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______ wrote Nature.A．William FaulknerB．Washington IrvingC．Rail Waldo EmersonD．Walt Whitma

______ wrote Nature.

A．William Faulkner

B．Washington Irving

C．Rail Waldo Emerson

D．Walt Whitman

提问人：网友chenanqiong 发布时间：2022-01-06

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更多“______ wrote Nature.A．William …”相关的问题

第1题

Children's literature traces its beginnings to preliterate times, when ancient storyteller

s passed tales and legends from generation to generation in the oral tradition. William Caxton, who established England's first printing press, published books of etiquette, fables and legends. However, these didn't constitute a body of work that could be considered literature for children. Because children at that time were considered "miniature adults", books were didactic in nature. The content for young readers consisted mainly of religious instruction, rules of behavior, ethical messages, and moral platitudes. In 1774, Englishman John Newberry changed children's publishing when he began to create books with attractive formats, quality illustrations, and sturdy bindings, that were designed primarily for children to enjoy. The oldest, and most prestigious award given for children's books published in America, is the Newberry Medal.

In the following century, children's literature began to bloom. Hans Christian Andersen's wonderful stories like "The Ugly Duckling", and "The Little Mermaid", and Grimm brothers collected two volumes of German folktales that included stories such as "Snow White" and "Rumpelstiltskin". Childhood came to be recognized as a joyful and carefree period of life, and books celebrating it began to be published. Charles Dodgson (Lewis Carrol) wrote the fantasy "Alice in Wonderland", the first book that was intended purely for children's enjoyment without any pretense of instruction. Edwards Lear's books of nonsense poetry delighted both young and old readers. In North America, books for a young audience were becoming popular as well. Kate Douglas Wiggin wrote "Rebecca of Sunnybrook Farm", Louisa May Alcott wrote "Little Women", and Samuel Clemens (Mark Twain) created Tom Sawyer and Huckleberry Finn. By the end of the century, the pious and moralistic books of earlier times had been replaced by writing designed to amuse and entertain a young audience. In the 1800s color printing was introduced, and by the middle of the 19th century, the rough illustrations that characterized earlier children's books had been replaced by works of art that captured the word and some of the story.

The word "constitute" underlined in Paragraph 1 most probably means ______.

A．form

B．talk

C．plan

D．look

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第2题

I have been teaching for longer than I care to say, and always offer a course for enteri

ng freshmen. And Ive discovered something quite elemental: all young people have knowledge-thirsty minds that can be awakened and encouraged to examine the world they inhabit in.【M1】______ So why do we hear so many professors describe their pupils so hostile to learning？ Ill stipulate the obvious:【M2】______ colleges want good students. Because by that, they【M3】______ generally mean highly SATs and GPAs. Sadly, this【M4】______ expectation continues at college where, as Harvards Harvey Mansfield states, professors believe "that what theyre doing the research on is exactly what students【M5】______ need to know. How best to get more students into college and get them thinking？ A start would be to abandon the constrictions of academic fields. I know of a class that a【M6】______ professor invites the students to ponder human nature. They cites Alexander Hamilton, who wrote that human【M7】______ beings are "ambitious, vindictive, and rapacious." And then Thomas Jefferson, who held that "morality, compassion, and generosity are innate elements in the human constitution." This is a discussion worth of a【M8】______ college course, in which every one of us can bring information and insights to the analysis. This can also happen in the sciences. Thus theres a geology course that starts the professor saying, "After this semester, you 11【M9】______ never look at a rock in the same way again." Of course, the students are expecting to put in a lot of hard work. But【M10】______ teachers like that make them willing to do it.

【M1】

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第3题

The making of classifications by literary historiabs can be a somewhat risky enterprise.Wh

The making of classifications by literary historiabs can be a somewhat risky enterprise.

When Black poets are discussed separately as a group, for instance, the extent to which their work reflects the development of poetry in general should not be forgotten, or a distortion of literary history may result. This reminder is particularly relevant in an assessment of the differences between Black poets at the turn of last century (1900-1909) and those of the generation of the 1920s. These differences include the bolder and more forthright speech of the later generation and its technical inventiveness. It should be remembered, though, that comparable differences also existed for similar generations of White poets.

