英语精读学习（ 1）1. 文章篇章结构， 包括 passage和 Paragraph文本有多少层次， 是怎样的结构脉络，又是怎样的文本逻辑结构2. 文本的逻辑分析 整个文本的逻辑结构， 段落内部的逻辑， 语句之间的逻辑作者用什么逻辑推理证明其观点，用什么方法证明其观点3. 语言分析 ------ 句式变化， 句型使用， 句式的多样性和丰富性， 句子开头变化，句子的连贯和衔接，句子的信息分布和控制，句子主语变化和统一性，句子的结构变化，句子的主次结构分布，4. 词汇 首先就是动词和词组，然后是介词和抽象名词分析词汇的选择和变化5. 修辞和风格例子分析Nature has a number of different ways of burying and thus preserving the past. One way is by volcanic eruption. The most famous example is probably the great Roman town of Pompeiiin southern Italy. The town was so quickly and completely covered with volcanic ashes from Mount Vesuvius one August day in 79 A.D. that the people of the town hardly knew what was happening to them. A second way may be seen in another part of Europe, where the surface of the land in the valleys of the Alps sank hundreds of years ago and was covered with water and peat.This cover preserved the wooden houses, utensils, and weapons of the prehistoric Alpine lake dwellers. In Egypt drifting dry sands have preserved fragile records for thousands of years. In Central America, the jungle buried and preserved some of the ancient cities of prehistoric India peoples.I ．篇章结构分析文章分为五部分Nature has a number of different ways of burying and thus preserving the past. （主题句）One way is by volcanic eruption （分论点）A second way may be ⋯⋯ (分论点 )In Egypt drifting dry sands have preserved fragile records （分论点）In Central America, the jungle buried and preserved （分论点） 总分结构平行结构的脉络发展使用了“ One way ”， “ A second way ”这样平行论证，接着使用介词 “ In”来安排平行结构II ．逻辑分析文章首先使用了平行结构论证，列举了四种主要途径。
其次，作者大量使用了例子和事实来论证他的观点另外， 作者较详细分析了火山掩埋的方式， 用庞培和更多细节来支持他的观点， 而其他部分作者略写，这种逻辑和详略关系表明作者认为火山是最重要的掩埋方式句子逻辑分析One way is by volcanic eruption. （主题） The most famous example is probably the great Roman town of Pompeii in southern Italy.（点出例子） The town was so quickly and completely covered with volcanic ashes from Mount Vesuvius one August day in 79 A.D. that the people of the town hardly knew what was happening to them （进一步给出细节分析）层层推进的逻辑关系再看五句话的逻辑关系和语义连贯Nature has a number of different ways — 这里一个是 Nature, 一个是 ways,后面使用了 one, a second, in 加名词表示地方， 就使整个信息体一一对应， 也有了统一的信息主体和语义统一性。
信息的统一性和连贯性很好接着作者用了 volcanic eruption ， water and peat，drifting dry sands ， the jungle 等词汇做主语，进一步扣住主题，语言连贯性和统一性被进一步巩固III. 语言分析句子句子开头基本上没有使用人，物质名词，代词，介词，变化丰富又统一作者使用了被动句，复合句，并列句，并列复合： A second way may be seen in another part of Europe, where the surface of the landin the valleys of the Alps sank hundreds of years ago and was covered with water and peat.动名词结构 of burying and thus preserving ， 分词作定语 drifting dry sands坦白说，该文章的语言丰富性，语言的曲折变化，语句的节奏，长短句的配合，主句和结构，主句和从句的复杂结构等方面还有很大的发展空间囿于说明文的文体色彩，语言要求尽量直接简单，从这方面来看语言比较到位。
总结 ：在科技写作中，在说明文中，应该尽量使用被动句，使用简单句，使用抽象名词， 概念名词，物质名词做主语 （是不是我们在分析不同的文体要分析不同的文体语言特点和色彩？）词汇 .作者反复使用了 Bury, preserve, cover.明显的词汇选择和变化使用介词，如 by volcanic eruption ， covered with volcanic ashes from Mount Vesuvius one August day in 79 A.D ， in another part of Europe, where the surface of the land in the valleys of the Alps， for thousands of years 等比较难的词汇和表达： volcanic eruption ，volcanic ashes，hardly knew what ，happening to them，surface， Alps sank， prehistoric ， lake dwellers ， drifting ， preserved fragile records 。
我们发现， 作者着重使用动词， 还往往使用被动式，还还使用了介词和，专有名词和术语总结 ：在科技文中以及说明文中，尽量选择动词，介词，抽象名词，专有名词和分词，动名词结构不同的文体在词汇选择上是不是也有它的特点呢？要不要总结呢？）IV ．修辞和风格由于本文是说明文，因此作者选择了朴实的语调风格行文展开，保证了说明文的基本文体色彩V ．学习，模仿和练习1. 请严格按照该文的内在结构和句子开头变化来简单复述2. 请注意使用原文的句型来复述，掌握被动句使用和并列复合句3. 在复述中尽量使用作者可以使用的词汇和专有名词4. 在上述基础上背诵5. 模仿使用被动句和并列复合句，模仿动名词结构，模仿物质名词和专有名词做主语的句子6. 学习重要词汇和表达，并尝试用那些词汇和表达自行造句7. 写作练习 ---使用平行结构来论证问题题目： Wasting on campus始终围绕着结构图式，语言图示和信息图示来展开学习和练习！Passage Two Intensive analysisWhile a new school term is about to begin, perhaps we should reconsider the matter of examinations. In July, two writers (Letters to the Editor) praised the cancellation of exams because they believe “tests don’ttell the whole story. ”As a teacher who has worked in four countries, I have had the experience that a student whoearns good marks is generally a good student, and that a student’s final mark in a subject is usually a grade average of the year’s work. Of course there are exceptions, but they do not have the frequency that would give an unfair picture of a student ’ s ability.The simple fact is that proper class work, diligent exam studies and good marks are almost certain indicators of a student ’s future performance. The opposite, almost certainly, incompetence.There is no acceptable substitute for competition and examination of quality. How can teachers and future officials determine what a student has learned and remembered? Should we simply take the student word for it? Any institution that “liberates”students from fair and formal exams ismisguided, if not ignorant. And surely the “ graduates o”f such institutions will lacktrustworthiness, not to mention being rejected by foreign universities for 。