第一编阅读理解之解题攻略


一、大纲解读


纵观整个考研英语测试，阅读的分值占了40%，其重要性不言而喻。横向对比历年真题文章，我们不难发现这些文章在长度、难度上要低于很多专业英语考试或者出国考试，但为什么许多考生仍然认为考研英语很难呢？这很可能是因为考生对考研英语的测试体系不够熟悉。
虽然考研英语是语言能力考试，但同时它也包含了一项更加重要的考查成分——逻辑。逻辑思维能力是考研命题组对考生进行隐性考查的一部分内容。作为立志成为研究工作者的考生，具备完善的思维能力和研究能力是非常必要的。因此，命题组在设计考题的时候，并不是简单地考查考生是否能读懂原文信息，而是包含了繁杂的逻辑关系，这一点与GRE考试有着异曲同工之妙。

我们以下题为例：


Everybody loves a fat pay rise.Yet pleasure at your own can vanish if you learn that a colleague has been given a bigger one.Indeed, if he has a reputation for slacking, you might even be outraged.Such behaviour is regarded as “all too human”,with the underlying assumption that other animals would not be capable of this finely developed sense of grievance.But a study by Sarah Brosnan and Frans de Waal of Emory University in Atlanta, Georgia, which has just been published in Nature, suggests that it is all too monkey, as well.
21.In the opening paragraph, the author introduces his topic by .
A.posing a contrast
B.justifying an assumption
C.making a comparison
D.explaining a phenomenon

人人都喜欢大幅加薪。然而当你得知一个同事的薪水加的比你还多的时候，这种加薪带来的喜悦感就消失得无影无踪了。事实上，如果他还有懒散的名声的话，你甚至会变得义愤填膺。这种行为被视为“人之常情”，它潜在的假定是其他动物不可能有这种高度发达的不满意识。但是由佐治亚州亚特兰大埃里莫大学的萨拉·布鲁斯南和费兰·德·瓦尔进行的一项研究结果表明，这种情形也普遍存在于猴群当中。这项研究结果刚刚发表在《自然》杂志上。
21.在文章开始的段落，作者引入主题的方法是。
A.形成对照
B.证明一种假定正确
C.做出比较
D.解释一种现象
(2005考研真题Text 1，正确率25%)

这个例题就是考研真题及译文，然而，即使全部译成中文，题目的选项依然模棱两可。显然，考研英语试题做不好绝不单纯是语言能力的问题。根据命题组老师的经验，很多考生在考试的时候“文章读得懂，题目做不对”，这个与考生的逻辑思考习惯有很大的关系。因此，为了更加从容地应对这项考试，考生应当对考研的出题套路有一个理性的认识：


