GMAT繁杂世界,关注一个就够了 你们的孤独昨天的凌晨,霞姐在公众号里发起了一个“谈论你GMAT备考的孤独的话题”,收到了一些同学的回应。最近霞姐在开展各类线上和线下的活动,也陆陆续续的接触了很多同学,我想在本文的开头选取众多“孤独”诉求中的两个,从以下两个同学谈论的“孤独”里,说说霞姐的感受。只要“干货”,不喜欢“鸡汤”的你们可以跳过这个版块。 小孟同学说:“总是害怕自己到时候复习不完,也怕自己这学期准备不完还要拖到下学期,虽然我才大二,但真的真的很想快点准备完再干点别的,看了霞姐的公众号,真的是觉得语法部分有了很大的自信和提高,逻辑部分却还是读题很慢,一般只有读懂了的才能作对,阅读部分不是很能透彻地贯彻霞姐的方法,虽然我已经看了好多遍公众号了,但做题的时候还是喜欢一句一句地读懂 ,不懂还重新看好几遍。感觉阅读十分地惶恐。希望能早日见到您。霞姐想说,准备GMAT是一个漫长而痛苦的过程,“害怕”再所难免,但考G这件事情对人生最大的价值也许就是,今天的各种“害怕”让你明天不再“害怕”。人生在后续还有各种不一样的“考试”,我觉得从GMAT这种高压力,高难度的考试中得到的历练会成为你今后宝贵的财富。 至于阅读,虽然看了“框架”,但还是喜欢一句句读的问题,这是一个“纠正习惯”的过程。过往太多的考试让我们习惯了在阅读时,就是“一句句”,甚至是翻译的习惯。这种习惯能应付之前的各种考试,甚至托福雅思,但唯独对于GMAT,GRE这类考试很难。要纠正这样的习惯,你得反复逼迫自己,在一个固定的时间压力下(例如一分钟),写出框架信息,然后时间过后,再去细读文章,最后比对自己到底忽略了什么信息,思考为什么自己会忽略。经过这样反复思考的过程,你定会有质的飞跃。 小陈同学说:“已经大四下学期了,本来考托就经历了一个漫长的过程,现在身边的同学都有了好的offer,我却gap了,也找不到GMAT考友。。。孤独对于gap,霞姐能理解这种压力和感受,就和高考复读时的感觉是一样的。特别是当身边人都各自如愿以偿的要奔赴国外时,这种孤独感油然而生。 但霞姐想说的是,选择gap是一件需要用勇气来践行的事。我见过很多同学,到了大三,给自己留下太多“退路”或是“选择机会”,例如,出国考不好G和T我还能考研,考研不好我还能找工作。但你会发现,真正的winner很少是这样给自己留有很多选择的人,人的精力往往只能专注好一个方面的事情,你反复的给自己多一条退路,也反复证明着你不断在之前的道路上是一个loser,这并不是一个好的选择。(当然霞姐这么说可能会得罪了一部分同学) 对于很多同学选择gap,霞姐首先为你们点赞,同时给出一些建议:在gap的一年中,提升自己的G和T成绩到最高当然是必要的,与此同时,做一个长时间的实习(6-8个月)也会对你今后的申请起着关键的作用(特别是商科的申请)。国外最终评判录取的招生官并不在意你是否gap,但很在意你过去的几年都在持续的忙碌什么,不要让他们感觉你在过去的一年是“赋闲”的,或是出现“断点”。 下面我们进入正题,今天介绍一个特别的文章套路:评述型。 导语“特别套路就是一类似乎没有“套路”的文章,它们往往通过以下的属性作为开头:人名,研究(方法),书,学派等。 而在接下来的各段,作者将给出不同的评价(多为一些混合性评价)即,“引+评” 这种文章一般有以下判定的标志1. 大写,斜体出现。2. 开头出现人名+study,work,analysis3. 各个段首句重复同一人名/书名 主旨句主旨句不明显:往往是通过每段首句,综合分析得出主题 行文套路1. 一般会与前人比较,说出异同like,unlike,but2. 多数情况会作出单面(褒或贬)的评价 对于这类文章,你在阅读过程中,最应该注意的重点是:作者对作品的态度和评价 我们在之前提到,这一类题目全文的主旨句往往不像其他类型的文章那样明显,所以另一个类似于主旨句作用的句子——段落主题句就显得至关重要。 段落主题句代表的一个段落的核心内容,它的出现方式一般有以下几种:1. 首句如果是判断句(含有结论性信息的句子,往往含be/remain/can+形容词)除非后面马上跟出转折,否则即为段落主题句;2. 如果首句是判断句,第二句或第三句马上跟出转折,那转折句即为主题句3. 如果第一句不是判断句,而是描述性句子(比如描述研究步骤,计划等),则有两种常见状况:第一种是第二句或第三句马上跟出判断句作为主题句;第二种是在结尾之处用重要的关联词,尤其是重要的转折来表明段落的中心在结尾。 真题今天的这一篇真题不长,如果你一直在跟着霞姐学习阅读,这一篇就用60秒搞定吧! 计时,开始!Colonial historian David Allen's intensive study of five communities in seventeenth-century Massachusetts is a model of meticulous scholarship on the detailed microcosmic level, and is convincing up to a point. Allen suggests that much more coherence and direct continuity existed between English and colonial agricultural practices and administrative organization than other historians have suggested. However, he overstates his case with the declaration that he has proved "the remarkable extent to which diversity in New England local institutions was directly imitative of regional differences in the mother country.
Such an assertion ignores critical differences between seventeenth—century England and New England. First, England was overcrowded and land-hungry; New England was sparsely populated and labor-hungry. Second, England suffered the normal European rate of mortality; New England, especially in the first generation of English colonists, was virtually free from infectious diseases. Third, England had an all-embracing state church; in New England membership in a church was restricted to the elect. Fourth, a high proportion of English villagers lived under paternalistic resident squires; no such class existed in New England. By narrowing his focus to village institutions and ignoring these critical differences, which studies by Greven, Demos, and Lockridge have shown to be so important, Allen has created a somewhat distorted picture of reality.
