GRE阅读搞定长篇文章技巧

GRE长阅读不仅文章篇幅长，题目的难度也往往比较高，可以说是既消耗时间又容易出错的困难题型。下面小编就和大家分享GRE阅读搞定长篇文章技巧，来欣赏一下吧。

GRE阅读搞定长篇文章技巧

GRE长篇阅读解题步骤：读原文

GRE阅读的基本做题方法，就是先读原文再看题目，看过题目后再根据题目定位回原文，所以读原文是做一篇阅读的第一步。有些同学已经养成了先读题目再看原文的阅读习惯，其实，做题的顺序要因阅读特点和出题方式而异，GRE阅读题目的出题顺序和原文几乎没有任何联系，也就是说第一道题可能考了原文的末尾，而最后一道题可能考的是原文的开始，故先读题目再读原文对做题没有任何帮助，反而有可能扰乱读者理解原文内在的逻辑结构。

GRE长篇阅读解题步骤：做标记

做标记是指在读文章的时候用简单的符号记录所读重点内容，这应该和读文章同步进行，标记一般可以做在草稿纸上。做标记的主要目的是为了读完选项之后能快速、准确的定位，这个步骤要求考生熟悉常考考点，对应做标记的内容烂熟于胸，这样才能不费时间的给自己下一步的定位作准标记。

GRE长篇阅读解题步骤：读题干/选项

读题干的过程也是个找题干特征的过程，看看题干所述和自己所做标记的内容有没有联系，如果有，则可以直接定位，故定位最主要的基础是题干与标记之间的联系。有时候题干可能没有可以捕捉的特征，这时考生不妨从选项下手，选项中也时常会有明显的特征反映出它与原文中的重点内容之间的相关性。

GRE长篇阅读解题步骤：定位

定位指的是确定考题针对原文中什么位置的内容发问，通常通过题干和选项的特征词来找，判断了原文所述的位置之后，就可以找原文和答案之间的对应关系了，绝大多数题目都可以通过找题干和选项的特征词准确的定位到原文某处。

GRE长篇阅读解题步骤：选答案

GRE考试的备选答案都是五个，通常很少有考题能让大家一目了然的直接判断出正确答案，总有1-2个迷惑性比较大的选项。所以，考生不妨先竖读各选相，排除一些明显错误的选项，然后再对剩下的进行细致的比较，通过原文和选项之间的文字对应关系，进行选择。

GRE考试阅读练习：舞蹈物理动作

Analyzing the physics of dance can add fundamentally to a dancer’s s kill.Although dancers seldom see themselves totally in physical term s —as body massmoving through space under the influence of well-known forces and obeyingphysical laws —neither can they afford to ignore the physics of movement. Forexample, no matter how much a dancer wishes to leap off the floor and then start turning, the law of conservation of angular momentum absolutely preventssuch a movement.

Some movements involving primarily vertical or horizontal motions of thebody as a whole, in which rotations can be ignored, can be studied using simpleequations of linear motion in three dimensions . However, rotational motionsrequire more complex approaches that involve analyses of the way the body’s m ass is distributed, the axes of rotation involved in different types of m t, andthe sources of the forces that produce the rotational movement.

26.1 The primary purpose of the pas s age is to

(A) initiate a debate over two approaches to analyzing a field of study

(B) describe how one field of knowledge can be applied to another field

(C) point out the contradictions between two distinct theories

(D) define and elaborate on an accepted scientific principle

(E) discuss the application of a new theory within a new setting

26.2. The author mentions all of the following as contributing to anunderstanding of the physics of dance EXCEPT:

(A) the law of conservation of angular momentum

(B) analyses of the way in which the body’s m as s is distributed

(C) equations of linear motion in three dimensions

(D) analyses of the sources that produce rotational motions

(E) the technical term s form ovements such as leaps and turns

26.3.The author implies that dancers can become more s killed by doingwhich of the following?

(A) Ignoring rotational movements

(B) Understanding the forces that perm it various movements

(C) Solving simple linear equations

(D) Learning the technical term s utilized by choreraphers

(E) Circumventing the law of conservation of angular momentum

26.4.Analysis of which of the following would require the kind of complexapproach described in the last sentence?

(A) A long leap across space

(B) As hort jump upward with a return to the s am e place

(C) As us tained and controlled turn in place

(D) Short, rapid steps forward and then backward without turning

(E) Quick s ides teps in a diagonal line

答案：BEBC

GRE阅读：Design-Engineering

Many objects in daily use have clearly been influenced by science, buttheir form and function, their dimensions and appearance, were determined bytechnolists, artisans, designers, inventors, and engineers—usingnon-scientific modes of thought. Many features and qualities of the objects thata technolist thinks about cannot be reduced to unambiguous verbaldescriptions; they are dealt with in the mind by a visual, nonverbal process. Inthe development of Western technoly, it has been non-verbal thinking, by andlarge, that has fixed the outlines and filled in the details of our materialsurroundings. Pyramids, cathedrals, and rock exist not because of geometry orthermodynamics, but because they were first a picture in the minds of those whobuilt them.

