公共英语四级
单选题根据下面资料，回答题
A． No disciplines have seized on professionalism with as much enthusiasm as the humanities.
You can, Mr Menand points out, became a lawyer in three years and a medical doctor in four. But the regular time it takes to get a doctoral degree in the humanities is nine years.
Not surprisingly, up to half of all doctoral students in English drop out before getting their de-grees.
B． His concern is mainly with the humanities: Literature, languages, philosophy and so on.
These are disciplines that are going out of styl: 22 % of American college graduates now ma-jor in business compared with only 2% in history and 4% in English. However, many lead- ing American universities want their undergraduates to have a grounding in the basic canon of ideas that every educated person should posses. But most find it difficult to agree on what a "general education" should look like. At Harvard, Mr Menand notes, "the great books are read because they have been read"--they form a sort of social glue.
C．Equally unsurprisingly, only about half end up with professorships for which they entered graduate school. There are simply too few posts. This is partly because universities continue to produce ever more PhDs. But fewer students want to study humanities subjects: English departments awarded more bachelor´ s degrees in 1970 ～1971 than they did 20 years later.
Fewer students requires fewer teachers. So, at the end of a decade of theses-writing, many humanities students leave the profession do do something for which they have not been trained.
D． One reason why it is hard to design and teach such courses is that they can cut across the in- sistence by top American universities that liberal arts educations and professional education should be kept separate, taught in different schools. Many students experience both varieties.
Although more than half of Harvard undergraduates end up in law, medicine or business, fu-ture doctors and lawyers must study a non-specialist liberal-arts degree before embarking on a professional qualification.
E． Besides professionalizing the professions by this separation, top American universities have professionalised the professor. The growth in public money for academic research has speeded the process: federal research grants rose fourfold between 1960 and 1990, but faculty teaching hours fell by half as research took its toll. Professionalism has turned the acquisition of a doc- toral degree into a prerequisite for a successful academic career: as late as 1969 a third of A- merican professors did not possess one. But the key idea behind professionalisation, argues
Mr Menand, is that "the knowledge and skills needed for a particular specialization are trans- missible but not transferable. " So disciplines acquire a monopoly not just over the production of knowledge, but also over the production of the producers of knowledge.
F． The key to reforming higher education, concludes Mr Menand, is to alter the way in which"the producers of knowledge are produced. " Otherwise, academics will continue to think dangerously alike, increasingly detached from the societies which they study, investigate and criticize. "Academic inquiry, at least in some fields, may need to become less exclusionary and more holistic. " Yet quite how that happens, Mr Menand does not say.
G． The subtle and intelligent little book The Marketplace of Ideas: Reform and Resistance in the American University should be read by every student thinking of applying to take a doctoral degree. They may then decide to go elsewhere. For something curious has been happening in American Universities, and Louis Menand, a professor of English at Harvard University,captured it skillfully.
Order:
第51题选
A． No disciplines have seized on professionalism with as much enthusiasm as the humanities.
You can, Mr Menand points out, became a lawyer in three years and a medical doctor in four. But the regular time it takes to get a doctoral degree in the humanities is nine years.
Not surprisingly, up to half of all doctoral students in English drop out before getting their de-grees.
B． His concern is mainly with the humanities: Literature, languages, philosophy and so on.
These are disciplines that are going out of styl: 22 % of American college graduates now ma-jor in business compared with only 2% in history and 4% in English. However, many lead- ing American universities want their undergraduates to have a grounding in the basic canon of ideas that every educated person should posses. But most find it difficult to agree on what a "general education" should look like. At Harvard, Mr Menand notes, "the great books are read because they have been read"--they form a sort of social glue.
C．Equally unsurprisingly, only about half end up with professorships for which they entered graduate school. There are simply too few posts. This is partly because universities continue to produce ever more PhDs. But fewer students want to study humanities subjects: English departments awarded more bachelor´ s degrees in 1970 ～1971 than they did 20 years later.
Fewer students requires fewer teachers. So, at the end of a decade of theses-writing, many humanities students leave the profession do do something for which they have not been trained.
