第一節(jié) 解題策略和備考建議
一.閱讀B節(jié)大綱樣題給我們的啟示
我們要注意這部分考的是段落的理解，我們要通讀全文尋找重復的連接手段，并確定話題詞，然后再對選項進行語篇層次的剖析，發(fā)掘選項中的重復的話題，然后用選項的話題詞來匹配文章段落的話題詞，做到對號入座。
Directions：
In the following article， some sentences have been removed. For Questions l——5， choose the most suitable one from the list A——G to fit into each of the numbered blank.There are two extra choices, which do not fit in any of the gaps. Mark your answers on ANSWER SHEET 1. (10 points)
Long before Man lived on the Earth, there were fishes, reptiles, birds, insects, and some mammals. Although some of these animals were ancestors of kinds living today, others are now extinct, that is, they have no descendants alive now. 1)________
本段話題：滅絕動物 關鍵詞：extinct
Very occasionally the rocks show impression of skin, so that, apart from color, we can build up a reasonably accurate picture of an animal that died millions of years ago. The kind of rock in which the remains are found tells us much about the nature of the original land, often of the plants that grew on it, and even of its climate.
本段話題：巖石 關鍵詞：rock
2)__________________ . Nearly all of the fossils that we know were preserved in rocks formed by water action, and most of these are of animals that lived in or near water. Thus it follows that there must be many kinds of mammals, birds, and insects of which we know nothing.
本段話題： 水保存動物化石 關鍵詞：water
3)_____________________ There were also crab-like creatures, whose bodies were covered with a horny substance. The body segments each had tow pairs of legs, one pair for walking on the sandy bottom, the other for swimming. The head was a kind of shield with a pair of compound eyes, often with thousands of lenses .They were usually an inch or tow long but some were 2 feet.
本段話題: 像蟹一樣的早期海洋動物 關鍵詞：crab-like creatures
4)_______________________. Of these, the ammonites are very interesting and important. They have a shell composed of many chambers, each representing a temporary home of the animal. As the young grew larger it grew a new chamber and sealed off the previous one. Thousands of these can be seen in the rocks on the Dorset Coast.
本段話題： 甲殼動物 關鍵詞：ammonites, shell
5)______________
About 75 million years ago the Age of Reptiles was over and most of the groups died out. The mammals quickly developed, and we can trace the evolution of many familiar animals such as the elephant and horse. Many of the later mammals, though now extinct, were known to primitive man and were featured by him in cave paintings and on bone carvings.
本段話題：爬行動物以及哺乳動物 關鍵詞：reptiles, mammals
[A] The shellfish have a long history in the rock and many different kinds are known.
[B] Nevertheless, we know a great deal about many of them because their bones and shells have been preserved in the rocks as fossils .From them we can tell their size and shape, how they walked, the kind of food they ate.
[C] The first animals with true backbones were the fishes, first known in the rocks of 375 million years ago. About 300 million years ago the amphibians, the animals able to live both on land and in water, appeared. They were giant, sometimes 8 feet long, and many of them lived in the swampy pools in which our coal seam, or layer, or formed. The amphibians gave rise to the reptiles and for nearly 150 million years these were the principal forms of life on land, in the sea, and in the air.
[D] The best index fossils tend to be marine creatures. These animals evolved rapidly and spread over large areas of the world.
[E]The earliest animals whose remains have been found were all very simple kinds and lived in the sea. Later forms are more complex, and among these are the sea-lilies, relations of the star- fishes, which had long arms and were attached by a long stalk to the sea bed, or to rocks.
[F] When an animal dies, the body, its bones, or shell, may often be carried away by streams into lakes or the sea and there get covered up by mud. If the animal lived in the sea its body would probably sink and be covered with mud .More and more mud would fall upon it until the bones or shell become embedded and preserved.
[G]Many factors can influence how fossils are preserved in rocks. Remains of an organism may be replaced by minerals, dissolved by an acidic solution to leave only their impression, or simply reduced to a more stable form.
