历年GRE考试真题精选系列四

会计考友

Extended debate concerning the exact point of  
) T, S9 ^! U) N6 l5 Horigin of individual folktales told by Afro-American  
slaves has unfortunately taken precedence over analy-
sis of the tales meaning and function. Cultural con-
$ n* }3 o. ~* j! j, itinuities with Africa were not dependent on importa-
" q) k5 b6 Y6 D* ktion and perpetuation of specific folktales in their  
9 }( z9 x9 Y; }/ @pristine form. It is in the place that tales occupied in  
/ l4 f3 T7 _6 nthe lives of the slaves and in the meaning slaves  
derived from them that the clearest resemblances to  
African tradition can be found. Afro-American slaves  
did not borrow tales indiscriminately from the Whites  
among whom they lived. Black people were most  
; Z) X7 T; E  z6 A) L4 sinfluenced by those Euro-American tales whose func-
  ?" z6 H/ D# j1 K- \tional meaning and aesthetic appeal had the greatest  
similarity to the tales with deep roots in their ances-
tral homeland. Regardless of where slave tales came  
7 m/ H! M* T2 j4 rfrom, the essential point is that, with respect to lan-
; j/ W% K; I2 l* R+ Fguage, delivery, details of characterization, and plot,  
slaves quickly made them their own.
  
17. The author claims that most studies of folktales  
" r* D- N) }/ ltold by Afro-American slaves are inadequate  
because the studies
# y6 m3 V9 }/ Y, H   (A) fail to recognize any possible Euro-
     American influence on the folktales
+ u+ D2 X3 D3 H   (B) do not pay enough attention to the features  
$ m0 }+ i# `) h8 K5 k& y     of a folktale that best reveal an African  
     influence
) U3 |. F" G9 ], j( Z) e   (C) overestimate the number of folktales  
     brought from Africa by the slaves
   (D) do not consider the fact that a folktale can  
$ I$ b) u8 p' C3 [     be changed as it is retold many times
5 r' `3 H& I' J( o% o   (E) oversimplify the diverse and complex tradi-
      tions of the slaves ancestral homeland  
8 C$ H7 w6 Q- z  
0 z7 ?3 q8 N7 s5 D* H18. The author’s main purpose is to  
   (A) create a new field of study  
; b% W+ C0 o" H   (B) discredit an existing field of study  
0 s: \: {! b( t/ a4 I' ~, S   (C) change the focus of a field of study  
  Y6 L% y. g5 A3 W; h: a   (D) transplant scholarly techniques from one  
     field of study to another
   (E) restrict the scope of a burgeoning new field  
  x1 R' o9 x( ^" z/ a. l     of study  
4 R" U. o6 P$ B  
19. The passage suggests that the author would  
9 T% P: q( e- j1 L; l& q* o) R# W4 Pregard which of the following areas of inquiry as  
most likely to reveal the slaves’ cultural continu-
ities with Africa?
" d5 J4 C7 G+ X: |7 }5 f* \$ j    (A) The means by which Blacks disseminated

会计考友

their folktales in nineteenth-century  
3 V0 I" }, Y+ g     America
0 t5 ~, ?+ \! V8 C/ ^    (B) Specific regional differences in the styles of  
2 X. C* y8 g( q4 f/ r. G, E2 A     delivery used by the slaves in telling  
; B6 f7 F- g$ [     folktales  
3 N4 z: g; l7 I7 ?    (C) The functional meaning of Black folktales  
     in the lives of White children raised by  
, j3 K: V+ [& [' c" v     slaves  
    (D) The specific way the slaves used folktales to  
     impart moral teachings to their children  
% k+ G* [5 ?/ J    (E) The complexities of plot that appear most  
     frequently in the slaves’ tales  
  
2 V+ T. W1 T3 S! Y! `( k20. Which of the following techniques is used by  
, L" i6 I& o8 R   the author in developing the argument in the  
2 i9 A6 [' R9 ?$ a2 n; I0 g7 e" d! H   passage?
   (A) Giving a cliche a new meaning  
   (B) Pointedly refusing to define key terms  
   (C) Alternately presenting generalities and  
( \2 E$ L/ D* P  r     concrete details  
   (D) Concluding the passage with a restatement  
5 a: o& g+ I! V1 C5 E: x     of the first point made in the passage  
! L9 s, I7 V$ h" T: g3 u   (E) Juxtaposing statements of what is not the  
3 e! @5 A+ D$ m0 i, y  G3 g     case and statements of what is the case  
17.B 18.C 19.D 20.E 21.A 22.C 23.E 24.B 25.E 26.A 27.D