2014年英语考研阅读（2014考研英语阅读答案）

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Text3

Proponentsofdifferentjazzstyleshavealwaysarguedthattheirpredecessor’smusicalstyledidnotincludeessentialcharacteristicsthatdefinejazzasjazz.Thus,''sswingwasbelittledbybeboppersofthe''swhowerethemselvesattackedbyfreejazzesofthe''s.Theneoboppersofthe''sand''sattackedalmosteverybodyelse.ThetitanicfigureofBlacksaxophonistJohnColtranehascomplicatedtheargumentsmadebyproponentsofstylesfrombebopthroughneobopbecauseinhisownmusicaljourneyhedrewfromallthosestyles.Hisinfluenceonalltypesofjazzwasimmeasurable.Attheheightofhispopularity,Coltranelargelyabandonedplayingbebop,thestylethathadbroughthimfame,toexploretheouterreachesofjazz.

Coltranehimselfprobablybelievedthattheonlyessentialcharacteristicofjazzwasimprovisation,theoneconstantinhisjourneyfrombeboptoopen-endedimprovisationsonmodal,Indian,andAfricanmelodies.Ontheotherhand,thisdoggedstudentandprodigioustechnician—whoinsistedonspendinghourseachdaypracticingscalesfromtheorybooks—wasneverabletojettisoncompletelytheinfluenceofbebop,withitsfastandelaboratechainsofnotesandornamentsonmelody.

TwostylisticcharacteristicsshapedthewayColtraneplayedthetenorsaxophone:hefavoredplayingfastrunsofnotesbuiltonamelodyanddependedonheavy,regularlyaccentedbeats.ThefirstledColtranetosheetsofsound”whereheracedfasterandfaster,pile-drivingnotesintoeachothertosuggeststackedharmonies.Thesecondmeantthathissenseofrhythmwasalmostasclosetorockastobebop.

ThreerecordingsillustrateColtrane’senergizingexplorations.RecordingKindofBluewithMilesDavis,Coltranefoundhimselfoutsidebop,exploringmodalmelodies.Hereheplayedsurging,lengthysolosbuiltlargelyaroundrepeatedmotifs—anorganizingprincipleunlikethatoffreejazzsaxophoneplayerOrnetteColeman,whomodulatedoralteredmelodiesinhissolos.OnGiantSteps,Coltranedebutedasleader,introducinghisowncompositions.Herethesheetsofsound,downbeataccents,repetitions,andgreatspeedarepartofeachsolo,andthevarietyoftheshapesofhisphrasesisunique.Coltrane’ssearchingexplorationsproducedsolidachievement.MyFavoriteThingswasanotherkindofwatershed.HereColtraneplayedthesopranosaxophone,aninstrumentseldomusedbyjazzmusicians.Musically,theresultswereastounding.Withthesoprano’spipingsound,ideasthathadsoundeddarkandbroodingacquiredafeelingofgiddyfantasy.

WhenColtranebeganrecordingfortheImpulse!Label,hewasstillsearching.Hismusicbecameraucous,physical.Hisinfluenceonrockerswasenormous,includingJimiHendrix,therockguitarist,who,followingColtrane,raisedtheextendedguitarsolousingrepeatedmotifstoakindofrockartform.

1.Theprimarypurposeofthetextisto

[A]discusstheplaceofColtraneintheworldofjazzanddescribehismusicalexplorations.

[B]examinethenatureofbebopandcontrastitwithimprovisationaljazz.

[C]analyzethemusicalsourcesofColtrane’sstyleandtheirinfluenceonhiswork.

[D]acknowledgetheinfluenceofColtrane’smusiconrockmusicandrockmusicians.

2.Whichofthefollowingbestdescribestheorganizationofthefourthparagraph?

[A]Athesisreferredtoearlierinthetextismentionedandillustratedwiththreespecificexamples.

[B]Athesisisstatedandthreeexamplesaregiveneachsuggestingthatacorrectionneedstobemadetoathesisreferredtoearlierinthetext.

[C]Athesisreferredtoearlierinthetextismentioned,andthreeexamplesarepresentedandrankedinorderoftheirsupportofthethesis.

[D]Athesisisstated,threeseeminglyopposingexamplesarepresented,andtheirunderlyingcorrespondenceisexplained.

3.Accordingtothetext,JohnColtranedidallofthefollowingduringhiscareerEXCEPT

[A]improviseonmelodiesfromanumberofdifferentcultures.

[B]performasleaderaswellassoloist.

[C]spendtimeimprovinghistechnicalskills.

[D]eliminatetheinfluenceofbeboponhisownmusic.

4.AccordingtothetextamajordifferencebetweenColtraneandotherjazzmusicianswasthe

[A]degreetowhichColtrane’smusicencompassedallofjazz.

[B]repetitionofmotifsthatColtraneusedinhissolos.

[C]numberofhisowncompositionsthatColtranerecorded.

[D]indifferenceColtranemaintainedtomusicaltechnique.

5.Intermsofitstoneandform,thetextcanbestbecharacterizedas

[A]dogmaticexplanation.

[B]indignantdenial.

[C]enthusiasticpraise.

[D]speculativestudy.

