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  3. How does your reading proceed? Clearly you try to comprehend, in the sense of identifying meanings for individual words and work

How does your reading proceed? Clearly you try to comprehend, in the sense of identifying meanings for individual words and work

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问题     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 implicit knowledge of English grammar. 【B11】________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. 【B12】________
    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. 【B13】________
    Such background material inevitably reflects who we are. 【B14】_________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. 【B15】_________Such dimensions of reading 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 contest. 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 text 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.
【B11】
选项
答案C
解析 首先分析本填空之前的原文已知信息：Clearly you try to comprehend，in the sense of identifying meanings for individual words and working out relationships between them，drawing on your implicit knowledge of English grammar．这里出现了一系列的诸如identifying meanings、individual words、relationships between them、English grammar等参照线索词汇，信息的核心内容是在描述人们阅读的理解过程。这些信息和线索词汇就是本填空之前的核心主题。同时本填空是全文的第一个填空，需要对全部7个待选项进行搜寻定位。可以通过对待选项进行主题与关键线索词汇的定位，然后运用无关词排除法来逐步缩小范围，选项A)开头就出现了that text，通过that这个指代词可以判断出：如果选项A)属于原文的话，原文的填空之前一定会提及text。而这个核心概念在本填空之前的原文中没有提及，因此选项A)是无关选项，予以排除。选项B)开头就出现了Factors such as，这是一个举例，再根据之后列举的place and period、our gender, ethnicity, age and social class等这些线索词去对比本填空之前的原文已知信息，发现毫无关联，因此选项B)是无关选项，予以排除。选项E)出现了You make further inferences…，根据这里的further inferences可以推断出：如果选项E)属于原文的话，原文的填空之前一定会提及inferences。本填空之前的原文已知信息没有提及inferences，也就无法产生further inferences，因此选项E)是无关选项，予以排除。选项G)开头出现了逻辑关系标志词Rather，表示转折对立的逻辑关系。分析选项G)的信息与本填空之前的原文信息，判断不出存在转折对立的关系。同时选项G)的主语代词使用的均是we，而本填空前后的主语代词使用的均为you，由此可见选项G)不属于本填空。选项C)开头的信息提及了words or idioms、guess at their meaning等概念。而本填空之前的原文信息出现的是identifying meanings、individual words、relationships between them、English grammar等，其主题是在描述人们阅读的理解过程，这些线索词汇之间是明显的复现呼应，比如identifying meanings与guess at their meaning，两者所阐述的主题内容都是关于人们阅读的理解过程，具有很高的相近性。选项D)开头的In effect相当于In fact，是一个表达一定转折与对立逻辑关系的标志词，而选项D)的内容与本填空之前的原文信息不存在这种逻辑关系；同时选项D)中提及的reconstruct the likely meanings、the author等概念，如果与选项C)相比，与本填空之前的原文信息还是有相当差距的，明显不如选项C)更贴近。选项F)提及的plays，novels and narrative poems、characters、author’s own thoughts等这些概念在本填空之前的原文信息中均未涉及，因此选项F)与选项C)相比，也远没有选项C)与原文的相关性高。综上分析，本题答案为选项C)。
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