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『梦之队日记』12.21.二战,求监督求鞭策!每日更新MANHATTAN SC笔记~

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楼主
发表于 2011-11-8 06:53:19 | 只看该作者 回帖奖励 |倒序浏览 |阅读模式
我其实是个很懒散很图安逸的家伙,由于对自己太好于是管束太松,所以需要监督和鞭策!
目前是在职准备,上班不算太忙但是闲的时候也不多。
12.21.二战,期间可能还需要准备文书。要申请明年的眼看着时间已经来不及了,但是我还是想再试试看!谁让加拿大那地方基本没有春季开学的学校呢。
我的计划是21.二战成绩OK就开始投材料,然后一起准备雅思。如果二战不行就再推一年再考!但是啊但是,绝对不能给自己留太多后路,容易消磨意志!

我一战情况很惨,数学50 VERBAL只有18(印象中,实在不想再看遍成绩单)剩5题没做完
考前PREP模拟700,GWD只做了五套错误在8-12题基本。
我觉得我这种模考一帆风顺实战翻船的落难者还是很有借鉴价值的。
总结了一下,1.PREP由于做过两遍导致模拟的时候正确率不准确(记性说不上太好,但是做过的基本上都会有个大体印象) 2.速度太慢要锻炼pace 3.对阅读本身存在恐惧感,对于看起来很难没看过的阅读更有恐惧。 4.对OG研究的不够深入,光靠做题是不够的! 5.当天很悲惨的生理期身体状态差

当天回来后翻了大牛们的各种经验贴列出了计划,我的复习计划会写的稍微详细这样大家可以指点一下另外一些需要二战甚至准备一战的筒子们也能借鉴。
我的目标:1.要把GMAT当做情人一样来爱!
                 2.要做一只能打到奥特曼的小怪兽!
所以请大家摸摸我的头鼓励下我啊~~~滚床单求抱抱。。。。

二战计划分为两阶段:
11.8.-11.27.三周重新打基础!

第一周:OG+MANHATTAN+小安
周1-5:1. SC刷一遍OG,做题认真研究解答。然后配合这看MANHATTAN整理笔记(每天两章)。
周末:2. 再刷一遍OG,要做到自己能对着每题排查出考点,然后对照后面解答补充完善缺漏
3. 再刷一遍OG,按照MANHATTAN考点整理OG SC题目(至少前11题,归纳不出来的不要耗太多时间)
搭配进行:小安80(我取整哈哈!)每天8篇,以4篇为一个单位进行。
做题,对答案,写提纲(或者回忆提纲),划出可能考点,将考点回归原文对比
这周做掉40篇!我没时间睡觉觉了。。。。滚床单嚎叫!嗷嗷嗷嗷嗷!

第二周:OG+Bible+小安
1. 依旧刷OG,看解答
2. 看Bible中文(英文版实在太大了网速慢下不了估计也没时间看),中文版的困境区抓老大有整理的大家可以找找
3. 按类型整理进表格(从上班以后做表就成了我的习惯,筛选什么的很方便的)
4. 配合进行:小安每天8篇,要求同上。SC PREP08每天20道限时30mins研究语法笔记
5. 周末:按照类型再刷一遍OG,先理清逻辑链可不做题(记得答案是我的最大硬伤,绝对要忍住不看答案逼自己分析题目!)

第三周:克服阅读恐惧!
1. 小安80收尾(按照鱼对自己的了解,每天8篇的任务很有极有非常有可能完不成!所以大家一定要鞭策我不然就鞭笞我啊啊啊!)
2. 小安80按照类型题回归原文,行程习惯考点(即在哪里容易出题,哪些是关键词?)
3. 看文章并习惯性记忆考点与关键词,然后不看原文自己梳理框架,最后看选项(不看题目!)争取凭记忆用排除筛选答案。
这个阶段大量阅读是为了克服恐惧心理,试图记忆文章内容是为了增加闪存,考场上记得的内容越多做题的时候越有利。当然千万不能光凭记忆做题!增加闪存是为了快速定位,做题的时候还是千万千万要回去定位的!(鱼就是属于看完不留一点痕迹定位还要重头查找的银。。呜呜呜呜!)
配合:4. SC PREP08每天20,CR PERP每天20
我不知道PREP SC和CR20题应该限定的时间是多少?请大家指点下。

