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[备考心经] [心血之作] “掌中的细沙”7周760详细操作计划方法

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151#
 楼主| 发表于 2009-8-26 02:56:00 | 只看该作者

应Wanlin小朋友要求,把总结的逻辑错题上传。我只有OG11和OG12是写在Excel里的,后来觉得花太多时间(因为我语法用了太多时间),觉得用手写在本子上更快一点。所以Feifei和Prep错题没有电子版,不好意思。比较粗糙,只是为了自己能明白,仅供参考。

在1楼最后一行。

152#
 楼主| 发表于 2009-8-26 04:09:00 | 只看该作者

有个小朋友在短消息里的提问是这样的,我回答了好长一篇,超过字数没发出去,丢了,气死了。所以贴在这里。

提问:不好意思想要麻烦您,看了你的帖子,想要请教下自己二战的复习计划。

我先说下自己的情况吧,87号一战V只有28,我想是前面的语法题目错得太多。纵观整个复习,我承认没有太重视SC,做过OGLZM之后,觉得语法不过如此。直到最后20天开始集中GWD的时候,才发觉自己的SC何其弱。于是开始prep320,SC开始提高,可是仍然来不及。因为对句意的理解把握,句子的平行对称,都没有很好的掌握。在实战中,感觉Gmac的风格有所改变,单纯靠一点点语法技巧无法做题。

RC练习过小安和MUMUGWD的正确率为70%左右。

CR的正确率还不错,FeiFei,陈向东,GWD,new prep我都做完了。FeiFei,OG,new prep,GWD(6套,后面时间来不及)都认真做了总结。

我打算在9月底二战,复习时间全职30天,我该如何进行SC呢,对于RCCR,又该如何提升?如何安排几块的时间分配才合理,现在很是头疼。

对于RC,我虽然按照小安的方法总结了OG11和杨继,可是有的文章读一遍依然不能很好地掌握脉络,尤其是生物文和天文地理。。。怎样才能达到“质变”呢,狂读GWDprep、使劲掐时间,还是踏踏实实做题、一篇一篇总结呢。这两种方法我在一站中都采取过,大概火候不到,但又怕自己方法有问题,比较困惑。错误率高的很大原因是在掐时间的情况下,无法理解长句难句,不知道怎样突破这个难关?现在每天读杨鹏难句,还可以怎样着手呢?

看到你的帖子,我想您是愿意分享的人,于是诚心请教,如果能够指点一二,非常非常感谢:)

 

回答: 我可以先给你些建议。但如果更有针对性,你能不能告诉我,1)你每项单科的具体速度和具体正确率,如果可以的话,还有不掐时间的速度和正确率,2)一战的成绩和感觉(有没有因为慌了没有发挥出水平)。提高方法无非是训练单科和整体pace,你现在说得还比较笼统(如逻辑较好,但还想再提高,好到什么程度?想提高到什么程度?)。你说得越详细,我越容易知道你的问题在哪里,提供的建议越可靠。否则大方向我想你都是清楚的,大牛们早就把该说的都说尽了,你说清楚自己的感觉,方便大家提供一些针对性的建议。

非常非常非常非常非常非常非常非常非常非常非常非常(真的很非常)初步的建议如下:

1周:语法突破 + 阅读训练

因为你语法和阅读稍弱,语法需要花大量时间训练、总结与体会;阅读需要保证阅读量提升。这阶段语法是重点,阅读关键是要掐时间认真做题,保证一定的阅读强度,如每天4篇,关键是集中精神掐时间读,克服阅读对长难句、抽象生词多题材的障碍,使自己能读长难文章能更流畅;不用分析得太细。

2周:语法巩固 + 阅读集中突破

语法因为材料多、变化丰富,可能需要进一步巩固。

但这时要多花时间提升阅读,可以按照66楼的方法,分析自己第1周错题的原因,找出自己阅读所有问题,进行针对性训练和纵向总结。(这个我在66楼有详细讨论)。“不能很好地把握脉络”不是本质问题,本质问题是这一点如何影响你做题了?你到底如何不能把握脉络了?(记不住,需要花时间回看?做主题题、态度题、段落作用题判断有困难?)画逻辑简图肯定是有帮助的,但如果想进一步提升,能不能再把你的问题说得细一些。不能速解长难句的话,以下几种方法是有用的,1)杨鹏长难句,2)自己读到长难句反复读,与杨鹏长难句同理,3)前期的语法训练,4)狂读难文章,读到吐(不求甚解,就是掐时间多读做题,做错一部分也不要紧。夸张一点说,你每天读20GMAT,读到吐,三五天保证有提高)。但是,我担心,其它方面的问题可能你还没有发现,例如对生词、抽象词的理解,对错误选项排除的速度等,所以建议66楼那些基本工作还是要做,如分题型总结一下,对正确选项与错误选项的特征有所体会,帮助提升速度。不用做完的,例如我自己对OG11前一半文章总结完毕后,觉得已经挺明白了,就再也没有总结过别的文章。

