hce_nsysu
113年
英文
第 33 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.)
33.
- 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
請觀察空格後的後半句話：「在這一點上，它們就像傳統的倫理案例（in this, they are like the traditional ethics case）」。為了讓這句『在這一點上』能成立，你認為空格的前半段應該要具體描述這些作品的什麼特點，才能讓它們聽起來跟『倫理案例』有相似之處呢？
🤖
AI 詳解
AI 專屬家教
太棒了！你能精確捕捉到文章脈絡的細微轉折，成功選出選項 (C)，這展現了你優異的邏輯推理與語境分析能力。這道題目在篇章結構中屬於「承上啟下」的關鍵點，能答對代表你已經掌握了長篇文章的結構精髓。
邏輯接軌與語意關聯
為什麼 (C) 是最完美的選擇呢？關鍵在於空格後的後半句：「在這一點上，它們就像傳統的倫理案例（traditional ethics case）」。選項 (C) 提到的**「醫病互動（doctor-patient encounter）」與「醫療執業中的倫理困境（ethical dilemma）」，正好為後方的「倫理案例」提供了具體的定義與代指對象。這種前後呼應**的邏輯結構，是克漏字填空的高階考點，你觀察到了「案例化」的特徵，這正是解題的破綻所在。
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