第二節(jié)選考題型之二——語段排序題
經(jīng)典語篇模式一： 話題+問題+解決辦法
閱讀指導(dǎo)：這類文章多屬敘述性的說明文。文章往往是先提出某個領(lǐng)域或某個方面出現(xiàn)的問題，然后分析問題，最后提出或陳述解決的辦法。這類文章的結(jié)構(gòu)可能多種多樣，但只要我們善于識別“問題——分析——解決辦法”這些主要步聚，就能把握文章的主線。
經(jīng)典語篇模式二： 列舉
閱讀指導(dǎo)：列舉（listing） 是常見的段落寫作方式，其特點(diǎn)就好比我們列一個清單。作者用列舉的方式來呈現(xiàn)事實(shí)、觀點(diǎn)、理由、原因等。列舉涉及大量的事實(shí)或細(xì)節(jié)，在有明確的表示列舉的信號詞的情況下（如：First/Second/Third/Finally/）比較容易把握；但在沒有這類信號詞時，考生有時會因頭緒繁多而難以把握。但實(shí)際上，列舉總是逐項(xiàng)或分層次進(jìn)行的，無論有沒有信號詞，我們只要清楚有哪幾個層次，在心里給它們標(biāo)個序號，紛繁的內(nèi)容就會變得井然有序。
經(jīng)典語篇模式三： 結(jié)果原因/現(xiàn)象成因
閱讀指導(dǎo)：探討某種現(xiàn)象的原因的文章是考試閱讀中經(jīng)常遇到的。它屬于說明文。這類文章往往先引入某種現(xiàn)象或狀況：可能是社會現(xiàn)象或某一方面問題的狀況，也可能是自然現(xiàn)象，然后探討為什么會有這種現(xiàn)象或狀況，即產(chǎn)生的原因。在閱讀這類文章時首先要確定討論的現(xiàn)象或狀況，然后梳理清楚作者所列舉的若干原因。
統(tǒng)計(jì)數(shù)字反映的情況真實(shí)，這說明D項(xiàng)“沒有反映出經(jīng)濟(jì)的真實(shí)狀況”之意也不對。A項(xiàng)的考點(diǎn)是單詞“exclude（排除）”和“rebound（反彈）”以及短語“business cycle（商業(yè)周期）”；B項(xiàng)的考點(diǎn)是短語“fall short of（達(dá)不到）”和單詞“anticipation（預(yù)期）”；C 項(xiàng)的考點(diǎn)是單詞“meet（達(dá)到）”和短語“expectation（期望）”；D項(xiàng)的考點(diǎn)是單詞“fail（沒能）”和“reflect（反映）”以及短語“the true state of……（……的真實(shí)狀況）”。
經(jīng)典語篇模式四： 對比與比較
閱讀指導(dǎo)：對比（contrast）和比較（comparison）模式的文章也是考試閱讀中經(jīng)常出現(xiàn)的。文章通過對比或比較來說明兩個事物間的不同之處或某些相似點(diǎn)。對比或比較的寫作方式一般有兩種：一種是分開比較模式，即先論述甲事物的特點(diǎn)或狀況再論述乙事物的，可簡述為“A+B”模式；另一種為交替比較模式，即對事物的幾個方面進(jìn)行逐項(xiàng)比較，可簡述為“A/B+A/B”模式。在閱讀這類文章時要注意文章在哪幾個方面進(jìn)行了比較，哪些是不同點(diǎn)，哪些是相同點(diǎn)。
經(jīng)典語篇模式五： 議題+觀點(diǎn)+論證
閱讀指導(dǎo)：這類文章往往是作者就某一話題發(fā)表自己的觀點(diǎn)，然后加以論證。閱讀這類文章要注意以下幾點(diǎn)：①文章的話題是什么？②作者就這一問題提出了什么樣的觀點(diǎn)？③作者用了哪些主要事實(shí)來證明自己的觀點(diǎn)？
經(jīng)典語篇模式六： 錯誤觀點(diǎn)+異議+證明/議論
閱讀指導(dǎo)：這類文章在考試閱讀中出現(xiàn)頻率很高，屬于論說文中的駁論。作者通常在文章一開始就介紹一種對某一問題的流行觀點(diǎn)，然后表示異議或直接表明不同的觀點(diǎn)。接著用事實(shí)論證流行觀點(diǎn)的錯誤所在或通過議論駁斥流行觀點(diǎn)，支持自己的論點(diǎn)。在閱讀這種類型的文章時我們要注意以下幾點(diǎn)：①所引述的流行觀點(diǎn)或他人的觀點(diǎn)是什么？②作者的觀點(diǎn)或態(tài)度是什么？是贊成還是反對？要注意區(qū)分作者的觀點(diǎn)和他人的觀點(diǎn)。一般來說，一些轉(zhuǎn)折詞語往往是作者的觀點(diǎn)和流行的觀點(diǎn)的分界線，如：However/But/Nevertheless/As a matter of fact等。③作者用了哪些論據(jù)來反駁流行的觀點(diǎn)或證明自己的觀點(diǎn)
排序題的解題技巧
1.按照大綱樣題所給的情況，如果五道題目全部選擇同一個答案的話，這種題目就至少可以做對一道，獲得2分。 按照大綱樣題所給的情況，這種題目往往只需要做對四個就可以了，最后一個答案不用做就水到渠成。 如果在給出兩個正確答案的情況下，如果最后剩余兩個答案沒有做出，而自己又沒有太大把握，為了保險(xiǎn)起見，可以在最后的兩個答案中任意選擇一個字母，兩道題目均選此字母，這樣至少可以選對一道題。 這種題目在做對一道的情況下，每道題目可以選擇的概率分別是P51 ， P41 ， P31 ， P21， P11
在這種數(shù)學(xué)概率的情況下，對于我們的提示就是盡量先確定答案線索比較明確的題目的答案。不用按照題目的順序答題。
一. 大綱樣題解析
Directions: The following paragraphs are given in a wrong order. For Questions 41-45, you are required to reorganize these paragraphs into a coherent article by choosing from the list A-G to fill in each numbered box. The first and the last paragraphs have been placed for you in Boxes. Mark your answers on ANSWER SHEET 1.(10 points)
[A] "I just don't know how to motivate them to do a better job. We're in a budget crunch and I have absolutely no financial rewards at my disposal. In fact, we'll probably have to lay some people off in the near future. It's hard for me to make the job interesting and challenging because it isn't ——it's boring, routine paperwork, and there isn't much you can go about it.
