大学英语阅读教程2的文章翻译

　　阅读是人们获取信息的重要手段,更是学习英语的主要途径之一。下面是学习啦小编带来的大学英语阅读教程2的文章翻译，欢迎阅读!

　　大学英语阅读教程2的文章翻译1

　　Becoming Educated Barbara Jordan

　　In this autobiographical excerpt from Barbara Jordan:A Self-Portrait (1979),Jordan narrates her learning experience in Boston University that leads to a real insight into the true meaning of education.

　　So I was in Boston University in this new and strange and different world,and it occurred to me that if I was going to succeed at this strange new adventure, I would have to read. I felt that, in order to compensate for what I had missed in earlier years,I would have to work harder, and study longer, than anybody else. I still had this feeling that I did not want my colleagues to know what a tough time I was having understanding the concepts, the words, the ideas, the process. I did not want them to know that. So I did my reading not in the law library, but in a library at the graduate dorm, upstairs where it was very quiet, because apparently nobody else there studied. So I would go there at night after dinner. I would load my books under my arm and go to the library, and I would read until the wee hours of the morning and then go to bed. I did not get much sleep during those years. I was lucky if I got three or four hours a night, because I had to stay up. I had to. The professors would assign cases for the next day, and these cases had to be read and understood or I would be behind, further behind than I was.

　　成为受过教育的芭芭拉·乔丹在本自传摘自芭芭拉·乔丹:一幅自画像(1979),约旦叙述她在波士顿大学学习的经验,导致一个真正的洞察教育的真正含义。

　　所以我在波士顿大学在这个新的和奇怪的和不同的世界,它发生了,如果我想在这个陌生的新冒险成功,我就会去读。我觉得,为了弥补我错过了早些年,我将不得不更加努力地工作,学习,比任何人都长。我仍然有这样的感觉,我不希望我的同事们知道什么是艰难的时间我在理解概念,话说,想法,这个过程。我不想让他们知道。所以我做了我的阅读而不是在法律图书馆,但是在一个图书馆在研究生宿舍,楼上,在那里,它很安静,因为显然没有其他人那里学习。所以我将去那里晚上晚饭后。我将加载我的书在我的胳膊,去图书馆,我会读直到凌晨,然后上床睡觉。我没有得到太多睡眠期间。我很幸运,如果我有三个或四个小时一晚,因为我不得不熬夜。我不得不。教授们会分配情况下为第二天,这些情况下必须阅读和理解或我将在后面,落后于我。

　　I was always delighted when I would get called upon to recite in class. But

　　the professors did not call on the "ladies" very much. There were certain favored people who always got called on, and then on some rare occasions a professor would come in and would announce:""We are going yo have Ladies Day today." And he would call on the ladies.We were just tolerated.We were not considered really top drawer when it came to the study of the law. At some time in the spring,Bill Gibson,who was dating my new roommate, Norma Walker, organized a black study group,as we blacks had to form our own.This was because we were not invited into any of the other study groups.There were six or seven in our group-Bill,and Issie,and I think Maynard Jackson-and we would just gather and talk it out and hear ourselves do that.One thing I learned was that you have to talk out the issues,the facts,the cases,the decisions,the process.You could not just read the cases and study alone in your library as I had been doing;and you could not get it all in the classroom.But once you had talked it out in the study group,it flowed more easily and made a lot more sense.

　　我总是很高兴当我将呼吁在课堂上背诵。但教授们不叫“女士们“非常多。有某些受益的人总是有呼吁,然后在一些罕见的场合教授会来的,并且会宣布:“我们要你今天有女士。“和他将呼吁女士们。我们只是容忍。我们并不认为真正上层的抽屉里当它来到法学研究。

　　在春天,比尔吉布森,他是我的新室友约会,诺玛·沃克,组织了一个黑色的学习小组,正如我们黑人不得不形成我们自己的。这是因为我们没被邀请到任何其他的学习小组。有六个或七个在我们组比尔,萨,我认为我们只是梅纳德•杰克逊和收集和交流和听到自己这样做。我学到的一件事是,你必须讲出来的问题,事实,情况下,决策,这个过程。你不能只是阅读病例和研究独自在你的图书馆是我一直在做;你不能得到它所有的在教室里。但是一旦你曾在学习小组,它流更容易和更有意义了。

　　In the past I had got along by spouting off. Whether you talked about debates or oratory,you dealt with speechifying.Even in debate it was pretty much canned because you had,in your little three-by-five box,a response for whatever issue might be raised by the opposition.The format was structured so that there was no opportunity for independent thinking.(I really had not had my ideas challenged ever.) But I could no longer orate and let that pass for reasoning. Because there was not any demand for an orator in Boston University Law School.You had to think and understand and reason.I had learned at twenty-onethat you could not just say a thing is so because it might not be so,and somebody brighter,smarter,and more thoughtful would come out and tell you it was not so.Then,if you still thought it was,you had to prove it.Well,that was a new thing to me.I cannot,I really cannot describe what that did to my insides and to my head.I thought:I am being educated finally.

