歷年考研英語試題命題特點及規(guī)律(閱讀理解B部分)

　　(四)大綱樣題分析(Sample 4)

　　Directions:

　　You are going to read a list of headings and a text about plagiarism in the academic community. Choose the most suitable heading from the list A-F for each numbered paragraph (41-45). The first and last paragraphs of the text are not numbered. There is one extra heading which you do not need to use. Mark your answers on ANSWER SHEET 1. (10 points)

　　[A] What to do as a student?

　　[B] Various definitions of plagiarism

　　[C] Ideas should always be sourced

　　[D] Ignorance can be forgiven

　　[E] Plagiarism is equivalent to theft

　　[F] The consequences of plagiarism

　　Scholars, writers and teachers in the modern academic community have strong feelings about acknowledging the use of another person’s ideas. In the English-speaking world, the term plagiarism is used to label the practice of not giving credit for the source of one’s ideas. Simply stated, plagiarism is “the wrongful appropriation or purloinning, and publication as one’s own of the ideas, or the expression of ideas of another.”

　　41.

　　The penalties for plagiarism vary from situation to situation. In many universities, the punishment may range from failure in a particular course to expulsion from the university. In the literary world, where writers are protected from plagiarism by international copyright laws, the penalty may range from a small fine to imprisonment and a ruined career. Protection of scholars and writers, through the copyright laws and through the social pressures of the academic and literary communities, is a relatively recent concept. Such social pressures and copyright laws require writers to give scrupulous attention to documentation of their sources.

　　42.

　　Students, as inexperienced scholars themselves, must avoid various types of plagiarism by being self-critical in their use of other scholars’ ideas and by giving appropriate credit for the source of borrowed ideas and words, otherwise dire consequences may occur. There are at least three classifications of plagiarism as it is revealed in students’ inexactness in identifying sources properly. They are plagiarism by accident, by ignorance, and by intention.

　　43.

　　Plagiarism by accident, or oversight, sometimes is the result of the writer’s inability to decide or remember where the idea came from. He may have read it long ago, heard it in a lecture since forgotten, or acquired it second-hand or third-hand from discussions with colleagues. He may also have difficulty in deciding whether the idea is such common knowledge that no reference to the original source is needed. Although this type of plagiarism must be guarded against, it is the least serious and, if lessons learned, can be exempt from being severely punished.

　　44.

　　Plagiarism through ignorance is simply a way of saying that inexperienced writers often do not know how or when to acknowledge their sources. The techniques for documentation-note-taking, quoting, footnoting, listing bibliography—are easily learned and can prevent the writer from making unknowing mistakes or omissions in his references. Although ‘there is no copyright in news, or in ideas, only in the expression of them,’ the writer cannot plead ignorance when his sources for ideas are challenged.

　　45.

　　The most serious kind of academic thievery is plagiarism by intention. The writer, limited by his laziness and dullness, copies the thoughts and language of others and claims them for his own. He not only steals, he tries to deceive the reader into believing the ideas are original. Such words as immoral, dishonest, offensive, and despicable are used to describe the practice of plagiarism by intention.

　　The opposite of plagiarism is acknowledgement. All mature and trustworthy writers make use of the ideas of others but they are careful to acknowledge their indebtedness to their sources. Students, as developing scholars, writers, teachers, and professional leaders, should recognize and assume their responsibility to document all sources from which language and thoughts are borrowed. Other members of the profession will not only respect the scholarship, they will admire the humility and honesty.

　　一、文章總體分析

　　本文是關(guān)于學術(shù)抄襲的說明文。該文章層次分明，先介紹什么是抄襲，包括給它下定義;接著說明對抄襲的懲罰，以及學生抄襲的三種類型;最后指出學術(shù)界人士應(yīng)該避免抄襲。

　　第一段：給抄襲下定義。

　　第二段：介紹對抄襲的不同處罰。

　　第三至六段：用分類法說明學生抄襲的三種情況。

　　第七段：指出學術(shù)界人士應(yīng)該尊重知識，避免抄襲。

　　二、試題具體分析

　　(一)迅速閱讀選項，了解選項及文章大意。

　　這種題型的選項一般置于文章前面，表達簡潔明了，容易理解。迅速瀏覽一下其大意后，可以推測出該文章的主要話題是抄襲。(選項翻譯見全文翻譯)

　　(二) 閱讀所考段落，概括段落大意

　　接下來的主要工作是概括所考查段落的主旨，可通過尋找段落主題句完成。

　　第一段給學術(shù)抄襲下定義。

　　(1)第41題所在段落即第二段說明了抄襲在不同情況下所受到的處罰。段首句是主題句。段中出現(xiàn)了penalty，punishment，fine，imprisonment，a ruined career等關(guān)鍵詞表明了關(guān)于懲罰的各種形式。[F]項中consequences(后果)雖然是個中性詞，但它可以概括所有的處罰類型，此外沒有更合適的選項。

　　(2)第三段的首句指出，學生必須嚴格要求自己，注明借用觀點或者詞語的出處，以避免各種形式的抄襲。這顯然是[A]項概括的內(nèi)容。但這里考生匆忙之中也可能會選擇[B]項，因為該段的末尾作者提到了抄襲的三種形式，即by accident, by ignorance, and by intention(偶然抄襲，無知抄襲，有意抄襲)。但是因為該段只是提到這三種抄襲形式，對它們做出確切完整的定義和分析的內(nèi)容出現(xiàn)在下面三段中，因此[B]項放在這里并不恰當。

