[综合备考指导] 【寄托特别企划】0810G高分gter采访系列之一 [复制链接]

1.你今年10G的分数？

630+800+3.5

2.简述你的复习心得？

学习任何东西都要有针对性，正如马克思主义要求一切从实际出发，认识GRE考试当然是从真题开始了。

3.觉得复习过程中最需要注意的问题是什么？

都很重要：合理分配时间，自信，独立思考。

4.觉得通过GRE你最大的收获是什么？

逻辑思维的锻炼，自信心的提升。

GRE从头到尾都是逻辑，类反是字词逻辑，填空是句子之间的逻辑，阅读是篇章上的逻辑，写作是思维上的逻辑。把GRE逻辑思维运用到你的学习生活中，你会发现考G真的改变了你，带给了你提高。

能够再也不害怕GRE，这让我很自信；大学里我最差的就是英语了，勉强过的四六级。

5.今年的分数对你来说还有什么遗憾，或者说你觉得哪里还可以更好？

写作没准备充分，verbal阅读没做好。

6.结合自己的经验，对广大gter的复习有什么建议？

一定要学会自己总结。就是背单词自己去想构词法或者记忆法，做真题学会靠自己去摸索解题技巧。论坛上精华贴很多，但是别人的经验看一看不会变成自己的，只有通过自身实践得出的经验才属于自己；看别人的贴只是给你指引个方向，不能够代替你在做题目过程中的经验积累；当有一日你发现自己也可以写出类似精华贴甚至对别人精华贴进行补充的时候你就变成牛人了。呵呵， 让我们一起努力。

7.复习中有哪些成功之处，哪些不足之处？

成功之处在于依据个人情况合理安排时间，学会自己总结复习中的问题。我是9月11号作文考完开始看单词准备笔考的，到10月25只有1个半月。不过一年前我背过红宝，现在基本还有印象。所以我重点放在做题技巧上；这一点没有遵循盛行的一天不背红包不行或者红宝低于多少遍不行的观点。考场上碰见两个生词slog,和snug,都是靠做题技巧排除法选对的。所以记忆单词真的不应该盲目自信或者盲目自卑。

不足之处：复习时间短，奥运会结束才开始看作文，笔考之前调生物钟浪费了好几天，自己拆笔记本，修手电筒复读机浪费了时间；本来时间就很少；9811模考的时候第一个section一篇阅读也没做完，后来没有分析，因为着急记单词，结果考场上出现了模考的情景，我的大脑完全不处于信息接受状态了。

8.各单项应注意哪些问题，复习的步骤?

词汇，设计到的问题有两个，应该记什么词，每个词该记下些什么。首先，我不认为考前背红宝是必要的。红宝应该背，但那是入门级别。第二步就是分析真题。认真分析GRE真题的会发现所谓的GRE词汇分量是不一样的，有的会出现在类反，有的只是在填空题干或者阅读里冒个头，所以用一个力度去记忆所有单词不值得。类反分别有自己特定的考试义群，很多前辈都有总结，比方分/合。静/动，阻/促，批评/赞扬就考得特别多，所以说GRE单词如果存在一种科学记忆法，那么就是从真题出发背那些常考义群；出现过的词都在m-w同义词库里搜一遍，既看里面的同反义，也要看看relative word,通常类比就是在relative里面出题。举个例子，mine的相关词有lode,quarry,vein;well,spring,wellspring,将来碰到题目mine::mineral大家很清楚应该找哪些选项；再比如steal的相关词有poach, rustle,如果出题poach::game,大家会发觉选项rustle::cattle吗。不懂的相关词都查查。反正电脑里面双击是很快的动作。

每个词的记忆把握两个原则。第一就是词的本质，比方说fir的本质是树；第二是词的主要特征，比方poseur的特征是假。考试考的就是这两样，以前记过一个词，忘了是谁，反正释义是“女墙”，像这种单词记了相当于没有记，你不知道它的特征是什么；考试考到了，你还是不确定，除非你碰到它恰恰考种属。所以我非常推荐大家使用英文注释。

