考研英语(旧卷) 2004年 · 真题整卷

按真题原卷顺序的全部题型,逐题型可进试卷排版、题目解析、原文精读;整卷可免费下载电子版(真题 PDF、解析版 PDF 与 Word)。

全卷构成

考研英语(旧卷) 2004年 · 全卷构成
  1. Section I 完形填空(四选一)
  2. Section II Part A (1) 阅读理解(四选一)
  3. Section II Part A (2) 阅读理解(四选一)
  4. Section II Part A (3) 阅读理解(四选一)
  5. Section II Part A (4) 阅读理解(四选一)
  6. Section II Part B 英译汉(划线句子翻译)
  7. Section III 写作

全卷客观题答案速查

考研英语(旧卷)2004年真题全卷客观题参考答案速查如下表,按卷面顺序逐题型列出;写作、翻译等主观题无标准答案,参考范文与逐题解析见对应题型解析页。

考研英语(旧卷) 2004年 真题(整卷) 客观题参考答案速查表
题型(卷面位置) 参考答案
完形填空(四选一) Section I (1–20 题) 1 C centering · 2 D because · 3 A interaction · 4 D response · 5 A or · 6 B ignoring · 7 C for · 8 D subject · 9 A affect · 10 B lead · 11 A in general · 12 C turn · 13 D experienced · 14 B consequently · 15 A than · 16 B structure · 17 B identifiable · 18 D availability · 19 A incidence · 20 C although
阅读理解(四选一) Section II Part A (1) (21–25 题) 21 C · 22 A · 23 D · 24 B · 25 C
阅读理解(四选一) Section II Part A (2) (26–30 题) 26 A · 27 D · 28 C · 29 B · 30 D
阅读理解(四选一) Section II Part A (3) (31–35 题) 31 D · 32 A · 33 B · 34 A · 35 C
阅读理解(四选一) Section II Part A (4) (36–40 题) 36 C · 37 A · 38 D · 39 B · 40 C
英译汉(划线句子翻译) Section II Part B 主观题 · 参考范文与逐题解析见 英译汉(划线句子翻译)解析页
写作 Section III 主观题 · 参考范文与逐题解析见 写作解析页

整卷试卷排版

考研(旧) · 考研真题 · 2004年
Section IUse of English
考研英语(旧卷)2004年真题
Directions:
Read the following text. Choose the best word(s) for each numbered blank and mark A, B, C or D on the ANSWER SHEET. (10 points)
Many theories concerning the causes of juvenile delinquency (crimes committed by young people) focus either on the individual or on society as the major contributing influence. Theories  1  on the individual suggest that children engage in criminal behavior  2  they were not sufficiently penalized for previous misdeeds or that they have learned criminal behavior through  3  with others. Theories focusing on the role of society suggest that children commit crimes in  4  to their failure to rise above their socioeconomic status,  5  as a rejection of middle-class values.
Most theories of juvenile delinquency have focused on children from disadvantaged families,  6  the fact that children from wealthy homes also commit crimes. The latter may commit crimes  7  lack of adequate parental control. All theories, however, are tentative and are  8  to criticism.
Changes in the social structure may indirectly  9  juvenile crime rates. For example, changes in the economy that  10  to fewer job opportunities for youth and rising unemployment  11  make gainful employment increasingly difficult to obtain. The resulting discontent may in  12  lead more youths into criminal behavior.
Families have also  13  changes these years. More families consist of one-parent households or two working parents;  14  , children are likely to have less supervision at home  15  was common in the traditional family  16  . This lack of parental supervision is thought to be an influence on juvenile crime rates. Other  17  causes of offensive acts include frustration or failure in school, the increased  18  of drugs and alcohol, and the growing  19  of child abuse and child neglect. All these conditions tend to increase the probability of a child committing a criminal act,  20  a direct causal relationship has not yet been established.
1.
[ A ]acting
[ B ]relying
[ C ]centering
[ D ]commenting
2.
