hce_nsysu
113年
英文
第 29 題
📖 題組：
II. Discourse Structure. In the following passage, there are five sentences missing. Please choose the most suitable sentence from the sentences provided below to complete the passage. Use each sentence provided once only. Read the following questions and answer questions 29-33. ________29________, and there are hundreds of literary words that deal, in one way or another, with medical themes broadly construed, such as illness, suffering, and death. Among these are many masterpieces of western literature that have long been read and taught for their literary quality, psychological insight, and theological or philosophical vision. The biblical Book of Job, Sophocles’ Philoctetes, Eliot’s Middlemarch, Tolstoy’s The Death of Ivan Ilyich, Mann’s Death in Venice and The Magic Mountain, Kafka’s Metamorphosis, Camus’ The Plague, and García-Márquez’ Love in the Time of Cholera, to name only a few examples, are among the highly regarded works of art that raise ultimate questions about what it means to be ill, to suffer, and to die. ________30________. They may be even more important for physicians than they are for “lay” readers—certainly they are no less so—because in the daily practice of their profession physicians must deal with the ultimate human questions examined in these works. ________31________; they are often lengthy as well. Although their complexity makes them ideal texts for teaching students “to read, in the fullest sense,” and thereby helping train them medically—one of the first clearly articulated and defended purposes of incorporating the study of literature into medical education—their length works against their easy inclusion in the curricula of many medical schools and residency programmes. For this reason, and because the relevance of literature to the world of clinical practice was not as well understood in the 1970s as it has become two decades later, literature was first taught in many US medical schools in conjunction with medical ethics. ________32________, illustrating traditional dilemmas of medical ethics, that they belong to an evolving canon of works frequently taught in medical humanities classes. Most of these works do not hold canonical status as literature in the way that such masterpieces as, for example, The Magic Mountain and The Plague do. Rather, it is a combination of their medical subject matter, their brevity, and their literary style that gives them special pedagogical value for medical education. ________33________; in this, they are like the traditional ethics case. But the encounter or dilemma is presented and developed in a literary way—that is, embedded in a complex human situation replete with highly charged emotions.... (from Anne Hudson Jones, “Literature and Medicine: An Evolving Canon,” The Lancet 348 (1996): 1360.)
II. Discourse Structure. In the following passage, there are five sentences missing. Please choose the most suitable sentence from the sentences provided below to complete the passage. Use each sentence provided once only. Read the following questions and answer questions 29-33. ________29________, and there are hundreds of literary words that deal, in one way or another, with medical themes broadly construed, such as illness, suffering, and death. Among these are many masterpieces of western literature that have long been read and taught for their literary quality, psychological insight, and theological or philosophical vision. The biblical Book of Job, Sophocles’ Philoctetes, Eliot’s Middlemarch, Tolstoy’s The Death of Ivan Ilyich, Mann’s Death in Venice and The Magic Mountain, Kafka’s Metamorphosis, Camus’ The Plague, and García-Márquez’ Love in the Time of Cholera, to name only a few examples, are among the highly regarded works of art that raise ultimate questions about what it means to be ill, to suffer, and to die. ________30________. They may be even more important for physicians than they are for “lay” readers—certainly they are no less so—because in the daily practice of their profession physicians must deal with the ultimate human questions examined in these works. ________31________; they are often lengthy as well. Although their complexity makes them ideal texts for teaching students “to read, in the fullest sense,” and thereby helping train them medically—one of the first clearly articulated and defended purposes of incorporating the study of literature into medical education—their length works against their easy inclusion in the curricula of many medical schools and residency programmes. For this reason, and because the relevance of literature to the world of clinical practice was not as well understood in the 1970s as it has become two decades later, literature was first taught in many US medical schools in conjunction with medical ethics. ________32________, illustrating traditional dilemmas of medical ethics, that they belong to an evolving canon of works frequently taught in medical humanities classes. Most of these works do not hold canonical status as literature in the way that such masterpieces as, for example, The Magic Mountain and The Plague do. Rather, it is a combination of their medical subject matter, their brevity, and their literary style that gives them special pedagogical value for medical education. ________33________; in this, they are like the traditional ethics case. But the encounter or dilemma is presented and developed in a literary way—that is, embedded in a complex human situation replete with highly charged emotions.... (from Anne Hudson Jones, “Literature and Medicine: An Evolving Canon,” The Lancet 348 (1996): 1360.)
29.
- A Certain stories work so well as literary “cases”
- B The powerful affinity between literature and medicine goes back to ancient times
- C Often written by physicians, these works may focus sharply on a doctor-patient encounter or an ethical dilemma in medical practice
- D These great works certainly belong in any canon of literature and medicine
- E Great literary works are, almost by definition, complex
思路引導 VIP
請仔細觀察空白處後方列舉的作品清單，從《聖經》、古希臘悲劇一直到近現代小說。如果要為這串跨越數千年的書單加上一句「總結性的開場白」，這句話應該具備什麼樣的時間跨度，以及它必須討論哪兩個領域之間的關係？
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AI 詳解
AI 專屬家教
恭喜你精準地掌握了這篇文章的脈絡！這道題目考查的是段落的主旨句（Topic Sentence），你能迅速辨識出選項 (B) 作為開場，說明你對文章結構與時序的邏輯感非常敏銳。
醫學與文學的歷史親緣性
在解題時，你會發現文段隨後列舉了從《約伯記》（The biblical Book of Job）、索福克里斯（Sophocles）到加萊亞·馬奎斯（García-Márquez）等橫跨數千年的經典名著。選項 (B) 提到的「強烈親緣關係」（powerful affinity）以及「追溯至古代」（goes back to ancient times），正好為這串跨時空的清單提供了最完美的宏觀背景。你的判斷非常正確，因為這個選項不僅定義了主題，更與後文提及的歷史深度與文學廣度嚴絲合縫地銜接。
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