[B] "Finally, I can't say to them that their promotions will hinge on the excellence of their paperwork. First of all, they know it's not true. If their performance is adequate, most are more likely to get promoted just by staying on the force a certain number of years than for some specific outstanding ace. Second, they were trained to do the job they do out in the streets, not to fill out forms. All through their career it is the arrests and interventions that get noticed.
[C] "I've got a real problem with my officers. They come on the force as young, inexperienced men, and we send them out on the street, either in cars or on a beat. They seem to like the contact they have with the public, the action involved in crime prevention, and the apprehension of criminals. They also like helping people out at fires, accidents, and other emergencies.
[D] "Some people have suggested a number of things like using conviction records as a performance criterion. However, we know that's not fair-too many other things are involved. Bad paperwork increases the chance that you lose in court, but good paperwork doesn't necessarily mean you'll win. We tried setting up team competitions based on the excellence of the reports, but the guys caught on to that pretty quickly, No one was getting any type of reward for winning the competition, and they figured why should they labor when there was no payoff.
[E] "The problem occurs when they get back to the station. They hate to do the paperwork, and because they dislike it, the job is frequently put off or done inadequately. This lack of attention hurts us later on when we get to court. We need clear, factual reports. They must be highly detailed and unambiguous. As soon as one part of a report is shown to be inadequate or incorrect, the rest of the report is suspect. Poor reporting probably causes us to lose more cases than any other factor.
[F] "So I just don't know what to do. I've been groping in the dark in a number of years. And I hope that this seminar will shed some light on this problem of mine and help me out in my future work."
[G] A large metropolitan city government was putting on a number of seminars for administrators, managers and/or executives of various departments throughout the city. At one of these sessions the topic to be discussed was motivation-how we can get public servants motivated to do a good job. The difficulty of a police captain became the central focus of the discussion.
Order:
G ______41 ______42 ______43 ______44 ______45 ______ F
41.C 42.E 43.A 44.B 45.D
二. 實(shí)戰(zhàn)演習(xí)：
1. Exercise (本文中心是預(yù)測未來)
Directions:
The following paragraphs are given in a wrong order. For Questions 41-45, you are required to reorganize these paragraphs into a coherent article by choosing from the list A-G to fill in each numbered box. The first and the last paragraphs have been placed for you in Boxes. Mark your answers on ANSWER SHEET 1.(10 points)
[A].Over the years, societies have developed various ways to try to divine the future. Some groups attempted to acquire insight into events through magic or contact with the supernatural.
To do this, they might have read portents in the entrails of animals or in tea leaves. In ancient Rome, generals used these methods to calculate their likely success in upcoming battles. Reliance on patterns of stars as a means of predicting personal futures also developed early on.
[B]Although this is the most conservative approach to using history to predict the future, it is often the most accurate. However, each of these attempts to use history as a basis for predicting the future is inherently flawed. Therefore, they do not provide entirely accurate descriptions of the future. Perhaps this is why some people continue to prefer fortune-tellers and astrological charts to predictions based on historical events.
[C]. Well before the considerable decline of beliefs in magic by the 18th century, however, human societies had also developed ways to think about the future in clearer relation to historical time.
That is, they became aware that their societies had pasts, and they tried to relate those pasts to the future. Most of the forecasts we deal with today, such as those that inform military or business policy, actively use history because the forecasters assume a connection among past, present, and future events. As we will see, the types of connections on which predictions are based, as well as the success rate of those predictions, vary hugely. However, the need to assess predictions applies regardless.
[D]. Three major types of predictive modes, or history-to-future thinking, exist. The first mode to arise, and one that is still widely used today, is based on assumptions about the recurrence of historical events and patterns. Analysts who employ this predictive mode assume that certain types of past developments will happen again, and that by understanding history, they can better handle future recurrences. This thinking lies behind the familiar phrase, "Those who do not know the past are condemned to repeat it." The second predictive mode to develop, and by far the most dramatic, involves assumptions about a phenomenon called historical disruption. In this mode, prediction highlights the belief that some force is about to radically change the course of history, and therefore, the future. The third predictive mode, not necessarily the newest but certainly the one developed most systematically during the past century, involves looking to recent history for the trends that are likely to continue in the future.
[E].In order to predict the future by means of stars. They have invented a new way called astrology. Astrology, the study of how events on earth correspond to the positions and movements of astronomical bodies, was a key science in classical China, Greece, and Rome, and in the Islamic Middle East. Although astrology and astronomy went their separate ways during the 1500s, as late as the 17th century many Europeans consulted astrologers to calculate the fate of an imminent wedding or a sign of illness. For many years, scientists have rejected the principles of astrology. Even so, millions of people continue to believe in or practice it.
[F].With the three major prediction forms at our disposal, all of them plausible and widely used, why does the future continue to elude us? Why are so many predictions wrong? Many seem plausible at the time they are made- even the 1940s forecast that by the 1970s everyone would be riding around in helicopters rather than cars and the predictions during the 1970s that communes would replace individual families and youth would become a revolutionary force. Why are we still wrong?
