托福作為一種測試非母語學(xué)生的考試，主要考查的是英語環(huán)境下的信息交流能力；而SAT考試作為主要針對英文為母語的中學(xué)生的考試，則更側(cè)重于語言背后的深層含義和引申內(nèi)容?；谶@樣的認(rèn)識，這里給同學(xué)們的閱讀策略是：先用3-4分鐘的時(shí)間概括的讀文章（這里稱之為結(jié)構(gòu)式閱讀），以獲得文章的大意和了解文章的結(jié)構(gòu)為主要目的；之后再開始做題目，以每題45秒左右的時(shí)間來完成全部題目。在結(jié)構(gòu)式閱讀階段，并不需要過于糾結(jié)于文章的細(xì)節(jié)信息和深層含義，因?yàn)橥瑢W(xué)們在做每個題目的時(shí)候，仍然要回到原文去精讀題目相應(yīng)的部分。兩次閱讀應(yīng)該盡量減少重復(fù)，以保證整個閱讀過程的效率最大化。
小說
This passage is excerpted from Herman Melville's “Redburn: His FirstVoyage”originallypublished in 1849. Itdescribesthe life of a young sailor during his first voyage across the Atlantic Ocean.
The order was given to loose the main-skysail, which is the fifth and highest sail from deck. It was a very small sail, and from the forecastle looked no bigger than a cambric pocket-handkerchief. But I have heard that some ships carrystill smaller sails, above the sail; called moon-sails, and skyscrapers, and cloud-rakers. But I shall not believe in them till I see them; a skysail seems high enough in all conscience; and the idea of anything higher than that, seems preposterous. Besides, it looks almost like tempting heaven,to brush the very firmament so, and almost put the eyes of the stars out; when a flaw of wind, too, might very soon take the conceit out of these cloud-defying cloud-rakers.
Now, when the order was passed to loose the skysail, an old Dutch sailor came up to me, and said, "Buttons, my boy,it's high time you be doing something; and it's boy's business, Buttons, to loose de royals, and not old men's business, like me. Now, d'ye see dat leelle fellow way up dare? dare, just behind dem stars dare: well, tumble up, now, Buttons, I zay, and looze him; way you go, Buttons."
All the rest joining in, and seeming unanimous in the opinion, that it was high time for me to be stirring myself, and doing boy's business, as they called it, I made no more ado, but jumped into the rigging. Up I went, not daring to look down, but keeping my eyes glued, as it were, to the shrouds, as I ascended.
It was a long road up those stairs, and I began to pant and breathe hard, before I was half way. But I kept at it till I got to the Jacob's Ladder; and they may well call it so, for it took me almost into the clouds; and at last, to my own amazement, I found myselfhanging on the skysail-yard, holding on might and main to the mast; and curling my feet round the rigging, as if they were another pair ofhands.
For a few moments I stood awe-stricken and mute. I could not see far out upon the ocean, owing to the darkness of thenight; and from my lofty perch, the sea looked like a great, black gulf, hemmed in, all round, by beetling black cliffs. I seemed all alone; treading the midnight clouds; and every second, expected to find myself falling—falling—falling, as I have felt when the nightmare has been on me.
I could but just perceive the ship below me, like a long narrow plank in the water; and it did not seem to belong at all to the yard, over which I was hanging. A gull, or some sort of sea-fowl, was flying round the truck over my head, within a few yards of my face; and it almost frightened me to hear it; it seemed so much like a spirit, at such a lofty and solitary height.
首先，無論哪種題材的文章，我們都要仔細(xì)讀前面斜體字的簡介部分（Italicized Introduction），這一部分會給出文章的內(nèi)容范圍或者文章的整體基調(diào)。對這一部分的閱讀將為我們后續(xù)對文章的解讀奠定良好的基礎(chǔ)。
這篇小說節(jié)選的簡介部分就把本文的范圍明確的告訴給我們，讓我們在開始閱讀之前可以對文章有準(zhǔn)確的預(yù)期。本文的內(nèi)容就是關(guān)于“一個年輕水手第一次橫渡大西洋的經(jīng)歷”。
關(guān)于文學(xué)類作品的結(jié)構(gòu)式閱讀首先要把握的是小說的三個要素：環(huán)境、人物和情節(jié)。
根據(jù)對大量SAT閱讀文章在小說的分析，我們發(fā)現(xiàn)在這三個要素中，最容易出現(xiàn)的題目的是關(guān)于人物和情節(jié)的部分。環(huán)境描寫部分涉及的題目數(shù)量較少，如果出題，難度也相對較低。注意我們的討論僅僅是在SAT閱讀的語境下展開的，宏觀的理解小說作品，這三個要素當(dāng)然同等重要、缺一不可。
而小說的情節(jié)則更是SAT閱讀考試的重點(diǎn)，大部分的題目都與小說的情節(jié)發(fā)展過程相關(guān)，所以我們要對于情節(jié)部分進(jìn)行更深入的了解。
如同中文小說的情節(jié)發(fā)展一般遵循“起承轉(zhuǎn)合”的規(guī)律一樣，英文小說也具備類似的情節(jié)展開過程：
對以上的五個環(huán)節(jié)分別加以解釋：這里的Exposition指的是小說的情節(jié)的起點(diǎn)，也就是場景；（這里的exposition并不是“說明文”的含義）Rising Action指情節(jié)的發(fā)展；Climax就是情節(jié)的高潮；Falling Action指情節(jié)的轉(zhuǎn)折；而Resolution則是指情節(jié)發(fā)展的尾聲。這里用“解決”這個說法，體現(xiàn)出了小說創(chuàng)作的藝術(shù)性。指的是對于小說創(chuàng)造動機(jī)而言的解決。
在以上幾個小說情節(jié)展開的環(huán)節(jié)中，高潮部分當(dāng)然是最容易出現(xiàn)考題的點(diǎn)；除此之外，各個環(huán)節(jié)之間的過渡部分（transition）也是SAT閱讀出題者比較關(guān)注和傾向的點(diǎn)，大家要格外重視。另外，同學(xué)們還要考慮到一點(diǎn)。由于SAT閱讀文章多是原文的節(jié)選，以此可能在考試的節(jié)選文章中并不完整包含這五個環(huán)節(jié)，其中的某些環(huán)節(jié)會出于篇幅的原因而不體現(xiàn)出來。高潮部分作為小說的核心內(nèi)容，自然不會缺少；而根據(jù)經(jīng)驗(yàn)，SAT閱讀中對小說的節(jié)選通常會保留高潮之前的部分，刪減掉“轉(zhuǎn)折”和“解決”部分的情況更可能出現(xiàn)。
通過例文我們可以看出，第一個段落就是對這個情節(jié)片段的場景給予介紹和展示；并對后文情節(jié)的展開進(jìn)行鋪墊。“Besides, it looks almost like tempting heaven,to brush the very firmament so, and almost put the eyes of the stars out; when a flaw of wind, too, might very soon take the conceit out of these cloud-defying cloud-rakers.”
第二個段落中，荷蘭老水手的鼓動，推動著情節(jié)的發(fā)展。“Now, when the order was passed to loose the skysail, an old Dutch sailor came up to me, and said,…”
第三個段落中，伴隨著一系列的心理活動，小說中的主人公展開了行動。主人公攀上繩索，向最高處的帆爬上去。“…I made no more ado, but jumped into the rigging.”
接下來的第四段,情節(jié)進(jìn)一步發(fā)展，主人公爬到了頂層的帆上。至此，作為這部分的一個小的情節(jié)片段，高潮出現(xiàn)。“…and at last, to my own amazement, I found myselfhanging on the skysail-yard, holding on might and main to the mast; and curling my feet round the rigging, as if they were another pair ofhands.”
