GRE閱讀考試的本質(zhì)是什么
GRE閱讀考試的本質(zhì)是什么?為了幫助大家備考，下面小編就給大家分享一下，希望對(duì)你們有所幫助!
GRE閱讀考試的本質(zhì)是什么?
其實(shí)GRE閱讀的本質(zhì)是邏輯+結(jié)構(gòu)+觀點(diǎn)+同義替換，大家先看看下面這篇文章，你就知道你和master的差距了。
同學(xué)們先按照自己的方法看吧!
Notable as important nineteenth-century novels by women, Mary Shelley’s Frankenstein and Emily Bronte’s Wuthering Heights treat women very differently. Shelley produced a “masculine” text in which the fates of subordinate female characters seem entirely dependent on the actions of male heroes or anti-heroes. Bronte produced a more realistic narrative, portraying a world where men battle for the favors of apparently high-spirited, independent women. Nevertheless, these two novels are alike in several crucial ways. Many readers are convinced that the compelling mysteries of each plot conceal elaborate structures of allusion and fierce, though shadowy, moral ambitions that seem to indicate metaphysical intentions, though efforts by critics to articulate these intentions have generated much controversy. Both novelists use a storytelling method that emphasizes ironic disjunctions between different perspectives on the same events as well as ironic tensions that inhere in the relationship between surface drama and concealed authorial intention, a method I call an evidentiary narrative technique.
你是怎樣看的，或者說(shuō)你自己的水平自己知道。來(lái)看看我們是怎么教你的吧。
首先，你得區(qū)別什么是主題，什么是細(xì)節(jié)。
剛才的文章應(yīng)該是這樣看的!
Notable as important nineteenth-century novels by women, Mary Shelley’s Frankenstein and Emily Bronte’s Wuthering Heights treat women very differently. Shelley produced a “masculine” text in which the fates of subordinate female characters seem entirely dependent on the actions of male heroes or anti-heroes. Bronte produced a more realistic narrative, portraying a world where men battle for the favors of apparently high-spirited, independent women. Nevertheless, these two novels are alike in several crucial ways. Many readers are convinced that the compelling mysteries of each plot conceal elaborate structures of allusion and fierce, though shadowy, moral ambitions that seem to indicate metaphysical intentions, though efforts by critics to articulate these intentions have generated much controversy. Both novelists use a storytelling method that emphasizes ironic disjunctions between different perspectives on the same events as well as ironic tensions that inhere in the relationship between surface drama and concealed authorial intention, a method I call an evidentiary narrative technique.
這篇文章的主題，我們已經(jīng)給你們加粗了。文章第一句說(shuō)的是這兩本小說(shuō)對(duì)待女性是如何的不同。關(guān)鍵詞是不同的。然后后面的2句是具體告訴你，它們分別是如何具體的不同。
這2句和前面的邏輯關(guān)系是：主題--細(xì)節(jié)的邏輯關(guān)系。
或者說(shuō)是總分的關(guān)系，Nevertheless一詞表示轉(zhuǎn)折，大家數(shù)同學(xué)也就僅僅知道是表示轉(zhuǎn)折，我們應(yīng)該知道在文章里，它轉(zhuǎn)折的是前面哪一點(diǎn)?應(yīng)該是轉(zhuǎn)折了differently一詞，所以轉(zhuǎn)折后面的內(nèi)容很快就出現(xiàn)了alike一詞!
那許多同學(xué)看完alike這一句，普遍的做法就是又來(lái)翻譯?？墒俏覀儜?yīng)該清楚，alike后面的斜體部分是細(xì)節(jié)，它們?cè)诰唧w闡述這兩本小說(shuō)的具體的內(nèi)容。我們清楚到這里即可。
所以文章的關(guān)鍵詞就3個(gè)：
differently--nevertheless--alike
我們來(lái)試試做題
1. The primary purpose of the passage is to.
(A) defend a controversial interpretation of two novels
(B) explain the source of widely recognized responses to two novels
(C) delineate broad differences between two novels
(D) compare and contrast two novels
(E) criticize and evaluate two novels
這題你選什么?
2. According the passage, Frankenstein differs from Wuthering Heights in its
(A) use of multiple narrators
(B) method of disguising the author’s real purposes
(C) portrayal of men as determiners of the novel’s action
(D) creation of a realistic story
(E) controversial effect on readers
這題呢?不過(guò)你得思考一下，題目里得its代表什么?
3. Which of the following narrative strategies best exemplifies the “evidentiary narrative technique” mentioned in line 24?
