Lecture 1: Reading Methodology

Introduced in 1.0

Main Components of Reading Methods

(1) Analysis of the question stem;
(2) Logical analysis of the article;
(3) Analysis of option issues;

1.1 Method One: Analyze the content of the question stem

Main Direction: Topic first, text later

Benefits -> Anticipating the central idea of the article;
Method -> Only look at the question stem, not the options;
Because there are five questions, one question has four options, totaling 20 pieces of information;
So you can be misled by information, so just look at the question stem, which is less information and more accurate;

1.1.1 Positional Keywords

Concept: Designated terminology

Concept:
The order of the article's content roughly matches the order of the locator words in the question stem;
Use locator words to find the content corresponding to the question;
Category:
1. Uppercase, personal name, place name, time, year, number
2. Nouns, adjectives;

1.1.2 Analyze logic

Core Purpose: Understand the general logic of the article and simplify the text;

Method: Connect the logic between the questions and infer the article's theme

Cause:
In the eyes of the question setter, it is definitely placed in important information;
So with five question stems, it's most likely important information;
The content that still appears repeatedly is most likely the central message;
Conclusion:
(1) The information in the question stem is the most important information in the article;
(2) The repeatedly appearing information in the question stem is the central message of the article;
(3) If there is no repeated information in the text, at least you can read the article with questions in mind;
Example:
Question:
41. How did Redmon find his job?
42. Which of the following can be a disadvantage of search agents？
43. The expression "tip service" (line 3, paragraph 3) most probably means
44. Why does CareerSite's agent offer each job hunter only three job options?
45. Which of the following is true according to the text?
Analysis:
Recurring keywords: agents, job
Information provided in question four: agents are used to help people find jobs;
Example:
Question:
21. Which of the following is true according to the first two paragraphs?
[A]Women are biologically more vulnerable to stress.
[B]Women are still suffering much stress caused by men.
[C]Women are more experienced than men in coping with stress.
[D] Men and women show different inclinations when faced with stress.
22. Dr. Yehuda's research suggests that women
[A] need extra doses of chemicals to handle stress.
[B] have limited capacity for tolerating stress.
[C] are more capable of avoiding stress.
[D] are exposed to more stress.
23. According to Paragraph 4, the stress women confront tends to be
24. The sentence "| lived from paycheck to paycheck." (Line 6, Para. 5) show that
25. Which of the following would be the best title for the text?
[A] Strain of Stress: NoWay Out?
[B] Responses to Stress: Gender Difference
[C] Stress Analysis: WhatChemicals Say
[D] Gender inequality: WomenUnder Stress
Analysis:
Why do 21. questions require reading options?
Conclusion:
If the question asks which of the following information is correct, then the content that appears repeatedly (or even all) in the options is correct and important;
Core keywords: stress, women
23. appears: stress, women
Repeated information: women's stress

1.2 Method Two: Analyze the Article's Logic

Reading Logic: Analyze important and secondary information

Important Information -> Recurring key content, focusing on key exam points;
Secondary information ->

1.2.1 Focus on attitude

Method: You need to grasp the author's attitude

Method: Two types of words in the article are key:
1. Adjective;
2. Adverb;
By looking for the above two types of words, analyze the author's attitude;
Cause:
Reading comprehension refers to the author's attitude toward an event. These things are reflected in the adjectives and adverbs of the article, so when reading and understanding the article's logic, the most important thing is the adjectives in the article;
Genre:
1. Is the relationship positive or negative;
2. Is the matter up or down;
3. Is logic denial or affirmation;
By judging the author's attitude, simplify the content of the article;

Method: Look at modal verbs

Concept:
Modal verbs express the author's viewpoint and are also very meaningful;
Modal verbs can express strong emotions and thus emphasize key points;