后面的兩個段落主要是高潮出現(xiàn)后對主人公內(nèi)心感受的心理描寫。“I seemed all alone; treading the midnight clouds; and every second, expected to find myself falling—falling—falling, as I have felt when the nightmare has been on me.”，“I could but just perceive the ship below me, like a long narrow plank in the water; and it did not seem to belong at all to the yard, over which I was hanging.”
正如前文所說，小說在高潮之后的部分被省略掉，因此整個作為考試文章的小說片段至此便告一段落。
考慮到之前提到過的小說的三個要素。這個例子明顯的偏重于情節(jié)部分的展開，人物相對簡單（只有主人公和荷蘭老水手），環(huán)境的描寫也集中的體現(xiàn)在了第一個段落之中。這樣，我們通過對環(huán)境、人物和情節(jié)，小說三個要素的把握，以及進(jìn)一步對情節(jié)發(fā)展的幾個階段的理解，就完成了對這篇文學(xué)類文章的結(jié)構(gòu)式閱讀。
科學(xué)文
相比于小說，自然科學(xué)甚至包括社會科學(xué)以及其它議論文，核心其實(shí)都是觀點(diǎn)。自然科學(xué)和社會科學(xué)中，對新的理論，觀點(diǎn)，假說進(jìn)行解釋，之后通過相關(guān)的實(shí)驗(yàn)數(shù)據(jù)或者觀察數(shù)據(jù)，支持觀點(diǎn)。論述型文章中，作者通過各種方式對自己的主觀觀點(diǎn)進(jìn)行解釋和支持，讓讀者產(chǎn)生共鳴，說服讀者支持自己的想法。所以，在新SAT的閱讀中，這幾類文章的題目集中考查文章的核心觀點(diǎn)和分論點(diǎn)，論據(jù)（實(shí)驗(yàn)數(shù)據(jù)，現(xiàn)象例子等）如何支持論點(diǎn)，其它觀點(diǎn)為何不正確等相關(guān)內(nèi)容。所以，增加自己對文章中觀點(diǎn)和要點(diǎn)進(jìn)行快速提取，以及通過邏輯關(guān)系詞，看懂論點(diǎn)和論據(jù)的之間關(guān)系對于理解文章非常重要。
需要注意的是，雖然SAT閱讀中科學(xué)類的文章分為自然科學(xué)和社會科學(xué)兩類，但這兩類科學(xué)文章的論證展開過程是基本相似的。（在當(dāng)前真實(shí)的學(xué)術(shù)語境下，社會科學(xué)也越來越多的借鑒和主動運(yùn)用自然科學(xué)的理論和方法。）因此在這里，將這兩類文章的結(jié)構(gòu)式閱讀方法放在一起解釋。
科學(xué)類的議論文主要包含以下幾個要素：
其中，issue指的是文章所要討論的話題，即論題。在實(shí)際情況中，往往也有可能伴隨著對研究背景和緣起的介紹；claim則是指作者本人在這個論題上所持有的觀點(diǎn)，當(dāng)然在這個階段這個觀點(diǎn)還未經(jīng)過嚴(yán)密的推理論證過程，所以稱為“主張”更為合適；support就是文章中的論據(jù)部分，論據(jù)是科學(xué)類論文的核心內(nèi)容，當(dāng)然也是SAT閱讀考試的重要考查點(diǎn)；conclusion部分指的是經(jīng)過了邏輯推理和論據(jù)支撐之后所得出的結(jié)論，通常是與之前作者提出的“主張”是相一致的。
如上所述，科學(xué)類文章的重點(diǎn)是論據(jù)部分，而SAT閱讀所涉及的科學(xué)文章中，常見的論據(jù)構(gòu)建方式有如下幾種：
positive argument指的是能夠起到支持作用的前人研究成果和觀點(diǎn)。這個比較容易理解，在科研過程中，每一個觀點(diǎn)的產(chǎn)生都要具備邏輯起點(diǎn)，也就是要做到每個觀點(diǎn)都有相應(yīng)的理論支撐。那么，前人已經(jīng)得到公認(rèn)的研究結(jié)果自然是最好的論據(jù)。
Evidence指的是各種實(shí)證的論據(jù)，比如實(shí)驗(yàn)結(jié)果、統(tǒng)計(jì)數(shù)據(jù)、具體事例、客觀事實(shí)等。這些都是難以質(zhì)疑的實(shí)證論據(jù)，能夠?qū)φ擖c(diǎn)的建立帶來強(qiáng)有力的支撐。
比較難以理解的是negative argument，也就是與作者意見相左的研究結(jié)論和觀點(diǎn)。同學(xué)們在閱讀的過程中，經(jīng)常會被這一類的論據(jù)打亂思路。閱讀基礎(chǔ)差的同學(xué)甚至?xí)艿接绊懚鴼w納出完全相反的文章主旨。這種敢于體現(xiàn)出反對觀點(diǎn)的方法，體現(xiàn)出作者對自己研究結(jié)果有著充分的自信。作者提到反方觀點(diǎn)，結(jié)合著讓步策略的使用，更加能夠強(qiáng)化作者的觀點(diǎn)。在SAT閱讀階段，這種類型的論據(jù)是閱讀的難點(diǎn)，同學(xué)們要格外給予關(guān)注。
下面就自然科學(xué)類的文章和社會科學(xué)類的文章各舉一例，加以說明：
This passage is excerpted from Marcus Eriksen's "Plastic Pollution in theWorld's Oceans: MoreThan 5 Trillion Plastic Pieces Weighing Over 250,000 Tons Afloat at Sea," ©2014.
Plastic pollution is globally distributed across all oceans due to its properties ofbuoyancy and durability, and the absorption of toxicants by plastic while traveling through theenvironment has led some researchers to claim that syntheticpolymers in the ocean should be regarded as hazardous waste. Through photodegradation and other weathering processes, plastics fragment and disperse in the ocean, converging in the subtropical gyres.Accumulation of plastic pollution also occurs in closed bays, gulfs and seas surrounded by densely populated coastlines and watersheds.
Despite oceanographic model predictions of where debris might converge, estimates of regional and global abundance and weight of floating plastics have been limited to microplastics less than 5 mm. Using extensive published and new data, particularly from the Southern Hemisphere subtropical gyres and marine areas adjacent to populated regions corrected for wind-driven vertical mixing, we populated an oceanographic model of debris distribution to estimate global distribution and count and weight densities of plastic pollution in all sampled size classes.
Plastics of all sizes were found in all ocean regions, converging in accumulation zones in the subtropical gyres, including southern hemisphere gyres where coastal population density is much lower than in the northernhemisphere. While this shows that plastic pollution has spread throughout all the world's oceans, the comparison of size classes and weight relationships suggests that during fragmentation plastics are lost from the sea surface.
The observations that there is much less microplastic atthe sea surface than might be expected suggest that removal processes are at play. These include UV degradation, biodegradation, ingestion by organisms, decreased buoyancy due to fouling organisms, entrainment in settling detritus, and beaching. Fragmentation rates of already brittle microplastics may be very high, rapidly breaking small microplastics further down into ever smaller particles, making them unavailable for our nets (0.33 mm mesh opening). Many recent studies also demonstrate that many more organisms ingest small plastic particles than previously thought, either directly or indirectly, i.e. via their prey organisms.
