【G盟阅读日记篇】orangetree,iceoolong（欢迎其他G友随时加入哦！）

orangetreeUID: 189984

NO.8-2-6
短文：现象解释，社会科学不太可能因为其成就而获得赞誉(TS)。
17.主题
18．细节 用”overutilized”定位L11,在它后面讲到Game theory
19.infer题，首先找到overutilization所在的第二段，往下看，都在说为什么是overutilization,在L17有一个转折Yet（注意）this rush into practical applications(就是overutilization) is itself quite understanble: policymakers rightly(态度) feel that even(注意) tentative findings and untested theories are better(比较级) guides to decision-making than no findings and no theories at all.(本句又是全文最后一句).可见this rush into practical applications就是指overutilization,所以选A。rush into和 premature对应，这个改写仔细体会。
20”confront”定位Yet之后，L20有一个比较级，说明tentative findings and untested theories也比没有theoties好,选E

长 结论解释型（注意各个观点里面运用的论证方法，易出取非，细节，举例作用题）
第一段先讲了一个观点（TS）是说”Ice Age” (wrong impression负态度)和 “Pleistocene epoch”。L13有个Although,让步之后必有转折！！
第二段：冰期的地质年代很难确定（首句）
第三段：研究者试图建立各种异想天开的模型来排列冰川期的次序（首句），后面举了一种，要看评价：混合评价，不是广泛适用。
第四段：关于冰川期和间冰期的一些东西现在没有确切的结论。
21主题题看来看去也没选到答案，最后挑了C，看了讲解也没想通。大家看看给我讲讲ya!22.细节题，首先找到L1 “wrong impression”,找到文中的定位，对其解释在L1的下面The epoch that geologists know as 。。。but。。对but取非，选d 。可我选了A，怎么看，怎么对。。。。，怎么回事呢？？
23.细节，看例子后面。L36 not directly related 对应 tangentially related to。我看后面说的都是depoists就只留了选项B,E.最后选了B.谁能告诉我B怎么不对？？24.对应上面对该方法的评价。（每段要看出作者做了什么，态度如何）b25.infer题，首先定位第一次提到”Pleistocene “的地方，L14的althouth之后的转折;
26.定位desert L12, 原来是个for example,快找它说明的论点，在上一句 “beyond the margins of the ice sheets,climatic oscillations affected most of the world”
27.作者态度，最后一段。怎么看怎么像B，怎么回事？？

词汇收集
overutilization过度利用
confrontvt.使面临, 对抗
dilemma n.进退两难的局面, 困难的选择
epoch n.新纪元, 时代,
span n.跨度, 跨距, 范围
oscillate v.振荡
punctuate v.加标点于,不时打断vi.使用标点,加标点
derive vt.得自vi.起源
pluvial adj.雨的, 有雨的, 多雨的, 洪水的
interstratify vt.放在层间, 安排于隔层之间
Eradication n.连根拔除, 根除
Tangentially adv.无关地
haphazardly偶然的, 随便的

orangetreeUID: 189984

no8-3-3
　　　(This passage is excerpted from
　　an article that was published in 1981.)
　　　The deep sea typically has a sparse
　　fauna dominated by tiny worms and
(5) crustaceans, with an even sparser
　　distribution of larger animals. However,
　　near hydrothermal vents, areas of the
　　ocean where warm water emerges from
　　subterranean sources, live remarkable
(10) densities of huge clams, blind crabs,
　　and fish. Most deep-sea faunas rely for
　　food on particulate matter, ultimately
　　derived from photosynthesis, falling
　　from above. The food supplies necessary
(15) to sustain the large vent communities,
　　however, must be many times the
　　ordinary fallout. The first reports
　　describing vent faunas proposed two
　　possible sources of nutrition: bacterial
(20) chemosynthesis, production of food by
　　bacteria using energy derived from
　　chemical changes, and advection, the
　　drifting of food materials from
　　surrounding regions. Later, evidence in
(25) support of the idea of intense local
　　chemosynthesis was accumulated:
　　hydrogen sulfied was found in vent
　　water; many vent-site bacteria were
　　found to be capable of chemosynthesis;
(30) and extremely large concentrations of
　　bacteria were found in samples of vent
　　water thought to be pure. This final
　　observation seemed decisive. If such
　　astonishing concentrations of bacteria
(35) were typical of vent outflow, then
　　food within the vent would dwarf any
　　contribution from advection. Hence,
　　the widely quoted conclusion was
　　reached that bacterial chemosynthesis
(40) provides the foundation for
　　hydrothermal- vent food chains—an
　　exciting prospect because no other
　　communities on Earth are independent
　　of photosynthesis.
(45) 　There are, however, certain difficul-
　　ties with this interpretation.For example,
　　some of the large sedentary organisms
　　associated with vents are also found at
　　ordinary deep-sea temperatures many
(50) meters from the nearest hydrothermal
　　sources. This suggests that bacterial
　　chemosynthesis is not a sufficient
　　source of nutrition for these creatures.
　　Another difficulty is that similarly
(55) dense populations of large deep-sea
　　animals have been found in the
　　proximity of "smokers"–vents where
　　water emerges at temperatures up to
　　350°C. No bacteria can survive such
(60) heat, and no bacteria were found there.
　　　Unless smokers are consistently
　　located near more hospitable warm-water
　　vents, chemosynthesis can account for
　　only a fraction of the vent faunas.
(65) It is conceivable, however, that
　　these large, sedentary organisms do
　　in fact feed on bacteria that grow in
　　warm-water vents, rise in the vent
　　water, and then rain in peripheral areas
(70) to nourish animals living some distance
　　from the warm-water vents.
　　　Nonetheless advection is a more likely
　　alternative food source. Research has
　　demonstrated that advective flow, which
(75) originates near the surface of the ocean
　　where suspended particulate matter
　　accumulates, transports some of that
　　matter and water to the vents. Estimates
　　suggest that matter and water to the
(80) vents. Estimates suggest that for every
　　cubic meter of vent discharge, 350
　　milligrams of particulate organic
　　material would be advected into the
　　vent area. Thus, for an average-sized
(85) vent, advection could provide more
　　than 30 kilograms of potential food per
　　day. In addition, it is likely that small
　　live animals in the advected water might
　　be killed or stunned by thermal and/or
(90) chemical shock, thereby contributing to
　　the food supply of vents.

