gre考試閱讀高分需要注意什么

千里之行，始于第2頁/共2頁精品文檔推薦gre考試閱讀高分需要注意什么gre考試正漸漸成為許多中國學子留學的首考，如何提升gre考試閱讀成果呢?下面我就和大家共享gre考試閱讀高分需要留意什么，盼望能夠關心到大家，來觀賞一下吧。

gre考試閱讀高分需要留意什么?

gre考試閱讀力量的提高來自閱讀量的長期積累和閱讀技能的磨練假如兩位考生都有不足，那么假如他們想在閱讀部分提高gre考試閱讀成果，就需要盡可能關注導致分數(shù)被扣分的各種問題，通過削減損失來得到提高你可能知道如何閱讀GRE，但假如你有自己的一些方法和技巧，這并不簡單假如你想知道如何練習GRE閱讀，你需要認真閱讀下面。

GRE閱讀高分留意事項：把握文章的常規(guī)結構

對于gre考試考生來說，GRE閱讀最令人滿足的方面之一可能是文章結構的規(guī)范化和公式化幾乎全部的GRE閱讀文章都出自同一個模式：第一段爭論了一個深刻的話題，其次段質(zhì)疑別人對這個話題的觀點或看法，最終一段給出了自己的觀點和結論最讓考生頭疼的是題目本身的枯燥性無論如何，在閱讀中，考生需要主動了解和熟識文章的結構，通過多讀把握GRE文章的共同結構，而不是被動地等著看文章再看招標。

GRE閱讀高分留意事項：先讀文章，再看問題

至于閱讀，始終有一種說法，在閱讀文章之前先閱讀標題好像可以節(jié)約許多時間，但事實上，這是最愚蠢的方式帶著滿腹的問題讀這篇文章首先，gre閱讀備考,gre備考要多久不要談論你能記住多少問題首先，你的腦子里塞滿了一堆東西在這種狀態(tài)下閱讀只會降低效率最終，你看不懂這篇文章你忘了全部的話題這是鋪張時間正確的方法是先讀全文認真閱讀整篇文章，在此基礎上解決問題，我沒有快速閱讀，反而什么都不記得了。

GRE高分閱讀筆記：閱讀有問題的文章

上面說的不要先讀標題，為什么要帶著疑問讀文章這里的問題實際上是指一些常見而簡潔的問題在再次閱讀文章的過程中，主動發(fā)覺這些常見問題，并做一些標記關心定位，有助于快速解決問題以下是閱讀過程中需要留意的問題：

文章中爭論了什么?

在爭論方面，給出了幾種解釋或理論，它們是什么對這些解釋/理論持什么態(tài)度?

為什么認為他的理論是最好

這篇文章的主題是什么

GRE閱讀：MaryBarton

MaryBarton,particularlyinitsearlychapters,isamovingresponsetothesufferingoftheindustrialworkerintheEnglandofthe1840’s.Whatismostimpressiveaboutthebookistheintenseandpainstakingeffortmadebytheauthor,ElizabethGaskell,toconveytheexperienceofeverydaylifeinworking-classhomes.Hermethodispartlydocumentaryinnature:thenovelincludessuchfeaturesasacarefullyannotatedreproductionofdialect,theexactdetailsoffoodpricesinanaccountofateaparty,anitemizeddescriptionofthefurnitureoftheBartons’livingroom,andatranscription(againannotated)oftheballad“TheOldhamWeaver.”Theinterestofthisrecordisconsiderable,eventhoughthemethodhasaslightlydistancingeffect.

Asamemberofthemiddleclass,Gaskellcouldhardlyhelpapproachingworking-classlifeasanoutsideobserverandareporter,andthereaderofthenovelisalwaysconsciousofthisfact.Butthereisgenuineimaginativere-creationinheraccountsofthewalkinGreenHeysFields,ofteaattheBartons’house,andofJohnBartonandhisfriend’sdiscoveryofthestarvingfamilyinthecellarinthechapter“PovertyandDeath.”Indeed,forasimilarlyconvincingre-creationofsuchfamilies’emotionsandresponses(whicharemorecrucialthanthematerialdetailsonwhichthemerereporterisapttoconcentrate),theEnglishnovelhadtowait60yearsfortheearlywritingofD.H.Lawrence.IfGaskellneverquiteconveysthesenseoffullparticipationthatwouldcompletelyauthenticatethisaspectofMaryBarton,shestillbringstothesescenesanintuitiverecnitionoffeelingsthathasitsownsufficientconviction.