这个阶段可以适当延长。

3周:GWD 模考顺便带数学与作文

如果单科已经稳定,GWD重点是练pace,以确保能发挥出单科的水平。同时一定量的训练也能帮助进一步巩固提高。强度你自己把握,每天2套或每32套都可以,关键看你自己觉得需不需要。我个人觉得,如果单科的速度与正确率已经基本达到要求,每天1GWD会比较好,否则宁可继续弄单科。

当中可以适当停一两天,如回顾一下自己做的总结、总结下GWD、准备下作文等。

因为你逻辑已经不错,GWD正确率如果达到了目标(如每次错1-2题),就再重点分析巩固下就好了。如果你现在觉得还不行,我们再调整计划。

4周:GWD模考(同样含数学和作文)+ 机经2

 

语法我前面没有说,因为语法材料选择多、方法的争论多。我个人觉得OGPrep至少2遍,细细地读。一方面大的语法点要抓住,另一方面锻炼在复杂语境下对语法点的判断运用能力。遍数多是为了记住、体会更深,不要盲目追求多做题;但也要保证一定的题量,所以OGPrep笔记是必须的,看时要细一点,每个选项的错误都要看。至于看几遍有用,是否要每个点都纵向总结,辅以LZMBY是否有帮助……这和个人选择有关,你可能需要自己体会。

我自己是OG细细总结一遍、回顾一遍,较清晰地把握了主要语法点;Prep两遍进一步练习与体会,但来不及做全面纵向总结;最后把自己记不清、较容易错的十几个点抓出来纵向总结了一把(如case的用法、what的用法、double的用法等)。GWD时每套都错1-2题,也就不求甚解了。

这方面我回贴中涉及得较多,你可以看看,还有没有什么我可以帮得上忙的问题。但我的指导思想是,明确自己的问题究竟在哪里,找适合自己的方式。

153#
发表于 2009-8-26 08:54:00 | 只看该作者

mimi姐姐~~

谢谢你之前对我的鼓励,我这两天分析了一下,觉得我现在瓶颈的主要原因是把长难句分析给丢了。。。之前练习的杨鹏的难句有1个月没怎么再看过,觉得一下子丢了不少啊。。。

我还自己使劲做语法,其实很多句子都没有读懂。。。

还有一个月打算重新开始练习长难句,尽自己最大的努力!

我觉得真的是每一个人应该根据自己的情况具体分析,姐姐说的很对呀!!

我有问题会再问你滴~~~谢谢你!!

O(∩_∩)O~

154#
发表于 2009-8-26 15:23:00 | 只看该作者

哈哈!Mimi姐说了“我们一起来分析”,看到这么长的回复我真的太感动了!谢谢你了!其实我年龄也不小,25了都,但是英语真是一塌糊涂。所以从今天开始,我一定要天天搬个小板凳来Mimi姐这里,虚心做一个小朋友。

我阅读复习了十天时间了,之前都是不计时地做题,都是看到哪一段就把简图写到哪里,看完了简图做完了就直接做题。正确率时高时低(估计总体也只有70%以内了)。今天早上一看到回复就赶快按照你说的,找一篇文章,掐时间做,并且分析自己的弱点。发现掐时间对我的发挥影响很大,虽然基本可以做到1分钟12-15行的速度,但做题时难免脑子乱。

下面是我看的那篇文章,题目后面是我写的做题时的状态或想法,又要有劳Mimi姐给我对症下药了。。。

In 1896 a
    Georgia couple suing for damages in the

accidental death of their two year old was told that since

the child had made no real economic contribution to the

family, there was no liability for damages. In contrast,

(5) less than a century later, in 1979, the parents of a three

year old sued in New York for accidental-death damages

and won an award of $750,000.

The transformation in social values implicit in juxta-

posing these two incidents is the subject of Viviana

(10) Zelizer’s excellent book, Pricing the Priceless Child.

During the nineteenth century, she argues, the concept

of the “useful” child who contributed to the family

economy gave way gradually to the present-day notion

of the “useless” child who, though producing no income

(15) for, and indeed extremely costly to, its parents, is yet

considered emotionally “priceless.” Well established

among segments of the middle and upper classes by the

mid-1800’s, this new view of childhood spread through-

out society in the iate-nineteenth and early-twentieth

(20) centuries as reformers introduced child-labor regulations

and compulsory education laws predicated in part on the

assumption that a child’s emotional value made child

labor taboo.

