Section Ⅱ Reading Comprehension
1、 How does your reading proceed? Clearly you try to comprehend, in the sense of identifying meanings for individual words and working out relationships between them, drawing on your explicit knowledge of English grammar. (41)_____ You begin to infer a context for the text, for instance, by making decisions about what kind of speech event is involved: who is making the utterance, to whom, when and where. The ways of reading indicated here are without doubt kinds of comprehension. But they show comprehension to consist not just of passive assimilation but of active engagement in inference and problem-solving. You infer information you feel the writer has invited you to grasp by presenting you with specific evidence and clues. (42)_____ Conceived in this way, comprehension will not follow exactly the same track for each reader. What is in question is not the retrieval of an absolute, fixed or “true” meaning that can be read off and checked for accuracy, or some timeless relation of the text to the world. (43)_____ Such background material inevitably reflects who we are. (44) _____ This doesn’t, however, make interpretation merely relative or even pointless. Precisely because readers from different historical periods, places and social experiences produce different but overlapping readings of the same words on the page—including for texts that engage with fundamental human concerns—debates about texts can play an important role in social discussion of beliefs and values. How we read a given text also depends to some extent on our particular interest in reading it. (45) _____Such dimensions of read suggest—as others introduced later in the book will also do—that we bring an implicit (often unacknowledged) agenda to any act of reading. It doesn’t then necessarily follow that one kind of reading is fuller, more advanced or more worthwhile than another. Ideally, different kinds of reading inform each other, and act as useful reference points for and counterbalances to one another. Together, they make up the reading component of your overall literacy, or relationship to your surrounding textual environment.【A】Are we studying that text and trying to respond in a way that fulfils the requirement of a given course? Reading it simply for pleasure? Skimming it for information? Ways of reading on a train or in bed are likely to differ considerably from reading in a seminar room.【B】 Factors such as the place and period in which we are reading, our gender, ethnicity, age and social class will encourage us towards certain interpretations but at the same time obscure or even close off others.【C】If you are unfamiliar with words or idioms, you guess at their meaning, using clues presented in the context. On the assumption that they will become relevant later, you make a mental note of discourse entities as well as possible links between them.【D】 In effect, you try to reconstruct the likely meanings or effects that any given sentence, image or reference might have had: These might be the ones the author intended.【E】You make further inferences, for instance, about how the test may be significant to you, or about its validity—inferences that form the basis of a personal response for which the author will inevitably be far less responsible.【F】In plays, novels and narrative poems, characters speak as constructs created by the author, not necessarily as mouthpieces for the author’s own thoughts.【G】Rather, we ascribe meanings to texts on the basis of interaction between what we might call textual and contextual material: between kinds of organization or patterning we perceive in a text’s formal structures (so especially its language structures) and various kinds of background, social knowledge, belief and attitude that we bring to the text.
正确答案：CEGBA
答案解析：
选项分析
[A] Are we studying that text and trying to respond in a way that fulfils the requirement of a given course? Reading it simply for pleasure? Skimming it for information? Ways of reading on a train or in bed are likely to differ considerably from reading in a seminar room.
译文：我们是否在按某种课程要求来研究文本并作出反应？还是只是为了消遣而阅读？或者是快速阅读以获取信息？在火车上或床上阅读的方式可能与在研究室阅读有很大不同。
[B] Factors such as the place and period in which we are reading, our gender, ethnicity, age and social class will encourage us towards certain interpretations but at the same time obscure or even close off others.
译文：诸如我们阅读的地点和时段、我们的性别、种族、年龄和社会阶层等因素会促使我们作出某种解读，但同时也会使其他解读方式变得模糊甚至被屏蔽。
[C] If you are unfamiliar with words or idioms, you guess at their meaning, using clues presented in the context. On the assumption that they will become relevant later, you make a mental note of discourse entities as well as possible links between them.
译文：如果你不熟悉单词或习语，可以通过上下文的线索猜测它们的意思。如果你假设它会在下文出现，你会在脑海中记下语篇实体以及它们之间可能的联系。
[D] In effect, you try to reconstruct the likely meanings or effects that any given sentence, image or reference might have had: These might be the ones the author intended.
译文：实际上，你试图重建任何给定的句子、意象或引用可能会表达的含义或效果：这些可能是作者有意想传达给读者的。
[E] You make further inferences, for instance, about how the test may be significant to you, or about its validity—inferences that form the basis of a personal response for which the author will inevitably be far less responsible.
译文：你会进一步推断，例如，文本对你来说有多重要，或者它的合理性是怎样的，这些推断构成了作者个人反应的基础，而作者对此所产生的影响必然要小得多。
[F] In plays, novels and narrative poems, characters speak as constructs created by the author, not necessarily as mouthpieces for the author’s own thoughts.
译文：在戏剧、小说和叙事诗中，人物按作者塑造的构想来说话，不一定是作者自己的想法。
[G] Rather, we ascribe meanings to texts on the basis of interaction between what we might call textual and contextual material: between kinds of organization or patterning we perceive in a text’s formal structures (so especially its language structures) and various kinds of background, social knowledge, belief and attitude that we bring to the text.
