1.把握主题思想和细节

1>话题、主题思想与主题句

2>如何确定话题

3>如何que'ding'zhu'ti

一、话题、主题思想与主题句

topic/main idea/topic sentence

二、如何确定话题

1.通过多次提及的词组

2.通过篇章的标题

3.通过正确的推断

undistributed不周延

undistributed 

male 
英 [meɪl]   美 [ˈmel]  
adj.
男性的; 雄性的; 有力的; [植]雄性的，仅有雄蕊的;
n.
男; 雄性动物; [植]雄性植物; 马累[马律];

female 
英 [ˈfi:meɪl]   美 [ ˈfiˌmel]  
adj.
女性的; 雌性的; 能结果实的; 电气设备阴的;
n.
女人; 雌性动物; 雌性植物，雌株;

total 
英 [ˈtəʊtl]   美 [ˈtoʊtl]  
adj.
总计的（金额等）; 全部的; 完全的; 绝对的;
n.
总计，总数; 全体数量;
vt.& vi.
总计达，计算…的总数;

      Task1 把握主题思想和细节

2、 

3、如何确定思想：

1.第一段段尾句通常是一篇文章的主题句，也可能在最后一段段尾

中心话题：

寻找多次出现的单词

主题句的支持细节

1.过渡词 

111

logical fallacy

逻辑谬误：

contest clue 语境

deduce  理解

obscure 模糊的

elucidate 阐明

verbose啰嗦的 

gregarious 爱交际的

frivlous 不严肃的，草率的，随便的

bravado 逞能 

brutal

evasive

famished

ireful

photosynthesis光合作用

contrasting

  本课内容

1.话题、主题思想和主题句

话题：讲什么的

主题思想：立场、观点

主题句：一段文字

eg:话题：环境保护

主题思想：人类应减少自己的行为对环境的破坏。

主题句：人们要怎么做：（停止不必要的消费)

 找到主题思想就容易理解文章的大概。所以主题思想很重要。

2.如何确定话题

（1）多次提到的词

（2）标题

（3)内容

eg:多次提到：debt债务

 work for 为。。。所用

against 反对

utility ??

 Chinese Medicine 中医

例二：有标题，有多次出现的词：genetic基因，选项中只有D包括这两个。所以D对。

例三：victim

3.如何确定主题思想

（1)推测acknowledgment,abstract,preface

根据上下文猜测词义

1. 转折

2. 同义复述线索

2. 从语句到段落

2.1 语言衔接

2.2 语义连贯（阅读时自觉意识到语义连贯可以加强我们的阅读能力）

思想要点顺序  fst...

时间顺序

空间顺序 spatial order

逻辑顺序

2.3 段落的组织形式

描写型段落（描写环境的话有烘托气氛或者奠定基调的作用）

陈述性段落（跟描述型很像）

过程描述型段落（一般按照时间顺序）

举例型段落

分类说明概念的段落

下定义型段落（之后通过例子进行定义的解释）

对比和反衬型段落（Contrastingly）

因果关系的段落

混合型段落（陈述+反衬+举例）

二十、真题分析(2018)

John Locke 社会契约论

Immanuel Kant 康德，《实践理性批判》

多读

多想

多沟通：和小伙伴的快乐阅读小组

十九、真题分析(2017)

关注经典文学作品的经典文段句子

《荷马史诗》

伊利亚特和奥德赛

复赛开始才有Read and Create

阅读大赛指定书目单子大概每年6月出

如何较快的做完图表题

先大致浏览图表来源、标题、横轴、纵轴、单位等信息，然后精读选项和图表进行对比。

SAT和GRE考试有逻辑数学相关的题目

《Taking sides: ......》有挺多本

《思想者指南》系列，外研社

十七、如何进行反思性写作

write in your own words

可以用一样的表达方式，但不能照抄句子

例子：2016年决赛

Picked from How we think

by John Dewey

前两问是客观题，最后一问是主观题。

如：

原文：1.Everything the teacher does, as well as the manner in which he does it, incites the child to respond in some way or other, and each response tends to set the child's attitude in some way or other. Even the inattention of the child to the adult is often a mode of response which is the result of unconscious training.

参考答案要点：1.Whatever the teacher does functions as a stimulus to elicit a response on the part of the students.

The way the teacher behaves also triggers off a reaction from the students.

Even the seemingly no-response on the part of the students is an indication of a kind of reaction.

原文：上一题原文的后两段

参考答案要点：2. There are at least two potential dangers posed by the influence of the teacher's own personality or mental habit if not carefully watched.

