GRE閱讀中的“取非”思想詳解

在GRE閱讀中，虛擬語(yǔ)氣的用法是十分常見(jiàn)的，但很多同學(xué)卻常常忽視了它所代表的含義，那就是見(jiàn)到虛擬語(yǔ)氣就要想到“取非”。比如作者如果寫(xiě)到：“如果我能夠把韋氏字典都背完，那我GRE閱讀肯定沒(méi)有問(wèn)題了?！边@句話其實(shí)想要表達(dá)的問(wèn)題就是“我的GRE閱讀有問(wèn)題”。取非思想如何運(yùn)用到GRE閱讀的解題當(dāng)中，下面小編將為大家做詳細(xì)講解。

GRE閱讀中的“取非”思想詳解

直接取非

若在文章中看到虛擬語(yǔ)氣，考慮直接取非反義理解，迅速把握作者態(tài)度。

如下面這句話：

例一：Perhaps, some scientists thought, migrants determine their geographic position on Earth by celestial navigation, almost as human navigators use stars and planets, but this would demand of the animals a fantastic map sense.

這句話看似很長(zhǎng)，翻譯成為中文的意思是：“有些科學(xué)家認(rèn)為，就像人類采用恒星和行星來(lái)定位一樣，候鳥(niǎo)或許也是采用天體的導(dǎo)航才得以確定它們所處的地理位置，但這要求這類動(dòng)物具有令人難以置信的地圖感?！敝形淖x過(guò)去都讓人頭疼。其實(shí)我們用虛擬語(yǔ)氣取非的思想來(lái)處理，其要表達(dá)的意思就很簡(jiǎn)單，對(duì)前半句話取非，說(shuō)白了就是前半句話是行不通的，也就是“migrants cannot determine their geographic position on Earth by celestial navigation.”可以知道作者對(duì)這種解釋持負(fù)評(píng)價(jià)。

我們?cè)賮?lái)看個(gè)例子：

例二：According to natural selection theory, a worker would enhance her fitness—or ability to propagate her genes—by hatching her own eggs in addition to or in place of the queen’s.

這句話也是虛擬語(yǔ)氣，我們直接取反理解，作者想要表達(dá)的就是 “a worker will not enhance her …”

運(yùn)用這種取非的思想我們可以迅速的把握作者的態(tài)度，以及作者想要表達(dá)的真實(shí)意思。就不用先翻譯成繞口的中文，再拼命的思索其中的含義，可以有效地為考試爭(zhēng)取時(shí)間。

改進(jìn)型取非

在題干中看到虛擬語(yǔ)氣，大多需要用到取非思想，與之相對(duì)應(yīng)的一種題型是GRE閱讀題中常見(jiàn)的一種，叫做“改進(jìn)型取非題”?？蠢又埃群?jiǎn)單解釋下什么是“改進(jìn)型取非題”。很簡(jiǎn)單，如果題干問(wèn)“如果一個(gè)對(duì)象怎樣會(huì)更好”則是改進(jìn)型取非題，來(lái)看具體的例子：

例：It can be inferred from the passage that the “first theories” of grazer control mentioned in line 3 would have been more convincing if researchers had been able to___. 這是一個(gè)典型的改進(jìn)型取非題題干，問(wèn)的是第三行第一個(gè)理論怎樣會(huì)更好。

邏輯思路：既然是改進(jìn)，原文肯定說(shuō)到了它的不好之處或者有unless的句子，我們把造成不好的原因取非，就是所要的答案了。

按照此思路定位原文三行，看到后面有這樣一句話“A low number of algal cells in the presence of a high number of grazers suggested, but did not prove, that the grazers had removed most of the algae.”注意看插入語(yǔ)部分的“but did not prove”，這個(gè)就是缺點(diǎn)，取非就是“prove”再看五個(gè)選項(xiàng)：

(A) observe high phytoplankton numbers under natural lake conditions

(B) discover negative correlations between algae and zooplankton numbers from their field research

(C) understand the central importance of environmental factors in controlling the growth rates of phytoplankton