Allen's work is a rather extreme example of the "country community" school of seventeenth-century English history whose intemperate excesses in removing all national issues from the history of that period have been exposed by Professor Clive Holmes. What conclusion can be drawn, for example, from Allen's discovery that Puritan clergy who had come to the colonies from East Anglia were one-third to one-half as likely to return to England by 1660 as were Puritan ministers from western and northern England? We are not told in what way, if at all, this discovery illuminates historical understanding. Studies of local history have enormously expanded our horizons, but it is a mistake for their authors to conclude that village institutions are all that mattered, simply because their functions are all that the records of village institutions reveal. 读文章先读框架,首先还是还是跟着霞姐一起来梳理这篇文章的框架: 第一段Colonial historian David Allen's intensive study of five communities in seventeenth-century Massachusetts is a model of meticulous scholarship on the detailed microcosmic level, and is convincing up to a point. Allen suggests that much more coherence and direct continuity existed between English and colonial agricultural practices and administrative organization than other historians have suggested. However, he overstates his case with the declaration that he has proved "the remarkable extent to which diversity in New England local institutions was directly imitative of regional differences in the mother country. David Allen's intensive study这是人名+study表明本文属于评述型文章。把握段落内部句子之间关系,However为转折词,转折之后是更加重要的内容,所以第一段的核心句是最后一句:he overstates his case with the declaration that he has proved "the remarkable extent to which diversity in New England local institutions was directly imitative of regional differences in the mother country.Overstates表明作者给出了负面评价。 第二段Such an assertion ignores critical differences between seventeenth—century England and New England. First, England was overcrowded and land-hungry; New England was sparsely populated and labor-hungry. Second, England suffered the normal European rate of mortality; New England, especially in the first generation of English colonists, was virtually free from infectious diseases. Third, England had an all-embracing state church; in New England membership in a church was restricted to the elect. Fourth, a high proportion of English villagers lived under paternalistic resident squires; no such class existed in New England. By narrowing his focus to village institutions and ignoring these critical differences, which studies by Greven, Demos, and Lockridge have shown to be so important, Allen has created a somewhat distorted picture of reality. 从句子之间关系可以很清楚的发现,本段落句子之间逻辑一致,段落首句Such an assertion ignores critical differences between seventeenth—century England and New England. 这里的Such an assertion逆向指代上一段落中核心句中的内容:"the remarkable extent to which diversity in New England local institutions was directly imitative of regional differences in the mother country.”ignores表明作者依然是负面评价,可见第二段落是对第一段落核心句的细节描述。First Second…可以看出整个段落从四个方面进行了阐述,遇到这种列举了好几项的情况,就要开始警惕后面会考察except题型。 最后一句进行了总结:Allen has created a somewhat distorted picture of reality。 