![英美散文选读（一）（第二版）/新基点全国高等院校商务英语专业本科系列规划教材·人文素养子系列 [English Essay Reading(1)(Second Edition)]](https://pic.tinynews.org/11526025/5410ee39N4dbe429d.jpg)
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《英美散文选读（一）（第二版）/新基点全国高等院校商务英语专业本科系列规划教材·人文素养子系列》所选的篇章，均出自英美散文大家和哲学家之手。这些选篇所涉及到的内容有教育、英美历史、西方社会问题、艺术欣赏和环保，等等。大部分文章都属于论述文，其论证方式和行文堪为典范，可供学生模仿。每篇课文后面均配有生词表、课文注释、配套练习等。作者简介
蒋显璟，对外经济贸易大学英语学院教授，2001—2007年担任语言文学系主任，毕业于北京大学，师从名师赵萝蕤教授专攻英国浪漫主义文学，获博士学位。主要负责英语专业本科生的“散文分析”课的建设与教材编写工作，担任英语专业研究生的“英国文学”、“英语诗歌”和“浪漫主义”等课程的教学工作。主要的研究成果有发表在国内核心期刊上关于英国文学和英美文学批评的论文和几部译著，其中包括论文《科学与神话：弗莱理论中的不谐和》、《重读（无名的裘德）——希腊精神与希伯来精神的冲突》；译著《双重火焰》、《简朴生活读本》、《天才十种》和《金钱关系》等。此外，在2004—2006年间，蒋显璟教授在《英语学习》杂志上的《经典文选》栏日中还发表了一系列精选的英美经典散文译文。内页插图
目录
Unit One Education and DisciplineUnit Two The Marks of an Educated Man
Unit Three In Defense of Elitism
Unit Four Grant and Lee: A Study in Contrasts
Unit Five Some American Types
Unit Six Boredom: The Most Prevalent American Disease
Unit Seven Simplicity
Unit Eight The Future of Reading
Unit Nine Utopian Techniques
Unit Ten My Wood
Unit Eleven Selected Snobberies
Unit Twelve What to Listen for in Music
Unit Thirteen The Epoch of the Secular City
Unit Fourteen How Much Is "Enough"?
Unit Fifteen Beauty
Unit Sixteen On Genius and Originality
Translation of Selected Sentences
精彩书摘
1 While all the major social changes in post-war America reflect egalitarianism of some sort， no social evolution has been more willfully egalitarian than opening the academy. Half a century ago， a high school diploma was significant credential， and college was a privilege for the few. Now high school graduation is virtually automatic for adolescents outside the ghettos and barrios， and college has become a normal way station in the average person's growing up， no longer a mark of distinction or proof of achievement. A college education is these days a mere rite of passage， a capstone to adolescent party time.2 Some 63% of all American high school graduates now go on to some form of further education， according to the Department of Commerce's Statistical Abstract of the United States and the bulk of those continuing students attain at least an associate's degree. Nearly 30% of high school graduates ultimately receive a four-year baccalaureate degree. A quarter or so of the population may seem， to egalitarian eyes， a small and hence elitist slice. But by world standards this is inclusiveness at its most extreme - and its most peculiarly American.
3 For all the socialism of British or French public policy and for all the paternalism of the Japanese， those nations restrict university training to a much smaller percentage of their young， typically lO% to 15%. Moreover， they and other First World nations tend to carry the elitism over into judgments about precisely which institution one attends. They rank their universities， colleges and technical schools along a prestige hierarchy and much more rigidly gradated and judged by standards much more widely accepted - than Americans ever impose
on their jumble of public and private institutions.
4 In the sharpest divergence from American values， these other countries tend to separate the college-bound from the quotidian masses in early adolescence， with scant hope for a second chance. For them， higher education is logically confined to those who displayed the most aptitude for lower education.
5 The opening of the academy's doors has imposed great economic costs on the American people while delivering dubious benefits to many of the individuals supposedly being helped. The total bill for higher education is about $ 150 billion per year， with almost two-thirds of that spent by public institutions run with taxpayer funds. Private colleges and universities also spend the public's money. They get grants for research and the like， and they serve as a conduit for subsidized student loans - many of which are never fully repaid.