[ A ]before
[ B ]unless
[ C ]until
[ D ]because
3.
[ A ]interaction
[ B ]assimilation
[ C ]cooperation
[ D ]consultation
4.
[ A ]return
[ B ]reply
[ C ]reference
[ D ]response
5.
[ A ]or
[ B ]but rather
[ C ]but
[ D ]or else
6.
[ A ]considering
[ B ]ignoring
[ C ]highlighting
[ D ]discarding
7.
[ A ]on
[ B ]in
[ C ]for
[ D ]with
8.
[ A ]immune
[ B ]resistant
[ C ]sensitive
[ D ]subject
9.
[ A ]affect
[ B ]reduce
[ C ]chock
[ D ]reflect
10.
[ A ]point
[ B ]lead
[ C ]come
[ D ]amount
11.
[ A ]in general
[ B ]on average
[ C ]by contrast
[ D ]at length
12.
[ A ]case
[ B ]short
[ C ]turn
[ D ]essence
13.
[ A ]survived
[ B ]noticed
[ C ]undertaken
[ D ]experienced
14.
[ A ]contrarily
[ B ]consequently
[ C ]similarly
[ D ]simultaneously
15.
[ A ]than
[ B ]that
[ C ]which
[ D ]as
16.
[ A ]system
[ B ]structure
[ C ]concept
[ D ]heritage
17.
[ A ]assessable
[ B ]identifiable
[ C ]negligible
[ D ]incredible
18.
[ A ]expense
[ B ]restriction
[ C ]allocation
[ D ]availability
19.
[ A ]incidence
[ B ]awareness
[ C ]exposure
[ D ]popularity
20.
[ A ]provided
[ B ]since
[ C ]although
[ D ]supposing
Section IIReading Comprehension
考研英语(旧卷)2004年真题
Part A
Directions:
Read the following four texts. Answer the questions after each text by choosing A, B, C or D. Mark your answers on the ANSWER SHEET. (40 points)
Text 1
Hunting for a job late last year, lawyer Gant Redmon stumbled across CareerBuilder, a job database on the Internet. He searched it with no success but was attracted by the site's "personal search agent". It's an interactive feature that lets visitors key in job criteria such as location, title, and salary, then E-mails them when a matching position is posted in the database. Redmon chose the keywords legal, intellectual property and Washington, D.C. Three weeks later, he got his first notification of an opening. "I struck gold," says Redmon, who E-mailed his resume to the employer and won a position as in-house counsel for a company.
With thousands of career-related sites on the Internet, finding promising openings can be time-consuming and inefficient. Search agents reduce the need for repeated visits to the databases. But although a search agent worked for Redmon, career experts see drawbacks. Narrowing your criteria, for example, may work against you: "Every time you answer a question you eliminate a possibility," says one expert.
For any job search, you should start with a narrow concept—what you think you want to do—then broaden it. "None of these programs do that," says another expert. "There's no career counseling implicit in all of this." Instead, the best strategy is to use the agent as a kind of tip service to keep abreast of jobs in a particular database; when you get E-mail, consider it a reminder to check the database again. "I would not rely on agents for finding everything that is added to a database that might interest me," says the author of a job-searching guide.
Some sites design their agents to tempt job hunters to return. When CareerSite's agent sends out messages to those who have signed up for its service, for example, it includes only three potential jobs—those it considers the best matches. There may be more matches in the database; job hunters will have to visit the site again to find them—and they do. "On the day after we send our messages, we see a sharp increase in our traffic," says Seth Peets, vice president of marketing for CareerSite.
Even those who aren't hunting for jobs may find search agents worthwhile. Some use them to keep a close watch on the demand for their line of work or gather information on compensation to arm themselves when negotiating for a raise. Although happily employed, Redmon maintains his agent at CareerBuilder. "You always keep your eyes open," he says. Working with a personal search agent means having another set of eyes looking out for you.
21.
How did Redmon find his job?
[ A ]By searching openings in a job database.
