SAT閱讀SPP策略
一.模式簡(jiǎn)介：
SPP模式，即short pair passage, 雙篇短閱讀模式。我們首先要明確的是，這兩篇文章一定是有或多或少的聯(lián)系的，否則把他們放在一起就沒(méi)有任何意義。而將兩篇文章羅列在一起進(jìn)行出題也是SAT考試的一大特色。
雙篇文章的閱讀主要考查考生對(duì)兩篇文章關(guān)系的理解。這種文章類(lèi)型要求考生對(duì)兩篇相互關(guān)聯(lián)的短文章進(jìn)行閱讀并作答。每篇文章后面有4-5個(gè)問(wèn)題，字?jǐn)?shù)限制在250-350字。這部分相對(duì)于前面的單篇閱讀難度有所提升。我們建議考生的答題時(shí)間為5-6分鐘。
二.做題策略：
在作答這種類(lèi)型的文章題目時(shí)，考生可以直接讀原文而不需要先去看題目。因?yàn)檫@類(lèi)文章主要考察的是兩篇文章的相互關(guān)系，不同點(diǎn)是什么，相同點(diǎn)是什么。把握住出題人的用心，考生上來(lái)直接讀題目，并探究?jī)善恼碌漠愅?，就可以了?/p>
具體步驟如下：
?、?簡(jiǎn)單閱讀兩篇文章并作簡(jiǎn)要筆記
在拿到試題后，考生可以直接對(duì)兩篇短文章進(jìn)行閱讀。當(dāng)然我們要有針對(duì)性，這樣才能節(jié)省時(shí)間并提高準(zhǔn)度。在閱讀過(guò)程中，有三類(lèi)句子我們需要特別關(guān)注：a. 文章開(kāi)頭第一句;b. 文章最后一句;c. 文章中的轉(zhuǎn)折部分。
在閱讀過(guò)程中我們需要判斷兩篇文章的關(guān)系。兩篇文章可能是相反的關(guān)系，也可能是相互補(bǔ)充互相支持的關(guān)系，還有可能只有很松散的關(guān)系，即某些地方是有相互關(guān)系的。但是不管怎樣，兩篇文章都是平等的關(guān)系，都是各家之言，而無(wú)所謂對(duì)錯(cuò)。
?、?迅速掃讀題干
在完成對(duì)文章的簡(jiǎn)要閱讀后，我們開(kāi)始對(duì)題干進(jìn)行迅速掃讀。之前我們已經(jīng)為大家介紹過(guò)了在這一步中我們要做哪些事情，即首先定位題型，再尋找定位詞等。這里不再贅述。
?、?審查選項(xiàng)
?、?做出選擇
三.邊練邊說(shuō)
下面我們?yōu)榇蠹疫x出一篇SAT 真題，以講解剛才提到的做題策略
The passage below are followed by questions based on their content; questions following a pair of related passage may also be based on the relationship between the paired passage ,Answer the questions on the basis of what is stated or implied in the passage and in any introductory material that may be provided
Questions 9-12 are based on the following passage
Passage 1
In a recent survey concerning plagiarism among scholars, two University of Alabama economists asked 1,200 of their colleagues if they believed their work had ever been stolen. A startling 40 percent answered yes. While not a random sample, the responses still represent hundreds of cases of alleged plagiarism. Very few of them will ever be dragged into the sunlight. Thats because academia often discourages victims form seeking justice, and when they do, tends to ignore their complaints. Its like cockroaches, says the author of a recent book about academic fraud. For every one you see on the floor, there are a hundred behind the stove
Passage 2
Words belong to the person who wrote them. There are few simpler ethical notions than this, particularly as society directs more and more energy toward the creation of intellectual property. In the past 30 years, copyright laws have been strengthened, fighting piracy has become an obsession with Hollywood, and, in the worlds of academia and publishing, plagiarism has gone from being bad literary manners to something close to a felony. When a noted historian was recently found to have lifted passages from other historians, she was asked to resign form the board of the Pulitzer Prize committee. And why not? If she had robbed a bank, she would have been fired the next day.
9. Both passages discuss which of the following?
Reactions to plagiarism committed by scholars
An increase in plagiarism by college professors
The impact that academic fraud can have on the communication of scholarly ideas
A major change in copyright laws that occurred within the past three decades
Recent and highly publicized cases of plagiarism
10. The author would likely argue that the historians having lifted passages from other historians is
a relatively harmless error
an example of academic collaboration
deserving of harsh punishment
far from an isolated incident
a comparatively recent problem
11. The author of Passage 2 would likely respond to the actions attributed to academia in lines8-9 in Passage 1 by asserting that
these actions are consistent with the approach common in publishing
academic plagiarism has usually been misrepresented in surveys
researchers should not be held accountable for inadvertent mistakes
universities increasingly amnesty to researchers serious offense
colleges should provide amnesty to researchers accused of plagiarism
12. Which best describes the relationship between the two passages?
Passage 1 advocates a strategy that Passage 2 considers outmoded
Passage 1 envisions an idealistic condition that Passage 2 finds impossible
Passage 1 provides a detached analysis to which Passage 2 responds with alarm
Passage 1 describes a state of affairs that Passage 2 views as inexcusable.
Passage 1 emphasizes the causes of a problem and Passage 2 emphasizes its effects.