译文：相反，我们把意义赋予文本，是基于我们所谓的语篇和背景材料之间的相互作用：在我们从语篇的形式结构（尤其是语言结构）所得出的各种组织和模式以及我们理解语篇时所带有的各种背景、社会知识、信念和态度之间。
答案解析
答案精析：本题考查上下文的衔接和逻辑关系。作者一开始就以提问的方式引出了话题：如何进行阅读。随后第二句说到，通过理解单词的意思和联系，以及运用一些语法知识来理解文章。空格后面一句说到，读者开始推断上下文的意思。由此可知，空格处应该也是阅读过程中的一部分，并且和推断文章意思的方法有关。C项开头部分说到了通过上下文猜测不认识的单词，承接了空格前的内容，后面说到要记下语篇实体以及它们之间可能的联系，与空格后文提到的如何推断语义的方法相呼应。故C项内容与上下文衔接顺畅，正确答案为C。
答案精析：第二段重点在阐述阅读时的理解方式，不仅是被动接受信息，也包含主动推理和解决问题。空格前一句提及，你推断出作者通过提供具体的证据和线索来引导你去领会的，指的是被动接受信息。E项以You make further inferences开头，显然是对空格上一句You infer…的承接，说明你可以进一步推断哪些内容对你是重要的或者是有效的，指的是主动推理。故E项内容与上文衔接顺畅，正确答案为E。
干扰项排除：D项内容也和推断信息相关，指的是通过文本的线索对句子进行重建，和空格前的句子有一定的相关性。但第三段开头提到每个读者对文章的理解是不同的，D项内容和此处并无衔接关系，没有形成呼应，故D错误。
长难句分析：You infer information you feel the writer has invited you to grasp by presenting you with specific evidence and clues.
本句主干为You infer information…，主谓宾结构。you feel the writer has invited you to grasp是省略了that的定语从句，修饰前面的information，用于对information进行解释说明。by presenting…作方式状语，表明作者是通过什么样的方式邀请你。
句意为：你可以推断出你觉得作者通过给你提供具体的证据和线索想让你理解的信息。
43. G
答案精析：第三段开头指出，每个读者对文章的理解都是不同的。第二句接着说到，问题的关键不在于对一个绝对的、固定的、或“真实的”意义的检索，也不在于文本与世界之间某种永恒的关系。作者先对一种理解的含义做出否定，由此可知，空格处应对理解的正确含义做出解释，问题的关键应该是什么。G项内容以Rather开头，正是和空格前句子中的not形成转折关系。G项内容说明我们在阅读时会结合文本信息以及个体的背景进行理解，与上文衔接顺畅，且G项中的contextual material和background对应第四段开头的Such background material。故正确答案为G。
长难句分析：What is in question is not the retrieval of an absolute, fixed or “true” meaning that can be read off and checked for accuracy, or some timeless relation of the text to the world.
本句主干为What is in question is not the retrieval of…, or…，主系表结构。主语为What is in question，表示“问题的关键”，表语为not the retrieval of…, or，表示“问题并不是……，也不是……”。句子中的that引导定语从句，修饰meaning，用于说明meaning具体指什么。
句意为：问题的关键不在于对可以反复阅读并检查其准确性是否是绝对的、固定或“真实”意义的检索，也不在于文本与世界之间某种永恒的关系。
答案精析：第四段首句指出，这些背景信息不可避免地反映了我们的特征。B项内容中出现的place, period, gender, ethnicity, age and social class都属于background material包含的信息。空格后的内容说到，然而，这并不意味着解读仅仅是相对的，甚至是毫无意义的。B项后半部分提及，那些因素会促使我们理解，但也会模糊其他的理解方式。空格后的句子用however和空格句形成转折关系。随后又说到，正是因为处于不同历史时期、地点和社会经历的读者对同一页上的文字产生不同但重叠的阅读——包括涉及人类关注的基本问题的文本——关于文本的辩论可以在信仰和价值观的社会讨论中发挥重要作用。B项内容提到的促进理解的因素正是对后文historical period, places and social experiences的呼应，故正确答案为B。
长难句分析：Precisely because readers from different historical periods, places and social experiences produce different but overlapping readings of the same words on the page—including for texts that engage with fundamental human concerns—debates about texts can play an important role in social discussion of beliefs and values.
本句主干为…debates about texts can play an important role…，主谓宾结构。句首Precisely because…on the page是because引导的原因状语从句，from different historical periods, places and social experiences是介词短语作后置定语，修饰readers。两个破折号之间的内容为插入语，对the same words on the page进行补充说明。
句意为：正是因为处于不同历史时期、地点和社会经历的读者对同一页上的文字产生不同但重叠的阅读——包括涉及人类关注的基本问题的文本——关于文本的讨论才可以在信仰和价值观的社会讨论中发挥重要作用。
答案精析：最后一段开头说到，我们如何阅读一篇文章也在一定程度上取决于我们的阅读兴趣。空格后提到Such dimensions of reading…，说明在空格处应该是对Such dimensions的具体解释，并且要和前一句所说的“阅读兴趣”相关。A项内容以反问的形式描述了不同的阅读目的和阅读方式，是对该段首句“阅读兴趣”的进一步说明，同时也承接了下一句的Such dimensions。故正确答案为A。
选项分析
[A] Are we studying that text and trying to respond in a way that fulfils the requirement of a given course? Reading it simply for pleasure? Skimming it for information? Ways of reading on a train or in bed are likely to differ considerably from reading in a seminar room.