首先，考研英语文章全部源于外国媒体的时事评论或科技说明文，范围也不仅仅限于“五大题源”，因此文章的风格文法多元化，观点意图也是标新立异。这就使得在一些题目中，考生往往容易被自己的相关背景知识干扰迷惑。东方文化推崇求同，西方文化喜欢求异，因此出现在考研考试中的文章往往是具有创新性和批判性的，考生一定要跟着作者的思路走，决不可妄加臆断。
其次，命题组老师对试题干扰项设计得颇为精心，很多题目选项看似一样，或者在原文中都有所反映，读起来也是模棱两可，因此迷惑性很大，很难取舍。如上例选项中，C为正确答案，题目考查的是作者介绍主题的写作手法。考生应该快速阅读文章首尾句来理解文章主题。首句说“每个人都喜欢大幅加薪”，而尾句说“一项研究结果表明，这种情形也普遍存在于猴群当中”，从而可知第一段中提到了两个主体，一个是人，另一个是猴子。既然第一段中有两个主体，那么介绍主题的方式当然不可能是证明B或解释D，因为这两种方式都只涉及单个主体，由此BD可以排除。再分析AC的区别，依照Merriam-Webster的释义，contrast是指the comparing or appraising in respect to differences，而comparison则是指the representing of one thing or person as similar to or like another。所以A选项含义是在两个主体间求异，而C选项含义是在两个主体间求同，因此答案是C。
依据2012版《英语考试大纲》规定：考生应能读懂各类书籍和报刊的不同类型的文字材料(生词量不超过总词汇量的3%)，还应该能够读懂与本人学习或者工作有关的文章、技术说明和产品介绍等。对所读材料能够做到：
1)理解主旨要义；
2)理解文中的具体信息；
3)理解文中的概念性含义；
4)进行有关的判断、推理和引申；
5)根据上下文推测生词的词义；
6)理解文章的总体结构以及单句之间、段落之间的关系；
7)理解作者的意图、观点或者态度；
8)区分论点和论据
根据大纲，在考研英语的阅读试题中会出现超纲单词，虽然要求不超过总词汇量的3%，但是词汇障碍还是会无形中给试题增加难度。因此，考生在准备考试时要注意词汇的掌握。此外，大纲中也要求考生能够读懂一些与个人学习或者工作有关的文献、科技说明或者产品介绍，说明整个考研的群体分为两部分，一部分是应届本科毕业生，还有一部分是在职考研人员。为了照顾到这两部分群体的要求，大纲规定，阅读理解要求考生不仅能够看懂报刊书籍上的文章，还要能看懂技术说明、产品介绍等文献。
大纲对于考生英语阅读能力的八项具体要求体现了阅读试题深入考查的重点，除了注重考查文章的主旨、文中具体信息、作者的意图、观点和态度以外，更注重考查考生对文章的理解，不仅要会对所读的内容进行判断推理，还要会引申，能够区分论点和论据。
根据大纲的前七项具体要求，在阅读理解的题目设置中分别有主旨大意题、细节理解题、概念含义题、推理判断题、词汇语义题、写作手法题、态度观点题等七大类题目一一对应。各类型题目的具体解题方法会在下文有详细论述，在此就不做赘述。
而针对大纲的第八项要求，区分论点和论据，这是整个考研中的基本要求，不仅在阅读理解中需要区分论点和论据，在新题型当中也要求考生区分什么是论点，什么是论据。新题型当中有一个特别重要的题就是例子题，给出这篇文章的论点，让考生选择论据或者例子来证明论点，相信在阅读理解中关于区分论点和论据类型的题以后会考查得越来越少，这部分将逐渐转移到新题型中去。

二、复习指导
(一)常见逻辑关系



如前所述，考研英语多为说明文或议论文，文章无论是长度还是难度都不算大，逻辑结构是考查的关键点。考生一旦掌握了这些篇章的结构特点，就能对文章整体的内容和大意做出预测。因此，了解文章的结构对我们读懂文章、把握主题、轻松答题很有帮助。
对于一篇完整的英文说明文或者议论文来说，不论其形式看上去有多么复杂，基本结构都是传统的“三段论”模式，即提出问题(提出说明的事物或者现象；阐述核心观点)、分析问题(对事物或者现象进行说明；就此论点进行阐述论证或者分析评价)、解决问题(对说明的事物或者现象进行总结；得出观点性结论)。
当然，在具体文章中，不是每篇都分为三个段落，并完全按照这一顺序安排论题论据，也并不是对每一部分都有所阐述。作者的观点结论可能出现在分析之前，也可能暗含在分析之中，甚至可能出现在最后的结论部分。但是大部分文章基本上都是由这三个部分组成，分以下几种形式：