1.2.2 Logical Analysis

Concept: Analyze logic

Concept:
When reading articles, you should analyze the translation based on logic;
Three types of logic to analyze:
1. Sentence logic;
2. Intersentence logic;
3. Intersection logic;
1. Intersentence logic;
There are only two types of relationships between sentences;
1. Same;
Multiple sentences repeating the same content -> is the central idea of the article;
2. On the contrary;
but、yet、however；
2. Intersection logic;
Interparagraph prompt: The correct answers to different options are connected;
Logical analysis: analyze the logic of the content within the paragraph -> Total score, sub-total, all examples, arguments, supplementary information;

1.2.3 Analyzing Cause and Effect

Relationship One: Causality - because of

Causal Word:
because ->
Because -> answers whatever is asked, looking for content in the original text;
since ->
As a preposition: since then
As a conjunction: because
as
As a preposition: as
As a conjunction: because
for ->
As a preposition: for
As a conjunction: because
Method:
The above causal words, when used as conjunctions in a sentence, should all be translated as because;
When these words are followed by sentences or finite verbs, this causality serves as a conjunction;

Relationship Two: Causality - causes

Causal Word:
derive from
originate from
stem from
result from
Method:
These words are all followed by 'from', so the 'cause' is followed by 'reason';

Relationship Three: Causality - attribution + cause

Causal Word:
owing to
due to
attribute to
contribute to

Core Four: Attributive clauses can express causality (explanation)

1.2.4 Punctuation

Punctuation: comma

Concept:
Between two commas, or after a comma, a supplementary explanatory component -> non-main content

Punctuation: colon

Concept:
Before and after the colon, generally moving from abstract to concrete, the content after the colon explains the previous content;
Tips:
In sentences, its meaning is equivalent to an equal sign, equal in meaning to the previous sentence;

Punctuation: Semicolon

Concept:
The semicolon is arranged in a parallel relationship;

Punctuation: Quotation marks

Concept:
1. Quote;
2. irony or semantic transfer;

1.3 Method 3: Option Analysis

Summary: About English questions

Question Type:
There are six main question types in the graduate entrance exam: (1) Inference questions; (2) Detail questions; (3) Example questions; (4) Core idea questions
Except for detailed questions, other types of questions have some typical markings in the question stem, which can be used to identify question types;
Difficulty:
Simple questions -> can be easily found in the original text;
Difficult questions -> Content that is difficult to find in the article;
Core:
All can be found in articles;
Option one word by word in the original text;
Question Approach
Correct answer:
The correct option for the question is easy to design, since you can just look it up in the original text;
Incorrect answer:
Wrong answers are difficult to design because they must be misleading and strongly linked to the correct answer;
Question Approach:
Question Approach for Wrong Answers: The opposite meaning of the correct option, partial incorrect error of the correct option
Problem-solving principles: Details follow the main idea;

Tips

1. Among options, if the two options have opposite meanings, the correct answer is usually the answer;
The underlying logic of the proposition: -> Attitude toward the proposition: The correct option is usually the one you don't want you to choose. The distracting option is usually what you want you to choose, which is something you can judge with common sense;
2. Principles for the correct answer:
(1) The answer that fits the central point is correct;
(2) The most comprehensive answer is the correct answer;
3. should represents the opposite logic;

Practice Methods

Write the questions twice;
First round: Do it directly;
Second round: Follow the notes and redo the process;

1.3.1 Reasoning Problems

Features

Vocabulary:
imply/implied/infer from.../because...
Method:
Since the chosen content is an inferential conclusion, to find a suitable option that can serve as an inference, you can analyze the positioning point described in the current problem and what the supporting viewpoint is. Among the options, the one that matches this viewpoint is the correct one;

Core: When you need to choose an answer in ABCD, it does not require selecting the "correct answer," but rather the "most appropriate answer"

That is: find recurring and emphasized content
Mnemonic: The key points that appear repeatedly are the key points; the key points are the exam points;

Method

(1) Step 1: Find the locator term for the current problem and locate the original text;
(2) Step 2: Eliminate obviously impossible wrong options;
(3) Step 3: From the remaining options, select the best option -> Objective principle;