　　From The Thoughtful Reader,ed.Mary C.Fjeldstad,Thomson&Heinle,2002.

　　在过去,我已经在滔滔。无论你谈论辩论或演讲,你处理演说。即使是在争论它几乎是罐头,因为你已经在你的小5寸盒子,一个响应任何问题可能引发的反对。该格式结构意味着,没有独立思考的机会。(我真的没有我的想法永远挑战。)但我可以不再演说和让,通过对推理。因为没有任何一个演说家需求在波士顿大学法学院。你必须思考和理解和原因。我已经学会在二十一个你不能就说一件事情是,因为它可能不会如此,有人更明亮,更聪明,更加深思熟虑出来,告诉你它不是如此。然后,如果你仍然认为这是,你必须证明它。嗯,这是一个新东西给我。我不能,我真的不能描述了我的内心,我的头。我想:我正在接受教育最后。

　　从思考的读者,艾德。玛丽C.Fjeldstad,Thomson&Heinle,2002。

　　大学英语阅读教程2的文章翻译2

　　Classroom Notetaking Clarissa White

　　Konwing how to take lecture notes is an important skill to students because notetaking helps students keep up with the latest ideas and provoke further thinking over issues involved in a particular subject.In this essay,you are given some tips on how to take notes.

　　One reason you should take lecture notes is that lectures add to what you read in textbooks.Lectures combine the material and approaches of many texts,saving you the trouble of researching an entire field.They keep up to date with their subjects and can include the latest studies or discoveries in their presentations,they need not wait for the next edition of the book to come out.They can provide additional examples or simplify difficult concepts,making it easier for you to master ticky material.And the best lecturers combine knowledge with expert showmanship.Both informative and entertaining speakers,they can make any subject,from ancient civilizations to computers,leap vividly to life.

　　True,you say,but is not it good enough just to listen to these wonderful people without writing down what they say?Actually,it is not,which leads us to another reason for taking lecture notes.Studies have shown that after two weeks,you will forget 80 percent of it.And you did not come the lecture room just to be entertained.You came to learn.The only way to keep material in

　　your head is to get it down in permanent form-in the form of lecture notes.

　　How to take lecture notes.

　　There are three steps to mastering the art of taking good lecture notes:the preparation,the notetaking process itself,and the postlecture review.

　　Preparation.

　　First mentally prepare yourself to take good notes.Examine your attitude.Remember,you are not going to the lecture room to be bored,tortured,or entertained;you are going there to learn.Also,examine the material the lecture will cover.Read the textbook chapter in advance.If your instructor's lecture usually follows the organization of the textbook,you'll be familiar with the material and won't have to spend half the lecture wondering what it's about or how to spell a key term.If however,your instructor merely uses the textbook as a launching pad and devotes most of the lecture to supplementary material,at least you'll have the background to follow what is being said.

　　Second,prepare yourself physically.Get a good night's sleep.and get to class-on time.Even better,get to class early,sonyou can get a good seat near the front of the room.You'll hear better there and be less tempted to let your mind wander.You'll also have time to open your notebook to a new page,find your pen,and write the date,course,and topic of the lecture at the top.This way,you won't still be groping under your chair or flipping through pages when the instructor begins to speak.

　　Process.

　　When you take class notes,always use 8 1/2"X11"paper,preferably in a looseleaf notebook so you can insert handouts.Write on only one side of the paper.Later,you might want to spread all your notes out in front of you.Have a pento write with rather than a pencil,which moves more slowly across a page and is not as legible.

　　Be prepared to do a good deal of writing in class.A good rule of thumb for taking notes is"When in doubt,write it down".After class,you will have time to go over your notes and make dicisions about what is important enough to study and what is not.But in the midst of a lecture,you don't always have time to decidee what is really important and what is quite secondary.You don't want to miss getting down a valuable idea that the instructor does not repeat later.

　　Be sure to always write down what the instructor puts on the board.If he or she takes the time to write something on the board,it is generally safe to assume that such material is important.And don't fall into the trap that some students fall into.They just sit and listen while the instructor explains all the connections between those words that have been chalked on the board.Everything may be perfectly clear to a student then,but several days later,chances are that all the connecting material will be much easier for you to maks sense of the material and to study it later.

　　As much as possible,organize your notes by starting main points at the margin. Indent secondary points under the main points and indent examples even further.Skip lines between main sections.Wherever possible,number the points.If the instructor explains three reasons for poverty,or four results of the greenhouse effect,make sure you number each of those reasons or result.The numbers help organize the material and make it easier for you to study and remember it.

　　Post-Lecture Review.

　　Taking good notes lets you bring the lecture home with you.The real learning takes place after class.As soon as you have time,sit down and reread your notes.Fill in anything unclear or missing while it's still fresh in your mind.Then,in the left-hand column of each page,write a few words and phrases that summarize the points of the lecture.Cover your notes,and,using only these key words,try to reconstruct as much of the lecture as you can.This review will cement the major points in your memory-and will significant time when you study for the exam.