第一部分：提出问题。
在这一部分，文章提出将要讨论的概念、中心思想或者一种现象。有时在文章最开始并不直接进入要论述的问题，而是通过引子展开，或讲述一个有趣的故事、或交代一些背景知识，到了第二段才正式提出问题。
第二部分：实例支持。
这一部分是文章的重点部分，作者围绕这个概念、中心思想或者现象，运用实例从各个方面对其进行分析和解释说明。论述的方式有多种，具体数据、具体实例、逻辑推理都可以作为论据，但无论是采取何种论述方式，都是分别从不同的角度和侧面对这一中心进行阐述。
第三部分：得出结论。
在这一部分，作者对文章进行总结，并再一次对中心思想进行阐述，或对相关现象进行说明。结论部分可能也有多种形式，例如，在得出结论之前检验其他可能性、在得出结论后指出这一结论的意义，以及依据这一结论指向新问题等。

以2010年阅读理解真题第一篇为例：

Of all the changes that have taken place in English-language newspapers during the past quarter-century, perhaps the most far-reaching has been the inexorable decline in the scope and seriousness of their arts coverage.
It is difficult to the point of impossibility for the average reader under the age of forty to imagine a time when high-quality arts criticism could be found in most big-city newspapers.Yet a considerable number of the most significant collections of criticism published in the 20th century consisted in large part of newspaper reviews.To read such books today is to marvel at the fact that their learned contents were once deemed suitable for publication in general—circulation dailies.
We are even farther removed from the unfocused newspaper reviews published in England between the turn of the 20th century and the eve of World War Ⅱ, at a time when newsprint was dirt-cheap and stylish arts criticism was considered an ornament to the publications in which it appeared.In those far-off days, it was taken for granted that the critics of major papers would write in detail and at length about the events they covered.Theirs was a serious business, and even those reviewers who wore their learning lightly, like George Bernard Shaw and Ernest Newman, could be trusted to know what they were about.These men believed in journalism as a calling, and were proud to be published in the daily press.“So few authors have brains enough or literary gift enough to keep their own end up in journalism”, Newman wrote, “that I am tempted to define ‘journalism’ as‘a term of contempt applied by writers who are not read to writers who are’.”
Unfortunately, these critics are virtually forgotten.Neville Cardus, who wrote for the Manchester Guardian from 1917 until shortly before his death in 1975, is now known solely as a writer of essays on the game of cricket.During his lifetime, though, he was also one of Englands foremost classical-music critics, a stylist so widely admired that his Autobiography (1947) became a best-seller.He was knighted in 1967, the first music critic to be so honored.Yet only one of his books is now in print, and his vast body of writings on music is unknown save to specialists.
Is there any chance that Carduss criticism will enjoy a revival? The prospect seems remote.Journalistic tastes had changed long before his death, and postmodern readers have little use for the richly upholstered Vicwardian prose in which he specialized.Moreover, the amateur tradition in music criticism has been in headlong retreat.

文章一开始就开宗明义，直奔主题，指出报刊艺术评论不可遏止的衰落趋势(decline in the scope and seriousness of their arts coverage艺术报道的范围和严肃程度下降)这一现象。
接下来作者围绕着这一主题逐层展开论述。第二、三段追溯到报刊评论鼎盛的时期。那时，在重要评论文集中，报刊评论占了很大部分；而评论家们对所报道的事件做详尽评论被视为理所当然(a considerable number of the most significant collections of criticism published in the 20th century consisted in large part of newspaper reviews; it was taken for granted that the critics of major papers would write in detail and at length about the events they covered)。这些描述反衬了它现在的衰落。第四段以著名音乐评论家内维尔·卡达斯为例，说明评论家撰写的评论在过去广为人知而今已被遗忘(his vast body of writings on music is unknown save to specialists)，侧面印证艺术评论走向没落。
通过第二、三、四段的论述分析和实例支撑，第五段作者得出结论，认为曾辉煌一时的评论复兴希望渺茫(Is there any chance that Carduss criticism will enjoy a revival? The prospect seems remote.)。



