英语翻译与写作

英语翻译与写作

武汉纺织大学普通专升本英语专业

《英语翻译与写作》考试大纲

一考试内容

第一部分英汉翻译

1. 测试要求：

(a). 翻译考试旨在考核学生掌握翻译基本知识和技巧、熟悉英汉两种语言基本特点的情况，以及运用翻译理论知识和技巧解释双语现象的能力和实际汉英互译的能力。

(b). 翻译考试为水平测试，难度不超过英语专业专科生翻译课教材。考试中不得使用工具书。

(c). 考试时间60分钟

2. 测试形式：

本部分分为两节：Section A和Section B。

Section A：Translate the passage into English.

本节含有约200字的汉语短文一篇，题材、内容不限，要求准确译成英语。

分值为30分

Section B：Translate the passage into Chinese.

本节含有约300个单词的英语短文一篇，题材、内容不限，要求准确译成

汉语。分值为30分

第二部分英语写作

1. 测试要求

1）熟悉掌握英文写作规范、句子和段落结构、修辞特点和unity, coherence

等要求；

2）熟悉英语文体、应用文、书评、研究论文的写作特点。

3）考试时间 40分钟

2 测试形式

本部分分为两节：Section A和Section B

Section A：Rewrite the sentences.

本节要求将若干短句子合并，改写成复合句、并列句或包含不同短语的简单句。共10小题，分值为15分，每小题1.5分。

Section B：Composition

本节昰命题作文。要求学生就所给题目写一篇约250至300词的短文。分值为20分。

二答题和计分

1）所有答案做在规定的答题卷上。凡是写在试题册上的答案一律无效，予以

作废。

2）用钢笔或圆笔书写。答卷内容不要超过装订线，超越部分无效。

3）考试时不得使用词典（含电子辞典）及其他工具书。

4）试卷的题型、题数、计分和时间列表如下：

参考资料：

《新世纪大学英汉翻译教程》，毛荣贵主编，上海交大出版社, 2002年版。《英语

写作手册》，丁往道主编，外语教学与研究出版社，

(免费)2011年考研复试英语翻译和写作(试题)

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第一章英译汉 第一节考博英语英译汉部分考核要求和试题分析 一、考博英语英译汉部分考核要求 全国博士生入学考试英语翻译题（英译汉部分）的类型一般分为四类：语句翻译、段落翻译、篇章翻译和文章中划线句的翻译。 英译汉的部分，以段落翻译居多，其类型一般也分为语句翻译、篇章翻译（就一个主题进行说明、描述和论证）。对文章中划线句进行翻译的形式出现的较少。 根据原国家教委1992年颁布的《非英语专业研究生英语教学大纲》规定，博士生“英语入学水平原则上应达到或略高于硕士生的通过水平”。而硕士生英译汉教学要求是“能借助词典，把有相当难度的一般性题材文章译成汉语，理解正确，译文达意。笔译速度达到每小时350个左右英文单词。”汉译英的教学要求是“能借助词典，将一般难度的短文译成英语，无重大语法错误，笔译速度达到每小时250个左右汉字。”目前，国家对博士生入学英语考试未作统一规定，由各院校自行安排。因而，博士生入学考试英语翻译的考核标准和要求只能参照硕士生的要求。如天津大学主要是考查汉译英，要求将一般性题材的汉语短文在正确理解基础上翻译成规范、通顺的英语。译文要求忠实原文，表达基本正确，无重大语言错误。 现在，普遍的情况是要求考生将一篇近400词的英语短文中有下划线的5个句子翻译成汉语。主要测试考生能否从语篇的角度正确理解英语原句的意思，并能用准确、达意的汉语书面表达出来。更加注重在特定的语境下和联系上下文理解句子或句群的意思。形式越来越灵活，强调考查学生对英语的运用能力，能力测试的趋势增强。

二、考博英语英译汉部分试题分析 通过对国内主要重点院校近年来翻译部分的变化趋势进行分析，总结出题的特点，把握出题规律。对博士生在英语方面应该具备的能力和水平的总体认识的变化，极大的影响了题型的结构和各部分分值的变化。由于各个院校自己命题，院校之间差异较大。 （一）题型的选择和分配 1．连续多年不考英译汉或汉译英。如北京大学2000年至2006年的博士入学试题中没有考翻译题。清华大学2002至2006年试题上也没有。上海交大在1999年、2002年、2003年也没有考察英汉翻译。 2．基本只考汉译英。天津大学（分值为25分，且多年未变）。 3．基本只考英译汉。如东北大学、成都电子科技大学、厦门大学等。 4．同时考察英译汉和汉译英。如中国社科院研究生院、中国人民大学、南京大学、武汉大学、湖北联考等。 （二）出题及选材的特点 各个学校在选材上有自己的特色，通常结合学校自身实际，对材料有不同的“好恶”。但大体上呈现一些共同的特点和发展趋势。表现在： 1．体裁多以议论文为主。如武汉大学2004年的英译汉部分谈论computer and its problems。2004年中国社科院博士入学考试的考察内容为社会文明与个人的行为方式，采用的是议论文的形式。 2．所选材料多来自于经济学、社会学、教育学和计算机科学等。2004年中国人民大