[G].Humans have long been interested in predicting the future. It is impossible to know when groups of people became aware that what happens in the future is likely to differ from what is happening at the present moment, but realize this they did.
Order:
G ______41 ______42 ______43 ______44 ______45 ______ F
Sample Three 已知論點(diǎn)求論據(jù)
一、大綱解讀
語段論據(jù)匹配題主要考查考生區(qū)分論點(diǎn)、論據(jù)，把握論點(diǎn)論據(jù)一致性的能力。如樣題所示，該題型要求考生根據(jù)文章的內(nèi)容，從多個選項(xiàng)中找到能支持相應(yīng)論點(diǎn)的論據(jù)。這就要求考生理解各個論點(diǎn)/觀點(diǎn)的重點(diǎn)和含義，并能找出與論點(diǎn)一致的論據(jù)。
二、基礎(chǔ)知識必備
在某一標(biāo)題或主題的限定下面展開論述，一般情況下可以采用的方法如下：
1、分類法：這種方法常用于闡述某一概念。它通過對概念中所包括的事物進(jìn)行分門別類，分別加以敘述，使考生對于這一概念獲得更為清晰的認(rèn)識。如：標(biāo)題中有“various forms of communication”等詞，那么，作者就可能將其分為oral speech， sign language， body language 或other forms of nonlinguistic language來加以闡述。
2、例證法：即舉例法，指用典型、具體而生動的事例來說明、闡述一個觀點(diǎn)，支持文章標(biāo)題。此種方法通常用于主題比較抽象的文章中，通過使抽象意義具體化而使文章通俗易懂并有說服力。如：講如何學(xué)習(xí)，就可能舉幾個類似于如何記單詞的例子來使文章更加生動、具體。
3、列舉法：就是在文章中用一個細(xì)節(jié)來對標(biāo)題所體現(xiàn)的主題思想進(jìn)行說明的方法。列舉法的使用會使文章顯得思路清晰，有條有理。
4、因果法：即通過分析事物發(fā)展的原因和結(jié)果將文章標(biāo)題闡述清楚的一種方法。因果法有兩種；先因后果法和先果后因法。顧名思義，就是原因和結(jié)果在段落中出現(xiàn)的順序不同。
5、比較、對比法：即在文章中找出兩個或兩個以上不同種類的事物之間的共同點(diǎn)或不同點(diǎn)進(jìn)行闡述的方法 .比較對比法有兩種具體寫作方法：一是進(jìn)行整體的比較和對比，二是進(jìn)行逐項(xiàng)的比較和對比。
三、 解題思路指引
考生閱讀時可按照卷面排列的自然順序先看六個試題選項(xiàng)后讀短文，因?yàn)樵囶}選項(xiàng)中的六分之五是正確答案，可以通過試題選項(xiàng)迅速理解文章大意，從而準(zhǔn)確建立宏觀主旨觀念，進(jìn)而有效的做到“抓大放小”?？忌x后可以首先了解試題的內(nèi)容，這樣在閱讀時可以做到目標(biāo)明確，有的放矢，盡量減少盲目閱讀對時間的耗費(fèi)。具體做法可 分為以下幾步進(jìn)行：
1仔細(xì)閱讀六個試題選項(xiàng)，正確理解每個選項(xiàng)的意思。對于談?wù)撓嗨浦黧w的選項(xiàng)，需區(qū)別內(nèi)容的相同處和不同處，并牢記體現(xiàn)不同處的關(guān)鍵詞語。
2快速瀏覽短文，依靠標(biāo)題迅速抓住每篇短文的主題。瀏覽過程中若發(fā)現(xiàn)答題所需的具體信息，在詞語或句子下面劃線并標(biāo)上所答的題號，以初步敲定。對那些暫時無法肯定的可暫且放置一邊，留待第二次閱讀時解決。
提示：在快速瀏覽短文時，要特別注意所給的標(biāo)題或黑體字，這無疑是把握各篇短文主題的途徑，它們猶如門牌號碼，可使我們在查找信息時直入大門，避免走彎路。最后，閱讀問題部分的六個選項(xiàng)時，要抓住每選項(xiàng)的核心意義，這樣有利于我們在查閱時迅速對號入座，減少誤差。
3第二次閱讀短文時必須有針對性，主要為了解決兩個問題：一是仔細(xì)檢查已初步認(rèn)定的內(nèi)容與單句是否匹配；二是找到第一遍瀏覽時尚未找到的信息。
4為確保準(zhǔn)確無誤，若有時間可再次將選項(xiàng)從短文中已選擇的內(nèi)容進(jìn)行比較，檢查有無謬誤或疏漏之處。
大綱解析
Directions: You are going to read a text about the tips on resume writing, followed by a list if examples. Choose the best example fro, the list A-F for each numbered subheading (41-45). There is one extra example which you do not need to use. Mark your answers on ANSWER SHEET 1.(10 points)
The main purpose of a resume is to convince an employer to grant you an interview. There are two kinds. One is the familiar "tombstone" chronological order. The other is what I call the "functional" resume-descriptive, fun to read, unique to you and much more likely to land you an interview.
It's handy to have a "tombstone" for certain occasions. But prospective employers throw away most of those un-requested "tombstone" lists, preferring to interview the quick rather than the dead.
What follows are tips on writing a functional resume that will get read-a resume that makes you come alive and look interesting to employers.
(41) Put yourself fist: In order to write a resume others will read with enthusiasm, you have to feel important about yourself.
(42) Sell what you can do, not who you are: Practice translating your personality traits, character, accomplishments and achievements into skill areas. There are at least five thousand skill areas in the world of work.
Toot your own horn!