這是一篇討論海洋中的塑料廢棄物的文章。首先，文章的開頭給出了這個研究的緣起“Plastic pollution is globally distributed across all oceans due to its properties of buoyancy and durability, and the absorption of toxicants by plastic while traveling through theenvironment hasled some researchers to claim that syntheticpolymers in the ocean should be regarded as hazardous waste.”指出了本文的研究是在意識到海洋中的塑料廢棄物是一種危害的背景下展開的。
接下來，作者明確的提出了本文的主張：即“Through photo degradation and other weathering processes, plastics fragment and disperse in the ocean, converging in the subtropical gyres.Accumulation of plastic pollution also occurs in closed bays, gulfs and sea ssurrounded by densely populated coastlines and watersheds.”
之后，作者在論據(jù)的運(yùn)用上，先是使用了統(tǒng)計(jì)數(shù)據(jù)：“Using extensive published and new data,…”；然后又使用了客觀事實(shí)作為論據(jù)：“While this shows that plastic pollution has spread throughout all the world's oceans,…”；之后還引用了能夠支持自己觀點(diǎn)的其它相關(guān)研究結(jié)果：“Many recent studies also demonstrate that many more organisms ingest small plastic particles than previously thought, either directly or indirectly, i.e. via their prey organisms.”
由于本文是從作者原文中選取、改編的一個段落，所以并沒有明確的體現(xiàn)出結(jié)論的部分。我們可以認(rèn)為，經(jīng)過作者的邏輯分析過程和一系列論據(jù)的支持和作證，原文一開始提出的主張得到了證實(shí)。
This passage is excerpted fromJohn P. A. loannidis, "Scientific Research Needsan Overhaul,"©2014 by Scientific American.
Earlier this year a series of papers in The Lancet reported that 85 percent of the $265 billion spent each year on medical research is wasted. This is not because of fraud, although it is true that retractions are on the rise. Instead, it is because too often absolutely nothing happens after initial results of a study are published. No follow-up investigations ensue to replicate or expand on a discovery. No one uses the findings to build new technologies.
The problem is not just what happens after publication—scientists often have trouble choosing the right questions and properly designing studies to answer them. Too many neuroscience studies test too few subjects to arrive at firm conclusions. Researchers publish reports on hundreds of treatments for diseases that work in animal models but notin humans. Drug companies find themselves unable to reproduce promising drug targets published by the best academic institutions. The growing recognition that something has gone away in the laboratory has led to calls for, as one might guess, more research on research (aka,meta-research)—attempts to find protocols that ensure that peer-reviewed studies are, in fact, valid.
It will take a concerted effort by scientists and other stakeholders to fix this problem. We need to identify and correct system-level flaws that too often lead us astray. This is exactly the goal of a new center at Stanford University (the Meta-Research Innovation Center at Stanford), which will seek to study research practices and how these can be optimized. It will examine the best means of designing research protocols and agendas to ensure that the results are not dead ends but rather that they pave a path forward.
The center will do so by exploring what are the best ways to make scientific investigation more reliable and efficient. For example, there is a lot of interest on collaborative team science, study registration, stronger study designs and statistical tools, and better peer review, along with making scientific data, analyses and protocols widely available so that others can replicate experiments, thereby fostering trust in the conclusions of those studies. Reproducing other scientists’ analyses or replicating their results has too often in the past been looked down on with a kind of “me-too” derision that would waste resources—but often they may help avoid false leads that would have been even more wasteful.
本文是一篇有關(guān)如何提高科研效率的文章。在文章開頭，作者通過陳述一個驚人的事實(shí)，給出了所討論話題的緣起：“Earlier this year a series of papers in The Lancet reported that 85 percent of the $265 billion spent each year on medical research is wasted. This is not because of fraud, although it is true that retractions are on the rise.”
然后作者提出了本文的主張，認(rèn)為：“許多科研結(jié)果缺乏后續(xù)研究，導(dǎo)致大量的科研成果沒能轉(zhuǎn)化為實(shí)用的技術(shù)。”即：“Instead, it is because too often absolutely nothing happens after initial results of a study are published. No follow-up investigations ensue to replicate or expand on a discovery. No one uses the findings to build new technologies.”
之后，作者列舉了一系列的事實(shí)來支撐自己的觀點(diǎn)：“Too many neuroscience studies test too few subjects to arrive at firm conclusions. Researchers publish reports on hundreds of treatments for diseases that work in animal models but notin humans. Drug companies find themselves unable to reproduce promising drug targets published by the best academic institutions. The growing recognition that something has gone away in the laboratory has led to calls for, as one might guess, more research on research (aka,meta-research)—attempts to find protocols that ensure that peer-reviewed studies are, in fact, valid.”
下面作者又提到了權(quán)威機(jī)構(gòu)所給出的解決方案。雖然本文并不是“問題-解決”式的文章，但提出具備可行性的解決方案，也有效的強(qiáng)化了作者觀點(diǎn)的表達(dá)。因?yàn)?，解決方案都已經(jīng)擺到臺面上了，那么更加說明這個問題的存在是毋庸置疑的。“Thisis exactly the goal of a new center at Stanford University (the Meta-Research Innovation Center at Stanford), which will seek to study research practices and how these can be optimized.”
作者還舉出了有針對性的例子作為論據(jù)來支持自己的觀點(diǎn)：“For example, there is a lot of interest on collaborative team science, study registration, stronger study designs andstatistical tools, and better peer review, along with making scientific data, analyses and protocols widely available so that others can replicate experiments, thereby fostering trust in the conclusions of those studies.”
最后，作者結(jié)合整個分析過程，對開頭提出的主張進(jìn)行了充分的證實(shí)，得出了本文的結(jié)論：“Reproducing other scientists’ analyses or replicating their results has too often in the past been looked down on with a kind of “me-too” derision that would waste resources—but often they may help avoid false leads that would have been even more wasteful.”指出了“對科研成果的復(fù)制和檢驗(yàn)并非僅僅是‘邯鄲學(xué)步’，而具有相當(dāng)?shù)囊饬x---能夠避免那些會導(dǎo)致進(jìn)一步浪費(fèi)的錯誤。”
歷史文獻(xiàn)
建國文獻(xiàn)是新SAT閱讀考試中新增設(shè)的一部分內(nèi)容。這一部分內(nèi)容涉及到了有關(guān)美國歷史和政治制度的一些背景知識。College Board一直以來堅(jiān)持的所謂閱讀內(nèi)容無涉背景知識的原則在這部分中有所改變。雖然有關(guān)美國歷史政治的背景知識在完成這部分閱讀題目的過程中并非完全必須，但同學(xué)們?nèi)绻軌蛘莆找欢ǖ南嚓P(guān)知識，毫無疑問的會極大的提高解題速度和準(zhǔn)確度。
對于在美國高中讀書的同學(xué)們來說，學(xué)校都會有美國歷史和政治常識的課程。只要在學(xué)校認(rèn)真上課，就能夠獲得大部分的相關(guān)信息和知識。但對于廣大在中國讀高中的同學(xué)，則需要自己加強(qiáng)這方面的了解和學(xué)習(xí)。
由于這部分的閱讀需要的是相關(guān)領(lǐng)域的背景知識，那么這種知識的獲得渠道就顯得沒有那么重要。這里并不建議同學(xué)們?nèi)ラ喿x大部頭的美國歷史英文著作，（這里的討論僅限于新SAT備考的話題，從語言能力的加強(qiáng)和人文素養(yǎng)的培育角度來看，這類書籍當(dāng)然是開卷有益的。）而更建議同學(xué)們從一些中文讀物中獲取這類的背景知識。而且并非一定要閱讀大部頭的專業(yè)書籍，反倒是網(wǎng)絡(luò)上的一些相關(guān)領(lǐng)域的短小精悍、言之有物的文章更能夠幫助同學(xué)們在短時(shí)間內(nèi)大量的掌握相關(guān)知識。同學(xué)們大可以利用搜索和百科全書，采用發(fā)現(xiàn)式學(xué)習(xí)的方式，從網(wǎng)絡(luò)上獲取這些信息。與文明古國的數(shù)千年歷史相比，美國歷史顯得格外短暫；但也正是因?yàn)檫@樣，學(xué)習(xí)美國歷史的過程中，有機(jī)會去發(fā)現(xiàn)歷史人物身上和歷史事件之中極為細(xì)節(jié)的部分，這也是一種學(xué)習(xí)和求知的樂趣。
例：
This passage is excerpted from Federalist Paper No. 5, published in 1787. In it, statesman John Jay discusses the potential effects of dividing the U.S. into several different nations.