[ B ]By posting a matching position in a database.
[ C ]By using a special service of a database.
[ D ]By E-mailing his resume to a database.
22.
Which of the following can be a disadvantage of search agents?
[ A ]Lack of counseling.
[ B ]Limited number of visits.
[ C ]Lower efficiency.
[ D ]Fewer successful matches.
23.
The expression "tip service" (Line 4, Paragraph 3) most probably means.
[ A ]advisory.
[ B ]compensation.
[ C ]interaction.
[ D ]reminder.
24.
Why does CareerSite's agent offer each job hunter only three job options?
[ A ]To focus on better job matches.
[ B ]To attract more returning visits.
[ C ]To reserve space for more messages.
[ D ]To increase the rate of success.
25.
Which of the following is true according to the text?
[ A ]Personal search agents are indispensable to job-hunters.
[ B ]Some sites keep E-mailing job seekers to trace their demands.
[ C ]Personal search agents are also helpful to those already employed.
[ D ]Some agents stop sending information to people once they are employed.
Text 2
Over the past century, all kinds of unfairness and discrimination have been condemned or made illegal. But one insidious form continues to thrive: alphabetism. This, for those as yet unaware of such a disadvantage, refers to discrimination against those whose surnames begin with a letter in the lower half of the alphabet.
It has long been known that a taxi firm called AAAA cars has a big advantage over Zodiac cars when customers thumb through their phone directories. Less well known is the advantage that Adam Abbott has in life over Zoë Zysman. English names are fairly evenly spread between the halves of the alphabet. Yet a suspiciously large number of top people have surnames beginning with letters between A and K.
Thus the American president and vice-president have surnames starting with B and C respectively; and 26 of George Bush's predecessors (including his father) had surnames in the first half of the alphabet against just 16 in the second half. Even more striking, six of the seven heads of government of the G7 rich countries are alphabetically advantaged (Berlusconi, Blair, Bush, Chirac, Chrétien and Koizumi). The world's three top central bankers (Greenspan, Duisenberg and Hayami) are all close to the top of the alphabet, even if one of them really uses Japanese characters. As are the world's five richest men (Gates, Buffett, Allen, Ellison and Albrecht).
Can this merely be coincidence? One theory, dreamt up in all the spare time enjoyed by the alphabetically disadvantaged, is that the rot sets in early. At the start of the first year in infant school, teachers seat pupils alphabetically from the front, to make it easier to remember their names. So short-sighted Zysman junior gets stuck in the back row, and is rarely asked the improving questions posed by those insensitive teachers. At the time the alphabetically disadvantaged may think they have had a lucky escape. Yet the result may be worse qualifications, because they get less individual attention, as well as less confidence in speaking publicly.
The humiliation continues. At university graduation ceremonies, the ABCs proudly get their awards first; by the time they reach the Zysmans most people are literally having a ZZZ. Shortlists for job interviews, election ballot papers, lists of conference speakers and attendees: all tend to be drawn up alphabetically, and their recipients lose interest as they plough through them.
26.
What does the author intend to illustrate with AAAA cars and Zodiac cars?
[ A ]A kind of overlooked inequality.
[ B ]A type of conspicuous bias.
[ C ]A type of personal prejudice.
[ D ]A kind of brand discrimination.
27.
What can we infer from the first three paragraphs?
[ A ]In both East and West, names are essential to success.
[ B ]The alphabet is to blame for the failure of Zoë Zysman.
[ C ]Customers often pay a lot of attention to companies' names.
[ D ]Some form of discrimination is too subtle to recognize.
28.
The 4th paragraph suggests that_____.
[ A ]questions are often put to the more intelligent students
[ B ]alphabetically disadvantaged students often escape from class
[ C ]teachers should pay attention to all of their students
[ D ]students should be seated according to their eyesight
29.
What does the author mean by "most people are literally having a ZZZ" (Lines 2-3, Paragraph 5)?
[ A ]They are getting impatient.
