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阅读日记总结 3.原文的读法之略读 [复制链接]

花儿
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电梯直达

楼主

发表于 2002-12-27 04:12:46 |只看该作者 |倒序浏览

略读内容集合

   略读，并不是说不读，而是快速的读，读不懂得不用逗留，更不用反复琢磨猜测不认识的单词，但是一定要注意的就是，值得做标记的一定要给出标记，以方便定位！
1．作者摒弃的观点的论据和论证，这样的观点一般都是为后面作者支持的观点做铺垫，有个现象，作者一上来就给出正确解释多没意思哦，要一波三折，起起伏伏这样才有趣嘛，所以很多时候，ETS通常先给出一个或者若干个最后要被摒弃的解释，还用一堆话来论证，这部分因为不是文章的重点，所以通常也不是考点，故完全可以略读。
例：P6长L4——L11
Two main kinds of answers have been offered. One is couched in terms of advantage to population. It is argued that the sex ratio will evolve so as to maximize the number of meetings between individuals of the opposite sex.This is essentially a "group selection" argument. The other, and in my view correct, type of answer was first put forward by Fisher in 1930.

P64长L27——32
According to this theory, it is not the quality of the sensory nerve sations they produce, but rather the different areas of the brain into which they discharge, and there is some evidence for this view.

P83短L14——完
Although some experiments show that, as an object becomes familiar, its internal representation becomes more holistic and the recognition process correspondingly more parallel, the weight of evidence seems to support the serial hypothesis, at least for objects that are not notably simple and familiar.

2．反之亦然的观点，这类观点其实是对上文累赘的重复，因为完全可以用vice versa来替代，所以完全可以不读，只要稍用大脑就可以知道它在讲什么。
例：P6长L17——L21
Suppose that the population consisted mostly of females: then an individual who produced sons only would have more grandchildren. In contrast, if the population consisted mostly of males, it would pay to have daughters.

3．已知大意的详细叙述可以略读

反复读一下首句和各段首句，看看自己能不能明白作者要写的内容，文章大意，各段大意呢？如果能的话，各段的具体内容，可以略读，但是一些必要做出标记的的还是要给标记。
例：P33长全文
"I want to criticize the social system, and to
show it at work, at its most intense." Virginia
Woolf's provocative statement about her inten-
tions in writing Mrs. Dalloway has regularly
(5)  been ignored by the critics, since it highlights an
aspect of her literary interests very different from
the traditional picture of the "poetic" novelist
concerned with examining states of reverie and
vision and with following the intricate pathways
(10) of individual consciousness. But Virginia Woolf
was a realistic as well as a poetic novelist, a
satirist and social critic as well as a visionary:
literary critics' cavalier dismissal of Woolf's
social vision will not withstand scrutiny.
(15) In her novels, Woolf is deeply engaged by the
questions of how individuals are shaped (or de-
formed) by their social environments, how
historical forces impinge on people's lives, how
class, wealth, and gender help to determine
(20) people's fates. Most of her novels are rooted in a
realistically rendered social setting and in a
precise historical time.
Woolf's focus on society has not been gener-
ally recognized because of her intense antipathy
(25) to propaganda in art. The pictures of reformers
in her novels are usually satiric or sharply
critical. Even when Woolf is fundamentally
sympathetic to their causes, she portrays people
anxious to reform their society and possessed of
(30) a message or program as arrogant or dishonest,
unaware of how their political ideas serve their
own psychological needs. (Her Writer's Diary
notes: "the only honest people are the artists,"
whereas "these social reformers and philan-
(35) thropists...harbor... discreditable desires
under the disguise of loving their kind....")
Woolf detested what she called "preaching"
in fiction, too, and criticized novelist
D.H. Lawrence  (among others) for working by
(40) this method.
Woolf's own social criticism is expressed in
the language of observation rather than in direct
commentary, since for her, fiction is a contem-
plative, not an active art. She describes phenom-
(45) ena and provides materials for a judgment about
society and social issues; it is the reader's work
to put the observations together and understand
the coherent point of view behind them. As a
moralist, Woolf works by indirection, subtly
(50) undermining officially accepted mores, mocking,
suggesting, calling into question, rather than
asserting, advocating, bearing witness: hers is
the satirist's art.
Woolf's literary models were acute social ob-
(55) servers like Checkhov and Chaucer. As she put it
in The Common Reader. "It is safe to say that
not a single law has been framed or one stone set
upon another because of anything Chaucer said
or wrote; and yet, as we read him, we are absorb-
(60) ing morality at every pore." Like Chaucer,
Woolf chose to understand as well as to judge,
to know her society root and branch-a decision
curcial in order to produce art rather than
polemic.