Many people clutch when asked to think about their abilities. Some think they have none at all! But everyone does, and one of yours may just be the ticket an employer would be glad to punch-if only you show it.
(43) Be specific, be concrete, and be brief!
Remember that "brevity is the best policy."
(44) Turn bad news into good: Everybody has had disappointments in work, If you have to mention yours, look for the positive side.
(45) Never apologize: If you're returning to the work force after fifteen years as a parent, simply write a short paragraph (summary of background) in place of a chronology of experience, just don't mention education.
The secret is to think about the self before you start writing about yourself. Take four or five hours off, not necessarily consecutive, and simply write down every accomplishment in your life, on or off the job, that made you feel effective. Don't worry at first about what it all means. Study the list and try to spot patterns. As you study your list, you will come closet to the meaning: identifying your marketable skills. Once you discover patterns, give names to your cluster of accomplishments (leadership skills, budget management kills, child development kills etc.) Try to list at least three accomplishments under the same skills heading. Now start writing your resume as if you mattered. It may take for drafts or more, and several weeks, before you're ready to show it to a stranger (friends are usually too kind) for a reaction. When you're satisfied, send it to a printer; a printed resume is far superior to photocopies. It shows an employer that you regard job hunting as serious work, worth doing right.
Isn't that the kind of person you'd want working for you?
[A]A woman who lost her job as a teacher's aide due to a cutback in government funding wrote:" Principal of elementary school cited me as the only teacher's aide she would rehire if government funds became available."
[B] One resume I received included the following:" Invited by my superior to straighten out our organization's accounts receivable. Set up orderly repayment schedule, reconciled account weekly, and improved cash flow 100 per cent. Rewarded with raise and promotion." Notice how this woman focuses on results, specifies how she accomplished them, and mentions her reward-all in 34 words.
[C] For example, if you have a flair for saving, managing and investing money, you have money management skills.
[D] An acquaintance complained of being biased when losing an opportunity due to the statement "Ready to learn though not so well educated".
[E] One of my former colleagues, for example, wrote three resumes in three different styles in order to fin out which was more preferred. The result is, of course, the one that highlights skills and education background.
[D] A woman once told me about a cash-flow crisis her employer had faced. She'd agreed to work without pay for three months until business improved. Her reward was her back pay plus a 20 percent bonus. I asked why that marvelous story wasn't in her resume. She answered, "It wasn't important." What she was really saying of course was "I'm not important."
[答案] 41.F 42.C 43.B 44.A 45.D
Sample four 段落標(biāo)題的選擇
選考題型之四——概括大意題
一. 大綱樣題解析:
Directions: You are going to read a list of headings and text about plagiarism in the academic community. Choose the most suitable heading from the list A-F for each numbered paragraph (41-45). The first and last paragraphs of the text are not numbered. There is one extra heading which you do not need to use, Mark your answers on ANSWER SHEET 1. (10 points)
[A] What to do as a student?
[B] Various definitions of plagiarism
[C] Ideas should always be sourced
[D] Ignorance can be forgiven
[E] Plagiarism is equivalent to theft
[F] The consequences of plagiarism
Scholars, writers and teachers in the modern academic community have strong feelings about acknowledging the use of another person's ideas. In the English-speaking world, the term plagiarism is used to label the practice of not giving credit for the source of one's ideas. Simply stated, plagiarism is "the wrongful appropriation or purloining, and publication as one's own of the ideas, or the expression of ideas of another."
41. The penalties for plagiarism vary from situation to situation. In many universities, In the literary world, where writers are protected from plagiarism by international copyright laws, the penalty may range from a small fine to imprisonment and a ruined career. Protection of scholars and writers, through the copyright laws and through the social pressures of the academic and literary communities, is a relatively recent concept. Such social pressures and copyright laws require writers to give scrupulous attention to documentation of their sources.
42. Students, as inexperienced scholars themselves, must avoid various types of plagiarism by being self-critical in their use of other scholars' ideas and by giving appropriate credit for the source of borrowed ideas and words, otherwise dire consequences may occur. There are at least three classifications of plagiarism as it is revealed in students' inexactness in identifying sources properly. They are plagiarism by accident, by ignorance, and by intention.
43. Plagiarism by accident, or oversight, sometimes is the result of the writer's inability to decide or remember where the idea came from. He may have read it long ago, heard it in a lecture since forgotten, or acquired it second-hand or third-hand from discussions with colleagues. He may also have difficulty in deciding whether the idea is such common knowledge that no reference to the original source is needed. Although this type of plagiarism must be guarded against, it is the least serious and, if lessons learned, can be exempt from being severely punished.
44. Plagiarism through ignorance is simply a way of saying that inexperienced writers often do not know how or when to acknowledge their sources. The techniques for documentation-note-taking, quoting, footnoting, listing bibliography-are easily learned and can prevent the writer from making unknowing mistakes or omissions in his references. Although "there is no copyright in news, or in ideas, only in the expression of them," the writer cannot plead ignorance when his sources for ideas are challenged.
45. The most serious kind of academic thievery is plagiarism by intention. The wrier, limited by his laziness and dullness, copies the thoughts and language of others and claims them for his own. He not only steals, he tries to deceive the reader onto believing the ideas are original. Such words as immoral, dishonest, offensive, and despicable are used to describe the practice of plagiarism by intention.
The opposite of plagiarism is acknowledgement. All mature and trustworthy writers make use of the ideas of others but they are careful to acknowledge their indebtedness to their sources. Students, as developing scholars, writers, teachers, and professional leaders, should recognize and assume their responsibility to document all sources from which language and thoughts are borrowed. Other members of the profession will mot only respect the scholarship, they will admire the humility and honesty.