啟發(fā)思維：
這篇文章講述的中心是化石，也可說是滅絕動物的尸體。前三段介紹化石如何的形成以及保存化石的條件，在其后的段落中按時間次序介紹了早期海洋動物，爬行動物以及哺乳動物之前的一些物種情況。
再讀選項，大致確定7個選項的啟示是：
[A]關鍵詞是“甲殼類動物(shellfish)”。
[B]談的是巖石保存滅絕動物，關鍵詞應該是巖石以及滅絕動物。
[C]首先介紹魚類，再談兩棲動物動物的情況。
[D]談海洋生物分布全球。
[E]談比較早的生物，然后是復雜點的。
[F]談水中的泥土是如何保存化石的
[G]化石如何形成以及酸化。
深入啟發(fā)：
這些選項有很多的共同點，有些選項就是在討論相同的話題詞，說明這些選項可以構成干擾選項。這些選項的細微的差別值得我們仔細看，這其中往往會有出題人留給我們的陷阱。
比如：
[B]和[G]都是在巖石如何保存化石。
[D]和[E]都是談海洋動物的情況
我們可以了解選項的結構：
[A]中的“many”說明與下文是總分結構
[B]中的“nevertheless”表明上下文是轉折，上文可能有“although”
[C]中有很多時間詞，說明上下文有很多時間詞語與該選項對應。
答案注釋
1、[答案][B]
[注釋]空格前內容講遠在人類之前，地球上就存在著一些諸如魚類的動物。它們有的還在地球上生存，有的已經滅絕，沒有涉及到化石的內容。空格后一段就直接談到了化石對我們研究動物的作用。由此我們可判斷空格處應為引出“化石”概念的內容，綜觀選項，[B]項適合，再把[B]項代入原文對照：原文前兩段的結構為鋪墊一轉引出話題一對話題引申闡述，十分吻合，故選[B]。
2、[答案][F]
[注釋]空格前面說到了化石對人們研究古生物的作用，空格后面又說到了化石的形成：幾乎所有我們知道的化石都是保存在由水作用形成的額巖石里。這些化石里的動物大多數(shù)生活在水里或者靠近水的地區(qū)。根據語脈我們可推知空格處應為與化石形成有關。有關化石形成只有[F]和[G]。而[G]更多地說到影響化石形成的因素，與后面的內容聯(lián)系不上，選項[F]。
3、[答案][E]
[注釋]空格后面內容提到還存在著類似螃蟹的生物，并且用形象的語言從多方面描述了
該類生物的結構特征,從此句中aIso可知空格處涉及到內容應該與之相近 同樣地是講生物種類，同樣地講生物結構。而且根據其按時間次序敘述的特征，這兒談的應該是更早期的物種，依據這個判斷選項E符合。
4、[答案][A]
[注釋]我們先看作為空格內容延續(xù)的其后的幾句話：這當中，菊石是很有趣和重要的種類。它們有一個由許多小室組成的額殼，每一個代表它臨時的家。當一個年幼的額菊石長大，它就自己生成一個新室而封存原先那個。從其中的of these我們可知，空格處應該是對菊石所屬大類的概括。又從“they have a shell”可比較終確定正確選項為A。它們通過詞語上下義重復這一手段來維系語篇。
5、[答案][C]
[注釋]
空格后面內容講大約七十五百萬年前，爬蟲紀的結束，許多種類滅絕。取而代之的是哺乳類動物。我們可將這個物種交替的過程往前推，我們可知空格所在段落應涉及物種更替—有關爬蟲紀的發(fā)展狀況。聯(lián)系選項只有[C]是有關爬蟲紀的內容。
參考譯文：
人類生活在地球上的很久又前，地球上有魚、爬蟲、鳥、昆蟲、和一些哺乳動物。盡管這些動物里有些是現(xiàn)代生物的祖先，但其他的卻已滅絕了，也就是說，它們現(xiàn)在已經沒有后代了。1[B]然而，我們對它們了解很多是因為它們的骨骼和外殼作為化石保存在了巖石里，從這些巖石中我們可以看出它們的尺寸和形狀，以及它們是如何行走的，以及他們所吃的食物的種類。
