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GRE - T-23

 

Verbal:

Article one : (From GRE offical guide )

Among some Native American peoples, the oral tradition of one group has sometimes influenced that of another; indeed, tracing such influence has been one major task of scholars of Native American oral literature. European influences are often regarded, understandably, as another matter. Nellie Barnes, for example, in an early stylistic study of Native American oral literature, considered only forms preceding the influence of Europeans. Yet the example of the Zuni version of the Italian folk tale "The Cock and the Mouse" suggests that, notwithstanding the opinions of scholars of Native American oral literature, European influence is not always synonymous with the waning of Native American traditions. The Zuni narrator utilized the European story as an opportunity to exercise his narrative genius, thus leaving his tradition enhanced rather than diminished by the European influence. Such examples should cause scholars researching influences on Native American oral narratives to reassess their notions of the proper domain of such studies.

 

The passage is primarily concerned with

(A) assessing the extent of a particular influence on a narrative tradition

(B) pointing out the prevalence of a type of narrative once thought to be rare

(C) reporting results of recent research on a particular narrative tradition

(D) proposing an expansion of the focus of a particular area of research

(E) illustrating the use of an unconventional new research methodology

Ans: (D)

Key) 

Let's take notes for this article. From the first, the oral tradition of one group has sometimes influenced that of another, which claims that oral influenced one another. That's all. We can skip all the sentence before we see transition words, Becuase "indeed" and " for example" are supportive words for the upper sentence with the same idea and logic. 

However, we see "Yet" at the fourth sentence, and then be careful about what is the difference from upper sentences. So, It is needed to read.   

Yet the example of the Zuni version of the Italian folk tale "The Cock and the Mouse" suggests that, notwithstanding the opinions of scholars of Native American oral literature, European influence is not always synonymous with the waning of Native American traditions.

Obviously, due to the example in the beginning of the sentence, we are indicated that this sentence is opposed to the upper example: Nellie Barnes, for example,... 

So, that is not quite different from main idea, and the following sentence, The Zuni narrator utilized...., is the further detail but not a main theme. We forcus on the detail later, but we know the structure of the article is that first, give a opinion, and then give two example which stand on the two opposite side. Then Such examples should "cause" give us a conclusion. So, (D) an expansion fits on Such examples should cause scholars researching influences on Native American oral narratives to reassess their notions of the proper domain of such studies.

FYI, (A)  assessing the extent of a particular influence, which does not the topic sentence's meaning. The topic is aleardy admitted there is a influence, but not talks about the "extent".

(C) it has been mentioned a very tiny portion og the firnal senence. So, not a main point.

 

According to the passage, an important focus of research for scholars of Native American oral literature has been

(A) tracing the influence of European tales on Native American narrative traditions

(B) reconstructing the form in which Native American tales existed prior to being influenced by European narrative elements

(C) documenting how Native American oral traditions have influenced one another

(D) identifying features of Native American narratives that betray European influences

(E) analyzing the significance of differences that appear in particular Native American narratives after exposure to European influence

Ans: (C)

Key) following the topic sentence, we saw that Among some Native American peoples, the oral tradition of one group has sometimes influenced that of another; indeed, tracing such influence has been one major task of scholars of Native American oral literature. And this, one major task of scholars of Native American oral literature. is the same meaning of an important focus of research for scholars of Native American oral literature. So I can easily to tracing the influence is important. (A) I am almost trapped by this one, but not about  European tales on Native American narrative traditionsa. European tales is a detail, but the theme is the group, so European is one of the group. (B) trying to get rid of the influence, so it is wrong. (C) right, documenting is equal to tracing. (D) not features. (E) not signifcance. 

 

The author of the passage refers to Nellie Barnes` study most probably in order to do which of the following?

(A) Point out a weakness common to early stylistic studies of most oral literature

(B) Illustrate a research approach commonly taken by scholars of Native American oral literature

(C) Provide an example of an anomalous approach to the study of Native American oral traditions

(D) Contrast the assumptions guiding early research with those guiding study of Native American oral literature today

(E) Draw attention to an area of research that has been increasingly neglected by scholars in recent years

Ans: (B)

Key) Nellie Barnes, for example, in an early stylistic study of Native American oral literature, considered only forms preceding the influence of Europeans.

