下面是范文網(wǎng)小編分享的GRE閱讀高分應(yīng)避免3個(gè)問(wèn)題3篇，供大家參閱。
GRE閱讀高分應(yīng)避免3個(gè)問(wèn)題1
Many scholars have argued that government investment in manufacturing in the southern United States during the Second World War spurred a regional economic boom that lasted into the postwar period. But much of this investment went to specialized plants, many of them unsuitable for postwar production. Large-scale, wartime government funding led to a massive increase in the number and scale of munitions facilities. By the war’s end, 216 munitions establishment costing more than $3.5 billion had been built, many of them located in the south. Indeed, according to one estimate, more than 70 percent of federally financed manufacturing construction capital in Alabama, Arkansas, Mississippi, and Tennessee went into munitions plants.
Even in the northern regions with strong prewar manufacturing economics, these plants were difficult to deal with once the imperative of war had been removed. In the south few industrialists had the capacity or desire to transform these factories to a peacetime function. Accordingly, at war’s end almost all of the southern munitions facilities were shut down, placed on standby, operated at a very low capacity, or converted to nonmanufacturing functions, usually storage. Although some reopened a few years later for use during the Korean War, the impact of the special plants on the South’s postwar economy was marginal at best.
1. The primary purpose of the passage is to
A. propose an alternative explanation
B. challenge a widely held position
C. contrast two views of a phenomenon
D. explain why a particular claim has been influential
E. evaluate evidence used to support a particular view
Consider each of the choices separately and select all that apply.
2. According to the passage, some southern munitions plants built in the South during the Second World War were
A. later reopened and used once more as munitions plants
B. used for nonmanufacturing purposes after the war
C. originally envisioned as continuing to manufacture munitions at high capacity even after the war had ended
3. In the passage, the mention of “Alabama, Arkansas, Mississippi, and Tennessee” serves primarily to
A. suggest that some states were better than others at anticipating postwar economic needs
B. identify evidence used to support a view held by scholars mentioned at the beginning of the passage
C. suggest that federal investment in some kinds of manufacturing was excessive
D. identify the states that received the largest allocations of federal funds
E. provide information to support a point about the nature of government investment made earlier in the paragraph
1
Many scholars have argued that government investment in manufacturing in the southern United States during the Second World War spurred a regional economic boom that lasted into the postwar period.
許多學(xué)者認(rèn)為，二戰(zhàn)期間美國(guó)政府在南方對(duì)制造業(yè)的投資，直到戰(zhàn)后仍然刺激該地區(qū)經(jīng)濟(jì)高速發(fā)展。
2
But much of this investment went to specialized plants, many of them unsuitable for postwar production.
但這些投資多被用于特定的工廠，其中許多不適合戰(zhàn)后的生產(chǎn)。
3
Large-scale, wartime government funding led to a massive increase in the number and scale of munitions facilities.
大規(guī)模的戰(zhàn)時(shí)政府投資，導(dǎo)致了軍需品在數(shù)量與規(guī)模方面的巨大增長(zhǎng)。
4
By the war’s end, 216 munitions establishment costing more than $3.5 billion had been built, many of them located in the south.
戰(zhàn)爭(zhēng)結(jié)束前，已建成 216 家軍需品企業(yè)，耗資 35 億美元，其中很多位于南方。
5
Indeed, according to one estimate, more than 70 percent of federally financed manufacturing construction capital in Alabama, Arkansas, Mississippi, and Tennessee went into munitions plants.
實(shí)際上根據(jù)一項(xiàng)估算，在阿拉巴馬，阿肯色，密西西比和田納西，超過(guò)七成的聯(lián)邦資助的生產(chǎn)建設(shè)資金流向了軍需品廠。
6
Even in the northern regions with strong prewar manufacturing economics, these plants were difficult to deal with once the imperative of war had been removed.
即使是戰(zhàn)前就擁有強(qiáng)大制造業(yè)經(jīng)濟(jì)的北方地區(qū)，沒(méi)有了戰(zhàn)爭(zhēng)的急迫需求，也一時(shí)難以應(yīng)對(duì)。
7
In the south few industrialists had the capacity or desire to transform these factories to a peacetime function.