Summary: Characteristics of correct answers

Core:
Details obey the main idea;
Tips:
1. Synonym Paraphrasing -> tests vocabulary size;
2. Closely related to the central idea -> ABCD Choose whichever of the four options is closest to the central idea -> Recurring information is emphasized;
3. Gentle tone: some, may, partly -> most likely correct;

Summary: Characteristics of the interference options

1. Confusing the positives and inversions;
2. Concept substitution -> half right, half wrong;
3. Answer irrelevant questions -> The content of the answers is correct, but not the question itself -> Therefore, the focus of attention should not be on "comparing each option with the article" one by one; the core should be to pay attention to the question -> Read the question first;
4. Different content is grafted -> Although the information is found, the answer is indeed incorrect -> For example, an option in the article has a but relationship but becomes or in the option;
5. Not the best answer;
6. Absolutized terms: only、must、exclusively、never、all -> Usually not selected unless similar absolutized terms appear in the article;

1.3.3 Example Problems

Concept

Logo:
example、case、illustrate、demonstrate、to show、to__
Method:
Concept:
The example itself is not important; what matters is the viewpoint it supports;
Example questions are not detail questions, so the answer is not in the details;
Even if you locate an example, it is not the answer;
The key to answering is to find the viewpoints supported by these examples, and then solve the problem based on those viewpoints;
Location:
Viewpoints are generally placed before and sometimes after examples;
In the options, find synonymous substitutions for the content of the viewpoint;
Steps:
(1) Determine whether the current problem is an example question;
(2) Determine the starting and ending positions of the example;
(3) Determine the position of the viewpoint, whether it comes first or later;
Supplement:
How to design distraction options -> Focus on the issue, and within the options, discuss the example itself;
Some examples also need to be read -> to help us exclude them;
Give an example
The author wants to prove with the example of Isaac Newton that ___

Judgment of Opinions

Non-viewpoint judgment:
Judgment:
In the original text, it appears: such、this、that、those、these A class of words. When followed by a noun, it indicates that the concept of the noun has already appeared earlier;
Example:
If introducing new content, the word This is not used right away; only when it is mentioned the second time can this be used;
Judgment of Opinion:
Judgment:
1. Modal verb after the content: should、could、would、may、might、must、need to、ought to;
2. Emotional color especially strong adjectives and adverbs;

Summary

Interference options:
Switching between active and passive roles;
Vocabulary:
lest -> indicates causality;

1.3.4 Central Idea Questions

Concept

Logo:
mainly about/discuss/the best title/purpose/appropriate title
Method:
1. Wiring method:
Scope of Application:
Universal applicability;
Method:
Connect the opening and closing lines of each paragraph into a whole, paying attention to the transitions;
A paragraph also has a central paragraph, usually at the beginning of the paragraph -> so if you link the beginning together, you can capture important information;
Therefore, by linking the first sentence, a lot of secondary information can be filtered out;
2. Central sentence:
Scope of Application:
Look at the form;
Method:
(1) Center questions:
The question at the beginning and the answer to the question are the central part of the article;
(2) Single sentence paragraph:
A paragraph consists of only one sentence;
3. Keywords:
Scope of Application:
Most intuitive;
Method:
Words that appear frequently in the text;
Note:
1. Often, it is a synonymous rewriting;
2. Recent trends in graduate entrance exams: several high-frequency words appear simultaneously in an article;
Supplement:
When a viewpoint has two sides, graduate exams usually emphasize only one side;

Technique: Central idea questions interfere with the characteristics of the options

1. The scope is too small -> one-sided
There are 1, 2, 3, and 4 points, but only 1 point is mentioned;
2. The scope is too broad -> Looking back essay
Features:
This is more disruptive
Method:
Use the four headings A, B, C, and D respectively, and use them to brainstorm a practical writing task;

1.3.5 Author Attitude Question

Example: The author's attitude toward the issue of "science vs. anti-science" is___?

Example: How do the public feel about the current economic situation?

