2014年5月CATTI二级笔译实务（英译汉）真题

英语自学网

　　1.乔布斯夫人的新闻报道(节选)
        　　Marlene Castro knew the tall blonde woman only as Laurene, her mentor. They
met every few weeks in a rough Silicon Valley neighborhood the year that Ms.
Castro was applying to college, and they e-mailed often, bonding over
conversations about Ms. Castro’s difficult childhood. Without Laurene’s help,
Ms. Castro said, she might not have become the first person in her family to
graduate from college.
        　　It was only later, when she was a freshman at University of California,
Berkeley, that Ms. Castro read a news article and realized that Laurene was
Silicon Valley royalty, the wife of Apple’s co-founder, Steven P. Jobs.
        　　“I just became 10 times more appreciative of her humility and how humble
she was in working with us in East Palo Alto,” Ms. Castro said.
        　　The story, friends and colleagues say, is classic Laurene Powell Jobs.
Famous because of her last name and fortune, she has always been private and
publicity-averse. Her philanthropic work, especially on education causes like
College Track, the college prep organization she helped found and through which
she was Ms. Castro’s mentor, has been her priority and focus.
        　　Now, less than two years after Mr. Jobs’s death, Ms. Powell Jobs is
becoming somewhat less private. She has tiptoed into the public sphere, pushing
her agenda in education as well as global conservation, nutrition and
immigration policy.
        　　“She’s been mourning for a year and was grieving for five years before
that,” said Larry Brilliant, who is an old friend of Mr. Jobs. “Her life was
about her family and Steve, but she is now emerging as a potent force on the
world stage, and this is only the beginning.”
        　　But she is doing it her way.
        　　“It’s not about getting any public recognition for her giving, it’s to help
touch and transform individual lives,” said Laura Andreessen, a philanthropist
and lecturer on philanthropy at Stanford who has been close friends with Ms.
Powell Jobs for two decades.
        　　While some people said Ms. Powell Jobs should have started a foundation in
Mr. Jobs’s name after his death, she did not, nor has she increased her public
giving.
        　　Instead, she has redoubled her commitment to Emerson Collective, the
organization she formed about a decade ago to make grants and investments in
education initiatives and, more recently, other areas.
        　　“In the broadest sense, we want to use our knowledge and our network and
our relationships to try to effect the greatest amount of good,” Ms. Powell Jobs
said in one of a series of interviews with The New York Times.
            
            

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        　　2.关于人文学科衰落的新闻报道(删改)
        　　In the past few years, I’ve taught nonfiction writing to undergraduates and
graduate students at Harvard, Yale, and Columbia’s Graduate School of
Journalism. Each semester I hope, and fear, that I will have nothing to teach my
students because they already know how to write. And each semester I discover,
again, that they don’t.
        　　The teaching of the humanities has fallen on hard times. So says a new
report on the state of the humanities by the American Academy of Arts and
Sciences, and so says the experience of nearly everyone who teaches at a college
or university. Undergraduates will tell you that they’re under pressure — from
their parents, from the burden of debt they incur, from society at large — to
choose majors they believe will lead as directly as possible to good jobs. Too
often, that means skipping the humanities.
        　　In other words, there is a new and narrowing vocational emphasis in the way
students and their parents think about what to study in college.
        　　There is a certain literal-mindedness in the recent shift away from the
humanities. It suggests a number of things.
        　　One, the rush to make education pay off presupposes that only the most
immediately applicable skills are worth acquiring. Two, the humanities often do
a bad job of explaining why the humanities matter. And three, the humanities
often do a bad job of teaching the humanities.
        　　What many undergraduates do not know — and what so many of their professors
have been unable to tell them — is how valuable the most fundamental gift of the
humanities will turn out to be. That gift is clear thinking, clear writing and a
lifelong engagement with literature.
        　　Writing well used to be a fundamental principle of the humanities, as
essential as the knowledge of mathematics and statistics in the sciences. But
writing well isn’t merely a utilitarian skill. It is about developing a rational
grace and energy in your conversation with the world around you.