问答题Disambiguate the following sentences, using the tree diagram with labels or analyzing their syntactic structures. (北交大2006研)1.Times flies like an arrow.2.We got down from the duck.3.Old men and women will be served first.4.John passed the hammer and saw through the window.5.Who would you like to visit?

问答题What is free variation?

问答题Mental processes

问答题The Art of Fiction (Henry James)I should not have affixed so comprehensive a title to these few remarks, necessarily wanting in any completeness upon a subject the full consideration of which would carry us far, did I not seem to discover a pretext for my temerity in the interesting pamphlet lately published under this name by Mr. Walter Besant. Mr. Besant"s lecture at the Royal Institution—the original form of his pamphlet—appears to indicate that many persons are interested in the art of fiction, and are not indifferent to such remarks, as those who practice it may attempt to make it. I am therefore anxious not to lose the benefit of this favorable association, and to edge in a few words under cover of the attention which Mr. Besant is sure to have excited. There is something very encouraging in his having put into from certain of his ideas on the mystery of story-telling.

问答题The Jazz Age

问答题The basic elements of public-opinion research are interviewers, questionnaires, tabulating equipment, and to sample population.

问答题Tess of the D"Urbervilles is subtitled "a pure woman faithfully represented". Why is Tess, a fallen woman who commits felony, considered by the author a pure woman?

问答题Answer the following question.(10 points) What are the factors that brought about the parliamentary reform in the 19th century UK?

问答题Discuss The Rape of the Lock by Alexander Pope.

问答题Give some different explanations of the symbolic meaning of "A" in The Scarlet Letter by Hawthorne.

问答题Questions 1 to 6 are based on the following poem by Emily Dickinson. Because I Could not Stop for Death Because I could not stop for Death— He kindly stopped for me— The Carriage held but just Ourselves— And Immortality.We slowly drove—He knew no haste, And I had put away My labor, and my leisure too, For his Civility—We passed the School, where Children strove At Recess—in the Ring— We passed the Fields of Gazing Grain— We passed the Setting Sun—Or rather, He passed Us— The Dews drew quivering and chill— For only Gossamer, my Gown— My tippet—only tulleWe paused before a House that seemed A Swelling of the Ground— The Roof was scarcely visible—The Cornice—in a GroundSince then—" tis centuries—and yet Feels shorter than the Day I first surmised the horses" heads Were toward Eternity.

问答题What are the four stages of language production and how do you understand them?

问答题Do you think there are true synonyms in English? Why?(10 points)

问答题Read the following topic. Write on your Answer Sheet a composition of about 200 words. Be sure to provide a title for your composition and write in paragraphs. Topic: Nowadays, young people tend to get information from the Internet and gradually lose the habit of reading and consequently the ability of hand-writing. A lot of people are worried about this trend and they try to find ways to keep the habit of reading. Do you think it is necessary in modern times? Why or why not? Write an article to the school newspaper to express your opinion on this issue. You could use your knowledge or experiences to generate support for your argument.

问答题Eco-criticism

问答题System of signs

问答题Catch-22

问答题What's conversational implicature? (西安交大2008研)

问答题The Sound and the Fury

问答题Translate the following passage into Chinese. Write your translation on the ANSWER SHEET.(20 points) The period of Chinese scientific activity did not begin until the first years of the Republic. The older reformers only introduced a book knowledge of the sciences, without fully understanding their intellectual significance, without adequate equipment for laboratory work, and without adequately trained leaders to organize the studies and researches. Most of the textbooks on science were translated by men who admired science most sincerely but who had only a very superficial book knowledge of the subjects in the Japanese schools, and never did real laboratory work or undertook field expeditions. The schools were beginning to have classroom experiments in physics and chemistry, and botanical and zoological specimens; but they were as bookish as the textbooks, and were useless for the training of scientific workers.