译文：我们是否在按某种课程要求来研究文本并作出反应？还是只是为了消遣而阅读？或者是快速阅读以获取信息？在火车上或床上阅读的方式可能与在研究室阅读有很大不同。
[B] Factors such as the place and period in which we are reading, our gender, ethnicity, age and social class will encourage us towards certain interpretations but at the same time obscure or even close off others.
译文：诸如我们阅读的地点和时段、我们的性别、种族、年龄和社会阶层等因素会促使我们作出某种解读，但同时也会使其他解读方式变得模糊甚至被屏蔽。
[C] If you are unfamiliar with words or idioms, you guess at their meaning, using clues presented in the context. On the assumption that they will become relevant later, you make a mental note of discourse entities as well as possible links between them.
译文：如果你不熟悉单词或习语，可以通过上下文的线索猜测它们的意思。如果你假设它会在下文出现，你会在脑海中记下语篇实体以及它们之间可能的联系。
[D] In effect, you try to reconstruct the likely meanings or effects that any given sentence, image or reference might have had: These might be the ones the author intended.
译文：实际上，你试图重建任何给定的句子、意象或引用可能会表达的含义或效果：这些可能是作者有意想传达给读者的。
[E] You make further inferences, for instance, about how the test may be significant to you, or about its validity—inferences that form the basis of a personal response for which the author will inevitably be far less responsible.
译文：你会进一步推断，例如，文本对你来说有多重要，或者它的合理性是怎样的，这些推断构成了作者个人反应的基础，而作者对此所产生的影响必然要小得多。
[F] In plays, novels and narrative poems, characters speak as constructs created by the author, not necessarily as mouthpieces for the author’s own thoughts.
译文：在戏剧、小说和叙事诗中，人物按作者塑造的构想来说话，不一定是作者自己的想法。
[G] Rather, we ascribe meanings to texts on the basis of interaction between what we might call textual and contextual material: between kinds of organization or patterning we perceive in a text’s formal structures (so especially its language structures) and various kinds of background, social knowledge, belief and attitude that we bring to the text.
译文：相反，我们把意义赋予文本，是基于我们所谓的语篇和背景材料之间的相互作用：在我们从语篇的形式结构（尤其是语言结构）所得出的各种组织和模式以及我们理解语篇时所带有的各种背景、社会知识、信念和态度之间。
答案解析
答案精析：本题考查上下文的衔接和逻辑关系。作者一开始就以提问的方式引出了话题：如何进行阅读。随后第二句说到，通过理解单词的意思和联系，以及运用一些语法知识来理解文章。空格后面一句说到，读者开始推断上下文的意思。由此可知，空格处应该也是阅读过程中的一部分，并且和推断文章意思的方法有关。C项开头部分说到了通过上下文猜测不认识的单词，承接了空格前的内容，后面说到要记下语篇实体以及它们之间可能的联系，与空格后文提到的如何推断语义的方法相呼应。故C项内容与上下文衔接顺畅，正确答案为C。
答案精析：第二段重点在阐述阅读时的理解方式，不仅是被动接受信息，也包含主动推理和解决问题。空格前一句提及，你推断出作者通过提供具体的证据和线索来引导你去领会的，指的是被动接受信息。E项以You make further inferences开头，显然是对空格上一句You infer…的承接，说明你可以进一步推断哪些内容对你是重要的或者是有效的，指的是主动推理。故E项内容与上文衔接顺畅，正确答案为E。
干扰项排除：D项内容也和推断信息相关，指的是通过文本的线索对句子进行重建，和空格前的句子有一定的相关性。但第三段开头提到每个读者对文章的理解是不同的，D项内容和此处并无衔接关系，没有形成呼应，故D错误。
长难句分析：You infer information you feel the writer has invited you to grasp by presenting you with specific evidence and clues.
本句主干为You infer information…，主谓宾结构。you feel the writer has invited you to grasp是省略了that的定语从句，修饰前面的information，用于对information进行解释说明。by presenting…作方式状语，表明作者是通过什么样的方式邀请你。
句意为：你可以推断出你觉得作者通过给你提供具体的证据和线索想让你理解的信息。
43. G
答案精析：第三段开头指出，每个读者对文章的理解都是不同的。第二句接着说到，问题的关键不在于对一个绝对的、固定的、或“真实的”意义的检索，也不在于文本与世界之间某种永恒的关系。作者先对一种理解的含义做出否定，由此可知，空格处应对理解的正确含义做出解释，问题的关键应该是什么。G项内容以Rather开头，正是和空格前句子中的not形成转折关系。G项内容说明我们在阅读时会结合文本信息以及个体的背景进行理解，与上文衔接顺畅，且G项中的contextual material和background对应第四段开头的Such background material。故正确答案为G。
长难句分析：What is in question is not the retrieval of an absolute, fixed or “true” meaning that can be read off and checked for accuracy, or some timeless relation of the text to the world.
