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  3. You arc going to read a text about strategics for improving rending process, followed by a list of evidences. Choose the best ev

You arc going to read a text about strategics for improving rending process, followed by a list of evidences. Choose the best ev

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问题     You arc going to read a text about strategics for improving rending process, followed by a list of evidences. Choose the best evidence from the list A~F for each numbered subheading(l~5). There is one extra evidence which you do not need to use.
    Before we offer specific strategies for reading arguments, let’s examine some general strategies that can improve your ability to read any kind of college level material, from complex textbooks to primary sources in a history or philosophy course.
    【C1】Slow down:
    Advertisements for speedreading mislead us into believing that expert readers read rapidly. In fact, experts read difficult texts slowly, often rereading them two or three times, treating their first readings like first drafts.
    【C2】Get the dictionary habit:
    When you can’t tell a word’s meaning from context, get in the habit of looking it up.
    【C3】Lose your highlighter/find your pen:
    Relying on those yellow highlighters makes you too passive. Next time you get the urge to highlight a passage, write in the margin why you think it’s important.
    【C4】Reconstruct the rhetorical context;
    Train yourself to ask questions such as these: Who is this author? What audience is he or she writing for? What occasion prompted this writing? What is the author’s purpose?
    【C5】Join the text’s conversation by exploring your views on the issues before reading:
    To determine the text’s issues before reading it through, note the title, read the first paragraphs carefully and skim the opening sentences of paragraphs.
    Continue the conversation after your reading:
    After you’ve read a text, try completing the following statements in a journal: "The most significant question this essay raises is. . . " "The most important thing I learned from this essay is. . . " "I agree with the author about. . . " "However, I disagree about. . . " These questions help you remember the reading and urge you to respond actively to it.
    [A]Any piece of writing makes more sense if you think of its author as a real person writing for some real purpose out of real historical context.
    [B]One strategy is to make small tic marks next to words you’re unsure of; then look them up after you’re done so as not to break your concentration.
    [C]Converting the passage into your own language forces you to focus on the precise meanings of words. Although your translation may not be exactly what the author intended, you see more clearly where the sources of confusion lie and what the likely range of meanings might be.
    [D]They hold confusing passages in mental suspension, hoping that later parts of the essay will clarify earlier parts. They "nutshell" or summarize passages in the margins. They interact with the text by asking questions, expressing disagreements, linking the text with other readings or with personal experience.
    [E]You can then explore your own views on the issue. This sort of personal exploration at the prereading stage both increases your readiness to understand the text and enhances your ability to enjoy it.
    [F]Is it a major new point in the argument? A significant piece of support? A summary of the opposition? A particularly strong or particularly weak point? Use the margins to summarize the text, protest vehemently, ask questions, give assent—but don’t just color the pages.
【C3】
选项
答案F
解析 本段介绍了阅读文章的第三种方法：用笔写出自己的观点。文章指出我们要自己动笔写出对文章的看法，而不是仅用荧光笔把重点部分标注出来。选项F则举出我们可以针对文章提出的具体问题进一步说明可以写出哪些观点。选项中的“color the pages”与文章中“yellow highlighters”可以作为一个对应点。
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