考研英語閱讀判定作者態(tài)度的三大方法_跨考網(wǎng)

???????? 在考研英語閱讀理解題型中，作者態(tài)度題每年都會涉及，題量不會很大，基本每次一題。能否正確把握作者態(tài)度對于文章的整體理解是至關(guān)重要的。

　　1.標志：attitude

　　2.作者的態(tài)度只分為三種：支持或贊同；中立或客觀；懷疑、批評或反對

　　3.判定作者態(tài)度的方法

　　A尋找?guī)в凶髡邚娏腋星樯实拿~、動詞、形容詞或者副詞來判定作者態(tài)度。

　　如2009年大綱樣題（1996年真題）“The growth of the limited liability company and municipal business had important consequences. Such large， impersonal manipulation of capital and industry greatly increased the numbers and importance of shareholders as a class， an element in national life representing irresponsible （不負責任的，明顯是一個貶義詞，作者就是批判股東的）wealth detached from the land and the duties of the landowners； and almost equally detached from the responsible management of business.”“Fortunately， （幸運的，明顯后面連接的是作者支持的，即行業(yè)公會起了一個好的作用）however， the increasing power and organisation of the trade unions， at least in all skilled trades， enabled the workmen to meet on equal terms the managers of the companies who employed them.”

　　61. According of the passage， all of the following are true except that ________.

　　[A] the shareholders were unaware of the needs of the workers

　　[B] the old firm owners had a better understanding of their workers

　　[C] the limited liability companies were too large to run smoothly

　　[D] the trade unions seemed to play a positive role （行業(yè)公會扮演了一個積極的角色）

　　62. The author is most critical of ________.

　　[A] family firm owners

　　[B] landowners

　　[C] managers

　　[D] shareholders （批判股東）

　　B段首句中含有“but， yet， however， in fact”類表示強轉(zhuǎn)折關(guān)系的詞時，這句話通常表征作者觀點。

　　如2004年第四篇：

　　“Schools have always been in a society where practical is more important than intellectual，” says education writer Diane Ravitch. “Schools could be a counterbalance.” Razitch‘s latest bock， Left Back： A Century of Failed School Reforms， traces the roots of anti-intellectualism in our schools， concluding they are anything but a counterbalance to the American distaste for intellectual pursuits.

　　But they could and should be. （但學校可能也應該成為一種反學識的抗衡力，即作者是支持學識的）Encouraging kids to reject the life of the mind leaves them vulnerable to exploitation and control. Without the ability to think critically， to defend their ideas and understand the ideas of others， they cannot fully participate in our democracy. Continuing along this path， says writer Earl Shorris， “We will become a second-rate country. We will have a less civil society.”