For Zelizer the origins of this transformation were

(25) many and complex. The gradual erosion of children’s

productive value in a maturing industrial economy,

the decline in birth and death rates, especially in child

mortality, and the development of the companionate

family (a family in which members were united by

(30) explicit bonds of love rather than duty) were all factors

critical in changing the assessment of children’s worth.

Yet “expulsion of children from the ‘cash nexus,’...

although clearly shaped by profound changes in the

economic, occupational, and family structures,” Zelizer

(35) maintains. “was also part of a cultural process ‘of sacral-

ization’ of children’s lives. ” Protecting children from the

crass business world became enormously important for

late-nineteenth-century middle-class Americans, she

suggests; this sacralization was a way of resisting what

(40) they perceived as the relentless corruption of human

values by the marketplace.

In stressing the cultural determinants of a child’s

worth. Zelizer takes issue with practitioners of the new

“sociological economics,” who have analyzed such tradi-

(45) tionally sociological topics as crime, marriage, educa-

tion, and health solely in terms of their economic deter-

minants. Allowing only a small role for cultural forces

in the form of individual “preferences,” these sociologists

tend to view all human behavior as directed primarily by

(50) the principle of maximizing economic gain. Zelizer is

highly critical of this approach, and emphasizes instead

the opposite phenomenon: the power of social values to

transform price. As children became more valuable in

emotional terms, she argues, their “exchange” or “ sur-

(55) render” value on the market, that is, the conversion of

their intangible worth into cash terms, became much

greater.

简图:

Phenomena1.1896 suingNo economic valueNo award

           2. 1979 won an award

Explanation: VZ(Vivia Zelizer) book, PPCemotionally “priceless”

           19-20 century, reformers:child- labor regulation+ education law

           VZ:many factors are critical in assessment, also a cultural process of sacralization

           VZ criticised “sociological economics”( 简图的问题多亏看了Mimi姐的回复,现在简洁多了!)

正确答案在选项后面

37. It can be inferred from the passage that accidental-death damage awards in America during the nineteenth century tended to be based principally on the 我选(A)这题没回原文定位,凭记忆做对

(A)  earnings of the person at time of death(A)

(B)   wealth of the party causing the death

(C)   degree of culpability of the party causing the death

(D)  amount of money that had been spent on the person killed

(E)   amount of suffering endured by the family of the person killed

38. It can be inferred from the passage that in the early 1800’s children were generally regarded by their families as individuals who E)这题我错了,首先看到了C选项,觉得对,保留,再往下看,看到E的时候我可能暂时忘记了原题讲的是children了,完全曲解了它的意思,以为E是说对孩子的assessment这方面有过多financial burdens。这时候再回头看C(此时可能又记起来问题说的是childern了)觉得孩子不仅对有钱家重要,对没钱家庭也重要啊~因此,稀里糊涂就把C给排除了~

(A)  needed enormous amounts of security and affection

(B)   required constant supervision while working

(C)   were important to the economic well-being of a family(C)

(D)  were unsuited to spending long hours in school

(E)   were financial burdens assumed for the good of society

39. Which of the following alternative explanations of the change in the cash value of children would be most likely to be put forward by sociological economists as they are described in the passage?这题也错了,而且错得离谱,选了E,我就记得当时掐时间做题,看到这题脑子是空白,读过选项后又不记得问题了~~ 看看时间觉得不够了,就瞎选了。

(A)  The cash value of children rose during the nineteenth century because parents began to increase their emotional investment in the upbringing of their children.

(B)   The cash value of children rose during the nineteenth century because their expected earnings over the course of a lifetime increased greatly. (B)

(C)   The cash value of children rose during the nineteenth century because the spread of humanitarian ideals resulted in a wholesale reappraisal of the worth of an individual

(D)  The cash value of children rose during the nineteenth century because compulsory education laws reduced the supply, and thus raised the costs, of available child labor.

(E)   The cash value of children rose during the nineteenth century because of changes in the way negligence law assessed damages in accidental-death cases.

40. The primary purpose of the passage is to这题我也错了,选了D。我以为,这是一篇现象解释类文章,那么文章主旨应该跟解释现象有关,哪知道答案竟然是B! 这种main purpose的题我老错,之前没有掐时间做些阅读的时候,有时全部都做对了,就错一道main purpose~

(A)  review the literature in a new academic subfield

(B)   present the central thesis of a recent book (B)

(C)   contrast two approaches to analyzing historical change

(D)  refute a traditional explanation of a social phenomenon

(E)   encourage further work on a neglected historical topic

41. It can be inferred from the passage that which of the following statements was true of American families over the course of the nineteenth century?
    