(D) make verifiable correlations of cause and effect between zooplankton and phytoplankton numbers

(E) invent laboratory techniques that would have allowed them to bypass their field research concerning grazer control

一眼掃過(guò)去就只有一個(gè)選項(xiàng)在講證明，就是D中的verifiable。所以答案選D。很快解完此題。

強(qiáng)對(duì)比取非

取非的思路除了可以在虛擬語(yǔ)氣中使用，還可以在另一種邏輯關(guān)系中使用，就是強(qiáng)對(duì)比的關(guān)系，也就是GRE閱讀題中另一種?？碱}型“強(qiáng)對(duì)比互取非題”，其主要特點(diǎn)是：原文中有強(qiáng)對(duì)比的雙方，題干只問(wèn)及其中一方，答案是對(duì)另一方敘述的取非;或者題干和原文存在強(qiáng)對(duì)比要素，如典型的時(shí)間要素，答案也是對(duì)原文的敘述取非。

來(lái)看個(gè)簡(jiǎn)單的例子，

例：The author suggests that, before the early 1950’s, most historians who studied preindustrial Europe did which of the following?

思路：在題干中看到了1950’s，第一反應(yīng)就是要回原文定位，發(fā)現(xiàn)原文只講到了”in the early 1950’s”并沒(méi)有”before”，這顯然就是時(shí)間上一個(gè)取非的關(guān)系，我們把in the early 1950’s干的事情取個(gè)非，就是之前干的事情。答案就很好選了，在此不舉出來(lái)了。

這個(gè)思路很好理解，比如說(shuō)“我1995年第一次去北京?！焙茱@然，1995年以前我就沒(méi)有去過(guò)北京。這就是時(shí)間狀語(yǔ)的取非。其它的強(qiáng)對(duì)比關(guān)系(如處于相對(duì)低于空間的事物通常其特點(diǎn)呈強(qiáng)對(duì)比;新事物、新觀點(diǎn)和舊事物、傳統(tǒng)觀點(diǎn)呈強(qiáng)對(duì)比;用最高級(jí)、唯一性限定的事物和其余所有同類事物的特征呈強(qiáng)對(duì)比等)，相信考生可以一眼看出，在此就不在一一列舉例子了，重點(diǎn)在明白這種取非的思想。

以上就是關(guān)于取非思想在GRE閱讀中運(yùn)用的講解，結(jié)合了一些實(shí)例，相信會(huì)幫助大家更好地理解這種解題思路。希望各位考生都能掌握這種方法，做好GRE閱讀題。

TIPS：GRE閱讀要學(xué)會(huì)權(quán)衡做題的優(yōu)先性

很多同學(xué)在面對(duì)GRE閱讀考試時(shí)，都會(huì)感嘆時(shí)間不夠，常會(huì)有考生來(lái)不及看完整篇閱讀文章。其中做題速度無(wú)法達(dá)到要求的原因有很多，詞匯量，閱讀方法，做題技巧無(wú)一不是。此外，還有一個(gè)很重要的因素：不會(huì)取舍，不會(huì)衡量做題的優(yōu)先性。鑒于GRE考試開(kāi)弓沒(méi)有回頭箭的考試模式，如果在做閱讀題時(shí)碰到了難度很高，預(yù)計(jì)會(huì)花費(fèi)大量時(shí)間定位解析也難以保證正確率的題目，建議大家直接猜測(cè)答案后進(jìn)入下一題，不要在這些題目上花費(fèi)太多時(shí)間。學(xué)會(huì)取舍才能保證后續(xù)題目的解題時(shí)間，從而彌補(bǔ)損失，取得更好的成績(jī)。

GRE閱讀中的三大關(guān)系

對(duì)于考生的意義在于，文章的整體是溫和的，文章里面出現(xiàn)的極端的言辭都是要注意的，文章里面的事實(shí)都是與我們學(xué)術(shù)生活共時(shí)的，對(duì)于過(guò)去的追憶和反現(xiàn)實(shí)的虛擬狀態(tài)，都是非常明顯的潛在出題點(diǎn)。