[答案] 41.F 42.A 43.D 44.C 45.E
經(jīng)典語篇模式一： 話題+問題+解決辦法
閱讀指導(dǎo)：這類文章多屬敘述性的說明文。文章往往是先提出某個領(lǐng)域或某個方面出現(xiàn)的問題，然后分析問題，最后提出或陳述解決的辦法。這類文章的結(jié)構(gòu)可能多種多樣，但只要我們善于識別“問題——分析——解決辦法”這些主要步聚，就能把握文章的主線。
經(jīng)典語篇模式二： 列舉
閱讀指導(dǎo)：列舉（listing） 是常見的段落寫作方式，其特點(diǎn)就好比我們列一個清單。作者用列舉的方式來呈現(xiàn)事實(shí)、觀點(diǎn)、理由、原因等。列舉涉及大量的事實(shí)或細(xì)節(jié)，在有明確的表示列舉的信號詞的情況下（如：First/Second/Third/Finally/）比較容易把握；但在沒有這類信號詞時，考生有時會因頭緒繁多而難以把握。但實(shí)際上，列舉總是逐項(xiàng)或分層次進(jìn)行的，無論有沒有信號詞，我們只要清楚有哪幾個層次，在心里給它們標(biāo)個序號，紛繁的內(nèi)容就會變得井然有序。
經(jīng)典語篇模式三： 結(jié)果原因/現(xiàn)象成因
閱讀指導(dǎo)：探討某種現(xiàn)象的原因的文章是考試閱讀中經(jīng)常遇到的。它屬于說明文。這類文章往往先引入某種現(xiàn)象或狀況：可能是社會現(xiàn)象或某一方面問題的狀況，也可能是自然現(xiàn)象，然后探討為什么會有這種現(xiàn)象或狀況，即產(chǎn)生的原因。在閱讀這類文章時首先要確定討論的現(xiàn)象或狀況，然后梳理清楚作者所列舉的若干原因。
統(tǒng)計(jì)數(shù)字反映的情況真實(shí)，這說明D項(xiàng)“沒有反映出經(jīng)濟(jì)的真實(shí)狀況”之意也不對。A項(xiàng)的考點(diǎn)是單詞“exclude（排除）”和“rebound（反彈）”以及短語“business cycle（商業(yè)周期）”；B項(xiàng)的考點(diǎn)是短語“fall short of（達(dá)不到）”和單詞“anticipation（預(yù)期）”；C 項(xiàng)的考點(diǎn)是單詞“meet（達(dá)到）”和短語“expectation（期望）”；D項(xiàng)的考點(diǎn)是單詞“fail（沒能）”和“reflect（反映）”以及短語“the true state of……（……的真實(shí)狀況）”。
經(jīng)典語篇模式四： 對比與比較
閱讀指導(dǎo)：對比（contrast）和比較（comparison）模式的文章也是考試閱讀中經(jīng)常出現(xiàn)的。文章通過對比或比較來說明兩個事物間的不同之處或某些相似點(diǎn)。對比或比較的寫作方式一般有兩種：一種是分開比較模式，即先論述甲事物的特點(diǎn)或狀況再論述乙事物的，可簡述為“A+B”模式；另一種為交替比較模式，即對事物的幾個方面進(jìn)行逐項(xiàng)比較，可簡述為“A/B+A/B”模式。在閱讀這類文章時要注意文章在哪幾個方面進(jìn)行了比較，哪些是不同點(diǎn)，哪些是相同點(diǎn)。
經(jīng)典語篇模式五： 議題+觀點(diǎn)+論證
閱讀指導(dǎo)：這類文章往往是作者就某一話題發(fā)表自己的觀點(diǎn)，然后加以論證。閱讀這類文章要注意以下幾點(diǎn)：①文章的話題是什么？②作者就這一問題提出了什么樣的觀點(diǎn)？③作者用了哪些主要事實(shí)來證明自己的觀點(diǎn)？
經(jīng)典語篇模式六： 錯誤觀點(diǎn)+異議+證明/議論
閱讀指導(dǎo)：這類文章在考試閱讀中出現(xiàn)頻率很高，屬于論說文中的駁論。作者通常在文章一開始就介紹一種對某一問題的流行觀點(diǎn)，然后表示異議或直接表明不同的觀點(diǎn)。接著用事實(shí)論證流行觀點(diǎn)的錯誤所在或通過議論駁斥流行觀點(diǎn)，支持自己的論點(diǎn)。在閱讀這種類型的文章時我們要注意以下幾點(diǎn)：①所引述的流行觀點(diǎn)或他人的觀點(diǎn)是什么？②作者的觀點(diǎn)或態(tài)度是什么？是贊成還是反對？要注意區(qū)分作者的觀點(diǎn)和他人的觀點(diǎn)。一般來說，一些轉(zhuǎn)折詞語往往是作者的觀點(diǎn)和流行的觀點(diǎn)的分界線，如：However/But/Nevertheless/As a matter of fact等。③作者用了哪些論據(jù)來反駁流行的觀點(diǎn)或證明自己的觀點(diǎn)
排序題的解題技巧
1.按照大綱樣題所給的情況，如果五道題目全部選擇同一個答案的話，這種題目就至少可以做對一道，獲得2分。 按照大綱樣題所給的情況，這種題目往往只需要做對四個就可以了，最后一個答案不用做就水到渠成。 如果在給出兩個正確答案的情況下，如果最后剩余兩個答案沒有做出，而自己又沒有太大把握，為了保險(xiǎn)起見，可以在最后的兩個答案中任意選擇一個字母，兩道題目均選此字母，這樣至少可以選對一道題。 這種題目在做對一道的情況下，每道題目可以選擇的概率分別是P51 ， P41 ， P31 ， P21， P11
在這種數(shù)學(xué)概率的情況下，對于我們的提示就是盡量先確定答案線索比較明確的題目的答案。不用按照題目的順序答題。
一. 大綱樣題解析
Directions: The following paragraphs are given in a wrong order. For Questions 41-45, you are required to reorganize these paragraphs into a coherent article by choosing from the list A-G to fill in each numbered box. The first and the last paragraphs have been placed for you in Boxes. Mark your answers on ANSWER SHEET 1.(10 points)
[A] "I just don't know how to motivate them to do a better job. We're in a budget crunch and I have absolutely no financial rewards at my disposal. In fact, we'll probably have to lay some people off in the near future. It's hard for me to make the job interesting and challenging because it isn't ——it's boring, routine paperwork, and there isn't much you can go about it.