第三段Allen's work is a rather extreme example of the "country community" school of seventeenth-century English history whose intemperate excesses in removing all national issues from the history of that period have been exposed by Professor Clive Holmes. What conclusion can be drawn, for example, from Allen's discovery that Puritan clergy who had come to the colonies from East Anglia were one-third to one-half as likely to return to England by 1660 as were Puritan ministers from western and northern England? We are not told in what way, if at all, this discovery illuminates historical understanding. Studies of local history have enormously expanded our horizons, but it is a mistake for their authors to conclude that village institutions are all that mattered, simply because their functions are all that the records of village institutions reveal.从句子之间关系可以很清楚的发现,本段落句子之间逻辑一致,段落首句为核心句:Allen's work is a rather extreme example of the "country community" school of seventeenth-century English history whose intemperate excesses in removing all national issues from the history of that period have been exposed by Professor Clive Holmes.核心句需要详读。重心是:intemperate excesses in removing all national issues from the history of that period have been exposed by Professor Clive Holmes.excesses表明对于DA’ study依然属于负评价。引出Professor Clive Holmes. 进行负面评价。 框架有上述的文章框架梳理,我们可以得出本文的框架为: 1第一段提出DA’ study表明本文为评述型文章;however之后出现转折,转折之后对于DA’ study进行负面评价,引入第一段核心句:he overstates his case with the declaration that he has proved "the remarkable extent to which diversity in New England local institutions was directly imitative of regional differences in the mother country.2第二段结论句为:Allen has created a somewhat distorted picture of reality。3第三段段首句为核心句:Allen's work is a rather extreme example of the "country community" school of seventeenth-century English history whose intemperate excesses in removing all national issues from the history of that period have been exposed by Professor Clive Holmes. 引出Professor Clive Holmes继续揭露DA’ study的问题。 解题梳理完文章的框架,我们再来看这篇文章对应的题目。首先,你可以再次浏览一遍这篇文章Colonial historian David Allen's intensive study of five communities in seventeenth-century Massachusetts is a model of meticulous scholarship on the detailed microcosmic level, and is convincing up to a point. Allen suggests that much more coherence and direct continuity existed between English and colonial agricultural practices and administrative organization than other historians have suggested. However, he overstates his case with the declaration that he has proved "the remarkable extent to which diversity in New England local institutions was directly imitative of regional differences in the mother country.
Such an assertion ignores critical differences between seventeenth—century England and New England. First, England was overcrowded and land-hungry; New England was sparsely populated and labor-hungry. Second, England suffered the normal European rate of mortality; New England, especially in the first generation of English colonists, was virtually free from infectious diseases. Third, England had an all-embracing state church; in New England membership in a church was restricted to the elect. Fourth, a high proportion of English villagers lived under paternalistic resident squires; no such class existed in New England. By narrowing his focus to village institutions and ignoring these critical differences, which studies by Greven, Demos, and Lockridge have shown to be so important, Allen has created a somewhat distorted picture of reality.