第一部分：提出观点。
在这一部分，作者或者是开门见山地提出自己的观点，或者是先阐述他人的观点，然后再提出自己与之相左的观点。这一观点就是文章讨论的主题，是行文的起点，下文的论述都是对这一观点的驳斥或是支持，考生在阅读下文分析论证时要以这一观点为中心去发现论据。
第二部分：观点评价。
在这一部分，作者层层递进地进行分析，段落之间的逻辑联系非常强，各段首句承上启下，一步步推导出作者要论证的结论。
第三部分：得出结论。
最后结论的得出都是基于第二部分的逻辑推理，但并不是每一篇文章都有明确清晰的结论主题句。如果作者的分析是为了支持文章首段提出的观点，结论可能就暗含在论述中；如果作者的分析是为了驳斥首段提到的观点、但分析中只破不立，则结论就是作者所驳斥的观点的反面。无论是明确给出作者的观点还是需要考生自己推导得出，观点都是可以在第二部分的论证中找到依据的。


以2011年阅读理解真题第四篇为例：

Its no surprise that Jennifer Seniors insightful, provocative magazine cover story,“I love My Children, I Hate My Life,” is arousing much chatter-nothing gets people talking like the suggestion that child rearing is anything less than a completely fulfilling, life-enriching experience.Rather than concluding that children make parents either happy or miserable, Senior suggests we need to redefine happiness: instead of thinking of it as something that can be measured by moment-to-moment joy, we should consider being happy as a past-tense condition.Even though the day-to-day experience of raising kids can be soul-crushingly hard, Senior writes that “the very things that in the moment dampen our moods can later be sources of intense gratification and delight.”
The magazine cover showing an attractive mother holding a cute baby is hardly the only Madonna-and-child image on newsstands this week.There are also stories about newly adoptive and newly single-mom Sandra Bullock, as well as the usual “Jennifer Aniston is pregnant” news.Practically every week features at least one celebrity mom, or mom-to-be, smiling on the newsstands.
In a society that so persistently celebrates procreation, is it any wonder that admitting you regret having children is equivalent to admitting you support kitten-killing? It doesnt seem quite fair, then, to compare the regrets of parents to the regrets of the childless.Unhappy parents rarely are provoked to wonder if they shouldnt have had kids, but unhappy childless folks are bothered with the message that children are the single most important thing in the world: obviously their misery must be a direct result of the gaping baby-size holes in their lives.
Of course, the image of parenthood that celebrity magazines like Us Weekly and People present is hugely unrealistic, especially when the parents are single mothers like Bullock.According to several studies concluding that parents are less happy than childless couples, single parents are the least happy of all.No shock there, considering how much work it is to raise a kid without a partner to lean on; yet to hear Sandra and Britney tell it, raising a kid on their “own” (read: with round-the-clock help) is a piece of cake.
Its hard to imagine that many people are dumb enough to want children just because Reese and Angelina make it look so glamorous: most adults understand that a baby is not a haircut.But its interesting to wonder if the images we see every week of stress-free, happiness-enhancing parenthood arent in some small, subconscious way contributing to our own dissatisfactions with the actual experience, in the same way that a small part of us hoped getting“the Rachel” might make us look just a little bit like Jennifer Aniston.

第一段首先介绍Senior的观点，同时也是作者赞同的观点，就是育儿过程极其艰辛，但是能给父母带来事后的幸福(instead of thinking of it as something that can be measured by moment-to-moment joy, we should consider being happy as a past-tense condition.)。
第二、三段介绍了与Senior观点截然不同的、媒体影响下的社会育儿观，并对其本质进行了深刻的剖析。第四、五段对这种错误的社会育儿观进行了批驳，通过驳斥社会现行育儿观的不切实际和剖析其对社会的不良影响，作者树立起自己的观点，呼吁用理性的幸福观来看待育儿问题。
文章并没有在最后明确给出一个结论性意见，而是通过转折(but)引导出一个设想，让读者自己得出结论，并认识到若是被媒体对育儿的美化误导，而忽视其艰辛的本质，其结尾就不会如童话那般美好。