The creative shaping process of a technolist’s mind can be seen in nearlyevery artifact that exists. For example, in designing a diesel engine, atechnolist might impress individual ways of nonverbal thinking on the machineby continually using an intuitive sense of rightness and fitness. What would bethe shape of the combustion chamber? Where should the valves be placed? Shouldit have a long or short piston? Such questions have a range of answers that aresupplied by experience, by physical requirements, by limitations of availablespace, and not least by a sense of form. Some decisions, such as wall thicknessand pin diameter, may depend on scientific calculations, but the nonscientificcomponent of design remains primary.

Design courses, then, should be an essential element in engineeringcurricula. Nonverbal thinking, a central mechanism in engineering design,involves perceptions, the stock-in-trade of the artist, not the scientist.Because perceptive processes are not assumed to entail “hard thinking,”nonverbal thought is sometimes seen as a primitive stage in the development ofcnitive processes and inferior to verbal or mathematical thought. But it isparadoxical that when the staff of the Historic American Engineering Recordwished to have drawings made of machines and isometric views of industrialprocesses for its historical record of American engineering, the only collegestudents with the requisite abilities were not engineering students, but ratherstudents attending architectural schools.

If courses in design, which in a strongly analytical engineering curriculumprovide the background required for practical problem-solving, are not provided,we can expect to encounter silly but costly errors occurring in advancedengineering systems. For example, early models of high-speed railroad carsloaded with sophisticated controls were unable to operate in a snowstorm becausea fan sucked snow into the electrical system. Absurd random failures that plagueautomatic control systems are not merely trivial aberrations; they are areflection of the chaos that results when design is assumed to be primarily aproblem in mathematics.

19.1. In the passage, the author is primarily concerned with

(A) identifying the kinds of thinking that are used by technolists

(B) stressing the importance of nonverbal thinking in engineeringdesign

(C) proposing a new role for nonscientific thinking in the development oftechnoly

(D) contrasting the goals of engineers with those of technolists

(E) criticizing engineering schools for emphasizing science in engineeringcurricula

19.2. It can be inferred that the author thinks engineering curriculaare

(A) strengthened when they include courses in design

(B) weakened by the substitution of physical science courses for coursesdesigned to develop mathematical skills

(C) strong because nonverbal thinking is still emphasized by most of thecourses

(D) strong despite the errors that graduates of such curricula have made inthe development of automatic control systems

(E) strong despite the absence of nonscientific modes of thinking

19.3.Which of the following statements best illustrates the main point oflines 1-28 of the passage?

(A) When a machine like a rotary engine malfunctions, it is thetechnolist who is best equipped to repair it.

(B) Each component of an automobile—for example, the engine or the fueltank—has a shape that has been scientifically determined to be best suited tothat component’s function.

(C) A telephone is a complex instrument designed by technolists usingonly nonverbal thought.

(D) The designer of a new refrigerator should consider the designs of otherrefrigerators before deciding on its final form.

(E) The distinctive features of a suspension bridge reflect its designer’sconceptualization as well as the physical requirements of its site.

19.4.Which of the following statements would best serve as an introductionto the passage?

(A) The assumption that the knowledge incorporated in technolicaldevelopments must be derived from science ignores the many non-scientificdecisions made by technolists.

(B) Analytical thought is no longer a vital component in the success oftechnolical development.

(C) As knowledge of technoly has increased, the tendency has been to losesight of the important role played by scientific thought in making decisionsabout form, arrangement, and texture.

(D) A movement in engineering colleges toward a technician’s degreereflects a demand for graduates who have the nonverbal reasoning ability thatwas once common among engineers.

(E) A technolist thinking about a machine, reasoning through thesuccessive steps in a dynamic process, can actually turn the machine overmentally.

19.5 The author calls the predicament faced by the Historic AmericanEngineering Record “paradoxical” (lines 36-37) most probably because

(A) the publication needed drawings that its own staff could not make

(B) architectural schools offered but did not require engineering designcourses for their students

(C) college students were qualified to make the drawings while practicingengineers were not

(D) the drawings needed were so complicated that even students inarchitectural schools had difficulty making them

(E) engineering students were not trained to make the type of drawingsneeded to record the development of their own discipline

19.6. According to the passage, random failures in automatic controlsystems are “not merely trivial aberrations” (lines 53) because

(A) automatic control systems are designed by engineers who have littlepractical experience in the field

(B) the failures are characteristic of systems designed by engineersrelying too heavily on concepts in mathematics

(C) the failures occur too often to be taken lightly

(D) designers of automatic control systems have too little training in theanalysis of mechanical difficulties

(E) designers of automatic control systems need more help from scientistswho have a better understanding of the analytical problems to be solved beforesuch systems can work efficiently

19.7. The author uses the example of the early models of high-speedrailroad cars primarily to

(A) weaken the argument that modern engineering systems have major defectsbecause of an absence of design courses in engineering curricula

(B) support the thesis that the number of errors in modern engineeringsystems is likely to increase

(C) illustrate the idea that courses in design are the most effective meansfor reducing the cost of designing engineering systems

(D) support the contention that a lack of attention to the nonscientificaspects of design results in poor conceptualization by engineers

(E) weaken the proposition that mathematics is a necessary part of thestudy of design

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