做对了。但是花了较长时间,因为不知道the cource是指的哪个,答案是我排除比较出来的。

(A)  The average size of families grew considerably

(B)   The percentage of families involved in industrial work declined dramatically.

(C)   Family members became more emotionally bonded to one another. (C)

(D)  Family members spent an increasing amount of time working with each other.

(E)   Family members became more economically dependent on each other.

42. Zelizer refers to all of the following as important influences in changing the assessment of children’s worth EXCEPT changes in 做对了,看了简图里有assessment,回原位定位,就得出了答案。

(A)  the mortality rate

(B)   the nature of industry

(C)   the nature of the family

(D)  attitudes toward reform movements(D)

(E)   attitudes toward the marketplace



[此贴子已经被作者于2009/8/26 18:24:01编辑过]
155#
发表于 2009-8-26 15:32:00 | 只看该作者

Mimi姐,不要怪我这个老小朋友把你给叫老了哟~

还有,你的确在东八区里生活吗?看你北京时间凌晨4点还在回帖,身体受得了吗?

为了你这一帮小朋友们,你可得保重身体啊!

如果不是特别情况的话,建议你还是12点前睡觉,这样才能青春永驻、永葆容颜啊!

156#
发表于 2009-8-26 23:16:00 | 只看该作者

    

看到姐姐这么晚还在回复我的消息还给了这么多建议,真是非常感动,非常非常感谢~~~~

            

        
先回答姐姐的问题1)你每项单科的具体速度和具体正确率,如果可以的话,还有不掐时间的速度和正确率,2)一战的成绩和感觉(有没有因为慌了没有发挥出水平)。提高方法无非是训练单科和整体pace,你现在说得还比较笼统(如逻辑较好,但还想再提高,好到什么程度?想提高到什么程度?)。

            

1
)前天正式开始二战的复习,今天统计了下这两天的做题情况:


    

RC


    

昨天完成prep 30
            


    

掐时间:短文章( 19篇)
        
错误率30%   5-6 mins


    

长文章( 11篇)
        
错误率35%   8-10 mins


    

 今天完成GWD 1-5 20


    

错误率         
      
时间


    

GWD
1            
5/14             
36 mins


    

GWD
2            
9/14             
34 mins


    

GWD
3            
3/14             
33 mins


    

GWD
4            
2/14             
32 mins


    

GWD
5            
1/14             
25 mins


    

我在7月复习时候做过GWD,这几套做完没有总结过。第一次做的错误率为5-6个每套,今天的GWD 1GWD 2比上次错的还多。。错题还不一样。。。将第二套的错误总结一下:


    

1.主旨题错误:看过一遍文章,文章七拐八弯之后,只记得细节,或者是部分结构,读完了之后大框架和态度记不全。(强烈觉得脑容量不够。。。怎么才能修炼到看一遍就可以画出简图的境界阿。。。)


    

2.细节题/推论题错误:扫过信息,但是没有尽可能地读懂或者理解,回去定位时候又要重新读重新理解,很耗费时间;选项之间的排除速度太慢,特别是碰到长的选项,定位完了再比较ABCDE,排除3个,剩下2个继续纠结,有时候需要再次读原文进行筛选。速度太慢。


    

3.对原文的理解有偏差,原文中某句话,可能需要读2遍才理解,或者做题的时候发现其实作者不是那个意思。另外就是抽象词语及个别单词的理解有问题(需要背单词)。


    

CR


    

错误率         
时间


    

GWD
1          
1/11             
22 mins


    

GWD
2          
1/11             
24 mins


    

GWD
3          
3/18             
33 mins


    

Prep
(old)     
1/15             
27 mins 


    

 


    

Prep
(old)
1/4的题目做过。


    

错题主要出现在长的题目和选项上,不认识的单词加难句,没理解。


    

另外,一战复习时候做新题目CR的错误率在30%左右(new prep and GWD)


    

 

SC


    

一战时做GWD要错掉一半。。。


    

Prep
new
错误率在30%左右。


    

 


    

一战时候,确实有点心慌,特别是对着SC, 每道题目都特纠结,排除2-3个选项后,基本就没办法了。。特别是感觉时间用久了,就猜一个。。。然后感觉就是一路蒙过来的。。。有的句子出现了,读不懂让我更慌,分析来分析去,觉得成分怎么这么奇怪,还有不认识的单词放在里面。。。心态多少受到些影响。因为没有进入高分题库,所以CR相对简单,没有耗用多的时间,考试时间够用,pace没有乱。