P47长全文
In his 1976 study of slavery in the United
States, Herbert Gutman, like Fogel, Engerman,
and Genovese, has rightly stressed the slaves'
achievements. But unlike these historians, Gut-
(5)  man gives plantation owners little credit for
these achievements. Rather, Gutman argues that
one must look to the Black family and the
slaves' extended kinship system to understand
how crucial achievements, such as the mainte-
(10) nance of a cultural heritage and the develop-
ment of a communal consciousness, were
possible. His findings compel attention.
Gutman recreates the family and extended
kinship structure mainly through an ingenious
(15) use of what any historian should draw upon,
quantifiable data, derived in this case mostly
from plantation birth registers. He also uses
accounts of ex-slaves to probe the human reality
behind his statistics. These sources indicate that
(20) the two-parent household predominated in slave
quarters just as it did among freed slaves after
emancipation. Although Gutman admits that
forced separation by sale was frequent, he shows
that the slaves' preference, revealed most clearly
(25) on plantations where sale was infrequent, was
very much for stable monogamy. In less con-
clusive fashion Fogel, Engerman, and Genovese
had already indicated the predominance of two-
parent households; however, only Gutman
(30) emphasizes the preference for stable monogamy
and points out what stable monogamy meant for
the slaves' cultural heritage. Gutman argues
convincingly that the stability of the Black
family encouraged the transmission of-and so
(35) was crucial in sustaining-the Black heritage of
folklore, music, and religious expression from
one generation to another, a heritage that slaves
were continually fashioning out of their African
and American experiences.
(40) Gutman's examination of other facets of
kinship also produces important findings.
Gutman discovers that cousins rarely married,
an exogamous tendency that contrasted sharply
with the endogamy practiced by the plantation
(45) owners. This preference for exogamy, Gutman
suggests, may have derived from West African
rules governing marriage, which, though they
differed from one tribal group to another, all
involved some kind of prohibition against
(50) unions with close kin. This taboo against
cousins' marrying is important, argues Gutman,
because it is one of many indications of a strong
awareness among slaves of an extended kinship
network. The fact that distantly related kin
(55) would care for children separated from their
families also suggests this awareness. When
blood relationships were few, as in newly created
plantations in the Southwest, "fictive" kinship
arrangements took their place until a new
(60) pattern of consanguinity developed. Gutman
presents convincing evidence that this extended
kinship structure-which he believes developed
by the mid-to-late eighteenth century-provided
the foundations for the strong communal con-
(65) sciousness that existed among slaves.
In sum, Gutman's study is significant because
it offers a closely reasoned and original explan-
ation of some of the slaves' achievements, one
that correctly emphasizes the resources that
slaves themselves possessed.

P83短L6-14
Controversy surrounds the question of whether recognition is a parallel, one-step process or a serial, step-by-step one. Psychologists of the Gestalt school maintain that objects are recognized as wholes in a parallel procedure: the internal representation is matched with the retinal image in a single operation. Other psychologists have proposed that internal representation features are matched serially with an object's features.

P83长二、三段
Starting from the premise that mythology and legend
preserve at least a nucleus of historical fact, Bachofen
argued that women were dominant in many ancient soci-
eties. His work was based on a comprehensive survey of
references in the ancient sources to Amazonian and
other societies with matrilineal customs—societies in
which descent and property rights are traced through the
female line. Some support for his theory can be found in
evidence such as that drawn from Herofotus, the Greek
"historian" of the fifth century B. C. who speaks of an
Amazonian society, the Sauromatae, where the women
hunted and fought in wars. A woman in this society was
not allowed to marry until she had killed a person in
battle.
Nonetheless, this assumption that the first recorders of
ancient myths have preserved facts is problematic. If one
begins by examining why ancients refer to Amazons, it
becomes clear that ancient Greek descriptions of such
societies were meant not so much to represent observed
historical fact—real Amazonian societies—but rather to
offer "moral lessons" on the supposed outcome of
women's rule in their own society. The Amazons were
often characterized, for example, as the equivalents of
giants and centaurs, enemies to be slain by Greek heroes.
Their customs were presented not as those of a respect-
able society, but as the very antitheses of ordinary Greek
practices.