2[F]當一個動物死亡，它的尸體、骨骼和外殼常常被溪水帶進湖泊海洋，之后由泥土覆蓋。如果是生活在海里動物，那么它的尸體可能會下沉，被泥土覆蓋，越來越多的泥土跌落覆蓋在上面，直到骨骼或者外殼完全被包圍保存起來。幾乎所有我們知道的化石都是保存在由水作用形成的巖石里。這些化石里的動物大多數(shù)生活在水里或者靠近水的地區(qū)。因此，必然有許多我們還一無所知的動物、鳥類和昆蟲生活在它左右。
3[E]已發(fā)現(xiàn)的遺留物中早期的都是生活在海洋中的相當簡單的物種。后來的形狀更復雜，當中有海合，有著長手臂、由一根通向底或巖石的長莖吸附的星魚親系。也有蟹類生物，它們的身體由角狀物覆蓋。身體部分每邊有兩對腳。一對是用來在沙底行走，另一對用來游泳。魚上面有一雙復合眼，通常有成千上萬個透鏡。
4[A]甲殼類動物在巖石里有很長的歷史，許多不同的種類已為人類所知。這當中，菊石是很有趣和重要的種類。它們有一個由許多小室組成的殼，每一個代表它臨時的家。當一個年幼的菊石長大，它就自己生成一個新室而封存原先那個。在多西特海灘的巖里可見到成千上萬個這樣的東西。
5[C]比較初真正的脊椎動物是魚，比較早被發(fā)現(xiàn)在生活到三億七千五百萬年前。大約在三百百萬年前，兩棲動物即既能生活在陸地又能生活在水里的動物出現(xiàn)了。它們很大，有時有八英尺長。許多生在沼澤地里，那里也是煤炭斷層形成的地方。兩棲動物滋生了爬蟲動物。在近一百五十百萬年里這些是生活在陸地海洋和空氣里的生物的比較初形式。
在約七十五百萬年前，爬蟲紀過去，許多種類滅絕。哺乳動物迅速發(fā)展，我們可以追溯出許多熟悉動物的進化軌跡如大象和馬。許多后來的哺乳動物盡管現(xiàn)在已經滅絕，但卻為原始人所知，這在他們的壁畫和骨骼雕刻中可以發(fā)現(xiàn)。
Sample two 排列段落的順序
第二節(jié)選考題型之二--語段排序題經典語篇模式一：話題+問題+解決辦法
閱讀指導：這類文章多屬敘述性的說明文。文章往往是先提出某個領域或某個方面出現(xiàn)的問題，然后分析問題，比較后提出或陳述解決的辦法。這類文章的結構可能多種多樣，但只要我們善于識別“問題——分析——解決辦法”這些主要步聚，就能把握文章的主線。
經典語篇模式二：列舉
閱讀指導：列舉(listing) 是常見的段落寫作方式，其特點就好比我們列一個清單。作者用列舉的方式來呈現(xiàn)事實、觀點、理由、原因等。列舉涉及大量的事實或細節(jié)，在有明確的表示列舉的信號詞的情況下(如：First/Second/Third/Finally/)比較容易把握；但在沒有這類信號詞時，考生有時會因頭緒繁多而難以把握。但實際上，列舉總是逐項或分層次進行的，無論有沒有信號詞，我們只要清楚有哪幾個層次，在心里給它們標個序號，紛繁的內容就會變得井然有序。
經典語篇模式三：結果原因/現(xiàn)象成因
閱讀指導：探討某種現(xiàn)象的原因的文章是考試閱讀中經常遇到的。它屬于說明文。這類文章往往先引入某種現(xiàn)象或狀況：可能是社會現(xiàn)象或某一方面問題的狀況，也可能是自然現(xiàn)象，然后探討為什么會有這種現(xiàn)象或狀況，即產生的原因。在閱讀這類文章時首先要確定討論的現(xiàn)象或狀況，然后梳理清楚作者所列舉的若干原因。
的統(tǒng)計數(shù)字反映的情況真實，這說明D項“沒有反映出經濟的真實狀況”之意也不對。A項的考點是單詞“exclude(排除)”和“rebound(反彈)”以及短語“business cycle(商業(yè)周期)”；B項的考點是短語“fall short of(達不到)”和單詞“anticipation(預期)”;C 項的考點是單詞“meet(達到)”和短語“expectation(期望)”;D項的考點是單詞“fail(沒能)”和“reflect(反映)”以及短語“the true state of...(……的真實狀況)”。
經典語篇模式四：對比與比較