[ B ]They are noisily dozing off.
[ C ]They are feeling humiliated.
[ D ]They are busy with word puzzles.
30.
Which of the following is true according to the text?
[ A ]People with surnames beginning with N to Z are often ill-treated.
[ B ]VIPs in the Western world gain a great deal from alphabetism.
[ C ]The campaign to eliminate alphabetism still has a long way to go.
[ D ]Putting things alphabetically may lead to unintentional bias.
Text 3
When it comes to the slowing economy, Ellen Spero isn't biting her nails just yet. But the 47-year-old manicurist isn't cutting, filing or polishing as many nails as she'd like to, either. Most of her clients spend $12 to $50 weekly, but last month two longtime customers suddenly stopped showing up. Spero blames the softening economy. "I'm a good economic indicator," she says. "I provide a service that people can do without when they're concerned about saving some dollars." So Spero is downscaling, shopping at middle-brow Dillard's department store near her suburban Cleveland home, instead of Neiman Marcus. "I don't know if other clients are going to abandon me, too," she says.
Even before Alan Greenspan's admission that America's red-hot economy is cooling, lots of working folks had already seen signs of the slowdown themselves. From car dealerships to Gap outlets, sales have been lagging for months as shoppers temper their spending. For retailers, who last year took in 24 percent of their revenue between Thanksgiving and Christmas, the cautious approach is coming at a crucial time. Already, experts say, holiday sales are off 7 percent from last year's pace. But don't sound any alarms just yet. Consumers seem only mildly concerned, not panicked, and many say they remain optimistic about the economy's long-term prospects even as they do some modest belt-tightening.
Consumers say they're not in despair because, despite the dreadful headlines, their own fortunes still feel pretty good. Home prices are holding steady in most regions. In Manhattan, "there's a new gold rush happening in the $4 million to $10 million range, predominantly fed by Wall Street bonuses," says broker Barbara Corcoran. In San Francisco, prices are still rising even as frenzied overbidding quiets. "Instead of 20 to 30 offers, now maybe you only get two or three," says John Tealdi, a Bay Area real-estate broker. And most folks still feel pretty comfortable about their ability to find and keep a job.
Many folks see silver linings to this slowdown. Potential home buyers would cheer for lower interest rates. Employers wouldn't mind a few fewer bubbles in the job market. Many consumers seem to have been influenced by stock-market swings, which investors now view as a necessary ingredient to a sustained boom. Diners might see an upside, too. Getting a table at Manhattan's hot new Alain Ducasse restaurant used to be impossible. Not anymore. For that, Greenspan & Co. may still be worth toasting.
31.
By "Ellen Spero isn't biting her nails just yet" (Line 1, Paragraph 1), the author means_____.
[ A ]Spero can hardly maintain her business.
[ B ]Spero is too much engaged in her work.
[ C ]Spero has grown out of her bad habit.
[ D ]Spero is not in a desperate situation.
32.
How do the public feel about the current economic situation?
[ A ]Optimistic.
[ B ]Confused.
[ C ]Carefree.
[ D ]Panicked.
33.
When mentioning "the $4 million to $10 million range"(Lines 3, Paragraph 3), the author is talking about _____
[ A ]gold market.
[ B ]real estate.
[ C ]stock exchange.
[ D ]venture investment.
34.
Why can many people see "silver linings" to the economic slowdown?
[ A ]They would benefit in certain ways.
[ B ]The stock market shows signs of recovery.
[ C ]Such a slowdown usually precedes a boom.
[ D ]The purchasing power would be enhanced.
35.
To which of the following is the author likely to agree?
[ A ]A new boom, on the horizon.
[ B ]Tighten the belt, the single remedy.
[ C ]Caution all right, panic not.
[ D ]The more ventures, the more chances.
Text 4
Americans today don't place a very high value on intellect. Our heroes are athletes, entertainers, and entrepreneurs, not scholars. Even our schools are where we send our children to get a practical education—not to pursue knowledge for the sake of knowledge. Symptoms of pervasive anti-intellectualism in our schools aren't difficult to find.