The history of Great Britain is the one with which we are in general the best acquainted, and it gives us many useful lessons. We may profit by their experience without paying the price which it cost them. Although it seems obvious to common sense that the people of such an island should be but one nation, yet we find that they were for ages divided into three, and that those three were almost constantly embroiled in quarrels and wars with one another. Notwithstanding their true interest with respect to the continental nations was really the same, yet by the arts and policy and practices of those nations, their mutualjealousies were perpetually kept inflamed, and for a long series of years they were far more inconvenient and troublesome than they were useful and assisting to each other.
Should the people of America divide themselves into three or four nations, would not the same thing happen? Would not similarjealousies arise, and be in like manner cherished? Instead of their being joined in affection" and free from all apprehension of different interests," envy andjealousy would soon extinguish confidence and affection, and the partial interests of each confederacy, instead of the general interests of all America, would be the only objects of their policy and pursuits. Hence, like most other bordering nations, they would always be either involved in disputes and war, or live in the constant apprehension of them.
The most sanguine advocates for three or four confederacies cannot reasonably suppose that they would long remain exactly on an equal footing in point of strength, even if it was possible to form them so at first; but, admitting that to be practicable, yet what human contrivance can secure the continuance of such equality? Independent of those local circumstances which tend to beget and increase power in one part and to impede its progress in another, we must advert to the effects of that superior policy and good management which would probably distinguish the government of one above the rest, and by which their relative equality in strength and consideration would be destroyed. For it cannot be presumed that the same degree of sound policy, prudence,and foresight would uniformly be observed by each of these 40 confederacies for a long succession of years.
Whenever, and from whatever causes, it might happen, and happen it would, that any one of these nations or confederacies should rise on the scale of political importance much above the degree of her neighbors, that moment would 45 those neighbors behold her with envy and with fear. Both those passions would lead them to countenance, if not to promote, whatever might promise to diminish her importance; and would also restrain them from measures calculated to advance or even to secure her prosperity. Much so time would not be necessary to enable her to discern these unfriendly dispositions. She would soon begin, not only to lose confidence in her neighbors, but also to feel a disposition equally unfavorable to them. Distrust naturally creates distrust, and by nothing is good-will and kind conduct 55 more speedily changed than by invidious jealousies and uncandid imputations, whether expressed or implied.
The North is generally the region of strength, and many local circumstances render it probable that the most Northern of the proposed confederacies would, at a period not very 60 distant, be unquestionably more formidable than any of the others. No sooner would this become evident than the Northern Hive would excite the same ideas and sensations in the more southern parts of America which it formerly did in the southern parts of Europe. Nor does it appear to be a rash 6s conjecture that its young swarms might often be tempted to gather honey in the more blooming fields and milder air of their luxurious and more delicate neighbors.
They who well consider the history of similar divisions and confederacies will find abundant reason to apprehend jo that those in contemplation would in no other sense be neighbors than as they would be borderers; that they would neither love nor trust one another, but on the contrary would be a prey to discord,jealousy, and mutual injuries; in short, that they would place us exactly in the situations in which 75 some nations doubtless wish to see us, viz., formidable only to each other.
通過這篇文章開頭的介紹部分我們即可得知，本文節(jié)選自著名的美國建國文獻(xiàn)《聯(lián)邦黨人文集》的第五篇，討論的是將美國拆分成幾個國家將會帶來的潛在影響（對大部分同學(xué)而言，這個話題還是很開腦洞的。）我們在閱讀這種類型文章的時(shí)候，就可以同時(shí)進(jìn)行一些相關(guān)資料的搜集和積累。把每篇文章涉及到的歷史背景知識都當(dāng)做一個點(diǎn)，當(dāng)這樣的知識點(diǎn)有了相當(dāng)程度的積累之后，就自然會形成對于美國歷史的一種結(jié)構(gòu)上的認(rèn)識。同學(xué)們大可把這種知識的積累作為緊張的SAT備考過程中一種調(diào)劑和放松，這種知識不僅會成為閱讀考試的助力，而且還會成為同學(xué)們?nèi)粘Ｉ钪械恼勝Y和bigger很高的討論話題。