The passage provides information for
answering which of the following
questions?
What causes warm-water vents to form?
Do vent faunas consume more than do
deep-sea faunas of similar size?
Do bacteria live in the vent water of
smokers?
What role does hydrogen sulfide play
in chemosynthesis?
What accounts for the locations of
deep-sea smokers?

The information in the passage
suggests that the majority of deep-sea
faunas that live in nonvent habitats
have which of the following
characteristics?
They do not normally feed on particles
of food in the water.
They are smaller than many vent faunas.
They are predators.
They derive nutrition from a chemosynthetic
food source.
They congregate around a single main
food source.

The primary purpose of the passage
is to
describe a previously unknown natural
phenomenon
reconstruct the evolution of a natural
phenomenon
establish unequivocally the accuracy
of a hypothesis
survey explanations for a natural
phenomenon and determine which is best
supported by evidence
entertain criticism of the author's
research and provide an effective response

Which of the following does the author
cite as a weakness in the argument that
bacterial chemosynthesis provides the
foundation for the food chains at deep-
sea vents?
Vents are colonized by some of
the same animals found in other areas
of the ocean floor.
Vent water does not contain
sufficient quantities of hydrogen
sulfide.
Bacteria cannot produce large
quantities of food quickly enough.
Large concentrations of minerals
are found in vent water.
Some bacteria found in the vents
are incapable of chemosynthesis.

————————————————————————
Which of the following is information
supplied in the passage that would support
the statement that the food supplies
necessary to sustain vent communities
must be many times that of ordinary
fallout?
　I. Large vent faunas move from vent to
vent in search of food.
　II. Vent faunas are not able to consume
food produced by photosynthesis.
　III. Vents are more densely populated
than are other deep-sea areas.
I only
III only
I and II only
II and III only
I, II, and III

————————————————————————
The author refers to "smokers"
(line 57) most probably in order to
show how thermal shock can provide
food for some vent faunas by stunning
small animals
prove that the habitat of most deep-
sea animals is limited to warm-water
vents
explain how bacteria carry out
chemosynthesis
demonstrate how advection compensates
for the lack of food sources on the
seafloor
present evidence that bacterial
chemosynthesis may be an inadequate
source of food for some vent faunas

————————————————————————
Which of the following can be inferred
from the passage about the particulate
matter that is carried down from the
surface of the ocean?
It is the basis of bacterial
chemosynthesis in the vents.
It may provide an important source
of nutrition for vent faunas.
It may cause the internal temperature
of the vents to change significantly.
It is transported as large aggregates
of particles.
It contains hydrogen sulfide.

————————————————————————
　　　Throughout human history there have
　　been many stringent taboos concerning
　　watching other people eat or eating
　　in the presence of others. There have
(5) been attempts to explain these taboos
　　in terms of inappropriate social
　　relationships either between those
　　who are involved and those who are
　　not simultaneously involved in the
(10) satisfaction of a bodily need, or
　　between those already satiated and
　　those who appear to be shamelessly
　　gorging.
　　　Undoubtedly such elements exist in
(15) the taboos, but there is an additional
　　element with a much more fundamental
　　importance. In prehistoric times, when
　　food was so precious and the on-lookers
　　so hungry, not to offer half of the
(20) little food one had was unthinkable,
　　since every glance was a plea for life.
　　Further, during those times, people
　　existed in nuclear or extended family
　　groups, and the sharing of food was
(25) quite literally supporting one's family
　　or, by extension, preserving one's self.