本句主干为What is in question is not the retrieval of…, or…，主系表结构。主语为What is in question，表示“问题的关键”，表语为not the retrieval of…, or，表示“问题并不是……，也不是……”。句子中的that引导定语从句，修饰meaning，用于说明meaning具体指什么。
句意为：问题的关键不在于对可以反复阅读并检查其准确性是否是绝对的、固定或“真实”意义的检索，也不在于文本与世界之间某种永恒的关系。
答案精析：第四段首句指出，这些背景信息不可避免地反映了我们的特征。B项内容中出现的place, period, gender, ethnicity, age and social class都属于background material包含的信息。空格后的内容说到，然而，这并不意味着解读仅仅是相对的，甚至是毫无意义的。B项后半部分提及，那些因素会促使我们理解，但也会模糊其他的理解方式。空格后的句子用however和空格句形成转折关系。随后又说到，正是因为处于不同历史时期、地点和社会经历的读者对同一页上的文字产生不同但重叠的阅读——包括涉及人类关注的基本问题的文本——关于文本的辩论可以在信仰和价值观的社会讨论中发挥重要作用。B项内容提到的促进理解的因素正是对后文historical period, places and social experiences的呼应，故正确答案为B。
长难句分析：Precisely because readers from different historical periods, places and social experiences produce different but overlapping readings of the same words on the page—including for texts that engage with fundamental human concerns—debates about texts can play an important role in social discussion of beliefs and values.
本句主干为…debates about texts can play an important role…，主谓宾结构。句首Precisely because…on the page是because引导的原因状语从句，from different historical periods, places and social experiences是介词短语作后置定语，修饰readers。两个破折号之间的内容为插入语，对the same words on the page进行补充说明。
句意为：正是因为处于不同历史时期、地点和社会经历的读者对同一页上的文字产生不同但重叠的阅读——包括涉及人类关注的基本问题的文本——关于文本的讨论才可以在信仰和价值观的社会讨论中发挥重要作用。
答案精析：最后一段开头说到，我们如何阅读一篇文章也在一定程度上取决于我们的阅读兴趣。空格后提到Such dimensions of reading…，说明在空格处应该是对Such dimensions的具体解释，并且要和前一句所说的“阅读兴趣”相关。A项内容以反问的形式描述了不同的阅读目的和阅读方式，是对该段首句“阅读兴趣”的进一步说明，同时也承接了下一句的Such dimensions。故正确答案为A。
选项分析
[A] Are we studying that text and trying to respond in a way that fulfils the requirement of a given course? Reading it simply for pleasure? Skimming it for information? Ways of reading on a train or in bed are likely to differ considerably from reading in a seminar room.
译文：我们是否在按某种课程要求来研究文本并作出反应？还是只是为了消遣而阅读？或者是快速阅读以获取信息？在火车上或床上阅读的方式可能与在研究室阅读有很大不同。
[B] Factors such as the place and period in which we are reading, our gender, ethnicity, age and social class will encourage us towards certain interpretations but at the same time obscure or even close off others.
译文：诸如我们阅读的地点和时段、我们的性别、种族、年龄和社会阶层等因素会促使我们作出某种解读，但同时也会使其他解读方式变得模糊甚至被屏蔽。
[C] If you are unfamiliar with words or idioms, you guess at their meaning, using clues presented in the context. On the assumption that they will become relevant later, you make a mental note of discourse entities as well as possible links between them.
译文：如果你不熟悉单词或习语，可以通过上下文的线索猜测它们的意思。如果你假设它会在下文出现，你会在脑海中记下语篇实体以及它们之间可能的联系。
[D] In effect, you try to reconstruct the likely meanings or effects that any given sentence, image or reference might have had: These might be the ones the author intended.
译文：实际上，你试图重建任何给定的句子、意象或引用可能会表达的含义或效果：这些可能是作者有意想传达给读者的。
[E] You make further inferences, for instance, about how the test may be significant to you, or about its validity—inferences that form the basis of a personal response for which the author will inevitably be far less responsible.
译文：你会进一步推断，例如，文本对你来说有多重要，或者它的合理性是怎样的，这些推断构成了作者个人反应的基础，而作者对此所产生的影响必然要小得多。
[F] In plays, novels and narrative poems, characters speak as constructs created by the author, not necessarily as mouthpieces for the author’s own thoughts.
译文：在戏剧、小说和叙事诗中，人物按作者塑造的构想来说话，不一定是作者自己的想法。
[G] Rather, we ascribe meanings to texts on the basis of interaction between what we might call textual and contextual material: between kinds of organization or patterning we perceive in a text’s formal structures (so especially its language structures) and various kinds of background, social knowledge, belief and attitude that we bring to the text.
