GRE阅读考提升诀窍

由RXX 分享时间：2023-09-17 08:04:31 收藏本文

【简介】感谢网友“RXX”参与投稿，下面是小编给大家带来关于GRE阅读考提升诀窍（共9篇），一起来看看吧，希望对您有所帮助。

篇1：GRE阅读考提升诀窍

GRE阅读高分考生分享备考实用提升诀窍

GRE阅读练习要控制时间

平时练习GRE阅读，就要从控制时间开始，这样才能更好的适应考试节奏。具体来说，阅读复习掐时间读一篇文章，长文章1.5—2分钟，短文章1—1.5分钟，然后以平均每题1分钟的速度解完后面的题。注意是“平均”,即你只要控制在比如7题在7分钟内作完即可。

GRE阅读练习要学会时时总结

不少人喜欢拿到练习备考材料就埋头苦练，对于自己做错的题目缺很少总结，最后就会出现同类题目一错再错的低效率重复劳动。学会时时总结，对自己做错的每道题目都分析错误原因，了解为什么会错，错在哪里。才能有效提高做题效率，提升阅读水平。

GRE阅读练习要精度重点文章

GRE阅读复习的时候，对于有些真题类或比较有代表性的题目文章最好不计时间地仔细研究一遍，主要研究层次结构,起承转合,语言套路及选项特征等内容，对该类型的文章心中有数，之后碰到同类文章就能快速找出答题点迅速解决难题。

GRE阅读练习学会分析题目和解题思路

做完每道题，不论作对或作错,想一下此题的解题思路是什么,是否具有多种解题方案,自己距离某种解题方案还有什么缺陷或不足,什么样的方法最适合自己，最短的解题思路又是什么。对于每道题的五个选项都找出对或错的理由来，一定要是让自己信服的理由。可能有人达到一定高度觉得没必要,太费时,但是有些看来现在很友好的错误项只要稍加变动就会面目全非。所以一定要仔细看过,找到它的弱点和难点才行。

GRE阅读练习之蝴蝶产卵

Upon maturity,monarch butterflies travel hundreds of miles from their places of origin and lay their eggs on milkweed. The caterpillars that emerge feed on milkweed and absorb the glycosides in milkweed sap. The specific glycosides present in milkweed differ from region to region within the monarch butterfly’s range. Mature butterflies retain the glycosides in a mature monarch butterfly could be used to determine its place of origin.

Which of the following, if true, most strengthens the argument?

A. Mature monarch butterflies do not feed on parts of milkweed that contain glycosides.

B. The glycosides in milkweed sap are slightly toxic to caterpillars of other species.

C. The vast majority of the monarch butterflies that are laying eggs in a given region will have traveled there from a single region.

D. There are substances other than glycosides in milkweed sap that accumulate in a monarch caterpillar and are retained in the body of the mature butterfly.

E. There are certain glycosides that are found in the sap of all milkweeds, no matter where they grow within the monarch butterfly’s range.

GRE阅读练习：Sea Cow

The dis appearance of Steller's sea cow from the Bering and Copper is lands by 1768 has long been blamed on intensive hunting. But its dis appearance took only 28 years from the time Steller first described the species, a remarkably short time for hunting alone to depopulate the is lands, especially given the large populations initially reported. However, by 1750, huntershad also targeted nearby sea otter populations . Fewer otters would have allowed s ea urchin populations on which the otterspreyed to expand and the urchins ' grazing pressure on kelp forests to increase. Sea cows were totally dependent on kelp for food, and within a decade of the onset of otter hunting Steller noted that the is lands' sea cows appeared malnourished.

1. Which of the following can be inferred from the pas s age about kelp forests in the Bering and Copper is lands between 1750 and 1768?

A. They were reduced significantly.

B. They disappeared entirely from the region.

C. They were the primary food source for sea otters .

D. They were harvested in record numbers by humans

E. They increased pressure on sea urchin populations.

2. According to the pas s age, it is likely that during the m id-1700s, s ea urchin populations near the Bering and Copper is lands

A. were diminished by sea cow predation

B. experienced substantial increases

C. migrated to waters with more plentiful food supplies

D. were reduced by the pressures of hunting

E. appeared to be malnourished

答案：AB

英语阅读

篇2：GRE阅读高分考生备考提升诀窍

GRE阅读高分考生分享备考实用提升诀窍

GRE阅读练习要控制时间

GRE阅读练习要学会时时总结

GRE阅读练习要精度重点文章

GRE阅读练习学会分析题目和解题思路

以上就是一些GRE阅读快速提高的方法和技巧，大家在平时做题时可以善加利用，提高自己的备考效率，早日攻克GRE阅读难关。

GRE阅读练习每日一篇

Classical physics defines the vacuum as a state of absence: a vacuum is said to exist in a region of space if there is nothing in it. In the quantum field theories that describe the physics of elementary particles, the vacuum becomes somewhat more complicated. Even in empty space, particles can appear spontaneously as a result of fluctuations of the vacuum. For example, an electron and a positron, or antielectron, can be created out of the void. Particles created in this way have only a fleeting existence; they are annihilated almost as soon as they appear, and their presence can never be detected directly. They are called virtual particles in order to distinguish them from real particles, whose lifetimes are not constrained in the same way, and which can be detected. Thus it is still possible to define that vacuum as a space that has no real particles in it.

One might expect that the vacuum would always be the state of lowest possible energy for a given region of space. If an area is initially empty and a real particle is put into it, the total energy, it seems, should be raised by at least the energy equivalent of the mass of the added particle. A surprising result of some recent theoretical investigations is that this assumption is not invariably true. There are conditions under which the introduction of a real particle of finite mass into an empty region of space can reduce the total energy. If the reduction in energy is great enough, an electron and a positron will be spontaneously created. Under these conditions the electron and positron are not a result of vacuum fluctuations but are real particles, which exist indefinitely and can be detected. In other words, under these conditions the vacuum is an unstable state and can decay into a state of lower energy; i.e., one in which real particles are created.

The essential condition for the decay of the vacuum is the presence of an intense electric field. As a result of the decay of the vacuum, the space permeated by such a field can be said to acquire an electric charge, and it can be called a charged vacuum. The particles that materialize in the space make the charge manifest. An electric field of sufficient intensity to create a charged vacuum is likely to be found in only one place: in the immediate vicinity of a superheavy atomic nucleus, one with about twice as many protons as the heaviest natural nuclei known. A nucleus that large cannot be stable, but it might be possible to assemble one next to a vacuum for long enough to observe the decay of the vacuum. Experiments attempting to achieve this are now under way (under way: adv.进行中, 在行进).