If the argument in the passage is
valid, taboos against eating in the
presence of others who are not also
eating would be LEAST likely in a
society that
had always had a plentiful supply
of food
emphasized the need to share worldly
goods
had a nomadic rather than an
agricultural way of life
emphasized the value of privacy
discouraged overindulgence

————————————————————————
The author's hypothesis concerning
the origin of taboos against watching
other people eat emphasizes the
general palatability of food
religious significance of food
limited availability of food
various sources of food
nutritional value of food

————————————————————————
According to the passage, the author
believes that past attempts to explain
some taboos concerning eating are
unimaginative
implausible
inelegant
incomplete
unclear

————————————————————————
In developing the main idea of the
passage, the author does which of the
following?
Downplays earlier attempts to
explain the origins of a social
prohibition.
Adapts a scientific theory and
applies it to a spiritual relationship.
Simplifies a complex biological
phenomenon by explaining it in terms
of social needs.
Reorganizes a system designed to
guide personal behavior.
Codifies earlier, unsystematized
conjectures about family life.

————————————————————————

orangetreeUID: 189984

NO.8-3-3
长 hehe,原来看discovery的科普片，看过这个内容，文章都没怎么看。。。就。。。现象解释型
下面转花儿的分析：
第一段提出一个现象：在hydrothermal vent,生存着密集的巨型clams,blind crabs,and fish
第二段，从食物来源给出解释，注意L9-11,however之后,事物之间的关系，many times...必然考点，做标记！L21，seemed decisive，对这个解释，作者在这里埋下了伏笔，这个seem+正态度，通常是作者的一个暂时的结论，后面要给出转折的。
第三段，转折了上面的解释，以however,difficulties,another difficulty为特征词。缺陷是必然考点，请做标记！
第四段，给出了又一个可以替代的解释，特征词为alternative，这个词很重要，出现频率极高，每每出现，都是以另一个解释的修饰词形式出现的，也就是一般都意味着前面的解释失败，没能成为有效的解释，然后出现alternative，引出一个新的解释，多数是有效的！
   17题 首段however后面的话的取非.一般疑问句成为可能比特殊疑问句成为可能大，先看一般疑问句，C是个很好的选项,在L39-L41可得到确认   19题 考缺陷，必然考点，可以先段落定位第三段
   20题 看题干，many times，找L9-11做过标记处，体会一下原文改写
   21题 in order to题，是一种非常常见的题型，找给出行数的上下文，上文居多，答案位于下文的情形很少！
短 全文的关键句是L10-11。 additional element，这个词的前面必然讲了一个element，而前面的这个element远没有后面要讲的importance
    23题，就是L11之后讲的那个重要因素的取非！
    24题，考点同上
    25题，26题，考的都是L10-11这句话，仔细体会一下，文章中部出现的这个much more important的重要性，及它对文章的结构指示作用！
词汇收集
Crustacean adj.甲壳类的n.甲壳类
Fauna n.动物群, 动物区系, 动物志
Stringentadj.严厉的, 迫切的,
Nomadic adj.游牧的
Overindulgence n.过分放纵, 过分任性
Taboo n.(宗教)禁忌、
Implausible adj.难信的, 不象真实的

[ Last edited by orangetree on 2005-10-3 at 17:07 ]

wsdegUID: 199069

orange tree

今天看了一下以前没有跟上的题目，有一题不明白：
NO.4-1-5长哈代文风的不和谐，22题

看了你的笔记也不明白:L

给我讲讲吧:)

sunflower123UID: 198033

解玉，我今天才发现，作者在丹徒，还有他所说的2号楼.........材料学院
他是我们学校的....
我们学校竟然有这大牛..
怎么没有早一点认识！
惭愧呀，跟他一比

xiangding2000UID: 204715

Originally posted by sunflower123 at 2005-10-4 11:24
解玉，我今天才发现，作者在丹徒，还有他所说的2号楼.........材料学院
他是我们学校的....
我们学校竟然有这大牛..
怎么没有早一点认识！
惭愧呀，跟他一比

你这两天跑那里去鸟?  怎么没有见到你了?