译文：相反，我们把意义赋予文本，是基于我们所谓的语篇和背景材料之间的相互作用：在我们从语篇的形式结构（尤其是语言结构）所得出的各种组织和模式以及我们理解语篇时所带有的各种背景、社会知识、信念和态度之间。
答案解析
答案精析：本题考查上下文的衔接和逻辑关系。作者一开始就以提问的方式引出了话题：如何进行阅读。随后第二句说到，通过理解单词的意思和联系，以及运用一些语法知识来理解文章。空格后面一句说到，读者开始推断上下文的意思。由此可知，空格处应该也是阅读过程中的一部分，并且和推断文章意思的方法有关。C项开头部分说到了通过上下文猜测不认识的单词，承接了空格前的内容，后面说到要记下语篇实体以及它们之间可能的联系，与空格后文提到的如何推断语义的方法相呼应。故C项内容与上下文衔接顺畅，正确答案为C。
答案精析：第二段重点在阐述阅读时的理解方式，不仅是被动接受信息，也包含主动推理和解决问题。空格前一句提及，你推断出作者通过提供具体的证据和线索来引导你去领会的，指的是被动接受信息。E项以You make further inferences开头，显然是对空格上一句You infer…的承接，说明你可以进一步推断哪些内容对你是重要的或者是有效的，指的是主动推理。故E项内容与上文衔接顺畅，正确答案为E。
干扰项排除：D项内容也和推断信息相关，指的是通过文本的线索对句子进行重建，和空格前的句子有一定的相关性。但第三段开头提到每个读者对文章的理解是不同的，D项内容和此处并无衔接关系，没有形成呼应，故D错误。
长难句分析：You infer information you feel the writer has invited you to grasp by presenting you with specific evidence and clues.
本句主干为You infer information…，主谓宾结构。you feel the writer has invited you to grasp是省略了that的定语从句，修饰前面的information，用于对information进行解释说明。by presenting…作方式状语，表明作者是通过什么样的方式邀请你。
句意为：你可以推断出你觉得作者通过给你提供具体的证据和线索想让你理解的信息。
43. G
答案精析：第三段开头指出，每个读者对文章的理解都是不同的。第二句接着说到，问题的关键不在于对一个绝对的、固定的、或“真实的”意义的检索，也不在于文本与世界之间某种永恒的关系。作者先对一种理解的含义做出否定，由此可知，空格处应对理解的正确含义做出解释，问题的关键应该是什么。G项内容以Rather开头，正是和空格前句子中的not形成转折关系。G项内容说明我们在阅读时会结合文本信息以及个体的背景进行理解，与上文衔接顺畅，且G项中的contextual material和background对应第四段开头的Such background material。故正确答案为G。
长难句分析：What is in question is not the retrieval of an absolute, fixed or “true” meaning that can be read off and checked for accuracy, or some timeless relation of the text to the world.
本句主干为What is in question is not the retrieval of…, or…，主系表结构。主语为What is in question，表示“问题的关键”，表语为not the retrieval of…, or，表示“问题并不是……，也不是……”。句子中的that引导定语从句，修饰meaning，用于说明meaning具体指什么。
句意为：问题的关键不在于对可以反复阅读并检查其准确性是否是绝对的、固定或“真实”意义的检索，也不在于文本与世界之间某种永恒的关系。
答案精析：第四段首句指出，这些背景信息不可避免地反映了我们的特征。B项内容中出现的place, period, gender, ethnicity, age and social class都属于background material包含的信息。空格后的内容说到，然而，这并不意味着解读仅仅是相对的，甚至是毫无意义的。B项后半部分提及，那些因素会促使我们理解，但也会模糊其他的理解方式。空格后的句子用however和空格句形成转折关系。随后又说到，正是因为处于不同历史时期、地点和社会经历的读者对同一页上的文字产生不同但重叠的阅读——包括涉及人类关注的基本问题的文本——关于文本的辩论可以在信仰和价值观的社会讨论中发挥重要作用。B项内容提到的促进理解的因素正是对后文historical period, places and social experiences的呼应，故正确答案为B。
长难句分析：Precisely because readers from different historical periods, places and social experiences produce different but overlapping readings of the same words on the page—including for texts that engage with fundamental human concerns—debates about texts can play an important role in social discussion of beliefs and values.
本句主干为…debates about texts can play an important role…，主谓宾结构。句首Precisely because…on the page是because引导的原因状语从句，from different historical periods, places and social experiences是介词短语作后置定语，修饰readers。两个破折号之间的内容为插入语，对the same words on the page进行补充说明。
句意为：正是因为处于不同历史时期、地点和社会经历的读者对同一页上的文字产生不同但重叠的阅读——包括涉及人类关注的基本问题的文本——关于文本的讨论才可以在信仰和价值观的社会讨论中发挥重要作用。
答案精析：最后一段开头说到，我们如何阅读一篇文章也在一定程度上取决于我们的阅读兴趣。空格后提到Such dimensions of reading…，说明在空格处应该是对Such dimensions的具体解释，并且要和前一句所说的“阅读兴趣”相关。A项内容以反问的形式描述了不同的阅读目的和阅读方式，是对该段首句“阅读兴趣”的进一步说明，同时也承接了下一句的Such dimensions。故正确答案为A。
选项分析
[A] Are we studying that text and trying to respond in a way that fulfils the requirement of a given course? Reading it simply for pleasure? Skimming it for information? Ways of reading on a train or in bed are likely to differ considerably from reading in a seminar room.