17. Which of the following titles best describes the passage as a whole?

(A) The Vacuum: Its Fluctuations and Decay

(B) The Vacuum: Its Creation and Instability

(D) Particles That Materialize in the Vacuum

(E) Classical Physics and the Vacuum

18. According to the passage, the assumption that the introduction of a real particle into a vacuum raises the total energy of that region of space has been cast into doubt by which of the following?

(A) Findings from laboratory experiments

(B) Findings from observational field experiments

(D) Discovery of several erroneous propositions in accepted theories

(E) Predictions based on theoretical work

19. It can be inferred from the passage that scientists are currently making efforts to observe which of the following events?

(A) The decay of a vacuum in the presence of virtual particles

(B) The decay of a vacuum next to a superheavy atomic nucleus

(D) The creation of a virtual electron and a virtual positron as a result of fluctuations of a vacuum

(E) The creation of a charged vacuum in which only real electrons can be created in the vacuum’s region of space

20. Physicists’ recent investigations of the decay of the vacuum, as described in the passage, most closely resemble which of the following hypothetical events in other disciplines?

(A) On the basis of data gathered in a carefully controlled laboratory experiment, a chemist predicts and then demonstrates the physical properties of a newly synthesized polymer.

(B) On the basis of manipulations of macroeconomic theory, an economist predicts that, contrary to accepted economic theory, inflation and unemployment will both decline under conditions of rapid economic growth.

(C) On the basis of a rereading of the texts of Jane Austen’s novels, a literary critic suggests that, contrary to accepted literary interpretations. Austen’s plots were actually metaphors for political events in early nineteenth-century England.

(D) On the basis of data gathered in carefully planned observations of several species of birds, a biologist proposes a modification in the accepted theory of interspecies competition.

(E) On the basis of a study of observations incidentally recorded in ethnographers’ descriptions of non-Western societies, an anthropologist proposes a new theory of kinship relations.

21. According to the passage, the author considers the reduction of energy in an empty region of space to which a real particle has been added to be

(A) a well-known process

(B) a frequent occurrence

(D) an unimportant event

(E) an unexpected outcome

22. According to the passage, virtual particles differ from real particles in which of the following ways?

I. Virtual particles have extremely short lifetimes.

II. Virtual particles are created in an intense electric field.

III. Virtual particles cannot be detected directly.

(A) I only

(B) II only

(D) I and II only

(E) I and III only

23. The author’s assertions concerning the conditions that lead to the decay of the vacuum would be most weakened if which of the following occurred?

(A) Scientists created an electric field next to a vacuum, but found that the electric field was not intense enough to create a charged vacuum.

(B) Scientists assembled a superheavy atomic nucleus next to a vacuum, but found that no virtual particles were created in the vacuum’s region of space.

(C) Scientists assembled a superheavy atomic nucleus next to a vacuum, but found that they could not then detect any real particles in the vacuum’s region of space.

(D) Scientists introduced a virtual electron and a virtual positron into a vacuum’s region of space, but found that the vacuum did not then fluctuate.

(E) Scientists introduced a real electron and a real positron into a vacuum’s region of space, but found that the total energy of the space increased by the energy equivalent of the mass of the particles.

Simone de Beauvoir’s work greatly influenced Betty Friedan’s—Indeed, made it possible. Why, then, was it Friedan who became the prophet of women’s emancipation in the United States? Political conditions, as well as a certain anti-intellectual bias, prepared Americans and the American media to better receive Friedan’s deradicalized and highly pragmatic The Feminine Mystique, published in 1963, than Beauvoir’s theoretical reading of women’s situation in The Second Sex. In 1953 when The Second Sex first appeared in translation in the United States, the country had entered the silent, fearful fortress of the anticommunist McCarthy years (1950-1954), and Beauvoir was suspected of Marxist sympathies. Even The Nation, a generally liberal magazine, warned its readers against “certain political leanings” of the author. Open acknowledgement of the existence of women’s oppression was too radical for the United States in the fifties, and Beauvoir’s conclusion, that change in women’s economic condition, though insufficient by itself, “remains the basic factor” in improving women’s situation, was particularly unacceptable.

24. According to the passage, one difference between The Feminine Mystique and The Second Sex is that Friedan’s book

(A) rejects the idea that women are oppressed

(B) provides a primarily theoretical analysis of women’s lives

(D) suggests that women’s economic condition has no impact on their status

(E) concentrates on the practical aspects of the questions of women’s emancipation

25. The author quotes from The Nation most probably in order to

(A) modify an earlier assertion

(B) point out a possible exception to her argument

(D) clarify the meaning of a term

(E) cite an expert opinion

26. It can be inferred from the passage that which of the following is not a factor in the explanation of why The Feminine Mystique was received more positively in the United States than was The Second Sex?

(A) By 1963 political conditions in the United States had changed.

(B) Friedan’s book was less intellectual and abstract than Beauvoir’s.

(D) Friedan’s approach to the issue of women’s emancipation was less radical than Beauvoir’s.

(E) American readers were more willing to consider the problem of the oppression of women in the sixties than they had been in the fifties.

27. According to the passage, Beauvoir’s book asserted that the status of women

(A) is the outcome of political oppression

(B) is inherently tied to their economic condition

(D) is a theoretical, rather than a pragmatic, issue

(E) is a critical area of discussion in Marxist economic theory

答案：17-27：AEBBEECECCB

篇3：如何提升GRE阅读知识面

如何更有针对性地提升GRE阅读知识面

ETS官方对GRE阅读文章选材的说法

对于不同话题的GRE阅读文章选择，GRE考试主办机构ETS的说法如下：

Passages are drawn from the physical sciences, biological sciences, social sciences, business, arts and humanities and everyday topics and are based on material found in books and periodicals, both academic and nonacademic.

大家可以看到，GRE阅读文章的选材类型其实是相当广泛的，物理生物社会科学商业艺术人文以及日常话题无所不包。另外，对于可能出现的文章过于专业影响考生理解，官方的态度也很明确，那就是所有问题都可以基于文章本身提供的信息得到解答，无需专业知识。(all questions can be answered solely on the basis of information provided in the passage and that no specialized knowledge is assumed)

话虽如此，但实际上考生面对自己完全陌生的话题，还是会因为缺乏基本认知而无法快速理解其内容并进行答题，曾有学员反应，对于特别陌生的话题，哪怕没有时间限制让他慢慢读，想要看懂也是非常困难的。那么，考生面对这类完全看不懂的文章如何才能提升阅读理解能力呢?答案其实很明确，那就是提前拓展阅读量做好准备。

如何针对性地拓展阅读量?

