加拿大研究生留学备考GRE阅读however一定表反对么？
加拿大研究生留学备考GRE阅读however一定表反对么？
加拿大研究生留学GRE备考中、转折关系可以说是GRE阅读的难点，不管是小白同学还是有过一些准备的考生都曾在转折关系上错过题。GRE阅读
GRE阅读误区
在听了一些同学对部分考转折关系的题目的剖析后我发现，很多同学的一个大误区是：认为文章只要读到了转折词，例如However、but一类的词组，就默认后文是对前文的反对否定。
很多同学甚至会加很多高级的术语来定义自己的这种思路，例如将其称之为“取反”云云（跑个题以防有上过我的课的同学看到这篇文：上课确实讲过取反这个术语，但跟转折词用法是没关系的）。
而不管把这种思路包装的多么高级，这个思路本身是错的，即：出现however不等于一定后文否定前文。
来看一篇例题：
①Having a larger assortment to choose from increases consumers’expectations about matching their preferences.②The heightened expectations seem logical,since assortments containing more or more varied items should increase the degree to which preferences can be matched.③In practice,however,as assortment size increases,the degree to which consumers realize better preference matches often rises relatively little.(后文内容省略，与本篇话题无关)
这篇文章第一句陈述了一个事实信息，这句话的内容本身相信大家都是可以看明白的：有更多的商品选择增加了顾客对满足自己喜好的期许。
但当这篇文章有一题考察第一题的作用，却有许多同学会做错：
2.Which of the following best describes the function of the first sentence in the author’s argument as a whole?
A.It states a premise on which the author’s conclusion is based
B.It provides information to support the inference made in the following sentence
C.It introduces a concept that the author proves is illogical
D.It summarizes a position that the author proceeds to dispute
E.It presents the phenomenon the argument is intended to explain
答案A学在加拿大
易错区
这题选错的同学许多都是错在了D选项，原因是错在未能准确理解第三句的however：因为后文出现了转折，且however句是后文的主旨，因此误认为第三句是否定（dispute）了第一句。
而实际上，如果比较①③两句，会发现它们讲的并不是同一个场景：
第一句说的是顾客的心理期许（expectation about matching their preference）增高了。而第三句是说顾客是否真实被满足(realize better preference)。
这两句说的不是同一个话题，因此这里的however也不起到否定，而是“对比”的作用，是体现一个操作（增大选择面）给顾客心理预期和实际满意度的不同影响：前者显著增大，后者则未必甚至还可能减少。
而如果是转折词表反对的用法的话，前后文应该是同一个话题，例如前文说心理期许增大了，后文说“其实期许没有增大”这才是反对（dispute）。
加拿大研究生留学备考GRE阅读however一定表反对么？
解析
像这篇文中出现的转折词表示对比可以说是阅读中转折词的常见四种用法之一，它的特点是出现了转折，但不表示否定，而与前文是顺承关系。
从例题来看，正确答案A选项说第一句话It states a premise on which the author’s conclusion is based也是体现了这种顺承关系。GRE备考
这篇文章所讨论的转折表对比的用法你学会了吗？可以做做下面这一题巩固一下。
Although vastly popular during its time,much nineteenth-century women’s fiction in the United States went unread by the twentieth-century educated elite,who were taught to ignore it as didactic.However,American literature has a tradition of didacticism going back to its Puritan roots,shifting over time from sermons and poetic transcripts into novels,which proved to be perfect vehicles for conveying social values.In the nineteenth century,critics reviled Poe for neglecting to conclude his stories with pithy moral tags,while Longfellow was canonized for his didactic verse.Although rhetorical changes favoring the anti-didactic can be detected as nineteenth-century American transformed itself into a secular society,it was twentieth-century criticism,which placed aesthetic value above everything else,that had no place in its doctrine for the didacticism of others.
1.Which of the following best describes the function of the highlighted sentence?
A.It explains why the fiction mentioned in the first sentence was not popular in the twentieth century.
B.It assists in drawing a contrast between nineteenth-century and twentieth-century critics.
C.It provides an example of how twentieth–century readers were taught to ignore certain literature.
D.It questions the usefulness of a particular distinction between Poe and Longfellow made by critics.
E.It explains why Poe’s stories were more popular than Longfellow’s verse during the nineteenth century.
