GRE阅读文章套路特点分析

GRE阅读文章套路特点分析, 掌握规律看文章更轻松，我们一起来看看吧，下面小编就和大家分享，来欣赏一下吧。

GRE阅读文章套路特点分析 掌握规律看文章更轻松

GRE阅读文章特点分析：温和的措辞

GRE阅读文章对于考生的意义在于，文章的整体是温和的，文章里面出现的极端的言辞都是要注意的，文章里面的事实都是与我们学术生活共时的，对于过去的追忆和反现实的虚拟状态，都是非常明显的潜在出题点。尤其是虚拟语气，往往表示应然而非然之状态，很有可能出现负评价，以态度题的方式考察。而一切过分极端的言辞，如绝对的说法，大多数，比较级尤其是强烈比较级，在文章里的出现要注意，还有一种也是强烈的对比的标志，就是以大写字母标注的时间，指明某时之前或之后，我们称之为时间强对比。以上总结之，即是三大关系，强对比，因果以及转折。表示这些关系的连词，一律要注意，最好做出标记。而对于题目来说，考生要注意以上说法是在哪里出现，如果文章有这些强烈的措辞，那么题目当中对应这些段落的选项也有，就很可能是对的，如果选项出现而文章的相应位置没有，则该选项必错。

GRE阅读文章特点分析：对于态度的预见

主题题，态度题如何解决呢?首先我们需要了解GRE的评价体系。

对于激进的(进化论)左的(马列)上纲上线的，通常不与支持，对于以政治干涉学术，尤其反对。对于歧视弱者，损害弱者尤其反对，弱者恒强。Should, must, should have 等词也是负评价，应然不然。选项中极端的，进行人生攻击的，模棱两可的，谄媚的，马上排除，因为这是学术考试。选项过分极端的副词，也要小心，如表示绝对的言辞。

GRE阅读文章特点分析：如何处理文章

诸生读此类文章最大误区在于试图读懂，更有甚者，寻求文章之背景，遍寻译文，以期充分理解，虽有燃膏继晷之功，难有吴甲吞楚之效，盖此种文章，非为考生读懂而设计。更有甚者，仿阅读之结构，言辞，图作文之高分，则更加南辕北辙，缘木求鱼而已。请GRE考试的考生谨记：

这是考试，你只有13-15分钟做题，文章不是用来读懂的，对待难句最好的办法是考虑怎么不读，少读，而不是分析。

学术文章特点就是规范，层次清晰，主题明确。我们一定要读出套路，尤其是文章观点的数量，这个直接关系到主题题怎么出。我们要把每段的层次的连词标记出来，我们还要知道每个层次的主题词是什么，周围有没有否定词(改善题)，有没有褒贬的词(态度题，应用题)。

至于例子，也可以考虑不读或者少读，因为GRE阅读重点考观点，例子是事实，事实记得越多，混淆信息越多，做题越慢，准确率越低。对于例子，只要记住位置就可以，题目考到再看，不考坚决不看。以观点记例子，以观点分层次，以观点分逻辑关系。

GRE阅读文章特点分析：如何看题

首先记住，先文后题。道理很简单，你直接读题，根本读不懂。所以很重要的是搞明白两个问题，这个题目对应文章那个层次，考的是观点还是例子。题型很重要，意义在于告诉你正确选项的特征的如何定位。

以上提到的几点是考生在面对GRE考试时候需要多加注意的，预祝考生们在8月17号的GRE考试中取得好成绩。

GRE阅读练习每日一篇

Eight percent of the Earth’s crust is aluminum, and there are hundreds of aluminum-bearing minerals and vast quantities of the rocks that contain them. The best aluminum ore is bauxite, defined as aggregates of aluminous minerals, more or less impure, in which aluminum is present as hydrated oxides. Bauxite is the richest of all those aluminous rocks that occur in large quantities, and it yields alumina, the intermediate product required for the production of aluminum. Alumina also occurs naturally as the mineral corundum, but corundum is not found in large deposits of high purity, and therefore it is an impractical source for making aluminum. Most of the many abundant nonbauxite aluminous minerals are silicates, and, like all silicate minerals, they are refractory, resistant to analysis, and extremely difficult to process. The aluminum silicates are therefore generally unsuitable alternatives to bauxite because considerably more energy is required to extract alumina from them.

17. The author implies that a mineral must either be or readily supply which of the following in order to be classified as an aluminum ore?

(A) An aggregate

(B) Bauxite

(C) Alumina

(D) Corundum

(E) An aluminum silicate

18. The passage supplies information for answering all of the following questions regarding aluminous minerals EXCEPT:

(A) What percentage of the aluminum in the Earth’s crust is in the form of bauxite?

(B) Are aluminum-bearing nonbauxite minerals plentiful?

(C) Do the aluminous minerals found in bauxite contain hydrated oxides?

(D) Are aluminous hydrated oxides found in rocks?

(E) Do large quantities of bauxite exist?

19. The author implies that corundum would be used to produce aluminum if

(A) corundum could be found that is not contaminated by silicates

(B) the production of alumina could be eliminated as an intermediate step in manufacturing aluminum

(C) many large deposits of very high quality corundum were to be discovered

(D) new technologies were to make it possible to convert corundum to a silicate

(E) manufacturers were to realize that the world’s supply of bauxite is not unlimited

Traditionally, the study of history has had fixed boundaries and focal points—periods, countries, dramatic events, and great leaders. It also has had clear and firm notions of scholarly procedure: how one inquires into a historical problem, how one presents and documents one’s findings, what constitutes admissible and adequate proof.