Text4

Manyobjectsindailyusehaveclearlybeeninfluencedbyscience,buttheirformandfunction,theirdimensionsandappearance,weredeterminedbytechnologists,artisans,designers,inventors,andengineers—usingnonscientificmodesofthought.Manyfeaturesandqualitiesoftheobjectsthatatechnologistthinksaboutcannotbereducedtounambiguousverbaldescriptions;theyaredealtwithinthemindbyavisual,nonverbalprocess.InthedevelopmentofWesterntechnology,ithasbeennonverbalthinking,byandlarge,thathasfixedtheoutlinesandfilledinthedetailsofourmaterialsurroundings.Pyramids,cathedrals,androcketsexistnotbecauseofgeometryorthermodynamics,butbecausetheywerefirstapictureinthemindsofthosewhobuiltthem.

Thecreativeshapingprocessofatechnologist’smindcanbeseeninnearlyeveryartifactthatexists.Forexample,indesigningadieselengine,atechnologistmightimpressindividualwaysofnonverbalthinkingonthemachinebycontinuallyusinganintuitivesenseofrightnessandfitness.Whatwouldbetheshapeofthecombustionchamber?Whereshouldbevalvesbeplaced?Shouldithavealongorshortpiston?Suchquestionshavearangeofanswersthataresuppliedbyexperience,byphysicalrequirements,bylimitationsofavailablespace,andnotleastbyasenseofform.Somedecisionssuchaswallthicknessandpindiameter,maydependonscientificcalculations,butthenonscientificcomponentofdesignremainsprimary.

Designcourses,then,shouldbeanessentialelementinengineeringcurricula.Nonverbalthinking,acentralmechanisminengineeringdesign,involvesperceptions,thestock-in-tradeoftheartist,notthescientist.Becauseperceptiveprocessesarenotassumedtoentailhardthinking，nonverbalthoughtissometimesseenasaprimitivestageinthedevelopmentofcognitiveprocessesandinferiortoverbalormathematicalthought.ButitisparadoxicalthatwhenthestaffoftheHistoricAmericanEngineeringRecordwishedtohavedrawingsmadeofmachinesandisometricviewsofindustrialprocessesforitshistoricalrecordofAmericanengineering,theonlycollegestudentswiththerequisiteabilitieswerenotengineeringstudents,butratherstudentsattendingarchitecturalschools.

Ifcoursesindesign,whichinastronglyanalyticalengineeringcurriculumprovidethebackgroundrequiredforpracticalproblem-solving,arenotprovided,wecanexpecttoencountersillybutcostlyerrorsoccurringinadvancedengineeringsystems.Forexample,earlymodelsofhigh-speedrailroadcarsloadedwithsophisticatedcontrolswereunabletooperateinasnowstormbecauseafansuckedsnowintotheelectricalsystem.Absurdrandomfailuresthatplagueautomaticcontrolsystemsarenotmerelytrivialaberrations;theyareareflectionofthechaosthatresultswhendesignisassumedtobeprimarilyaprobleminmathematics.

1.Inthetext,theauthorisprimarilyconcernedwith

[A]identifyingthekindsofthinkingthatareusedbytechnologists.

[B]stressingtheimportanceofnonverbalthinkinginengineeringdesign.

[C]proposinganewrolefornonscientificthinkinginthedevelopmentoftechnology.

[D]contrastingthegoalsofengineerswiththoseoftechnologists.

2.Itcanbeinferredthattheauthorthinksengineeringcurriculaare

[A]strengthenedwhentheyincludecoursesindesign.

[B]weakenedbythesubstitutionofphysicalsciencecoursesforcoursesdesignedtodevelopmathematicalskills.

[C]strongbecausenonverbalthinkingisstillemphasizedbymostofthecourses.

[D]strongdespitetheerrorsthatgraduatesofsuchcurriculahavemadeinthedevelopmentofautomaticcontrolsystems.

3.Whichofthefollowingstatementsbestillustratesthemainpointofthefirsttwoparagraphsofthetext?

[A]Whenamachinelikearotaryenginemalfunctions,itisthetechnologistwhoisbestequippedtorepairit.

[B]Eachcomponentofanautomobile—forexample,theengineorthefueltank—hasashapethathasbeenscientificallydeterminedtobebestsuitedtothatcomponent’sfunction.

[C]Atelephoneisacomplexinstrumentdesignedbytechnologistsusingonlynonverbalthought.

[D]Thedistinctivefeaturesofasuspensionbridgereflectitsdesigner’sconceptualizationaswellasthephysicalrequirementsofitssite.

4.Whichofthefollowingstatementswouldbestserveasanintroductiontothetext?

[A]Theassumptionthattheknowledgeincorporatedintechnologicaldevelopmentsmustbederivedfromscienceignoresthemanynonscientificdecisionsmadebytechnologists.

[B]Analyticalthoughtisnolongeravitalcomponentinthesuccessoftechnologicaldevelopment.

[C]Asknowledgeoftechnologyhasincreased,thetendencyhasbeentolosesightoftheimportantroleplayedbyscientificthoughtinmakingdecisionsaboutform,arrangement,andtexture.

[D]Amovementinengineeringcollegestowardatechnician’sdegreereflectsademandforgraduateswhohavethenonverbalreasoningabilitythatwasoncecommonamongengineers.

5.TheauthorcallsthepredicamentfacedbytheHistoricAmericanEngineeringRecordparadoxical(line6,paragraph3)mostprobablybecause

[A]thepublicationneededdrawingsthatitsownstaffcouldnotmake.

[B]architecturalschoolsofferedbutdidnotrequireengineeringdesigncoursesfortheirstudents.

[C]collegestudentswerequalifiedtomakethedrawingswhilepracticingengineerswerenot.

[D]engineeringstudentswerenottrainedtomakethetypeofdrawingsneededtorecordthedevelopmentoftheirowndiscipline.

Text3ACDAC

Text4BADAD

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