当然，拓展阅读量并不是要大家每天花大量时间漫无目的的去阅读各种原文杂志报纸文章，考生需要制定一个更有针对性贴合自身需求的阅读方案，大家需要做好这几个步骤：

1. 明确GRE阅读会考但自己完全不懂的话题科目

既然要有针对性，那么首先考生就需要明确自身到底面对哪些话题的文章会产生理解障碍。上文已经给出了阅读文章话题的大致范围，小编相信大家也应该不至于对所有话题都完全陌生。有些同学可能对艺术内容还是比较熟悉的，另一些考生则对生物类话题有一定了解基础。大家如果自己也不清楚哪些话题会看不懂，那么不妨通过查询一下这几年的GRE阅读机经和真题来进行判断。总而言之，考生需要先列出一个自己不熟悉可能会看不懂文章的话题列表，这将是大家之后针对性阅读的重点目标。

2. 寻找相关话题文章集中阅读

在整理出陌生话题列表后，接下来小编要做的就是寻找相关话题的文章进行比较集中的阅读了。GRE官方对于选材文章的来源也给出了明确的答案，主要有：feature articles in newspapers(报刊特写，类似于专题类的中长篇文章)，periodicals(杂志期刊)，trade books by experts and journalists(专家和记者撰写的普及书)。这些类型的资源大家都可以从网上找到很多，小编在此就不具体举例了。大家可以根据自己整理的话题列表进行有选择地针对性阅读。

3. 训练高效准确地阅读思维

小编一直认为，比起读什么(what to read)，怎么读(how to read)的重要性其实也完全不逊色。哪怕有了针对性的阅读素材，考生在阅读过程中还是应该训练一些主动高效的阅读思维，通俗点说就是要有明确的阅读目的，带着问题去读文章，学会了这种思维方式才能帮助大家更好地看懂陌生话题文章提升阅读实力。考生在阅读每篇文章中，都需要问自己这几个问题：

本文作者主旨是什么?How would you sum up the author's larger point?

某段内容中的某个表达是什么意思?What does a phrase used by the author mean in this specific context?

有什么地方没有明说却有暗示?What is not said but implied?

为何要突出某个细节?Why does the author highlight this particular detail?

某个论述的逻辑漏洞在哪里?Where is the argument most vulnerable to criticism?

带着上面这些问题去阅读文章，并在阅读过程中顺利解答了这些问题，那么考生的GRE阅读能力和思维才算是得到了真正的提升，即使面对的是不熟悉的话题，相信大家也能够更好地应对，避免完全看不懂文章无法做题的窘境了。

GRE阅读避免走神的训练

(1)了解读书

想读得快，咱先得看看人是咋读书的。这叫追根溯源，由道及术，圣人之道也。人的读书过程是一个左右脑配合的过程——左脑负责集中注意把焦点放到一个或数个单词上，右脑负责周边注意(余光，当然叫旁光更亲切一些，尤其是军训时教官让我们集中注意向前看，并且用旁光与边上的同学对齐时)。好的阅读者会在读书时让左右脑充分协调配合(军训的教官真有先见之明让我们大一就开始练英文阅读了!)

(2)所谓默读

GRE阅读的方法，读书时在脑子中有两种过程——默读(subvocalisation)和思维之流(stream of thoughts)。默读速度比较慢，在克服默读的过程中你要达到临在的状态——即充分的意识和放松，认识到自己那虚伪的自我感(这点东西可以算是心灵哲学的内容吧，如果有兴趣可以看看克里希那穆提的著作或俄克里特托利的《修炼当下的力量》，没有什么复杂的东西，关键说白了就是四个字：放松意识)。

读是一个学习(或者说认知)的过程，是符号信息与读者内心感受的交互。它要求有适当的逻辑与积极的思考(要不然还怎么交互??)

大致分为以下几个步骤：

1、Recognition:文字识别

2、Assimilation：物理输入

3、Intra-integration：字面理解

4、Extra-integration：内涵理解(别想歪了!)

5、Retention：记忆

6、Recall：回忆

7、Communication：默读与一词一词地读(简称小学读法)的最大缺点有二：1、慢!2、容易走神。

(3)克服默读走神困扰

提高GRE阅读速度的最大可能性，克服默读(往往伴随着回读过频)之后，你的阅读能力理论上可以提高五倍，大多数人可以做到每分钟看100个单词。

The Eye and its Movements先说眼，咱不是生物书，就不具体介绍眼球结构了。但是有一个概念是不得不提的，那就是中央窝(fovea)，它在视网膜上，负责视觉注意力的集中。也就是，你现在注意看啥，它在视网膜上的投影就在中央窝上。现在说重点——眼的运动。

这不是一个平滑的过程，而是一停一停的。你的阅读过程是一次一次注意的连接,而在两次注意之间的转移过程中你的大脑是不做任何识别工作的。意识到这个过程并对此加以训练就足以大大提高你的GRE阅读速度了。当然，注意只是投影到中央窝的视觉，那么余光呢?眼睛能看到余光中的单词，却无法清楚地识别。

这部分视觉可以引导大脑把注意力移动到合适的位置。阅读达人在读书时只把注意力放在每行的中部，而用余光粗略浏览边上的单词看是否和自己猜的一样。

(4)提高新GRE阅读速度方法如下：

1、找一个没有思想深度，遣词造句比较简单的阅读材料，比如休闲杂志、消遣小说之类的(注：平时用TS法，当遇到无法理解的句子时大脑会自动调节为SB法，注意感受这一过程有助于提高阅读能力)

2、找一个没有人的屋子——绝对不能再自习室进行这一步，否则你真会被别人当成SB——然后大声数数，从一到十、再从一到十(书上说，断续发eee...eee...eee...的音也可以，真是不为SB誓不罢休)，在这个过程中试着阅读。大脑控制SB与控制喉咙是同一个分区，当你数数时就占用了这个分区，使大脑无法SB。