至于OG的阅读,没看过的筒子们当然是先看OG了,鱼是因为一战的时候看过三遍所以需要换材料。
原因就是刚刚说的,对阅读材料太熟悉了容易产生亲切感不利于对陌生材料的把握。所以做阅读材料2-3遍以后发现开始能记得文章架构甚至具体细节的筒子们记得换材料哦~
至于GMAT阅读材料绝对做不完的只怕你没时间做,在资料区有2772篇的考古新题汇总,鱼看着这数字就没勇气做,有时间的同学可以去下载。每一区的置顶帖里就找的到资料汇总帖。

然后接下来就是模考了!先做一份PREP(鱼第二阶段的复习不做PREP阅读了囧= =||)估算下水平
然后每天一套GWD按实战要求来做!
其他薄弱点突击要等前面三周结束了我再拟定计划(能按计划执行完就好了哎~超没有定力的某鱼偷偷叹气。。。)
应该就是再刷遍OG,看看自己整理的材料然后看看狗狗吧。
数学神马鱼没有51情节,觉得50也就够了,但是ISSUE是弱项啊!是大魔王好害怕的!
肿摸办?大家有没有神马建议?鱼在考场一个例子都想不出来啊。。。而且悲催地好像走题了呜呜呜!

进度至少一周汇报一下,平常看累了不想坚持了就上来找大家求抱抱求鞭策了嘿嘿嘿!

PS:上次考试看狗狗的时候真的被整理狗狗们的筒子感动了,我想说感谢有你们的辛勤付出,还有感谢所有考完试分享经验和狗狗的筒子们!感谢有你们我们奋战的道路才不会漆黑一片!
另,鱼会尽力治好自己的失忆症上考场也带一些狗回来贡献大家!
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沙发
 楼主| 发表于 2011-11-8 16:32:02 | 只看该作者
MANHATTAN SC NOTE - CH2\3 11.11.08.

Chapter 2 Grammar, Meaning, Concision
1. Grammar
Subject-verb agreement; Parallelism; Pronouns; Modifiers; Verb tense; Voice, and mood; Comparison; Idioms.

2. Meaning:  Choose Words, Place Words, Match Words
2.1 Choose Your Words
a) “Cousin” Words and expressions: They have distinct meanings.
Economic (monetary)  V.S  economical (efficient, thrifty)
→economic consideration, economical automobile
Aggravate(worsen)    V.S    Aggravating (irritating)
Known as (named)    V.S    Known to be (acknowledge as)
Loss of (no longer in profession of)    V.S    loss in (decline in value)
Mandate (command)     V.S    have a mandate (have authority from voters)
A native of (person from.)      V.S   native to (species that originate in)
Range of (variety of)     V.S     ranging (varying)
Rate of (speed or frequency of)    V.S   rates for (prices for)
Rise (general increase)    V.S    raise (a bet of a salary increase)
Such as (for instance)    V.S     like (similar to)
Try to do (seek to accomplish)     V.S    try doing (experiment with)

b) Helping Verbs
“may, will, must, should, and etc.”These words each express various levels of certainty, obligation, and reality.
Ex. The court ruled that the plaintiff ____ pay full damages. Must/should
Must: Absolutely necessary, legally binding obligation→Correct
Should: Morally Obliged, sth that a court cannot impose→Incorrect

2.2 Place Your Words
a) Look out especially for short words such as only and all, that quantify nouns or otherwise restrict meaning.

b) The council granted the right to make legal petitions TO CITY OFFICIALS.
What does the phrase to city officials mean? Did the city officials receive the right to make legal petitions? Or did someone else receive the right to make petitions to the officials?
→The council granted CITY OFFICIALS the right to make legal petitions.
→The right to make legal petitions TO CITY OFFICIALS was granted by the council.