　　(3)第四段解釋了造成了偶然抄襲的原因。該段前面部分用兩個he may... 平行結(jié)構(gòu)的句子說明了抄襲者抄襲的種種原因�？忌鷳�(yīng)該注意的是這段段尾有一個表示讓步轉(zhuǎn)折關(guān)系的連詞although，轉(zhuǎn)折后的內(nèi)容才是作者真正想表達的。最后一句作者指出，如果吸取教訓，這類抄襲行為可以免受嚴重的懲罰。只有[D]項概括了這句話的內(nèi)容。其中can be forgiven對應(yīng)原文中的can be exempt from being severely punished。

　　(4)第五段作者主要討論的是無知抄襲，以及如何避免此類行為。同樣這一段落也以一個轉(zhuǎn)折關(guān)系的句子結(jié)尾。同理，該句才是段落主題句。它提到，盡管除了信息、觀點的表達之外，信息和觀點本身并沒有版權(quán)可言，但是當觀點來源受到置疑時，作者仍無法為自己的無知辯護。換言之，也就是說仍應(yīng)該注意觀點的來源。選項為[C]。該段雖然出現(xiàn)了ignorance一詞，但不能因此就選擇[D]項。因為整個段落強調(diào)的是應(yīng)該學會標注引用的來源。由此可見，考生不能因為出現(xiàn)個別詞語而做出判斷，而應(yīng)該以各段主旨為依據(jù)。

　　(5)第六段中作者換用thievery，steal，deceive等多個表示盜竊的詞語來說明抄襲這一行徑，而且段落開始的時候，有這樣一句話：最嚴重的學術(shù)盜竊是有意抄襲。因此[E]項最能概括這一段的中心內(nèi)容。

　　三、全文翻譯

　　現(xiàn)代學術(shù)界的學者、作家和教師對于承認引用另外一人的觀點反應(yīng)強烈。在講英語的國家中，抄襲一詞被用來指那些不指明所引用觀點的來源的行為。簡言之，抄襲就是不道德地剽竊或盜用他人想法或者想法的表達，并將其據(jù)為己有公之于眾的行徑。

　　抄襲的后果([F])

　　對抄襲的懲罰視情形嚴重而定。在許多大學，輕則某一門課程不及格，重則被學校開除學籍。在有國際版權(quán)法保護作家不受版權(quán)侵犯的文藝界，處罰小至小筆數(shù)額的罰款，大到監(jiān)禁，甚至整個事業(yè)都會付諸東流。目前，通過版權(quán)法和來自學術(shù)界、文藝界的社會壓力保護學者和作家是一個相當新的概念。這些社會壓力和版權(quán)法要求作者在引用他人的原始文獻資料時應(yīng)尤為謹慎。

　　作為學生該怎么做?([A])

　　學生，作為毫無經(jīng)驗的學者，在引用其他學者的觀點時應(yīng)該嚴格要求自己，注明借用觀點或者詞語的出處，以避免各種形式的抄襲，否則就會產(chǎn)生極其嚴重的后果。在學生沒有準確確認資料來源的情況中暴露出來的抄襲至少可以分為以下三種形式：偶然抄襲，無知抄襲和有意抄襲。

　　無知可以被諒解([D])

　　出于偶然或疏忽的抄襲，有時候是作者對于觀點的來源不能確定或記憶的結(jié)果。這些觀點，作者可能是在很久以前讀到的，也可能是在某個已經(jīng)忘記的講座中聽到的，或者是在和同行討論中獲得的二手的或者三手的資料。他也許很難界定此觀點是否已經(jīng)普及到不需要標明任何原始來源的程度。盡管這類抄襲也必須防范，但它是程度最輕的，如果吸取教訓，可以免除嚴重的懲罰。

　　觀點總是應(yīng)該標明出處([C])

　　無知抄襲簡單地說是指缺乏經(jīng)驗的作者常常不知道該如何標注，何時標注自己引文的來源。一些技巧如資料筆記、引文、腳注、參考書目列表等，學起來是很容易，而且可以防止作者在參考中因為無知而犯錯誤。盡管除了信息、觀點的表達之外，信息和觀點本身并沒有版權(quán)可言，但是當觀點來源受到置疑時，作者仍無法為自己的無知辯護。

　　抄襲等同于盜竊([E])

　　最嚴重的學術(shù)盜竊是有意抄襲。由于自身的懶惰和愚鈍，作者抄襲他人的觀點和語言，并據(jù)為己有。這類作者不僅剽竊，而且絞盡腦汁欺騙讀者相信自己所言是原始觀點。人們常常用無道德、不誠實、冒犯無禮、卑鄙等詞匯來形容有意抄襲這一行徑。

　　與抄襲相對的是承認引用并對其作者表示感謝。所有考慮充分的、值得信賴的作家都會借用其他人的觀點，但他們很謹慎地承認自己受惠于引文來源。學生，作為正在發(fā)展的學者、作家、教師，以及一些專業(yè)領(lǐng)頭人，應(yīng)該認識到并承擔自己對借用了語言或思想的所有引文來源的責任。這樣，本專業(yè)的其他成員，不僅會尊重學問，也會敬仰謙虛和誠實。

　　多余選項翻譯：

　　[B]關(guān)于抄襲的多個定義

　　(五)大綱樣題分析(Sample 5)見2004年真題分析