题目内容
（请给出正确答案）
A、logical，clear and easy to follow
B、a full-scale introduction to all relevant works
C、quote specific opinions of each relevant research
D、well organized， with critiques
E、relevant and persuasive
F、review the papers of authorities
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更多“A good Literature Review is”相关的问题
M: What are you studying now？
W: I am taking three general courses and American history and American literature this semester. Last semester I took four requirements and freshman French.
M: I believe it's not too late to change your major because you've mainly taken general requirements which all freshmen have to take. Also we have twelve electives so the two literature courses will be included in them, so you can change your major without losing any credit hours.
W: I am very happy to know I am still able to change my major. I am interested in writing newspaper articles, and after finishing my degree I would like to work for some newspaper firm.
M: Oh, I think you will be a good writer.
W: Dr. Steven, when do students start practical training？
M: They don't begin practical training in reporting until the sophomore year. Journalism normally is taken in the freshman year as a general background course.
W: I see. I will take the course next semester. Thank you very much for your help.
M: You're welcome. I look forward to seeing you in my department.
How many courses did the woman take last semester？
A．3.
B．4.
C．5.
D．6
M: What are you studying now？
W: I am taking three general requirements, American history and American literature this semester. Last semester I took four requirements and freshman French.
M: I believe it's not too late to change your major because you've mainly taken general requirements which all freshmen have to take. Also we have twelve electives which include the two literature courses, so you can change your major without losing any credit hours.
W: I'm very happy to know I am still able to change my major. I am interested in writing newspaper articles, and after finishing my degree I would like to work for some newspaper firm.
M: Oh, I think you will be a good writer.
W: Dr. Steven, when do students start practical training？
M: They don't begin practical training in reporting until the sophomore year. Joumalism normally is taken in the freshman year as a general background course.
W: I see. I will take the course next semester. Thank you very much.
M: You're welcome. I look forward to seeing you in my department.
(27)
A．Dean of Students.
B．Lecturer in Speech Communication.
C．Professor of Business Administration.
D．Head of the Journalism Department.
M: What are you studying now？
W: l am taking three general courses and American history and American literature this semester. Last semester I took four requirements and freshman French.
M: I believe it's not too late to change your major because you've mainly taken general requirements which all freshmen have to take. Also we have twelve electives so the two literature courses will be included in them, so you can change your major without losing any credit hours.
W: I am very happy to know I am still able to change my major. I am interested in writing newspaper articles, and after finishing my degree I would like to work for some newspaper firm.
M: Oh, I think you will be a good writer.
W: Dr. Steven, when do students start practical training？
M: They don't begin practical training in reporting until the sophomore year. Journalism normally is taken in the freshman year as a general background course.
W: I see. I will take the course next semester. Thank you, very much for your help.
M: You're welcome. I look forward to seeing you in my department.
How many courses did the woman take last semester？
A．3.
B．4.
C．5.
D．6.
The argument in the last paragraph is based on ______.
A．scientific research
B．historical records
C．social investigation
D．reference to religious literature
听力原文：M: So you're going to be writing for the school newspaper？
W: Yes, I'm excited about it. I'm thinking about journalism as a career.
M: Oh! Congratulations! How do they decide whom to hire？
W: I have to send the writing sample. I used one of the essays I've written for the literature class, then the editor assigned me a topic to write a short article about it.
M: What did you write about？
W: Actually, it was a lot of fun. I wrote about the students' play that has been performing this month.
M: Oh, I saw that play. The director is a friend of mine. It really caused a stir around here.
W: Yeah, I know. That's what I wrote about—People's reaction to it. It's really interesting.
M: Have you finished the article？ Can I read it？
W: Sure. I just made a couple of copies. So you can have one.
M: Thanks. I wish I were a better writer. Working for the paper sounds like lots of fun.
W: Well, they're looking to add one or two photographers to the staff.
M: You're kidding! Maybe I'll go over and apply.
W: If you want, we could walk over to the newspaper office and I'll introduce you to the photography editor and some of the other photographers.
M: That will be terrific! But can we go tomorrow？ I have to go to math class now. And if we go tomorrow, then I'll have time tonight to gather a portfolio of photographs to show them.
M: sure. Or maybe you should call and set up a time to meet tomorrow.
M: Good idea. I'll do that before I go to class.