第一部分：提出问题。
文章先提出一个现存的、亟待解决的问题。问题多为社会性的，而且一般对该问题的重要性不存在太大争议。
第二部分：分析研究。
第二部分主要分析这一问题产生的原因、涉及的因素等，在这部分考生要注意各段各句之间密切的联系，逻辑层层递进的连接词，如moreover, further, furthermore, besides, in addition等。在原因探析部分会存在不同角度、不同层次的分析，从微观到宏观、从具体到抽象，要注意分辨作者认为最重要的、最深层次的原因，因为这是文章的重点和主题。
第三部分：得出结论。
最后部分是基于第二部分的论证，对问题及其原因进行总结说明，主要强调作者认为最深层的那个原因。但有些文章结尾的不是结论性的，而是开放性的，即并不将论述终止在分析出的原因上，而是进一步延展到与此问题相关的下一个话题，例如，对如何改进提出建议、指出未来可能产生的后果等，考生须注意区分，不要将新的问题当作对文章讨论主题的总结。

以2008年阅读理解真题第一篇为例：

While still catching-up to men in some spheres of modern life, women appear to be way ahead in at least one undesirable category.“Women are particularly susceptible to developing depression and anxiety disorders in response to stress compared to men,” according to Dr.Yehuda, chief psychiatrist at New Yorks Veterans Administration Hospital.
Studies of both animals and humans have shown that sex hormones somehow affect the stress response, causing females under stress to produce more of the trigger chemicals than do males under the same conditions.In several of the studies, when stressed-out female rats had their ovaries (the female reproductive organs) removed, their chemical responses became equal to those of the males.
Adding to a womans increased dose of stress chemicals, are her increased “opportunities” for stress.“Its not necessarily that women dont cope as well.Its just that they have so much more to cope with,” says Dr.Yehuda.“Their capacity for tolerating stress may even be greater than mens,” she observes, “Its just that theyre dealing with so many more things that they become worn out from it more visibly and sooner.”
Dr.Yehuda notes another difference between the sexes.“I think that the kinds of things that women are exposed to tend to be in more of a chronic or repeated nature.Men go to war and are exposed to combat stress.Men are exposed to more acts of random physical violence.The kinds of interpersonal violence that women are exposed to tend to be in domestic situations, by, unfortunately, parents or other family members, and they tend not to be one-shot deals.The wear-and-tear that comes from these longer relationships can be quite devastating.”
Adeline Alvarez married at 18 and gave birth to a son, but was determined to finish college.“I struggled a lot to get the college degree.I was living in so much frustration that that was my escape, to go to school, and get ahead and do better.”Later, her marriage ended and she became a single mother.“Its the hardest thing to take care of a teenager, have a job, pay the rent, pay the car payment, and pay the debt.I lived from paycheck to paycheck.”
Not everyone experiences the kinds of severe chronic stresses Alvarez describes.But most women today are coping with a lot of obligations, with few breaks, and feeling the strain.Alvarezs experience demonstrates the importance of finding ways to diffuse stress before it threatens your health and your ability to function.

第一段提出要讨论的问题，即压力容易对女性健康造成负面影响(Women are particularly susceptible to developing depression and anxiety disorders in response to stress compared to men)。
进而在第二、三、四、五段详细分析了这一现象产生的原因。第二段指出压力造成健康问题是存在生理原因的(sex hormones somehow affect the stress response, causing females under stress to produce more of the trigger chemicals 雌激素使得雌性在承受压力时分泌更多导致不良反应的化学物质)，第三段则阐明女性在现实生活中面临更多压力(her increased “opportunities” for stress ; Its just that they have so much more to cope with)，第四段论述说明女性承受的压力更具破坏性(women are exposed to tend to be in more of a chronic or repeated nature女性承受的压力具有长期性和反复性的特点)，第五段举出具体例证支撑前面的论述。
最后第六段总结指出大多数女性都承受着很大压力，并提出建议(finding ways to diffuse stress before it threatens your health and your ability to function)，即在压力影响到健康和生活能力之前要寻求途径，对压力予以缓解。