閱讀指導：對比(contrast)和比較(comparison)模式的文章也是考試閱讀中經常出現(xiàn)的。文章通過對比或比較來說明兩個事物間的不同之處或某些相似點。對比或比較的寫作方式一般有兩種：一種是分開比較模式，即先論述甲事物的特點或狀況再論述乙事物的，可簡述為“A+B”模式；另一種為交替比較模式，即對事物的幾個方面進行逐項比較，可簡述為“A/B+A/B”模式。在閱讀這類文章時要注意文章在哪幾個方面進行了比較，哪些是不同點，哪些是相同點。
經典語篇模式五：議題+觀點+論證
閱讀指導：這類文章往往是作者就某一話題發(fā)表自己的觀點，然后加以論證。閱讀這類文章要注意以下幾點：①文章的話題是什么？②作者就這一問題提出了什么樣的觀點？③作者用了哪些主要事實來證明自己的觀點？
經典語篇模式六：錯誤觀點+異議+證明/議論
閱讀指導：這類文章在考試閱讀中出現(xiàn)頻率很高，屬于論說文中的駁論。作者通常在文章一開始就介紹一種對某一問題的流行觀點，然后表示異議或直接表明不同的觀點。接著用事實論證流行觀點的錯誤所在或通過議論駁斥流行觀點，支持自己的論點。在閱讀這種類型的文章時我們要注意以下幾點：①所引述的流行觀點或他人的觀點是什么？②作者的觀點或態(tài)度是什么？是贊成還是反對？要注意區(qū)分作者的觀點和他人的觀點。一般來說，一些轉折詞語往往是作者的觀點和流行的觀點的分界線，如：However/But/Nevertheless/As a matter of fact等。③作者用了哪些論據來反駁流行的觀點或證明自己的觀點
(三)排序題的解題技巧
1.按照大綱樣題所給的情況，如果五道題目全部選擇同一個答案的話，這種題目就至少可以做對一道，獲得2分。
按照大綱樣題所給的情況，這種題目往往只需要做對四個就可以了，比較后一個答案不用做就水到渠成。
如果在給出兩個正確答案的情況下，如果比較后剩余兩個答案沒有做出，而自己又沒有太大把握，為了保險起見，可以在比較后的兩個答案中任意選擇一個字母，兩道題目均選此字母，這樣至少可以選對一道題。
這種題目在做對一道的情況下，每道題目可以選擇的概率分別是P51 , P41 , P31 , P21, P11
在這種數(shù)學概率的情況下，對于我們的提示就是盡量先確定答案線索比較明確的題目的答案。不用按照題目的順序答題。
一. 大綱樣題
Directions:
The following paragraphs are given in a wrong order. For Questions 41-45, you are required to reorganize these paragraphs into a coherent article by choosing from the list A-G to fill in each numbered box. The first and the last paragraphs have been placed for you in Boxes. Mark your answers on ANSWER SHEET 1.(10 points)
[A] "I just don't know how to motivate them to do a better job. We're in a budget crunch and I have absolutely no financial rewards at my disposal. In fact, we'll probably have to lay some people off in the near future. It's hard for me to make the job interesting and challenging because it isn't --it's boring, routine paperwork, and there isn't much you can go about it.