    

 


    

根据自己的情况,参照姐姐的建议,制定了一个初步的复习计划,烦请姐姐指点:


    

1


    

RC


    

1) 杨鹏难句 1hr per day


    

2)
prep 30
篇、GWD1-10 (拆成单项训练-RC)做题及分析错误率高的文章,长短文章分开总结,做简图并体会错误选项,查找弱点并进行总结(66楼及150)


    

CR


    

15-20
per day,
重在思路。


    

SC


    

Prep
320
一遍


    

 


    

2


    

GWD
11-12
(拆成单项训练)


    

RC


    

1)
        
杨鹏难句 1hr per day


    

2)
难文章分题型总结(OG/GWD)


    

CR


    

15-20
per day,
重在思路并总结。


    

SC


    

1)
Prep 320
第二遍


    

2)
GWD1-12 (拆成单项训练-SC


    

3)
纵向总结易错点


    

 


    

3


    

GWD
13-18


    

数学+作文


    

SC-
OG
GWD/prep的错题过一遍


    

 


    

4


    

GWD
19-21


    

数学+作文+JJ


    

 


    

先谢谢~~~~希望姐姐注意身体啊~~~



[此贴子已经被作者于2009/8/26 23:34:57编辑过]
157#
发表于 2009-8-26 23:38:00 | 只看该作者

哈哈,看来Mimi姐接受了我的提议,准备从此以后早睡早起啦!(Assumption:姐姐和我们是一个时区的)

真是那样的话为你感到高兴啊!我的问题可以晚点解决没关系。


[此贴子已经被作者于2009/8/26 23:38:06编辑过]
158#
 楼主| 发表于 2009-8-27 03:36:00 | 只看该作者
以下是引用deadknot在2009/8/26 15:23:00的发言:

这个颜色是我的回复。我今晚有事,所以凌晨才回来上线了。

哈哈!Mimi姐说了“我们一起来分析”,看到这么长的回复我真的太感动了!谢谢你了!其实我年龄也不小,25了都,但是英语真是一塌糊涂。所以从今天开始,我一定要天天搬个小板凳来Mimi姐这里,虚心做一个小朋友。

千万别这么说,一方面我有冒充“大牛”的嫌疑,另一方面我觉得GMAT还是要自己体会进步最大,别人毕竟是旁观者。我可以提供些建议,也许对你有启发作用。但根据题目去CD上看现有讨论贴、偶尔回顾一下大牛的贴子再体会一下,可能帮助更大。

我阅读复习了十天时间了,之前都是不计时地做题,都是看到哪一段就把简图写到哪里,看完了简图做完了就直接做题。正确率时高时低(估计总体也只有70%以内了)。今天早上一看到回复就赶快按照你说的,找一篇文章,掐时间做,并且分析自己的弱点。发现掐时间对我的发挥影响很大,虽然基本可以做到1分钟12-15行的速度,但做题时难免脑子乱。

下面是我看的那篇文章,题目后面是我写的做题时的状态或想法,又要有劳Mimi姐给我对症下药了。。。

根据你上述的情况,以及我仔细看了文章后的体会。我还是觉得你需要1)严格掐时间做题,速度是练出来的,你越早开始带着时间的紧张感做题,越早能练出来;2)不计时间地分析题,你下面那篇文章的例子这样做法就很好:记得哪题做得快、定位清晰、为什么;记得哪些做得慢、做得不好、为什么。

你现在需要的是继续练习,从做得好的题目中吸取经验,从做得差的题目中总结教训。那么,我现在可以帮助你的是,在总结的时候对错误、不会做、做得慢的原因挖掘得更“深”一点,并且帮助你分析,如何在阅读文章时避免这些错误、不会做、做得慢的情况。

首先,建议你分开记录读文章的时间和做题的时间。我查了自己的笔记,第一次读文章5分钟(超时1分钟),这是因为我当时对句式结构略复杂的长句反应速度还不够快,对抽象词组需要花时间理解,而且花时间思考逻辑顺序。做题5分30秒,1道主题题疑惑,6题全对。

其次,建议你在看答案之前,不计时间地把文章反复读懂,然后自己再一道道题重新一一回去定位,检查一遍答案,然后才去对答案;这时候去看OG、查CD讨论、查字典等等,随便你。如果你能这样做4-8篇,相信你能对自己的问题看得非常明白,究竟是哪里理解出了偏差。

下面是对文章的具体分析:

这篇文章的典型特点是:文章略难,而题目和选项本身其实非常简单,无关非常明显。表现为文章抽象词(组)多、句式略复杂、部分次层次的逻辑顺序颠来倒去(一般主层次都是比较清晰的)、主题句不出现在首段造成主题不易辩别。

In 1896 a Georgia couple suing for damages in the

accidental death of their two year old was told that since

the child had made no real economic contribution to the

family, there was no liability for damages. In contrast,

(5) less than a century later, in 1979, the parents of a three

year old sued in New York for accidental-death damages

and won an award of $750,000.

