Many books require students to learn to analyze the structure of articles, which actually requires students to improve their logical reasoning ability. In normal practice, the only thing students can do after reading is to answer questions. In fact, it is often very important to read the article again after changing the answer. When reading an article for the first time, we should simulate the tense atmosphere of the exam and try our best to achieve high quality and speed. However, after answering the answers, we have enough time to read the article again. The purpose of reading the article for the second time is not to get information, but to grasp the layout of the article and analyze the author's intention. We must read this article again with thinking and ask ourselves the following questions:
If you write an article on the same topic or theme, what kind of article layout will you take? If our own layout is different from the author's, what are the specific differences? What are the characteristics of this article compared with the articles of the same genre I have seen before?
Some people may say, isn't this kind of training an intensive reading class? If time permits, the second reading will become intensive reading, so why not? Speed reading is for exams. In order to really cultivate logical reasoning ability and improve reading level, intensive reading is necessary. The purpose of the article will never end. If you want to see 200 simulated reading questions, it is better to see 50 real questions over the years. In addition, more analysis of real articles is not without benefits for writing and planning articles.
Learn to write long sentences by yourself and overcome the obstacles of long sentences.
Almost every time I read, there are always one or two long sentences. Many students analyze this and that, but nothing can be analyzed. Students with good hearing may not necessarily have good pronunciation, but students with good pronunciation must have good hearing. Similarly, people who can write long and difficult sentences are certainly not afraid of long and difficult sentences.
What students should do is to find a good grammar book and study the sentence structure carefully. The backbone of English sentences is often not complicated, but it has too many adhesive modifiers. First, learn how to write simple basic sentence patterns, and then gradually expand the sentence structure by attaching various clauses, parenthesis and non-predicate forms.
Analyzing long and difficult sentences is just the opposite of expanding sentences. We must "cut" brackets, various clauses and non-predicate forms step by step to get the main sentence. Therefore, as long as you want to simplify, you must first expand. It is better to learn to write long and difficult sentences by yourself than to seek various analytical methods of long and difficult sentences.
Reading articles by category, reviewing before the exam has a miraculous effect.
Reading thousands of articles, how to grasp the law from the limited is the key. Reading articles are always assigned according to four articles in each set of questions, so many students follow the steps. However, if you classify all the articles you have read according to the theme, such as campus, medicine, family, environment and so on. And review these articles by category before the exam, you can not only systematically master the common vocabulary of a certain type of articles, but also master the structural characteristics and laws of the articles.
The best way is to set the classification standard at the beginning, and indicate the category of the article after each article is written or before the first sentence, so that it will be much easier to summarize before the exam.