[B] "Finally, I can't say to them that their promotions will hinge on the excellence of their paperwork. First of all, they know it's not true. If their performance is adequate, most are more likely to get promoted just by staying on the force a certain number of years than for some specific outstanding ace. Second, they were trained to do the job they do out in the streets, not to fill out forms. All through their career it is the arrests and interventions that get noticed.
[C] "I've got a real problem with my officers. They come on the force as young, inexperienced men, and we send them out on the street, either in cars or on a beat. They seem to like the contact they have with the public, the action involved in crime prevention, and the apprehension of criminals. They also like helping people out at fires, accidents, and other emergencies.
[D] "Some people have suggested a number of things like using conviction records as a performance criterion. However, we know that's not fair-too many other things are involved. Bad paperwork increases the chance that you lose in court, but good paperwork doesn't necessarily mean you'll win. We tried setting up team competitions based on the excellence of the reports, but the guys caught on to that pretty quickly, No one was getting any type of reward for winning the competition, and they figured why should they labor when there was no payoff.
[E] "The problem occurs when they get back to the station. They hate to do the paperwork, and because they dislike it, the job is frequently put off or done inadequately. This lack of attention hurts us later on when we get to court. We need clear, factual reports. They must be highly detailed and unambiguous. As soon as one part of a report is shown to be inadequate or incorrect, the rest of the report is suspect. Poor reporting probably causes us to lose more cases than any other factor.
[F] "So I just don't know what to do. I've been groping in the dark in a number of years. And I hope that this seminar will shed some light on this problem of mine and help me out in my future work."
[G] A large metropolitan city government was putting on a number of seminars for administrators, managers and/or executives of various departments throughout the city. At one of these sessions the topic to be discussed was motivation-how we can get public servants motivated to do a good job. The difficulty of a police captain became the central focus of the discussion.
Order:
G ______41 ______42 ______43 ______44 ______45 ______ F
41.C 42.E 43.A 44.B 45.D
二. 實戰(zhàn)演習：
1. Exercise (本文中心是預測未來)
Directions:
The following paragraphs are given in a wrong order. For Questions 41-45, you are required to reorganize these paragraphs into a coherent article by choosing from the list A-G to fill in each numbered box. The first and the last paragraphs have been placed for you in Boxes. Mark your answers on ANSWER SHEET 1.(10 points)
[A].Over the years, societies have developed various ways to try to divine the future. Some groups attempted to acquire insight into events through magic or contact with the supernatural.
To do this, they might have read portents in the entrails of animals or in tea leaves. In ancient Rome, generals used these methods to calculate their likely success in upcoming battles. Reliance on patterns of stars as a means of predicting personal futures also developed early on.
[B]Although this is the most conservative approach to using history to predict the future, it is often the most accurate. However, each of these attempts to use history as a basis for predicting the future is inherently flawed. Therefore, they do not provide entirely accurate descriptions of the future. Perhaps this is why some people continue to prefer fortune-tellers and astrological charts to predictions based on historical events.
[C]. Well before the considerable decline of beliefs in magic by the 18th century, however, human societies had also developed ways to think about the future in clearer relation to historical time.
That is, they became aware that their societies had pasts, and they tried to relate those pasts to the
future. Most of the forecasts we deal with today, such as those that inform military or business policy, actively use history because the forecasters assume a connection among past, present, and future events. As we will see, the types of connections on which predictions are based, as well as the success rate of those predictions, vary hugely. However, the need to assess predictions applies regardless.