类反的做题技巧就是熟悉那些常考义群的对应关系。比方这几组很容易混：尊重/嘲笑，批评/赞扬；批评/支持；承认/否认；断言/否认;拥护/放弃，反驳/证明；支持/反对。一定要在平时结合真题体会清楚，考场上才不会绕晕。

填空和阅读。步骤一样，先看各自技巧，填空是陈胜元提出的分隔与粘连，阅读是花儿和寄托前辈们的精华；第二步是做真题，分析真题。第二步永远是最重要的，理论结合实践，实践高于理论。

填空最重要的就是分析主谓。因为重复的条件就是主语相同，谓语相同；主语不同，谓语相反。任何时候做填空题都绝不要用自己的想法填空，你要填的词必然是这个句子决定了的；前/后文哪一个词或者短语提到了的；填空解题的过程就是一个寻找对应关系的过程。还是举一个例子。

Though many medievalwomen possessed devotional books that had belonged to their mothers, formal written evidence of women bequeathing books to their daughters is scarce, which suggests that such beqeasts were ___ and required no ____ . （陈胜元section 37第2题）

A.unselfish....rationalization; B.tangetial .... approval; C.customary....documentation; D.covert...discretion; E.spurious...record

很显然which前后重复，讲得同一件事所以不存在转折。前面是evidence is scarce，后面是require no ____. 其中no跟scarce重复，空格跟evidence重复。训练做题就是训练看出重复的能力。

强调一遍，一定要看清主谓。

9.自己复习有哪些独特之处?

考前没有使用中文的词汇书。红包是一年以前就背过了，书都丢了也没再买。词汇基本是在电脑上复习，查w-m, www.answers.com。

10.最核心的是哪些问题?

单词是基础，最好多记一点。然后认真分析真题，在做题的过程中总结适合自己的技巧；阅读和填空一定要尽早准备，越跟考试隔得近会越紧张，考前两三周保持一下做题感觉就好了，因为技巧需要大量训练的；不像记单词，看一遍后到考场多少还有点印象。考前背单词比较好；珍惜模考，掌握做题节奏。然后就是一定一定要自信。

下面是他的阅读心得，希望对大家有所帮助～

附：阅读心得

我觉得GRE阅读的一个误区就是人们企图记下所有信息，其结果是什么都记不准，做题的时候靠一个模糊印象蒙，然后在选项上磨蹭时间，犹犹豫豫勾上一个错误的答案。改变这种状况必须做到两点：心理上，我们必须相信ETS绝对不会考一些对全文理解无关重要的细节，因为考试的目的不是记忆力，而是理解和逻辑能力；实践中，改变看句子的习惯，学会从逻辑关系上看句子，阅读的时候重点记住逻辑关系。做到第一点就是要平时多训练，多总结，看看以前都考了些什么，那些考点在文章中的作用是什么。现在就讲讲怎么做好第二点，也就是看句子。

句子内部的逻辑主要就是因果，转折，条件；句子之间的逻辑主要就是总分(观点A—观点B)，例证(观点A—理由/例子B)。所有这些大牛们总结了n次了。我现在
只是通过一些具体事例讲一讲怎么运用。& _# j6 Z7 u0 W  o
只记大的逻辑。(比方if句里还套有because/from/by/under等等，记住if够了)

Case I: 大白本No4-No9 P232 (No7第3套section4短阅读):