[B] "Finally, I can't say to them that their promotions will hinge on the excellence of their paperwork. First of all, they know it's not true. If their performance is adequate, most are more likely to get promoted just by staying on the force a certain number of years than for some specific outstanding ace. Second, they were trained to do the job they do out in the streets, not to fill out forms. All through their career it is the arrests and interventions that get noticed.
[C] "I've got a real problem with my officers. They come on the force as young, inexperienced men, and we send them out on the street, either in cars or on a beat. They seem to like the contact they have with the public, the action involved in crime prevention, and the apprehension of criminals. They also like helping people out at fires, accidents, and other emergencies.
[D] "Some people have suggested a number of things like using conviction records as a performance criterion. However, we know that's not fair-too many other things are involved. Bad paperwork increases the chance that you lose in court, but good paperwork doesn't necessarily mean you'll win. We tried setting up team competitions based on the excellence of the reports, but the guys caught on to that pretty quickly, No one was getting any type of reward for winning the competition, and they figured why should they labor when there was no payoff.
[E] "The problem occurs when they get back to the station. They hate to do the paperwork, and because they dislike it, the job is frequently put off or done inadequately. This lack of attention hurts us later on when we get to court. We need clear, factual reports. They must be highly detailed and unambiguous. As soon as one part of a report is shown to be inadequate or incorrect, the rest of the report is suspect. Poor reporting probably causes us to lose more cases than any other factor.
[F] "So I just don't know what to do. I've been groping in the dark in a number of years. And I hope that this seminar will shed some light on this problem of mine and help me out in my future work."
[G] A large metropolitan city government was putting on a number of seminars for administrators, managers and/or executives of various departments throughout the city. At one of these sessions the topic to be discussed was motivation-how we can get public servants motivated to do a good job. The difficulty of a police captain became the central focus of the discussion.
Order:
G ______41 ______42 ______43 ______44 ______45 ______ F
41.C 42.E 43.A 44.B 45.D
二. 實(shí)戰(zhàn)演習(xí)：
1. Exercise (本文中心是預(yù)測未來)
Directions:
The following paragraphs are given in a wrong order. For Questions 41-45, you are required to reorganize these paragraphs into a coherent article by choosing from the list A-G to fill in each numbered box. The first and the last paragraphs have been placed for you in Boxes. Mark your answers on ANSWER SHEET 1.(10 points)
[A].Over the years, societies have developed various ways to try to divine the future. Some groups attempted to acquire insight into events through magic or contact with the supernatural.
To do this, they might have read portents in the entrails of animals or in tea leaves. In ancient Rome, generals used these methods to calculate their likely success in upcoming battles. Reliance on patterns of stars as a means of predicting personal futures also developed early on.
[B]Although this is the most conservative approach to using history to predict the future, it is often the most accurate. However, each of these attempts to use history as a basis for predicting the future is inherently flawed. Therefore, they do not provide entirely accurate descriptions of the future. Perhaps this is why some people continue to prefer fortune-tellers and astrological charts to predictions based on historical events.
[C]. Well before the considerable decline of beliefs in magic by the 18th century, however, human societies had also developed ways to think about the future in clearer relation to historical time.
That is, they became aware that their societies had pasts, and they tried to relate those pasts to the future. Most of the forecasts we deal with today, such as those that inform military or business policy, actively use history because the forecasters assume a connection among past, present, and future events. As we will see, the types of connections on which predictions are based, as well as the success rate of those predictions, vary hugely. However, the need to assess predictions applies regardless.
[D]. Three major types of predictive modes, or history-to-future thinking, exist. The first mode to arise, and one that is still widely used today, is based on assumptions about the recurrence of historical events and patterns. Analysts who employ this predictive mode assume that certain types of past developments will happen again, and that by understanding history, they can better handle future recurrences. This thinking lies behind the familiar phrase, "Those who do not know the past are condemned to repeat it." The second predictive mode to develop, and by far the most dramatic, involves assumptions about a phenomenon called historical disruption. In this mode, prediction highlights the belief that some force is about to radically change the course of history, and therefore, the future. The third predictive mode, not necessarily the newest but certainly the one developed most systematically during the past century, involves looking to recent history for the trends that are likely to continue in the future.
[E].In order to predict the future by means of stars. They have invented a new way called astrology. Astrology, the study of how events on earth correspond to the positions and movements of astronomical bodies, was a key science in classical China, Greece, and Rome, and in the Islamic Middle East. Although astrology and astronomy went their separate ways during the 1500s, as late as the 17th century many Europeans consulted astrologers to calculate the fate of an imminent wedding or a sign of illness. For many years, scientists have rejected the principles of astrology. Even so, millions of people continue to believe in or practice it.
[F].With the three major prediction forms at our disposal, all of them plausible and widely used, why does the future continue to elude us? Why are so many predictions wrong? Many seem plausible at the time they are made- even the 1940s forecast that by the 1970s everyone would be riding around in helicopters rather than cars and the predictions during the 1970s that communes would replace individual families and youth would become a revolutionary force. Why are we still wrong?