[D]. Three major types of predictive modes, or history-to-future thinking, exist. The first mode to arise, and one that is still widely used today, is based on assumptions about the recurrence of historical events and patterns. Analysts who employ this predictive mode assume that certain types of past developments will happen again, and that by understanding history, they can better handle future recurrences. This thinking lies behind the familiar phrase, “Those who do not know the past are condemned to repeat it.” The second predictive mode to develop, and by far the most dramatic, involves assumptions about a phenomenon called historical disruption. In this mode, prediction highlights the belief that some force is about to radically change the course of history, and therefore, the future. The third predictive mode, not necessarily the newest but certainly the one developed most systematically during the past century, involves looking to recent history for the trends that are likely to continue in the future.
[E].In order to predict the future by means of stars. They have invented a new way called astrology. Astrology, the study of how events on earth correspond to the positions and movements of astronomical bodies, was a key science in classical China, Greece, and Rome, and in the Islamic Middle East. Although astrology and astronomy went their separate ways during the 1500s, as late as the 17th century many Europeans consulted astrologers to calculate the fate of an imminent wedding or a sign of illness. For many years, scientists have rejected the principles of astrology. Even so, millions of people continue to believe in or practice it.
[F].With the three major prediction forms at our disposal, all of them plausible and widely used, why does the future continue to elude us? Why are so many predictions wrong? Many seem plausible at the time they are made- even the 1940s forecast that by the 1970s everyone would be riding around in helicopters rather than cars and the predictions during the 1970s that communes would replace individual families and youth would become a revolutionary force. Why are we still wrong?
[G].Humans have long been interested in predicting the future. It is impossible to know when groups of people became aware that what happens in the future is likely to differ from what is happening at the present moment, but realize this they did.
Order:
G ______41 ______42 ______43 ______44 ______45 ______ F
Sample Three 已知論點求論據
一、大綱解讀
語段論據匹配題主要考查考生區(qū)分論點、論據，把握論點論據一致性的能力。如樣題所示，該
題型要求考生根據文章的內容，從多個選項中找到能支持相應論點的論據。
這就要求考生理解各個論點/觀點的重點和含義，并能找出與論點一致的論據。
二、基礎知識必備
在某一標題或主題的限定下面展開論述，一般情況下可以采用的方法如下：
1分類法：這種方法常用于闡述某一概念。它通過對概念中所包括的事物進行分門別類，分別加以敘述，使考生對于這一概念獲得更為清晰的認識。如：標題中有“various forms of communication”等詞，那么，作者就可能將其分為oral speech, sign language, body language 或other forms of nonlinguistic language來加以闡述。
2例證法：即舉例法，指用典型、具體而生動的事例來說明、闡述一個觀點，支持文章標題。此種方法通常用于主題比較抽象的文章中，通過使抽象意義具體化而使文章通俗易懂并有說服力。如：講如何學習，就可能舉幾個類似于如何記單詞的例子來使文章更加生動、具體。
3列舉法：就是在文章中用一個細節(jié)來對標題所體現(xiàn)的主題思想進行說明的方法。列舉法的使用會使文章顯得思路清晰，有條有理。
4因果法：即通過分析事物發(fā)展的原因和結果將文章標題闡述清楚的一種方法。因果法有兩種；先因后果法和先果后因法。顧名思義，就是原因和結果在段落中出現(xiàn)的順序不同。
5比較、對比法：即在文章中找出兩個或兩個以上不同種類的事物之間的共同點或不同點進行闡述的方法 。比較對比法有兩種具體寫作方法：一是進行整體的比較和對比，二是進行逐項的比較和對比。
三、 解題思路指引
考生閱讀時可按照卷面排列的自然順序先看六個試題選項后讀短文，因為試題選項中的六分之五是正確答案，可以通過試題選項迅速理解文章大意，從而準確建立宏觀主旨觀念，進而有效的做到“抓大放小”�？忌x后可以首先了解試題的內容，這樣在
閱讀時可以做到目標明確，有的放矢，盡量減少盲目閱讀對時間的耗費。具體做法可
分為以下幾步進行：
1仔細閱讀六個試題選項，正確理解每個選項的意思。對于談論相似主體的選項，需區(qū)別內容的相同處和不同處，并牢記體現(xiàn)不同處的關鍵詞語。
2快速瀏覽短文，依靠標題迅速抓住每篇短文的主題。瀏覽過程中若發(fā)現(xiàn)答題所需的
具體信息，在詞語或句子下面劃線并標上所答的題號，以初步敲定。對那些暫時無法肯
定的可暫且放置一邊，留待第二次閱讀時解決。
提示：在快速瀏覽短文時，要特別注意所給的標題或黑體字，這無疑是把握各篇短文主題的比較佳途徑，它們猶如門牌號碼，可使我們在查找信息時直入大門，避免走彎路。比較
后，閱讀問題部分的六個選項時，要抓住每選項的核心意義，這樣有利于我們在查閱時迅速對號入座，減少誤差。
3第二次閱讀短文時必須有針對性，主要為了解決兩個問題：一是仔細檢查已初步認定的內容與單句是否匹配；二是找到第一遍瀏覽時尚未找到的信息。