尤其是虛擬語(yǔ)氣，往往表示應(yīng)然而非然之狀態(tài)，很有可能出現(xiàn)負(fù)評(píng)價(jià)，以態(tài)度題的方式考察。而一切過(guò)分極端的言辭，如絕對(duì)的說(shuō)法，大多數(shù)，比較級(jí)尤其是強(qiáng)烈比較級(jí)，在文章里的出現(xiàn)要注意，還有一種也是強(qiáng)烈的對(duì)比的標(biāo)志，就是以大寫(xiě)字母標(biāo)注的時(shí)間，指明某時(shí)之前或之后，我們稱之為時(shí)間強(qiáng)對(duì)比。

ETS公布GRE閱讀選項(xiàng)原則

1. 正確選項(xiàng)：

(1)同義變換 。即將原文中的某一句話用另一種說(shuō)法表達(dá)，也就是英文中的paraphrase。如將文章中的"many wind-pollinated species fail to release pollen when wind speeds are low or when humid conditions prevail.”換成選項(xiàng)中的“Pollen is sometimes not released by plants when there is little wind"。

其中包括三種類型：變換同義詞，變換句型，變化同根詞的詞性。以下分別論述，請(qǐng)注意表格中的斜體字。

2.錯(cuò)誤選項(xiàng)：

對(duì)于GRE閱讀文章中更大量的錯(cuò)誤選項(xiàng)，ETS也形成了一套固定的規(guī)則。以下筆者就用實(shí)例來(lái)說(shuō)明錯(cuò)誤選項(xiàng)編制的規(guī)則：

(1)混偏反無(wú)。

1)混: 此類選項(xiàng)的錯(cuò)誤可以形象地概括為：“張冠李戴”。 如下例：

文章："...unlike large businesses, they often need to make substantial investments in new plants, staff, equipment, and the like in order to perform work subcontracted to them. If, thereafter, their subcontracts are for some reason reduced, such firms can face potentially crippling fixed expenses"

GRE閱讀考試題目：The passage suggests that the failure of a large business to have its bids for subcontracts result quickly in orders might cause it to

(A) experience frustration but not serious financial harm

(B) face potentially crippling fixed expenses (本題問(wèn)大公司如果沒(méi)有使投標(biāo)轉(zhuǎn)化為訂單將引起什么結(jié)果。而這恰恰是小公司的特點(diǎn)。)

(C) have to record its efforts on forms filed with the government

(D) increase its spending with minority subcontractors

(E) revise its procedure for making bids for federal contracts and subcontracts

2)偏： 意即選項(xiàng)中所包含的邏輯范疇與原文不符。包括”以偏概全“ 以及”以全概偏”。請(qǐng)看下文：

Paule Marshall’s Brown Girl, Brownstones (1959) was a landmark in the depiction of female characters in Black American literature. Marshall avoided the oppressed and tragic heroine in conflict with White society that had been typical of the protest novels of the early twentieth century. Like her immediate predecessors, Zora Neale Hurston and Gwendolyn Brooks, she focused her novel on an ordinary Black woman’s search for identity within the context of a Black community. But Marshall extended the analysis of Black female characters begun by Hurston and Brooks by depicting her heroine’s development in terms of the relationship between her Barbadian American parents, and by exploring how male and female roles were defined by their immigrant culture, which in turn was influenced by the materialism of White America. By placing characters within a wider cultural context, Marshall attacked racial and sexual stereotypes and paved the way for explorations of race, class, and gender in the novels of the 1970’s.

