把握论点GRE阅读技巧之研究式学习
GRE阅读高分应避免3个问题 ,这些错误习惯要及时改正?我们来看看吧，下面小编就和大家分享，来欣赏一下吧。
把握论点 GRE阅读技巧之研究式学习
如果一个人认为阅读对取得GRE高分不重要，可以放弃，如在机考时有人主张的那样，那么他不必读这篇文章。也不必读那些与他的意图完全相违的文字了。而如果有人不只是认为阅读就是硬读后碰运气，而认为阅读有可教可学的地方，那么我希望下面的内容有益于加强他的这种认识。
有形形色色的阅读理论，声称能够达到GRE的目的。评价这些阅读理论的标准，首先应该来自GRE阅读理解考试要求的理解。这要求再也简单不过，在15分钟左右读完答完一长一短两篇文章的内容和题目这个要求下，精读显然是不可能的事，虽然如果时间足够长，可以保证做对细节题。泛读就是大致看看，但GRE题目有时考到段落或文章整体结构，这不是随便浏览就可以掌握全文的。人们也总结很多阅读技巧。它们固然可以帮助读者有效的缩小阅读量，甚至鼓励人完全忽视掉那些专业的细节，但这些技巧存在有共同的问题：只对讲解员所讲到的有限的文章适用。改进的办法是发明不同的技巧去对应所有文章。理论上可行，但在实践上给考生留下问题：他们不容易知道何时该使用哪些技巧。技巧越多，就越具特殊性，杂多技巧的组合，让人感到混乱。另一方面，做题的技巧倒是非常实用，不过，运用做题技巧的基本条件是知道题目考察的是文章的哪个位置;位置的确定也许不能只靠单纯阅读技巧来碰运气。
1.GRE文章不是说明性文字，而是论证性文。
如电视机的说明书和校园简介，也不是叙述性文字，如长篇小说和短篇小说。GRE题目也总是以考论证结构为主。例如，考主题和态度(包括写法型EXCEPT，考负评价的取非，从否定角度考核心内容的一般的EXCEPT);考特殊论证内容，如让步、对比;考句子在段落中的作用(in order to);考有哪些论据(论据列举);考论据中的特殊形式(泛指化)。由此，读文章最重要的是分析结构。分析结构是一种研究式的学习，在其要求下，我们的阅读方法是结构化阅读。
2.论证性文字一定是以论证为特点。
这特点及于文章的各个层面：篇章-段落-句子-单词。篇章由多个论点组成，论点由作为论据的句子构成，句子本身的典型构成是前后场由表示论证关系的词汇连接，体现论证的意义的单词最重要。要真懂得文章，必须把所有那些表现论证的字词句抓出，而这却恰好是过去所有阅读方法都忽略的。
关联词和广义的关联成分，经过GRE的反复宣传，已经获得众所周知的重要性，在此不论。但是，单纯的关联词也可能组成没有新鲜内容的堆砌文章，于是内容上的关联成为必要，这靠论证形式，也就是，我们要看一个论点是如何展开的，或说文章是如何结构或论证的。对一个论点而言，论证的方式是分角度;但不是所有论点都可以分角度，那些不容易分角度的，论点按照其自身潜在包含的内容展开，由此有差异、正、反三类关系，每种关系的论证都相对模式化。这样，我们就可以懂得文章每句话在论证上的作用，无须完全依赖对文章各句所涉专业知识的了解。
GRE阅读模拟题
1800 Thomas Dilworth’s New Guide to the English Dialogue was being widely used to teach reading in the United States. Dilworth's primer, unlike earlier ones, stressed the importance of children’s understanding what they read. While it is in fact unlikely that children would have recognized all the vocabulary Dilworth used, that was at least his stated goal. Dilworth recognized that primers should enable children to decode words from print with the form of language they already knew: speech. In contrast, many earlier authors assumed that, just as introductory Latin texts taught children an unknown language, introductory English texts should teach English as if it, too, were an unknown language.
1. According to the passage, the “earlier authors” adopted a model for English instruction that
A. mirrored the practice used in Latin instruction
B. was originally formulated by Dilworth
C. was less esoteric than that adopted by Dilworth
D. stressed familiarity with the peculiarities of English spelling
E. emphasized the importance of fluent and articulate speech
2. The author of the passage would probably agree with which of the following criticisms of English primers predating Dilworth’s?