2.3 Match Your Words
Apply the meaning issue and test the meaning of any potential connection. Connected words must always make sense together.  (Subject & Verb, Pronouns & Antecedents)

3. Concision
Use the word rather than the phrase.
Avoid redundancy.
a)Ex. Rise & increase
   Sum & total
   Being excited (being is redundancy here)

b)Pay attention to expression of time. Generally, a sentence should include only one such expression. This does not mean that you can never repeat time expressions in a sentence; just be sure that you are doing so for a good reason.
Past    revious    Formerly    In the past    Before now
Present    Now    Currently    resently    At present
Yearly    Annual    Each year    A year    

c)注意:多余的错误有些是让步性错误(废话)有些是绝对性错误(语义重复),需要区分
板凳
 楼主| 发表于 2011-11-8 16:42:02 | 只看该作者
问一道练习题:
6. Students at Carver High School are encouraged to pursue extracurricular (activities like student government. sports. and the arts.)
activities such as student government, sports, and the arts
答案选择原句like,下面是解答。
Such as is used to introduce examples, whereas like is used to make a comparison. The original sentence, which uses like, literally means that the students are encouraged to pursue extracurricular activities similar to. but not necessarily including, student government, sports, and the arts. This is very unlikely to be what the author really meant, so you should choose the boldface version, which replaces like with such as.

但是我还是不懂为什么such as不行啊?求指点!!
强力呼唤大牛小牛们~~
地板
 楼主| 发表于 2011-11-8 16:45:05 | 只看该作者
Chapter 3 Subject- Verb Agreement

1. Subject & Verb Must Both Exist
If a sentence is missing the subject or the verb, the sentence is a fragment.
The sentence does not contain a working verb (无实意动词)
The sentence starts with a Connecting Word and contains no Main Clause (以连词开头使句子成为从句但却没有主句)
注意:therefore不是连词不能引导从句!

2. Subject& Verb Must Make Sense Together

3. Subject& Verb Must Agree In Number
The key is to find the subject that goes with a particular verb. To find the subject, you must ignore all the words that are not the subject.

The GMAT hides the subject in a few ways:
a)The most common way is to insert words between the subject and the verb. You must learn to eliminate these Middlemen words to reveal the subject.
b)Furthermore, the GMAT often puts a significant number of words in front of the subject you want. You have to “skip the Warmup” that comes before the subject you are looking for.
c)A few common types of Middlemen& Warmups: Prepositional Phrases , Subordinate Clauses and Other Modifiers (Present Principles& Past Principles)

4. And VS. Additive Phrases
a)The words “and” can unite two or more singular subjects, forming a compound plural subject.

b)Additive Phrases (Such as: along with, in addition to, as well as, accompanied by, together with, including) do not form compound subjects. Rather, additive phrases function as modifiers and therefore cannot change the number of subject.

5. Or, Either… or…, Neither…, nor…
Find the noun nearest to the verb (即就近原则)
Note: When the words “either” or “neither” are in a sentence alone (without or or nor), they are considered singular and take only singular verb.

6. Collective Nouns: Almost Always Singular
People: agency, army, audience, class, committee, crowd, orchestra, team
Items: baggage, citrus, equipment, fleet, fruit, furniture

7. Indefinite Pronouns: Usually Singular
An indefinite Pronoun is not specific about the thing to which it refers.
a)The following indefinite pronouns are considered singular and require singular verb:
anyone, anybody, anything    no one, nobody, nothing
each, every    someone, somebody, something
everyone, everybody, everything    whatever, whoever
either, neither (may require a plural verb if paired with or/ nor)

b)There are, however, 5 indefinite pronouns that can be either singular or plural depending on the context of the sentence.
SANAM = Some, Any, None, All, Most/ Many
Generally, of- prepositional phrases should be ignored. The SANAM pronouns are exceptions to this rule. You should look at the noun object of the of- phrase to determine the number of the subject.
Note: “No one” is always singular, while “none” can technically be either singular or plural.

8. Each and Every: Singular Sensations
Each/ Every: Each of my friends is clever.         My friends each are clever.

9. Quantity Words and Phrases
A number of   V.S   the number of
The word “majority, minority, and plurality” are either singular or plural, depending on their context. If you want to indicate the many individual parts of the totality, use a plural verb. If you want to indicate the totality itself, then use a singular verb form.

10. Subject Phrase and Clauses: Always Singular
Sometimes the subject of a sentence is an –ing phrase or even a whole clause. This sort of subject is always singular and requires a singular verb form.
Ex. Having good friends IS a wonderful thing.

11. Flip it!
The GMAT occasionally attempts to confuse you by inverting the order and placing the subject after the verb. So, pay attention to it!
Ex. Near the buildings sits a lonely house, inhabited by squatters.
Ex. Pong is a classic game from which have descended may current computer pastimes.