(A) Telling a story in such a way that the author’s real intentions are discernible only through interpretations of allusions to a world outside that of the story
(B) Telling a story in such a way that the reader is aware as events unfold of the author’s underlying purposes and the ways these purposes conflict with the drama of the plot
(C) Telling a story in a way that both directs attention to the incongruities among the points of view of several characters and hints that the plot has a significance other than that suggested by its mere events
(D) Telling a story as a mystery in which the reader must deduce, from the conflicting evidence presented by several narrators, the moral and philosophical significance of character and event
(E) Telling a story from the author’s point of view in a way that implies both the author’s and the reader’s ironic distance from the dramatic unfolding of events
有同學(xué)會(huì)說(shuō)最后一題好難哦。那么我們想說(shuō)，同學(xué)，你有考過(guò)托福?如果有，應(yīng)該知道托福閱讀里有一道題目叫句子簡(jiǎn)化題。沒(méi)錯(cuò)，這題其實(shí)一樣的，在閱讀里，一旦考到細(xì)節(jié)的部分就只能是同義替換，也就是類似于句子簡(jiǎn)化題。你看C選項(xiàng)和最后一句基本完全一個(gè)意思啊!
比如：下面的部分相同的部分用同一種顏色表示。
其他沒(méi)有標(biāo)出來(lái)的，同學(xué)們自己找：
Both novelists use a storytelling method that emphasizes ironic disjunctions between different perspectives on the same events as well as ironic tensions that inhere in the relationship between surface drama and concealed authorial intention, a method I call an evidentiary narrative technique.
和
Telling a story in a way that both directs attention to the incongruities among the points of view of several characters and hints that the plot has a significance other than that suggested by its mere events.
所以你現(xiàn)在知道，為何學(xué)生考完會(huì)說(shuō)，通過(guò)這樣的GRE閱讀方法，再看GRE閱讀，怎么感覺(jué)和托福閱讀一樣簡(jiǎn)單啊。
GRE閱讀制勝法則：打“持久戰(zhàn)”
教師指導(dǎo)說(shuō)備考GRE閱讀36套解析需要打“持久戰(zhàn)”。掌握GRE閱讀材料中文章作者對(duì)文章主題的態(tài)度以及文章的目的，離正確答案就越來(lái)越近，以下是為大家講解的有關(guān)GRE閱讀制勝法則的5個(gè)步驟：
1.解剖文章的第1段
積極主動(dòng)地解讀文章的第1段，閱讀時(shí)盡量記住作者提出的問(wèn)題(現(xiàn)象或觀點(diǎn))，和一些關(guān)于文章內(nèi)容的概念和詞匯，如這篇文章講的是生物化學(xué)，日本企業(yè)文化還是黑人運(yùn)動(dòng)。文章的論題是什么，作者想說(shuō)什么?
2.在腦子里面形成一個(gè)作者思路圖
在腦子里或者在草稿紙上畫(huà)一個(gè)文章的結(jié)構(gòu)思路題。各個(gè)段落的目的是什么，主題又是什么?再次提醒，考察的是你的答題能力而非閱讀能力。你不必完全掌握整篇文章，了解文章中的每一個(gè)細(xì)節(jié)(其實(shí)，你也沒(méi)有那么多時(shí)間)。相反，你應(yīng)該只讀文章段落的第1句，而快速瀏覽其余部分。當(dāng)你“讀”完這篇文章時(shí)，你就能對(duì)文章的結(jié)構(gòu)思路有總體的把握。
3.通覽文章時(shí)，留意語(yǔ)氣詞和過(guò)渡詞
在快速閱讀文章時(shí)，特別留意段落開(kāi)頭或者結(jié)尾可能出現(xiàn)的語(yǔ)氣詞和過(guò)渡詞。這樣做有助于你對(duì)作者思路的把握，從而快速掌握文章大意。
4.停下來(lái)，總結(jié)一下文章大意
在回答問(wèn)題前，花幾秒鐘總結(jié)一下文章的思路和主題。