南方?jīng)]幾個(gè)實(shí)業(yè)家有能力或意愿把這些工廠轉(zhuǎn)型，為和平時(shí)期服務(wù)。
8
Accordingly, at war’s end almost all of the southern munitions facilities were shut down, placed on standby, operated at a very low capacity, or converted to nonmanufacturing functions, usually storage.
所以，戰(zhàn)爭(zhēng)結(jié)束時(shí)，南方幾乎所有軍需品設(shè)施都被關(guān)閉，安排待命，維持極低生產(chǎn)量，或轉(zhuǎn)作非制造用途，通常是倉(cāng)儲(chǔ)。
9
Although some reopened a few years later for use during the Korean War, the impact of the special plants on the South’s postwar economy was marginal at best.
盡管幾年后一些工廠重開(kāi)，以應(yīng)對(duì)朝鮮戰(zhàn)爭(zhēng)，但特種工廠對(duì)南方戰(zhàn)后經(jīng)濟(jì)的影響最多也就是微不足道。
1. The primary purpose of the passage is to
A. propose an alternative explanation
B. challenge a widely held position
C. contrast two views of a phenomenon
D. explain why a particular claim has been influential
E. evaluate evidence used to support a particular view
選 B
挑戰(zhàn)一種主流觀點(diǎn)，即句 1：
Many scholars have argued that government investment in manufacturing in the southern United States during the Second World War spurred a regional economic boom that lasted into the postwar period.
其后的內(nèi)容，都是作者反駁這種觀點(diǎn)。
Consider each of the choices separately and select all that apply.
2. According to the passage, some southern munitions plants built in the South during the Second World War were
A. later reopened and used once more as munitions plants
B. used for nonmanufacturing purposes after the war
C. originally envisioned as continuing to manufacture munitions at high capacity even after the war had ended
選 AB
A 正確，根據(jù)句 9 。
B 正確，根據(jù)句 8 。
C 強(qiáng)干擾項(xiàng)。對(duì)于二戰(zhàn)中服役的南方兵工廠，文中出現(xiàn)了兩種態(tài)度，作者認(rèn)為它們對(duì)南方戰(zhàn)后經(jīng)濟(jì)貢獻(xiàn)不大，一種主流觀點(diǎn)認(rèn)為貢獻(xiàn)很大 spurred a regional economic boom that lasted into the postwar period，但貢獻(xiàn)大不等于繼續(xù)開(kāi)工生產(chǎn)軍需品，這種推測(cè)是沒(méi)有根據(jù)的。
3. In the passage, the mention of “Alabama, Arkansas, Mississippi, and Tennessee” serves primarily to
A. suggest that some states were better than others at anticipating postwar economic needs
B. identify evidence used to support a view held by scholars mentioned at the beginning of the passage
C. suggest that federal investment in some kinds of manufacturing was excessive
D. identify the states that received the largest allocations of federal funds
E. provide information to support a point about the nature of government investment made earlier in the paragraph
選 E
句 5 是用來(lái)支撐句 4 的，所以選 E 。
GRE閱讀高分應(yīng)避免3個(gè)問(wèn)題2
GRE閱讀屬于GRE語(yǔ)文VERBAL部分中比較難拿到高分的一類題型。閱讀題其實(shí)不只是難在解題環(huán)節(jié)，閱讀文章的過(guò)程本身也并不容易。考生如果沒(méi)有養(yǎng)成良好的閱讀習(xí)慣，就會(huì)因?yàn)楦鞣N錯(cuò)誤問(wèn)題而在閱讀環(huán)節(jié)上浪費(fèi)時(shí)間，甚至產(chǎn)生錯(cuò)誤理解。下面小編就為大家考生在閱讀GRE文章最容易出現(xiàn)的3個(gè)問(wèn)題和錯(cuò)誤閱讀習(xí)慣。
盲目求快而忽略了文章中主要的信息
有些考生片面理解新GRE閱讀中的快速閱讀，認(rèn)為快速閱讀僅僅指的就是提高單位時(shí)間內(nèi)容閱讀單詞的數(shù)量，所以在閱讀實(shí)踐中盲目提速。導(dǎo)致文章中重要的主干內(nèi)容被忽略。也有有些考生在處理上一段的時(shí)候以極快的速度從頭念到尾，卻沒(méi)有區(qū)分關(guān)鍵信息和非關(guān)鍵信息。結(jié)果就造成雖然讀得很快，但讀完以后卻什么重要內(nèi)容都沒(méi)記住，白白浪費(fèi)了讀一遍的時(shí)間。
