2011 年英语语言文学专业
专业能力测试试卷(样题)
I. Summarize the two views (that of the author and that he criticizes) in the following passage and then write a commentary. Your answer should not exceed 1000 words. Asian Americans have increasingly come to be viewed as a “model minority”. But are they as successful as claimed? And for whom are they supposed be model? The model minority thesis first surfaced in the mid-1960s when journalists began publicizing the high educational entertainment levels, high median incomes, low crime rates, and absence of juvenile delinquency and mental health problems among Asian Americans. This publicity served an important political purpose at the height of the civil rights movement: proponents of the thesis were in fact telling Black and Chicano activists that they should follow examples set by Asian Americans who work hard to pull themselves up by the bootstraps instead of using militant protests to obtain their rights. Until today, similar political rhetoric can still be heard. Many politicians and pundits ask: “If Asian Americans can make it with their stress on hard work and education, why can’t African Americans?” Such comparisons pit minorities against each other and generate African American resentment toward Asian Americans. The victims are blamed for their plight, rather than racism or an economy that has made many young African-American workers superfluous. Without question, the socioeconomic status of Asian Americans as a whole has improved since the early 1940s. The median family income of Asian Americans in 1990 ($42,2
  40) stood above the national average ($35,2
  25). Asian American households are more affluent than any other racial or ethnic group including Whites. Asian Americans also have an enviable record of educational achievement, with almost twice the national average of college graduates. The figures, however, can be misleading. The celebration of Asian American success has obscured reality. First, most Asian-Americans live in California, Hawaii and New York ? states with higher incomes and higher costs of living than the national average. Thus, while
Asian Americans living there may earn more, they also have to spend more. The so-called high earnings of Asian-Americans relative to Caucasians are really deceptive. Comparing family incomes is even more tricky. Some Asian-American groups do have higher family incomes than Caucasians. But they have more workers per family. For example, in 60% of Chinese American families (compared to only 51% among the US population as a whole), more than one person worked, which helps to account for their higher family income. If per capita income, rather than family income, had been used as the measure, then Chinese Americans are making considerably less than the national average. Second, a detailed study of the San Francisco-Oakland Standard Metropolitan Statistical Area showed that Asian Americans were unevenly disturbed in the economy. Professionals clustered in accounting, dentistry, nursing, health technology, and engineering and were underrepresented in law, teaching, administration, social services, and higher levels of the medical profession. Managers were more likely to be self-employed than employees of large firms. Sales persons were retail clerks but seldom brokers or insurance agents. Clerical workers were mostly file clerk, typists, or office machine operators, and not secretaries or receptionists. Few Asian American held jobs in the heavy machine, electrical, paper, chemical or construction industries. Most female operatives were garment workers. In short, Asian Americans were concentrated in occupation that did not pay as well as other jobs in the same industry. Third, the low unemployment rate of Asian-Americans ? another measure often used to depict their economic success ? merely camouflages high unemployment. Wary of being on welfare, many Asian American workers apparently would rather hold low-paid, part-time, or seasonal jobs than receive public assistance. Fourth, the high labor force participation rate of Asian American women ? supposedly a sign of their ready acceptance by employers ? is in reality a reflection of the fact that more Asian American women are compelled to work because the male members of their families earn such low wages. It is true that working Asian American women earn a higher median income than do white working women, a larger percentage of them work full time, which helps to drive their median income
upward. But despite their high educational level, they receive lower returns to their education than do white women, while the disparity between and those of white men is even greater. In other words, they are not receiving earnings that are commensurate with their years of schooling. Fifth, with regard to the educational attainment of Asian Americans, the sizable influx of highly educated professionals after 1965 has inflated the average years of schooling completed. Critics of the model minority stereotype point out that the most important consideration should not be educational level, but returns to education, which more clearly reveal the existence of discrimination. For Asian Americans, their returns are still not on a par with those received by white men. For example, since some Asian professionals haven’t been able to find professional jobs, they have bought small businesses, thereby increasing the number of “managers” in the Asian Americans ? particularly the Korean American ? population. In 1988, more than three-quarters of Korean greengrocers, those so-called paragons of bootstrap entrepreneurialism, came to America with a college education. Engineers, teachers, or administrators while in Korea, they became shopkeepers, after their arrival. For many of them, the green grocery represents dashed dreams, a step downward in status. Moreover, many of them operate only small mom-and-pop stores with no paid employees and very low gross earnings. They run a high risk of failure and work long hours. Many of them could not stay afloat were it not for the unpaid labor they extract from their spouses, children and other relatives. Finally the “model minority” image homogenizes Asian Americans, hides their difference and obscures the poverty found within their ranks. For example, while thousands of Vietnamese-American young people attend universities, others are on the streets. They live in motels and hang out in pool halls in places like East Los Angeles; some join gangs. Hmong and Mien refugees from Laos have unemployment rates that reach as high as 80 percent. A 1987 California study showed that 3 out of 10 Southeast Asian refugee families had been on welfare for 4 to 10 years. Even within the relatively successful groups, such as Chinese Americans and Korean Americans, there are serious problems and difficulties. 25% of the people in New York City’s
Chinatown lived below the poverty level in 1980, compared with 17% of the city’s population. Some 60% of the workers in the Chinatowns of Los Angeles and San Francisco crowded into low-paying jobs in garment factories and restaurants. It is the same with Korean Americans. Most of the Korean immigrants do not become shopkeepers. Instead, many find themselves trapped as clerks in grocery stores, service workers in restaurants, seamstresses in garment factories and janitors in hotels. In sum, most Americans know their “success” or “superiority” is largely a myth. They also see how the celebration of Asian-Americans as a “model minority” perpetuates their inequality and exacerbates relations between them and other minorities, esp. African-Americans. II. Write an essay on one of the issues below, using relevant reasons and/or examples to support your views. Your essay should be written in your own words and should not exceed 1000 words. Topic 1: Public figures such as actors, politicians, and athletes should expect people to be interested in their private lives. When they seek a public role, they should expect that they will lose at least some of their privacy. Topic 2: As long as people in a society are hungry or out of work or lack the basic skills needed to survive, the use of public resources to support the arts is inappropriate ? and, perhaps, even cruel ? when one considers all the potential uses of such money.
 

