大學(xué)英語閱讀進階

前言

　　To the Instructor　　We all know that many students entering college today do not have the reading skills needed to do effective work in their courses. A related problem， apparent even in class discussions， is that students often lack the skills required to think in a clear and logical way.　　The purpose of Ten Steps to Improving College Reading Skills， Fourth Edition， is to develop effective reading and clear thinking. To do so， Part I presents a sequence of ten reading skills that are widely recognized as essential for basic and advanced comprehension. The first six skills concern the more literal levels of comprehension：　　Understanding vocabulary in context　　Recognizing main ideas　　Identifying supporting details　　Recognizing implied main ideas and the central point　　Understanding relationships that involve addition and time　　Understanding relationships that involve examples， comparison and/or contrast， and cause and effect　　The remaining skills cover the more advanced， critical levels of comprehension：　　Distinguishing between facts and opinions　　Making inferences　　Identifying an authors purpose and tone　　Evaluating arguments　　In every chapter in Part I， the key aspects of a skill are explained and illustrated clearly and simply. Explanations are accompanied by a series of practices， and each chapter ends with four review tests. The last review test consists of a reading selection so that students can apply the skill just learned to real-world reading materials， including newspaper and magazine articles and textbook selections. Together， the ten chapters provide students with the skills needed for both basic and more advanced reading comprehension.　　Following each chapter in Part I are at least six mastery tests for the skill in question. The tests progress in difficulty， giving students the additional practice and challenge they may need for the solid learning of each skill. While designed for quick grading， the tests also require students to think carefully before answering each questioin.

內(nèi)容概要

　　Steps & Skills系列包括閱讀、寫作、聽力、口語等分冊，旨在幫助學(xué)習(xí)者循序漸進地提高英語語言技能。本系列全部為原版引進，作者均為在語言教學(xué)與教材編寫領(lǐng)域有豐富經(jīng)驗的專家。教材編排新穎，講解生動，由淺入深，有助于學(xué)習(xí)者打下扎實的語言基礎(chǔ)，同時增強英語思維能力。本系列既可用于課堂教學(xué)，也適合自學(xué)提高。注重基礎(chǔ)，系統(tǒng)性強：介紹提高英語閱讀能力的十大技巧，由基礎(chǔ)閱讀向高級閱讀過渡，配有大量練習(xí)與測試題。材料豐富，趣味性強：選篇難度適中，內(nèi)容引人入勝，輔以形式多樣的閱讀活動，幫助學(xué)習(xí)者加深理解。鍛煉思維，挑戰(zhàn)性強：系統(tǒng)的閱讀訓(xùn)練與啟發(fā)性的思考活動有助于學(xué)習(xí)者提高推理、分析與判斷能力。使用方便，實用性強：講解重點部分配有中文，便于學(xué)習(xí)者理解和掌握。各章內(nèi)容安排合理，從講解、舉例、練習(xí)到測試，便于教學(xué)與評估。

作者簡介

John Langan has taught reading and writing at Atlantic Cape Community College near Atlantic City, New Jersey, for over twenty years. The author of a popular series of college textbooks on both subjects, he enjoys the challenge of developing materials that teach skills in an especially clear and lively way. Before teaching, he earned advanced degrees in writing at Rutgers University and in Reading at Rowan University. He also spent a year writing fiction that, he says, “is now at the back of a drawer waiting to be discovered and acclaimed posthumously.” While in school, he supported himself by working as a truck drive, a machinist, a battery assembler, a hospital attendant, and an apple packer.

書籍目錄

Preface: To the InstructorINTRODUCTION  緒論　1 How to Become a Better Reader and Thinker　如何更好地閱讀和思考　2 Reading for Pleasure and Power　為樂趣和力量而閱讀　3 Some Quick Study Tips　高效學(xué)習(xí)的捷徑PART Ⅰ　TEN STEPS TO IMPROVING COLLEGE READING SKILLS　提高大學(xué)英語閱讀技巧的十個步驟　1 Vocabulary in Context　語境中的詞匯　　Reading: Night Watch　Roy Popkin　　Mastery Tests　2 Main Ideas　主題思想　　Reading: Here's to Your Health　Joan Dunayer　　Mastery Tests　3 Supporting Details　支持性細(xì)節(jié)　　Reading: Child-Rearing Styles　Diane E. Papalia and Sally Wendkos Olds　　Mastery Tests　4 Implied Main Ideas and the Central Point　隱含的主題思想和中心論點　　Reading: Rowing the Bus　Paul Logan　　Mastery Tests　5 Relationships Ⅰ　語句或段落間的關(guān)系（一）　　Reading: Students in Shock　John Kellmayer　　Mastery Tests　6 Relationships Ⅱ　語句或段落間的關(guān)系（二）　　Reading: l Became Her Target　Roger Wilkins　　Mastery Tests　7 Fact and Opinion　事實和觀點　　Reading: New Respect for the Nap, a Pause That Refreshes　Jane E. Brody　　Mastery Tests　8 Inferences　推理　　Reading: Gender Inequality in Health Care and in the Workplace　　James M. Henslin　　Mastery Tests　9 Purpose and Tone　目的和語氣　　Reading: The Scholarship Jacket　Marta Salinas　　Mastery Tests　10 Argument　論證　　Reading: In Praise of the F Word　Mary Sherry　　Mastery TestsPART Ⅱ　TEN READING SELECTIONS　十篇精選閱讀文章　1 The Yellow Ribbon　Pete Hamill　2 Urban Legends　Beth Johnson　3 Sha me　Dick Gregory　4 The Bystander Effect　DorothyBarkin　5 The Real Story of Flight 93　Karen Breslau, EleanorClift, and Evan Thomas　6 Coping with Nervousness　Rudolph F. Verderber　7 Compliance Techniques: Getting People to Say Yes　Shelley E. Taylor, Letitia Anne Peplau, and David O. Sears　8 Lizzie Borden　James Kirby Martin and others　9 Nonverbal Communication　AnthonyF. Grasha　10 Preindustrial Cities　Rodney StarkPART Ⅲ FOR FURTHER STUDY　拓展學(xué)習(xí)　1 Combined-Skills Tests　2 Propaganda　　Mastery Tests　3 More About Argument: Errors in Reasoning　4 Writing AssignmentsAcknowledgmentsIndexReading Performance Chart

章節(jié)摘錄

　　Check Your Understanding　　Now read the following paragraph and see if you can underline its main idea:　　1Tailgating--following too closely behind another vehicle is a common cause of accidents. 2yet tailgating accidents could be avoided if drivers followed some clear-cut guidelines. 3Any car that is less than two seconds behind the one ahead is definitely too close. 4Two car lengths is a safe following distance to maintain in local driving. 5Two-car accidents often become chain-reaction pileups when a number of drivers are all tailgating in a line. 6At freeway speeds, or in snowy, icy or foggy conditions, people should increase following distance well beyond what is normally safe. 7Finally, drivers who are impatient or aggressive need to develop the self-control not to express those feelings through dangerous behaviors like tailgating.　　Explanation:　　In the preceding paragraph, the main idea is stated in the second sentence. The fists sentence introduces the topic, but it is the idea in the second sentence--tailgating can be avoided by following clear-cut guidelines--that is supported in the rest of the paragraph. So keep in mind that the first sentence may simply introduce or lead into the main idea of a paragraph. Very often, a contrast word like yet, but, or however signals the main idea, as in the paragraph you have just read:　　Tailgating--following too closely behind another vehicle--is a common cause of accidents. Yet tailgating accidents could be avoided if drivers followed some clear-cut guidelines.

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