A. Their Latinate grammatical terms poorly described the structures of English.
B. They failed to make effective use of the knowledge of language a child already possessed.
C. Their texts typically focused on subject matter that held little intrinsic interest for their readers.
D. They neglected to teach the language in a sufficiently systematic way.
E. They required a pedagogical method that few American teachers of the era possessed.
1
1800 Thomas Dilworth’s New Guide to the English Dialogue was being widely used to teach reading in the United States.
1800 年，T D 的 < New Guide to the English Dialogue > 被广泛用于美国的阅读教材。
2
Dilworth's primer, unlike earlier ones, stressed the importance of children’s understanding what they read.
不像早期作者，D 的入门读物，重在强调孩子对所读材料的理解。
3
While it is in fact unlikely that children would have recognized all the vocabulary Dilworth used, that was at least his stated goal.
尽管实际上孩子们未必认识 D 所用的每一个单词，但至少这是他的既定目标。
4
Dilworth recognized that primers should enable children to decode words from print with the form of language they already knew: speech.
D 认识到，入门读物应该让孩子能够把印刷品上的字词，解码为他们已知的语言形式：口语。
5
In contrast, many earlier authors assumed that, just as introductory Latin texts taught children an unknown language, introductory English texts should teach English as if it, too, were an unknown language.
与之相对地，许多更早的作者认为，就像介绍拉丁语的教材教授孩子们一门未知的语言，介绍英文的教材也应该把英语作为一门新语言来教。
1. According to the passage, the “earlier authors” adopted a model for English instruction that
A. mirrored the practice used in Latin instruction
B. was originally formulated by Dilworth
C. was less esoteric than that adopted by Dilworth
D. stressed familiarity with the peculiarities of English spelling
E. emphasized the importance of fluent and articulate speech
选 A
根据句 5：
In contrast, many earlier authors assumed that, just as introductory Latin texts taught children an unknown language, introductory English texts should teach English as if it, too, were an unknown language.
2. The author of the passage would probably agree with which of the following criticisms of English primers predating Dilworth’s?
A. Their Latinate grammatical terms poorly described the structures of English.
B. They failed to make effective use of the knowledge of language a child already possessed.
C. Their texts typically focused on subject matter that held little intrinsic interest for their readers.
D. They neglected to teach the language in a sufficiently systematic way.
E. They required a pedagogical method that few American teachers of the era possessed.
选 B
问我们作者的某种态度，首先遵循一个原则：作者的态度必须来自文段陈述的观点或事实，或者根据这些观点及事实引出的推论，没有这种根据，再像的选项也不选。
具体到本题，问我们作者可能同意哪一种对比 D 更早的英语入门读物作者的批评。
回顾文章，作者有没有直接批评 D 以前的其他作家?
没有。
但作者明确表示过两点：1，D 和其他早期作者不同;2，D 注重培养孩子把书面印刷信息转化为口语来理解。
综合来看，选 B。
A 未知信息。文中没涉及过 Latinate grammatical terms 。
C 干扰项。文章讨论的始终是教学思想，即要怎么教孩子阅读，没有讨论过这些初级阅读的写作对象或主题，subject matter 乱入。
D 强干扰项。作者的确可能不认同其他早期作者的教材编写策略，但作者从未批评他们不够系统有效，我们甚至无法推出，作者认为 D 的方法系统有效的推论。
E 看到 American teachers 你就知道，这个选项是凑数的。
GRE考试填空真题及解析
He was one of the most powerful chess players over and one of the most _____; at the height of his fame he all but dropped out of chess, entering into a self-imposed exile.
A. perplexing
B. creative
C. troubled
D. infuriating
E. enigmatic
F. imaginative
解析
he all but dropped out of chess和one of the most powerful chess players体现出一种让人琢磨不透的感觉
正确答案选AE选项。perplexing让人迷惑的，enigmatic难以捉摸的。
翻译
他时最强大的象棋选手之一而且是最让人迷惑的人之一;在它的荣誉高度上她几乎退出了象棋，进入一个自我强加的流放。