If a supernova (the explosion of a massive star) triggered star formation from dense clouds of gas and dust, and if the most massive star to be formed from the cloud evolved into a supernova and triggered a new round of star formation, and so on, then a chain of star-forming regions would result. If many such chains were created in a differentially rotating galaxy, the distribution of stars would resemble the observed distribution in a spiral galaxy.
This line of reasoning underlies an exciting new theory of spiral-galaxy structure. A computer simulation based on this theory has reproduced the appearance of many spiral galaxies without assuming an underlying density wave, the hallmark of the most widely accepted theory of the large-scale structure of spiral galaxies. That theory maintains that a density wave of spiral form sweeps through the central plane of a galaxy, compressing clouds of gas and dust, which collapse into stars that form a spiral pattern.
\( n  g7 g( k) O
第1题主旨题和最后一题态度题来自第2段首句，就不介绍了。第2题和3题是推理题。
1 d+ B0 i: q9 D2 C7 }5 `
The passage implies that, according to the new theory of spiral-galaxy structure, a spiral galaxy can be created by supernovas when the supernovas are
A. producing an underlying density wave
B. affected by a density wave of spiral form
C.distributed in a spiral pattern
D. located in the central plane of a galaxy
E. located in a differentially rotating galaxy
Which of the following, if true, would most discredit the new theory as described in the passage?
The exact mechanism by which a star becomes a supernova is not yet completely known and may even differ for different stars.
B. Chains of star-forming regions like those postulated in the new theory have been observed in the vicinity of dense clouds of gas and dust.
C. The most massive stars formed from supernova explosions are unlikely to evolve into supernovas.
D. Computer simulations of supernovas provide a poor picture of what occurs just before a supernova explosion
E. A density wave cannot compress clouds of gas and dust to a density high enough to create a star.
)

两个题目都是条件推理题。前面一题是找spiral galaxy的条件(when=if)，后面一题是找一个否定了文中条件(if)的选项。现在大家是否意识到记住逻辑关系的重要性了呢，就是说你可能记不住说了些什么内容，但是你要知道哪一个逻辑关系要哪里去找答案。一般来说，weaken型推理(就是说下面哪个选项会消弱文章观点)答案都在if/when/while/as/would/should等假设性句子(如果它们不表假设的时候就另作别论了)里，因为确定的东西是没法再去否认的而推理题显然也不是复述原文某句话。看文章的时候留意一下大致位置。$ p) b* s. q5 A6 l$ k2 O  W0 {
类似的例子见大白本1995-2008 P16(最新题1 section4短阅读17题)，也是一个weaken题，考的if句。大白本No4-No9 P370 (No9第4套section3短阅读迪20题)，答案是最后一句if。

(2)学会看懂没有连词的句子逻辑关系。

跟句子填空里面一样，一般的，如果前后两个句子主语不一样，而谓语看起来又没有相似性(比方前面的谓语是下降，后面没有出现减少之类的词)，那么这就是一个转折，前后取反。例子：

Case II: 大白本1995-2008 P3(最新题1 section1短阅读20题) P

True, by emphasizing these struggles, such historians have broadened the conventional view of nineteenth-century feminism, but they do a historical disservice to suffragism. Nineteenth-century feminists and anti-feminist alike perceived the suffragists' demand for enfranchisement as the most radical element in women's protest, in part because suffragists were demanding power that was not based on the institution of the family, women's traditional sphere. When evaluating nineteenth-century feminism as a social force, contemporary historians should consider the perceptions of actual participants in the historical events.

20.The author implies that which of the following is true of the historians discussed in the passage?

(A) They argue that nineteenth-century feminism was not as significant a social force as twentieth-century feminism has been.

(B) They rely too greatly on the perceptions of the actual participants in the events they study.

(C)Their assessment of the relative success of nineteenth-century domestic feminism does not adequately take into account the effects of antifeminist rhetoric.

(D)Their assessment of the significance of nineteenth-century suffragism differs considerably from that of nineteenth-century feminists.

(E) They devote too much attention to nineteenth-century suffragism at the expense of more radical movements that emerged shortly after the turn of the century.