通過對這篇文章背景的考查，首先我們可以得知有關(guān)《聯(lián)邦黨人文集》的一些基本信息：
《聯(lián)邦黨人文集》在1788年首次出版了合集，書名為"聯(lián)邦黨人"(The Federalist)。《聯(lián)邦黨人文集》的作者由三個人組成，分別是詹姆斯·麥迪遜、亞歷山大·漢密爾頓、約翰·杰伊。雖然關(guān)于具體每篇文章的作者尚有爭議，但是可以肯定的是絕大多數(shù)的文章出自漢密爾頓之手。據(jù)道格拉斯.阿代爾的分析考證，漢密爾頓寫了51篇，麥迪遜寫了29篇，杰伊寫了5篇。他們當(dāng)時(shí)發(fā)表這些文章使用了普布利烏斯這個筆名，這個名字來源于他們所尊敬的古羅馬執(zhí)政官Publius Valerius Publicola。使用這個筆名大有深意。Publius活躍在約公元前500年前后，是挽救羅馬共和國的英雄人物，地位相當(dāng)于古希臘的立法者梭倫(Solon)。羅馬人對他極為敬愛，尊其為"愛民者"(Publicola)。有人認(rèn)為，漢密爾頓在以普布利烏斯之名寫作之前，曾以"凱撒"這個筆名寫過一系列的倡導(dǎo)憲法的文章，但這些文章遭到了冷遇，后來才轉(zhuǎn)而使用普布利烏斯這個筆名，但施特勞斯否定了這個說法。凱撒和普布利烏斯都是強(qiáng)者，但是二者的角色卻有天壤之別：凱撒毀滅了一個共和國，而普布利烏斯則拯救了一個共和國。
進(jìn)一步的對這些與本篇文章的背景進(jìn)行深入挖掘，還可以了解到幾位作者的背景信息：
亞歷山大·漢密爾頓(Alexander Hamilton，1757-1804年)，出生于英屬西印度群島，是一個英格蘭貴族的棄子。1773年進(jìn)入紐約的皇家學(xué)院(今哥倫比亞大學(xué))，學(xué)習(xí)法律。美國獨(dú)立戰(zhàn)爭期間曾擔(dān)任華盛頓的軍事秘書。1782年作為紐約州的代表參加大陸會議，1787年參加在美國費(fèi)城舉行的"制憲會議"(時(shí)年僅30歲)，主張建立強(qiáng)大的中央政府，他是美國聯(lián)邦憲法的主要起草人之一，也是制定新憲法的最積極鼓吹者。漢密爾頓1789年擔(dān)任華盛頓總統(tǒng)的財(cái)政部長，1795年退出內(nèi)閣;1804年在與政敵共和黨人伯爾的決斗中死去。
漢密爾頓的保守色彩和精英主義色彩比較濃，他崇尚國家實(shí)力，主張建立一個強(qiáng)有力的中央集權(quán)政府，以保證國家的秩序和利益。性惡論和等級論是他政治主張的理論基礎(chǔ)。他對民主并不信任，認(rèn)為人民是不可信的、不可靠的，應(yīng)當(dāng)讓富人和出身名門的人突出地、永久地執(zhí)掌政權(quán)。他早在青年時(shí)期就深受霍布斯著作的影響，認(rèn)為"人性學(xué)"是一切科學(xué)中最有實(shí)用價(jià)值的科學(xué)。他推崇英國的君主立憲制度，并認(rèn)為英國政府是世界上最好的政府。
詹姆斯·麥迪遜(James Madsion，1751-1836年)出生于美國弗吉尼亞大土地所有者家庭，是北美獨(dú)立運(yùn)動的主要領(lǐng)導(dǎo)人之一，被稱為"憲法之父"。青年時(shí)期即投身于獨(dú)立戰(zhàn)爭。1769年就讀于新澤西學(xué)院(今普林斯頓大學(xué))。曾參加弗吉尼亞革命代表會議，起草關(guān)于保障宗教信仰自由的文件。先后出席大陸會議和1787年的制憲會議。參加制憲會議時(shí)只有36歲，他提出了著名的"弗吉尼亞方案"，并使之成為制定聯(lián)邦憲法的基本框架。在擔(dān)任美國第1-2屆眾議院議員期間又通過極力爭取，將10條權(quán)利法案以憲法修正案的方式寫入憲法。1801年--1809年擔(dān)任杰弗遜總統(tǒng)的國務(wù)卿。1808年--1816年擔(dān)任美國第四任總統(tǒng)。1819年參與創(chuàng)立弗吉尼亞大學(xué)，并曾任該校校長。他擔(dān)任總統(tǒng)期間曾領(lǐng)導(dǎo)進(jìn)行第二次反英戰(zhàn)爭，保衛(wèi)了美國的共和制度，為美國贏得徹底獨(dú)立建立了功績。麥迪遜慧眼獨(dú)具，以第三人稱保存了制憲會議的最完整的會議辯論記錄，這本記錄是研究美國憲法的必讀書。
約翰·杰伊(John Jay，1745-1826年)是一個律師兼外交家。他出生在紐約的一個顯赫家庭。他在家接受教育，后就讀于皇家學(xué)院(今哥倫比亞大學(xué))。四年后，他進(jìn)入律師行業(yè)。杰伊是紐約在第一次和第二次大陸會議的代表。在1788年，杰伊被選為大陸會議的主席。杰伊是強(qiáng)大中央政府的強(qiáng)烈支持者。雖然他沒有參加制憲會議，但他為《聯(lián)邦黨人文集》貢獻(xiàn)出了五篇短文。杰伊拒絕了華盛頓的國務(wù)卿任命。杰伊接受了華盛頓的首任首席大法官的任命，而成為美國歷史上的第一位聯(lián)邦最高法院首席大法官。后被選為紐約州州長，他當(dāng)即辭去了首席大法官的職務(wù)。1800年，約翰·亞當(dāng)斯總統(tǒng)提名杰伊第二次擔(dān)任首席大法官。這一提名很快被參議院所批準(zhǔn)，但是杰伊以健康理由拒絕了這一任命，但實(shí)際原因是他認(rèn)為最高法院缺乏"作為其對國家政府的正當(dāng)支持的核心的能力、分量與尊嚴(yán)"。
進(jìn)一步的去探尋與本文有關(guān)的信息，還可以發(fā)現(xiàn)本文作為《聯(lián)邦黨人文集》中的獨(dú)立一篇，所討論的話題也是充滿了政治上的真知灼見的。這里把譯文附上，同學(xué)們自己去體會美國的建國先賢們（founding fathers）在200多年以前所展現(xiàn)出的非凡的洞察力吧！
大不列顛的歷史，一般說來是我們最熟悉的一部歷史，它給予我們許多有益的教訓(xùn)。我們可以通過他們的經(jīng)驗(yàn)得到教益，而不必付出他們所付的代價(jià)。這樣一個島國的人民應(yīng)該是一個國家，雖然這對常識說來似乎是顯而易見的事情，然而我們發(fā)現(xiàn)，他們長久以來分為三個國家，而且這三個國家?guī)缀踅?jīng)常發(fā)生爭吵和戰(zhàn)爭。雖然他們的實(shí)際利益同大陸國家的利益是真正一致的，然而由于那些國家的策略、政策和慣例，使他們之間的互相嫉妒一直處于加劇狀態(tài)。多年來，他們彼此造成的不便和麻煩，遠(yuǎn)超過了彼此的互相幫助。
假如美國人民分為三、四個國家，難道不會發(fā)生同樣的事情嗎？難道同樣的嫉妒不會發(fā)生，不會以同樣方式存在嗎？代替它們“友好聯(lián)合”和“利益”一致的是，猜忌和嫉妒很快會使信任和友愛銷聲匿跡。它們的政策和所追求的唯一目的，將是每個邦聯(lián)的局部利益，而不是整個美國的整體利益。因此，和其它大多數(shù)互相接壤的國家一樣，它們不是經(jīng)常卷入領(lǐng)土爭奪和戰(zhàn)爭，就是經(jīng)常生活于惟恐發(fā)生領(lǐng)土爭奪和戰(zhàn)爭的狀態(tài)之中。
最自信地主張有三四個邦聯(lián)的人，也不能合理地推測它們在力量上會長期保持完全均等的地位，即使最初有可能使它們做到這一點(diǎn)；但是，即使這是可行的，那么人們又有什么辦法繼續(xù)保持這種均等狀態(tài)呢？撇開那些能使一部分的權(quán)力增長而阻礙另一部分權(quán)力發(fā)展的局部條件不談，我們必須想到一個政府在政策高超和善于管理方面，產(chǎn)生的效果可能比其它政府突出，因而破壞了它們之間在力量和重要性方面的相對均等狀態(tài)。因?yàn)椴荒芟胂?，這些邦聯(lián)中的每一個成員在許多年內(nèi)都能始終如一地遵守同樣的健全政策，深謀遠(yuǎn)慮，居高望遠(yuǎn)。
不論何時(shí)，也不論由于何種原因，可能而且會發(fā)生這樣的情況：這些國家或邦聯(lián)中的任何一員，在政治重要性方面大大超過其鄰國時(shí)，它的鄰國就會對它采取猜忌和恐懼的態(tài)度。這兩種感情都會使它的鄰國支持，即使不是促進(jìn)，任何能夠降低其地位的行動，而且也會約束它們采取旨在增進(jìn)、甚至保持其繁榮的各種措施。該國不需要很多時(shí)間就能夠發(fā)現(xiàn)這些不友善的態(tài)度。它很快就會開始不僅對鄰國失去信任，而且對它們懷有同樣的惡感。懷疑自然會產(chǎn)生不信任，再沒有什么東西比惹人憎恨的嫉妒和不正派的詆毀——不論是明顯表示的或暗示的——會使誠意和善良的行為更快地改變了。
北方一般說是力量強(qiáng)大的地區(qū)，當(dāng)?shù)卦S多條件可能造成這樣的情況：人們建議的邦聯(lián)中最北面的一個，不要很長時(shí)間，無疑會比任何其它邦聯(lián)更為強(qiáng)大。這個情形一經(jīng)出現(xiàn)，北方蜂房立刻就會在美國的更南部激發(fā)起它以前在歐洲南部曾經(jīng)激發(fā)起來的那些思想感情。這似乎也不是輕率的猜測：大群小蜜蜂往往受到引誘，到它們豐饒而又優(yōu)美的鄰國，在更加繁茂的田野和更為溫暖的氣候中去采蜜。
凡是仔細(xì)考慮諸如此類的分裂和邦聯(lián)歷史的人們，會發(fā)現(xiàn)許多理由來理解計(jì)劃中的那些邦聯(lián)決不是鄰人，而是相互接壤的國家；它們既不會彼此相愛，也不會彼此信任，相反，它們會成為不和、嫉妒和互相侵害的犧牲品；簡言之，它們會使我們真正處于某些國家毫無疑問希望看到我們所處的那種境地：就是說彼此只能成為勁敵。
這里很認(rèn)真的提醒各位同學(xué)，這種信息發(fā)掘式的學(xué)習(xí)極易成癮而無法自拔，從而占用大家大量的學(xué)習(xí)時(shí)間。希望各位同學(xué)（尤其是對歷史人文知識興趣濃厚的同學(xué)）千萬克制這種信息發(fā)掘的力度，淺嘗輒止即可，還是要專心備考SAT閱讀。同學(xué)們能申請到越好的大學(xué)，就將會享有更好的圖書館服務(wù)，那時(shí)大家的求知欲將得到最大限度的滿足。
全球?qū)υ?/strong>
除了建國文獻(xiàn)外，新SAT另外一個新增加的文章類型是全球?qū)υ挘╣lobal conversation）。通過對真題，以及官方例題及各類模擬試題的歸納，通常這一類型的文章多是美國重要政治人物在某個重要?dú)v史時(shí)刻所進(jìn)行的公開講話的節(jié)選。大致總結(jié)可以發(fā)現(xiàn)，能夠被選作SAT考試題目的文章，至少也要是美國州長或參議院以上級別的政治人物所進(jìn)行的演講，還包括美國近現(xiàn)代歷史上具有重大社會影響的公眾人物和社會活動家的講話。演講的話題通常都是有關(guān)自由、民主、平權(quán)、和平等受眾廣泛且政治正確的話題。新SAT閱讀在這一部分的改變，與其說是對學(xué)生的英語閱讀能力進(jìn)行考查，還不如說是利用考試的機(jī)會對美國的傳統(tǒng)價(jià)值觀進(jìn)行強(qiáng)化和維護(hù)。