5.開(kāi)始答題
根據(jù)你對(duì)文章的整體思路來(lái)答題。將問(wèn)題(或選項(xiàng))定位到文章中具體的某個(gè)段落甚至具體的句子。這里，你可以比第3個(gè)步驟更仔細(xì)。
新GRE邏輯閱讀考試更加注重學(xué)生實(shí)際運(yùn)用語(yǔ)言的能力和邏輯思維能力的考察，所以備考新GRE邏輯閱讀的考生平時(shí)訓(xùn)練時(shí)要針對(duì)所掌握的知識(shí)點(diǎn)總結(jié)和積累，不要盲目追求數(shù)量。
GRE閱讀高度之感知精確性
要求精確性，最好的檢驗(yàn)標(biāo)準(zhǔn)和考察方式就是文章的細(xì)節(jié)題。所以每一次GRE考試的閱讀部分想達(dá)到全對(duì)是極其困難的。因?yàn)镋TS必定會(huì)安排很瑣碎，不起眼的小細(xì)節(jié)來(lái)拉開(kāi)區(qū)分度(雖然這種特等難題的數(shù)量是非常有限的)。再進(jìn)一步看，什么地方是文章最細(xì)的地方?一種可能就是筆者舉的那些隱蔽的語(yǔ)言現(xiàn)象處。它們不僅在內(nèi)容上延伸，結(jié)構(gòu)上也處于被忽視的地位，所以容易被廣大考生所遺忘。如果誰(shuí)讀文章，不經(jīng)意間也能對(duì)這部分內(nèi)容產(chǎn)生部分模糊印象，那么這個(gè)考生對(duì)全文的把握是比較全面準(zhǔn)確的。筆者把這種現(xiàn)象概括成“主題最主要之所，細(xì)節(jié)至細(xì)微之處，皆可出題”，權(quán)當(dāng)ETS的“兩手抓，兩手都要硬”。
解決方法
在GRE閱讀技巧的授課過(guò)程中，預(yù)測(cè)考點(diǎn)，題型分析和改寫(xiě)理論是一個(gè)不可分割的整體。針對(duì)這個(gè)特殊的出題規(guī)律，考生必須在初讀文章時(shí)就形成一定的敏感性，判斷細(xì)節(jié)的重要性和出題的可能性。這個(gè)工作看似有點(diǎn)玄乎其玄，但是卻具有重大意義。
其實(shí)預(yù)測(cè)這個(gè)方法是普遍使用的。在TOEFL聽(tīng)力考試中，最基礎(chǔ)的技巧就是搶讀選項(xiàng)。大腦中一旦形成了大致的預(yù)期和估計(jì)，對(duì)解題的幫助是巨大的。而且解題經(jīng)驗(yàn)積累越豐富，這種方法有效性越大。新TOEFL改革后必須等對(duì)話結(jié)束后才出現(xiàn)選項(xiàng)，這樣一來(lái)解題難度大大提高。
GRE中預(yù)測(cè)考點(diǎn)的詳細(xì)理論很豐富。同學(xué)們可以在讀文章時(shí)注意any, a和an, 名詞復(fù)數(shù)泛指以及上文中提到的特殊標(biāo)點(diǎn)，特殊結(jié)構(gòu)和語(yǔ)氣。反復(fù)總結(jié)歸納這種類型隱蔽細(xì)節(jié)的普遍規(guī)律，一定可以在第一時(shí)間引起警覺(jué)。高手對(duì)決，往往是在未出招之前就已分出勝負(fù)了。這同樣適用在和ETS斗智斗勇斗體力的備考GRE艱苦過(guò)程。
本文從提出一個(gè)現(xiàn)象，列舉了簡(jiǎn)單實(shí)例到分析問(wèn)題本身，最后提出一點(diǎn)建議。整個(gè)過(guò)程中讀者不難發(fā)現(xiàn)一些ETS出題的習(xí)慣和規(guī)律，也為GRE閱讀準(zhǔn)備中部分考生片面追求技巧的行為敲響了警鐘。所以“讀懂”永遠(yuǎn)是閱讀理解的根本問(wèn)題，也是永遠(yuǎn)追求的境界。希望考生在了解了GRE閱讀的特點(diǎn)和挑戰(zhàn)性后，可以靜下心來(lái)真正從提升自己閱讀能力出發(fā)積累。這樣GRE帶給你的會(huì)是真實(shí)的英語(yǔ)水平的巨大飛躍!
GRE閱讀：如何領(lǐng)會(huì)作者的態(tài)度
1.社會(huì)現(xiàn)象.作者反對(duì)將社會(huì)現(xiàn)象拔高到階級(jí)、政治、意識(shí)形態(tài)或超人性的高度，反對(duì)各種左派思想、革命主張和馬克思主義。
2.文學(xué)評(píng)論作者一貫反對(duì)從政治或意識(shí)形態(tài)角度去解釋文學(xué)現(xiàn)象或評(píng)價(jià)相應(yīng)觀點(diǎn)，作者贊同從純文學(xué)標(biāo)準(zhǔn)進(jìn)行解釋或評(píng)價(jià)。
3.對(duì)于新材料、新發(fā)現(xiàn)、新發(fā)明。作者的態(tài)度以支持的正評(píng)價(jià)為主，有時(shí)會(huì)提到缺陷，但不影響主態(tài)度。
4.生命科學(xué)，作者一貫反對(duì)Darwin及其進(jìn)化論，包括趨同進(jìn)化觀點(diǎn)。
5.對(duì)如下題材作者與我們持有相同的傾向。
溫室效應(yīng)(二氧化碳數(shù)量)。
臭氧層問(wèn)題。
供水問(wèn)題(淡水資源缺乏)、城市污染、沙漠化侵襲——環(huán)境類問(wèn)題。
6.關(guān)于弱勢(shì)人群或其他
有婦女題材、黑人題材、黑人婦女題材、少數(shù)民族題材等。有三種態(tài)度作者一貫反對(duì)：
1.仇視。
2.認(rèn)為上述問(wèn)題不重要，不值得研究。
3.認(rèn)為上述問(wèn)題已經(jīng)完全解決。
4.作者態(tài)度：關(guān)注并盼望有方案給出。
5.喜新厭舊.過(guò)去的、傳統(tǒng)的、大家一致接受的，作者至少不會(huì)給正評(píng)價(jià)。
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