老杜（杜昶旭）GRE填空笔记部分整理-by“ 1哥”+ TTC相关资料



转自人人网： http://blog.renren.com/share/224527161/3020187378

谢谢前辈分享。

GRE 句子填空题解题技巧（6常规+7快速）

老杜的逻辑很强大！理性的光芒照耀大地！

（注意：在复制的时候原来所标记的颜色不见了，很无奈，但是上过老杜课程的同学，讲义应该是“五彩斑斓”的，所以这份笔记可作为大家自行整理笔记的cf。这里只是整理出的一部分笔记）

 

常规解题流程

功能-概念-逻辑-语义-词汇-句义

 

 

快速解题的“7种模式”

1.A and B 模式

特征词：

not only... but also...

as well as

either... or...

or...

 

模型：

A and B |X   (X=A+B)

A and A |X   (X=A)

分割点-全局逻辑>

 

e.g.P16.2

He was regarded by his followers, as something of martinet, |not only because of his insistence on strict discipline, but also because of his rigid adherence to formal details.

 

Martinet:

1 : a strict disciplinarian
2 : a person who stresses a rigid adherence to the details of forms and methods

<可看出ETS出题rigid adherence to MWCD>

 

 

2. 递进模式

特征词：

Even, indeed, almost,

not only A but also B ( B>A ),

not completely A however B ( A>B )

 

模式：

A 递进关系词 B  （前后程度变化）

 

e.g. 16.5

Documenting science’s influence on philosophy would be superfluous since it is almost axiomatic that many philosophers use scientific concepts as the foundations for their speculations.

（AW:题材：科学、哲学、艺术）

 

Document: To support with evidence or decisive information

Axiomatic: Of, relating to, or resembling an axiom; self-evident

<表示吸引人，迷人的：

Intriguing=attractive=appealing= captivating= fascinating=tempting

Charming=enchanting=enthralling

Tantalizing=alluring= seductive(as “骚” as possible)=riveting>

 

e.g. 16.4

The results of the experiments, performed by Elizabeth Hazen and Rachel Brown were provocative |not only because these results challenged old assumptions but also because they called the prevailing methodology into questions.

 

Provocative: Tending to provoke or stimulate

Call … into question 对…提出质疑

 

注意：以下这道题与这个技巧无关但是要注意“and”表示弱因果逻辑

resolve their decade-long quarrel, which had been as acrimonious the academic etiquette of scholarly journals permitted.

And: 在连接两个动词或者是句子的时候表示弱因果

Permit：所能容忍的最大程度

Abject：low in spirit or hope 低声下气>

 

3.continue/ remain模式

A continue B      A和B 前后一致

寻找continue 和 remain的主语（动作发出者）的动作或者属性的状态

 

e.g. P 19.2

The First World War began in a context of jargon and verbal delicacy and continued in a cloud of euphemism as impenetrable as language and literature, skillfully used, could make it.

 

 

Jargon: confused unintelligible language (行话黑话术语=argot=dialect=cant=term)

Euphemism: the substitution of an agreeable or inoffensive expression for one that may offend or suggest something unpleasant

Impenetrable: incapable of being comprehended （ETS选的词词义真TMD的对应）

（AW：美伊战争-关于国家行为）

 

4. 平行结构模式

>=3元素的并列结构

模式：

A, B and C à C= A+B

 

e.g. P 19. 4

In the current research program, new varieties of apple trees are evaluated under different agricultural conditions for tree size, bloom density, fruit size, adaptability to various soils, and resistance to pests and disease.

 

 

5. 四元素模式

 

条件：@ 和 A 的关系 =  # 和 B的关系

规则：A和B在关系的角色相同，则 @=#

      A和B在关系的角色相反，则 A=#， B= @（“=” 代表逻辑层面，不是语义层面）

 

(“关系”不能是并列关系，多见于因果关系)

 

e.g. P21.14

The chances (that a species will persist) are reduced if any vital function is restricted to a single kind of organ; | redundancy by itself possesses an enormous survival advantages.

 

物种XX机会（—） ß 关键功能限制在同一器官上

；自身的 XX à 巨大的生存状态（+）

（PS: “possess”- 因果）

Redundant: serving as a duplicate for preventing failure of an entire system (as a spacecraft) upon failure of a single component

 

e.g. 21.15

People should not be praised for their virtue if they lack the energy to be wicked |in such cases, goodness is merely the effect of indolence.

 

人们不应由于美德而受到赞扬 ß 缺少作恶的力量

; 美德 ß 懒惰

Indolence- inclination to laziness: sloth

Effortless-showing or requiring little or no effort : easy- 简单容易

 

6.解释模式

模式：XXXXX ß 修饰成分/解释成分

      修饰成分/解释成分à XXXXX

 

e.g. P22.1

Nineteenth-century scholars, by examining earlier geometric Greek art, found that classical Greek art was not a magic apparition or a brilliant annexation blending Egyptian and Assyrian art, but was independently evolved by Greeks in Greece.

