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最近再找verbal学习方法，感觉 Ron的都很实践 根据每天查到信息随时更新！！！
RON回帖之 CR练习
http://forum.chasedream.com/thread-1215411-1-1.html
从RON回帖确认学习方法
http://forum.chasedream.com/thread-1215418-1-1.html
首先是 doing questions vs reviewing
Ron:
100 problems a day?
*five* days of just doing problems for every *one* day of review?
this is not good... not good at all.
if you're studying properly, you should be spending substantially MORE time on review than on doing problems. if you can do even close to 100 problems per day, that indicates that you're just doing problem after problem after problem after problem after problem, and not spending nearly enough (if any) time reviewing.
所以...才会有各种大神刷多少多少遍, 绝对是要刷的，而这里的刷是review。
RON SC分类学习
从题目里看题意和平行，答案里看主谓,指代,修饰 THEN look for everything else.
whatever you do, make sure that you don't try to learn *everything* with the same priority. (this is the default "software mentality" -- when you work with software, you have to treat every possible problem/bug as having the same importance, because basically *any* bug will mean that a program doesn't work.) there's waaaaayyyy too much information to keep in your conscious mind at once, so you have to choose certain topics to elevate over the others in terms of importance.
in other words, you should concentrate on PRIORITIZING the different SC topics.
the BIG MISTAKE, on SC, is to try to look for EVERYTHING that you have ever seen in the problems/exercises, all at once.
this doesn't work -- it's a lot like trying to find all of the words in a word-search puzzle at once. if you've tried that, you'll know that it leads more often than not to finding nothing.
instead, you need to have a short "priority list" of SC error types that you'll look for FIRST, and you need to relegate all other error types to lower "tiers" of this sort of hierarchical thinking.
in particular:
WHEN YOU READ THE PROMPT:
- look for the MEANING OF THE SENTENCE
- look for PARALLELISM
* FIRST * LOOK FOR THE FOLLOWING ERRORS in the answer choices:
- PRONOUNS
- MODIFIER PLACEMENT
- SUBJECT-VERB AGREEMENT
* THEN look for everything else.
think of the first-tier topics in the way you'd think about "triage" data (pulse, blood pressure, temperature) for an emergency patient at a hospital -- you ALWAYS collect the triage data first, and THEN think about everything else.
you should think about SC the same way -- if there are errors in the "triage" topics (parallelism, pronouns, modifier placement, SV agreement), then you should be finding those errors 100% of the time. if you are not finding these errors 100% of the time, then you should not move on to considering other error types until you can.
this is a "less is more" type of approach, but you should find that it throws the problems into much better focus.
SC只学习4+1原则考试够用，master完这几项再学其他小科目
sentence correction is largely an exercise in setting priorities.
the bad news: if “big notes” means that you have hundreds of pages of notes and are actually expecting to look for all of these things on test day, then that's not realistic.
the good news: there are not very many major topics in sentence correction. if you can fully master the following topics -- as in “recognize them with very close to 100% accuracy, very close to 100% of the time” -- then you will be in very good shape for sentence correction:
meaning of the sentence
parallelism
pronouns
modifier placement
subject-verb agreement
if you have not fully mastered these concepts, do not study anything else until you have. a thorough mastery of these concepts is worth more than a knowledge of literally everything else on sentence correction, combined.
good luck.
SC该怎么练习
for EVERY SC problem, in addition to the above:
* you should be able to go through the CORRECT sentence -- including the non-underlined part -- and justify EVERY construction in that sentence.
e.g.
-- if there's a modifier, you should be able to explain exactly what it modifies, and exactly why that modification makes sense.
-- if there's a pronoun, you should be able to explain exactly what it stands for, and exactly why that makes sense.
-- if there's a verb, you should be able to find its subject. you should also be able to justify the tense in which the verb is used, and/or the tense sequence of multiple verbs.
-- you should be able to explain the exact meaning of the sentence.
-- if there are parallel structures, you should be able to explain (a) the grammatical parallelism AND (b) the parallelism in meaning.
etc.
if you're doing these things, there's no way you'll be able to get through even half that number of problems.
quantity ≠ quality.
自学SC
there are a few ways in which you can glean this information if you find the answer explanations inadequate.
* first, you can post here! after all, that sort of thing is the main purpose of these forums.