译文：我们是否在按某种课程要求来研究文本并作出反应？还是只是为了消遣而阅读？或者是快速阅读以获取信息？在火车上或床上阅读的方式可能与在研究室阅读有很大不同。
[B] Factors such as the place and period in which we are reading, our gender, ethnicity, age and social class will encourage us towards certain interpretations but at the same time obscure or even close off others.
译文：诸如我们阅读的地点和时段、我们的性别、种族、年龄和社会阶层等因素会促使我们作出某种解读，但同时也会使其他解读方式变得模糊甚至被屏蔽。
[C] If you are unfamiliar with words or idioms, you guess at their meaning, using clues presented in the context. On the assumption that they will become relevant later, you make a mental note of discourse entities as well as possible links between them.
译文：如果你不熟悉单词或习语，可以通过上下文的线索猜测它们的意思。如果你假设它会在下文出现，你会在脑海中记下语篇实体以及它们之间可能的联系。
[D] In effect, you try to reconstruct the likely meanings or effects that any given sentence, image or reference might have had: These might be the ones the author intended.
译文：实际上，你试图重建任何给定的句子、意象或引用可能会表达的含义或效果：这些可能是作者有意想传达给读者的。
[E] You make further inferences, for instance, about how the test may be significant to you, or about its validity—inferences that form the basis of a personal response for which the author will inevitably be far less responsible.
译文：你会进一步推断，例如，文本对你来说有多重要，或者它的合理性是怎样的，这些推断构成了作者个人反应的基础，而作者对此所产生的影响必然要小得多。
[F] In plays, novels and narrative poems, characters speak as constructs created by the author, not necessarily as mouthpieces for the author’s own thoughts.
译文：在戏剧、小说和叙事诗中，人物按作者塑造的构想来说话，不一定是作者自己的想法。
[G] Rather, we ascribe meanings to texts on the basis of interaction between what we might call textual and contextual material: between kinds of organization or patterning we perceive in a text’s formal structures (so especially its language structures) and various kinds of background, social knowledge, belief and attitude that we bring to the text.
译文：相反，我们把意义赋予文本，是基于我们所谓的语篇和背景材料之间的相互作用：在我们从语篇的形式结构（尤其是语言结构）所得出的各种组织和模式以及我们理解语篇时所带有的各种背景、社会知识、信念和态度之间。
答案解析
答案精析：本题考查上下文的衔接和逻辑关系。作者一开始就以提问的方式引出了话题：如何进行阅读。随后第二句说到，通过理解单词的意思和联系，以及运用一些语法知识来理解文章。空格后面一句说到，读者开始推断上下文的意思。由此可知，空格处应该也是阅读过程中的一部分，并且和推断文章意思的方法有关。C项开头部分说到了通过上下文猜测不认识的单词，承接了空格前的内容，后面说到要记下语篇实体以及它们之间可能的联系，与空格后文提到的如何推断语义的方法相呼应。故C项内容与上下文衔接顺畅，正确答案为C。
答案精析：第二段重点在阐述阅读时的理解方式，不仅是被动接受信息，也包含主动推理和解决问题。空格前一句提及，你推断出作者通过提供具体的证据和线索来引导你去领会的，指的是被动接受信息。E项以You make further inferences开头，显然是对空格上一句You infer…的承接，说明你可以进一步推断哪些内容对你是重要的或者是有效的，指的是主动推理。故E项内容与上文衔接顺畅，正确答案为E。
干扰项排除：D项内容也和推断信息相关，指的是通过文本的线索对句子进行重建，和空格前的句子有一定的相关性。但第三段开头提到每个读者对文章的理解是不同的，D项内容和此处并无衔接关系，没有形成呼应，故D错误。
长难句分析：You infer information you feel the writer has invited you to grasp by presenting you with specific evidence and clues.
本句主干为You infer information…，主谓宾结构。you feel the writer has invited you to grasp是省略了that的定语从句，修饰前面的information，用于对information进行解释说明。by presenting…作方式状语，表明作者是通过什么样的方式邀请你。
句意为：你可以推断出你觉得作者通过给你提供具体的证据和线索想让你理解的信息。
43. G
答案精析：第三段开头指出，每个读者对文章的理解都是不同的。第二句接着说到，问题的关键不在于对一个绝对的、固定的、或“真实的”意义的检索，也不在于文本与世界之间某种永恒的关系。作者先对一种理解的含义做出否定，由此可知，空格处应对理解的正确含义做出解释，问题的关键应该是什么。G项内容以Rather开头，正是和空格前句子中的not形成转折关系。G项内容说明我们在阅读时会结合文本信息以及个体的背景进行理解，与上文衔接顺畅，且G项中的contextual material和background对应第四段开头的Such background material。故正确答案为G。
长难句分析：What is in question is not the retrieval of an absolute, fixed or “true” meaning that can be read off and checked for accuracy, or some timeless relation of the text to the world.