"Schools have always been in a society where practical is more important than intellectual," says education writer Diane Ravitch. "Schools could be a counterbalance." Ravitch's latest book, Left Back: A Century of Failed School Reforms, traces the roots of anti-intellectualism in our schools, concluding they are anything but a counterbalance to the American distaste for intellectual pursuits.
But they could and should be. Encouraging kids to reject the life of the mind leaves them vulnerable to exploitation and control. Without the ability to think critically, to defend their ideas and understand the ideas of others, they cannot fully participate in our democracy. Continuing along this path, says writer Earl Shorris, "We will become a second-rate country. We will have a less civil society."
"Intellect is resented as a form of power or privilege," writes historian and professor Richard Hofstadter in Anti-intellectualism in American Life, a Pulitzer-Prize winning book on the roots of anti-intellectualism in US politics, religion, and education. From the beginning of our history, says Hofstadter, our democratic and populist urges have driven us to reject anything that smells of elitism. Practicality, common sense, and native intelligence have been considered more noble qualities than anything you could learn from a book.
Ralph Waldo Emerson and other Transcendentalist philosophers thought schooling and rigorous book learning put unnatural restraints on children: "We are shut up in schools and college recitation rooms for 10 or 15 years and come out at last with a bellyful of words and do not know a thing." Mark Twain's Huckleberry Finn exemplified American anti-intellectualism. Its hero avoids being civilized—going to school and learning to read—so he can preserve his innate goodness.
Intellect, according to Hofstadter, is different from native intelligence, a quality we reluctantly admire. Intellect is the critical, creative, and contemplative side of the mind. Intelligence seeks to grasp, manipulate, re-order, and adjust, while intellect examines, ponders, wonders, theorizes, criticizes, and imagines.
School remains a place where intellect is mistrusted. Hofstadter says our country's educational system is in the grips of people who "joyfully and militantly proclaim their hostility to intellect and their eagerness to identify with children who show the least intellectual promise."
36.
What do American parents expect their children to acquire in school?
[ A ]The habit of thinking independently.
[ B ]Profound knowledge of the world.
[ C ]Practical abilities for future career.
[ D ]The confidence in intellectual pursuits.
37.
We can learn from the text that Americans have a history of_____.
[ A ]undervaluing intellect.
[ B ]favoring intellectualism.
[ C ]supporting school reform.
[ D ]suppressing native intelligence.
38.
The views of Ravitch and Emerson on schooling are_____.
[ A ]identical.
[ B ]similar.
[ C ]complementary.
[ D ]opposite.
39.
Emerson, according to the text, is probably_____.
[ A ]a pioneer of education reform.
[ B ]an opponent of intellectualism.
[ C ]a scholar in favor of intellect.
[ D ]an advocate of regular schooling.
40.
What does the author think of intellect?
[ A ]It is second to intelligence.
[ B ]It evolves from common sense.
[ C ]It is to be pursued.
[ D ]It underlies power.
Part B
Directions:
Read the following text carefully and then translate the underlined segments into Chinese. Write your answers on the ANSWER SHEET. ( 10 points)
The relation of language and mind has interested philosophers for many centuries. (41)The Greeks assumed that the structure of language had some connection with the process of thought, which took root in Europe long before people realized how diverse languages could be.
Only recently did linguists begin the serious study of languages that were very different from their own. Two anthropologist-linguists, Franz Boas and Edward Sapir, were pioneers in describing many native languages of North and South America during the first half of the twentieth century. (42)We are obliged to them because some of these languages have since vanished, as the peoples who spoke them died out or became assimilated and lost their native languages. Other linguists in the earlier part of this century, however, who were less eager to deal with bizarre data from "exotic" language, were not always so grateful. (43)The newly described languages were often so strikingly different from the well studied languages of Europe and Southeast Asia that some scholars even accused Boas and Sapir of fabricating their data. Native American languages are indeed different, so much so in fact that Navajo could be used by the US military as a code during World War II to send secret messages.