When poets of the 1910s and 1920s are considered together, however, the distinctions that literary historians might make between "conservative" and "experimental" would be of little significance in a discussion of Black poets, although these remain helpful classification for White poets of these decades. ①Certainly differences can be noted between "conservative" Black poets such as Countee Cullen ,and Cluade McKay and "experimental" ones such as Jean Toomer and Langston Hughes. But Black poets were not battling over old or new styles; rather, one accomplished Black poet was ready to welcome another. whatever his or her style, for what mattered was racial pride.

However, in the 1920s Black poets did debate with specifically racial subjects. They asked whether they should only write about Black experience for a Black audience or whether such demands were restrictive. It may be said, though, that virtually all those poets wrote their best poems when they spoke out of racial feeling, race being, as James Johnson rightly put it "inevitably the thing the Negro poet knows best".

At the turn of the 20th century, by contrast, most Black poets generally wrote in the conventional manner of the age and expressed noble, if vague, emotions in their poetry. These poets were not unusually gifted, though Roscoe Jamision and G. M. McClellen may be mentioned as exceptions. They chose not to write in dialect, which, as Sterling Brown has suggested, "meant a rejection of stereotypes of Nero life." and they refused to write only about racial subjects. This refusal had both a positive and a negative consequence. As Brown observes, "Valuably insisting that Negro poets should not be confined to issues of race, these poets committed (an) error they refused to look into their hearts and write." These are important insights, but one must stress that this refusal to look within was also typical of most White poets of the United States at the time. They, too, often turned from their own experience and consequently produced not very memorable poems about vague topics, such as the peace of nature.

What is the author's attitude toward the classification as a technique in literary history'？

A．Sarcastic.

B．Indifferent.

C．Cautious.

D．Critical.

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第4题

The making of classifications by literary historians can be a somewhat risky enterprise. W

hen Black poets are discussed separately as a group, for instance, the extent to which their work reflects the development of poetry in general should not be forgotten, or a distortion of literary history may result. This reminder is particularly relevant in an assessment of the differences between Black poets at the turn of last century (1900--1909) and those of the generation of the 1920s. These differences include the bolder and more forthright speech of the later generation and its technical inventiveness. It should be remembered, though, that comparable differences also existed for similar generations of White poets.

When poets of the 1910s and 1920s are considered together, however, the distinctions that literary historians might make between "conservative" and "experimental" would be of little significance in a discussion of Black poets, although these remain helpful classification for White poets of these decades. Certainly differences can be noted between "conservative" Black poets such as Countee Cullen, and Cluade McKay and "experimental" ones such as Jean Toomer and Langston Hughes. But Black poets were not battling over old or new styles; rather, one accomplished Black poet was ready to welcome another, whatever his or her style, for what mattered was racial pride.

At the turn of the 20th century, by contrast, most Black poets generally wrote in the conventional manner of the age and expressed noble, if vague, emotions in their poetry. These poets were not unusually gifted, though Roscoe Jamision and G.M. McClellen may be mentioned as exceptions. They chose not to write in dialect, which, as Sterling Brown has suggested, "meant a rejection of stereotypes of Nero life," and they refused to write only about racial subjects. This refusal had both a positive and a negative consequence. As Brown observes, Valuably insisting that Negro poets should not be confined to issues of race, these poets committed (an) error.., they refused to look into their hearts and write. "'These are important insights, but one must stress that this refusal to look within was also typical of most White poets of the United States at the time. They, too, often turned from their own experience and consequently produced not very memorable poems about vague topics, such as the peace of nature.

What is the author's attitude toward the classification as a technique in literary history？

A．Sarcastic.

B．Indifferent.

C．Cautious.

D．Critical.

点击查看答案

第5题

Section BDirections: There are 2 passages in this section. Each passage is followed by som

Section B

Directions: There are 2 passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A, B, C and D. You should decide on the best choice.

Nineteenth-century writers in the United States, whether they wrote novels, short stories, poems, or plays, were powerfully drawn to the railroad in its golden years. In fact, writers responded to the railroads as soon as the first were built in the 1830's. By the 1850's, the railroad was a major presence in the life of the nation. Writers such as Ralph Waldo Emerson and Henry David Thoreau saw the railroad both as a boon to democracy and as an object of suspicion. The railroad could be and was a de spoiler of nature; furthermore, in its manifestation of speed and noise, it might be a despoiler of human nature as well. By the 1850's and 1860's, there was a great distrust among writers and intellectuals of the rapid industrialization of which the railroad was a leading force. Deeply philosophical historians such as Henry Adams lamented the role that the new frenzy for business was playing in eroding traditional values. A distrust of industry and business continued among writers throughout the rest of the nineteenth century and into the twentieth.