Yhis is a rhetorical purpose question, and we konw the sentence including NB is a example -- the purpose to support upper concept that European influences are often regarded, understandably, as another matter.

So, becuase it is a supportive sentence, (A) weakenss, (C) anomolous, (D) contrast, and (E) neglected are wrong. (C) another matter matches considered only forms preceding the influence of Europeans.

 

Article two : (From GRE offical guide )

 

 


Vocabulary 

implication = allusion = intimation = insinuation 

implore = adjure = beg = appeal = beseech = entreat = importune = invoke = plead = petition = solicit = supplicate 

impose = impose on = inflict on 

imposing = grand = grandiose = majestic = sublime = splendid = spectacular 

imprison = incarcerate = confine = immure 

immue 

impromptu = unrehearsed = extempore = extemporaneous = offhand

bold = brazen = brash = saucy 

inadvertent = accidental = advertitious = contingent = fortuitous = haphazard = incidental 

inaugurate = initiate = launch 

inception = commencement = outset = onset = incipience = dawn = threshold 

inchoate = initial = inceptive = incipient = nascent 

incandescent = glowing 

incandescence 

phosphorescence

luminescence 

incentive = motive = inducement = spur = stimulus 

negligible = paltry = petty = puny = trivial = trifling 

negotiate = traverse = cross 

neophyte = novice = tyro = apprentice 

nexus = bond = tie = relationship 

nibble = chew = gnow = munch 

nick = notch = identation 

nimble = agile = active = brisk = frisky = resilient = spry = sprightly = vigorous 

nip = pinch = tweak 

nomad = horde 

nominal = titular 

nominate = nomination 
nominee 

nonpareil = unparalleled = peerless = incomparable = unequalled 

norm = cannon = criterion 

nostalgia 
nostalgic 

abandon = abjure = abdicate = forsake = jettsion = relinguish 

abstain 

abate = curtail = dwindle = retrench 

abbey = monastery = cathedral 

abeyance = suspension = respite 

foil = thwart = balk 

abhor = abominate = detest = loathe = 

abhorrence = aversion = abomination = detestation = disfavor = repulsion = revulsion 

abide by = conform to = comply with = obey = observe 

abject = miserable = pathetic = wretched = piteous = pitiful = pitiable 

abolish = abrogate = annul = revoke = rescind = repeal = nullify = invalidate 

abortion = flop = fiasco 

abound = teem in = rife with 

euphemism = circumlocution = periphrasis 

euphonious = melodious = dulcet = mellifluous 

euthanasia = mercy killing 

evacuate = withdraw = remove = decamp 

evanescent = transitory = transient =  ephemeral = fleeting 

exalt = elevate 

exalted = superior = noble = sublime 

excavate = dig = exhume = resurrect = disinter = unearth 

exceed = excel = outweigh = outstrip = outdo = overtake = surpass = transcend 

exculde = obviate = preclude

excoriate = flay = invective 

excrete = secrete = exude = ooze 

excruciate = torture = torment = rack = agonize = anguish = distress 

execrate = abhor 

exert = employ = wield

exertion = endeavor = effort 

 

 

 

 


Quantitative 

EX1: The parabola in the figure above has its minimum at X=2 which of the following could be an X-intercept of the parabola

(A)2.5 (B) 3 (C) 3.5 (D) 4 (E) 4.5 

 Because the intercept is equal to the length between 2 intersetion points on X-axis, and we can see original point is on the right of the left intersetion point, which means the length from left intersetion point to X=2 must be bigger than 2. Then according the symmetry of the parabola, the X=2 ( where the minimun is) is the central axis cutting the intercept into half, so the intercept must be bigger than 4. (2...*2 > 4)  (E) is right. 

 

EX2: The square of X is equal to 4 times the square of Y. If X is more then twice Y, what is the value of X? 

X^2 = 4 Y^2

X= Y+2

2 unknow element and 2 formula, simultaneous program. 

after the calculsion, we can get X= 1/2 

 

 K of these squares lie along the boundrary of the gameboard 

K繞的正方形邊緣,所以K就是周長的意思

 

 

 

以上筆記彙整,再請多指教

 

 

 

 


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