难道跟大牛去混了?

orangetreeUID: 189984

no9-1-1
Many critics of Eamily Bronte’s novel Wuthering
Heights see its second part as a counterpoint that
comments on, if it does not reverse, the first part,
(5) where a “romantic” reading receives more confirmation.
Seeing the two parts as a whole is encouraged by the
novel’s sophisticated structure, revealed in its complex
use of narrators and time shifts. Granted that the
presence of these elements need not argue an authorial
awareness of novelistic construction comparable to that
(10) of Henry James, their presence does encourage attempts
to unify the novel’s heterogeneous parts. However,
any interpretation that seeks to unify all of the novel’s
diverse elements is bound to be somewhat unconvincing.
This is not because such an interpretation necessarily
(15) stiffens into a thesis (although rigidity in any interpre-
    tation of this or of any novel is always a danger), but
because Wuthering Heights has recalcitrant elements
of undeniable power that, ultimately, resist inclusion
in an all-encompassing interpretation. In this respect,
Wuthering Heights shares a feature of Hamlet.

17. According to the passage, which of the following is
   a true statement about the first and second parts of
  Wuthering Heights?
  (A) The second part has received more attention
   from critics.
  (B) The second part has little relation to the first
   part.
  (C) The second part annuls the force of the first
   part.
  (D) The second part provides less substantiation
   for a “romantic” reading.
  (E) The second part is better because it is more
   realistic.

18. Which of the following inferences about Henry
   James’s awareness of novelistic construction is
   best supported by the passage?
  (A) James, more than any other novelist, was
   aware of the difficulties of novelistic
   construction.
  (B) James, was very aware of the details of novel-
       istic construction.
  (C) James’s awareness of novelistic construction
     derived from his reading of Bronte.
  (D) James’s awareness of novelistic construction
       has led most commentators to see unity in
       his individual novels.
  (E) James’s awareness of novelistic construction
       precluded him from violating the unity of
       his novels.

19. The author of the passage would be most likely to
   agree that an interpretation of a novel should
  (A) not try to unite heterogeneous elements in the
       novel
  (B) not be inflexible in its treatment of the elements
       in the novel
  (C) not argue that the complex use of narrators or
       of time shifts indicates a sophisticated struc-
       ture
  (D) concentrate on those recalcitrant elements of
       the novel that are outside the novel’s main
       structure
  (E) primarily consider those elements of novelistic
       construction of which the author of the novel
       was aware

20. The author of the passage suggests which of the
   following about Hamlet?
I.        Hamlet has usually attracted critical interpreta-
        tions that tend to stiffen into theses.
II.        Hamlet has elements that are not amenable
  to an all-encompassing critical interpretation.
     III. Hamlet is less open to an all-encompassing
        critical interpretation than is Wuthering
       Heights.
    IV. Hamlet has not received a critical interpretation
       that has been widely accepted by readers.
  (A) I only        (B) II only        (C) I and IV only
  (D) III and IV only        (E) I, II, and III only

The determination of the sources of copper ore
used in the manufacture of copper and bronze artifacts
of Bronze Age civilizations would add greatly to our
knowledge of cultural contacts and trade in that era.
(5) Researchers have analyzed artifacts and ores for their
concentrations of elements, but for a variety of reasons,
these studies have generally failed to provide evidence of
the sources of the copper used in the objects. Elemental
composition can vary within the same copper-ore lode,
(10) usually because of varying admixtures of other elements,
especially iron, lead, zinc, and arsenic. And high con-
centrations of cobalt or zinc, noticed in some artifacts,
appear in a variety of copper-ore sources. Moreover,
the processing of ores introduced poorly controlled
(15) changes in the concentrations of minor and trace ele-
ments in the resulting metal. Some elements evaporate
during smelting and roasting; different temperatures
and processes produce different degrees of loss. Finally,
flux, which is sometimes added during smelting to
(20) remove waste material from the ore, could add quanti-
ties of elements to the final product.
An elemental property that is unchanged through
these chemical processes is the isotopic composition of
each metallic element in the ore. Isotopic composition,
(25) the percentages of the different isotopes of an element
in a given sample of the element, is therefore particularly
suitable as an indicator of the sources of the ore. Of
course, for this purpose it is necessary to find an element
whose isotopic composition is more or less constant
(30) throughout a given ore body, but varies from one copper
ore body to another or, at least, from one geographic
region to another.
The ideal choice, when isotopic composition is used
to investigate the source of copper ore, would seem to
(35) be copper itself. It has been shown that small but
measurable variations occur naturally in the isotopic
composition of copper. However, the variations are
large enough only in rare ores; between samples of
the common ore minerals of copper, isotopic variations
(40) greater than the measurement error have not been
found. An alternative choice is lead, which occurs in
most copper and bronze artifacts of the Bronze Age in
amounts consistent with the lead being derived from
the copper ores and possibly from the fluxes. The
(45) isotopic composition of lead often varies from one
source of common copper ore to another, with varia-
tions exceeding the measurement error; and preliminary
studies indicate virtually uniform isotopic composition
of the lead from a single copper-ore source. While
(50) some of the lead found in an artifact may have been
introduced from flux or when other metals were
added to the copper ore, lead so added in Bronze Age
processing would usually have the same isotopic compo-
sition as the lead in the copper ore. Lead isotope studies
(55) may thus prove useful for interpreting the archaeo-
logical record of the Bronze Age.