首段确实是一个现象,后面可能是现象解释型,但不一定,你下次记得这个教训就好了。

另外,一旦出现这样的有年份(尤其出现了2个年份的对比),立刻开始记年份数字,几乎肯定要考、肯定会细节定位。(我查了自己的原始笔记,1896 G Vs. 1979, $。最后一个字母是美元符号,表示金钱;G是佐治亚州,G后面并没有用到,写了再说。脑海里迅速地整理下,1896小孩子不赔钱,1979赔钱,时间顺序很好记,因为凭常识就可记得认为小朋友不值钱是不对的。)

The transformation in social values implicit in juxta-

posing these two incidents is the subject of Viviana

(10) Zelizer’s excellent book, Pricing the Priceless Child. (这句是Topic sentence,你没有读出来是因为事先做了预判,觉得是现象解释型,下次注意就好了。读句子的意思是读谓语,这是个判断句,什么是什么,其中是有观点,记只需要记名词。我的笔记是“VZ,P”。人名与书名,人名一定要同时记名、姓,GMAT惯用手法,后面只出现,你可以很快地看一眼笔记,发现Z就是前面的VZ,这样逻辑就串起来了。这里最要记得是,出现了一个作者,一本书。后面反复说这个作者的观点如何、这个作者的观点如果与别人不同等等,这样主题题就清楚了。

During the nineteenth century, she argues, the concept

of the “useful” child who contributed to the family

economy gave way gradually to the present-day notion

of the “useless” child who, though producing no income

(15) for, and indeed extremely costly to, its parents, is yet

considered emotionally “priceless.” (读到这里,记“19 useful ->20 useless, priceless”. 年份必记,后面必考其中一部分年份。其它有印象就可,都可以回来定位。记得出现两个观点的变化。)Well established

among segments of the middle and upper classes by the

mid-1800’s, this new view of childhood spread through-

out society in the iate-nineteenth and early-twentieth

(20) centuries as reformers introduced child-labor regulations

and compulsory education laws predicated in part on the

assumption that a child’s emotional value made child

labor taboo. (这里我记了“m18->19/20……”,表示middle 18世纪到19/20,后面讲了原因,原因要读懂,对关键词隐约有印象,记不记笔记都行,如果考到可以回来定位。年份最易记混,所以必记,而education laws之类名词,你不记也很容易有印象,大不了回来定位。年份不记就不知道何以定位,因为题目会问年份“某某世纪发生了什么”。)

For Zelizer the origins of this transformation were

(25) many and complex. The gradual erosion of children’s

productive value in a maturing industrial economy,

the decline in birth and death rates, especially in child

mortality, and the development of the companionate

family (a family in which members were united by

(30) explicit bonds of love rather than duty 有括号的稍微注意下,是一种语言现象) were all factors

critical in changing the assessment of children’s worth.

(读到这我记了“For Z,原因”。大列举扫过去,一般可以考except类题目,读得基本懂就可,不必记,肯定要回来定位的。如果不考不值得记,如果考到,四五个原因你肯定为了保险起见,就算记得也要回来定位。同时注意,Z再次出现,而且是围绕她的观点展开。)

Yet “expulsion of children from the ‘cash nexus,’...

although clearly shaped by profound changes in the

economic, occupational, and family structures,” Zelizer

(35) maintains. “was also part of a cultural process ‘of sacral-

ization’ of children’s lives. ” (这句别扭,GMAT惯用手法,硬性把Z插在一整句话中间,如果你长难句训练到位,会自然地把Z跳过,再读句子,很容易明白意思,总之是大列举了一堆原因也重要,cluture process of...更重要。记“Z:yet...cluture”.而且yet那半句复杂、有奇怪生词,后半句简单;但后半句更重要。)Protecting children from the

crass business world became enormously important for

late-nineteenth-century middle-class Americans, she

suggests; this sacralization was a way of resisting what

(40) they perceived as the relentless corruption of human

values by the marketplace. (到此包括分号后面都是对Z这句话的解释阐述,虽然出现年份,但还是前面记过的19/20,没有变化。不记也可。)

In stressing the cultural determinants of a child’s

worth. Zelizer takes issue with practitioners of the new

“sociological economics,” (读到take issue眼睛一亮,马上读下去,记她反对了“谁”的“什么观点”)who have analyzed such tradi-