D． One reason why it is hard to design and teach such courses is that they can cut across the in- sistence by top American universities that liberal arts educations and professional education should be kept separate, taught in different schools. Many students experience both varieties.
Although more than half of Harvard undergraduates end up in law, medicine or business, fu-ture doctors and lawyers must study a non-specialist liberal-arts degree before embarking on a professional qualification.
E． Besides professionalizing the professions by this separation, top American universities have professionalised the professor. The growth in public money for academic research has speeded the process: federal research grants rose fourfold between 1960 and 1990, but faculty teaching hours fell by half as research took its toll. Professionalism has turned the acquisition of a doc- toral degree into a prerequisite for a successful academic career: as late as 1969 a third of A- merican professors did not possess one. But the key idea behind professionalisation, argues
Mr Menand, is that "the knowledge and skills needed for a particular specialization are trans- missible but not transferable. " So disciplines acquire a monopoly not just over the production of knowledge, but also over the production of the producers of knowledge.
F． The key to reforming higher education, concludes Mr Menand, is to alter the way in which"the producers of knowledge are produced. " Otherwise, academics will continue to think dangerously alike, increasingly detached from the societies which they study, investigate and criticize. "Academic inquiry, at least in some fields, may need to become less exclusionary and more holistic. " Yet quite how that happens, Mr Menand does not say.
G． The subtle and intelligent little book The Marketplace of Ideas: Reform and Resistance in the American University should be read by every student thinking of applying to take a doctoral degree. They may then decide to go elsewhere. For something curious has been happening in American Universities, and Louis Menand, a professor of English at Harvard University,captured it skillfully.
Order:
第51题选
参考答案：B进入在线模考
参考译文
每个想申请博士学位的人都应该阅读精细智慧的小书卷《思想市场：美国大学的改革和复兴》，之后他们可能就会改变想法了。哈佛大学英语教授路易斯·门纳德充满巧妙地抓住了那些美国大学正发生的怪事。
