阅读题求助【北美题3-1 Section B-L】

candy_shmilyUID: 3449020

阅读小弱求助

①During adolescence, the development of political ideology becomes apparent in the individual; ideology here is defined as the presence of roughly consistent attitudes, more or less organized in reference to a more encompassing, though perhaps tacit, set of general principles. As such, political ideology is dim or absent at the beginning of adolescence. Its acquisition by the adolescent, in even the most modest sense, requires the acquisition of relatively sophisticated cognitive skills: the ability to manage abstractness, to synthesize and generalize, to imagine the future. These are accompanied by a steady advance in the ability to understand principles.
②The child’s rapid acquisition of political knowledge also promotes the growth of political ideology during adolescence. By knowledge I mean more than the dreary “facts,” such as the composition of county government that the child is exposed to in the conventional ninth-grade civics course. Nor do I mean only information on current political realities. ③These are facets of knowledge, but they are less critical than the adolescent’s absorption, often unwitting, of a feeling for those many unspoken assumptions about the political system that comprise the common ground of understanding—for example, what the state can appropriately demand of its citizens, and vice versa, or the proper relationship of government to subsidiary social institutions, such as the schools and churches. Thus political knowledge is the awareness of social assumptions and relationships as well as of objective facts. Much of the naiveté that characterizes the younger adolescent’s grasp of politics stems not from an ignorance of “facts” but from conventions of the system, of what is and is not customarily done, and of how and why it is or is not done.
④Yet I do not want to overemphasize the significance of increased political knowledge in forming adolescent ideology. Over the years I have become progressively disenchanted about the centrality of such knowledge and have come to believe that much current work in political socialization, by relying too heavily on its apparent acquisition, has been misled about the tempo of political understanding in adolescence. Just as young children can count numbers in series without grasping the principle of ordination, young adolescents may have in their heads many random bits of political information without a secure understanding of those concepts that would give order and meaning to the information.
⑤Like magpies, children’s minds pick up bits and pieces of data. If you encourage them, they will drop these at your feet—Republicans and Democrats, the tripartite division of the federal system, perhaps even the capital of Massachusetts. But until the adolescent has grasped the integumental function that concepts and principles provide, the data remain fragmented, random, disordered.

关于adolescents的political ideology培养的那篇


24.        The passage suggests that, during early adolescence, a child would find which of the following most difficult to understand?
(A) A book chronicling the ways in which the presidential inauguration ceremony has changed over the years
(B) An essay in which an incident in British history is used to explain the system of monarchic succession
(C) A summary of the respective responsibilities of the legislative, executive, and judicial branches of government
(D) A debate in which the participants argue, respectively, that the federal government should or should not support private schools
(E) An article detailing the specific religious groups that founded American colonies and the guiding principles of each one

这道题我的定位是在第③短最后一句话
an ignorance of “facts” but from conventions of the system, of what is and is not customarily done, and of how and why it is or is not done.
选的是C——政府立法、执法、司法的职能分支？ 我觉得是对应于这句话里的what is and not customarily done
哪里有问题呢？

正确选项是D 无法理解

25.        It can be inferred from the passage that the author would be most likely to agree with which of the following statements about schools?
(A) They should present political information according to carefully planned, schematic arrangements.
(B) They themselves constitute part of a general sociopolitical system that adolescents are learning to understand.
(C) If they were to introduce political subject matter in the primary grades, students would understand current political realities at an earlier age.
(D) They are ineffectual to the degree that they disregard adolescents’ political naiveté.
(E) Because they are subsidiary to government their contribution to the political understanding of adolescent must be limited.

我选的是E，通篇都在讲培养青少年政治意识的重要性，难道不应该disregard他们的naivete么？

正确选项是B，无法理解，为什么要另设立一个政治环境来教育青少年呢？

谢谢各位大神的驻足讲解，感激不尽！
好人一生平安，祝高分GT，门门满绩！

Sailing-RUID: 3473603

24题的答案根据最后一句进行定位 But until the adolescent has grasped the integumental function that concepts and principles provide, the data remain fragmented, random, disordered.
concepts and principles是重点，D没有这方面的表述，so  it is D.

25题定位在③的前半部分。These are facets of knowledge, but they are less critical than the adolescent’s absorption, often unwitting, of a feeling for those many unspoken assumptions about the political system that comprise the common ground of understanding   So the answer is B


另外我和楼主的理解不一致。我觉得通篇讲的是During adolescence, the development of political ideology的过程和影响因素。而不是培养。。。的重要性。我觉得GRE作文的精髓就是回文定位，切忌过多主观理解和发挥。

个人理解，非官方答案。比较懒，不喜打字，解释得不够细，希望楼主能看懂。祝好。

candy_shmilyUID: 3449020

Sailing-R 发表于 2013-9-21 19:55
24题的答案根据最后一句进行定位 But until the adolescent has grasped the integumental function that c ...

太感谢你了！！！
对不起没设回复通知今天才看到= =

fayehyfUID: 3476681

第一题的答案，我觉得是这句话： Its acquisition by the adolescent, in even the most modest sense, requires the acquisition of relatively sophisticated cognitive skills: the ability to manage abstractness, to synthesize and generalize, to imagine the future. These are accompanied by a steady advance in the ability to understand principles.

第二题用排除法

这篇文章的意思是，对于青少年，你给他讲政治概念，理论，统统都没用，他们很难明白这到底是什么意思。最关键的是要培养他们的认知能力，对社会的理解。我是这么理解的，不知道对不对