2022年湘潭大学考博英语真题

湘潭大学考博英语命题风格稳定性极强，历年真题是备考比较核心的资料，2022年真题作为近年经典考题，参考价值极高。希赛网整理出【2022年湘潭大学考博英语真题】，免费开放下载，以下展示部分试题。

2022年湘潭大学考博英语真题（可直接下载）

Part I Cloze (10 points)

Directions: There are 20 blanks in the following passage. For each blank there are four choices marked A, B, C, and D. You should choose ONE that best fits in the passage and write the letter of your choice on the ANSWER SHEET.

The term “instant gratification” has become a fixture in the modern dictionary. Examples are _1_. Our food, entertainment, online shopping, and even dating have been designed to make it incredibly easy for us to obtain _2_ we want in increasingly short order.

Having our desires _3_ met isn’t necessarily a bad thing. _4_ there are several reasons why certain instant gratification-fueled, impulsive behaviors may be diminishing our health and quality of life. To start, we need to appreciate how they _5_ our brains.

Our brains are constantly changing in _6_ to what we do and the things we pay attention to. For example, _7_ we impulsively eat an unhealthy snack or buy something online, our brain pathways for those actions are reinforced and strengthened, making it easier to _8_ the same patterns the next time around and _9_ to break the cycle.

This is worthy of consideration _10_ many of the activities that promote instant gratification are linked to unhealthy behaviors. _11_, the ability to quickly satisfy a desire for low-quality, disease-inducing foods _12_ a real toll on our bodies. The unrestrained purchasing of whatever online good arouses our interest creates a major _13_ on our credit card statement, and our constant drive to _14_ on social media, _15_ while spending time with friends and family, _16_ the quality of our in-person interactions.

In the bigger _17_, the more we overvalue instant gratification, the more likely we are to be distracted _18_ longer-term, more meaningful goals. Our constant use of social media or our _19_ to auto-play features on streaming TV makes it difficult to _20_ focus on actions that create long-term success and happiness.

1. A. everywhere B. nowhere C. somewhere D. elsewhere

2. A. whatever B. however C. wherever D. whenever

3. A. gradually B. eventually C. occasionally D. quickly

4. A. But B. Besides C. Indeed D. Hence

5. A. influence B. interfere C. confuse D. deceive

6. A. return B. response C. addition D. relation

7. A. soon after B. right before C. each time D. not until

8. A. fall into B. find out C. leave off D. carry on

9. A. easier B. harder C. slower D. faster

10. A. unless B. although C. because D. so

11. A. At one time B. At the time C. In no time D. Over time

12. A. takes B. brings C. cuts D. adds

13. A. stain B. burden C. demand D. record

14. A. check in B. shop around C. show off D. meet up

15. A. even B. only C. except D. especially

16. A. improves B. lowers C. reflects D. ensures

17. A. effect B. world C. picture D. time

18. A. from B. by C. for D. with

19. A. objection B. reaction C. solution D. exposure

20. A. divert B. weaken C. avoid D. maintain

Text 2

A chorus of politicians, policy experts, and economically minded columnists have located the value of college in preparing young people for jobs. They argue that students should train in science, technology, engineering, and math—the STEM fields—rather than devote themselves to pursuits seen as less pragmatic and the development of skills portrayed as less in demand.

This argument presents itself as hardheaded, but it mischaracterizes the realities of the job market that it boasts. For one, the presumption that a liberal-arts education would prevent students from getting jobs is false. Graduates with a broad-based education are in demand. Writing for the National Bureau of Economic Research, the economist David J. Deming argues that employers are currently seeking skills that come from a more exploratory college education, like the one that students receive by studying liberal arts. What’s more, these workers’ “soft skills”—their capacity to communicate and work with others—are in short supply.

The argument also fails to acknowledge that the high cost of college makes it a doubtful proposition if the only purpose is to find a well-paying job. The economists John Schmitt and Heather Boushey found that among 24-to-35-year-olds, almost 20 percent of college graduates “actually do no better than their counterparts who left school after high school,” even before taking college debt into account.

The argument also denies the turbulent job market graduates will face. College students will enter a world in which many jobs are designed to be temporary. This means that college graduates can expect to face spikes and dips in income as they lose or finish one job and worry about when the next will come and from where. On top of this volatility, they also have to contend with the rapid transition to automation in white-collar work. If students accept the argument that their college years should be dedicated to job preparation, graduates cannot be certain that the high-paying jobs they envision will still be available, let alone secure.

Rather than impressing on college students that they should commit to particular jobs and the direction of corporate executives, colleges and universities ought to enhance students’ ability to experiment and prepare them for an open future, even one in which automation may play a significant role. When universities can broaden “their reach to become engines of lifelong learning,” Northeastern University President Joseph E. Aoun has argued, they will also “robot proof” education.

Today’s students need universities and colleges that will help them navigate a world where constant changes are the norm and where learning how to adapt is the central problem of living and of citizenship. The idea that the college years should be primarily about potential is not idealistic or naive; it is prescient.

25.It can be learned from Paragraph 1 that STEM majors ________.

A. are preferred choice for most students

B. provide job training exactly as needed

C. are the most valuable in politicians’ eyes

D. are often defamed in economic columns

26.David J. Deming is cited to show that liberal-arts education ________.

A. tends to be undervalued in today’s job market

B. facilitates job hunting instead of hindering it

C. can’t develop “soft skills” that employers seek

D. drives career success better than STEM education

27.According to John Schmitt and Heather Boushey, college education ________.

A. is unworthy of its time and high cost

B. often leaves graduates with huge debt

C. does not provide enough job preparation

D. does not necessarily mean higher income

28.Which of the following characteristic will be most essential in the future?

A. Adapting to changes quickly.

B. Exhibiting willingness to learn.

C. Knowing how to operate robots.

D. Showing business insights.

Section B (10 points)

Directions: Translate the following passage into English and write your translation on the ANSWER SHEET.

42.中国高铁以其尖端技术而闻名世界。2008年中国最早的高铁线路津京高铁开始投入使用。从那时起，更多高铁线路投入运营。高铁线路的开通减轻了我国的交通压力，促进了经济与人才交流，推动了各区域间的融合。中国高铁自主创新，发展迅速，已经取得了巨大的成就。

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