　　To sun all this up,be prepared to go into class and be not just an active listener but an active notetaker as well.Being in class and taking good notes while you are there are the most valuable steps you can take to succeed in college.

　　(From Groundwork for College Reading,2nd edition,ed.Bill Broderick.Malton:Townsend Press,1996)教室记事克拉丽莎白

　　不知道如何把课堂讲稿是一项重要的技能,学生因为记事帮助学生跟上最新的思想和引起进一步的思考问题,包括在一个特定的主题。在这篇文章中,你会得到一些如何做笔记。

　　你应该采取的一个原因是,讲座讲稿添加到你所阅读的教材。讲座结合材料和方法的许多文本,救你的麻烦,整个领域的研究。他们保持更新他们的主题和可以包括最新的研究或发现在他们陈述时,他们不需要等到下一版的书出来。他们可以提供额外的例子或简化复杂的概念,使它容易掌握三便士材料。和最好的讲师结合知识与专家的窍门。两个信息和娱乐扬声器,他们可以使任何主题,从古老的文明到电脑,飞跃生活生动。

　　没错,你说,但不是它足够好就听这些了不起的人没有写下他们说什么?事实上,它不是,这让我们的另一个原因采取课堂讲稿。研究表明,两周后,你会忘记它的80%。和你没有来了讲堂只是为了消遣。你来学习。唯一的方法来保持你的头是材料在永久——把它弄下来的形式的课堂讲稿。

　　如何做课堂讲稿

　　有三个步骤的掌握以良好的课堂讲稿:准备,记事的过程本身,postlecture审查。

　　准备

　　首先作好精神准备采取好的笔记。检查你的态度。记住,你不会感到无聊的演讲室、折磨、或招待;你去那里学习。同时,检查材料讲座将涵盖。阅读教科书提前章。如果你的导师的讲座通常遵循组织的教科书,您将熟悉材料和不必花一半的演讲想知道它是关于或如何拼写一个关键术语。但是,如果你的教练只是使用教科书的发射台和花大部分的演讲来补充材料,至少你会有背景遵循所说的是什么。

　　第二,准备好自己的身体。睡个好觉。和去课堂上的时间。更好的是,早期进入课堂,sonyou能找到一个好座位接近房间的前面。你会听到更好,那么诱惑让你的思维漫步。你也会有时间去打开你的笔记本到一个新的页面,找到你的笔,写日期、课程、主题演讲的顶部。这种方式,你不要还是下摸索你的椅子或者浏览网页时,教练开始说话。

　　过程

　　当你把课堂笔记,总是使用8 1/2“X11“纸,最好是在一个活叶式的笔记本,这样你就可以插入施舍。只写在纸的一面。之后,你可能想要将所有的笔记在你的面前。有一个pento写字而不是一支铅笔,它将更缓慢的从一个页面并不是那么清晰。

　　准备做一个好的交易在课堂上的写作。一个好的经验法则对做笔记是“有疑问时,把它写下来”。下课后,你会有时间复习你的笔记和使dicisions关于什么是重要的足够的研究,什么不是。但是在中间的一个演讲,你不总是有时间decidee什么是真正重要的和什么是相当次要。你不想错过了一个有价值的想法,让教师不重复之后。

　　一定要总是写下讲师将在董事会。如果他或她花时间写在黑板上的东西,它通常可以安全地假定这样的材料是很重要的。不要落入陷阱,一些学生分为。他们只是坐着听而教练解释所

　　有这些单词之间的联系已经用粉笔在黑板上。一切可能完全清楚学生然后,但几天后,很有可能,所有的连接材料就使你更加容易地去maks意义上的材料和研究它之后。

　　尽可能通过开始整理你的笔记的要点的保证金。缩进二次分在主要的点和缩进进一步例子。跳过主要部分之间的界限。只要有可能,数量的点。如果教练解释了三个原因贫困,或四个结果的温室效应,确保你号码每个原因都或结果。这些数字帮助组织材料,使你更容易学习和记住它。

　　课后评论

　　服用好的笔记可以让你把演讲带回家。真正的学习下课后发生。只要你有时间,坐下来再读你的笔记。填写不清楚或遗漏的地方虽然在你的头脑中还记忆犹新。然后,在左边的列的每个页面,写一些单词和短语,总结了分的讲座。盖你的笔记,只使用这些关键字,试图重建尽可能多的演讲可以。本文将水泥的主要的点在你的记忆和将大量的时间,当你学习,准备考试。 阳光,准备进入类和不仅仅是一个积极的聆听者,而是一个活跃的记录员一样。在类和服用好的笔记而你有最宝贵的步骤来帮助你成功的大学。

　　(从基础大学读书,第二版,艾德。比尔布罗德里克。Malton:汤森出版社,1996年)