Allen's work is a rather extreme example of the "country community" school of seventeenth-century English history whose intemperate excesses in removing all national issues from the history of that period have been exposed by Professor Clive Holmes. What conclusion can be drawn, for example, from Allen's discovery that Puritan clergy who had come to the colonies from East Anglia were one-third to one-half as likely to return to England by 1660 as were Puritan ministers from western and northern England? We are not told in what way, if at all, this discovery(文章默认高亮) illuminates historical understanding. Studies of local history have enormously expanded our horizons, but it is a mistake for their authors to conclude that village institutions are all that mattered, simply because their functions are all that the records of village institutions reveal. 第一题1. The passage suggests that Professor Clive Holmes would most likely agree with which of the following statements?A. An understanding of seventeenth-century English local institutions requires a consideration of national issues.B. The "country community" school of seventeenth- century English history distorts historical evidence in order to establish continuity between old and new institutions.C. Most historians distort reality by focusing on national concerns to the exclusion of local concerns.D. National issues are best understood from the perspective of those at the local level.E. Local histories of seventeenth-century English villages have contributed little to the understanding of village life.1锁定段落由核心关键字Professor Clive Holmes结合文章段落把控,可以快速定位到第三段2锁定信息句由细节定位词agree可知这里考察Professor Clive Holmes的观点。 直接关注第三段的核心句Allen's work is a rather extreme example of the "country community" school of seventeenth-century English history whose intemperate excesses in removing all national issues from the history of that period have been exposed by Professor Clive Holmes. 分析核心句发现intemperate excesses in removing all national issues from the history of that period have been exposed by Professor Clive Holmes. 3比对答案分析发现Professor Clive Holmes揭露DA的问题“removing all national issues from the history” 可见Professor Clive Holmes认为national issues对于history很重要。结合选项,发现A选项正确。 虽然这道题选项的样子千奇百怪,但是其本质就是一道细节信息题,只是选项变动了样子。 第二题2. It can be inferred from the passage that the author of the passage considers Allen's "discovery" (see highlighted text) to beA. already known to earlier historiansB. based on a logical fallacyC. improbable but nevertheless convincingD. an unexplained, isolated factE. a new, insightful observation1锁定段落和信息句根据题干关键字discovery直接定位到 We are not told in what way, if at all, this discovery illuminates historical understanding.2分析根据文章架构把握可以得知作者对于Allen's "discovery"的态度从头到位都是负面评价,而在第三段作者引出了Professor Clive Holmes来对Allen's "discovery"(study)进行负面评价:很多人读的时候没有仔细看到前面的not,直接根据后半部分this discovery illuminates historical understanding很有可能错选E。这里一定要注意。 选项必须是负面评价的选项,发现只有B和D两个选项是负面评价选项。再看选项细节。B选项提到的logical并不是作者所强调的DA’ study的问题,真正的问题是在第二段末尾总结的时候作者提到Allen has created a somewhat distorted picture of reality。3比对答案综合分析,选项BD为负面评价,D的表述更接近于第二段主题句的态度。 