3、当你可以熟练地做2时，可以在心中默数，这时就可以回自习室而不必担心被看成SB了。

4、当可以做3时就努力提高阅读速度，当超过每分钟360个词时，由于速度过快就会进入一个抑制SB的良性循环。

5、针对高手，还可以加入除了TS之外的自己的思想补充文本内容使自己在阅读时身临其境。

6、直到有一天，你发现自己已经可以明确区分SB与TS并自由选择。最后你的浏览速度可以达到200词每分钟。

GRE阅读从三方面入手

把握文章结构大意

文章结构是做阅读题整体思路的关键。掌握了文章结构就知道文章大体的行文脉络，文章的大体意思也差不多了。文章的结构类型以及标志词，以及文章结构类型和主旨题之间的关系，仔细分析一道主旨题的正确答案是怎么阐述原文篇章主旨和结构的，其实这个正确答案就是文章的中心句的改写形式，最重要的就是找出原文中的中心句，这是帮助读者更深刻地理解原文结构的有效办法。

熟悉常考考点题型

俗化说，知己知彼，百战百胜。要想迅速攻克GRE阅读难关，就要了解出题者的思维。根据题目反推原文考点，题目都考了原文哪些内容，自己有没有关注到这些内容并做标记，这些内容都有什么可总结的规律、特征词。这样总结非常重要，如果坚持下去，很短一段时间后，就会发现一些固定的原文出题点，日后再读原文的时候也就会自然而然地关注它们了。

总结分析错题

分析错题，做错的题一定不能放过，看它们与正确答案之间的差别在哪里，在分析错题的同时更要关注正确答案与原文定位处的叙述之间的改写关系，尤其是词与词的对应关系。当然除了这三点外还有很多可以总结的，比如词汇、难句等，总结是提高的关键，特别是在GRE的阅读中，只有多总结，从总结中不段进步，不段提高，这样我们的阅读水平才会得到提高。

GRE阅读就是实实在在的“读英文”能力，所以认清了GRE阅读的本质后，紧抓重点，解决方法也就应运而生。

总之，在做新GRE阅读考试时应该运用一些技巧，这样不仅能提高选对选项的效率，还能节省不少的时间，希望本文能够帮助广大考生找到适合自己的复习方法，尽快提高新GRE阅读理解能力。预祝考生们在GRE考试中取得理想的成绩。

英语阅读

篇4：关于gre是什么？考什么？

gre是什么

GRE，全称Graduate Record Examination，中文名称为美国研究生入学考试，适用于除法律与商业外的各专业，由美国教育考试服务处(Educational Testing Service，简称ETS)主办。GRE是世界各地的大学各类研究生院(除管理类学院，法学院)要求申请者所必须具备的一个考试成绩，也是教授对申请者是否授予奖学金所依据的最重要的标准。GRE，首次由美国哈佛，耶鲁，哥伦比亚，普林斯顿四所大学联合举办，初期由卡耐基基金会(Carnegie Foundation)承办，1948年交由新成立的教育测试中心ETS负责。之后每年在世界许多地方举行。中国国外考试协调处负责中国归口管理和承办GRE等国外考试。有些美国名牌大学把GRE专项成绩作为“推荐成绩”：即希望申请人能够提供此项成绩，无论本科专业是否与其申请研究生专业相同，但不把它作为必须要求。这时若能提供专项GRE成绩是很有利于申请奖学金资助的。因此，如果申请人有较为充足的时间，不妨参加专项考试，一个优秀的专项GRE成绩很能反映申请人的专业素质与学习潜力。GRE普通考试是申请研究生入学的必要考试，申请法律或商业学研究生以LSAT或GMAT替代GRE普通考试。目前美国大学在成绩替代上比以往要求松些。许多学校是可以提供GRE普通考试或GMAT考试成绩的任何一种作为商业类研究生应提供的成绩，法律研究生亦有以GRE普通考试成绩替代LSAT成绩的。

考试内容

写作

写作部分将重点考察考生有针对性地对具体考题做出反应的能力，而非要求考生堆砌泛泛的文字。主要表现在是否清楚有效地阐明了复杂的观点;是否用贴切的事理和事例支撑观点;是否具有能支撑文章的有针对性的连贯的讨论。其部分联合考察逻辑推理和分析写作技能，大幅度出现一些需要考生做出有针对性的回应的考题，这对考生的综合能力考查性较强。具体说来，这些重点关注的能力包括：

· 清楚有效地阐明复杂观点

· 用贴切的事理和事例支撑观点

· 考察/验证他人论点及其相关论证

· 支撑一个有针对性的连贯的讨论

· 控制标准书面英语的各个要素

写作部分将联合考察逻辑推理和分析写作两种技能，并且将加大力度引进那些需要考生做出有针对性的回应的考题，降低考生依赖事前准备(如背诵)的材料的可能性。

语文

语言能力方面的考察将更加强调高级认知能力，力求更加深入并且真实地反映考生理解阅读材料并运用推理能力的情况。主要表现在在分析一段论述文字时能否推导结论，识别作者的前提和视角;是否能理解语言文字的多层次含义;新考试更多更多基于语境的理解，比如阅读理解;减少对于单纯词汇意义的考察，取消类比和反义题。具体说来，这些能力包括： [4]

· 分析一段论述文字并推导结论;根据不完全的数据做推导;识别作者的前提/假设条件和视角;理解语言文字的多层次含义，包括字面意涵，修辞意涵和作者目的等

· 挑选重要观点，区别主要论述和次要/相关论述;总结全文;理解文章结构

· 理解词，句和段落篇章的意涵;理解不同词和概念间的关系

强调复杂推理能力

· 更加突出高级认知技能

· 更多基于语境的理解，比如阅读理解

· 减少对于单纯词汇意义(通过死记硬背词表习得)的考察，取消类比和反义题

· 扩大文章选择面

新题型与新技能

· 从文章中选取一个句子，加量以回答问题

数学

数学部分依旧关注和之前相同的数学概念，但是引入更多的生活场景并且更加突出对考生解读数字的能力的考察。主要表现在是否具有运用算术、代数、几何、概率以及统计学中的基本概念和技能;能否解读并分析量化信息;是否可以运用数学模型解题，并能提高生活场景题和数据解读题的比例等。数学部分关注的能力包括：

· 读懂量化信息

· 解读并分析量化信息

· 运用数学模型解题

· 运用算术，代数，几何，概率以及统计学中的基本概念和技能

强调量化推理能力

· 提高生活场景题和数据解读题的比例

· 提供在线计算器以减低计算量

新题型与新技能

· 键入一个数值答案

ETS相信这些改进有助于更好地测试各个考生未来(在研究生院）取得成功的潜力。

篇5：GRE阅读提升词汇量经典小说推荐

为什么要读经典小说提升词汇量?