PS.特别鸣谢SUPERBAT~此份笔记是在NN BAT童鞋的笔记上增改的~
个人觉得还是看英文的好所以就木有翻译啦~
5#
 楼主| 发表于 2011-11-9 15:04:44 | 只看该作者
MANHATTAN语法笔记第四章:

Chapter 4 Parallelism

According to the principle of parallelism, comparable sentence parts must be structurally and logically similar.

1. Parallel Markers
Examples of parallel markers include the following:

And
Both… and…
Not only… but also…
Or
Either… or…
Not… but…
… rather than…
From… to…


2. Parallel Elements
a) Almost anything in a sentence can be made parallel to a similar Parallel Elements:
Nouns:   Her expression reflected BOTH anger AND relief.
Adjectives:  The park was NEITHER accessible NOR affordable.
Verbs:  The custodian cleaned the basement AND washed the windows.
Infinitives:  We would like NOT ONLY to hear your side of the story BUT ALSO to provide a response.
Participles:   The actor left quickly, shunning fans AND ducking into a car.
Prepositional Phrases:  It was important to leave the money in the drawer RATHER THAN on the table. (Note: the prepositions do not always have to be the same.)
Subordinate Clauses:   They contended that the committee was biased AND that it should be disbanded.


b) Some verbs or forms derived from verbs have more than one word: was opening, can lose, to increase. You can often split apart these expressions, so that the first word or words count across all the elements.
Ex. The division was opening offices, hiring staffs and investing in equipment.

3. List with “and”
GMAT sentences have been observed to include as many as four items in a list connected by and.
Correct lists obey these templates.
No right answer omits “and” in a list just before the last item.
The GMAT always inserts a comma before the “and” in lists of 3 or 4 items.
If you join two clauses with “and”, you can put an optional comma before the “and”. Doing so is especially recommended when the clauses are long, independent, or both.

4. Idioms with Built-In Parallel Structure
X acts as Y    Distinguish X from Y    X is the same as Y
As X, so Y    Estimate X to be Y    X is good, so too is Y
Between A and Y    X instead of Y    X, such as Y
Compare to X, Y    X is known to be Y    Think of X as Y
Consider X Y    X is less that Y    X is thought to be Y
In contrast to X, Y    Make X Y    View X as Y
Declare X Y    Mistake X for Y    Whether X or Y
X develops into Y    Not only X bust also Y    
X differs from Y    Regard X as Y    

5. Superficial Parallelism vs. Actual Parallelism
You must always figure out which grammatical structures are logically parallel before making them structurally parallel.
Be particularly careful with verbs and verbal forms.
Wrong: Sal applied himself in his new job, arrived early every day, skipped lunch regularly, and left late every night.
Right: Sal applied himself in his new job, arriving early every day, skipping lunch regularly, and leaving late every night.

6. Watch Out for Linking Verbs
Instead of expressing what a subject does, these verbs express what the subject is, or what condition the subject is in.
List of Linking Verbs
Be动词    Other Linking Verbs
Is    Are    Appear    Become    Feel    Grow
Was    Were    Look    Remain    Represent    Resemble
Am    Been    Seem    Smell    Sound    Stay
Be    Being    Taste    Turn        

a)    Treat any linking verb as a parallel marker. Make the subject and the object parallel.
Wrong: The bouquet of flowers was a giving of love.
Right: The bouquet of flowers was a gift of love.

b)    You must also ensure that two sides of the linking verb are parallel in meaning.
Wrong: Upon being nominated, this politician represents a step further in urban-rural relations.
Right: The nomination of this politician represents a step further in urban-rural relations.
6#
 楼主| 发表于 2011-11-9 15:05:19 | 只看该作者
MANHATTAN语法笔记第五章~

Chapter 5 Pronouns

Pronoun errors are so frequent on the GMAT that every time you see a pronoun, such as it, its, they, them, or their, you should be sure to check whether it is being used correctly.
A)    Once encountered with a pronoun, the first question you must ask yourself is this: “What is the antecedent(先行词) of this pronoun?”
B)    Once you have found the antecedent, you must make sure that it makes sense, that it is the only possible antecedent, and that it agrees in number with the pronoun.

1.    The Antecedent Must Exist
The antecedent to which you want to refer must actually exist in the sentence and be functioning as a noun.

