In the following article, some sentences have been removed. For Questions 41-45, choose the most suitable one from the list A-G to fit into each of the numbered blank. There are two extra choices, which do not fit in any of the gaps. Mark your answers on ANSWER SHEET 1. (10 points)
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. (41)________________. You begin to infer a context for the text, for instance, by making decisions about what kind of speech event is evolved. 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 relationship of the text to the world. (43) _____________
Such background material inevitably reflects who we are. (44) _____________. This does not, 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 belief and values.
How we read a given text also depends to some extent on our particular interest in reading it. (45) _____________. 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 does not then necessarily follow that one kind of reading is fuller, more advanced or more worthwhile than another. Ideally, different minds 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 fulfills 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 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 organizations 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.
解析：41段中空，所以要看上句。空前与空后句中的主语是you,因此正确选项在C、D中存在，此其一也;D中出现了reconstruct(重组)逻辑上是再次发生，与位于句首的逻辑发生了叙述上的矛盾。故排除D选择C。另外，C中的words or idioms和meanings 在41空前句重现，因为前句中有identifying meanings for individual words and working out relationships between them。
解析：42 段尾空，所以看上一句话。空前一句中的主语是you,因此正确选项在C、D、E中存在，此其一也;其二，该句中主句谓语动词是infer, 与E中的宾语inferences构成逻辑对应关系。故排除C和D选择E。另外,42空前两句提到了阅读时我们会active engagement in inference and problem-solving, 并针对作者文中的specific evidence and clues 进行信息的推测。E选项中further 一词表明延续此话题，用for instance 具体举例说明我们对文章信息作怎么样的推测。
解析：43段尾空，应重点看本段上一句。同时下段开头出现了代词such background，而G中最后一句中的background与之形成逻辑对应关系。故选择G。另外，G中Rather表示转折，与43空前句开头的not 构成“not… rather…”的“不是……而是……”结构
解析：44段中空，看上下句。此段空前句中有关键词background，空后句中有关键词interpretation; background逻辑上对应G中最后一句中的background，而interpretation 逻辑对应B中最后一句中的interpretations. 故选择B。另外，B中Factors such as the place and period in which we are reading, our gender, ethnicity, age and social class 是44空前who we are的具体阐述。
解析：45段中空，看上下句。最后一段首句主语是we, 所有选项中只有A和G的主语是we;但是G中首词是转折词Rather，与首句逻辑矛盾，故排除G选择A。另外，A中具体描述了许多不同的阅读目的和方式，此为对45空前句How we read a given text 和our particular interest in reading it 的具体阐述。A中的信息是45空后句such dimensions of reading 的指代对象。