Concept

Logo:
attitude/deem/consider/tone
Method 1: Summarize option vocabulary
(1) Positive vocabulary:
positive/optimistic/approval/supportive
(2) Negative vocabulary:
negative/pessimistic/disapproval/critical/doubtful/suspicious/skeptical/questionable
(3) Neutral vocabulary:
neutral/objective/impartial/disinterested
(4) Incorrect option vocabulary:
uninterested/unconcerned/indifferent/puzzled/subjective/confused/biased/prejudice/contemptuous
Method 2: When the author's stance is not clearly stated
(1) The framework of the article;
The article mainly contains positive/negative words -> positive/negative expressions;
(2) Adjective, adverb: adj/adv
(3) Turning points
(4) After modal verbs: should/must/could...

1.3.6 Vocabulary Questions

Example: The word "schism" (line 3, paragraph 1) in the context probably means___?

Example: By"Ellen Spero isn't biting her nails just yet" (line 1 paragraph 1), the author means__

Concept

Logo:
"???" + (Line .paragraph) + most probably means
Note: The object of word guessing in vocabulary questions does not have to be a single word, but it can also be a sentence. But their logic is the same, understanding their meaning within contextual logic;
Method:
Use well-positioned sentences to match synonyms or antonyms based on logical relationships;
Features of interference options:
Literal understanding -> Eliminate the most common meanings;
Tips:
When the noun is unfamiliar: sb/sth
When the verb is unrecognizable: do

Examples

Title:
By"Ellen Spero isn't biting her nails just yet" (line 1 paragraph 1), the author means__
Original text:
When it comes to the slowing economy, Ellen Spero isn't biting her nails just yet But the 47-year-old manicurist isn't cutting, filling or polishing as many nail as she'd like to, either.
Analysis:
the 47-year-old manicurist isn't cutting, filling or polishing as many nail as she'd like to, either. -> Negative attitude;
Deduced -> When it comes to the slowing economy, Ellen Spero isn't biting her nails just yet: a positive attitude;

1.3.7 True/False

Concept

Logo:
infer/learn from/imply/suggest/conclude
Method:
1. Tautology: -> detail/main idea/logic;
Details: If the question is in the original text, then directly select the one mentioned in the original text -> This becomes a detail question;
Subject: If the original text does not include it, then choose the most appropriate option based on the main point;
2. Logic is the opposite -> reasoning often occurs at turning points;
Tips:
Excluding absolutism and opting for a softer tone option -> but now it doesn't quite hold up;

1.4 Article Explanation: 2000 Text 1

Step One: Connect the information in the question stem and analyze the key points of the article

51. The U.S.achieved its predominance after World War because.
52. The loss of U.S. predominance in the world economy in the 1980 s is manifested in the fact that theAmerican_
53. What can be inferred from the passage?
54. The author seems to believe the revival of the USeconomy in the 1990 s can be attributed to the.
From points 51 and 52, it is clear that "US economic predominance" is the core of the article -> discussing economic changes in the article;
At first, it was fine, then it didn't work, and then it revived;
Provides a sense of direction;

