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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.
【C4】
选项
答案A
解析 本段的主要内容是从修辞学上对文章进行重组。段落开头指出读者要训练自己对文章的作者、预期的读者、写作背景、写作目的等问题的思考能力。A选项则从角色互换的角度再次重申了这些问题。与段落主旨相符。其中选项A中的“as a real person writing”，“some real purpose out ofreal historical context”与段落中的“What is the author’s purpose”相呼应。
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