[G].Humans have long been interested in predicting the future. It is impossible to know when groups of people became aware that what happens in the future is likely to differ from what is happening at the present moment, but realize this they did.
Order:
G ______41 ______42 ______43 ______44 ______45 ______ F
Sample Three 已知論點(diǎn)求論據(jù)
一、大綱解讀
語段論據(jù)匹配題主要考查考生區(qū)分論點(diǎn)、論據(jù)，把握論點(diǎn)論據(jù)一致性的能力。如樣題所示，該題型要求考生根據(jù)文章的內(nèi)容，從多個選項(xiàng)中找到能支持相應(yīng)論點(diǎn)的論據(jù)。這就要求考生理解各個論點(diǎn)/觀點(diǎn)的重點(diǎn)和含義，并能找出與論點(diǎn)一致的論據(jù)。
二、基礎(chǔ)知識必備
在某一標(biāo)題或主題的限定下面展開論述，一般情況下可以采用的方法如下：
1、分類法：這種方法常用于闡述某一概念。它通過對概念中所包括的事物進(jìn)行分門別類，分別加以敘述，使考生對于這一概念獲得更為清晰的認(rèn)識。如：標(biāo)題中有“various forms of communication”等詞，那么，作者就可能將其分為oral speech， sign language， body language 或other forms of nonlinguistic language來加以闡述。
2、例證法：即舉例法，指用典型、具體而生動的事例來說明、闡述一個觀點(diǎn)，支持文章標(biāo)題。此種方法通常用于主題比較抽象的文章中，通過使抽象意義具體化而使文章通俗易懂并有說服力。如：講如何學(xué)習(xí)，就可能舉幾個類似于如何記單詞的例子來使文章更加生動、具體。
3、列舉法：就是在文章中用一個細(xì)節(jié)來對標(biāo)題所體現(xiàn)的主題思想進(jìn)行說明的方法。列舉法的使用會使文章顯得思路清晰，有條有理。
4、因果法：即通過分析事物發(fā)展的原因和結(jié)果將文章標(biāo)題闡述清楚的一種方法。因果法有兩種；先因后果法和先果后因法。顧名思義，就是原因和結(jié)果在段落中出現(xiàn)的順序不同。
5、比較、對比法：即在文章中找出兩個或兩個以上不同種類的事物之間的共同點(diǎn)或不同點(diǎn)進(jìn)行闡述的方法 .比較對比法有兩種具體寫作方法：一是進(jìn)行整體的比較和對比，二是進(jìn)行逐項(xiàng)的比較和對比。
三、 解題思路指引
考生閱讀時可按照卷面排列的自然順序先看六個試題選項(xiàng)后讀短文，因?yàn)樵囶}選項(xiàng)中的六分之五是正確答案，可以通過試題選項(xiàng)迅速理解文章大意，從而準(zhǔn)確建立宏觀主旨觀念，進(jìn)而有效的做到“抓大放小”?？忌x后可以首先了解試題的內(nèi)容，這樣在閱讀時可以做到目標(biāo)明確，有的放矢，盡量減少盲目閱讀對時間的耗費(fèi)。具體做法可 分為以下幾步進(jìn)行：
1仔細(xì)閱讀六個試題選項(xiàng)，正確理解每個選項(xiàng)的意思。對于談?wù)撓嗨浦黧w的選項(xiàng)，需區(qū)別內(nèi)容的相同處和不同處，并牢記體現(xiàn)不同處的關(guān)鍵詞語。
2快速瀏覽短文，依靠標(biāo)題迅速抓住每篇短文的主題。瀏覽過程中若發(fā)現(xiàn)答題所需的具體信息，在詞語或句子下面劃線并標(biāo)上所答的題號，以初步敲定。對那些暫時無法肯定的可暫且放置一邊，留待第二次閱讀時解決。
提示：在快速瀏覽短文時，要特別注意所給的標(biāo)題或黑體字，這無疑是把握各篇短文主題的途徑，它們猶如門牌號碼，可使我們在查找信息時直入大門，避免走彎路。最后，閱讀問題部分的六個選項(xiàng)時，要抓住每選項(xiàng)的核心意義，這樣有利于我們在查閱時迅速對號入座，減少誤差。
3第二次閱讀短文時必須有針對性，主要為了解決兩個問題：一是仔細(xì)檢查已初步認(rèn)定的內(nèi)容與單句是否匹配；二是找到第一遍瀏覽時尚未找到的信息。
4為確保準(zhǔn)確無誤，若有時間可再次將選項(xiàng)從短文中已選擇的內(nèi)容進(jìn)行比較，檢查有無謬誤或疏漏之處。
大綱解析
Directions: You are going to read a text about the tips on resume writing, followed by a list if examples. Choose the best example fro, the list A-F for each numbered subheading (41-45). There is one extra example which you do not need to use. Mark your answers on ANSWER SHEET 1.(10 points)
The main purpose of a resume is to convince an employer to grant you an interview. There are two kinds. One is the familiar "tombstone" chronological order. The other is what I call the "functional" resume-descriptive, fun to read, unique to you and much more likely to land you an interview.
It's handy to have a "tombstone" for certain occasions. But prospective employers throw away most of those un-requested "tombstone" lists, preferring to interview the quick rather than the dead.
What follows are tips on writing a functional resume that will get read-a resume that makes you come alive and look interesting to employers.
(41) Put yourself fist: In order to write a resume others will read with enthusiasm, you have to feel important about yourself.
(42) Sell what you can do, not who you are: Practice translating your personality traits, character, accomplishments and achievements into skill areas. There are at least five thousand skill areas in the world of work.
Toot your own horn!