一.模式簡(jiǎn)介：
SPP模式，即short pair passage, 雙篇短閱讀模式。我們首先要明確的是，這兩篇文章一定是有或多或少的聯(lián)系的，否則把他們放在一起就沒(méi)有任何意義。而將兩篇文章羅列在一起進(jìn)行出題也是SAT考試的一大特色。
雙篇文章的閱讀主要考查考生對(duì)兩篇文章關(guān)系的理解。這種文章類(lèi)型要求考生對(duì)兩篇相互關(guān)聯(lián)的短文章進(jìn)行閱讀并作答。每篇文章后面有4-5個(gè)問(wèn)題，字?jǐn)?shù)限制在250-350字。這部分相對(duì)于前面的單篇閱讀難度有所提升。我們建議考生的答題時(shí)間為5-6分鐘。
二.做題策略：
在作答這種類(lèi)型的文章題目時(shí)，考生可以直接讀原文而不需要先去看題目。因?yàn)檫@類(lèi)文章主要考察的是兩篇文章的相互關(guān)系，不同點(diǎn)是什么，相同點(diǎn)是什么。把握住出題人的用心，考生上來(lái)直接讀題目，并探究?jī)善恼碌漠愅?，就可以了?/p>
具體步驟如下：
?、?簡(jiǎn)單閱讀兩篇文章并作簡(jiǎn)要筆記
在拿到試題后，考生可以直接對(duì)兩篇短文章進(jìn)行閱讀。當(dāng)然我們要有針對(duì)性，這樣才能節(jié)省時(shí)間并提高準(zhǔn)度。在閱讀過(guò)程中，有三類(lèi)句子我們需要特別關(guān)注：a. 文章開(kāi)頭第一句;b. 文章最后一句;c. 文章中的轉(zhuǎn)折部分。
在閱讀過(guò)程中我們需要判斷兩篇文章的關(guān)系。兩篇文章可能是相反的關(guān)系，也可能是相互補(bǔ)充互相支持的關(guān)系，還有可能只有很松散的關(guān)系，即某些地方是有相互關(guān)系的。但是不管怎樣，兩篇文章都是平等的關(guān)系，都是各家之言，而無(wú)所謂對(duì)錯(cuò)。
?、?迅速掃讀題干
在完成對(duì)文章的簡(jiǎn)要閱讀后，我們開(kāi)始對(duì)題干進(jìn)行迅速掃讀。之前我們已經(jīng)為大家介紹過(guò)了在這一步中我們要做哪些事情，即首先定位題型，再尋找定位詞等。這里不再贅述。
?、?審查選項(xiàng)
?、?做出選擇
三.邊練邊說(shuō)
下面我們?yōu)榇蠹疫x出一篇SAT 真題，以講解剛才提到的做題策略
The passage below are followed by questions based on their content; questions following a pair of related passage may also be based on the relationship between the paired passage ,Answer the questions on the basis of what is stated or implied in the passage and in any introductory material that may be provided
Questions 9-12 are based on the following passage
Passage 1
In a recent survey concerning plagiarism among scholars, two University of Alabama economists asked 1,200 of their colleagues if they believed their work had ever been stolen. A startling 40 percent answered yes. While not a random sample, the responses still represent hundreds of cases of alleged plagiarism. Very few of them will ever be dragged into the sunlight. Thats because academia often discourages victims form seeking justice, and when they do, tends to ignore their complaints. Its like cockroaches, says the author of a recent book about academic fraud. For every one you see on the floor, there are a hundred behind the stove
Passage 2
Words belong to the person who wrote them. There are few simpler ethical notions than this, particularly as society directs more and more energy toward the creation of intellectual property. In the past 30 years, copyright laws have been strengthened, fighting piracy has become an obsession with Hollywood, and, in the worlds of academia and publishing, plagiarism has gone from being bad literary manners to something close to a felony. When a noted historian was recently found to have lifted passages from other historians, she was asked to resign form the board of the Pulitzer Prize committee. And why not? If she had robbed a bank, she would have been fired the next day.
9. Both passages discuss which of the following?
Reactions to plagiarism committed by scholars
An increase in plagiarism by college professors
The impact that academic fraud can have on the communication of scholarly ideas
A major change in copyright laws that occurred within the past three decades
Recent and highly publicized cases of plagiarism
10. The author would likely argue that the historians having lifted passages from other historians is
a relatively harmless error
an example of academic collaboration
deserving of harsh punishment
far from an isolated incident
a comparatively recent problem
11. The author of Passage 2 would likely respond to the actions attributed to academia in lines8-9 in Passage 1 by asserting that
these actions are consistent with the approach common in publishing
academic plagiarism has usually been misrepresented in surveys
researchers should not be held accountable for inadvertent mistakes
universities increasingly amnesty to researchers serious offense
colleges should provide amnesty to researchers accused of plagiarism
12. Which best describes the relationship between the two passages?
Passage 1 advocates a strategy that Passage 2 considers outmoded
Passage 1 envisions an idealistic condition that Passage 2 finds impossible
Passage 1 provides a detached analysis to which Passage 2 responds with alarm
Passage 1 describes a state of affairs that Passage 2 views as inexcusable.
Passage 1 emphasizes the causes of a problem and Passage 2 emphasizes its effects.
