冲刺指南：考研英语阅读利剑——主题_大学英语阅读

冲刺指南：考研英语阅读利剑——主题

　　在读第二段第一句的过程中我们发现作者仅仅是在举例子，并且没有发现有转折词出现。那么如果时间比较紧张的同学在现场就可以将这一段略看。也就是说第二段和第一段的作用是一样的，为了支持第一段的观点。行文至此，作者要想再转变自己的观点，可能性不是很大。在读第三段的时候我们需要关注的仍然是作者是否将第一段的主题转变。

　　Thus the American president and vice-president have surnames starting with B and C respectively; and 26 of George Bushs predecessors had surnames in the first half of the alphabet against just 16 in the second half. Even more striking, six of the seven heads of government of the G7 rich countries are alphabetically advantaged . The worlds three top central bankers are all close to the top of the alphabet, even if one of them really uses Japanese characters. As are the worlds five richest men .

　　扫过第三段，我们发现作者举了另外一个例子，也就是领导人的名字，再次验证第一段的观点。到此，我们便可确认现在存在着不为大家所重视的字母歧视的问题是我们全文的主题所在。

　　在读第四段的时候我们心里应该很有数了，因为我们已经抓住了全文的主题，按照考研文章的一般行文思路，后面应该是继续阐述的过程。

　　Can this merely be coincidence? One theory, dreamt up in all the spare time enjoyed by the alphabetically disadvantaged, is that the rot sets in early. At the start of the first year in infant school, teachers seat pupils alphabetically from the front, to make it easier to remember their names. So short-sighted Zysman junior gets stuck in the back row, and is rarely asked the improving questions posed by those insensitive teachers. At the time the alphabetically disadvantaged may think they have had a lucky escape. Yet the result may be worse qualifications, because they get less individual attention, as well as less confidence in speaking publicly.