相关内容

2011年英语语言文学专业__专业能力测试试卷

   2011 年英语语言文学专业 专业能力测试试卷(样题) I. Summarize the two views (that of the author and that he criticizes) in the following passage and then write a commentary. Your answer should not exceed 1000 words. Asian Americans have increasingly come to be viewed a ...

2011年英语专业四级试卷影印版

   2011 年英语专业四级试卷 影印版 1 2011 年英语专业四级试卷 影印版 2 2011 年英语专业四级试卷 影印版 3 2011 年英语专业四级试卷 影印版 4 2011 年英语专业四级试卷 影印版 5 2011 年英语专业四级试卷 影印版 6 2011 年英语专业四级试卷 影印版 7 2011 年英语专业四级试卷 影印版 8 2011 年英语专业四级试卷 影印版 9 2011 年英语专业四级试卷 影印版 10 2011 年英语专业四级试卷 影印版 11 2011 年英语专业四级试卷 ...

2011届商务英语专业毕业论文参考题目

   2011 届商务英语专业毕业论文参考题目 1、 论文化因素对英汉翻译的影响 2、 商务英语的特点及翻译技巧 3、 商务函电翻译的用词技巧 4、 商标名称的翻译与策略 5、 汉语中新词汇的翻译技巧 6、 因特网辅助英语写作 7、 网络与外语学习 8、 如何对待阅读理解中的生词 9、 商务谈判中的语言艺术 10、 商务谈判的文化障碍 11、 商务英语课程设置的探讨 12、 跨文化因素对英汉翻译的影响 13、 商务英语的特点及翻译技巧 14、 商务英语函电在对外贸易中的作用 15、 单证员在国际贸 ...

2010-2011八年级下册英语期中测试试卷分析

   2010-2011 学年度下期期中素质测试卷八年级英语 试卷分析 黄燕 本次英语期中考试,一共涉及了 2 个单元的内容。满分为 120 分,听力(25 分)和笔试 (95 分)两个部分。从单项选择,完型填空,阅读理解,词汇部分,情景交际,综合填空和书 面表达七个部分来考查。 一、学生答题情况分析 我所教的两个班级是八年级一班和八年级二班,每个班仅有少数成绩较好的同学,绝 大多数学生属于基础较差的学生, 两极分化现象很严重。 本次考试两个班共有几名同学达到 了优秀, 发挥较好。 尤其是女同学成 ...

上海外国语大学2005年考研英语语言文学专业翻译试题及答案

   English( 1. Translate the following into English(75 分) 孔子曰:“三人行,则必有我师。”老师和学生并没有什么不可逾越的界限。 在这门 知识上老师高于学生,在另一门知识上,学生也可能高于老师;今天老师 高于学生,明天 学生可能高过老师。这也是辩证法,对立面的统一。 礼记的《学记》有一段著名的话,意思也和这相近:“学然后知不足,教然 后知困。 知不足,然后能自反也。知困,然后能自强也。故曰:教学相长也。” 这 就是在今天说来, 也还是颠扑不破 ...

英语语言文学专业

   英语语言文学专业 首席指导教师讲座 刘文 博士 2008年6月 通讯交流 电子信箱: liuwen@hpu.edu.cn 电话: 3983261 手机: 15939122150 博客: http://blog.sina.com.cn/literarystudies 英语语言文学 一、专业基本情况介绍 1.专业发展历程 2.专业发展的现状及前景及趋势 (1)国内该专业发展的现状 (2)国外该专业发展的现状 (3)国内外该专业的杰出人物及成就 国内该专业发展的现状 2008年全国普通本科 ...

英语语言文学专业

   英语语言文学专业 首席指导教师讲座 刘文 博士 2008年6月 通讯交流 " " " " 电子信箱: liuwen@hpu.edu.cn 电话: 3983261 手机: 15939122150 博客: http://blog.sina.com.cn/literarystudies 英语语言文学 " 一、专业基本情况介绍 " 1.专业发展历程 " 2.专业发展的现状及前景及趋势 " (1)国内该专业发展的现状 " (2)国外该专业发展的现状 " (3)国内外该专业的杰出人物及成就 国内该专 ...