21. The primary purpose of the passage is to
  (A) discuss the techniques of analyzing lead
   isotope composition
  (B) propose a way to determine the origin of
       the copper in certain artifacts
  (C) resolve a dispute concerning the analysis of
   copper ore
  (D) describe the deficiencies of a currently used
   method of chemical analysis of certain
   metals
  (E) offer an interpretation of the archaeological
   record of the Bronze Age

22. The author first mentions the addition of flux during
   smelting (lines 18-21) in order to
  (A) give a reason for the failure of elemental
   composition studies to determine ore sources
  (B) illustrate differences between various Bronze
       Age civilizations
  (C) show the need for using high smelting
   temperatures
  (D) illustrate the uniformity of lead isotope
   composition
  (E) explain the success of copper isotope
   composition analysis

23. The author suggests which of the following about a
   Bronze Age artifact containing high concentrations
   of cobalt or zinc?
  (A) It could not be reliably tested for its elemental
       composition.
  (B) It could not be reliably tested for its copper
   isotope composition.
  (C) It could not be reliably tested for its lead
   isotope composition.
  (D) It could have been manufactured from ore
   from any one of a variety of sources.
  (E) It could have been produced by the addition
   of other metals during the processing of the
   copper ore.

24. According to the passage, possible sources of the
   lead found in a copper or bronze artifact include
   which of the following?
I.        The copper ore used to manufacture the
  artifact
II. Flux added during processing of the copper ore
   III. Other metal added during processing of the
        copper ore
  (A) I only          (B) II only           (C) III only
  (D) II and III only        (E) I, II , and III

25. The author rejects copper as the “ideal choice”
   mentioned in line 33 because
  (A) the concentration of copper in Bronze
       Age artifacts varies
  (B) elements other than copper may be
   introduced during smelting
  (C) the isotopic composition of copper
       changes during smelting
  (D) among common copper ores, differences
       in copper isotope composition are too
       small
  (E) within a single source of copper ore,
      copper isotope composition can vary
      substantially

26. The author makes which of the following
   statements about lead isotope composition?
  (A) It often varies from one copper-ore source
   to another.
  (B) It sometimes varies over short distances in
       a single copper-ore source.
  (C) It can vary during the testing of artifacts,
   producing a measurement error.
  (D) It frequently changes during smelting and
   roasting.
  (E) It may change when artifacts are buried
       for thousands of years.

27. It can be inferred from the passage that the use
   of flux in processing copper ore can alter the
   lead isotope composition of the resulting metal
   EXCEPT when
  (A) there is a smaller concentration of lead in
   the flux than in the copper ore
  (B) the concentration of lead in the flux is
   equivalent to that of the lead in the ore
  (C) some of the lead in the flux evaporates
   during processing
  (D) any lead in the flux has the same isotopic
   composition as the lead in the ore
  (E) other metals are added during processing

orangetreeUID: 189984

no8-1-5
Since the Hawaiian Islands have never been con-
nected to other land masses, the great variety of plants
in Hawaii must be a result of the long-distance dispersal
of seeds, a process that requires both a method of trans-
port and an equivalence between the ecology of the
source area and that of the recipient area.
There is some dispute about the method of transport
involved. Some biologists argue that ocean and air cur-
rents are responsible for the transport of plant seeds
to Hawaii. Yet the results of flotation experiments and
the low temperatures of air currents cast doubt on these
hypotheses. More probable is bird transport, either
externally, by accidental attachment of the seeds to
feathers, or internally, by the swallowing of fruit and
subsequent excretion of the seeds. While it is likely that
fewer varieties of plant seeds have reached Hawaii exter-
nally than internally, more varieties are known to be
adapted to external than to internal transport.

17. The author of the passage is primarily concerned
   with
  (A) discussing different approaches biologists have
       taken to testing theories about the distribu-
       tion of plants in Hawaii
  (B) discussing different theories about the transport
       of plant seeds to Hawaii
  (C) discussing the extent to which air currents are
       responsible for the dispersal of plant seeds
       to Hawaii
  (D) resolving a dispute about the adaptability of
   plant seeds to bird transport
  (E) resolving a dispute about the ability of birds
       to carry plant seeds long distances

18. The author mentions the results of flotation experi-
   ments on plant seeds (lines 10-12) most probably in
      order to
  (A) support the claim that the distribution of plants
       in Hawaii is the result of the long-distance
       dispersal of seeds
  (B) lend credibility to the thesis that air currents
   provide a method of transport for plant
   seeds to Hawaii
  (C) suggest that the long-distance dispersal of seeds
       is a process that requires long periods of time
  (D) challenge the claim that ocean currents are
       responsible for the transport of plant seeds
       to Hawaii
  (E) refute the claim that Hawaiian flora evolved
   independently from flora in other parts of
   the world