W: All right. See you tomorrow.
(23)
A．A class assignment.
B．A journalism class.
C．The woman's job.
D．The man's work experience.
When people do read, I think they'll want to feel they are reading literature, or (2)_____ something serious. (3)_____ you're going to find fewer books presenting themselves as no-nonsense and (4)_____ assuming literary pretensions and being packaged as works of art. We can expect an extraordinary variety of genre, but with an underlying (5)_____ of sentiment and vision.
Translators can only (6)_____ from this desire for the presumably sophisticated. We can look forward to lots of difficult names and fantastic stories of foreign parts enthusiastically (7)_____ by the overall worship of the "global village". Much of this will be awful and some wonderful, (8)_____ don't expect the press or the organizers of prizes to offer you much help in making the appropriate distinctions. They will be chiefly (9)_____ in creating celebrity, the greatest enemy of discrimination, but a good prop for the (10)_____ consumer.
Every ethnic grouping over the world will have to be seen to have a great writer—a phenomenon that will (11)_____ a new kind of provincialism, more chronological than geographic, (12)_____ only the strictly contemporary is talked about and (13)_____ Universities, including Cambridge, will include (14)_____ their literature syllabus novels, written only last year. (15)_____ occasional exhumation for the Nobel, the achievements of ten or only five years ago will be largely forgotten.
In short, you can't go too far wrong when predicting more of the same. But there is a (16)_____ side to this—the inevitable reaction against it. The practical things I would like to see happen—publishers seeking less to (17)_____ celebrity through extravagant advertising, (18)_____ and magazines (19)_____ space to reflective pieces—are rather more improbable than the Second Coming(耶稣复临). But dullness never quite darkens the whole planet. In their own idiosyncratic fashion a few writers will (20)_____ be looking for new departures.
A．when
B．that
C．which
D．where
A．Y
B．N
C．NG
How did things get this way？ To answer that we have to go back almost a thousand years. Around 1100, Europe at last began to catch its breath after centuries of chaos, and once they had the luxury of curiosity they rediscovered what we call "the classics." The effect was rather as if we were visited by beings from another solar system. These earlier civilizations were so much more sophisticated that for the next several centuries the main work of European scholars, in almost every field, was to assimilate what they knew. During this period the study of ancient texts acquired great prestige. It seemed the essence of what scholars did. As European scholarship gained momentum it became less and less important; by 1350 someone who wanted to learn about science could find better teachers than Aristotle in his own era. But schools change slower than scholarship. In the 19th century the study of ancient texts was still the backbone of the curriculum. What tipped the scales, at least in the US, seems to have been the idea that professors should do research as well as teach. This idea was imported from Germany in the late 19th century. Beginning at Johns Hopkins in 1876, the new model spread rapidly. Writing was one of the casualties. Colleges had long taught English composition, But how do you do research on composition？ The professors who taught math could be required to do original math, the professors who taught history could be required to write scholarly articles about history, but what about the professors who taught rhetoric or composition？ What should they do research on？ The closest thing seemed to be English literature.
And so in the late 19th century the teaching of writing was inherited by English professors. This had two drawbacks: (a) an expert on literature need not himself be a good writer, any more than an art historian has to be a good painter, and (b) the subject of writing now tends to be literature, since that's what the professor is interested in.
It' s no wonder if this seems to the student a pointless exercise, because we' re now three steps removed from real work: the students are imitating English professors, who are imitating classical scholars, who are merely the inheritors of a tradition growing out of what was, 700 years ago, fascinating and urgently needed work.
The other big difference between a real essay and the things they make you write in school is that a real essay doesn't take a position and then defend it. That principle, like the idea that we ought to be writing about literature, turns out to be another intellectual hangover of long forgotten origins.
It's often mistakenly believed that medieval universities were mostly seminaries. In fact they were more law schools. And at least in our tradition lawyers are advocates, trained to take either side of an argument and make as good a case for it as they can. Whether cause or effect, this spirit pervaded early universities. The study of rhetoric, the art of arguing persuasively, was a third of the undergraduate curriculum. And after the lecture the most common form. of discussion was the disputation. This is at least nominally preserved in our present-day thesis defense: most people treat the words thesis and dissertation as interchangeable, but originally, at least, a thesis was a position one took and the dissertation
A．Y
B．N
C．NG
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