本句主干为What is in question is not the retrieval of…, or…，主系表结构。主语为What is in question，表示“问题的关键”，表语为not the retrieval of…, or，表示“问题并不是……，也不是……”。句子中的that引导定语从句，修饰meaning，用于说明meaning具体指什么。
句意为：问题的关键不在于对可以反复阅读并检查其准确性是否是绝对的、固定或“真实”意义的检索，也不在于文本与世界之间某种永恒的关系。
答案精析：第四段首句指出，这些背景信息不可避免地反映了我们的特征。B项内容中出现的place, period, gender, ethnicity, age and social class都属于background material包含的信息。空格后的内容说到，然而，这并不意味着解读仅仅是相对的，甚至是毫无意义的。B项后半部分提及，那些因素会促使我们理解，但也会模糊其他的理解方式。空格后的句子用however和空格句形成转折关系。随后又说到，正是因为处于不同历史时期、地点和社会经历的读者对同一页上的文字产生不同但重叠的阅读——包括涉及人类关注的基本问题的文本——关于文本的辩论可以在信仰和价值观的社会讨论中发挥重要作用。B项内容提到的促进理解的因素正是对后文historical period, places and social experiences的呼应，故正确答案为B。
长难句分析：Precisely because readers from different historical periods, places and social experiences produce different but overlapping readings of the same words on the page—including for texts that engage with fundamental human concerns—debates about texts can play an important role in social discussion of beliefs and values.
本句主干为…debates about texts can play an important role…，主谓宾结构。句首Precisely because…on the page是because引导的原因状语从句，from different historical periods, places and social experiences是介词短语作后置定语，修饰readers。两个破折号之间的内容为插入语，对the same words on the page进行补充说明。
句意为：正是因为处于不同历史时期、地点和社会经历的读者对同一页上的文字产生不同但重叠的阅读——包括涉及人类关注的基本问题的文本——关于文本的讨论才可以在信仰和价值观的社会讨论中发挥重要作用。
答案精析：最后一段开头说到，我们如何阅读一篇文章也在一定程度上取决于我们的阅读兴趣。空格后提到Such dimensions of reading…，说明在空格处应该是对Such dimensions的具体解释，并且要和前一句所说的“阅读兴趣”相关。A项内容以反问的形式描述了不同的阅读目的和阅读方式，是对该段首句“阅读兴趣”的进一步说明，同时也承接了下一句的Such dimensions。故正确答案为A。
选项分析
[A] Are we studying that text and trying to respond in a way that fulfils the requirement of a given course? Reading it simply for pleasure? Skimming it for information? Ways of reading on a train or in bed are likely to differ considerably from reading in a seminar room.
译文：我们是否在按某种课程要求来研究文本并作出反应？还是只是为了消遣而阅读？或者是快速阅读以获取信息？在火车上或床上阅读的方式可能与在研究室阅读有很大不同。
[B] Factors such as the place and period in which we are reading, our gender, ethnicity, age and social class will encourage us towards certain interpretations but at the same time obscure or even close off others.
译文：诸如我们阅读的地点和时段、我们的性别、种族、年龄和社会阶层等因素会促使我们作出某种解读，但同时也会使其他解读方式变得模糊甚至被屏蔽。
[C] If you are unfamiliar with words or idioms, you guess at their meaning, using clues presented in the context. On the assumption that they will become relevant later, you make a mental note of discourse entities as well as possible links between them.
译文：如果你不熟悉单词或习语，可以通过上下文的线索猜测它们的意思。如果你假设它会在下文出现，你会在脑海中记下语篇实体以及它们之间可能的联系。
[D] In effect, you try to reconstruct the likely meanings or effects that any given sentence, image or reference might have had: These might be the ones the author intended.
译文：实际上，你试图重建任何给定的句子、意象或引用可能会表达的含义或效果：这些可能是作者有意想传达给读者的。
[E] You make further inferences, for instance, about how the test may be significant to you, or about its validity—inferences that form the basis of a personal response for which the author will inevitably be far less responsible.
译文：你会进一步推断，例如，文本对你来说有多重要，或者它的合理性是怎样的，这些推断构成了作者个人反应的基础，而作者对此所产生的影响必然要小得多。
[F] In plays, novels and narrative poems, characters speak as constructs created by the author, not necessarily as mouthpieces for the author’s own thoughts.
译文：在戏剧、小说和叙事诗中，人物按作者塑造的构想来说话，不一定是作者自己的想法。
[G] Rather, we ascribe meanings to texts on the basis of interaction between what we might call textual and contextual material: between kinds of organization or patterning we perceive in a text’s formal structures (so especially its language structures) and various kinds of background, social knowledge, belief and attitude that we bring to the text.