Sapir's pupil, Benjamin Lee Whorf, continued the study of American Indian languages. (44)Being interested in the relationship of language and thought, Whorf developed the idea that the structure of language determines the structure of habitual thought in a society. He reasoned that because it is easier to formulate certain concepts and not others in a given language, the speakers of that language think along one track and not along another. (45)Whorf came to believe in a sort of linguistic determinism which, in its strongest form, states that language imprisons the mind, and that the grammatical patterns in a language can produce far-reaching consequences for the culture of a society. Later, this idea became known as the Sapir-Whorf hypothesis, but this term is somewhat inappropriate. Although both Sapir and Whorf emphasized the diversity of languages, Sapir himself never explicitly supported the notion of linguistic determinism.
Section IIIWriting
考研英语(旧卷)2004年真题
46.
Directions:
Study the following drawing carefully and write an essay in which you should
1. describe the drawing,
2. interpret its meaning, and
3. support your view with examples.
You should write about 200 words neatly on ANSWER SHEET 2 (20 points)
这是一幅黑白漫画,标题是“终点又是新起点”
FAQ · 常见问题

关于考研英语(旧卷) 2004年 真题(整卷)的常见问题

2004年考研英语真题由哪几个部分组成?
2004年考研英语真题由完形填空、阅读理解、英译汉翻译、写作四大题型组成,共7个模块、45道编号题。完形填空(Section I)20题,阅读理解(Section II Part A)4篇文章各5题共20题,英译汉(Section II Part B)划线翻译5句,写作(Section III)1篇看图作文。
2004年考研英语真题各题型分别有多少道题、多少分?
2004年考研英语真题共45道编号题:完形填空20道(四选一,10分),阅读理解20道(4篇文章每篇5道四选一,40分),英译汉划线翻译5道(5个划线句子,10分);写作1篇看图作文(20分)不计入编号题。客观选择题合计40道,主观题为5句翻译加1篇作文。
2004年考研英语真题的阅读难度(CEFR)分布怎样?
2004年考研英语真题6篇文章的CEFR难度为B2、C1各3篇,C1占到一半,整卷阅读偏难。B2为完形填空篇(青少年犯罪)、阅读Text 1(网络求职)、Text 3(经济放缓);C1为阅读Text 2(姓氏歧视)、Text 4(反智主义)、英译汉翻译篇(语言与思维)。
2004年考研英语真题的阅读文章总词量是多少?
2004年考研英语真题6篇文章合计约2270词。其中完形填空篇285词,阅读Text 1约427词、Text 2约393词、Text 3约406词、Text 4约411词,英译汉翻译篇348词。4篇阅读理解文章单篇均在390至430词区间,篇幅相当均衡。
2004年考研英语完形填空的高频词有哪些?
2004年考研英语完形填空(青少年犯罪主题)的高频实词高度集中在主题词上:child出现8次,crime出现6次,commit与theory各5次,criminal、juvenile、family各约4次,behavior、change、focus各3次。整段词汇围绕juvenile delinquency(青少年犯罪)的成因展开,主题指向非常集中。
2004年考研英语完形填空考的是什么主题?
2004年考研英语完形填空讲青少年犯罪(juvenile delinquency)的成因。全文对比两类理论:一类聚焦个体,认为孩子因以往过错未受足够惩戒、或通过与他人interaction习得犯罪行为;一类聚焦社会,认为孩子因无法突破socioeconomic status、或出于对中产阶级价值观的排斥而犯罪。结尾指出社会结构变化、单亲与双职工家庭导致监护减少、学业挫败、毒品酒精、虐待与忽视都可能推高青少年犯罪率。
2004年考研英语阅读Text 1讲的是什么内容?