P86长全文
We can distinguish three different realms of matter,
three levels on the quantum ladder. The first is the
atomic realm, which includes the world of atoms, their
interactions, and the structures that are formed by them,
(5)such as molecules, liquids and solids, and gases and plas-
mas. This realm includes all the phenomena of atomic
physics, chemistry, and, in a certain sense, biology. The
energy exchanges taking place in this realm are of a rela-
tively low order. If these exchanges are below one elec-
(10) tron volt, such as in the collisions between molecules of
the air in a room, then atoms and molecules can be
regarded as elementary particles. That is, they have
"conditional elementarity" because they keep their iden-
tity and do not change in any collisions or in other pro-
(15) cesses at these low energy exchanges. If one goes to
higher energy exchanges, say 10,000 electron volts, then
atoms and molecules will decompose into nuclei and
electrons; at this level, the latter particles must be consid-
ered as elementary. We find examples of structures and
(20) processes of this first rung of the quantum ladder on
Earth, on planets, and on the surfaces of stars.
The next rung is the nuclear realm. Here the energy
exchanges are much higher, on the order of millions of
electron volts. As long as we are dealing with phenom-
(25)ena in the atomic realm, such amounts of energy are
unavailable, and most nuclei are inert: they do not
change. However, if one applies energies of millions of
electron volts, nuclear reactions, fission and fusion, and
the processes of radioactivity occur; our elementary par-
(30)ticles then are protons, neutrons, and electrons. In addi-
tion, nuclear processes produce neutrinos, particles that
have no detectable mass or charge. In the universe, ener-
gies at this level are available in the centers of stars and
in star explosions. Indeed, the energy radiated by the
(35)stars is produced by nuclear reactions. The natural
radioactivity we find on Earth is the long-lived remnant
of the time when now-earthly matter was expelled into
space by a major stellar explosion.
The third rung of the quantum ladder is the subnu-
(40)clear realm. Here we are dealing with energy exchangers
of many billions of electron volts. We encounter excited
nucleons, new types of particles such as mesons, heavy
electrons, quarks, and gluons, and also antimatter in
large quantities. The gluons are the quanta, or smallest
(45) units, of the force (the strong force) that keeps the
quarks together. As long as we are dealing with the
atomic or nuclear realm, these new types of particles do
not occur and thenucleons remain inert. But at subnu-
clear energy levels, the nucleons and mesons appear to
(50) be composed of quarks, so that the quarks and gluons
figure as elementary particles.

P64短L4-12
A Marxist sociologist has argued that racism stems
from the class struggle that is unique to the capitalist
system—that racial prejudice is generated by capitalists
as a means of controlling workers. His thesis works rel-
(5)atively well when applied to discrimination against
Blacks in the United States, but his definition of racial
prejudice as "racially-based negative prejudgments
against a group generally accepted as a race in any
given region of ethnic competition," can be interpreted
(10) as also including hostility toward such ethnic groups as
the Chinese in California and the Jews in medieval
Europe. However, since prejudice against these latter
peoples was not inspired by capitalists, he has to reason
that such antagonisms were not really based on race.
(15) He disposes thusly (albeit unconvincingly) of both the
intolerance faced by Jews before the rise of capitalism
and the early twentieth-century discrimination against
Oriental people in California, which, inconveniently,
was instigated by workers.

P67长L9-18
Differences between highly creative art and highly creative science arise in part from a difference in their goals. For the sciences, a new theory is the goal and end result of the creative act. Innovative science produces new propositions in terms of which diverse phenomena can be related to one another in more coherent ways. Such phenomena as a brilliant diamond or a nesting bird are relegated to the role of data, serving as the means for formulating or testing a new theory.

4．目的已知的例子可以略读
   因为即便考题考例子，也很少考例子的具体内容，而是考他的作用，举这个例子in order to？这样会来找目的即可
例：P83长L8-13
Thus it is not particularly surprising that some earlier scholarship concerning such cultures has so far gone unchallenged. An example is Johann Bachofen's 1861 treatise on Amazons, women-ruled societies of questionable existence contemporary with ancient Greece.