译文：相反，我们把意义赋予文本，是基于我们所谓的语篇和背景材料之间的相互作用：在我们从语篇的形式结构（尤其是语言结构）所得出的各种组织和模式以及我们理解语篇时所带有的各种背景、社会知识、信念和态度之间。
答案解析
答案精析：本题考查上下文的衔接和逻辑关系。作者一开始就以提问的方式引出了话题：如何进行阅读。随后第二句说到，通过理解单词的意思和联系，以及运用一些语法知识来理解文章。空格后面一句说到，读者开始推断上下文的意思。由此可知，空格处应该也是阅读过程中的一部分，并且和推断文章意思的方法有关。C项开头部分说到了通过上下文猜测不认识的单词，承接了空格前的内容，后面说到要记下语篇实体以及它们之间可能的联系，与空格后文提到的如何推断语义的方法相呼应。故C项内容与上下文衔接顺畅，正确答案为C。
答案精析：第二段重点在阐述阅读时的理解方式，不仅是被动接受信息，也包含主动推理和解决问题。空格前一句提及，你推断出作者通过提供具体的证据和线索来引导你去领会的，指的是被动接受信息。E项以You make further inferences开头，显然是对空格上一句You infer…的承接，说明你可以进一步推断哪些内容对你是重要的或者是有效的，指的是主动推理。故E项内容与上文衔接顺畅，正确答案为E。
干扰项排除：D项内容也和推断信息相关，指的是通过文本的线索对句子进行重建，和空格前的句子有一定的相关性。但第三段开头提到每个读者对文章的理解是不同的，D项内容和此处并无衔接关系，没有形成呼应，故D错误。
长难句分析：You infer information you feel the writer has invited you to grasp by presenting you with specific evidence and clues.
本句主干为You infer information…，主谓宾结构。you feel the writer has invited you to grasp是省略了that的定语从句，修饰前面的information，用于对information进行解释说明。by presenting…作方式状语，表明作者是通过什么样的方式邀请你。
句意为：你可以推断出你觉得作者通过给你提供具体的证据和线索想让你理解的信息。
43. G
答案精析：第三段开头指出，每个读者对文章的理解都是不同的。第二句接着说到，问题的关键不在于对一个绝对的、固定的、或“真实的”意义的检索，也不在于文本与世界之间某种永恒的关系。作者先对一种理解的含义做出否定，由此可知，空格处应对理解的正确含义做出解释，问题的关键应该是什么。G项内容以Rather开头，正是和空格前句子中的not形成转折关系。G项内容说明我们在阅读时会结合文本信息以及个体的背景进行理解，与上文衔接顺畅，且G项中的contextual material和background对应第四段开头的Such background material。故正确答案为G。
长难句分析：What is in question is not the retrieval of an absolute, fixed or “true” meaning that can be read off and checked for accuracy, or some timeless relation of the text to the world.
本句主干为What is in question is not the retrieval of…, or…，主系表结构。主语为What is in question，表示“问题的关键”，表语为not the retrieval of…, or，表示“问题并不是……，也不是……”。句子中的that引导定语从句，修饰meaning，用于说明meaning具体指什么。
句意为：问题的关键不在于对可以反复阅读并检查其准确性是否是绝对的、固定或“真实”意义的检索，也不在于文本与世界之间某种永恒的关系。
答案精析：第四段首句指出，这些背景信息不可避免地反映了我们的特征。B项内容中出现的place, period, gender, ethnicity, age and social class都属于background material包含的信息。空格后的内容说到，然而，这并不意味着解读仅仅是相对的，甚至是毫无意义的。B项后半部分提及，那些因素会促使我们理解，但也会模糊其他的理解方式。空格后的句子用however和空格句形成转折关系。随后又说到，正是因为处于不同历史时期、地点和社会经历的读者对同一页上的文字产生不同但重叠的阅读——包括涉及人类关注的基本问题的文本——关于文本的辩论可以在信仰和价值观的社会讨论中发挥重要作用。B项内容提到的促进理解的因素正是对后文historical period, places and social experiences的呼应，故正确答案为B。
长难句分析：Precisely because readers from different historical periods, places and social experiences produce different but overlapping readings of the same words on the page—including for texts that engage with fundamental human concerns—debates about texts can play an important role in social discussion of beliefs and values.
本句主干为…debates about texts can play an important role…，主谓宾结构。句首Precisely because…on the page是because引导的原因状语从句，from different historical periods, places and social experiences是介词短语作后置定语，修饰readers。两个破折号之间的内容为插入语，对the same words on the page进行补充说明。
句意为：正是因为处于不同历史时期、地点和社会经历的读者对同一页上的文字产生不同但重叠的阅读——包括涉及人类关注的基本问题的文本——关于文本的讨论才可以在信仰和价值观的社会讨论中发挥重要作用。
答案精析：最后一段开头说到，我们如何阅读一篇文章也在一定程度上取决于我们的阅读兴趣。空格后提到Such dimensions of reading…，说明在空格处应该是对Such dimensions的具体解释，并且要和前一句所说的“阅读兴趣”相关。A项内容以反问的形式描述了不同的阅读目的和阅读方式，是对该段首句“阅读兴趣”的进一步说明，同时也承接了下一句的Such dimensions。故正确答案为A。
喵呜刷题：让学习像火箭一样快速，快来微信扫码，体验免费刷题服务，开启你的学习加速器！