2004年考研英语阅读Text 1讲互联网求职工具「个人搜索代理」(personal search agent)。文章以律师Gant Redmon通过求职网站CareerBuilder的搜索代理找到公司法务职位为例,分析这类工具的优缺点:它能减少反复访问数据库的需要,但缩小求职条件可能漏掉机会、且缺乏职业咨询;专家建议把它当作提醒服务(tip service)来追踪某个数据库的招聘动态。文章出处为US News & World Report 1997年文章《Putting the Net to Work》。
2004年考研英语阅读Text 2讲的是什么内容?
2004年考研英语阅读Text 2讲一种隐蔽的不平等——alphabetism(姓氏字母排序歧视),即对姓氏首字母排在字母表后半段者的歧视。文章举例:AAAA出租车公司比Zodiac更占便宜,美国正副总统、G7七国中六国领导人、三大央行行长与五大富豪的姓氏多偏字母表前段;并推测根源在于小学按字母顺序排座位,姓氏靠后的孩子坐后排、获得的关注与发言机会更少。出处为The Economist 2001年文章《Surnames, as easy as ZYX》。
2004年考研英语阅读Text 3讲的是什么内容?
2004年考研英语阅读Text 3讲美国经济放缓时消费者的心态。文章以美甲师Ellen Spero生意变冷开场,指出格林斯潘承认经济降温、假日销售同比下滑约7%,但消费者只是轻度担忧、并未恐慌——房价大体平稳、华尔街奖金催生曼哈顿豪宅热、多数人对长期前景仍乐观,并把放缓看作下一轮繁荣的必要前奏。出处为Newsweek 2000年文章《What's A Shopper To Do?》。
2004年考研英语阅读Text 4讲的是什么内容?
2004年考研英语阅读Text 4讨论美国学校的反智主义(anti-intellectualism)。文章指出美国人崇拜运动员、艺人、企业家而非学者,学校重实用轻才智;引用教育作家Diane Ravitch、历史学家Richard Hofstadter(《Anti-intellectualism in American Life》)等人的观点,区分intellect(批判、创造、沉思的一面)与native intelligence(天生智力),并警示压抑才智会让孩子易被操控、损害民主社会。出处为American School Board Journal 2001年文章。
2004年考研英语翻译考的是什么主题?
2004年考研英语英译汉划线翻译的主题是语言与思维的关系。原文讲语言学家Franz Boas、Edward Sapir在20世纪上半叶记录美洲原住民语言,以及Sapir的学生Benjamin Lee Whorf提出的语言决定论(linguistic determinism)——语言结构决定一个社会的习惯思维结构,后人称之为Sapir-Whorf假说。全篇348词、难度CEFR C1,需翻译其中5个划线句子,对长句拆分与抽象概念表达要求较高。
2004年考研英语作文题目是什么?
2004年考研英语写作(Section III)是一道看图作文,要求约200词、满分20分。题目给出一幅图画,考生需完成三步:描述图画(describe the drawing)、阐释其寓意(interpret its meaning)、用例子支持自己的观点(support your view with examples)。属于图画类议论文,重点在由图到理、再以实例论证的完整结构。
2004年考研英语真题难不难?
从文本难度看,2004年考研英语整卷偏难:6篇文章中CEFR C1占3篇(姓氏歧视、反智主义、语言与思维),B2占3篇。阅读选材多取自The Economist、Newsweek、US News等英美刊物的社会评论,议题抽象(alphabetism、anti-intellectualism、linguistic determinism),生词与长难句密集;英译汉翻译篇为C1的语言学论述,对长句切分与逻辑还原要求较高。
2004年考研英语真题的答案和解析在哪里看?
2004年考研英语真题为完形20题、阅读20题、翻译5句、写作1篇的客观与主观混合卷;官方不公布标准答案,网传答案均为各机构参考版本,使用时需注意甄别。懒笔记整卷页可查看试卷原貌——完形与4篇阅读原文、全部题干与选项、英译汉划线句、看图作文指令,并可按题型进入完形、阅读、翻译详情页查看原文精读与逐句拆解。

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