课外读物有很多种，为什么小编要为大家推荐经典小说呢?原因有两点，首先GRE考试对于考试词汇的选择是有较高要求的，一般来说作为核心词汇的GRE单词都具有书面性、专业性、普适性的特点，也就说GRE考试的核心词汇都是在书面学术类专业性文章中比较常见的词汇，通俗一点来说就是格调比较高的词汇。而这样的词汇自然不可能经常出现在日常口语中，而是多见于文学作品，特别是在具有一定代表性的经典小说中使用较多。因此，选择经典小说作为提升阅读量和词汇的课外读物是很理想的选择。

其次，既然是课外阅读，那么当然要保证考生的阅读兴趣，太过无聊的内容比如学术论文等等相信大家也没有太大兴趣和耐心仔细阅读，而带有故事情节引人入胜的小说才更能让考生投入其中认真阅读。而在阅读的同时大家也能够更好地了解GRE词汇的实际使用方式并加深对词汇的印象。通过阅读经典小说，考生既能获得词汇方面的提升，同时也在一定程度上放松了备考GRE的学习压力，可谓一举两得。

篇6：GRE阅读提升词汇量经典小说推荐

接下来小编就为大家具体推荐5本经典小说，这些小说大家可能看过、听说过或者并不了解，小编会为大家做简单介绍，并讲解推荐理由：

MIDDLEMARCH by George Elliot

19世纪的小说并不适合所有人阅读，但这些小说普遍具有的特点就是对提升GRE词汇量很有帮助。当然读这类小说建议大家最好结合方便查词的工具进行阅读，因为生词量是比较大的。George Elliot的小说文字优美，笔下人物虽然性格多有缺陷并不完美却栩栩如生，其勾勒出的生活色彩让小说具有很强的可读性和吸引力。

LOLITA or PNIN by Vladimir Nabokov

Nabokov出生于俄罗斯，是一名俄裔美籍作家，虽然英语并非他的母语，但他却是公认的词汇量最为惊人的英语作家之一。Lolita是他的经典作品，也是在英语写作上较为完美的一部小说。虽然文章主题较为黑暗充满争议性，但其本身从写作角度具有的文学价值却是不容忽视的。当然如果大家觉得不合口味，也可以读一下他的另一部作品Pnin，这部小说是他作品中最为温和有趣的一本，讲述了一名俄国教授在美国大学教书的故事。

PRIDE AND PREJUDICE by Jane Austen

《傲慢与偏见》这本书应该是鼎鼎大名的了，相信中文版小说或是电影大家都看过，至少名字都曾经听说过。这本小说在故事情节上充满乐趣，而作者对人性和当时社会风气的敏锐洞察和准确描述也令人赞叹。所以虽然这本书题材上是一些人并不兴趣的爱情喜剧，而且时间也有些久远，但从可读性上还是值得推荐的，另外英国作家的文字功底让这本书中许多用词保留至今，并且成为了GRE考试的核心词汇，所以阅读原版《傲慢与偏见》也会为大家提升词汇量做出不小的贡献。

TO THE LIGHTHOUSE by Virginia Woolf

和LOLITA同为20世纪的经典名著之一。这本小说有比较多的意识流写法，所以初看可能会觉得有些看不懂。但大家一旦开始深入其中逐渐理解小说所有表达的内容，就会被其情节深深吸引，而作者在用词方面也相当讲究，很多精准的词汇运用完全可以当成词典中的例句来看，大家在阅读过程中也可以学到很多GRE考试的核心词汇。

THE HOUSE OF MIRTH by Edith Wharton

如果你对美国内战后镀金年代的纽约感兴趣，那么这本小说就是很适合你阅读的一本好书。作者对当时社会环境和人们衣着的描述很有看点，用词也相当犀利到位。如果你对小说本身的故事情节兴趣不大，那么不妨从学习用词造句的角度来读，这本小说在描述人物行为举止和性格特点上的遣词造句都是非常具有GRE特色值得参考的。

GRE长难句解析:伊斯兰

Islam, on the other hand, represented a radical breakaway from the Arab paganism that preceded it; Islamic law is the result of an examination, from a religious angle, of legal subject matter that was far from uniform, comprising as it did the various components of the laws of pre-Islamic Arabia and numerous legal elements taken over from the non-Arab peoples of the conquered territories.

Islam,/ on the other hand,/ represented a radical breakaway/ from the Arab paganism/ that preceded it;/ Islamic law/ is the result of/ an examination,/ from a religious angle,/ of legal subject matter/ that was/ far from uniform,/ comprising as it did/ the various components/ of the laws of pre-Islamic Arabia/ and numerous legal elements/ taken over from/ the non-Arab peoples/ of the conquered territories.

译文：伊斯兰，在另一方面，代表着与伊斯兰法以前的阿拉伯异教的决裂;伊斯兰法是一种从宗教的角度检查的结果，检查的对象是远远谈不上统一的法律主体事物;它包括了伊斯兰教出现以前的阿拉伯法律的种.种成分，并包含了很多被征服的非阿拉伯地区那里拿来的法律因素。

GRE长难句解析:期的纺织厂主们

For instance, early textile-mill entrepreneurs, in justifying women’s employment in wage labor, made much of the assumption that women were by nature skillful at detailed tasks and patient in carrying out repetitive chores; the mill owners thus imported into the new industrial order hoary stereotypes associated with the homemaking activities they presumed to have been the purview of women.

【标识】

For instance, early textile-mill entrepreneurs, 1[in justifying women’s employment] 2[in wage labor], made much of the assumption 3[that women were by nature skillful at detailed tasks and patient in carrying out repetitive chores]; the mill owners thus imported into the new industrial order 4[hoary stereotypes] 5[associated with the homemaking activities] 6[that they presumed] 7[to have been the purview of women].

【难点】

1. 介词结构倒装。in justifying women’s employment修饰entrepreneurs。2. 介词结构倒装。in wage labor修饰women’s employment。3. 同位语从句。that引导的同位语从句进一步解释assumption。4. 宾语倒装。hoary stereotypes是imported的直接宾语。5. 分词结构倒装。associated with the homemaking activities修饰stereotypes。6. 定语从句及省略。that引导的定语从句修饰activities，此处省略引导词that。7. 介词结构倒装。to have been the purview of women修饰activities。

【译文】

比如，早期的纺织厂主们在说明他们在工资劳动中雇佣妇女的理由时，已经做了很大程度的假设，他们认为妇女天生就擅长做细活，并在进行重复性的杂务时也更加细心;因此，早期的纺织厂主们就把这样的陈词滥调引入到了新的工业秩序中，即认为家务劳动是妇女的天职。

【3s版本】

纺织厂主倾向于雇女工是因为他们的成见认为妇女擅长干细致的家务活。

GRE阅读

篇7：gre阅读考试成绩如何快速提升

gre阅读考试成绩如何快速提升?

