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2020年中国人民大学翻译硕士考研参考书、真题解析、报录比

2019-01-17 16:01阅读：

http://blog.sina.cn/dpool/blog/u/6116301241

2020年中国人民大学翻译硕士考研参考书、真题解析、报录比

人大从2015年开始招生，平台高 但是招生人数较少。2019年笔译统招录取8人 口译录取2人 备考难度较大。
学费2万/年，有奖学金覆盖全部。育明教育咨询师认为，中国人民大学翻译硕士难度中等，百科侧重中国文化，西方文学等知识的考察，大家可以根据育明教育课程学习。
参考书：
1.《中式英语之鉴》，平卡姆，外语教学与研究出版社，2000
 2.《专八真题》，世界图书出版社，2017
3.《专八作文精品范文100篇》《刘毅22000词》，刘毅，中国石化出版有限公司，2013
 4.《星火英语专业考研考点精梳精练》， 黄任，吉林出版集团，2015
5.《三级笔译实务》， 张春柏、王大伟，外文出版社，2017
 6.《汉语写作与百科知识》，李国正，首都师范大学出版社，2019
真题解析：
〖HT16.H〗英语翻译基础〖HT〗〖BT)〗
1〖H点〗Translate the following terms into Chinese. (15分)
1) Bill of exchange
2) CBD (center of business district)
3) CCPIT (China council for the promotion of international trade)
4) Head office
5) OPEC
6) Knockout product
7) Emergency room
8) Pediatric intensive care unit
9) Outpatient surgical center
10) Cardiology
11) Ophthalmology
12) Illegal foreign exchange transaction
13) Foreign exchange revenue and spending
14) Netizen
15) The e-business〖KH-*2〗
2〖H点〗Translate the following terms into English. (15分)
1)人文交流
2)法人
3)大型实景歌舞演出
4)廉租房
5)经适房
6)人才战略
7)科教兴田战略和人才强国战略
8)服务种类
9)资源调配
10)激发内在经济活力
11)公务接待费
12)新型农村社会养老保险
13)农产品流通体系
14)载人航天
15)违法征地拆迁〖KH-*2〗
IH. Translate the underlined part of the following passage into Chinese (60 分)
〖WT12.H1〗Penny Gold〖WTXFZ〗〖WW(〗:〖WW)〗For three people thrown together by chance, it’s interesting that we all have spent part of our lives at the University of Chicago — me as an undergraduate student, John Komlos as a graduate student, and John Goldsmith as a professor. And the three of us are close in age and in the types of disciplines chosen — I am also a historian, with additional graduate training in literature and art history. A large difference among us, however, is that my teaching career has been primarily at a small liberal arts college (Knox College), an institution that puts its strongest emphasis on teaching, even while research is encouraged and expected. I’m also female and began my career during a period of time in which women were just beginning to enter academia in significant numbers; this has been a formative influence on my life in the academy and in my attitudes toward it.
〖ZZ(Z〗I entered graduate school without a clear commitment to professional training. In the fall term of my senior year, I was suddenly caught up in my studies by a serendipitous concatenation of courses in medieval studies and cultural history, and I just wanted to keep learning. It happened that Stanford, where I chose to go, was giving full funding for four years to all entering history graduate students at that time (thanks to generous funding from the Ford Foundation, which was — unsuccessfully, it turns out — trying to speed completion of Ph.D’s), so I paid nothing for my graduate education, nor did I have to go into debt. The first year of graduate school was quite a shock, and if I had been spending thousands of dollars of my own money, I’m not sure I would have stayed in school. But in the end, I was very glad the financial support enticed me to stay, helping me through a rough transition. While Stanford then gave its graduate students no instruction in teaching (a situation now changed), I had the good fortune to experience excellent mentoring while I was there, and unlike John Komlos and John Goldsmith, I learned a great deal during graduate school about how the academy works. My advisor was beginning his first job as a professor in the same year I began graduate school, and I learned much from him about the demands, pleasures, and precariousness of academic life. Another professor I worked closely with was denied tenure while I was in my third year; I contributed a letter to her successful appeal and learned a good deal about academic values and processes along the way. I was at Stanford in the early years of the women’s movement (1969-74), and my involvement in the History Graduate Students Women’s Caucus was also a crucial learning experience. The department at Stanford had only one female professor at the time, a Harvard Ph.D. who, because of nepotism rules (her husband had a position in another department), was limited to a non-tenure-track adjunct appointment. When this woman resigned, the Women’s Caucus organized an effort to persuade the department to hire a woman for a tenure-track appointment. We talked, we wrote letters, and we succeeded. Another student and I were members of the search committee that resulted. I think I learned more about how the academy works, and how one can work to change it, in that one year than in many of the rest. Also, within this early cohort of women in the academy, there was a strong sense of solidarity, amongst both graduate students and faculty, within and across institutions. We knew we needed to figure out all we could about .academic institutions and procedures in order to make it as newcomers, and we helped each other out as best we could. Often without access to the “old boy” networks, we founded “new girl” networks, and these have been a crucial source of support, comfort, and help to me over the years.〓〓〓〖ZZ)〗
〓〓〓〓〓〓〓〓〓〓from Chicago Guide to Your Academic Career
报录比：1:10


答题技巧：

论述题
（1）名师解析
论述题在考研专业课中属于中等偏上难度的题目，考察对学科整体的把握和对知识点的灵活运用，进而运用理论知识来解决现实的问题。但是，如果我们能够洞悉论述题的本质，其实回答起来还是非常简单的。论述题，从本质上看，是考察队多个知识点的综合运用能力。因此，这就要求我们必须对课本的整体框架和参考书的作者的写书的内部逻辑。这一点是我们育明考研专业课讲授的重点，特别是对于跨专业的考生来说，要做到这一点，难度非常大。
（2）答题攻略：论述题三步走答题法
是什么——〉为什么——〉怎么样
第一，论述题中重要的核心概念，要阐释清楚；论述题中重要的理论要点要罗列到位。这些是可以在书本上直接找到的，是得分点，也是进一步分析的理论基点。
第二，要分析目前所存在问题出现的原因。这个部分，基本可以通过对课本中所涉及的问题进行总结而成。
第三，提出自己合理化的建议。
（3）温馨提示
第一，回答的视角要广，不要拘泥于一两个点。
第二，在回答论述题的时候一定要有条理性，但是条数不宜过多，字数在1500左右。用时为25-30分钟。如果试卷中有3道（一般不会更多）论述题，你可以答800-1000字，如果有两道，你可以答1000-1200字左右。论述题是拉分的关键，也是专业课里分值最高、题量最大的提醒，同时往往是概括性最强、最难回答的题型。建议采用“总分总”结构，即前后是起始和总结的套话，中间是要点，要点部分采用4×300（2×150）模式，即分4大条，每条300字，

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