答案是D. 同样的做这个题目也不要求看懂很多，关键是知道后一句跟前一句什么关系。题目做多了，你慢慢发现做阅读(其实填空类反也是这样)是在找答案，而不是比较答案，因为你心里面装着一个准答案；也只有这样做题速度才能够提高上来。争取每个题目在30秒-40秒之间，超过1分钟就不是很好了，那样的题目提倡放弃。那种which one is correct的题很多都是考大意而不是细节。比方大白本1995-2008 P17(最新题1 section4短阅读19、20题)

Case III: 大白本No4-No9 P331 (No9第2套section3短阅读)

On the other hand, it is insufficient to treat the artwork solely historically, in relation to a fixed set of ideas or values. The critic's knowledge and training are, rather, a preparation of the cognitive and emotional abilities needed for an adequate personal response to an artwork's own particular qualities.& d6 p$ s9 e7 J0 i8 y0 X- P" R

18. The author implies that it is insufficient to treat a work of art solely historically because

A. doing so would lead the critic into a dilemma
B. doing so can blind the critic to some of the artwork's unique qualities  O, v* i' Z6 q% K. U8 a
C. doing so can insulate the critic from personally held beliefs
D. subjective reactions can produce a biased response
E. critics are not sufficiently familiar with art history/ t) X8 y* u% x8 ^9 s  l8 J3 u

两个句子动作主体都是同一个人(the critic)，所以前后同义，一个反说一个正说。答案在第2句for之后。虽然问的是because,考的其实是手段/目的型逻辑。它的前一题问的if其实也是考的手段(答案在hence句)。( [! C( ~6 W5 r, K

(3)例子在文章中起的作用比例子本身重要,对例子的分析比例子重要。

Case IV: 大白本1995-2008 P4(最新题1 section1长阅读25题)

Design courses, then, should be an essential element in engineering curricula. Nonverbal thinking, a central mechanism in engineering design, involves perceptions, the stock-in-trade of the artist, not the scientist. Because perceptive processes are not assumed to entail "hard thinking," nonverbal thought is sometimes seen as a primitive stage in the development of cognitive processes and inferior to verbal or mathematical thought. But it is paradoxical that when the staff of the Historic American Engineering Record wished to have drawings made of machines and isometric views of industrial processes for its historical record of American engineering, the only college students with the requisite abilities were not engineering students, but rather students attending architectural schools.

25.The author calls the predicament faced by the Historic American Engineering Record "paradoxical" (lines 36-37) most probably because

(A) the publication needed drawings that its own staff could not make

(B) architectural schools offered but did not require engineering design courses for their students

(C) college students were qualified to make the drawings while practicing engineers were not

(D) the drawings needed were so complicated that even students in architectural schools had difficulty making them.

(E) engineering students were not trained to make the type of drawings needed to record the development of their own discipline

第1句是论点。第2句是支持句(理由)，第3句说误解，第4句举例说明为什么是误解。题目问得是例子的大意而不是细节，所以不看例子只看它在文章中的作用也能够做出题目。第三句是说is sometimes seen as inferior; 第4句but表明应该取反。所以答案应该是对于engineer students来说，nonverbal重要，nonverbal course重要。答案显然就是最后一个了。有些人看到这类题目总是习惯到细节里面看；而忽略了例子只是为了说明问题而写出来的，它跟前文的逻辑性比它本身更加重要。这篇文章26、27也是关于例子出题的，一个是例子细节题(答案在分号后); 一个是举例目的题(答案一般在其前一个句子，要把握好逻辑关系)，跟25题类似。

(4) 多训练多总结

然后就是做题速度问题。一定要分析清楚速度慢在哪里，是看文章慢，还是做题目慢，是每个题目都慢还是个别慢，还是说某一类题型慢，是看提干慢还是看答案慢还是定位慢。(练习的时候用秒表统计，我通常都是开着电脑，打开cool timer,一个计时器，看完文章记下时间，做题做一题记一下时间。然后分析怎么慢下来的。）认真分析，找出可行性办法。其实阅读能力，甚至所有能力的提高都是一个按部就班认真分析不断解决细小问题的过程。我文章看得很慢，短的2-3分钟，长的5-6分钟，不过一般情况看完文章我都记住了，所以定位很快。大家根据情况选择适合自己的速度就好了，最终目标是短文章4-6分钟做完，长文章10-12分钟做完。

