hce_nsysu
113年
英文
第 30 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.)
30.
- 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
請觀察第 30 格前方的內容，作者列舉了許多世界名著的書名。接著請看第 30 格後方的句子，開頭使用了代名詞「They」來指稱某些事物。在邏輯上，如果要將「一連串具體的書名」與後續「對醫師的重要性」連結起來，中間應該加入一個什麼樣性質的句子，才能讓「這些書」順理成章地變成「醫學教育中的重要存在」呢？
🤖
AI 詳解
AI 專屬家教
文本銜接與代名詞指涉
太棒了！你能精準選出 (D) 選項，代表你對文章的連貫性（Cohesion）與代名詞指涉有非常敏銳的觀察力。在空格前，作者羅列了一長串西方文學經典，如《約伯記》、《瘟疫》及《愛在瘟疫蔓延時》，這些作品都被稱為「備受推崇的藝術傑作」。選項 (D) 中的 「These great works」 正好完美承接了這串書單，並將其定位在「文學與醫學經典」（canon of literature and medicine）之中，這讓後文緊接著提到的「它們（They）對醫師而言可能比一般讀者更重要」有了堅實的邏輯基礎。
難度評析：文章結構的轉折點
▼ 還有更多解析內容