4為確保準確無誤，若有時間可再次將選項從短文中已選擇的內容進行比較，檢查有無謬誤或疏漏之處。
一. 大綱解析
Directions:
You are going to read a text about the tips on resume writing, followed by a list if examples. Choose the best example fro, the list A-F for each numbered subheading (41-45). There is one extra example which you do not need to use. Mark your answers on ANSWER SHEET 1.(10 points)
The main purpose of a resume is to convince an employer to grant you an interview. There are two kinds. One is the familiar "tombstone" chronological order. The other is what I call the "functional" resume-descriptive, fun to read, unique to you and much more likely to land you an interview.
It's handy to have a "tombstone" for certain occasions. But prospective employers throw away most of those un-requested "tombstone" lists, preferring to interview the quick rather than the dead.
What follows are tips on writing a functional resume that will get read-a resume that makes you come alive and look interesting to employers.
(41) Put yourself fist:
In order to write a resume others will read with enthusiasm, you have to feel important about yourself.
(42) Sell what you can do, not who you are:
Practice translating your personality traits, character, accomplishments and achievements into skill areas. There are at least five thousand skill areas in the world of work.
Toot your own horn!
Many people clutch when asked to think about their abilities. Some think they have none at all! But everyone does, and one of yours may just be the ticket an employer would be glad to punch-if only you show it.
(43) Be specific, be concrete, and be brief!
Remember that "brevity is the best policy."
(44) Turn bad news into good:
Everybody has had disappointments in work, If you have to mention yours, look for the positive side.
(45) Never apologize:
If you're returning to the work force after fifteen years as a parent, simply write a short paragraph (summary of background) in place of a chronology of experience, just don't mention education.
The secret is to think about the self before you start writing about yourself. Take four or five hours off, not necessarily consecutive, and simply write down every accomplishment in your life, on or off the job, that made you feel effective. Don't worry at first about what it all means. Study the list and try to spot patterns. As you study your list, you will come closet to the meaning: identifying your marketable skills. Once you discover patterns, give names to your cluster of accomplishments (leadership skills, budget management kills, child development kills etc.) Try to list at least three accomplishments under the same skills heading. Now start writing your resume as if you mattered. It may take for drafts or more, and several weeks, before you're ready to show it to a stranger (friends are usually too kind) for a reaction. When you're satisfied, send it to a printer; a printed resume is far superior to photocopies. It shows an employer that you regard job hunting as serious work, worth doing right.
Isn't that the kind of person you'd want working for you?
[A]A woman who lost her job as a teacher's aide due to a cutback in government funding wrote:” Principal of elementary school cited me as the only teacher's aide she would rehire if government funds became available."
[B] One resume I received included the following:” Invited by my superior to straighten out our organization's accounts receivable. Set up orderly repayment schedule, reconciled account weekly, and improved cash flow 100 per cent. Rewarded with raise and promotion.” Notice how this woman focuses on results, specifies how she accomplished them, and mentions her reward-all in 34 words.
[C] For example, if you have a flair for saving, managing and investing money, you have money management skills.