第三题3. It can be inferred that the author of the passage considers Allen's research on seventeenth-century Massachusetts colonies to beA. inconsequential but interestingB. largely derivativeC. detailed but problematicD. highly commendableE. overly theoretical1锁定段落根据关键字Allen's research on seventeenth-century Massachusetts colonies定位到原文第一句:Colonial historian David Allen's intensive study of five communities in seventeenth-century Massachusetts is a model of meticulous scholarship on the detailed microcosmic level, and is convincing up to a point. 可见作者的评价之中有一个关键词“detailed”2锁定信息句根据细节关键字the author of the passage considers可见在文作者对于这个研究的态度。结合文章框架很快确定出来,在第一段的末尾however之后作者就已经给出了负面评价he overstates his case with the declaration that he has proved "the remarkable extent to which diversity in New England local institutions was directly imitative of regional differences in the mother country.3比对选项综合以上分析信息答案选C 第四题4. According to the passage, which of the following was true of most villages in seventeenth-century England?A. The resident squire had significant authority.B. Church members were selected on the basis of their social status within the community.C. Low population density restricted agricultural and economic growth.D. There was little diversity in local institutions from one region to another.E. National events had little impact on local customs and administrative organization.1锁定段落根据核心关键字seventeenth-century England我们可以由第二段主题句Such an assertion ignores critical differences between seventeenth—century England and New England定位到第二段。 2锁定信息句而根据细节关键字most villages我们可以定位到第二段的Fourth, a high proportion of English villagers lived under paternalistic resident squires.3比对答案信息句中的resident squires.表明正确选项为A 第五题5. The author of the passage is primarily concerned withA. substantiating a claim about a historical eventB. reconciling two opposing ideas about a historical eraC. disputing evidence a scholar uses to substantiate a claim about a historical eventD. analyzing two approaches to scholarly research and evaluating their methodologiesE. criticizing a particular study and the approach to historical scholarship it represents1锁定段落和信息句通过关键字primarily concerned with可判定本题是主旨题。2分析结合文章框架把握,我们知道本文是评述型题目,作者评述DA’s study, 并且文章的主旨句中overstates 给出的是负面评价。3比对选项选项方向负面评价,可锁定CE选项,但是作者评价的是DA’s study,所以只有E正确。 结语在写完了这篇阅读-评述型后,【霞姐GMAT】阅读篇针对文章类型的篇章就告一段落了。当然,阅读的关键,把握文章类型和框架是重要的第一步,后续还要反复的训练对阅读题型的判断,以及解读一些常见的错误选项。 霞姐知道大家想更快的获取一套更全面的GMAT学习资料,你们焦急的心情我能理解。但是最近魔力学院的工作进入了白热化状态,我们只是一个数十人的小团队,却每天处理着上百名同学的需求。因此,【霞姐GMAT】系列的更新速度会比原来慢很多,希望大家能够谅解。 对于【霞姐GMAT】后续的计划,再补充完阅读的题型篇和选项篇以后,我想用不超过五篇的篇幅向大家谈谈我对IR(Integrated Reasoning)和AW(Analytical Writing)这两个板块的认识。 当所有的基础知识都讲解完后,霞姐会践行“思维标签”的模式,通过定期讲解OG题来加深大家对思维标签的印象。当然,讲解的题中,我们也会深入分析一些大家比较关注的问题,例如你们都喜欢的“jijing”。 手机上的阅读篇幅有限,霞姐在所有阅读篇章的讲解中也最多只能使用一至两篇阅读作为例子。如果你想通过更多的习题验证霞姐的阅读方法,也通过“思维标签”和“文章框架梳理”去提高GMAT阅读能力,欢迎访问我创立的魔力学院官方网站www.molistudy.com。我们在平台里收录了大量的OG,PREP,GWD真题。更酷炫的是,霞姐团队里的小伙伴们(特别鸣谢产品经理,交互和界面设计师和技术大牛们)解决了重重难题,终于设计出一套让霞姐非常满意的阅读学习系统。在平台上,你将能够获取与干货中所讲方法的无缝对接训练。😃 霞姐GMAT是啥?“霞姐GMAT”是由魔力学院创始人,原新东方GMAT名师张海霞根据自己多年的教学和创业经验整理出的一系列GMAT干货作品。 “霞姐GMAT”是一本书,它虽不能被称为“GMAT”圣经,但它无微不至,试图让更多GMAT的备考者远离繁杂无章的各种学习资料,只用好一本书解决所有的GMAT问题。 “霞姐GMAT”也是一种方法,通往GMAT的成功道路有很多条,但我们希望这条我们倡导的“思维路径”是一条最快,最轻松的道路。 谁是霞姐?张海霞,江湖人称“霞姐”。 从北大学霸到新东方名师,从新东方名师到最美丽的创业者。自2010年起在新东方讲授GMAT语法等课程,强调通过系统的语法学习来全面提升英语的写作、阅读等综合能力。曾创造新东方史上前无古人后无来者的公开课78人全满分记录; 三个月玩虐考研跨考,从北航考入北大,“看透”是快速“突破”的唯一出路。讲课气场强大、逻辑严谨,风趣幽默,自认为已摸透GMAC老头们的出题套路。曾有学员上完课后赞曰“你的课太强大了,我语法肯定可以全对”。