GRE備考3個(gè)方法快速看懂復(fù)雜句式

1、第 PAGE7 頁 共 NUMPAGES7 頁GRE備考3個(gè)方法快速看懂復(fù)雜句式GRE備考3個(gè)方法快速看懂復(fù)雜句式GRE閱讀長難句看不懂有哪些危害?1. 干擾閱讀速度和對文章的理解長難句對考生造成的危害主要集中在閱讀局部，特別是長篇閱讀中往往混雜了大量長難句，有時(shí)候一個(gè)文章段落甚至就是長難句組成的。這種情況下考生的閱讀速度和對文章的理解才能都會(huì)受到嚴(yán)重干擾。閱讀速度上大家想要快速看文章就會(huì)發(fā)現(xiàn)繞不開長難句，畢竟整個(gè)句子完全不看的話說不定會(huì)缺少掉很多內(nèi)容。而長難句因?yàn)閺?fù)雜的句式構(gòu)成也會(huì)讓考生找不到核心所在，讀完這么個(gè)句子不知道到底重點(diǎn)在哪里，降低考生對文章的整體理解和把握。而假設(shè)閱讀題目的問題正

2、好出在長難句上，那么考生就更是難以應(yīng)對了，畢竟看不懂句子文章做題也無從談起。2. 無法理清文章邏輯關(guān)系GRE閱讀中有不少考察考生邏輯分析p 和推理判斷才能的題目，也就是俗稱的邏輯題。這類題目的解答要求考生可以先理清楚文章中的詳細(xì)邏輯關(guān)系鏈，知道哪個(gè)局部是前提，哪些又是推論和結(jié)論。這類題目本來就對大家有比擬高的思維上的要求，假如再加上長難句簡直可以說是難上加難，考生在邏輯題上扣分較多，其實(shí)也和長難句有很大關(guān)系。3. 填空題也存在長難句現(xiàn)象另外，除了GRE閱讀外，在填空題中其實(shí)也存在不少長難句，比方雙空或者三空題中就常會(huì)出現(xiàn)整個(gè)句子就是長難句的情況，這也會(huì)讓考生更難找到填空的解題線索，無法正確分辨

3、前后句的邏輯關(guān)系，從而影響大家的理解和對空格詞匯的選擇。GRE備考如何訓(xùn)練提升長難句理解力?1. 理解長難句多練少看2. 面對長難句先學(xué)會(huì)簡化句式3. 長難句提速也需要專門訓(xùn)練總而言之，GRE閱讀中的長難句問題是需要考生在備考中重點(diǎn)解決的一個(gè)問題。而快速準(zhǔn)確理解長難句的才能也將會(huì)幫助大家在GRE閱讀甚至整個(gè)VERBAL局部中獲得更好的成績，希望大家可以認(rèn)真學(xué)習(xí)本文內(nèi)容，早日搞定長難句拿到GRE高分GRE長難句練習(xí)及解析：出版的書信全集But those of us who hoped， with Kolb， that Kolbs newly published plete edition of

4、 Prousts correspondence for 1909 would document the process in greater detail are disappointed.譯文：但是我們當(dāng)中的那些希望(也算上Kolb本人)Kolb新出版的1909年書信的全集可以更加詳細(xì)的記錄下這一過程的人都大失所望。解釋：該句考察的也是復(fù)雜修飾和插入語。首先是受who引導(dǎo)的定語從句的影響，主語those of us與謂語的間隔 很遠(yuǎn)是造成該句子你難以讀懂的原因之一;修飾主語those of us的定語從句who hoped之中又套了一個(gè)of引導(dǎo)的賓語從句，賓語從句的主語plete editi

5、on又被一前一后的兩個(gè)定語所修飾，讓整個(gè)句子顯得錯(cuò)綜復(fù)雜難以理解是造成句子難懂的原因之二;再者，本就是從句套從句的句子當(dāng)中又參加了一個(gè)小小的插入語with Kolb，這個(gè)句子雖小，但是卻打斷了定語從句前后完好的連接，這可謂是造成整個(gè)句子難理解的原因之三。解法：放眼一望，不難看出本句是從句中套從句，還連帶有插入語。為了防止干擾，考試可以直接跳過who引導(dǎo)的定于從句和with引導(dǎo)的成對出現(xiàn)逗號(hào)的插入語，直接定位到后面的句子謂語局部，化繁為簡：But those of us are disappointed. 如此以來，此題志在必得。GRE閱讀真題In Raisin in the Sun, Lorr

6、aine Hansberry does not reject integration or the economic and moral promise of the American dream; rather, she remains loyal to this dream while looking, realistically, at its inplete realization. Once we recognize this dual vision, we can accept the plays ironic nuances as deliberate social mentar

7、ies by Hansberry rather than as the “unintentional” irony that Bigsby attributes to the work. Indeed, a curiously persistent refusal to credit Hansberry with a capacity for intentional irony has led some critics to interpret the plays thematic conflicts as mere confusion, contradiction, or eclectici

8、sm. Isaacs, for exle, cannot easily reconcile Hansberrys intense concern for her race with her ideal of human reconciliation. But the plays plex view of Black self-esteem and human solidarity as patible is no more “contradictory” than Du Bois famous, well-considered ideal of ethnic self-awareness co

9、existing with human unity, or Fanons emphasis on an ideal internationalism that also acmodates national identities and roles.1. The author of the passage would probably consider which of the following judgments to be most similar to the reasoning of the critics mentioned in line 11?A. The world is c

10、ertainly flat; therefore, the person proposing to sail around it is unquestionably foolhardy.B. Radioactivity cannot be directly perceived; therefore, a scientist could not possibly control it in a laboratory.C. The painter of this picture could not intend it to be funny; therefore, its humor must r

11、esult from a lack of skill.D. Traditional social mores are beneficial to culture; therefore, anyone who deviates from them acts destructively.E. Filmmakers who produce documentaries deal exclusively with facts; therefore, a filmmaker who reinterprets particular events is misleading us.2. In which se

12、ntence of the passage does the author provide exles that reinforce an argument against a critical response cited earlier in the passage?A. The first sentence (“In Raisinrealization”)B. The second sentence ( Once wework”)C. The third sentence (“Indeedeclecticism”)D. The fourth sentence (“Isaacsreconciliati