 

Magicß apparition

Annexation ß blending

 

Apparition: 1. A : an unusual or unexpected sight  b : a ghostly figure

2 : the act of becoming visible  

（再一次体现了ETS 出题逻辑上的明显对应）

(AW: 希腊文明产生的3个观点：1.综合了周边文明而形成的一种文明——非希腊学者；2.上天对于希腊的恩宠是从天而降——神学; 3.希腊人民独立发展起来——希腊学者)

 

e.g. P22.3

In sharp contrast to the intense idealism of the young republic, with its utopian faith in democracy and hopes for eternal human progress, recent developments suggest a mood of almost unrelieved cynicism.

 

Idealism =/= cynicism

In sharp contrast “=/=”

（AW: Cynicism 犬儒主义- 安提斯泰尼& 狄奥根尼

早期犬儒主义：

1.       随遇而安的生活态度

2.       反对一切现有的价值观

3.       戏剧式地样冷嘲热讽

 

后期犬儒主义——西奥多罗斯

精英化和权术化

上者犬儒主义——享乐主义玩世不恭 =/= 理想主义

下者犬儒主义——愤世嫉俗）

 

 

7.单空格模式

模式：

A 空格B

-空格内容和A B 相关但空格没有明显的语义对应

 

规则：A=B:空格 =正评价/正动作 (+)

      A与B相反: 空格= 负评价/负动作(-)

(通常和时间对比联合使用 A和B 两个不同的时间点表示相反的概念)

 

变体：

A XX 空格

规则： XX= 正动作/正评价： 空格= A

       XX= 负动作/负评价： 空格= 取非A

 

e.g.

P 24.1

Having fully embraced the belief that government by persuasion is preferable to government by coercion, the leaders of the movement have recently repudiated most of their previous statements supporting totalitarianism.

 

(GRE 逻辑：有时间对比，时间点逻辑前后取反)

A-      recently

B-      previous

第二个空格- 负动作

be preferable to = “>”

Repudiate:= refuse

 

e.g. P25.2

Although Johnson’s and Smith initial fascination with the fortunes of those jockeying for power in the law firm flagged after a few months, the two paid sufficient attention to determine who their lunch partners should be.

 

原因分析同上

Jockey for power 以欺诈行为而获得权利和地位

 

老杜上课提到的TTC (The Teaching Company）课程

Argumentation:The Study of Effective Reasoning

by Professor David Zarefsky

以下是他的简介+课程的contents

David Zarefsky, Ph.D.

Professor of Argumentation and Debate, Professor of Communication Studies, Northwestern University

David Zarefsky received his B.S. (with highest distinction) from Northwestern University and earned his master’s and doctoral degrees also from Northwestern. He has taught at Northwestern for more than 30 years. From 1988 through 2000, he was dean of the School of Speech. Currently, he is Owen L. Coon Professor of Argumentation and Debate and Professor of Communication Studies.

Dr. Zarefsky has served as president of the National Communication Association (NCA), one of the nation’s oldest and largest professional organizations for scholars, teachers, and practitioners in communication and performance studies. He also has been president of the Rhetoric Society of America (RSA), an interdisciplinary society of scholars interested in studying public discourse. He has held a number of other leadership positions in NCA and other professional associations and is a former editor of the journal Argumentation and Advocacy.

A prolific writer, Dr. Zarefsky has written five books and edited three more and has an impressive list of scholarly articles and reviews to his credit. He received the 1986 NCA Winans-Wichelns Award for Distinguished Scholarship in Rhetoric and Public Address for his book President Johnson’s War on Poverty: Rhetoric and History. He won the same award in 1991 for Lincoln, Douglas, and Slavery: In the Crucible of Public Debate. He is one of only three people to have received this prestigious award twice.

A nationally recognized authority on rhetoric, argumentation, and forensics, Dr. Zarefsky maintains a busy schedule as a member of external review committees for departments of communication studies, as well as of speech communication, at various universities. At Northwestern, Dr. Zarefsky teaches undergraduate and graduate courses in the history of American public discourse, argumentation theory and practice, and rhetorical analysis and criticism. He has been elected to Northwestern University’s Associated Student Government Honor Roll for Teaching on 13 occasions.

 

Table of Contents

Lecture One Introducing Argumentation and Rhetoric..................5

Lecture Two Underlying Assumptions of Argumentation..............9

Lecture Three Formal and Informal Argumentation.......................13

Lecture Four History of Argumentation Studies...........................17

Lecture Five Argument Analysis and Diagramming....................21

Lecture Six Complex Structures of Argument............................26

Lecture Seven Case ConstructionRequirements and Options.....32

Lecture Eight StasisThe Heart of the Controversy.....................36

Lecture Nine Attack and Defense I...............................................40

Lecture Ten Attack and Defense II..............................................43

Lecture Eleven Language and Style in Argument............................46

Lecture Twelve Evaluating Evidence................................................49

http://avaxhome.ws/ebooks/audiobook/argu_effect_reason_aulec.html 

这个链接很难找的！ verycd上没有直接的资源！