President Clinton refers to this sort of spending as an investment in human capital. If that is so， it seems reasonable to ask whether the investment pays a worthwhile rate of return. At its present size， the American style of mass higher education probably ought to be judged a mistake - and one based on a giant lie.
6 Why do people go to college? Mostly to make money. This reality is acknowledged in the mass media， which are forever running stories and charts showing how much a college degree contributes to lifetime income ( with the more sophisticated publications very occasionally noting the counterweight costs of tuition paid and income forgone during the years of full-time study. )
7 But the equation between college and wealth is not so simple. College graduates unquestionably do better on average economically than those who don't go at all. At the extremes， those with five or more years of college earn about triple the income of those with eight or fewer years of total schooling. Taking more typical examples， one finds that those who stop their educations after eaming a four-year degree earn about 1 1/2 times as much as those who stop at the end of high school. These outcomes， however， reflect other things
besides the impact of the degree itself. College graduates are winners in part because colleges attract people who are already winners - people with enough brains and drive that they would do well in almost any generation and under almost any circumstances， with or without formal credentialing.
8 The harder and more meaningful question is whether the mediocrities who have also flooded into colleges in the past couple of generations do better than they otherwise would have. And if they do， is it because college actually made them better employees or because it simply gave them the requisite credential to get interviewed and hired? The U. S. Labor Department's Bureau of Labor Statistics reports that about 20o/o of all college graduates toil in fields not requiring a degree， and this total is projected to exceed 30% by the year 2005. For the individual， college may well be a credential without being a qualification， required without being requisite.
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前言/序言
用户评价
本书的语言风格也是我非常看重的一点。它在保持学术严谨性的同时，又充满了阅读的乐趣。我翻看了其中几篇散文，它们的语言流畅自然，遣词造句精炼而富有表现力，读起来一点也不枯燥。编者在选择文章时，无疑是花了很大的心思去挑选那些既能体现语言之美，又能引发读者思考的文章。我尤其喜欢那些带有幽默感或者感人至深的篇章，它们让我在学习中体会到了文字的魅力，也让我对英美文化有了更生动的感知。这种能够同时满足语言学习和文化体验的教材，实属难得。