Anyone who has followed recent historical literature can testify to the revolution that is taking place in historical studies. The currently fashionable subjects come directly from the sociology catalog: childhood, work, leisure. The new subjects are accompanied by new methods. Where history once was primarily narrative, it is now entirely analytic. The old questions “What happened?” and “How did it happen?” have given way to the question “Why did it happen?” Prominent among the methods used to answer the question “Why” is psychoanalysis, and its use has given rise to psychohistory.

Psychohistory does not merely use psychological explanations in historical contexts. Historians have always used such explanations when they were appropriate and when there was sufficient evidence for them. But this pragmatic use of psychology is not what psychohistorians intend. They are committed, not just to psychology in general, but to Freudian psychoanalysis. This commitment precludes a commitment to history as historians have always understood it. Psychohistory derives its “facts” not from history, the detailed records of events and their consequences, but from psychoanalysis of the individuals who made history, and deduces its theories not from this or that instance in their lives, but from a view of human nature that transcends history. It denies the basic criterion of historical evidence: that evidence be publicly accessible to, and therefore assessable by, all historians. And it violates the basic tenet of historical method: that historians be alert to the negative instances that would refute their theses. Psychohistorians, convinced of the absolute rightness of their own theories, are also convinced that theirs is the “deepest” explanation of any event, that other explanations fall short of the truth.

Psychohistory is not content to violate the discipline of history (in the sense of the proper mode of studying and writing about the past); it also violates the past itself. It denies to the past an integrity and will of its own, in which people acted out of a variety of motives and in which events had a multiplicity of causes and effects. It imposes upon the past the same determinism that it imposes upon the present, thus robbing people and events of their individuality and of their complexity. Instead of respecting the particularity of the past, it assimilates all events, past and present, into a single deterministic schema that is presumed to be true at all times and in all circumstances.

20. Which of the following best states the main point of the passage?

(A) The approach of psychohistorians to historical study is currently in vogue even though it lacks the rigor and verifiability of traditional historical method.

(B) Traditional historians can benefit from studying the techniques and findings of psychohistorians.

(C) Areas of sociological study such as childhood and work are of little interest to traditional historians.

(D) The psychological assessment of an individual’s behavior and attitudes is more informative than the details of his or her daily life.

(E) History is composed of unique and nonrepeating events that must be individually analyzed on the basis of publicly verifiable evidence.

21. It can be inferred from the passage that one way in which traditional history can be distinguished from psychohistory is that traditional history usually

(A) views past events as complex and having their own individuality

(B) relies on a single interpretation of human behavior to explain historical events

(C) interprets historical events in such a way that their specific nature is transcended

(D) turns to psychological explanations in historical contexts to account for events

(E) relies strictly on data that are concrete and quantifiable

22. It can be inferred from the passage that the methods used by psychohistorians probably prevent them from

(A) presenting their material in chronological order

(B) producing a one-sided picture of an individual’s personality and motivations

(C) uncovering alternative explanations that might cause them to question their own conclusions

(D) offering a consistent interpretation of the impact of personality on historical events

(E) recognizing connections between a government’s political actions and the aspirations of government leaders

23. The passage supplies information for answering which of the following questions?

(A) What are some specific examples of the use of psychohistory in historical interpretation?

(B) When were the conventions governing the practice of traditional history first established?

(C) When do traditional historians consider psychological explanations of historical developments appropriate?

(D) What sort of historical figure is best suited for psychohistorical analysis?

(E) What is the basic criterion of historical evidence required by traditional historians?

24. The author mentions which of the following as a characteristic of the practice of psychohistorians?

(A) The lives of historical figures are presented in episodic rather than narrative form.

(B) Archives used by psychohistorians to gather material are not accessible to other scholars.

(C) Past and current events are all placed within the same deterministic schema.

(D) Events in the adult life of a historical figure are seen to be more consequential than are those in the childhood of the figure.

(E) Analysis is focused on group behavior rather than on particular events in an individual’s life.

25. The author of the passage suggests that psychohistorians view history primarily as

(A) a report of events, causes, and effects that is generally accepted by historians but which is, for the most part, unverifiable

(B) an episodic account that lacks cohesion because records of the role of childhood, work, and leisure in the lives of historical figures are rare

(C) an uncharted sea of seemingly unexplainable events that have meaning only when examined as discrete units

(D) a record of the way in which a closed set of immutable psychological laws seems to have shaped events

(E) a proof of the existence of intricate causal interrelationships between past and present events

26. The author of the passage puts the word “deepest” (line 44) in quotation marks most probably in order to

(A) signal her reservations about the accuracy of psychohistorians’ claims for their work

(B) draw attention to a contradiction in the psychohistorians’ method

(C) emphasize the major difference between the traditional historians’ method and that of psychohistorians

(D) disassociate her opinion of the psychohistorians’ claims from her opinion of their method

(E) question the usefulness of psychohistorians’ insights into traditional historical scholarship

27. In presenting her analysis, the author does all of the following EXCEPT:

(A) Make general statement without reference to specific examples.

(B) Describe some of the criteria employed by traditional historians.

(C) Question the adequacy of the psychohistorians’ interpretation of events.

(D) Point out inconsistencies in the psychohistorians’ application of their methods.

(E) Contrast the underlying assumptions of psychohistorians with those of traditional historians.

答案：17-27：CACAACECDAD