Thechapter“OldAlice’sHistory”brilliantlydramatizesthesituationofthatearlygenerationofworkersbroughtfromthevillagesandthecountrysidetotheurbanindustrialcenters.TheaccountofJobLegh,theweaverandnaturalistwhoisdevotedtothestudyofbioly,vividlyembodiesonekindofresponsetoanurbanindustrialenvironment:anaffinityforlivingthingsthathardens,byitsverycontrastwithitsenvironment,intoakindofcrankiness.Theearlychapters—aboutfactoryworkerswalkingoutinspringintoGreenHeysFields;aboutAliceWilson,rememberinginhercellarthetwig-gatheringforbroomsinthenativevillagethatshewillneveragainsee;aboutJobLegh,intentonhisimpaledinsects—capturethecharacteristicresponsesofagenerationtothenewandcrushingexperienceofindustrialism.Theotherearlychapterseloquentlyportraythedevelopmentoftheinstinctivecooperationwitheachotherthatwasalreadybecominganimportanttraditionamongworkers.

13.1.Whichofthefollowingbestdescribestheauthor’sattitudetowardGaskell’suseofthemethodofdocumentaryrecordinMaryBarton?

(A)Uncriticalenthusiasm

(B)Unresolvedambivalence

(C)Qualifiedapproval

(D)Resignedacceptance

(E)Mildirritation

13.2.Accordingtothepassage,MaryBartonandtheearlynovelsofD.H.Lawrencesharewhichofthefollowing?

(A)Depictionofthefeelingsofworking-classfamilies

(B)Documentaryobjectivityaboutworking-classcircumstances

(C)Richlydetaileddescriptionofworking-classadjustmenttourbanlife

(D)Imaginativelystructuredplotsaboutworking-classcharacters

(E)Experimentalprosestylebasedonworking-classdialect

13.3.WhichofthefollowingismostcloselyanaloustoJobLeghinMaryBarton,asthatcharacterisdescribedinthepassage?

(A)Anentomolistwhocollectedbutterfliesasachild

(B)Asmall-townattorneywhosehobbyisnaturephotraphy

(C)Ayoungmanwholeaveshisfamily’sdairyfarmtostarthisownbusiness

(D)Acitydwellerwhoraisesexoticplantsontheroofofhisapartmentbuilding

(E)Aunionorganizerwhoworksinatextilemillunderdangerousconditions

13.4.Itcanbeinferredfromexamplesgiveninthelastparagraphofthepassagethatwhichofthefollowingwaspartof“thenewandcrushingexperienceofindustrialism”(lines46-47)formanymembersoftheEnglishworkingclassinthenineteenthcentury?

(A)Extortionatefoodprices

(B)Geraphicaldisplacement

(C)Hazardousworkingconditions

(D)Alienationfromfellowworkers

(E)Dissolutionoffamilyties

13.5.ItcanbeinferredthattheauthorofthepassagebelievesthatMaryBartonmighthavebeenanevenbetternovelifGaskellhad

(A)concentratedontheemotionsofasinglecharacter

(B)madenoattempttore-createexperiencesofwhichshehadnofirsthandknowledge

(C)madenoattempttoreproduceworking-classdialects

(D)grownupinanindustrialcity

(E)managedtotranscendherpositionasanoutsider

13.6.Whichofthefollowingphrasescouldbestbesubstitutedforthephrase“thisaspectofMaryBarton”inline29withoutchangingthemeaningofthepassageasawhole?

(A)thematerialdetailsinanurbanworking-classenvironment

(B)theinfluenceofMaryBartononlawrence’searlywork

(C)theplaceofMaryBartoninthedevelopmentoftheEnglishnovel

(D)theextentofthepovertyandphysicalsufferingamongEngland’sindustrialworkersinthe1840’s

(E)t