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1、2022年辽宁省丹东市大学英语6级大学英语六级模拟考试(含答案)学校:_ 班级:_ 姓名:_ 考号:_一、2.Reading Comprehension (Skimming and Scanning)(20题)1.According to John Maynard Keynes, why can governments use devaluation of currency to take in people?A.Value is inherent in money.B.Metal currency has become a token.C.Cash is considered as pure
2、 information.D.The truth is beyond doubt.2.Immigration now accounts for about_of the annual U.S. increase in population.3. What does the author suggest doing when we cant endure a job?A.Changing to a new institute.B.Asking senior colleagues for help.C.Founding a sound social network.D.Focusing more
3、on positive outcomes.4.The greenhouse effect is sure to cause a higher global temperature next century.A.Y B.N C.NG5.There are many historic mysteries, so figuring out good subject is not a difficulty.A.Y B.N C.NG6.The grant and enforcement of intellectual property rights are different in different
4、countries.A.Y B.N C.NG7.The author was good at computer.A.Y B.N C.NG8.The most probable cause of depression is that it is an imbalance in _.9.The most obvious difference between real essays and the things one has to write in school is that real essays are not exclusively about English literature. Ce
5、rtainly schools should teach students how to write. But due to a series of historical accidents the teaching of writing has gotten mixed together with the study of literature. And so all over the country students are writing not about how a baseball team with a small budget might compete with the Ya
6、nkees, or the role of color in fashion, or what constitutes a good dessert, but about symbolism in Dickens.How did things get this way? To answer that we have to go back almost a thousand years. Around 1100, Europe at last began to catch its breath after centuries of chaos, and once they had the lux
7、ury of curiosity they rediscovered what we call the classics. The effect was rather as if we were visited by beings from another solar system. These earlier civilizations were so much more sophisticated that for the next several centuries the main work of European scholars, in almost every field, wa
8、s to assimilate what they knew. During this period the study of ancient texts acquired great prestige. It seemed the essence of what scholars did. As European scholarship gained momentum it became less and less important; by 1350 someone who wanted to learn about science could find better teachers t
9、han Aristotle in his own era. But schools change slower than scholarship. In the 19th century the study of ancient texts was still the backbone of the curriculum. What tipped the scales, at least in the US, seems to have been the idea that professors should do research as well as teach. This idea wa
10、s imported from Germany in the late 19th century. Beginning at Johns Hopkins in 1876, the new model spread rapidly. Writing was one of the casualties. Colleges had long taught English composition, But how do you do research on composition? The professors who taught math could be required to do origi
11、nal math, the professors who taught history could be required to write scholarly articles about history, but what about the professors who taught rhetoric or composition? What should they do research on? The closest thing seemed to be English literature.And so in the late 19th century the teaching o
12、f writing was inherited by English professors. This had two drawbacks: (a) an expert on literature need not himself be a good writer, any more than an art historian has to be a good painter, and (b) the subject of writing now tends to be literature, since thats what the professor is interested in.It
13、 s no wonder if this seems to the student a pointless exercise, because we re now three steps removed from real work: the students are imitating English professors, who are imitating classical scholars, who are merely the inheritors of a tradition growing out of what was, 700 years ago, fascinating
14、and urgently needed work.The other big difference between a real essay and the things they make you write in school is that a real essay doesnt take a position and then defend it. That principle, like the idea that we ought to be writing about literature, turns out to be another intellectual hangove
15、r of long forgotten origins.Its often mistakenly believed that medieval universities were mostly seminaries. In fact they were more law schools. And at least in our tradition lawyers are advocates, trained to take either side of an argument and make as good a case for it as they can. Whether cause o
16、r effect, this spirit pervaded early universities. The study of rhetoric, the art of arguing persuasively, was a third of the undergraduate curriculum. And after the lecture the most common form. of discussion was the disputation. This is at least nominally preserved in our present-day thesis defense: most people treat the words thesis and di