在對演講類文章進(jìn)行結(jié)構(gòu)式閱讀時(shí)，同學(xué)們要著重把握住公眾演講的幾個基本要素，這里把幾個要素簡化為“肥皂與石頭”，即指在演講類文章分析時(shí)采用的SOAP STONE原則。
這里有關(guān)演講類文章的六個要素分別是：演講者的身份、演講的場合、演講的聽眾、演講的目的、演講的主題和演講者的語氣。在新SAT考試中，同學(xué)們通過對文章前面的斜體字的介紹部分的閱讀即可得知演講者身份、場合和聽眾等有關(guān)演講的基本信息；而對于演講的目的、主題和語氣則要通讀全篇才能準(zhǔn)確把握。
This passage is excerpted from President John F. Kennedy's inaugural address, given in 1961.
The world is very different now. For man holds in his mortal hands the power to abolish all forms ofhuman poverty and all forms ofhuman life. And yet the same revolutionary beliefs for which our forebears fought are stillat issue around the globe.
Let the word go forth from this time and place, to friend and foe alike, that the torch has been passed to a new generation of Americans—born in this century, tempered by war, disciplined by a hard and bitter peace, proud of our ancient heritage, and unwilling to witnessor permit the slow undoing of those human rights to which this nation has always been committed, and to which we are committed today at home and around the world.
To those new states whom we welcome to the ranks of the free, we pledge our word that one form of colonial control shall not have passed away merely to be replaced by a far more iron tyranny. We shall not always expect to find them supporting our view. But we shall always hope to find them strongly supporting their own freedom—and to remember that, in the past, those who foolishly sought power by riding the back of the tiger ended up inside.
To those people in the huts and villages of half the globe struggling to break the bonds of mass misery, we pledge our best efforts to help them help themselves, for whatever period is required—not because we seek their votes, but because it is right. If a free society cannot help the many who are poor, it cannot save the few who are rich.
Finally, to those nations who would make themselves our adversary, we offer not a pledge but a request: that both sides begin anew the quest for peace, before the dark powers of destruction unleashed by science engulf all humanity in planned or accidental self-destruction.
So let us begin anew—remembering on both sides that civility is not a sign of weakness, and sincerity is always subject to proof. Let us never negotiate out of fear, but let us never fear to negotiate.
Let both sides, for the first time, formulate serious and precise proposals for the inspection and control of arms, and bring the absolute power to destroy other nations under the absolute control of all nations.Let both sides seek to invoke the wonders of science instead of its terrors. Together let us explore the stars, conquer the deserts, eradicate disease, tap the ocean depths, and encourage the arts and commerce.
And, if a beachhead of cooperation may push back the jungle of suspicion, let both sides join in creating a new endeavor—not a new balance of power, but a new world of law—where the strong are just, and the weak secure, and the peace preserved.
All this will not be finished in the first one hundred days.Nor will it be finished in the first one thousand days; nor in the life of this Administration; nor even perhaps in our lifetime on this planet. But let us begin...
本文是肯尼迪于1961年1月20日發(fā)表的著名的就職演說，當(dāng)時(shí)正值60年代美蘇兩大陣營激烈對峙、進(jìn)行冷戰(zhàn)的年代，所以具有濃烈的政治色彩。就此，肯尼迪在演講中也闡述了自己的政治傾向，表達(dá)了自己對自由的執(zhí)著和和平的向往。演講的言辭華美、氣勢恢宏，極富感染力，被奉為演講中的經(jīng)典之作。
通過文章之前介紹部分可以看出，演講者是一位雄心勃勃、即將上任的總統(tǒng)。（當(dāng)時(shí)的肯尼迪絕想不到他的總統(tǒng)生涯僅僅持續(xù)了兩年多，便以遭到殘忍的暗殺而告終。）；演講的場合是在就職儀式上；聽眾是全體美國人民，乃至世界各國關(guān)心美國總統(tǒng)就職的人們。
進(jìn)一步的對文章進(jìn)行閱讀，可以發(fā)現(xiàn)本文的目的（purpose）首先是對美國人民描述當(dāng)時(shí)復(fù)雜多變的國際形勢，并號召新一代的美國人民勇敢的面對和接受挑戰(zhàn)：“Let the word go forth from this time and place, to friend and foe alike, that the torch has been passed to a new generation of Americans”；其次，對世界上的其它國家發(fā)出了宣言，表明了美國的立場和態(tài)度。尤其是對敵對國家，展現(xiàn)出了強(qiáng)硬的態(tài)度和堅(jiān)強(qiáng)的決心：“remembering on both sides that civility is not a sign of weakness, and sincerity is always subject to proof. Let us never negotiate out of fear, but let us never fear to negotiate.”；最后，對美國和世界的未來進(jìn)行了樂觀的展望，同時(shí)也指出了美好未來的實(shí)現(xiàn)任重道遠(yuǎn)：“Together let us explore the stars, conquer the deserts, eradicate disease, tap the ocean depths, and encourage the arts and commerce….All this will not be finished in the first one hundred days.Nor will it be finished in the first one thousand days; nor in the life of this Administration; nor even perhaps in our lifetime on this planet. But let us begin...”
