2012年浙江师范大学851英语写作考研真题【圣才出品】

圣才电子书

十万种考研考证电子书、

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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 in

no more than 120

words. Exceeding the word limit or copying the original sentences will result in a

loss of marks.

Bernstein regards language as something which both influences culture and is

in

turn

influenced

by

culture.

A

child

growing

up

in

a

particular

linguistic

environment and culture learns the language of that environment and that culture

and

then

proceeds

to

pass

on

that

learning

to

the

next

generation.

Bernstein

believes that there is a direct and reciprocal relationship between a particular kind

of

social

structure,

in

both

its

establishment

and

its

maintenance,

and

the

way

people

in

that

social

structure

use

language.

Moreover,

this

relationship

is

a

continuing

one

in

that

it

is

handed

down

from

generation

to

generation.

For

Bernstein, a particular kind of social structure leads to a particular kind of linguistic

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/

6

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十万种考研考证电子书、

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behavior

and

this

behavior

in

turn

reproduces

the

original

social

structure.

Consequently,

a

cycle

exists

in

which

certain

social

patterns

produce

certain

linguistic patterns, which in turn reproduce the social patterns, and so on.

Individuals also learn their social roles through the process of communication.

This process differs from social group to social group, and, because it is different in

each social group, existing role differences are perpetuated 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

in

society.

He

calls

one

variety

elaborated

code

（

originally

formal code

）

and the other variety

restricted code

（

originally

public

code

）

. According to Bernstein, 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 complex sentences that

employ

a

range

of

devices

for

conjunction

and

subordination;

employs

prepositions

to show relationships

of

both a

temporal

and

logical

nature; shows

frequent

use

of

the

pronoun

I;

uses

with

care

a

wide

range

of

adjectives

and

adverbs; allows for remarks to be qualified; and, according to Bernstein

（

1961, p.

169

）, ‘is a language use which points to the possibilities inherent in a complex

conceptual hierarchy for the organizing of experience.’ 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; employs little subordination; tends toward a dislocated presentation of

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information;

is

rigid

and

limited

in

the

use

of

adjectives

and

adverbs;

makes

infrequent use of impersonal pronoun subjects; confounds reasons and conclusions;

makes frequent 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

lan

guage

has

access

to

the

restricted

code

because

all

employ

this

code

on

certain

occasions;

e.g.,

it

is

the

language of intimacy between familiars. However, not all social classes have equal

access

to

the

elaborated

code,

particularly

lower

working-class

people

and

their

children,

who

are

likely

to

have

little

experience

with

it.

According

to

Bernstein

（

1972b, p. 173

）

, the consequences of this unequal distribution are considerable. In

particular, children from the lower working class 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 a major

problem of educability only where the school produces discontinuity between its

symbolic orders and those of the child. Our schools are not made for these children;

why should the children respond? To ask the child to switch to an elaborated code

which presupposes different role relationships and systems of meaning without a

sensitive

understanding

of

the

required

contexts

must

create

for

the

child

a

bewildering and potentially damaging experience.

According

to

Bernstein,

therefore,

there

are

serious

consequences

for

the

children of the lower working class when they come to school because elaborated

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