2.    The Antecedent & Pronoun Must Make Sense Together
Whenever you find an antecedent, always check that it makes sense in place of the pronoun.
Ex. Although the term “supercomputer” may sound fanciful or exaggerated, it is simply an extremely fast mainframe that can execute trillions of calculations every second. (Wrong)
→ Although the term “supercomputer” may sound fanciful or exaggerated, it simply refers to an extremely fast mainframe that can execute trillions of calculations every second. (Right)

3.    The Antecedent Must be Unambiguous
Make sure that every pronoun has only one possible antecedent.
Ex. Researchers claim to have developed new “nano-papers” incorporating tiny cellulose fibers, which they allege give them the strength of cast iron. (Wrong)
(In reality, both they and them have ambiguous antecedents. Either pronoun could refer to researchers or to “nano-papers”)
→Researchers claim to have developed new “nano-papers” incorporating tiny cellulose fibers, which allegedly give these materials the strength of cast iron. (Right)

4.    The antecedent & Pronoun Must Agree in Number
Note that the GMAT tends to test number agreement when you can easily express the relevant concepts either in singular or in plural form. Also, we saw in Subject- Verb Agreement that the GMAT can disguise the subject and its number in various ways. The same disguises apply to pronoun antecedents.

5.    ronoun Case
There are three cases in English: Subject, Object, and Possessive.
 1) Subject pronouns can be subjects of sentences. (I, you, he, she, it, we, they, who)
 2) Object pronouns can be the objects of sentences. (me, you, him, her, it, us, them, whom)
 3) Possessive pronouns indicate ownership or a similar relation.
(my/mine, your/yours, his, her/hers, its, our/ours, their/theirs, whose)
a)    Sometimes (though not always), pronouns show a tendency to refer to nouns in the same case, especially when they are embedded in parallel structures. In particularly, a pronoun in subject position in one clause may often be presumed to the subject of a parallel clause, even if that subject is relatively far away.
Ex. Supernovas destroy their immediate environments in vast explosions, BUT by synthesizing heavy chemical elements, THEY provide the universe with the possibility of biochemistry-based life as we know it.(RIGHT)
(Supernovas is the subject of the first clause. The they is also in subject position in the second clause, which is parallel to the first clause. Even though there are at least two closer possible antecedents (environments and explosions), we know that they clearly refers to supernovas.)

b) Nouns in the possessive case (with ‘s or s’) are often poor antecedents.(所有格不做先行词)
Wrong: The board is investigating several executives’ compensation packages in order to determine how much has been improperly awarded to them. (cannot refer to executives)
Better: The board is investigating the compensation packages of several executives in order to determine how much they may have been improperly awarded. (still somewhat ambiguous, refer to packages or executives)
Best: The board is investigating the compensation packages of several executives in order to determine how much these executives may have been improperly awarded.

6.    The Deadly Five: It, Its, They, Them, Their
a)Whenever you see one of these five pronouns, you should find the antecedent and check its viability. (Is the antecedent sensible, unambiguous, and in agreement with the pronoun?)
b)Be particularly careful with their, which is often used in everyday speech to refer to singular subjects.

7.    This, That, These, and Those
a)The Demonstrative Pronouns are this, that, these, and those. You may use any of these pronouns as adjectives in front of nouns.

b)You may also use “that” or “those” to indicate a “New Copy” or copies of the antecedent.
Ex. The money spent by her parents is less than that spent by her children.
Note that the two pots of money are NOT the same. One pot of money is spent by the parents; another pot of money, spent by the children, is the New Copy.
In contrast, when you use it, they, or other personal pronouns, you mean the same actual thing as the antecedent.
Ex. The money spent by her parents is more than IT was expected to be.

c)“That” or “Those” indicating a New Copy or copies must be modified. In other words, you have to add a description to indicate how the new copy is different from the previous version.
Ex. Her company is outperforming that of her competitor. (this/that不可直接指代需要加修饰)

d)A little oddly, the GMAT insists that any “New Copy” that or those agree in number with the previous version.
Wrong: Her company is outperforming those of her competitors. (s.为单数只能用that指代,若要表示复数则需重复)
Right: Her company is outperforming the companies of her competitors.

e)Finally, on the GMAT, do not use “this” or “these” in place of nouns. Also, do not use “that” or “those” in place of nouns. (Unless you modify “that” or “those”) Use it, they or them instead.
Wrong: Her products are unusual; many consider these unique.
Right: Her products are unusual; many consider them unique.
7#
 楼主| 发表于 2011-11-10 08:20:35 | 只看该作者
今日计划:

Manhattan SC笔记:6-8章

速度越障:3-3

小安阅读:1-8

OG SC:40题
8#
 楼主| 发表于 2011-11-10 12:22:47 | 只看该作者
MANHATTAN 笔记第六章:(六七章都好长~)

Chapter 6 Modifier

Modifier
Be on the look-out for opening modifiers, which appear at the beginning of a sentence. Many modifying phrases in GMAT sentences are separated by commas from the noun being modified.