本文的主題（subject）涉及到了幾個重要而且意義深遠(yuǎn)的話題：包括人權(quán)：“…and unwilling to witnessor permit the slow undoing of those human rights to which this nation has always been committed, and to which we are committed today at home and around the world.”；貧富差距：“ If a free society cannot help the many who are poor, it cannot save the few who are rich.”；國際軍事政治：“Finally, to those nations who would make themselves our adversary, we offer not a pledge but a request: that both sides begin anew the quest for peace, before the dark powers of destruction unleashed by science engulf all humanity in planned or accidental self-destruction.”科學(xué)：“Let both sides seek to invoke the wonders of science instead of its terrors. Together let us explore the stars, conquer the deserts, eradicate disease, tap the ocean depths, and encourage the arts and commerce.”
從文體風(fēng)格的角度上看，就職演說屬于鼓動性的語言，演講者常常借助詞匯手段達(dá)到自己的鼓動效果。形容詞就是這樣一種有效手段。在肯尼迪的演講中，使用了較多的形容詞，且其中絕大多數(shù)都是表主觀判斷和感情色彩的詞，如：different、hard、bitter、unwilling、strongly、foolishly、serious、precise等。此外，第一人稱復(fù)數(shù)代詞的使用在肯尼迪的演說中也頗具特色。他的演講中，使用得最多的是第一人稱代詞，尤其是第一人稱復(fù)數(shù)代詞“we”，及它的變體：“us，our，me”等。不少情形下，第二人稱代詞“you”的使用都由第一人稱代詞所代替了。例如：“ We dare not forget today that we are the heirs of that first revolution.”這是演說者所使用的一種語言技巧。第一人稱復(fù)數(shù)代詞“we”可以包括講話人及聽話人,使用“we”就等于把講話人放到聽話人的同一立場之上，或更精確地說,是把聽話人拉到了自己的一邊。這樣一來就會使聽眾感到親切,就更容易贏得聽眾的支持。另外,肯尼迪的演講中,祈使句的使用也頗具特色。演講中，大量的使用了祈使句。其中大多數(shù)都采用“Let···”的形式。祈使句的作用就是向聽眾進(jìn)行直接呼吁，激起他們的熱情，讓他們按照演講人的意圖辦事。在好的演講中，尤其當(dāng)演講人在聽眾中有很高的威信時(shí)使祈使句有很大的煽動性?？夏岬涎葜v中所使用的祈使句就完全達(dá)到了這種效果。
這里附上這篇肯尼迪就職演說節(jié)選的中文翻譯，各位同學(xué)可以來欣賞一下這位美國歷史上得到廣大民眾普遍歡迎和愛戴的總統(tǒng)的語言魅力。
現(xiàn)今世界已經(jīng)很不同了，因?yàn)槿嗽谧约貉庵|的手中握有足以消滅一切形式的人類貧困和一切形式的人類生命的力量?？墒俏覀冏嫦葕^斗不息所維護(hù)的革命信念，在世界各地仍處于爭論之中。
讓我從此時(shí)此地告訴我們的朋友，并且也告訴我們的敵人，這支火炬已傳交新一代的美國人，他們出生在本世紀(jì)，經(jīng)歷過戰(zhàn)爭的鍛煉，受過嚴(yán)酷而艱苦的和平的熏陶，以我們的古代傳統(tǒng)自豪，而且不愿目睹或容許人權(quán)逐步被褫奪。對于這些人權(quán)我國一向堅(jiān)貞不移，當(dāng)前在國內(nèi)和全世界我們也是對此力加維護(hù)的。
對于那些我們歡迎其參與自由國家行列的新國家，我們要提出保證，絕不讓一種形成的殖民統(tǒng)治消失后，卻代之以另一種遠(yuǎn)為殘酷的暴政。我們不能老是期望他們會支持我們的觀點(diǎn)，但我們卻一直希望他們能堅(jiān)決維護(hù)他們自身的自由，并應(yīng)記取，在過去，那些愚蠢得要騎在虎背上以壯聲勢的人，結(jié)果卻被虎所吞噬。
對于那些住在布滿半個地球的茅舍和鄉(xiāng)村中、力求打破普遍貧困的桎梏的人們，我們保證盡最大努力助其自救，不管需要多長時(shí)間。這并非因?yàn)楣伯a(chǎn)黨會那樣做，也不是由于我們要求他們的選票，而是由于那樣做是正確的。自由社會若不能幫助眾多的窮人，也就不能保全那少數(shù)的富人。
最后，對于那些與我們?yōu)閿车膰?，我們所要提供的不是保證，而是要求：雙方重新著手尋求和平，不要等到科學(xué)所釋出的危險(xiǎn)破壞力量在有意或無意中使全人類淪于自我毀滅。
因此讓我們重新開始，雙方都應(yīng)記住，謙恭并非懦弱的征象，而誠意則永遠(yuǎn)須要驗(yàn)證。讓我們永不因畏懼而談判。但讓我們永不要畏懼談判。
讓雙方首次制訂有關(guān)視察和管制武器的真誠而確切的建議，并且把那足以毀滅其它國家的漫無限制的力量置于所有國家的絕對管制之下。
讓雙方都謀求激發(fā)科學(xué)的神奇力量而不是科學(xué)的恐怖因素。讓我們聯(lián)合起來去探索星球，治理沙漠，消除疾病，開發(fā)海洋深處，并鼓勵藝術(shù)和商務(wù)。
讓雙方攜手在世界各個角落遵循以賽亞的命令，去“卸下沉重的負(fù)擔(dān)……(并)讓被壓迫者得自由。”如果建立合作的灘頭堡能夠遏制重重猜疑，那么，讓雙方聯(lián)合作一次新的努力吧，這不是追求新的權(quán)力均衡，而是建立一個新的法治世界，在那世界上強(qiáng)者公正，弱者安全，和平在握。
凡此種種不會在最初的一百天中完成，不會在最初的一千天中完成，不會在本政府任期中完成，甚或也不能在我們活在地球上的畢生期間完成。但讓我們開始。
雙篇文章
雙篇文章從老SAT中被保留到了新SAT的閱讀考試中。很多考生對雙篇閱讀文章有恐懼心理，覺得很難做，兩篇文章都要弄懂。其實(shí)并沒有想象中的那么難，關(guān)鍵是掌握好技巧。雙篇文章中的互聯(lián)題，也當(dāng)然的從老SAT中保留到了新題中。因?yàn)槭菃为?dú)存在于雙篇文章中的題型，所以并沒有列在整體的題型分類之中。這里在討論雙篇文章的結(jié)構(gòu)式閱讀的方法的同時(shí)，也附帶著分析一下雙篇互聯(lián)題型的解題技巧。
雙篇文章確實(shí)比單篇文章考查的內(nèi)容要更廣，不論是查找位置、建立對比關(guān)系還是互相對待彼此的態(tài)度，都確實(shí)比單篇要涉及到更深的閱讀能力。但相比起單篇文章而言，主要的閱讀難度在于信息量更大，并不存在任何的額外的語言難度或者思路上的難點(diǎn)。這樣看來，只要同學(xué)們充分的理解雙篇文章的結(jié)構(gòu)特點(diǎn)，完全可以提高對雙篇文章進(jìn)行閱讀理解的效率，從而完美的解決新SAT閱讀中雙篇文章的閱讀和解題。
-
同一話題的兩個相反的觀點(diǎn)
-
同一話題的兩個相似的觀點(diǎn)
-
討論兩個不同但有聯(lián)系的話題
進(jìn)一步分析雙篇文章的內(nèi)容特征，我們會發(fā)現(xiàn)這類文章往往涉及到某兩個要素之間的關(guān)系。我們可以將兩篇文章的內(nèi)容都概括為兩個要素的關(guān)系，而對于這種關(guān)系的判斷，兩篇文章可能得出相似的結(jié)論，或者截然相反的結(jié)論。在某些特殊情況下，也會出現(xiàn)一篇文章態(tài)度鮮明，而另一篇文章保持中立的可能。
Passage 1 is excerpted from Michael Thackeray’s “The Long, Winding Road to Advanced Batteries for Electric Cars, published in 2012. Passage 2 is excerpted from Julie Chao’s “Goodbye, Range Anxiety? Electric Vehicles May Be More Useful Than Previously Thought,” published in 2015.