生词问题

许多GRE阅读测试文章来自国外原创期刊或杂志。它们涵盖了科学技术、自然、环境保护、社会、文化、工作、生物、地理等多个领域。因此，遇到生词是合理的。但有些考生遇到生词就失去了信心。他们非常慌乱。他们打破了原来的阅读节奏和速度。当他们问问题时，他们因为生词而陷入困境。因此，问题不仅没有解决，而且影响了后续问题的速度和时间。可以说，“一旦开始，他们就到处移动”。在这方面，专家认为新词的出现是不可避免的，只要你有一个基本的词汇，就可以一个一个地彻底新词的问题。

有时新词属于更专业的词汇。他们的出现不是为了考察考生的词汇，而是为了考察考生的适应能力和判断能力。gre阅读怎么练习尤其是标题中出现的所谓生词，可以使不好的事情变得更好，成为考生寻找答案的线索词。

有时生词的意义可以直接在上下文中获得。gre阅读中遇到的生词的相当一部分意义可以通过各种方式猜测得到。因此，在生词周围或语境中寻找解释是一种有效的方法。

时间问题

gre阅读考试备考很多学生面对GRE阅读考试，都会感叹时间不够，往往考生来不及读完整篇文章。问题解决速度达不到要求的原因有很多，如词汇、阅读方法和解决问题的能力。此外，还有一个重要因素：没有权衡，没有衡量问题的优先性。鉴于GRE考试模式不倒箭，如果遇到很难阅读的问题，就要花很多时间去定位和分析那些难以保证正确率的问题。建议你直接猜出答案，然后输入下一个问题，不要在这些问题上花太多时间。只有学会选择或拒绝，才能保证解决以下问题的时间，从而弥补损失，取得更好的gre阅读成绩提升。

理解问题

很多考生在日常练习和考场遇到需要查找关键词和中心句的问题时，总是跟着感觉走，完全失去了方向和焦点，这直接导致了在面对问题时很难回到原来的位置。因此，考生应学会在阅读过程中直接寻找线索，即中心句的关键词。建议我们在日常的课堂和习题中总结试题的特点，用一两个词覆盖整个题目。使用关键词来定位答案，更多地关注目标，更有方向性。

其实，只要有经验的考生都会知道，在最后一个错误造成之后，就应该尽量避免在同类问题面前再次犯错。这样，就更容易知道他们的弱点在哪里。如何提高gre阅读的效率，是掌握gre阅读解决问题的技巧，避免其弱点失分的关键。

GRE阅读：法国二月革命

In February 1848 the people of Paris rose in revolt against the constitutional monarchy of Louis-Philippe. Despite the existence of excellent narrative accounts, the February Days, as this revolt is called, have been largely ignored by social historians of the past two decades. For each of the three other major insurrections in nineteenth-century Paris—July 1830, June 1848, and May 1871—there exists at least a sketch of participants’ backgrounds and an analysis, more or less rigorous, of the reasons for the occurrence of the uprisings. Only in the case of the February Revolution do we lack a useful description of participants that might characterize it in the light of what social history has taught us about the process of revolutionary mobilization. Two reasons for this relative neglect seem obvious. First, the insurrection of February has been overshadowed by that of June. The February Revolution overthrew a regime, to be sure, but met with so little resistance that it failed to generate any real sense of historical drama. Its successor, on the other hand, appeared to pit key socioeconomic groups in a life-or-death struggle and was widely seen by contemporary observers as marking a historical departure. Through their interpretations, which exert a continuing influence on our understanding of the revolutionary process, the impact of the events of June has been magnified, while, as an unintended consequence, the significance of the February insurrection has been diminished. Second, like other “successful” insurrections, the events of February failed to generate the most desirable kinds of historical records. Although the June insurrection of 1848 and the Paris Commune of 1871 would be considered watersheds of nineteenth-century French history by any standard, they also present the social historian with a signal advantage: these failed insurrections created a mass of invaluable documentation as a by-product of authorities’ efforts to search out and punish the rebels.

Quite different is the outcome of successful insurrections like those of July 1830 and February 1848. Experiences are retold, but participants typically resume their daily routines without ever recording their activities. Those who played salient roles may become the objects of highly embellished verbal accounts or in rare cases, of celebratory articles in contemporary periodicals. And it is true that the publicly acknowledged leaders of an uprising frequently write memoirs. However, such documents are likely to be highly unreliable, unrepresentative, and unsystematically preserved, especially when compared to the detailed judicial dossiers prepared for everyone arrested following a failed insurrection. As a consequence, it may prove difficult or impossible to establish for a successful revolution a comprehensive and trustworthy picture of those who participated, or to answer even the most basic questions one might pose concerning the social origins of the insurgents.

12.1. According to the passage, “a useful description of participants” (lines 11-12) exists for which of the following insurrections of nineteenth-century France?

I. The July Insurrection of 1830

II. The February Revolution of 1848

III. The June insurrection of 1848

IV. The May insurrection of 1871

(A) I and III only

(B) II and IV only

(D) I, III, and IV only

(E) II, III, and IV only

12.2. It can be inferred from the passage that support for the objectives of the February Revolution was

(A) negligible

(B) misguided

(D) spontaneous

(E) widespread

12.3. Which of the following, best describes the organization of the second paragraph?

(A) The thesis of the passage is stated and supporting evidence systematically presented.

(B) Two views regarding the thesis presented in the first paragraph are compared and contrasted.

(D) The thesis presented in the first paragraph is systematically supported.

(E) The thesis presented in the first paragraph is further defined and a conclusion drawn.

12.4. It can be inferred from the passage that the author considers which of the following essential for understanding a revolutionary mobilization?

(A) A comprehensive theory of revolution that can be applied to the major insurrections of the nineteenth century

(B) Awareness of the events necessary for a revolution to be successful

(D) The historical perspective provided by the passage of a considerable amount of time

(E) Knowledge of the socioeconomic backgrounds of a revolution’s participants

12.5. Which of the following can be inferred about the “detailed judicial dossiers” referred to in line 49?

(A) Information contained in the dossiers sheds light on the social origins of a revolution’s participants.

(B) The dossiers closely resemble the narratives written by the revolution’s leaders in their personal memoirs.

(D) Social historians prefer to avoid such dossiers whenever possible because they are excessively detailed.

(E) The February Revolution of 1848 produced more of these dossiers than did the June insurrection.