5．冒号后面的可以略读，因为冒号以后无非是在重复前文，无非是更详细的叙述，冒好以前读明白，后面完全可以略读
例：P67长LL18-30
The goal of highly creative art is very different: the phenomenon itself becomes the direct product of the creative act. Shakespeare's Hamlet is not a tract about the behavior of indecisive princes or the uses of political power; nor is Picasso's painting Guernica primarily a propositional statement about the Spanish Civil War or the evils of fascism. What highly creative artistic activity produces is not a new generalization that transcends established limits, but rather an aesthetic particular. Aesthetic particulars produced by the highly creative artist extend or exploit, in an innovative way, the limits of an existing form, rather than transcend that form.

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oriental-eagle
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沙发

发表于 2002-12-27 07:23:09 |只看该作者

真不知道该怎么感谢花儿

东方之鹰飞速地在天空翱翔,傲视着天下的一切！

双非DIY美硕申请总结

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miloo
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板凳

发表于 2002-12-28 06:14:34 |只看该作者

略读，并不是说不读，而是快速的读，读不懂得不用逗留，更不用反复琢磨猜测不认识的单词，但是一定要注意的就是，值得做标记的一定要给出标记，以方便定位！

精典~！大悟~！

但遇到复杂的文章时，感觉就像坠入无限迷雾，只会被文章牵着走而完全失去了自己略读的主动权~~~不知道大家有没有这样的感觉~~~
然后就失去了重点，全部照读，虽然你放精力读的效果其实跟略读并没有两样……

如果有明显标记又不一样了————就像花儿在后面两点提到的“例子”和“冒号以后的内容”，相反之前的关于这些内容的说明就是重中之重，RT？

另外，自己之前的总结：experiment, observation, consideration, data.....
文中出现这些只要知道它们为什么服务，内容也可省去；其实就是花儿的第4点吧~~~

See me fly, I'm proud to fly up high
不能一直依賴別人给我拥戴
Believe me I can fly, I'm singing in the sky
就算风雨覆蓋我也不怕重来

Let me fly, I'm proud to fly up high
生命已经打开我要那种精彩
Believe me I can fly, I'm singing in the sky
你曾经对我说做勇敢的女孩
---------------------------------------------
期待飞跃

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Failing
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地板

发表于 2002-12-29 03:18:59 |只看该作者

做阅读时是不是先看选项？
有时我读了后做题还是有点不知所措。
我是新手，谢谢帮助！

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juanerrr
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5楼

发表于 2002-12-30 21:17:53 |只看该作者

有可以不读(不是略读)的内容吗？

略读还要读，是不是有些内容可以不读呢？
比如冒号后边的，两个破折号中间的，括号里的
for example的可以先不读，到做题碰到时再读，可以吗？

因为难能，所以可贵

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花儿
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6楼

发表于 2002-12-31 01:55:35 |只看该作者

最初由 Failing 发表
3 R1 {2 H/ [6 P2 E! `- p$ Z N9 `[B]做阅读时是不是先看选项？
2 w$ A0 C8 j6 I% F有时我读了后做题还是有点不知所措。7 G! O$ y2 f; M: G5 V
我是新手，谢谢帮助！ [/B]

gre阅读的特点之一就是一定要先读文章，后读选详
选项长文章有7个哎，你读完也记不得多少，而且选项和文章顺序没有任何联系，先读选项反而会打乱读原文的思路

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透明妮吧
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7楼

发表于 2003-1-5 20:51:38 |只看该作者

最初由 miloo 发表
7 _9 {# o) J2 ?4 \2 ?[B] , J# y. q, u. B4 L
但遇到复杂的文章时，感觉就像坠入无限迷雾，只会被文章牵着走而完全失去了自己略读的主动权~~~不知道大家有没有这样的感觉~~~
$ r' k3 I0 g: @. z _3 V4 ]然后就失去了重点，全部照读，虽然你放精力读的效果其实跟略读并没有两样……
7 U( i* _% O5 F
( u/ G! T* w0 }, r. p+ m# \( C) h[/B]