Passage 1
Batteries have come a long way since Alessandro Voltafirst discovered in 1800 that two unlike metals, when separated by an acidic solution, could produce an electriccurrent. In their evolution, batteries have taken on various forms, ranging from lead-acid, to nickel-metal hydride, to current-day lithium-ion.
Now, technological advances in batteries are more criticalthan ever. Coupled with the alarming rate at which we are exploiting fossil fuels, the world’s growing energy demand necessitates that we find alternative energy sources.
With present-day technology, however, electric vehicles cannot compete with internal combustion vehicles.According to [one] review, “energy densities two and five times greater are required to meet the performance goals of afuture generation of plug-in hybrid-electric vehicles (PHEVs)with a 40-80 mile all-electric range, and all-electric vehicles(EVs) with a 300-400 mile range, respectively.” To make the leap, scientists will have to find new couplings of battery materials.
Still, researchers are hopeful of a breakthrough. They can now use computing to accelerate the discovery of new electrode and electrolyte systems. This creates a positive feedback loop in which computing informs experiments, and experimental results help refine the computing process. This high-throughput iterative process may be scientists’ ultimatehope for discovering materials that can significantly improve the electrode chemical performance, safety and cost of batteries.
Passage 2
With today’s electric vehicle (EV) batteries, “end of life”is commonly defined as when the storage capacity drops down to 70 to 80 percent of the original capacity. As capacity fades, the vehicle’s range decreases. Berkeley researchers decided to investigate the extent to which vehicles still meet the needs of drivers beyond this common battery retirement threshold.
The Berkeley scientists analyzed power capacity fade, or the declining ability of the battery to deliver power, such as when accelerating on a freeway on ramp, as it ages. They modeled the impact of power fade on a vehicle’s ability to accelerate as well as to climb steep hills and complete other drive cycles. They found that power fade for the chosen vehicle [a Nissan Leaf] does not have a significant impact on an EV’s performance, and that a battery’s retirement will bed riven by energy capacity fade rather than by power fade.
The researchers thus conclude that “range anxiety may bean over-stated concern” since EVs can meet the daily travel needs of more than 85 percent of U.S. drivers even after losing 20 percent of their originally rated battery capacity.They also conclude that batteries can “satisfy daily mobility requirements for the full lifetime of an electric vehicle.”
通過對這兩篇文章的閱讀，可以發(fā)現(xiàn)，兩者都是討論電池與汽車性能之間的關(guān)系的。其中Passage 1對這個關(guān)系持有一種負(fù)面的態(tài)度：“With present-day technology, however, electric vehicles cannot compete with internal combustion vehicles.”而Passage 2則持有積極的態(tài)度，認(rèn)為：“… that batteries can satisfy daily mobility requirements for the full lifetime of an electric vehicle.”
這樣我們可以認(rèn)為，例子中的雙篇文章的基本結(jié)構(gòu)就是：
通過這個例子，我們可以將絕大部分的雙篇文章簡化成這樣一種結(jié)構(gòu)，即：“兩個要素之間的關(guān)系，及對這種關(guān)系的不同態(tài)度。”根據(jù)雙篇文章的內(nèi)容不同，這種結(jié)構(gòu)大致可以分為以下的三種形式：
第一：
第二：
第三：
這樣，我們就將似乎比較復(fù)雜的新SAT閱讀中的雙篇文章，簡化為這樣的幾種結(jié)構(gòu)。同學(xué)們在閱讀的時(shí)候，可以有意識的使用這種結(jié)構(gòu)式閱讀的思維模式，提高閱讀效率，從而迅速的把握雙篇文章的主要內(nèi)容。
在雙篇文章所涉及的題目中，一部分是只于其中的某一篇有關(guān)的題目。這種題目的分類和解題技巧與在其它文章中的題目完全一致，將在后文中詳細(xì)分類討論。這里著重介紹基于雙篇文章的題目類型，即討論兩篇文章相互關(guān)系的題目。
首先我們來看下雙篇文章的第一種獨(dú)有題型，求同題。顧名思義求同題既為問兩篇文章主旨或某細(xì)節(jié)的共同點(diǎn)。如果按傳統(tǒng)的解題步驟毫無疑問我們得把文章1得定位點(diǎn)找到并理解，再把文章2的定位點(diǎn)找到并理解，然后總結(jié)出二者有什么共同之處，然后再到選項(xiàng)中找到一個是原文同義改寫的選項(xiàng)做為正確答案。但是這么做就相當(dāng)于我們做單篇文章細(xì)節(jié)題兩道題的解題內(nèi)容，這樣不僅使我們在考試中的閱讀量憑空加倍，而且還無形中額外的消耗掉了寶貴的考試時(shí)間。
我們可以仔細(xì)研究下求同題的本質(zhì)，假設(shè)這道題是問Passage 1和Passage 2中心的共同點(diǎn)的，如果Passage 1的主旨要素有AB兩個，而Passage2的主旨要素主要是B，那正確答案就是要素B的同義改寫。兩篇文章的主旨要素必然是有交集的，因?yàn)槿绻麤]有交集就表示沒有共同點(diǎn)，這道題就不應(yīng)該存在了。
所以我們換個角度，在略讀的過程中已經(jīng)大體掌握兩篇文章的主要內(nèi)容，至少能夠判斷那篇文章主旨更簡潔單一一些，回到上面的例子，只要我們直接回去找Passage 2的主旨，拿它做同義改寫即可，因?yàn)镻assage 2的主旨要素要比Passage 1的單一，因此無論P(yáng)assage 1在講什么，它都必然包含有B這個要素。經(jīng)過大量真題的總結(jié)，也會發(fā)現(xiàn)，往往雙長文章有一篇會有多個主旨觀點(diǎn)，而另一篇為單一主旨觀點(diǎn)時(shí)會出現(xiàn)主旨求同題，所以也符合這個規(guī)律。
延伸到細(xì)節(jié)求同，細(xì)節(jié)求同與主旨求同也比較類似，兩個細(xì)節(jié)哪個更好定位我們就著重去看那個，直接到選項(xiàng)中去找它的同義改寫，因?yàn)榱硪粋€必然得有和它相交的部分。
其次我們再講講求異題。首先是主旨求異。同樣的主旨求異按照傳統(tǒng)的解法還是把兩篇文章主旨各找到并分別理解，再總結(jié)出它們的不同點(diǎn)既為正確答案的同意改寫，還是用兩道題道題的時(shí)間做一道題的內(nèi)容。
我們發(fā)現(xiàn)主旨求異的選項(xiàng)表述往往是Passage1說了….而Passage2說了…的形式，所以我們可以直接縱向看所有選項(xiàng)的前半邊或后半邊，找到跟其中一篇文章主旨一致的選項(xiàng)既為正確答案。
而細(xì)節(jié)求異是很麻煩的一種題目，更麻煩的情況是沒有任何定位行號的題目，只能用肉眼把兩個定位細(xì)節(jié)處找到才能比較其不同點(diǎn)，所以細(xì)節(jié)題無技巧可言，建議同學(xué)們可以考慮放到最后做。
|