[D] An acquaintance complained of being biased when losing an opportunity due to the statement "Ready to learn though not so well educated".
[E] One of my former colleagues, for example, wrote three resumes in three different styles in order to fin out which was more preferred. The result is, of course, the one that highlights skills and education background.
[D] A woman once told me about a cash-flow crisis her employer had faced. She'd agreed to work without pay for three months until business improved. Her reward was her back pay plus a 20 percent bonus. I asked why that marvelous story wasn't in her resume. She answered, "It wasn't important." What she was really saying of course was "I'm not important."
[答案]
41.F 42.C 43.B 44.A 45.D
Sample four 段落標題的選擇
選考題型之四--概括大意題
.一. 大綱樣題解析：
Directions:
You are going to read a list of headings and text about plagiarism in the academic community. Choose the most suitable heading from the list A-F for each numbered paragraph (41-45). The first and last paragraphs of the text are not numbered. There is one extra heading which you do not need to use, Mark your answers on ANSWER SHEET 1. (10 points)
[A] What to do as a student?
[B] Various definitions of plagiarism
[C] Ideas should always be sourced
[D] Ignorance can be forgiven
[E] Plagiarism is equivalent to theft
[F] The consequences of plagiarism
Scholars, writers and teachers in the modern academic community have strong feelings about acknowledging the use of another person's ideas. In the English-speaking world, the term plagiarism is used to label the practice of not giving credit for the source of one's ideas. Simply stated, plagiarism is "the wrongful appropriation or purloining, and publication as one's own of the ideas, or the expression of ideas of another."
41.
The penalties for plagiarism vary from situation to situation. In many universities, In the literary world, where writers are protected from plagiarism by international copyright laws, the penalty may range from a small fine to imprisonment and a ruined career. Protection of scholars and writers, through the copyright laws and through the social pressures of the academic and literary communities, is a relatively recent concept. Such social pressures and copyright laws require writers to give scrupulous attention to documentation of their sources. 42.
Students, as inexperienced scholars themselves, must avoid various types of plagiarism by being self-critical in their use of other scholars' ideas and by giving appropriate credit for the source of borrowed ideas and words, otherwise dire consequences may occur. There are at least three classifications of plagiarism as it is revealed in students' inexactness in identifying sources properly. They are plagiarism by accident, by ignorance, and by intention.
43.
Plagiarism by accident, or oversight, sometimes is the result of the writer's inability to decide or remember where the idea came from. He may have read it long ago, heard it in a lecture since forgotten, or acquired it second-hand or third-hand from discussions with colleagues. He may also have difficulty in deciding whether the idea is such common knowledge that no reference to the original source is needed. Although this type of plagiarism must be guarded against, it is the least serious and, if lessons learned, can be exempt from being severely punished.
44.
Plagiarism through ignorance is simply a way of saying that inexperienced writers often do not know how or when to acknowledge their sources. The techniques for documentation-note-taking, quoting, footnoting, listing bibliography-are easily learned and can prevent the writer from making unknowing mistakes or omissions in his references. Although "there is no copyright in news, or in ideas, only in the expression of them," the writer cannot plead ignorance when his sources for ideas are challenged.
45.
The most serious kind of academic thievery is plagiarism by intention. The wrier, limited by his laziness and dullness, copies the thoughts and language of others and claims them for his own. He not only steals, he tries to deceive the reader onto believing the ideas are original. Such words as immoral, dishonest, offensive, and despicable are used to describe the practice of plagiarism by intention.
The opposite of plagiarism is acknowledgement. All mature and trustworthy writers make use of the ideas of others but they are careful to acknowledge their indebtedness to their sources. Students, as developing scholars, writers, teachers, and professional leaders, should recognize and assume their responsibility to document all sources from which language and thoughts are borrowed. Other members of the profession will mot only respect the scholarship, they will admire the humility and honesty.
41.F 42.A 43.D 44.C 45.E
