考研英語閱讀：如何區(qū)分論點論據(jù)

　　英語閱讀方法里，有例證題的解題方法，概括起來主要就是找到例子的起始位置，接著在緊挨著例子的前面后面找論點，80%在前，20%在后。但是這里面考生所面臨的一個問題是，如何準確判斷例子的起始位置，這是一個普遍問題。本文中，跨考教育英語教研室王老師根據(jù)實際授課經(jīng)驗總結，主要從論據(jù)的特點進行闡述。文章中的論據(jù)有如下特點：

　　1.例子以for example、take sth for example 、such as 、take 、consider、like 等開始的，一直到例子結束，中間都不用讀。這樣的例子在二階閱讀中包括：2003 text 2 48. ，2004 text 1 44.，2001 text 1，2002 text 1。以2003年第二篇為例具體分析：

　　【2003 text 2】

　　For example, a grandmotherly woman staffing an animal rights booth at a recent street fair was distributing a brochure that encouraged readers not to use anything that comes from or is tested in animals—no meat, no fur, no medicines. Asked if she opposed immunizations, she wanted to know if vaccines come from animal research. When assured that they do, she replied, “Then I would have to say yes.” Asked what will happen when epidemics return, she said, “Don’t worry, scientists will find some way of using computers.”Such well-meaning people just don’t understand.(para.2)

　　【分析】例子的起始位置在這里很好判斷，截止到Such well-meaning people just don’t understand.之前的she said,“”位置均為例子的內(nèi)容，可以略去不讀。

　　2.若前面有完整句子。后面馬上出現(xiàn)引號引用某人的話，那后面的引用一定為論據(jù)，不用讀。這樣的例子在二階閱讀中包括：

　　【2003 text 3】

　　Railroads justify rate discrimination against captive shippers on the grounds that in the long run it reduces everyone's cost. If railroads charged all customers the same average rate, they argue, shippers who have the option of switching to trucks or other forms of transportation would do so, leaving remaining customers to shoulder the cost of keeping up the line. It's theory to which many economists subscribe, but in practice it often leaves railroads in the position of determining which companies will flourish and which will fail.“Do we really want railroads to be the arbiters of who wins and who loses in the marketplace?”asks Martin Bercovici, a Washington lawyer who frequently represents shipper. (para. 4)

　　【分析】這段中“Do we really want railroads…?”asks Martin Bercovici…是對前面一句…but in practice it often leaves railroads in the position of…的論證，為論據(jù)，可略去不讀。

　　3.抽象觀點或概念后，有具體例子。例子為論據(jù)。這是一種頻率高但是很容易忽略的情況，因為沒有明顯的路標詞語，很多學生看不出來。這樣的例子在二階閱讀中包括：

　　【2001 text 2】

　　To take advantage of this tool, some impoverished countries will have to get over their outdated anti-colonial prejudices with respect to foreign investment. Countries that still think foreign investment is an invasion of their sovereignty might well study the history of infrastructure(the basic structural foundations of a society)in the United States.…The Americans. I believe the same thing would be true in places like Brazil or anywhere else for that matter. The more foreign capital you have helping you build your Third Wave infrastructure, which today is an electronic infrastructure, the better off you’re going to be. …(para.last)

　　【分析】此段中首句為抽象描述，后面舉美國的例子為了說明發(fā)展網(wǎng)絡基礎設施應吸收外資。例子到I believe the same thing would be true in places like Brazil or anywhere else for that matter.一句截止，例子的另外一個特點是相較于論點來說的，論點的特點是高度概括性，抽象;而例子的特點是細節(jié)性的東西比較多。所以通過這個特點就可以判斷The more foreign capital you have helping you build your Third Wave infrastructure…the better off you’re going to be.一句屬于總結概括，即例子的終止位置。

　　4.句子中有人名，數(shù)字，時間等列舉。列舉點一定是論據(jù)。這樣的文章在二階閱讀中包括：2003 text 1，2004 text 2，2004 text 3，2006 text 1。以2006年第一篇為例進行分析：

　　【2006 text 1】

　　The 1990 Census revealed that “a majority of immigrants from each of the fifteen most common countries of origin spoke English ‘well’ or ‘very well’ after ten years of residence.” The children of immigrants tend to be bilingual and proficient in English. “By the third generation, the original language is lost in the majority of immigrant families.” Hence the description of America as a “graveyard” for languages. By 1996 foreign-born immigrants who had arrived before 1970 had a home ownership rate of 75.6 percent, higher than the 69.8 percent rate among native-born Americans.(para.3)

　　【分析】這一段的內(nèi)容通過觀察可以斷定整段為論據(jù)。

　　綜上所述，學會區(qū)分論點論據(jù)，能很大程度上簡化文章。

　　其它判斷論據(jù)的方法：

　　1時態(tài)：表示“現(xiàn)在”的副詞經(jīng)常會出現(xiàn)在文首，前后有時態(tài)對比，中間有時態(tài)轉(zhuǎn)換，這樣的敘述，前半部分多為講故事，背景敘述，其目的是為了引出文章中心。前面過去時的部分可以略去不看。二階閱讀中屬于這種情況的文章包括：2001 text 2，2005 text 2，2005 text 3，2007 text 3，2008 text 2。以2005年第二篇為例進行分析：

　　【2005 text 2】

　　Do you remember all those years when scientists argued that smoking would kill us but the doubters insisted that we didn’t know for sure? That the evidence was inconclusive, the science uncertain? That the antismoking lobby was out to destroy our way of life and the government should stay out of the way? Lots of Americans bought that nonsense, and over three decades, some 10 million smokers went to early graves.

　　There are upsetting parallels today, as scientists in one wave after another try to awaken us to the growing threat of global warming.…

　　【分析】首段全部用了過去式，實則是在做背景介紹，講故事，拋磚引玉，引出文章中心，而中間的關鍵節(jié)點就是從時態(tài)一開始進行轉(zhuǎn)換的位置，即二段首出現(xiàn)today的一句。則一段的內(nèi)容沒那么重要。

　　2并列結構為論據(jù)：2005 text 2，2007 text 1，2007 text 2。以2007年的第一篇為例進行分析：

　　【2007 text 1】

　　If you were to examine the birth certificates of every soccer player in 2006’s World Cup tournament, you would most likely find a noteworthy quirk: elite soccer players are more likely to have been born in the earlier months of the year than in the later months. If you then examined the European national youth teams that feed the World Cup and professional ranks, you would find this strange phenomenon to be even more pronounced.

　　What might account for this strange phenomenon? Here are a few guesses: a)…b)…c)…d)…

　　【分析】首段的特點是出現(xiàn)了兩個并列的if從句，其結構上及意思上都是相似并列的，具有這樣特點的內(nèi)容在文章中為論據(jù)。