评分我迫不及待地翻开了书的扉页，扑面而来的是一种精心编排的序言。序言部分并没有像我之前读过的很多教材那样，枯燥地罗列编撰的背景和目标，而是以一种娓娓道来的方式，阐述了商务英语学习中人文素养的重要性。它强调，纯粹的商务技能培训固然重要，但缺乏人文的深度和广度，商务人士的视野终究会受限。序言中引用了一些大家的名言，字里行间流露出对语言和文化的深刻理解，让我觉得编者并非只是堆砌词汇和语法，而是真正希望通过这些散文，引导我们去思考，去感受，去提升。更让我惊喜的是，序言中还提及了本书选篇的原则，强调了语言的优美性、思想的深度以及与当代商务环境的相关性。这让我对书中的每一篇文章都有了更深的期待，相信它们不仅仅是学习材料，更是滋养心灵的甘露。
评分在初步浏览了目录后，我发现本书的选篇非常具有代表性，涵盖了英美文学史上的多个重要时期和风格流派。从启蒙时代的理性思辨，到浪漫主义的澎湃情感，再到维多利亚时代的社会反思，直至现代和后现代的多元视角，几乎可以说是囊括了英美散文发展的脉络。每一篇散文的选定都经过了深思熟虑，既有脍炙人口的名篇，也有一些相对小众但同样极具价值的作品。我尤其对其中收录的一些反映时代变迁、社会风貌的文章感兴趣，这不仅能帮助我更好地理解英美文化的演进，更能从中汲取应对当下复杂商业环境的智慧。编者在选篇上的独到眼光，以及对不同时期、不同风格散文的平衡把握，都展现出了极高的专业素养和对读者需求的深刻洞察。
评分我尤其关注本书的学习辅助材料。除了详细的注释和导读，我发现在每篇文章后面还附带了一些思考题和讨论题。这些问题设计得非常巧妙，既有对文章内容本身的理解，也有引申到更广泛的社会现象和个人经历的讨论。我尝试回答了其中一些问题，发现它们能够促使我积极地思考，将所学内容与实际联系起来，从而加深对文章的理解和运用。这种互动式的学习设计，比单纯的死记硬背要有效得多，也能更好地培养学生的批判性思维和表达能力。
评分这本书的装帧设计也体现了较高的水准。纸张的质感非常好，触感舒适，印刷清晰，字体大小适中，即使长时间阅读也不会感到眼睛疲劳。书本的尺寸也比较便携，方便随身携带，随时随地进行阅读和学习。封面和内页的排版设计也十分用心，留白恰当，整体视觉效果非常舒服。这种对细节的关注，让我觉得编者在教材的制作上投入了极大的心血，也让我对这本书的品质有了更深的信任。
评分我非常欣赏本书在每篇文章后面的注释和导读部分。这些注释不仅仅是简单的词汇解释，更深入地阐述了文章的背景、作者生平、写作手法以及其在文学史上的地位。导读部分更是如同一个经验丰富的向导，引领读者进入文章的深层意境，帮助我们理解那些可能晦涩难懂的典故、比喻和象征。这种细致入微的解析，极大地降低了阅读门槛，让即使是初次接触英美散文的读者，也能轻松地遨游于文字的海洋。我曾遇到过很多只提供生词注释的教材，读起来总是感觉隔靴搔痒，而这本书的导读部分则真正做到了“授人以渔”，让我能够独立地去品味和理解文章的精髓。
评分总而言之，这本书是一本非常值得推荐的商务英语教材。它在选篇、注释、导读、问题设计以及装帧设计等各个方面，都展现出了极高的专业水准和人文关怀。它不仅能够帮助我们扎实地掌握英语语言技能，更能让我们在阅读中体验到文字的魅力，拓宽视野，提升人文素养。我坚信，这本书将成为我在商务英语学习道路上的一位重要伙伴，帮助我走向更广阔的天地。
评分这本书的封面设计给我留下了深刻的第一印象。它摒弃了许多商务英语教材惯常的生硬、刻板的风格，转而采用了更为柔和、素雅的色调。封面上“英美散文选读（一）”几个大字，字体清晰，但又不过分张扬，旁边辅以“新基点全国高等院校商务英语专业本科系列规划教材·人文素养子系列”的副标题，显得既有学术的严谨性，又不失人文的温度。我尤其喜欢封面上若隐若现的，似乎是某种古典建筑的轮廓，又像是书页翻动的抽象图案，它巧妙地暗示了书中内容可能蕴含的文化底蕴和阅读的乐趣。整体而言，这个封面传递出一种“沉静致远”的阅读体验的预告，让人在接触到教材本身之前，就对它产生了一种好感和期待。在如今琳琅满目的教材中，这样一个兼具美感和内涵的封面，无疑能够吸引到那些对学习内容抱有更高追求的读者，也为枯燥的商务英语学习注入了一丝艺术的气息。这种对细节的关注，也让我对书中内容的编排和质量有了更高的信心。
评分我曾尝试过不少商务英语教材，很多都侧重于枯燥的词汇、语法和商务场景模拟。而这本书的出现，无疑为我打开了一个新的视角。它让我认识到，真正的商务英语学习，不仅仅是工具的掌握，更是思维的拓展和文化的熏陶。通过阅读这些优秀的散文，我不仅能够提升自己的英语阅读能力和写作技巧，更能潜移默化地学习到英美文化的精髓，理解他们的思维方式和价值观念。这对于我未来在国际商务环境中进行有效沟通和合作，具有不可估量的价值。
评分这本书的编排结构给我留下了深刻的印象。它并非简单地将文章罗列出来，而是进行了一定的主题划分或者时期划分，使得读者在阅读过程中能够形成清晰的逻辑脉络。我翻看了目录，看到了一些如“论说与辩论”、“生活与情感”、“社会观察”等章节标题，这种分类方式让我能够根据自己的兴趣和学习需求，有针对性地选择阅读内容。这种科学的编排，不仅有助于巩固和加深对所学知识的理解，还能在潜移默化中提升读者的逻辑思维能力和归纳总结能力。
评分正版就好，保证卫生和干净，再便宜点就更好了
评分纸质挺好的！！
评分质量还行，就是包装太脏了
评分质量还行，就是包装太脏了
评分给别人买的，没看
评分速度很快。
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评分好好好好好质量好有用
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