Step 2: Read the article with questions in mind

Question:
51. The U.S.achieved its predominance after World War because.
Content:
A history of long and effortless success can be a dreadful handicap, but, if properly handled, it may become a driving force.
When the United States entered just such a glowing period after the end of the Second World War, it had a market eight times larger than any competitor, giving its industries unparalleled economies of scale. Its scientists were the world's best; its workers the most skilled. America and Americans were prosperous beyond the dreams of the Europeans and Asians whose economies the war had destroyed.
Analysis: Logic within sentences
A history of long and effortless success can be a dreadful handicap, but, if properly handled, it may become a driving force. -> Translate first -> Analyze logic;
Vocabulary in it: dreadful and -> The author's attitude toward it: Although not good, it can be good;
Besides translation, you also need to analyze logic;
Summary:
Conducting logical analysis based on the basics of translation;
Three types of logic to analyze:
1. Sentence logic;
2. Intersentence logic;
3. Intersection logic;
Reading the author's attitude:
Reading comprehension refers to the author's attitude toward an event. These things are reflected in the adjectives and adverbs of the article, so when reading and understanding the article's logic, the most important thing is the adjectives in the article;
Analysis: Logic within sentences
When the United States entered just such a glowing period after the end of the Second World War, it had a market eight times larger than any competitor, giving its industries unparalleled economies of scale. Its scientists were the world's best; its workers the most skilled. America and Americans were prosperous beyond the dreams of the Europeans and Asians whose economies the war had destroyed.
Analysis:
When the United States entered just such a glowing period after the end of the Second World War, it had a market eight times larger than any competitor, giving its industries unparalleled economies of scale. Its scientists were the world's best; its workers the most skilled. -> The United States is developing exceptionally well;
America and Americans were prosperous beyond the dreams of the Europeans and Asians whose economies the war had destroyed. -> The United States is developing very well and is the dream of people in Asia and Europe;
Intersentence Logic Analysis:
All four sentences above express the same thing, so they can be considered equal;
Why repeat the same thing four times -> Because important things are repeated -> So that's the central idea of the article;
Summary: Intersentence logic
There are only two types of relationships between sentences;
1. Same;
Multiple sentences repeating the same content -> is the central idea of the article;
2. On the contrary;
but、yet、however；

Step 3: Solving the problem - Question 1

Question:
51. The U.S.achieved its predominance after World War because.
[A] it had made painstaking efforts towards this goal
[B] its domestic market was eight times larger than before
[C] the war had destroyed the economies of most potential competitors
[D] the unparalleled size of its workforce had given an impetus to its economy
Option A:
American success is effortless, which is the opposite of painstaking;
So it's not correct;
Option B:
Its domestic market was eight times larger than before -> Changing the concept: the question is that the reason for America's success refers to its comparison with other civilizations, not its internal causes;
Option C:
War destroys the development potential of potential competitors <- The U.S. economy is the dream of European and Asian peoples -> without directly mentioning "war destroys competitors";
Option D:
unparalleled -> modifies the scale of labor, whereas the original modifies the scale of the economy; So incorrect;

Step 4: Solving the problem - Question 2

Question:
52. The loss of U.S. predominance in the world economy in the 1980 s is manifested in the fact that the American_
Articles:
It was inevitable that this primacy should have narrowed as other countries grew richer. Just as inevitably, the retreat from predominance proved painful.
Analysis:
as -> Because the other countries grew richer followed is a sentence -> as indicates reason
By the mid-1980s Americans had found themselves at a loss over their fading industrial competitiveness. Some huge American industries, such as consumer electronics, had shrunk or vanished in the face of foreign competition.
-> Key: had shrunk or vanished in the face of foreign competition American industry began to disappear when facing foreign competition;
The following sentences start with examples;
Conclusion:
1. The content in parentheses must be read;
2. You cannot skip the content in the graduate entrance exam;

Step 5: Solve the problem - Question 3

Title:
What can be inferred from the passage？
[B] Intense competition may contribute to economic progress.
[D] A long history of success may pave the way for further development.
Content:
All of this caused a crisis of confidence. Americans stopped taking prosperity for granted. They began to believe that their way of doing business was failing, and that their incomes would therefore shortly begin to fall as well. The mid-1980 s brought one inquiry after another into the causes of America's industrial decline. Their sometimes sensational findings were filled with warnings about the growing competition from overseas.
Analysis:
All of this caused a crisis of confidence -> The crisis of Americans -> loss of confidence;
They began to believe that their way of doing business was failing -> The core of the sentence: failing -> indicates a negative meaning;
Core: This section centers on the -> that Americans begin to deny their past;
Analysis:

Summary:
Translation requirements for the graduate entrance exam -> The general logic of the translated content is to be consistent with the article;

Step 6: Solving the problem - Question 4

Analysis:
Keywords: while -> The main focus of the postgraduate entrance exam is "strong contrast relationship";
Keywords: has been struggling -> intense struggle -> negative attitude;
Keywords: as -> Followed by two noun concepts -> Translated as "as"
Core sentences: Self-doubt has yielded to blind pride -> Self-doubt turns into blind confidence;