更正一个观点我不是说只记住逻辑关系，也要记得主要意思的，比方句子主句的主谓要记得的吧，强调逻辑关系是因为它是全文的写作思路，这样你记得信息就是一个整体，记起来会更加容易。而且有些重要信息多做题就知道该不该记。比方比较关系起码记得谁跟谁比；因果关系知道谁导致谁吧。例子说明道理的例子主语和道理的主谓要记得吧。

下面是我以前分析阅读的时候做的标记。这些标记就是我认为看了文章应该有印象的部分。其他部分，考到了再去细节定位就很快了。

Influenced by the view of some twentieth-century feminists that women's position within the family is one of the central factors determining women's social position, some historians have underestimated the significance of the woman suffrage movement. These historians contend that nineteenth-century suffragism was less radical and, hence, less important than, for example, the moral reform movement or domestic feminism—two nineteenth-century movements in which women struggled for more power and autonomy within the family.

True, by emphasizing these struggles, such historians have broadened the conventional view of nineteenth-century feminism, but they do a historical disservice to suffragism. Nineteenth-century feminists and anti-feminist alike perceived the suffragists' demand for enfranchisement as the most radical element in women's protest, in part because suffragists were demanding power that was not based on the institution of the family, women's traditional sphere. When evaluating nineteenth-century feminism as a social force, contemporary historians should consider the perceptions of actual participants in the historical events.

Many objects in daily use have clearly been influenced by science, but their form and function, their dimensions and appearance, were determined by technologists artisans, designers, inventors, and engineers---using non-scientific modes of thought. Many features and qualities of the objects that a technologist thinks about cannot be reduced to unambiguous verbal descriptions; they are dealt with in the mind by a visual, nonverbal process. In the development of Western technology, it has been non-verbal thinking, by and large, that has fixed the outlines and filled in the details of our material surroundings. Pyramids, cathedrals, and rockets exist not because of geometry or thermodynamics, but because they were first a picture in the minds of those who built them. The creative shaping process of a technologist's mind can be seen in nearly every artifact that exists. For example, in designing a diesel engine, a technologist might impress individual ways of nonverbal thinking on the machine by continually using an intuitive sense of rightness and fitness. What would be the shape of the combustion chamber? Where should the valves be placed? Should it have a long or short piston? Such questions have a range of answers that are supplied by experience, by physical requirements, by limitations of available space, and not least by a sense of form. Some decisions, such as wall thickness and pin diameter, may depend on scientific calculations, but the nonscientific component of design remains primary.

Design courses, then, should be an essential element in engineering curricula. Nonverbal thinking, a central mechanism in engineering design, involves perceptions, the stock-in-trade of the artist, not the scientist. Because perceptive processes are not assumed to entail "hard thinking," nonverbal thought is sometimes seen as a primitive stage in the development of cognitive processes and inferior to verbal or mathematical thought. But it is paradoxical that when the staff of the Historic American Engineering Record wished to have drawings made of machines and isometric views of industrial processes for its historical record of American engineering, the only college students with the requisite abilities were not engineering students, but rather students attending architectural schools.' j3 \$ ^. _0 T5 G

lIf courses in design, which in a strongly analytical engineering curriculum provide the background required for practical problem- solving, are not provided, we can expect to encounter silly but costly errors occurring in advanced engineering systems. For example, early models of high-speed railroad cars loaded with sophisticated controls were unable to operate in a snowstorm because a fan sucked snow into the electrical system. Absurd ran-dom failures that plague automatic control systems are not merely trivial aberrations; they are a reflection of the chaos that results when design is assumed to be primarily a problem in mathematics.

One explanation for the tendency of animals to be more vigilant in smaller groups than in larger ones assumes that the vigilant behavior—looking up, for example—is aimed at predators. If individuals on the edge of a group are more vigilant because they are at greater risk of being captured, then individuals on average would have to be more vigilant in smaller groups, because the animals on the periphery of a group form a greater proportion of the whole group as the size of the group diminishes.