who must accent the obli2:ation of revealin
in as obvious a manner as -which led him to his decision.
This definition excludes many individuals usually referred to as intellectuals -
the average scientist, for one. (48) � while his
accomolishments mav contribute to the solution of moral oroblems. he has not been
charn:ed with the task of aooroachin2: anv but the factual asoects of those oroblems. Like
other human beings, he encounters moral issues even in the everyday performance of hisroutine duties - he is not supposed to cook his experiments, manufacture evidence, or
doctor his reports. (49) � task is not to think about the moral code which
overns his activitv. anv more than a businessman is exoected to dedicate his enern:ies to
an ex� During most of his waking life he will
take his code for granted, as the businessman takes his ethics.
The definition also excludes the majority of teachers, despite the fact that teaching
has traditionally been the method whereby many intellectuals earn their living. (50) lliy
mav teach verv well. and more than earn their salaries. but most of them make little or
no indeoendent reflections on human oroblems which involve moral iud2:ment. This
description even fits the majority of eminent scholars. Being learned in some branch of
human knowledge is one thing; living in "public and illustrious thoughts," as Emerson
would say, is something else.
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50.2007年考研英语一翻译真题
The study of law has been recognized for centuries as a basic intellectual discipline
in European universities. However, only in recent years has it become a feature of
undergraduate programs in Canadian universities. (46) � has
been viewed in such institutions as the s� rather than a
necessar Happily, the older
and more continental view of legal education is establishing itself in a number of
Canadian universities and some have even begun to offer undergraduate degrees in law.
If the study of law is beginning to establish itself as part and parcel of a general
education, its aims and methods should appeal directly to journalism educators. Law is a
discipline which encourages responsible judgment. On the one hand, it provides
opportunities to analyze such ideas as justice, democracy and freedom. (47) �
other. it links these conceots to evervdav realities in a manner which is oarallel to the
links� cover and comment on the news. For
example, notions of evidence and fact, of basic rights and public interest are at work
in the process of journalistic judgment and production just as in courts of law.
Sharpening judgment by absorbing and reflecting on law is a desirable component of
a journalist's intellectual preparation for his or her career.
(48)
than an ordina� of the established conventions ands�Politics or, more broadly, the functioning of
the state, is a major subject for journalists. The better informed they are about the way
m......fu£!.
the state works, the better their reporting will be. (49) it is difficult to see how
� of the basic features of the Canadian
Constitution can do a com�olitical stories.
Furthermore, the legal system and the events which occur within it are primary
subjects for journalists. While the quality of legal journalism varies greatly, there is an
undue reliance amongst many journalists on interpretations supplied to them by lawyers.
(50) referable for
iournalists to relv on their own notions of si1IT1ificance and make their own iud!!ments.
These can only come from a well-grounded understanding of the legal system.
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50.2008年考研英语一翻译真题
In his autobiography, Darwin himself speaks of his intellectual powers with
extraordinary modesty. He points out that he always experienced much difficulty in
expressing himself clearly and concisely, but (46) �
mav have had the comoensatin2: advanta2:e of forcin2: him to think Ion!! and intent}
about everv sentence. and thus enablirn! him to detect errors in reasonirn! and in his own
observations. He disclaimed the possession of any great quickness of apprehension or
wit, such as distinguished Huxley. (47) �
and-for which reason he felt certain that
he never could have succeeded with mathematics. His memory, too, he described as
extensive, but ha芍．So poor in one sense was it that he never could remember for more
than a few days a single date or a line of poetry.
(48) some
of his critics that This, he
thought, could not be true, because the "Origin of Species" is one long argument from
the beginning to the end, and has convinced many able men. No one, he submits, could
have written it without possessing some power of reasoning. He was willing to assert
that "I have a fair share of invention, and of common sense or judgment, such as every
fairly successful lawyer or doctor must have, but not, I believe, in any higher degree."(49) �erior to the common run of men in
noticin12: thin12:s which easilv escaoe attention. and in observin12: them carefullv."
Writing in the last year of his life, he expressed the opinion that in two or three
respects his mind had changed during the preceding twenty or thirty years. Up to the age
of thirty or beyond it poetry of many kinds gave him great pleasure. Formerly, too,
pictures had given him considerable, and music very great, delight. In 1881, however,
he said: "Now for many years I cannot endure to read a line of poetry. I have also
almost lost my taste for pictures or music." (50) Darwin was convinced that the loss of
these tastes was not onl� �urious to the
彝
intellect� to the moral character.
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50.2009年考研英语一翻译真题
There is a marked difference between the education which every one gets from
living with others and the deliberate educating of the young. In the former case the
education is incidental; it is natural and important, but it is not the express reason of the
association. (46) • social institution is
its effect in enlarn:in2: and imorovin2: exoerience. but this effect is not a oart of its
ori� Religious associations began, for example, in the desire to secure the
favor of overruling powers and to ward off evil influences; family life in the desire to
gratify appetites and secure family perpetuity; systematic labor, for the most part,
because of enslavement to others, etc. (4 7) �roduct of the
institution noted今 and onlv more红� still was this effect considered as a directive
factor in the conduct of the institution. Even today, in our industrial life, apait from
certain values of industriousness and thrift, the intellectual and emotional reaction of the
forms of human association under which the world's work is carried on receives little
attention as compared with physical output.
But in dealing with the young, the fact of association itself as an immediate human
fact, gains in importance. (48) �nore in our contact with them the
effect of our acts uoon their disoosition. it is not so easv as in dealin12: with adults. The
need of training is too evident and the pressure to accomplish a change in their attitudeand habits is too urgent to leave these consequences wholly out of account. (49) �
our chief business with them is to enable them to share in a common life we cannot hel.P
considerin2: whether or not we are formin2: the oowers which will secure this abilitv. If
humanity has made some headway in realizing that the ultimate value of every institution
is its distinctively human effect we may well believe that this lesson has been learned
largely through dealings with the young.
(50) rocess which we
have been so far considerin坠a more formal kind of education - that of direct tuition or
� In undeveloped social groups, we find very little formal teaching and training.
These groups mainly rely for instilling needed dispositions into the young upon the same
sort of association which keeps adults loyal to their group.
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