第一部分：提出问题。
这一模式下的问题常常是涵盖了两个或者更多方面的现象或概念。
第二部分：分别阐述。
花开两朵，各表一枝。文章作者对这几部分内容分别进行分析和论述，以段落的发展主线作为两种事物之间的类比，可以是两种事物各自优缺点的一一对应，也可以是先介绍完一个事物，再接着介绍另一个事物。文章的关键是对两个或几个概念下定义，探讨它们之间的联系和区别。这些方面虽然在概念和性质上会存在不同，但作为同一个中心问题下的不同方面，会存在一个更高层次的共同特征，把握这个共同点会帮助考生更好地对最后的结论做出提炼和总结。
第三部分：得出结论。
在分析了问题包含的各方面之后总结全文，其中还包含对以上各个方面的概括。但结尾部分通常不只是简单的总结概括，而是进一步延伸出一个更深刻的结论，对主题进行升华。

以2001年阅读理解真题第一篇为例：

Specialisation can be seen as a response to the problem of an increasing accumulation of scientific knowledge.By splitting up the subject matter into smaller units, one man could continue to handle the information and use it as the basis for further research.But specialisation was only one of a series of related developments in science affecting the process of communication.Another was the growing professionalisation of scientific activity.
No clear-cut distinction can be drawn between professionals and amateurs in science: exceptions can be found to any rule.Nevertheless, the word “amateur” does carry a connotation that the person concerned is not fully integrated into the scientific community and, in particular, may not fully share its values.The growth of specialisation in the nineteenth century, with its consequent requirement of a longer, more complex training, implied greater problems for amateur participation in science.The trend was naturally most obvious in those areas of science based especially on a mathematical or laboratory training, and can be illustrated in terms of the development of geology in the United Kingdom.
A comparison of British geological publications over the last century and a half reveals not simply an increasing emphasis on the primacy of research, but also a changing definition of what constitutes an acceptable research paper.Thus, in the nineteenth century, local geological studies represented worthwhile research in their own right; but, in the twentieth century, local studies have increasingly become acceptable to professionals only if they incorporate, and reflect on, the wider geological picture.Amateurs, on the other hand, have continued to pursue local studies in the old way.The overall result has been to make entrance to professional geological journals harder for amateurs, a result that has been reinforced by the widespread introduction of refereeing, first by national journals in the nineteenth century and then by several local geological journals in the twentieth century.As a logical consequence of this development, separate journals have now appeared aimed mainly towards either professional or amateur readership.A rather similar process of differentiation has led to professional geologists coming together nationally within one or two specific societies, whereas the amateurs have tended either to remain in local societies or to come together nationally in a different way.
Although the process of professionalisation and specialisation was already well under way in British geology during the nineteenth century, its full consequences were thus delayed until the twentieth century.In science generally, however, the nineteenth century must be reckoned as the crucial period for this change in the structure of science.

文章开头就提出了在科学领域影响交流过程的一系列相关发展(a series of related developments in science affecting the process of communication)中的两个，即科学发展的专业化(specialization)和职业化(professionalisation)。
接下来，作者对专业化和职业化的历程和体现进行了详细论述(requirement of a longer, more complex training implied greater problems for amateur participation in science训练的长期性和复杂性的要求，暗示了对业余人员参与科学研究造成了更大的困难； make entrance to professional geological journals harder for amateurs, a result that has been reinforced by the widespread introduction of refereeing审稿制度的广泛引进，使得业余人员想在专业性地质学杂志上发表文章更加困难；A rather similar process of differentiation has led to professional geologists coming together nationally within one or two specific societies类似的分化过程也导致专业地质学家聚集到一起，组成了全国性的一两个具体的协会)。
最后一段中，作者没有停留在对职业化和专业化“是什么”的总结归纳上，而是对职业化和专业化到底“怎么样”，即其意义何在这一问题做出了总结。作者认为虽然职业化和专业化的效果直到20世纪才充分显示出来，然而，从整个科学发展历程来看，19世纪已经出现了职业化和专业化的趋势，这一时期被视为科学结构发生变化的关键时期。