GRE閱讀題目：The passage is primarily concerned with

(A) comparing the works of three Black American authors

(B) describing common themes in Black American literature

(C) discussing an important work in Black American literature

(D) providing insights about Black American literature in the early twentieth century

(E) providing historical information about the writing of Black American novels in the second half the twentieth century

分析：此文描述并評(píng)價(jià)了美國(guó)黑人文學(xué)史上一部?jī)?yōu)秀的著作。而其中的D，E選項(xiàng)中的“Black American literature”以及“the writing of Black American novels”無(wú)疑擴(kuò)大了原文的邏輯涵蓋的范圍，即屬于“以全概偏”。于是不予選擇。

3)反： 即選項(xiàng)中的內(nèi)容與文章內(nèi)容相反。

文章：“....Paule Marshall’s Brown Girl, Brownstones (1959) was a landmark in the depiction of female characters in Black American literature. Marshall avoided the oppressed and tragic heroine in conflict with White society that had been typical of the protest novels of the early twentieth century. Like her immediate predecessors, Zora Neale Hurston and Gwendolyn Brooks, she focused her novel on an ordinary Black woman’s search for identity within the context of a black community......”

題目：

According to the passage, Hurston, Brooks, and Marshall are alike in that they

(A) did not examine the effects of White culture on their characters’ lives

(B) were heavily influenced by the protest novels of the early twentieth century

(C) used Black communities as the settings for their novels

(D) wrote primarily about the difficulties their characters encountered in White culture

(E) wrote exclusively about female characters and the experiences of women

分析：從文章中得知：“馬歇爾已經(jīng)擺脫了抗議小說(shuō)所一貫描繪的受壓迫并且?guī)в斜瘎∩实呐魅斯蜗蟆薄５荁選項(xiàng)卻說(shuō)道：“馬歇爾深深地受到二十世紀(jì)早期抗議小說(shuō)的影響”，明顯與原文意思相反。

再如：

It can be inferred that the author of the passage would describe Brown Girl, Brownstones as being

(A) completely different from novels written before 1959

(B) highly influenced by novels written in the early twentieth century

(C) similar to the protest novels that preceded it

(D) important in the late 1950’s but dated today

(E) an important influence on novels written in the 1970’s

分析：C選項(xiàng)“與之前的抗議小說(shuō)類似” 與原文意思相反。而B(niǎo)選項(xiàng)的“深受二十世紀(jì)早期小說(shuō)的影響”從文章無(wú)法推測(cè)出。

4)無(wú)：即 提到文章中未涉及的內(nèi)容。由于此種選項(xiàng)編制容易，并且ETS一廂情愿地認(rèn)為此種迷惑手段非常高明。因此，此類錯(cuò)誤選項(xiàng)在GRE閱讀的錯(cuò)誤選項(xiàng)中數(shù)量眾多。請(qǐng)各位考生緊記：凡基于文章內(nèi)容無(wú)法推測(cè)出的選項(xiàng)必然錯(cuò)誤。

還是上文：

題目：

According to the passage, Hurston, Brooks, and Marshall are alike in that they

(A) did not examine the effects of White culture on their characters’ lives

(B) were heavily influenced by the protest novels of the early twentieth century

(C) used Black communities as the settings for their novels

(D) wrote primarily about the difficulties their characters encountered in White culture

(E) wrote exclusively about female characters and the experiences of women

分析：從文章中得知：“馬歇爾與另外兩位的的共同點(diǎn)在于他們都把小說(shuō)聚焦于一位普通的黑人女性對(duì)自己身份的追求，當(dāng)然故事是以一個(gè)黑人社會(huì)為背景”。其中的A選項(xiàng)“未研究百人文化對(duì)角色生活所帶來(lái)的影響”文章從未涉及。

再如：

It can be inferred that the author of the passage would describe Brown Girl, Brownstones as being

(A) completely different from novels written before 1959

(B) highly influenced by novels written in the early twentieth century

(C) similar to the protest novels that preceded it

(D) important in the late 1950’s but dated today

(E) an important influence on novels written in the 1970’s

分析：D選項(xiàng)“二十世紀(jì)50年代末期重要，但是今天過(guò)時(shí)了”文章從未涉及。

(3) 含有強(qiáng)調(diào)性語(yǔ)言(最高級(jí)、唯一性和比較級(jí))的選項(xiàng)