For the most part, the literature in which the railroad plays an important role belong to popular culture than to the realm of serious art. One thinks of melodramas, boys' books, thrillers, romances, and the like rather than novels of the first rank. In the railroads' prime years, between 1890and 1920, there were a few individuals in the United States, most of them with solid railroading experience behind them, who made a profession of writing about railroading --works offering the ambience of stations, yards, and locomotive cabs. There writers, who can genuinely be said to have created a genre, the "railroad novel, "are now mostly forgotten, their names having faded from memory. But anyone who takes the time to consult their fertile writing will still find a treasure trove of information about the place of the railroad in the life of the United States.

With which of the following topics is the passage mainly concerned？

A．The role of the railroad in the economy of the United States.

B．Major nineteenth-century writers.

C．The conflict between expanding industry and preserving nature.

D．The railroad as a subject for literature.

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第6题

Science is a cumulative body of knowledge about the natural world, obtained by the applica

tion of a particular method practised by the scientist. The word science itself is derived from the Latin scire, which means to know, to have knowledge of or to experience. Technology is the fruit of applied science, it is the concrete expression of research done in the laboratory and applied to manufacturing commodities to meet human needs. The word scientist was introduced only in 1840 by William Whewell, Professor of Moral Philosophy at the University of Cambridge. In his Philosophy of the Inductive Sciences, he wrote: "We need a name to describe a cultivator of science in general. I should be inclined to call him a scientist." The "cultivators of science" before 1840 were known as "natural philosophers". The founders of the 300-year-old Royal Society were typical "natural philosophers". They were curious, often eccentric persons who poked inquiring fingers at nature. In the process of doing so they stated a technique of inquiry we know today as the "scientific method".

Briefly, these are the steps in the method. First comes the thought that sparks off the inquiry. (For. example, in 1896, the physicist Henri Becquerel, in communications to the French Academy of Sciences, stated that he found that uranium salts emitted rays of unknown nature. His discovery excited Marie Curie. Along with her husband Pierre, she wanted to know more about this radiation. What was it exactly, and where did it come from？)

Second comes the collecting of facts: the techniques of doing this will differ according to the problem to be solved. However it is based on experiments in which one may use anything from a test tube to an earth satellite to gather essential data. (If you do not know the difficulties which the Curies encountered to gather their facts, as they investigated the mysterious uranium rays, I advise you to read the remarkable story in the book Madame Curie by her daughter Eve. )

This leads to step three: organising the facts and studying the relationships that emerge. (These rays were different from anything known. How can this be explained？ Did this radiation come from the atom itself？ It might well be that other materials also emit radiation. Madame Curie investigated and found this was so. She invented the word radioactivity for this phenomenon. She followed this with further experimental work on only "active" radioelements. )

Step four is the statement of a hypothesis or theory: that is, framing a general truth that has emerged and that may be modified as new facts emerge. (In July 1898, the Curies announced the probable presence in pitchblende ores of a new element endowed with powerful radioactivity. This was the beginning of the discovery of radium. )

Then follows the clearer statement of the theory. (In December 1898, the Curies reported to the Academy of Sciences: "The various reasons we have enumerated lead us to believe that the new radioactive substance contains a new element to which we propose to give the name of Radium. The new radioactive substance certainly contains a very strong proportion of bariums in spite of that its radioactivity is considerable. The radioactivity of radium therefore must be enormous. ")

And the final step is the practical test of the theory--the prediction of new facts. This is essential because from this flows the possibility of control by man of the forces of nature that are newly revealed.

Note how Marie Curie used deductive reasoning in order to push on. "This kind of detective work is basic to the methodology of science. Further, she was concerned with probability and not certainty-in her investigations. Also, although the Curies were doing the basic research work at great expense to themselves in hard physical toil, they knew that they were part of an international group of people all concerned with their search for truth

A．science is concerned about the natural world

B．technology is the result of applied science

C．a scientist is a cultivator of science

D．the scientific method is indispensable in the pursuit of science

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第7题

The equilibrium is dynamic in nature.

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第8题

Naturalness refers to nature.

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第9题