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Passage Two

In its modem form the concept of "literature" did not emerge earlier than the eighteenth century and was not fully developed until the nineteenth century. Yet the conditions for its emergence had been developing since the Renaissance. The word itself came into English use in the fourteenth century, following French and Latin precedents; its root was Latin littera, a letter of the alphabet. Litterature, in the common early spelling, was then in effect a condition of reading: of being able to read and of having read. It was often close to the sense of modem literacy, which was not in the language until the late nineteenth century, its introduction in part made necessary by the movement ofliteratureto a different sense. The normal adjective associated with literature was literate. Literary appeared in the sense of reading ability and experience in the seventeenth century, and did not acquire its specialized modem meaning until the eighteenth century.

Literature as a new category was then a specialization of the area formerly categorized as rhetoricand grammar: a specialization to reading and, in the material context of the development of printing, to the printed word and especially the book. It was eventually to become a more general category than poetry or the earlier poesy, which had been general terms for imaginative composition, but which in relation to the development of literature became predominantly specialized, from the seventeenth century, to metrical composition and especially written and printed metrical composition. But literature was never primarily the active composition—the " making"—which poetry had described. As reading rather than writing, it was a category of a different kind. The characteristic use can be seen in Bacon "learned in all literature and erudition, divine and humane"—and as late asJohnson "he had probably more than common literature, as his son addresses him in one of his most elaborate Latin poems." Literature, that is to say, was a category of use and condition rather than of production. It was a particular specialization of what had hither to been seen as an activity or practice, and a specialization, in the circumstances, which was inevitably made in terms of social class. In its first extended sense, beyond the bare sense of "literacy," it was a definition of "polite" or "humane" learning, and thus specified a particular social distinction. New political concepts of the "nation" and new valuations of the "vernacular" interacted with a persistent emphasis on "literature" as reading in the "classical" languages. But still, in this first stage, into the eighteenth century, literaturewas primarily a generalized social concept, expressing a certain (minority) level of educational achievement. This carded with it a potential and eventually realized alternative definition of literatureas "printed books:" the objects in and through which this achievement was demonstrated.

It is important that, within the terms of this development, literature normally included all printed books. There was not necessary specialization to "imaginative" works. Literature was still primarily reading ability and experience, and this included philosophy, history, and essays as well as poems. Were the new eighteenth century novels literature That question was first approached, not by definition of their mode or content, but by reference to the standards of "polite" or "humane" learning. Was drama literature This question was to exercise successive generations, not because of any substantial difficulty but because of the practical limits of the category. If literature was reading, could a mode written for spoken performance be said to be literature, and if not, where was Shakespeare

At one level the definition indicated by this development has persisted. Literature lost its earliest sense of reading ability and reading experience, and became an apparently objective category of printed works of a certain quality. The concerns of a "literary editor" or a "literary supplement" would still be defined in this way. But three complicating tendencies can then be distinguished: first, a shift from "learning" to "taste" or "sensibility" as a criterion defining literary quality; second, an increasing specialization of literature to "creative" or "imaginative" works; third, a development of the concept of "tradition" within national terms, resulting in the more effective definition of "a national literature." The source of each of these tendencies can be discerned from the Renaissance, but it was in the eighteenth and nineteenth centuries that they came through most powerfully, until they became, in the twentieth century, in effect received assumptions.

What is the earliest adjective associated with literature ？（）

A．Literary.

B．Literate.

C．Literacy.

D．Literal.

基床块石宜用10-100kg的块石，对不大于1m的薄基床宜采用较小的块石。石料的质量应符合饱水抗压强度;对夯实基床不低于()，对不夯实基床不低于30MPa;未风化、不成片状，无严重裂纹

A.20MPa 

B.25MPa 

C.50MPa 

D.60MPa

某实施监理的工程项目，监理单位对涉及工程质量问题的方面，采取了如下控制手段：
1．审查分包单位的资质证明文件；
2．发布工程暂停指令；
3．审批承包单位提交的施工方案；
4．发布有关工程信息；
5．检查开工前准备工作的质量；
6．拒绝签署支付证书；
7．不准使用未经监理工程师批准的工程材料。

以上七种具体控制手段分别属于哪种控制手段

方案设计竞选的优点是（）。

A.有利于多种设计方案竞争，从中选择最佳方案

B.有利于控制项目投资

C.可以吸取多种方案设计的优点

D.可以缩短建设周期

E.可以降低设计费用

阅读下列说明，回答问题1至问题4，将解答填入对应栏内。
【说明】
若设置域名解析服务器，已扣该文件服务器上文件named.boot 的内容如下：
Directory/var/named
Cache named.root
Primary 0.0.127 in-addr.arpanamed.local
Primary net.edu.ch net.edu.crt.hosts
Primary 58.112,202. in-addr.arpa net,edu.cn.rev
Secondary edu,ch 202,112.0.33 edu,cn.2nd
Forward 202.,112.0.35