12.6. Which of the following is the most lical objection to the claim made in lines 38-39?

(A) The February Revolution of 1848 is much less significant than the July insurrection of 1830.

(B) The backgrounds and motivations of participants in the July insurrection of 1830 have been identified, however cursorily.

(D) Historical records made during the July insurrection of 1830 are less reliable than those made during the May insurrection of 1871.

(E) The importance of the July insurrection of 1830 has been magnified at the expense of the significance of the February Revolution of 1848.

12.7. With which of the following statements regarding revolution would the author most likely agree?

(A) Revolutionary mobilization requires a great deal of planning by people representing disaffected groups.

(B) The objectives of the February Revolution were more radical than those of the June insurrection.

(D) Revolutions vary greatly in the usefulness of the historical records that they produce.

(E) As knowledge of the February Revolution increases, chances are good that its importance will eventually eclipse that of the June insurrection.

篇8：gre考试阅读如何提升效率

gre考试阅读如何提升效率?

gre阅读效率提升方法介绍

高分GRE阅读注意事项：掌握文章常见的日常结构

对于候选人来说，gre阅读考试最令人满意的事情也许是文章结构的标准化和公式化。几乎所有阅读GRE的文章都来自同一个模式：第一段探讨了一个深层次的话题，第二段从其他人的角度或观点提问，最后一段给出了作者自己的观点和结论。候选人最头痛的是话题本身的乏味。在任何情况下，候选人都需要主动理解并熟悉文章的结构。他们需要通过更多的阅读来掌握GRE文章的常见结构惯例，而不是被动地等待阅读文章，然后看到新兵和被遣散的人。

GRE阅读高分笔记：在阅读之前先阅读文章

gre考试阅读备考关于阅读，一直有一句话说，在阅读这篇文章之前，阅读标题似乎节省了很多时间，但实际上这是最愚蠢的方式。阅读这篇文章时，要有一大堆问题，更不要说你能记住多少问题。首先，你的脑子里塞满了一堆东西。在这种状态下阅读只会降低效率。最后，文章不明白，标题完全被遗忘了，浪费了很多精力。正确的方法是先阅读全文。仔细看整篇文章，在此基础上解决问题，不要很快吞下枣子，其实什么都不记得了。

高分GRE阅读注意事项：参见有问题的文章

gre阅读怎么做上面说的不要先看主题，为什么你要用问题来看文章呢?这里的问题实际上是指一些常见的容易问的问题。在阅读本文的过程中，积极寻找这些常见的问题并做出适当的标记来帮助找到它们，将有助于快速解决问题。以下是阅读过程中需要注意的一些问题：

这篇文章讨论什么?

就讨论内容而言，作者给出了几种解释或理论，它们是什么，作者对这些解释/理论的态度是什么?

为什么作者认为他的理论是最好的?

这篇文章的主题是什么?

GRE阅读中的低禁忌：过分关注细节

很多GRE阅读文章，都会包含大量的细节，如数据、描述、规范等。对于这些细节，在不影响阅读的情况下，我建议你不要太深入，只需阅读即可。很多细节其实都是无关紧要的干扰内容，不会出现在下面的题目中，考生要做的就是把握整体。很多学生反复阅读同一段是不明智的，因为他们被细节缠住了，这浪费了很多时间。

GRE阅读中的低禁忌：对突出内容缺乏兴趣

gre阅读怎么做GRE文章的内容，对于应聘者来说，有时显得相当无聊，尤其是一些比较冷血的科技内容，通常即使在即时估计也不会去看。以你不想看到的消极态度解决问题，当然不会有很好的效果。因此，我建议你在阅读的时候，试着把文章的内容想象成你最想要和最有趣的内容，即使是自欺欺人的，也试着把这些文章当作你最喜欢的内容，以积极的态度去阅读文章。

GRE阅读低分禁忌：没有主见被选项误导

看完文章，看题目，然后看选项，应该是很多人做题的方法。但GRE阅读的出题者，在这里又为考生设置了陷阱。一道题五个选项，除了正确选项外，其他选项往往都写得似是而非，迷惑性极高，如果考生想要靠脑海中对文章的记忆来一一排除这些选项，往往会反受其扰，混淆了自己原本还算清晰的思路。最好的做法是看完题目后，先不急着看选项，而是根据自己之前对文章的理解，回到文章中找到相关的内容，并总结出自己对于问题的答案，然后带着这个答案，再到选项中去寻找比较匹配的结果。这么做，就能较好的避免被错误选项干扰。

GRE快速阅读的利弊

快速阅读的必要性：

时间约束

在GRE阅读中，一篇长文章大致需要在4分钟之内看完文章。而且根据第一章的相关内容：GRE文章涉猎极其广泛，再加上其特有的长难句，因此考生在读文章时必然感觉晦涩难懂。

至此读者不禁要问，如想要在单位时间内看完文章，是不是只要在提高速度下功夫，即在语言层面做些工作就可以了呢?

在回答这个问题之前，我们先来看一下作为母语是英语的美国人来说，他们读GRE文章是不是没有问题呢?

笔者自己发现美国人读GRE阅读文章也有与中国考生同样的感觉：文章晦涩难懂，做题时间不够等。原因何在?原因在于美国长期以来实行放任教育体制，言外之意，美国主流的教育观念是不强调美国学生必须要知道一些基本的自然科学的常识，不管他们想不想知道。所以，很多美国学生的地理和数学知识匮乏到令人惊讶的程度也就容易理解了。因此，尽管美国人在考GRE时占尽了母语的优势，但与像TOEFL那样的语言考试迥异的是GRE阅读不是纯粹的语言测试，所以土生土长的美国人也发现他们也无法轻而易举地在如此短的时间内读完文章并做完题目。

那么，试想连他们都感觉吃力，又怎么能指望中国学在紧张而短暂的4分钟内，把一篇文章如学术研究般的字斟句酌，领会深意，甚至做一番英译汉的工作呢?因此，符合GRE的快速阅读势在必行!

