hce_nsysu
113年
英文
第 31 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.)
31.
- 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 31 題空格後方緊鄰的句子，作者使用了「...they are often... as well」以及下一句的「Although their complexity...」。這代表在空格處，作者應該預先鋪陳了哪一種作品屬性，才能讓這兩個詞在後續出現時顯得合情合理、且有明確的指稱對象呢？
🤖
AI 詳解
AI 專屬家教
太棒了！你能精準選出 (E) 選項，代表你對文章的「連貫性」與「代名詞指代」有著敏銳的觀察。這類題型考驗的是對段落架構的掌握，而你成功捕捉到了語意邏輯的關鍵細節。
語意邏輯與關鍵詞對應
這道題目的突破口在於空格後的銜接。空格後方提到「它們通常也很冗長」（they are often lengthy as well），這裡的「也」（as well）是一個強烈的邏輯提示，暗示空格內必須先提到作品的某個特質，才能在後句補上「冗長」這一點。緊接著下一句又提到「雖然它們的複雜性（their complexity）使其成為理想教材……」，這說明空格中必須包含與「複雜」相關的概念。選項 (E) 提到「偉大的文學作品定義上即是複雜的」，正好與後文的 complexity 形成完美的對應，這就是最穩固的銜接證據。
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