新课程能力测试初中英语试卷

   第二部分 得 分 评卷人 复核人 学科专业素养( 学科专业素养(100 分) 得 分 评卷人 复核人 六、教材分析与教学设计(共 40 分) 五、判断(下列各题的答案填在下表相应题号的下面, 正确的打“√” ,错误的打“×” 。每小题 1 分,共 10 分) 题号 答案 15 16 17 18 19 20 21 22 23 24 根据提供的教材《Unit 3 Finding your way》《牛津初中英语》7B) ( ,按照新授课第 一课时的要求,完成 25-27 小题。 25.写出本节课 ...

英语语言文学专业博士培养方案

   英语语言文学专业博士培养方案 (学科专业代码:050201 授予文学博士学位) 一、学科简介 英语语言文学属于外国语言文学中的二级学科,该学科专业传统上涵盖英语文学,包 括英国文学、美国文学和其他以英语为媒介的文学研究;英语语言学,包括理论语言学和应 用语言学两大领域和各个分支;英汉语言比较与翻译。该学科为人文学科,培养从事英语文 学与文化、语言学和应用语言学领域基础研究的和教学的高级人才。 二、培养目标 博士研究生应掌握马克思主义的基本原理,热爱祖国,遵纪守法,品德良好;具有坚实 的专业基 ...

英语语言文学考研群组发表新话题

   英语语言文学考研群组发表新话题 英语语言文学考研群组发表新话题 返回列表 主题:【复习】 主题:【复习】2010 年英语专业考研复习内容及计划 1 楼 :【复习 抑扬发表于 抑扬发表于 2009-10-28 18:10:30 第一阶段( ):这是基础英语巩固阶段 也是英语专业考研预备阶段. 这是基础英语巩固阶段, 第一阶段(08 年 7 月-12 月):这是基础英语巩固阶段,也是英语专业考研预备阶段.在这段时间 里应该注重语言质量的输入,要多背美文,比如环球时代学校的《英语专业学习与应试必备 ...

热门内容

大学英语语法--16种时态

   英语的 16 种时态 英语共有十六种时态,其表现形式如下(以 study 为例) 一般时 进行时 完成时 完成进行时 现在 study be studying have studied have been studying 过去 studied be studying had studied had been studying 将来 will study wil be studying will have studied will have been studying 过去将来 would ...

速记英语单词

   三三速记英语词汇法 目录:1.综合九种记法,不怕任何单词 2. 如此记单词,上瘾,越记越想记(1至6) 综合九种记法,不怕任何单词 无论任何单词,不管是词根词缀法还是奇特联想法,如果你在其它地方找不到某个难词的记忆窍门,你都可以在《三三速记英语词汇》丛书里面碰碰运气,说不定就有意外的收获。 说 明:综合运用九种记忆方法,针对不同特点的单词配附恰当的记忆窍门,就不怕任何单词难记。 这里不仅对传统的记忆方法做了合理改良,而且在记忆方法的创新上也有突破。 《三三速记英语词汇》将中国传统的说文解字原理 ...

英语写作必备的常用句型(高考冲刺必备)

   英语写作必备的常用句型 考前最后阶段提高写作成绩要背诵的几大类内容,主要包括几类写作常用模板、套句、 话题词、常见词等。常用句型对于一篇内容流畅的文章也是必不可少的。今天为大家总结了 写作中的常用句型,希望大家能在考前多背背,多熟悉一下,进而提高作文成绩。 1. in order to 为了实现他的梦想,他学习非常努力。 He worked very hard in order to realize his dream。 2. in order that 她拼命干活以便到六点时把一切都准备就 ...

初中英语上册知识点复习

   七年级英语(上册) 人教版 七年级英语(上册)辅导材料 第一块 国际音标 国际音标是一种工具,其作用是标记英语字母和单词的读音。 1、20 个元音 单元音: /i:/ Ee1、 /з:/her /u:/ do /I/ it /Y/about /u/ book /?:/ are ? / / or /妫 any / / us / / off /e/ at 双元音: / / Ii / / out / / / / Aa, / / Oo / / / / boy / / 2、28 辅音: 成对的清浊辅音 ...

2011年最新仁爱英语七年级下册试卷U7单元测试

   Unit 7 The Birthday Party 单元检测 (考试时间: 100 分钟, 满分: 120 分) 题号 Ⅰ 得分 第一部分 Ⅱ Ⅲ Ⅳ Ⅰ 第二部分 Ⅱ Ⅲ Ⅳ Ⅰ 第三部分 Ⅱ Ⅲ 总分 第一部分 听力(20 分) Ⅰ.听句子,选择正确图片。每个句子读一遍。 分) (5 A B C D E 1. 2. 3. 4. 5. Ⅱ.听对话及问题,选择正确答案。每段对话及问题读一遍。 分) (5 ( )6.A.Peter. B.Kate. C.Both of them. ( )7.A ...