As young students are unable to distinguish between the act of the teacher and the subject the teacher is involved in, they tend to take the act of the teacher for the subject. Consequently their understanding of a subject is largely influenced by the teacher's personality, so they do not really care about the value of the subject per se. (?)

In tandem with the first danger, the student's attention is often drawn to what answer will satisfy the teacher instead of the real truth. Thus, the student's obsession with "getting the answer" leads to their ultimate failure in independent thinking.

3.主观题：不求全面，但求相关

不求全面反思作者所有的观点，但是要提到文中其中两三个有趣的点。

参考答案要点：3. para1

In my opinion, there is an implicit assumption behind the writing that the purpose of education is to build the learner's genuine interest in the subject and promote their independent thinking oriented to the problems of the subject. This I share with author absolutely. However, I should be more optimistic regarding the teacher's personal influence, if carefully used, will help build the young learner's intimacy and set their thinking oriented to the subject.

para2 expand my argument by giving my personal story as an example.

para3 conclusion

十五、对非文学性材料(non-literary material)进行批判性阅读

anthing designed to aruge, to report, or to do both. 好像确实只有这三类？

Critical Discourse Analysis (CDA)

批判性话语分析

A Checklist for analyzing a text：

有教“有”类→不同文章不同关注重点

1.Who is the author?
2.Is the piece aimed at a particular audience? A neutral/ hostile/ already sympathetic to the author's point of view audience?

3.What is the author's thesis? (argument, main point, claim)观点

4.What assumptions does the author make? Do I share them? If not, why not?

（观点背后更加基本的价值观和价值取向）

5.Does the author ever confuse facts with beliefs or opinions?

6.What appeals does the author make? To reason, to the emotions, or to trustworthy（领域权威）?

7.How convincing is the evidence?

(major kinds of evidence include:

intuition 低

personal experience

testimonials

appeals to authorities

personal observations

case examples

research studies

analogies 高)

8.Are significant objections or counter-evidence adequately discussed?

9.How is the text organized, and is the organization effective? Are the title, the opening paragraphs, and the concluding paragraphs effective? In what ways?

10.What is the author's tone? Is it appropriate?

11. To what extent had the author convinced me? Why?

十三、对文学性材料进行批判性阅读

1.Critical Theories for Literature

psychoanalytic criticism 心理活动视角

Marxist criticism 阶级矛盾视角

feministic criticism 女性视角

reader-response criticism 读者自身阅历的视角

structuralist criticism 二元对立关系视角

deconstructive criticism 解构主义视角（非二元对立）

postcolonial criticism 后殖民主义视角

new criticism 新批评主义视角

2.新批评主义视角下的文学特性

The text itself

关注作品本身的语言、情节和内容而不向写作背景等方面衍生

Literary language vs. Scientific language

文学性语言的内涵和意义不单一

科学性语言准确、无歧义

Literariness and organic unity

文学作品能在一个宏观主题下将作品中的各个要素组合，使它们服务于主题，形成一个有机的整体。

3.新批评主义的文学评论方法

“细读法”

Ambiguity 意义的多样性

Tension 对立状态的变化

Figurative language 比喻性语言：比字面意义多的含义

Symbol 象征：字面意义+象征引申义

举例：《红字》

Arthur Dimmesdale

A-Adam 亚当

AD-Adultery 通奸

Roger Chillingworth

chilling-worth 值得冷漠-自私冷漠的人

文学解读是阐释性的，只要在文本中能够找到充分的证据互相佐证、自圆其说，那么解读就是成立的。

对同一部文学作品的不同解读不是互相矛盾的，而是站在了不同的视角，从不同的方面进行合理解读。

文学解读是文学创作活动的延续。

题外；“抄袭”和“zhi'jing”的区别

十一、阅读技能与批判性阅读

1.Grammar

Vocabulary

Schematic Knowledge:（图示知识/背景知识面）

General world knowledge

Genre knowledge

2.Reading sub-skills

宏观上

Having a purpose

Predicting 

Skimming

Scanning

Clustering 语块阅读

Understanding textual organization and genre

Identifying the purpose of the writing

微观上

Understanding a paragraph structure

Noticing cohesive devices 连接手段

Inferring unknown vocabulary

Making inferences 推测作者的言外之意

Using background information

Asking questions actively 主动向作者“提问”

Evaluating author's attitude

Understanding language style

Integrating information

批判性阅读：有效筛选信息，客观评估信息中的个人偏见、多角度地看待问题。