1.    Adjectives and Adverbs
a)Adjectives and adverbs are one-word modifiers. An adjective modifies only a noun or a pronoun, whereas an adverb modifies anything but a noun or pronoun. An adverb often modifies a verb, but it can also describe an adjective, another adverb, a preposition, a phrase, or even a whole clause.
Note: adjectives, not adverbs, follow linking verbs such as “feel”. These adjectives do not modify the verb but rather identify a quality with the noun subject.
EX. Amy is feeling good/ well.  (good/well is an adjective that modifies the noun Amy.)

b)Often, the GMAT provides two grammatically correct phrasings.
For instance, one phrasing might be [Adjective+ Adjective+ Noun], in which the two adjectives both modify the noun.
The other phrasing would be [Adverb+ Adjective+ Noun], in which the adverb modifies the adjective, which in turn modifies the noun.
These two phrasings do not mean the same thing. Pick up the phrasing that reflects the author’s intent.
EX.1. Wrong: James Joyce is Max’s supposedly Irish ancestor.
Right: James Joyce is Max’s supposed Irish ancestor.
(Because we already know that JJ is an Irish, here we need “supposed” to modify “ancestor”.)
EX.2.Wrong: Max’s grandmother is his supposed Irish ancestor.
Right: Max’s grandmother is his supposedly Irish ancestor.
(Of course, Max’s grandmother is his ancestor, but we wonder whether she is Irish.)

c)Adjectives that have been observed alternating with their corresponding adverbs (in -ly) in released GMAT problems include corresponding, frequent; independent, rare, recent, seeming, separate, significant, supposed, and usual
(GMAT考试中seeming和seemingly同时出现一般选择seemingly)

2.    Noun Modifier
Types of Noun Modifiers:
Adjective                             Relative Pronoun
Preposition                           Past Participle
Present Participle without commas (加逗号成为非限定性定从)
Another Noun (Appositive) (同位语)
All of these types can be used before or after a noun to modify that noun.




3.    osition of Noun Modifiers
a)    Follow the Touch Rule: A Noun and its Modifier should TOUCH each other. If the modifier is next to a different noun, we have a Misplaced Modifier.
Ex. Jim biked along an old dirt road to get to his house, which cut through the woods.
(Here, which wrongly modifies house)

b)    If the noun we want to modify is not even in the sentence, we have a Dangling Modifier. In this case, we should insert a reasonable noun as the noun modified by the modifier.
 Ex. There was no commotion in the office, resigned to the bad news. (Wrong)
 (Here, resigned should modify someone who can really be resigned to the bad news, not office)
 →Resigned to the bad news, the office workers made no commotion. (Right)

c)    A present participle (-ing form) at the beginning of a sentence is often made to be dangling.  Although these forms are technically Verb Modifiers, they still need a noun subject that makes sense.
Ex. Using the latest technology, the problem was identified. (Wrong)
Using the latest technology, the engineer identified the problem. (Right)
NOTE: Unlike a noun modifier, a verb modifier does not have to touch the subject. However, the subject must make sense with the verb modifier used in this way.

d)    Avoid long sequences of modifiers that modify the same noun. Putting two long modifiers in a row before or after a noun can lead to awkward or incorrect phrasing.
Ex. Wrong: George Carlin, both shocking and entertaining audiences across the nation, who also struggled publicly with drug abuse, influenced and inspired a generation of comedians.
Better: Both shocking and entertaining audiences across the nation, George Carlin, who also struggled publicly with drug abuse, influenced and inspired a generation of comedians.
(An even better alternative may be to rephrase the sentence so that one of the modifiers is no longer a modifier.)
Best: Both shocking and entertaining audiences across the nation, George Carlin influenced and inspired a generation of comedians, even as he struggled publicly with drug abuse.