* second, you can always research the topic by looking through other problems. i.e., if you are unsure whether a particular type of construction is wrong, then you should flip through a bunch of other problems and try to find the same construction in those problems; if the construction is indeed incorrect, then it should be called out as incorrect in the other problems, too.
* finally, don't forget the value of CORRECT answers.
as i said in the previous post -- in SC, you should be able to go through the CORRECT answers, and JUSTIFY EVERYTHING in the correct answer. i.e., if there is an underline, substitute in the correct answer to make a complete sentence, and then make sure that you understand everything in that correct sentence.
the good thing about this sort of strategy is that you can figure out most things by yourself. for instance, even if you've never seen a particular type of modifier before, you know that it's used correctly -- so you can just deduce its proper use from the context. etc.
OG SC 做完了咋办
Quote:set of materials (text books, practice materials),
for verbal, stick with the official guides. end of story.
if you have already solved all the problems in those guides, do the following:
SENTENCE CORRECTION:
* insert the correct answer choice into the sentence (thereby creating a totally correct sentence).
* take a look at EVERY modifier in the sentence. make sure that you can explain what EVERY modifier modifies.
* take a look at EVERY verb in the sentence. justify to yourself (a) the tense in which the verb appears, and (b) the subject of the verb.
* if there is any parallelism anywhere in the sentence, point it out.
etc.
you should do these things both inside and outside the underline. since under half of the sentence is usually underlined, these kinds of exercises should essentially more than double your learning.
学习单项到真正做题
Do I look for each of the error types one by one (subject-verb, verb tense,...., idioms)? Wouldn't that take too much time during the test?
no, of course you don't go through a whole list "checklist style" and look for the errors one at a time -- as you've stated, that would take an absolutely obnoxious amount of time.
instead, the point of the exercises is to make you better and faster at identifying each different type of error. in other words, after looking for exactly the same error type in 100 straight problems, you are going to be better at finding it.
in fact, after that many problems, you will probably have developed some sort of instinct for finding that error type -- to the point where that error type just "pops out" / makes itself known to you when you are looking for a problem. this, of course, is the point -- to build up enough concentrated experience that you begin to recognize telltale signs of certain errors immediately.
so, after you've gone through 100 problems for each individual error type, you should then start doing at least some whole problems, so that you can synthesize all the individual skills that you have painstakingly built up with the topic-specific drills (and so that you have a decent simulation of test questions). when you do this, you will probably notice that your accuracy at identifying different error types has increased significantly.
休息...
also, DO NOT STUDY FOR SEVEN DAYS A WEEK.
do not do it.
you need at least 1 day OFF per week.
you also need at least 1.5-2 hours of FREE TIME each day.
if you don't have these rest periods, your brain will not make lateral connections, as i've mentioned in some previous posts.
关于复习时间 每天4-4.5小时
* you should spend no more than 4-4.5 hours studying on any one day -- and, if you do 4 hours of studying, you should do 2 hours, then a LONG break, then 2 more hours. (adult humans are incapable of sufficient retention when studying for more than this long.)
--> but if I can find a way to make fun with my studies or find a way to put my mind at rest completely for 30 mins, these will no longer be true. is that right?
not really.
regardless of whether you can make fun and games out of it,** that's pretty much the maximum amount of learning or retention of which the normal adult human brain is capable, at least until you get some real rest/sleep. (30 minutes is a nice catnap/refresher, but it's not enough to kickstart neuron production in your brain.)
note, of course, that learning/retention is not to be confused with execution/recitation tasks, which people can pretty much do endlessly, although their performance suffers after a long enough time.
for instance, taking a test (as opposed to studying) doesn't involve any learning or retention. that's why people can grind through tests like the MCAT (which is 7-8 hours long) without too many issues. but, if you try to study for that long in a single day, it just isn't going to work -- half the stuff you "learn" is just going to fly out the other side of your head.
you MUST take at least one day per week -- preferably two, but at least one -- *off* studying.
this is a test of "lateral thinking" -- i.e., the kind of thinking that connects different concepts and tests the relationships between concepts, rather than testing things in a linear fashion.
the only time that the brain makes the requisite connections between concepts is when you take time off; if you try to study seven days per week, then you won't be able to think of things in a way that isn't perfectly logical and linear. that will spell bad news, especially on the verbal section (on which many of the problems are of types that are specifically designed *not* to be perfectly logical and linear).
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