(45) tionally sociological topics as crime, marriage, educa-

tion, and health solely in terms of their economic deter-

minants. (这里明白了,记“Z take issue 经济”,我原始笔记如此,可能既表示社会经济学家,又表示他们认为什么都是经济决定因素重要)Allowing only a small role for cultural forces

in the form of individual “preferences,” these sociologists

tend to view all human behavior as directed primarily by

(50) the principle of maximizing economic gain. Zelizer is

highly critical of this approach, and emphasizes instead

the opposite phenomenon: the power of social values to

transform price. As children became more valuable in

emotional terms, she argues, their “exchange” or “ sur-

(55) render” value on the market, that is, the conversion of

their intangible worth into cash terms, became much

greater. (后面的句子都是围绕Z不认同展开,对认同的内容读基本懂、有印象。)

简图:

Phenomena1.1896 suingNo economic valueNo award

           2. 1979 won an award

Explanation: VZ(Vivia Zelizer) book, PPCemotionally “priceless”

           19-20 century, reformers:child- labor regulation+ education law

           VZ:many factors are critical in assessment, also a cultural process of sacralization

           VZ criticised “sociological economics”( 简图的问题多亏看了Mimi姐的回复,现在简洁多了!)

我的简图几乎和你完全一样,是边读边记的,符号更简单实用。你可以试试。毕竟你最后要练习的是在考试中如何记忆并帮助解题。还有的重要微小区别,我后面会提到。

正确答案在选项后面

37. It can be inferred from the passage that accidental-death damage awards in America during the nineteenth century tended to be based principally on the 我选(A)这题没回原文定位,凭记忆做对 这道题目很简单吧,无关非常明显。因为首段一般印象深,而且内容具体生动。选项无关非常明显。即使要回去定位也很容易。保险起见,你可以1)看笔记确认首段确实是1896,对应题目中的the nineteenth century,2)回首段定位,因为选项D也提高了经济价值,可能会记不清。

(A)  earnings of the person at time of death(A)

(B)   wealth of the party causing the death

(C)   degree of culpability of the party causing the death

(D)  amount of money that had been spent on the person killed

(E)   amount of suffering endured by the family of the person killed

38. It can be inferred from the passage that in the early 1800’s children were generally regarded by their families as individuals who E)这题我错了,首先看到了C选项,觉得对,保留,再往下看,看到E的时候我可能暂时忘记了原题讲的是children了,完全曲解了它的意思,以为E是说对孩子的assessment这方面有过多financial burdens。这时候再回头看C(此时可能又记起来问题说的是childern了)觉得孩子不仅对有钱家重要,对没钱家庭也重要啊~因此,稀里糊涂就把C给排除了~这题还是记笔记和定位问题,做这种题最好的方法并不是一一排除混洧选项,而是回去定位确认正确选项。读题目,early 1800's,看我的笔记,惟一可以对应的点是middle 18->19/20. 一种新观点从18世纪中期起延至19、20世纪,middle与题目中的early对应得多巧妙啊,典型的infer题,马上回第二段去看early 18的老观点:the concept of the “useful” child who contributed to the family
           

economy
           
gave way gradually to the present-day notion

          

of the “useless” child  答案是多末滴明显啊~~~~

economy
           
gave way gradually to the present-day notion

          

of the “useless” child  答案是多末滴明显啊~~~~

(A)  needed enormous amounts of security and affection

(B)   required constant supervision while working

(C)   were important to the economic well-being of a family(C)

(D)  were unsuited to spending long hours in school

(E)   were financial burdens assumed for the good of society

39. Which of the following alternative explanations of the change in the cash value of children would be most likely to be put forward by sociological economists as they are described in the passage?这题也错了,而且错得离谱,选了E,我就记得当时掐时间做题,看到这题脑子是空白,读过选项后又不记得问题了~~ 看看时间觉得不够了,就瞎选了。

(句子很长,应该不用定位也可以记得是最后一段,如果sociologist只在最后一段出现,笔记是“Z at issue 经济”,你根本不用记太细,只需要记得社会经济学家觉得经济因素决定一切,就很好做,因为其它选项无关得非常非常严重说白了,就“经济”两字够了。长选项竖读,很容易发现前半句不用读。我把前半句删掉,你看句子并不长吧。)

(A)  The cash value of children rose during the nineteenth century because parents began to increase their emotional investment 多么滴无关 in the upbringing of their children.