19. It can be inferred from information in the passage
   that the existence in alpine regions of Hawaii of a
   plant species that also grows in the southwestern
   United States would justify which of the following
   conclusions?
  (A) The ecology of the southwestern United States
       is similar in important respects to the ecology
       of alpine regions of Hawaii.
  (B) There are ocean currents that flow from the
   southwestern United States to Hawaii.
  (C) The plant species discovered in Hawaii must
       have traveled from the southwestern United
       States only very recently.
  (D) The plant species discovered in Hawaii
   reached there by attaching to the feathers
   of birds migrating from the southwestern
   United States.
  (E) The plant species discovered in Hawaii is espe-
       cially well adapted to transport over long
       distances.

20. The passage supplies information for answering
   which of the following questions?
  (A) Why does successful long-distance dispersal of
        plant seeds require an equivalence between
        the ecology of the source area and that of the
        recipient area?
  (B) Why are more varieties of plant seeds adapted
        to external rather than to internal bird trans-
        port?
  (C) What varieties of plant seeds are birds that fly
       long distances most likely to swallow?
  (D) What is a reason for accepting the long-distance
       dispersal of plant seeds as an explanation for
       the origin of Hawaiian flora?
  (E) What evidence do biologists cite to argue that
     ocean and air currents are responsible for
     the transport of plant seeds to Hawaii?

A long-held view of the history of the English
colonies that became the United States has been that
England’s policy toward these colonies before 1763 was
dictated by commercial interests and that a change to a
(5) more imperial policy, dominated by expansionist mili-
tarist objectives, generated the tensions that ultimately
led to the American Revolution. In a recent study,
Stephen Saunders Webb has resented a formidable
challenge to this view. According to Webb, England
(10) already had a military imperial policy for more than a
century before the American Revolution. He sees
Charles II, the English monarch between 1660 and 1685,
as the proper successor of the Tudor monarchs of the
sixteenth century and of Oliver Cromwell, all of
(15) whom were bent on extending centralized executive
power over England’s possessions through the use
of what Webb calls “garrison government.”Gar-
rison government allowed the colonists a legislative assem-
bly, but real authority, in Webb’s view, belonged to the
(20) colonial governor, who was appointed by the king and
supported by the “garrison,” that is, by the local contin-
gent of English troops under the colonial governor’s
command.
According to Webb, the purpose of garrison govern-
(25) ment was to provide military support for a royal policy
designed to limit the power of the upper classes in the
American colonies. Webb argues that the colonial legis-
lative assemblies represented the interests not of the
common people but of the colonial upper classes, a
(30) coalition of merchants and nobility who favored self-rule
and sought to elevate legislative authority at the expense
of the executive. It was, according to Webb, the colo-
nial governors who favored the small farmer, opposed the plantation system, and tried through taxation to break
(35) up large holdings of land. Backed by the military pres-
ence of the garrison, these governors tried to prevent the
gentry and merchants, allied in the colonial assemblies,
from transforming colonial America into a capitalistic
oligarchy.
(40)    Webb’s study illuminates the political alignments
that existed in the colonies in the century prior to the
American Revolution, but his view of the crown’s use
of the military as an instrument of colonial policy is
not entirely convincing. England during the seven-
(45) teenth century was not noted for its military achievements.
Cromwell did mount England’s most ambitious over-
seas military expedition in more than a century, but it
proved to be an utter failure. Under Charles II, the
English army was too small to be a major instrument
(50) of government. Not until the war France in 1697
did William III persuade Parliament to create a profes-
sional standing army, and Parliaments price for doing
so was to keep the army under tight legislative control.
While it may be true that the crown attempted to curtail
(55) the power of the colonial upper classes, it is hard to
imagine how the English army during the seventeenth
century could have provided significant military
support for such a policy.

21. The passage can best be described as a
  (A) survey of the inadequacies of a conventional
       viewpoint
  (B) reconciliation of opposing points of view
  (C) summary and evaluation of a recent study
  (D) defense of a new thesis from anticipated
   objections
  (E) review of the subtle distinctions between
   apparently similar views

22. The passage suggests that the view referred to in
   lines 1-7 argued that
  (A) the colonial governors were sympathetic to the
       demands of the common people
  (B) Charles II was a pivotal figure in the shift of
       English monarchs toward a more imperial
       policy in their governorship of the American
       colonies.
  (C) the American Revolution was generated largely
       out of a conflict between the colonial upper
       classes and an alliance of merchants and
       small farmers
  (D) the military did not play a major role as an
   instrument of colonial policy until 1763
  (E) the colonial legislative assemblies in the
   colonies had little influence over the
   colonial governors