Many people clutch when asked to think about their abilities. Some think they have none at all! But everyone does, and one of yours may just be the ticket an employer would be glad to punch-if only you show it.
(43) Be specific, be concrete, and be brief!
Remember that "brevity is the best policy."
(44) Turn bad news into good: Everybody has had disappointments in work, If you have to mention yours, look for the positive side.
(45) Never apologize: If you're returning to the work force after fifteen years as a parent, simply write a short paragraph (summary of background) in place of a chronology of experience, just don't mention education.
The secret is to think about the self before you start writing about yourself. Take four or five hours off, not necessarily consecutive, and simply write down every accomplishment in your life, on or off the job, that made you feel effective. Don't worry at first about what it all means. Study the list and try to spot patterns. As you study your list, you will come closet to the meaning: identifying your marketable skills. Once you discover patterns, give names to your cluster of accomplishments (leadership skills, budget management kills, child development kills etc.) Try to list at least three accomplishments under the same skills heading. Now start writing your resume as if you mattered. It may take for drafts or more, and several weeks, before you're ready to show it to a stranger (friends are usually too kind) for a reaction. When you're satisfied, send it to a printer; a printed resume is far superior to photocopies. It shows an employer that you regard job hunting as serious work, worth doing right.
Isn't that the kind of person you'd want working for you?
[A]A woman who lost her job as a teacher's aide due to a cutback in government funding wrote:" Principal of elementary school cited me as the only teacher's aide she would rehire if government funds became available."
[B] One resume I received included the following:" Invited by my superior to straighten out our organization's accounts receivable. Set up orderly repayment schedule, reconciled account weekly, and improved cash flow 100 per cent. Rewarded with raise and promotion." Notice how this woman focuses on results, specifies how she accomplished them, and mentions her reward-all in 34 words.
[C] For example, if you have a flair for saving, managing and investing money, you have money management skills.
[D] An acquaintance complained of being biased when losing an opportunity due to the statement "Ready to learn though not so well educated".
[E] One of my former colleagues, for example, wrote three resumes in three different styles in order to fin out which was more preferred. The result is, of course, the one that highlights skills and education background.
[D] A woman once told me about a cash-flow crisis her employer had faced. She'd agreed to work without pay for three months until business improved. Her reward was her back pay plus a 20 percent bonus. I asked why that marvelous story wasn't in her resume. She answered, "It wasn't important." What she was really saying of course was "I'm not important."
[答案] 41.F 42.C 43.B 44.A 45.D
Sample four 段落標(biāo)題的選擇
選考題型之四——概括大意題
一. 大綱樣題解析:
Directions: You are going to read a list of headings and text about plagiarism in the academic community. Choose the most suitable heading from the list A-F for each numbered paragraph (41-45). The first and last paragraphs of the text are not numbered. There is one extra heading which you do not need to use, Mark your answers on ANSWER SHEET 1. (10 points)
[A] What to do as a student?
[B] Various definitions of plagiarism
[C] Ideas should always be sourced
[D] Ignorance can be forgiven
[E] Plagiarism is equivalent to theft
[F] The consequences of plagiarism
Scholars, writers and teachers in the modern academic community have strong feelings about acknowledging the use of another person's ideas. In the English-speaking world, the term plagiarism is used to label the practice of not giving credit for the source of one's ideas. Simply stated, plagiarism is "the wrongful appropriation or purloining, and publication as one's own of the ideas, or the expression of ideas of another."
41. The penalties for plagiarism vary from situation to situation. In many universities, In the literary world, where writers are protected from plagiarism by international copyright laws, the penalty may range from a small fine to imprisonment and a ruined career. Protection of scholars and writers, through the copyright laws and through the social pressures of the academic and literary communities, is a relatively recent concept. Such social pressures and copyright laws require writers to give scrupulous attention to documentation of their sources.
42. Students, as inexperienced scholars themselves, must avoid various types of plagiarism by being self-critical in their use of other scholars' ideas and by giving appropriate credit for the source of borrowed ideas and words, otherwise dire consequences may occur. There are at least three classifications of plagiarism as it is revealed in students' inexactness in identifying sources properly. They are plagiarism by accident, by ignorance, and by intention.
43. Plagiarism by accident, or oversight, sometimes is the result of the writer's inability to decide or remember where the idea came from. He may have read it long ago, heard it in a lecture since forgotten, or acquired it second-hand or third-hand from discussions with colleagues. He may also have difficulty in deciding whether the idea is such common knowledge that no reference to the original source is needed. Although this type of plagiarism must be guarded against, it is the least serious and, if lessons learned, can be exempt from being severely punished.
44. Plagiarism through ignorance is simply a way of saying that inexperienced writers often do not know how or when to acknowledge their sources. The techniques for documentation-note-taking, quoting, footnoting, listing bibliography-are easily learned and can prevent the writer from making unknowing mistakes or omissions in his references. Although "there is no copyright in news, or in ideas, only in the expression of them," the writer cannot plead ignorance when his sources for ideas are challenged.
45. The most serious kind of academic thievery is plagiarism by intention. The wrier, limited by his laziness and dullness, copies the thoughts and language of others and claims them for his own. He not only steals, he tries to deceive the reader onto believing the ideas are original. Such words as immoral, dishonest, offensive, and despicable are used to describe the practice of plagiarism by intention.
The opposite of plagiarism is acknowledgement. All mature and trustworthy writers make use of the ideas of others but they are careful to acknowledge their indebtedness to their sources. Students, as developing scholars, writers, teachers, and professional leaders, should recognize and assume their responsibility to document all sources from which language and thoughts are borrowed. Other members of the profession will mot only respect the scholarship, they will admire the humility and honesty.
[答案] 41.F 42.A 43.D 44.C 45.E