浙江师范大学外国语学院851英语写作历年考研真题汇编合集.docx

目　录2013年浙江师范大学851英语写作考研真题2012年浙江师范大学851英语写作考研真题2011年浙江师范大学851英语写作考研真题2010年浙江师范大学851英语写作考研真题2009年浙江师范大学851英语写作考研真题2008年浙江师范大学851英语写作考研真题2007年浙江师范大学451英语写作考研真题2006年浙江师范大学431英语写作考研真题2005年浙江师范大学851英语写作考研真题2004年浙江师范大学851英语写作考研真题 2013年浙江师范大学 851英语写作考研真题 2012年浙江师范大学 851英语写作考研真题科目代码: 851科目名称:英语写作适用专业: 050201英语语言文学、050211外国语言学及应用语言学、045108学科教学（英语）I. Summary writing（40 marks）.Read the following passage and sum up the main idea inno more than 120 words.Exceeding the word limit or copying the original sentences will result ina loss of marks.Bernstein regards language as something which both influences cultureand is in turn influenced by culture. A child growing up in a particularlinguistic environment and culture learns the language of that environmentand that culture and then proceeds to pass on that learning to the nextgeneration. Bernstein believes that there is a direct and reciprocal relationshipbetween a particular kind of social structure, in both its establishment and itsmaintenance, and the way people in that social structure use language.Moreover, this relationship is a continuing one in that it is handed down fromgeneration to generation. For Bernstein, a particular kind of social structureleads to a particular kind of linguistic behavior and this behavior in turnreproduces the original social structure. Consequently, a cycle exists in which certain social patterns produce certain linguistic patterns, which in turnreproduce the social patterns, and so on.Individuals also learn their social roles through the process ofcommunication. This process differs from social group to social group, and,because it is different in each social group, existing role differences areperpetuated in society. What is of particular concern to Bernstein, therefore,are the quite different types of language that different social groups employ.He claims that there are two quite distinct varieties of language in use insociety. He calls one variety elaborated code（originally formal code） andthe other variety restricted code（originally public code）. According toBernstein, these codes have very different characteristics. For example,elaborated code makes use of accurate – in the sense of standard –grammatical order and syntax to regulate what is said; uses complexsentences that employ a range of devices for conjunction and subordination;employs prepositions to show relationships of both a temporal and logicalnature; shows frequent use of the pronoun I; uses with care a wide range ofadjectives and adverbs; allows for remarks to be qualified; and, according toBernstein（1961, p. 169）, ‘is a language use which points to thepossibilities inherent in a complex conceptual hierarchy for the organizing ofexperience.’ In contrast, restricted code employs short, grammatically simple,and often unfinished sentences of poor – in the sense of nonstandard –syntactic form; uses a few conjunctions simply and repetitively; employslittle subordination; tends toward a dislocated presentation of information; isrigid and limited in the use of adjectives and adverbs; makes infrequent useof impersonal pronoun subjects; confounds reasons and conclusions; makesfrequent appeals to ‘sympathetic circularity,’ e.g., You know?; uses idioms frequently; and is ‘a language of implicit meaning.’It is Bernstein’s view that every speaker of the language has access tothe restricted code because all employ this code on certain occasions; e.g., itis the language of intimacy between familiars. However, not all social classeshave equal access to the elaborated code, particularly lower working-classpeople and their children, who are likely to have little experience with it.According to Bernstein（1972b, p. 173）, the consequences of this unequaldistribution are considerable. In particular, children from the lower workingclass are likely to find themselves at a disadvantage when they attend school,in which extensive use is made of the elaborated code. He says:the different focusing of experience through a restricted code creates amajor problem of educability only where the school produces discontinuitybetween its symbolic orders and those of the child. Our schools are not madefor these children; why should the children respond? To ask the child toswitch to an elaborated code which presupposes different role relationshipsand systems of meaning without a sensitive understanding of the requiredcontexts must create for the child a bewildering and potentially damagingexperience.According to Bernstein, therefore, there are serious consequences for thechildren of the lower working class when they come to school becauseelaborated code is the medium of instruction in schooling. When schoolsattempt to develop in children the ability to manipulate elaborated code, theyare really involved in trying to chan。