23. It can be inferred from the passage that Webb would
   be most likely to agree with which of the following
   statements regarding garrison government?
  (A) Garrison government gave legislative
   assemblies in the colonies relatively little
   authority, compared to the authority that
   it gave the colonial governors.
  (B) Garrison government proved relatively
   ineffective until it was used by Charles II
   to curb the power of colonial legislatures.
  (C) Garrison government became a less viable
   colonial policy as the English Parliament
   began to exert tighter legislative control
   over the English military.
  (D) Oliver Cromwell was the first English ruler to
       make use of garrison government on a large
       scale.
  (E) The creation of a professional standing army in
       England in 1697 actually weakened garrison
       government by diverting troops from the
       garrisons stationed in the American colonies.

24. According to the passage, Webb views Charles II
   as the “proper successor” (line 13) of the Tudor
   monarchs and Cromwell because Charles II
  (A) used colonial tax revenues to fund overseas
   military expeditions
  (B) used the military to extend executive power
   over the English colonies
  (C) wished to transform the American colonies into
       capitalistic oligarchies
  (D) resisted the English Parliament’s efforts to exert
       control over the military
  (E) allowed the American colonists to use legislative
       assemblies as a forum for resolving
       grievances against the crown

25. Which of the following, if true, would most seriously
   weaken the author’s assertion in lines 54-58?
  (A) Because they were poorly administered,
   Cromwell’s overseas military expeditions
   were doomed to failure.
  (B) Because it relied primarily on the symbolic
   presence of the military, garrison govern-
   ment could be effectively administered with
   a relatively small number of troops.
  (C) Until early in the seventeenth century, no
   professional standing army in Europe had
   performed effectively in overseas military
   expeditions.
  (D) Many of the colonial governors appointed
   by the crown were also commissioned army
   officers.
  (E) Many of the English troops stationed in the
   American colonies were veterans of other
   overseas military expeditions.

26. According to Webb’s view of colonial history, which
   of the following was (were) true of the merchants
   and nobility mentioned in line 30?
     I. They were opposed to policies formulated by
         Charles II that would have transformed the
         colonies into capitalistic oligarchies.
    II. They were opposed to attempts by the English
        crown to limit the power of the legislative
        assemblies.
III. They were united with small farmers in their
     opposition to the stationing of English troops
     in the colonies.
  (A) I only          (B) II only          (C) I and II only
  (D) II and III only        (E) I, II, and III

27. The author suggests that if William III had wanted
   to make use of the standing army mentioned in
   line 52 to administer garrison government in the
   American colonies, he would have had to.
  (A) make peace with France
  (B) abolish the colonial legislative assemblies
  (C) seek approval from the English Parliament
  (D) appoint colonial governors who were more
   sympathetic to royal policy
  (E) raise additional revenues by increasing taxation
       of large landholdings in the colonies

orangetreeUID: 189984

10月4日D
NO.9-1-1
长 铜制品的来源与成分,现象解释型。典型文章
先给现象。L6出现but,转折后面说的是缺陷failed to很重要（必然考点）。特别体会一下,他告诉我们，these studies无论下文用多大的篇幅来叙述它，都是作者摒弃的！ elemantal composition的研究方法， 3个原因，用moreover, finally隔开。
二段提出通过Isotopic composition(同位素成分)可以来测定铜制品的来源。L30 but之前泛说方法可用，后面说不适用于铜（态度－）。
三段开头the ideal choice（从ideal就可以看出来，作者对这个观点的态度，一定是即将摒弃，故具体的叙述不必仔细读，并且还要预测一下，作者下一步一定要给出另外一个解释，寻找之~~~）L37 however 之后是事物之间比较（做标记，是事物之间的关系，必然考点）。 L41 an alternative choice is...正是我们期盼已久的！！仔细看！lead。。。
21、主题
22、in order to题型。定位做啦！发现在finally后面的内容里，不用说，就是围绕fail内容了，马上就可以选到A。
23、定位在L11-12，
24、题干中问的是“lead。。。。”整体定位在L41 an alternative choice is..后面一整段 （这题搞笑，白本上只印了ABCD四个选项，我就选了D,后来总结怎么看文章都没看出来哪个错。。。原来印错啦！D就是E！(-_-#)）
25、因为题问rejects copper，反对的地方就在however后面。
26、定位在L45-46,和原文一样的。。。这题出的。。。没劲。。。
27、“alter the lead isotope composition”定位L41 an alternative choice is之后，找到L49-54。原文中指出，虽然铜制品发现的一些铅元素可能来自助溶剂或者来自其他金属加入铜矿石中的时候，但是再青铜时代加工工序中，这样的加进铜制品的铅元素和铜矿石中的铅元素通常是相同的同位素构成的。由此推出答案。（难题）
词汇收集
isotopic同位素的
preliminary adj.预备的, 初步的
flux 助溶剂
resulting metal 合成金属

