GRE閱讀｜Although a historical lack of access to formal Spanish-language education initially limited the opportunities of some Chicanos to hone their skills as writers of Spanish @ 熱血背包客莊ㄟ

Although a historical lack of access to formal Spanish-language education initially limited the opportunities of some Chicanos to hone their skills as writers of Spanish, their bilingual culture clearly fostered an exuberant and compelling oral tradition. It has thus generally been by way of the emphasis on oral literary creativity that these Chicano writers, whose English-language works are sometimes uninspired, developed the powerful and arresting language that characterized their Spanish-language works. This Spanish-English difference is not surprising. When writing in Spanish, these authors stayed close to the spoken traditions of their communities. Works in English, however, often required the elimination of nuance or colloquialism, the adoption of a formal tone, and the adjustment of themes or ideas to satisfy the different demands of national publications.

6.According to the author, the Chicano oral experience contributed directly to which of the following characteristics in the work of some Chicano writers?

(A) A sensitivity to and adeptness in using the spoken language

(B) A tendency to appear in national rather than regional publications

(D) A reliance on a rather formal style

(E) A capacity to appeal to a broad range of audiences

7. Which of the following best characterizes the function of the indicated portion (the last two sentences) of the passage ?

(A) They expand on an advantage mentioned in the first sentence of the passage.

(B) They outline the consequences of a limitation discussed in the first sentence of the passage.

(C) They provide explicit examples drawn from the oral and the written works mentioned in the second sentence of the passage.

(D) They explain the causes of a phenomenon mentioned in the third sentence of the passage.

(E) They limit the applicability of a generalization made in the third sentence of the passage.

結構分析：

Although a historical lack of access to formal Spanish-language education initially limited the opportunities of some Chicanos to hone their skills as writers of Spanish, their bilingual culture clearly fostered an exuberant and compelling oral tradition.

就關注這些字即可，有興趣可以參考前幾篇有討論到如何抓主幹。缺西語教育但是想寫作，句內轉折之後，但是我們有雙語口語的傳統

It has thus generally been by way of the emphasis on oral literary creativity that these Chicano writers, whose English-language works are sometimes uninspired, developed the powerful and arresting language that characterized their Spanish-language works.

thus表示結論的句子，通常可不用看，因為在對上面做總結，那我上面的句子既然已經抓到主幹了，所以這裡的補充其實沒必要，考試有考再說，像是

, whose English-language works are sometimes uninspired這句話就是在做同位語補充，說明哪一類的Chicano writers，而我們的主幹為，想寫作，但是沒讀書怎麼辦呢，嘿嘿～～那就用他們雙語的傳統能力即可。

然後我們再看到by way of the emphasis，那個介系詞『拜』表示一種方式，都是來去說明為何會有雙語口語的結果，而主要的邏輯thus就是幫忙解釋道Chicano writers developed the powerful and arresting language，這就是整個句子大致上的意義，你也不要太在意後方的that characterized their Spanish-language works. 這是關係帶名詞的非限定用法來修飾 the powerful and arresting language，所以主幹還是在強調他們寫作所用的語言夠牛逼。

This Spanish-English difference is not surprising.

這裡代名詞開頭也不想看了，就算想看那個，difference就是直接呼應第一句話的句內轉折，這裡算是提醒讀者『不同』而已，沒有做更深入解釋。

When writing in Spanish, these authors stayed close to the spoken traditions of their communities.

Works in English, however, often required the elimination of nuance or colloquialism, the adoption of a formal tone, and the adjustment of themes or ideas to satisfy the different demands of national publications.

比較要緊的是這個轉折詞，however，咱們就要來看看他是來打槍原文主旨還是在做細節上的對比而已，首先抓到 in English，他代表的是限定範圍，所以前方敘述有可能出現其他們範圍，因此把屬性對應好，我們對應到 in Spanish，所以答案出來了，我們對於這個轉折詞他只是在做細節對比用的，並沒有直接對文章主旨做反駁，而是在這個口語傳統被認可的前提下去做進一步的區別，那既然轉折詞會出現，表示他們（西班牙文，英文）內容必定取反，因此我把西班牙語方面的內容，或是英文的內容取一個來讀，另一個就被限定要取反了，所以我就抓英文這裡的內容吧，英文方面是the elimination of nuance or colloquialism消滅口語，因此可以推知西班牙文是喜愛口語的。這樣就可以省下很多做題時間囉，我總共也只讀了頭跟尾，其他都是用瞄一下就帶過了，就兩句話而已。

喔對了～後方的the adoption of a formal tone, and the adjustment of themes or ideas to satisfy the different demands of national publications.這個也是同位語修飾『elimination』，結構上就是請把它畫上等號當作補充說明用，GRE很喜歡這種化簡為繁的動作來混淆視聽。

第一題：

關鍵點在於contributed directly to，這表示導致，就是再說邏輯上面的『果』，因此剛剛那個第二句的thus就對應到了，再來因為他是細節題所以請務必不要想太多，文章講啥，就去找選項來對應即可，千萬別惱洞大開，所以這裡就另一個關鍵字characteristics，可以找到

對應到characterized，而他後面講的是修飾內容啊，以西班牙語為特色，那這個特色是如何呢，就要往前看到powerful and arresting夠牛逼，啊對應到（Ａ）sensitivity，adeptness，然後後方語言對語言，揪直接對應到了，選（Ａ）

補充：

(D) A reliance on a rather formal style，正不正式的問題是跟 education有關的，一併刪除

如果再仔細一看，把foster當成contribute，其實fostered an exuberant and compelling oral tradition.就是等於It has thus generally been by way of the emphasis on oral literary creativity....這句話了，這也是第二個理由讓我那時候覺得It has thus....可以放過別看。

第二題：

當題目問到『功能』，那可絕對不是往句子裡面挖重點，相反的我們必須要討論句間關係，這相當於修辭目的題，然而當我們看到， in Spanish VS. in English，他們個別提出來的並針對各自內容做描述，所以牽涉到細節的展開，因此答案就是往前找，找到This Spanish-English difference is not surprising.，而這是第三句話，所以選項就是在（Ｄ）跟（Ｅ）考量，然後這裡的概念difference所在的句子跟下面的舉例之間沒有負向字，所以（Ｅ）limit，就刪除，選（Ｄ）

以上筆記供大夥參考若有錯誤再煩請指教