他主要关注人文领域，包括文学、语言、哲学等。有些专业已经过时：美国大学毕业生学习经济商务专业的占到了22％，而学习历史的只有2％，学英文的只有4％。然而，很多一流的美国大学都希望自己的毕业生拥有基本的、所有受过教育的人都具备的思想。但是很多人发现难以就“通识教育”达成一致。门纳德写道，在哈佛大学，“学生们读好书不过是因为别人读过”，这些著作成为了一种社会黏合剂。
而难以设计并教授这类课程的其中一个原因就是通过美国顶尖大学一直坚持的将人文教育与专业教育分开，在不同学院进行教授。许多学生两种都体会过。尽管超过一半的哈佛毕业生最终学习法律、医学或者经济，这些未来的医生和律师们获得职业资质前也必须学习获得一个非专业性的人文学位。
除了通过分化让专业更加专业，美国项尖大学也让教授们变得更专业。公众资金用在学术研究上的数量增加加速了这一进程：1960～1990年间，联邦研究拨款增加了4倍，但是研究的影响使得教学时间减少了几乎一半。专业化已经将获得博士学位变成了成功学术事业的前提：1969年之前，有1／3的美国教授都没有博士学位。但是门纳德认为专业化的核心思想就是“特殊职业需要的知识和技巧都是可以传递但不可转让的。”所以原则要求不仅要对知识的产生加以垄断，也要对知识产生者的产生加以垄断。
没有什么专业能像人文学这样需要以如此大的热情实现专业化。门纳德指出，你可以用3年的时间当上律师，或者用4年的时间做个医生。但是一般人文学的博士都需要9年才能拿到学位。而差不多半数英语专业的学生在拿到学位前放弃也就不足为奇了。
同样不让人惊讶的就是只有差不多半数的为了教授头衔而进入研究生院学习的学生最终成为了教授。职位实在太少了，部分原因在于大学仍然在扩招博士。但是想学人文专业的学生却越来越少：1970～1971年，英语学院颁发的学士学位要比20年后还多。学生少了，需要的老师也就少了。因此，很多学了十年论文写作的人文专业的学生就只能选择去做非本专业的工作了。
门纳德对高等教育改革的关键的总结，即要改变“知识生产者”的生产方式。否则，学术界的想法仍然保持一致，不断从他们研究、调查、批评的社会剥离开来，这是十分危险的。“至少在某些领域，学术界需要做到不那么排外，更注重整体性。”然而，门纳德对于如何做并未提及。
答案及解析
浏览备选项，从给出的开头段落G，可以看出这是一篇介绍路易斯·门纳德的书《思想市场：美国大学的改革和复兴》和他的观点的文章，紧接着下面就应该讲他书中阐释的问题和他的观点。B选项开头一句提到他的主要关注点，暗示提出问题，指出美国大学存在的主要问题。从结构上来看，B选项内容能够合理地与G选项衔接，故51题答案为B选项。
每个想申请博士学位的人都应该阅读精细智慧的小书卷《思想市场：美国大学的改革和复兴》，之后他们可能就会改变想法了。哈佛大学英语教授路易斯·门纳德充满巧妙地抓住了那些美国大学正发生的怪事。
他主要关注人文领域，包括文学、语言、哲学等。有些专业已经过时：美国大学毕业生学习经济商务专业的占到了22％，而学习历史的只有2％，学英文的只有4％。然而，很多一流的美国大学都希望自己的毕业生拥有基本的、所有受过教育的人都具备的思想。但是很多人发现难以就“通识教育”达成一致。门纳德写道，在哈佛大学，“学生们读好书不过是因为别人读过”，这些著作成为了一种社会黏合剂。
而难以设计并教授这类课程的其中一个原因就是通过美国顶尖大学一直坚持的将人文教育与专业教育分开，在不同学院进行教授。许多学生两种都体会过。尽管超过一半的哈佛毕业生最终学习法律、医学或者经济，这些未来的医生和律师们获得职业资质前也必须学习获得一个非专业性的人文学位。
除了通过分化让专业更加专业，美国项尖大学也让教授们变得更专业。公众资金用在学术研究上的数量增加加速了这一进程：1960～1990年间，联邦研究拨款增加了4倍，但是研究的影响使得教学时间减少了几乎一半。专业化已经将获得博士学位变成了成功学术事业的前提：1969年之前，有1／3的美国教授都没有博士学位。但是门纳德认为专业化的核心思想就是“特殊职业需要的知识和技巧都是可以传递但不可转让的。”所以原则要求不仅要对知识的产生加以垄断，也要对知识产生者的产生加以垄断。
没有什么专业能像人文学这样需要以如此大的热情实现专业化。门纳德指出，你可以用3年的时间当上律师，或者用4年的时间做个医生。但是一般人文学的博士都需要9年才能拿到学位。而差不多半数英语专业的学生在拿到学位前放弃也就不足为奇了。
同样不让人惊讶的就是只有差不多半数的为了教授头衔而进入研究生院学习的学生最终成为了教授。职位实在太少了，部分原因在于大学仍然在扩招博士。但是想学人文专业的学生却越来越少：1970～1971年，英语学院颁发的学士学位要比20年后还多。学生少了，需要的老师也就少了。因此，很多学了十年论文写作的人文专业的学生就只能选择去做非本专业的工作了。
门纳德对高等教育改革的关键的总结，即要改变“知识生产者”的生产方式。否则，学术界的想法仍然保持一致，不断从他们研究、调查、批评的社会剥离开来，这是十分危险的。“至少在某些领域，学术界需要做到不那么排外，更注重整体性。”然而，门纳德对于如何做并未提及。
答案及解析
浏览备选项，从给出的开头段落G，可以看出这是一篇介绍路易斯·门纳德的书《思想市场：美国大学的改革和复兴》和他的观点的文章，紧接着下面就应该讲他书中阐释的问题和他的观点。B选项开头一句提到他的主要关注点，暗示提出问题，指出美国大学存在的主要问题。从结构上来看，B选项内容能够合理地与G选项衔接，故51题答案为B选项。
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