4.    Watch Out For Possessives
Wrong: Unskilled in complex math, Bill’s score on the exam was poor.
Right: Unskilled in complex math, Bill did not score well on the exam.

NOTE: Do not ignore the noun development or other abstract nouns. They follow the same rules as all other nouns: Modifiers that touch them should be intended to modify them.
Wrong: Only in the past century has origami’s development, a ceremonial activity invented millennia ago, into a true art form taken place.
Right: Origami- a ceremony activity invented millennia ago- has developed into a true art form only in the past century.

5.    Noun Modifiers with Relative Pronouns
a) The pronoun who and whom must modify people. On the other hand, the pronoun which must modify things.
b) The pronoun that cannot modify people.
c) The pronoun whose can either modify people or modify things.
Ex. GMAT: the town whose water supply was contaminated.
d) which or whom sometimes follow prepositions.
e) who is used as the subject of the verb in a relative clause, whereas whom is used as the object of the verb or of a preposition.
f) that or whom can be dropped when the modified noun is the object of the modifying clause.
g) The pronoun where can be used to modify a noun place, such as area, site, country, or Nevada. where cannot modify a “metaphorical” phrase, such as condition, situation, case, circumstance, or arrangement. In these cases, use in which rather than where.
h) The pronoun when can be used to modify a noun event or time. In these circumstances, you can also use in which instead of when.

6.    Essential Vs. Non-essential Noun Modifiers
A)    Essential Modifiers provide necessary information.
Ex. The mansion PAINTED RED is owned by the lees. (The modifier painted red is necessary to identify the mansion)
   In contrast, Non-essential Modifiers provide extra information. You do not need this information to identify the noun, since it is already identified in some other way.
Ex. This mansion, RECENTLYPAINTED RED, is owned by the lees.
注意:第一例句the不可不加限定成分,第二例句this已经限定了。

B)    ut commas between Non-essential modifiers and their nouns; Put no comma between essential modifiers and their nouns.

C)    IF you have Choice between WHICH and THAT: Use which (and commas), if the modifier is non-essential; Use that (and no commas), if the modifier is essential.
NOTE: However, the GMAT has acknowledged that this WHICH/THAT differentiation is controversial, so the GMAT is unlikely to make this distinction the make-or-break issue for any answer choice.

In some circumstances, you do not have a simple choice between which and that. However, you should still obey the comma rule: Use commas with non-essential uses of which, but not with essential use of which.
Non-essential: This mansion, for which I yearn, is owned by the Lees.
Essential: The mansion for which I yearn is owned by the Lees.

7.    Verb Modifiers
These modifiers answer questions about the verb, such as “how”, “when”, “where”, “why”, etc.

a)    Types of Verb Modifiers: Adverb, Preposition, Subordinator
They all can be used either before the verb of after the verb.

b)    Some verb modifiers may apply to both the verb and the verb’s subject. In these cases, you must make sure that the subject makes sense with the modifiers.
Types: Present Participle(-ing) with commas, Preposition+ Simple Gerund(动名词), Infinitive of purpose
Likewise, they all can be used either before the verb of after the verb.

c)    Verb modifiers can be placed more freely than noun modifiers. However, you should always place a verb modifier so that it modifies the right verb, without ambiguous.
Ex. Wrong: The nameless symphony was at last performed, decades after it was composed, yesterday.
Right: The nameless symphony was at last performed yesterday, decades after it was composed.
(“yesterday” has been moved closer to the verb that ought to be modified.)

8.    Which V.s the Present Participle –Ing
Use which only to refer to the noun immediately preceding it- never to refer to an entire clause.
Wrong: Crime has recently decreased in our neighborhood, which has led to a rise in property value.
Right: The recent decrease in crime in our neighborhood has led to a rise in property value.
Right: Crime has recently decreased in our neighborhood, leading to a rise in property value.
The -Ing form is very flexible. It can modify nouns directly (e.g., the changing seasons). It can modify verbs and their subjects (e.g., llifted the weight, whistling). It can even modify an entire clause as above, as long as the entire clause converted into a noun phrase could function as the subject of the verb that is now in -Ing form.
9#
发表于 2011-11-10 13:07:43 | 只看该作者
我今天看到第6章了~~fish加油~~
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