看到細(xì)節(jié)部分就縮手縮腳，不敢舍棄
有的考生在備考時(shí)也基本認(rèn)同了快速閱讀方法的合理性，可在實(shí)際瀏覽GRE閱讀理解文章的過(guò)程中還是縮手縮腳，不敢快速閱讀一些細(xì)節(jié)。也有些考生將GRE考試的大量時(shí)間花在細(xì)節(jié)上，最終導(dǎo)致沒(méi)有時(shí)間去思考該這部分內(nèi)容是否值得他這樣去細(xì)細(xì)品味。會(huì)出現(xiàn)這種問(wèn)題一方面是大家還缺乏自信，另一方面則是因?yàn)槿狈ψブ攸c(diǎn)的能力。GRE題目中細(xì)節(jié)題其實(shí)還是比較少的，如果大家在閱讀文章發(fā)現(xiàn)一些細(xì)節(jié)，建議大致看一下了解內(nèi)容后做個(gè)標(biāo)記，如果題目中涉及到了再返回定位一下即可。
顛倒閱讀重點(diǎn)，不知道區(qū)分主次
在把握GRE閱讀文章時(shí)，考生首先應(yīng)讀出其邏輯層次，其中包括套路，各段段意，各段之間的邏輯關(guān)系以及主題句。其次，需注意文章中的一些重點(diǎn)語(yǔ)言現(xiàn)象，如GRE強(qiáng)轉(zhuǎn)折，強(qiáng)因果和強(qiáng)對(duì)比等詞所在的句子。同時(shí)在看文章時(shí)對(duì)一些重要的細(xì)節(jié)要記住它們大致的位置。有些考生看到一篇篇幅很長(zhǎng)的問(wèn)題，不知道入手下手，也不清楚哪些是重點(diǎn)內(nèi)容，這也是需要通過(guò)練習(xí)來(lái)進(jìn)一步強(qiáng)化的。
總而言之，想要在GRE閱讀中取得理想成績(jī)。上述這些問(wèn)題和錯(cuò)誤閱讀習(xí)慣大家就必須提前學(xué)會(huì)改正。只有打好閱讀基礎(chǔ)，考生才能考出高分，實(shí)現(xiàn)夢(mèng)想。
GRE閱讀高分應(yīng)避免3個(gè)問(wèn)題3
No. 001
That sex ratio will be favored which maximizes the number of descendants an individual will have and hence the number of gene copies transmitted.
No. 002
Hardy’s weakness derived from his apparent inability to control the comings and goings of these divergent impulses and from his unwillingness to cultivate and sustain the energetic and risky ones.
No. 003
Virginia Woolf’s provocative statement about her intentions in writing Mrs. Dalloway has regularly 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 of individual consciousness.
No. 004
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 absorbing morality at every pore.”
No. 005
With the conclusion of a burst of activity, the lactic acid level is high in the body fluids, leaving the large animal vulnerable to attack until the acid is reconverted, via oxidative metabolism, by the liver into glucose, which is then sent (in part) back to the muscles for glycogen resynthesis.
No. 006
Although Gutman admits that forced separation by sale was frequent, he shows that the slaves’ preference, revealed most clearly on plantations where sale was infrequent, was very much for stable monogamy.
No. 007
Gutman argues convincingly that the stability of the Black family encouraged the transmission of – and so 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.
No. 008
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 unions with close kin.
No. 009
His thesis works relatively well when applied to discrimination against Blacks in the United States, but his definition of racial prejudice as “racially-based negative prejudgements against a group generally accepted as a race in any given region of ethnic competition,” can be interpreted as also including hostility toward such ethnic groups as the Chinese in California and the Jews in medieval Europe.
No. 010
Such variations in size, shape, chemistry, conduction speed, excitation threshold, and the like as had been demonstrated in nerve cells remained negligible in significance for any possible correlation with the manifold dimensions of mental experience.
GRE閱讀高分應(yīng)避免3個(gè)問(wèn)題
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