[ Last edited by orangetree on 2005-10-4 at 15:46 ]

orangetreeUID: 189984

Originally posted by sunflower123 at 2005-10-4 11:24
解玉，我今天才发现，作者在丹徒，还有他所说的2号楼.........材料学院
他是我们学校的....
我们学校竟然有这大牛..
怎么没有早一点认识！
惭愧呀，跟他一比

:L 我们不和别人比，只和自己比！
。。。。不过向牛人们学习！;P
我们怀着卑微的心态，一步一个脚印的踏过去。。。
之后的之后的一天，我们停下回望来路，霍然发现：哇，原来我也可以做到他们那样哦！:victory:

A ZA A ZA !!

[ Last edited by orangetree on 2005-10-4 at 16:16 ]

orangetreeUID: 189984

NO.9-1-5
短 夏威夷海边的种子传播
文中说了2种方法。1是ocean and air currents，L10 yet后面是缺陷。2是bird， L15 while后面是缺陷。态度统统是否定！
下面是花儿的话：
   可以用这篇文章来重点练习和体会一下主旨题，17和20，20题虽然是个泛指化题型，但是其实也是个变相的主旨题。还有19题，原文L4-6到答案A的原文改写，值得好好看看equivalence--->is similar in
首句开头提到了focus（determination of the sources of copper）。其实这句本身主要讲的研究这个determination...的作用和意义，大概是写这篇文章的初衷，跟做题没什么关系，不必关注。

长 英殖与美国 新老观点型
    怎样读原文的例文！文章结构范文！
首段：a long-held view旧观点，脑袋里就想好下面要找新观点：`X in a recent study，美啦！想啥来啥！L10以后都是说新观点的，可以略读掉，大写人名标记。
二段，according to Webb，the purpose of garrison government…看到这个心理就应该有数了，顺承关系，看了首二句，后面酌情略读
三段，首句一读，还是ETS的老一套,用but对W进行了让步的负评价，....but...is not entirely convincing，下文阐述之
别忘了末句不能略读！   
21，主旨
22，对长难句的考察！在GRE阅读中，有时候会出现一些超长句子，这也容易被考
23 问“garrison government”定位L17第一次出现处。
A,L17第一次出现处。
D里面有the first,一眼就排除掉。
E，1697，在文章结尾呢，关系太远，排除掉。
24，在L13后面找这个皇帝做了什么。
25，考察文章末句，取非。While后面一般都是转折出来的缺陷!

orangetreeUID: 189984

搞定！去吃饭咯！！饿坏了。。。。。。。

orangetreeUID: 189984

Originally posted by wsdeg at 2005-10-4 10:56
orange tree

今天看了一下以前没有跟上的题目，有一题不明白：
NO.4-1-5长哈代文风的不和谐，22题

看了你的笔记也不明白:L

给我讲讲吧:)

Which of the following statements best
describes the organization of lines 32
to 49 of the passage ("Thus...abstractly")?
A, The author makes a disapproving
observation and then presents two cases,
one of which leads to a qualification of
his disapproval and the other of which
does not.
B, The author draws a conclusion from a
previous statement, explains his conclusion
in detail, and then gives a series of
examples that have the effect of resolving
an inconsistency.
C, The author concedes a point and then
makes a counterargument, using an
extended comparison and contrast that
qualifies his original concession.
D, The author makes a judgment, points out
an exception to his judgment, and then
contradicts his original assertion.
E, The author summarizes and explains an
argument and then advances a brief history
of opposing arguments.答案：(A)

L28有个unfortunately,和A中的disapproving对应。之后说了两个情况：
之间用But分开，后面一个用on other occasions提示。这两个情况第一个没有qualification，后面一个可以。

翻译如下：这样，
一种创作冲动经常会屈从于一种较新的创作冲动，而令人遗憾的是，原先的那个创作冲
动非但无法与新出现的那个创作冲动达成一种妥善协调，反而会消失得全无踪影。一种
从不曾得以实现的揭示现实的欲望，很有可能会突如其来地让位于另一种欲望，这就是
一个我们可不妨将其视作小说家兼科学家的那种欲望，去精确无误地和具体地记录一朵
花的结构和构造特征。

看看这样能不能理解了呢？？

wsdegUID: 199069

Originally posted by orangetree at 2005-10-4 17:15

Which of the following statements best
describes the organization of lines 32
to 49 of the passage ("Thus...abstractly")?
A, The author makes a disapproving
observation and then pre ...

qualification怎么理解呢？

sunflower123UID: 198033

我好久没出门啦，宿舍里已经弹尽粮绝了块，所以今天虽然下雨还是去超市采购了一番.
背了会兰宝
去做阅读了，一回见！