(B)   their expected earnings over the course of a lifetime increased greatly. (B)

(C)   the spread of humanitarian  多么滴无关  ideals resulted in a wholesale reappraisal of the worth of an individual 不仅是我划出的词,这些选项后面没有一个词和经济有关。

(D)  compulsory education laws  多么滴无关  reduced the supply, and thus raised the costs, of available child labor.

(E)   changes in the way negligence law  多么滴无关 assessed damages in accidental-death cases.


[此贴子已经被作者于2009/8/27 3:51:46编辑过]
159#
 楼主| 发表于 2009-8-27 03:38:00 | 只看该作者

贴子太长了,分两篇回答。

40. The primary purpose of the passage is to这题我也错了,选了D。我以为,这是一篇现象解释类文章,那么文章主旨应该跟解释现象有关,哪知道答案竟然是B! 这种main purpose的题我老错,之前没有掐时间做些阅读的时候,有时全部都做对了,就错一道main purpose~主题题是比较容易提高的,做下纵向总结,快速地回顾下每篇文章的大架构、TS、重点观点句,体会一下,相信你很快就会有感觉的。以这篇为例:
 

段1:1896 G Vs. 1979 $
 

段2:VZ, P:19 useful->20 useless, pricesless
 

           m 18--19/20
 

段3:For Z, 原因,yet..., culture
 

段4:Z take issue 经济
 

通篇都在ZZZZZZZ怎么说,怎说讲,怎么不同意别人。
 

Topic sentence: The transformation in social values implicit in juxta-
      

posing these two incidents is the subject 完全对应正确选项中的thesis  of Viviana
       

(10) Zelizer’s excellent book, Pricing the Priceless Child.

posing these two incidents is the subject 完全对应正确选项中的thesis  of Viviana
       

(10) Zelizer’s excellent book, Pricing the Priceless Child.

posing these two incidents is the subject 完全对应正确选项中的thesis  of Viviana
    

(10) Zelizer’s excellent book, Pricing the Priceless Child.


 


    

(A)  review the literature in a new academic subfield
    

(B)   present the central thesis of a recent book (B)
    

(C)   contrast two approaches to analyzing historical change
    

(D)  refute a traditional explanation of a social phenomenon

首先,这是典型的GMAT“以偏盖全选项”,第四段才repute别人了。
 

其次,首段是仅仅是个事件,并非一种社会现象,后面说,Z书的主题是以这组事件所揭示的社会现象……
   

(E)   encourage further work on a neglected historical topic
    

41. It can be inferred from the passage that which of the following statements was true of American families over the course of the nineteenth century?
    
做对了。但是花了较长时间,因为不知道the cource是指的哪个,答案是我排除比较出来的。又是活生生的例子,1)course是个抽象词,下次再出现,直接忽略不计,总之是泛指某某时段发生的一个过程。在有新老观点题中,指变化。2)again,方法不是排除错误选项(排除错误选是慢滴,而且费时间滴,估计凭印象能很快地排除几个非常无关的,对于正确与主要混洧选项,应该是通过确认正确选项来排除错误选项。3)题目问,over the 19th,再次是middle 18--->19/20那段,useful-->priceless。这里的priceless是指emotional priceless。这里可以精确定位到第三段里提高family bonding是这种变化的原因之一,是第二段的延续。注意,正确答案是考到了括号里的,值得留意。(这就是总结的力量)。

这道题本身不难,难的是花时间,你可以把第二段、第三段都读一遍,仔细辩别,例如发现(A)讲了average size,而原因中讲的是family structure等等,这种太花时间了,注意括号语言现象是最快的方法。

(A)  The average size of families grew considerably

(B)   The percentage of families involved in industrial work declined dramatically.
 


    

(C)   Family members became more emotionally bonded to one another. (C)
    

(D)  Family members spent an increasing amount of time working with each other.

(E)   Family members became more economically dependent on each other.
    

42. Zelizer refers to all of the following as important influences in changing the assessment of children’s worth EXCEPT changes in 做对了,看了简图里有assessment,回原位定位,就得出了答案。如果你要记下assessment这种词定位,太慢了,而且下次题目换个词?重点是1)读懂文章,有印象全篇讲的是小朋友值多少钱看法的变化,中间某段讲了影响其变化原因,含义上理解,2)关键是记得那段有“大列举”,GMAT太爱出大列举的EXCEPT题了。
   

(A)  the mortality rate
    

(B)   the nature of industry
    

(C)   the nature of the family
    

(D)  attitudes toward reform movements(D)
   

(E)   attitudes toward the marketplace


[此贴子已经被作者于2009/8/27 3:53:05编辑过]
160#
 楼主| 发表于 2009-8-27 03:50:00 | 只看该作者
另一个小朋友的问题明天回答吧,现在没力气了。
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