(二)阅读方法训练
依据大纲，考研中阅读的目的是迅速准确地获取所需的知识和信息，回答文后所附的问题，充分展示考生综合运用英语这门语言的能力，而并不要求考生理解和掌握文章的全部内容。除了具备足够的词汇量和熟练的语法知识外，考生还必须掌握正确的阅读方法，重视对阅读技巧的训练。
1.浏览

浏览是所有阅读方法的基础。一般来说，命题者在命制考题时，题目的排列顺序与文章的布局基本吻合，也就是说，解答题目所需的信息点在文章中一般都是按顺序出现的。解答阅读理解题时，应先读文章后面的题目，知道需要解决的问题是什么，然后带着问题浏览全文。如果反其道而行之，可能会浪费时间去分析一些与问题毫无关系的难句，此外，与问题相关的语句也可能会被忽略。浏览不宜逐词逐句，更忌讳一字一句念出声或在心里默默诵读，这些习惯都会严重影响阅读速度。正确的阅读方法是只看不念，眼睛快速搜索信息并及时反映给大脑，大脑的反应速度要跟上眼睛的浏览速度。浏览后应当对文章有一个初步印象，了解文章的整体结构，知道文章的主要内容，熟悉各信息点在文章中的大概位置。浏览时遇到不懂的生词可以暂时跳过，不要花太多的时间，因为这可能对文章整体意思的理解没有任何影响。浏览时脑子要想着问题，遇到与问题相关的材料时，一定要做好标记。
2.略读

略读是一种快速阅读方法，目的不是为了搜寻细节，而是了解文章的知识结构，找出文章的中心思想等宏观信息。因此，略读时只需注意文章的关键部分，如文章的第一段和最后一段，每段的第一句和最后一句。略读时只需重视文章的主题句，即每段中概括性的句子。通过阅读这些主题句，可以推测出文章的中心思想。同时，略读是一种选择性阅读，考生通过主观判断，有所取舍地阅读，但有时也可能由于判断失误，只阅读了次要问题，而忽视了主要问题。例如，一段中可能有多个概括性语句，有的可能是对某一具体事例的概括，不够全面，但考生读了此句后误认为是该段的主题句而忽视了真正的主题句。
3.查阅

查阅的目标集中且明确，查找的是与答案相关的某一具体信息，如时间、地点、数字、人物等，其他无关的材料均可忽略不读。具体做法是先判断具体信息在文章中大概位置(通过前面的浏览帮助判断)，然后目光快速跳到答案所在的大致位置，逐行浏览，直到搜索到目标为止。查阅时脑海中要记住问题的关键词，然后返回文章中定位。例如题目是问某人的某一作品的完成时间，那就需要考生快速寻找到这一作品，精读相关文字，选择出正确答案。浏览是查阅的基础，而查阅又是精读的前提。
4.精读

精读是很重要的阅读方法。通过略读和查阅可以解决一些比较容易的问题，而另一些较复杂的问题，必须要精读文章中的一些关键句子、段落后才能回答。文章中有一些对全文的准确理解起关键作用，或与问题的回答直接相关又比较难理解的句子，考生必须逐字逐句阅读和推敲才能准确理解其含义。精读的目的是要在理解的基础上对作者的思想加以概括总结，或对作者的态度做出准确的判断，或对文章内容做出符合逻辑的推理。考研英语考试题目比较隐晦，干扰选项多，长句难句多，提供的信息也是隐约可见，需要考生推敲才能准确把握。精读虽然要求反复阅读、仔细斟酌文章，但是做题时间是非常有限的，千万不可在一道难题上花太多的时间。
浏览、略读、查阅、精读这四种阅读方法相辅相成，需要多加训练、熟练应用、灵活变通，才能提高做题速度和答题正确率。