二、快速阅读的误区

由于GRE阅读其本身的特殊性和快速阅读的特殊要求，很多考生在学习使用快速阅读技巧的时候表现出诸多的误区，下面试举几例：[hide]

※ 盲目求快而忽略了文章中主要的信息

有些考生片面理解了GRE阅读中的快速阅读，认为快速阅读仅仅指的就是提高单位时间内容阅读单词的数量，所以在阅读实践中盲目提速。导致文章中重要的主干内容被忽略。如下例：

有些考生在处理上一段的时候以极快的速度从头念到尾，却没有区分关键信息和非关键信息。将黄色区域等同于粉红色区域。其实，粉红色区域的“as a consequence”说明该句的重要性将大大超过黄色区域中的句子。因为从逻辑角度来说，As a consequence是表示“前因后果”，而从逻辑上说，结果比原因更重要，所以正确的阅读方法应为迅速通过黄色区域，在粉红色区域细细研读。

※ 在阅读时缩手缩脚，不敢舍弃

有的考生在备考时也基本认同了快速阅读方法的合理性，可在实际阅读文章的过程中还是缩手缩脚，不敢快速阅读一些细节。仍然是上述例子。

有些考生把黄色区域中的文字也好好地研读了一番，甚至试图记下每一年发生的大事件。将大量时间花在细节上，最终导致没有时间去思考该这部分内容是否值得他这样去细细品味。

※ 在阅读时颠倒阅读重点

在把握GRE文章时首先应读出其逻辑层次，其中包括套路，各段段意，各段之间的逻辑关系以及主题句。其次，需注意文章中的一些重点语言现象，如GRE强转折，强因果和强对比等词所在的句子。同时在看文章时对一些重要的细节要记住它们大致的位置。最后在做题的时候对一些与题目相关的细节进行仔细的研读。因此，阅读GRE文章的优先顺序如下：

以上步骤的优先级(priority)依次递减。而很多考生的误区在于认为读GRE文章就是去读一些文章中的细节，而忽视了对文章整体的把握。由于在细节上花的时间太多，没有时间去思考诸如本篇文章的套路，主题句等问题。所以概括说来，很多同学读GRE阅读文章刚好“本末倒置”。

GRE阅读：逻辑的备考方法

解GRE逻辑题三部曲：

a. 读问题，b. 明确问题目的，c. 从而d. 确定解题方向。

e. 读段落，f. 根据不同g. 的问题目的确定不同h. 的解题重点

i. 找答案，j. 有时可以调整看选项顺序.把握5中选2的原则，k. 先用求同l. 求异发则，m. 快速排除3-n. 4个选项，o. 然后放慢速度，p. 仔细分析剩下的两个选项。

新GRE逻辑推理的两大模式：

引导结论的引导词有：therefore,thus,so,hence,concluding,consequently,as a result,It follows that,it can be inferred that,in conlusin,which proves

that,which means that,which suggerts that, 引导前提的引导词：because,for,since,as,in as much as(由于，因为)，in so far

as (就。。而言),in view of BàA 模式：有一个survey,record,data,study,experiment或者phemonena等得出一个结论，是他做出的一个解释。当由 BàA,有一个hidden premise多为A是唯一的原因。或者为达到某一个目的而提出的一个方法或者建议，也是此种模式。常见的引导词有： demonstrate,show,result,due to,attribute to,reason,hypothesize,the

explanation to,be responsible for. AàB模式：推理时由某个原因试图得到某个结果，推理成立的hidden promise是这个原因可以得到这个结果。注意此时并不表示A是唯一的，只是表示A是可行的。

篇9：如何提升gre阅读的速度呢

如何提升gre阅读的速度呢

读书时在脑子中有两种过程——默读(subvocalisation)和思维之流(stream of thoughts)。默读速度比较慢，在克服默读的过程中你要达到临在的状态——即充分的意识和放松，认识到自己那虚伪的自我感(这点东西可以算是心灵哲学的内容吧，如果有兴趣可以看看克里希那穆提的著作或俄克里特托利的《修炼当下的力量》，没有什么复杂的东西，关键说白了就是四个字：放松意识)。

读是一个学习的过程，是符号信息与读者内心感受的交互。它要求有适当的逻辑与积极的思考(要不然还怎么交互??)

大致分为以下几个步骤：

1、Recnition：文字识别

2、Assimilation：物理输入

3、Intra-integration：字面理解

4、Extra-integration：内涵理解

5、Retention：记忆

6、Recall：回忆

7、Communication：默读与一词一词地读的最大缺点有二，一是慢二是容易走神。克服默读之后，你的阅读能力理论上可以提高五倍，大多数人可以做到每分钟看1000个单词。

提高gre考试阅读默读速度方法如下：

3、当你可以熟练地做2时，可以在心中默数，这时就可以回自习室而不必担心被看成SB了。

4、当可以做3时就努力提高阅读速度，当超过每分钟360个词时，由于速度过快就会进入一个抑制SB的良性循环。

5、针对高手，还可以加入除了TS之外的自己的思想补充文本内容使自己在阅读时身临其境。6、直到有一天，你发现自己已经可以明确区分SB与TS并自由选择。最后你的浏览速度可以达到2000词每分钟。

攻克GRE阅读之经典长难句练习

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. (5)

难句类型：复杂修饰、省略、抽象词

译文：弗吉尼亚.伍尔夫(Virginia Woolf)在创作《黛洛维夫人》(Mrs. Dalloway)时有关其创作意图的这番发人深思的陈述，迄今为止一贯为文学评论家们所忽略，因为它突出反映了她诸多文学兴趣中某一方面，而这一方面则与人们对“诗性”小说家(poetic novelist)所形成的传统见解大相径庭。所谓的“诗性”小说家，所关注的是审视想入非非和白日梦幻的诸般状态，并致力于追寻个体意识的通幽曲径。

解释：本句逗号以前只有复杂修饰的长主语有些难，但总的来讲比较好懂，since引导的原因状语从句较难。

A、since之后的it指前面的statement，highlight的宾语an aspect之后有两个修饰成分，一个是of her literary interests，另一个是以that引导的定语从句that is very different from the traditional picture of the poetic novelist，都是修饰an aspect的。Novelist后面又有由and 连接的两个介词结构concerned with doing 修饰novelist.

B、句中有两处省略，一是在her literary interests that is very different from当中，修饰interests的定语从句中引导词+be that is 一起省略了。第二处在and之后，由于concerned with与前面的concerned with重复，所以concerned被省略。

C、本句另外一个难懂的地方，就是使用了大量的抽象词。这是文学市评论题材的文章的一个特点。

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.

攻克GRE阅读之经典长难句练习

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. (3+)

难句类型：插入语

译文：虽然古特曼承认，由于奴隶买卖而造成的被迫离散甚为频繁，但他还是证明，奴隶的偏爱——在那些奴隶买卖并不频繁的种植园上被最为显著地揭示出来——在很大程度上侧重于稳定的一夫一妻制(monogamy)。

解释：本句中插入语的使用revealed most clearly on plantations where sale wa infrequent, 后半个分句中的主语that slaves' preference与系动词was离得太远，造成阅读的困难。

意群训练：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.