ETS會(huì)隨意地在選項(xiàng)中加入一些極端語(yǔ)言來(lái)編制錯(cuò)誤選項(xiàng)。集中表現(xiàn)為含有最高級(jí)，唯一性以及比較級(jí)的詞匯。換句話說(shuō)，含有這三類詞匯的選項(xiàng)錯(cuò)誤的幾率很高。具體說(shuō)：

1)最高級(jí)詞匯：best , the most important, the least useful, uttermost, foremost, uppermost, always ,never, often, usually，primarily，primary，exact(ly)，complete(ly) . entire(ly) absolute(ly) extremely, unmitigated . unrestrained . unchecked. first等

2)唯一性詞匯：only, alone, exclusively, sole(ly), unique(ly)

3)比較級(jí)詞匯：more useful than, less beneficial than, better , worse than ，as ..as, the same with, similar to 等等。

還是以上兩例：

According to the passage, Hurston, Brooks, and Marshall are alike in that they

(A) did not examine the effects of White culture on their characters’ lives

(B) were heavily influenced by the protest novels of the early twentieth century

(C) used Black communities as the settings for their novels

(D) wrote primarily about the difficulties their characters encountered in White culture

(E) wrote exclusively about female characters and the experiences of women

分析：此處的D選項(xiàng)和E選項(xiàng)中的“primarily”以及“exclusively”都屬于比較極端的詞匯。

It can be inferred that the author of the passage would describe Brown Girl, Brownstones as being

(A) completely different from novels written before 1959

(B) highly influenced by novels written in the early twentieth century

(C) similar to the protest novels that preceded it

(D) important in the late 1950’s but dated today

(E) an important influence on novels written in the 1970’s

分析：此處的A選項(xiàng)中的“completely” 也屬于比較極端的詞匯。

(4) 違反“論據(jù)集中”原則：

即此類選項(xiàng)試圖使用非定位處的信息回答問(wèn)題。此類選項(xiàng)極具迷惑性，因?yàn)檫@些錯(cuò)誤的選項(xiàng)在文章中確實(shí)被提及過(guò)，可是由于與問(wèn)題回答無(wú)關(guān)因此不予選擇。

請(qǐng)看下例：

“No very satisfactory account of the mechanism that caused the formation of the ocean basins has yet been given. The traditional view supposes that the upper mantle of the earth behaves as a liquid when it is subjected to small forces for long periods and that differences in temperature under oceans and continents are sufficient to produce convection in the mantle of the earth with rising convection currents under the(E) mid-ocean ridges and sinking currents under the continents. Theoretically, this convection would carry the continental plates along as though they were on a conveyor belt and would provide the forces needed to produce the split that occurs along the ridge. This view may be correct: it has the advantage that the currents are driven by(B) temperature differences that themselves depend on the position of the continents. Such a (D)back-coupling, in which the position of the moving plate has an impact on the forces that move it, could produce complicated and varying motions.

On the other hand, the theory is implausible because convection does not normally occur along lines, and it certainly does not occur along lines broken by frequent offsets or changes in direction, as the ridge is. Also it is difficult to see how the theory applies to the plate between the (C)Mid-Atlantic Ridge and the ridge in the Indian Ocean. ”

【題】The author refers to a “conveyor belt” in order to

(A)illustrate the effects of convection in the mantle

(B)show how temperature differences depend on the positions of the continents

(C)demonstrate the linear nature of the Mid-Atlantic Ridge

(D)describe the complicated motions made possible by back coupling

(E)account for the rising currents under certain mid-ocean ridges

分析：此題為一道舉例作用題。其定位為文章中加粗和劃線的句子。但是這四個(gè)錯(cuò)誤的選項(xiàng)都無(wú)一例外地通過(guò)利用其它的句子編制而成，即出題機(jī)構(gòu)分別使用文章中標(biāo)號(hào)為 A，B，C和D的內(nèi)容編制出四個(gè)錯(cuò)誤的選項(xiàng)。因此，不予選擇?？忌屑梢?yàn)槲恼聞e的地方曾經(jīng)出現(xiàn)過(guò)類似的內(nèi)容而猶豫不決。

GRE閱讀中的“取非”思想詳解相關(guān)文章：