研究生英语 翻译+答案

1.Visual cues from audience members can indicate that a speech is dragging , that the speaker is dwelling on a particular point for too long , or that a particular point requires further explanation 听众的眼神足以表明，演说过于拖沓，演讲者在某一点上讲得太多，或者在某一点上还需要做进一步的解释。 2.But art history focuses on much more than this because art reflects not only the political values of a people , but also religious beliefs , emotions , and psychology. 但是艺术史注意的不仅仅是这些，因为艺术不仅反映了一个民族的政治价值，也反应了他们的宗教信仰，感情和心理特点。 3.One widely held belief is that a sharp fright will end a troublesome bout of hiccups , but many people prefer just waiting for them to go away as this “cure” is often worse than the ailment itself . 一个普遍认同的观点是，猛然的惊吓会止住一阵讨厌的打嗝，但是很多人更愿意等待打嗝自然过去，因为这种“止隔得方法”往往比打嗝本身更加的糟糕。 4.That our environment had little, if anything, to do with our abilities, characteristics and behavior is central to this theory. 这种理论的核心是，我们的环境同我们的才能、性格特征和行为即使有什么关系的话，也是微不足道的。 5.And I take heart from the fact that the enemy, which boasts that it can occupy the strategic point in a couple of hours , has not yet been able to take even the outlying regions , because of the stiff resistance that gets in the way. 敌人吹嘘能在几个小时内就占领战略要地，由于受到顽强抵抗，甚至还没有能占领外围地带，这一事实使我增强了信心。 6. A physically mature female deer in good condition who has conceived in November and given birth to two fawns during the end of May or first part of June , must search for food for the necessary energy not only to meet her body’s needs but also to produce milk for her fawns. 一只成熟健壮的母鹿，在十一月怀胎，五月底或六月初生下两只幼鹿，这时，她必须寻找食物以获得必要的能量，这不仅是为了满足自身的需要，而且也是为了给幼鹿生产乳汁。 7.The president said at a press conference dominated by questions on yesterday’s election results that he could not explain why the Republicans had suffered such a widespread defeat, which in the end would deprive the Republican Party of long-held superiority in the House. 在主要问及昨天选举结果的记者招待会上，总统说他无法解释为何共和党遭到如此惨痛的失败,这最终会使共和党丧失在众议院长期以来享有的优势。 8.The second aspect is the application by all members of society from the government official to the ordinary citizen, of the special methods of thought and action that scientists use in their work. 第二个方面是，社会上的一切成员，从政府部门中任公职的官员到普通公民，都应运用科学家们在科研工作中所采用的专门的思维方法和工作方法。 9.The method was largely developed by physicists , chemists and biologists ; it was later adopted by people working in such areas as education, psychology and sociology , where the subjects of research were often people. 这种方法在很大程度上先是由物理学家、化学家和生物学家使用，后来为在教育学、心理学和社会学等领域内工作的研究人员所采纳而发展起来的。

大学英语翻译与写作附录三答案

Key to Exercises: Unit 1 Exercise I: 1.普通教育除了专业训练的内容外，还指对人的全方位的培养过程。 2.从严格意义上来说，大学是为了把普通学生教育成为有文化修养、具备优秀专业技能的 人。 3.大学是一个推动探索、使各种发现得到不断完善和证实的地方；在那里，轻率和鲁莾 变得无伤大雅，错误通过思想与思想之间、知识与知识之间的碰撞会暴露无遗。 4.以科研作为主要的教学手段，教授的作用在于把科研和教学结合起来——科研活动转变 成为一种教学模式。 5.获取信息和理解信息是最基本的人权，而我们现在拥有人类历史上前所未有的信息量。 6.信息对个人和社会的发展都非常重要，信息技术将使那些能够获取并利用它的人拥有相 当大的力量。 7.Men are not always made thoughtful by books; but they are generally made thoughtful by association with men who thinks. 8.Basic education is currently funded primarily by the state in most countries. 9.The impact of globalization is not just on trade and production, it also has an important impact on education. 10.A new challenge to teaching is the pressure to internationalize curriculum offerings. Exercise II: 1. Translate the following passage from English into Chinese. 在美国，学生通常要花很多时间在学校图书馆里，或完成一门课的作业，或从事研究以便准备要写的报告。 因此，留学生会发现他们在一所美国大学里学习的成败，在很大程度上取决于利用图书馆的能力。 他们也会发现教授一开始便希望他们自己去查找并评价资料，而不是在讲课时提供需要记住的具体事实和课程资料。 因而，学生必须提高查找、选择和评价图书馆资料的技能。大多数学校在每一学年开始时所进行的新生入学指导计划中，就包括如何利用图书馆的指导。 2.Translate the following passage from Chinese into English. I often hear university presidents say, "I treat my students as if they were my own children." And indeed they act just like strict but loving parents, telling the students that they should get at least eight hours of sleep, that everyone must get up for morning exercises at six a.m., that they aren't allowed to walk around campus in slippers. I have always considered university presidents to be visionary policymakers who set the course of academic research and education rather than mere nannies in charge of feeding steamed bread and porridge to infants. Some educators might say, "If these students had learned a bit of independence and self-discipline before they came to college, I wouldn't need to spoon-feed and discipline them like this. It is because they were not taught all these things in primary and secondary school that I, a university president, have to teach them now.” These remarks sound reasonable, yet in fact they are quite illogical. Since it is because the students have all along been taught in a spoon-fed manner that they haven't acquired independence and self-discipline after 12 years of schooling, wouldn't it merely result in an endless vicious circle if this sort of "babysitting" is continued at university level? Besides, what are the aims of