閱讀是人們獲取信息的重要手段,更是學習英語的主要途徑之一。下面是學習啦小編帶來的大學英語閱讀教程2的文章翻譯，歡迎閱讀!

　　大學英語閱讀教程2的文章翻譯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.

　　成為受過教育的芭芭拉·喬丹在本自傳摘自芭芭拉·喬丹:一幅自畫像(1979),約旦敘述她在波士頓大學學習的經(jīng)驗,導致一個真正的洞察教育的真正含義。

　　所以我在波士頓大學在這個新的和奇怪的和不同的世界,它發(fā)生了,如果我想在這個陌生的新冒險成功,我就會去讀。我覺得,為了彌補我錯過了早些年,我將不得不更加努力地工作,學習,比任何人都長。我仍然有這樣的感覺,我不希望我的同事們知道什么是艱難的時間我在理解概念,話說,想法,這個過程。我不想讓他們知道。所以我做了我的閱讀而不是在法律圖書館,但是在一個圖書館在研究生宿舍,樓上,在那里,它很安靜,因為顯然沒有其他人那里學習。所以我將去那里晚上晚飯后。我將加載我的書在我的胳膊,去圖書館,我會讀直到凌晨,然后上床睡覺。我沒有得到太多睡眠期間。我很幸運,如果我有三個或四個小時一晚,因為我不得不熬夜。我不得不。教授們會分配情況下為第二天,這些情況下必須閱讀和理解或我將在后面,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.

　　我總是很高興當我將呼吁在課堂上背誦。但教授們不叫“女士們“非常多。有某些受益的人總是有呼吁,然后在一些罕見的場合教授會來的,并且會宣布:“我們要你今天有女士。“和他將呼吁女士們。我們只是容忍。我們并不認為真正上層的抽屜里當它來到法學研究。

　　在春天,比爾吉布森,他是我的新室友約會,諾瑪·沃克,組織了一個黑色的學習小組,正如我們黑人不得不形成我們自己的。這是因為我們沒被邀請到任何其他的學習小組。有六個或七個在我們組比爾,薩,我認為我們只是梅納德•杰克遜和收集和交流和聽到自己這樣做。我學到的一件事是,你必須講出來的問題,事實,情況下,決策,這個過程。你不能只是閱讀病例和研究獨自在你的圖書館是我一直在做;你不能得到它所有的在教室里。但是一旦你曾在學習小組,它流更容易和更有意義了。

　　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.

　　在過去,我已經(jīng)在滔滔。無論你談論辯論或演講,你處理演說。即使是在爭論它幾乎是罐頭,因為你已經(jīng)在你的小5寸盒子,一個響應任何問題可能引發(fā)的反對。該格式結構意味著,沒有獨立思考的機會。(我真的沒有我的想法永遠挑戰(zhàn)。)但我可以不再演說和讓,通過對推理。因為沒有任何一個演說家需求在波士頓大學法學院。你必須思考和理解和原因。我已經(jīng)學會在二十一個你不能就說一件事情是,因為它可能不會如此,有人更明亮,更聰明,更加深思熟慮出來,告訴你它不是如此。然后,如果你仍然認為這是,你必須證明它。嗯,這是一個新東西給我。我不能,我真的不能描述了我的內(nèi)心,我的頭。我想:我正在接受教育最后。

　　從思考的讀者,艾德?，旣怌.Fjeldstad,Thomson&Heinle,2002。

　　大學英語閱讀教程2的文章翻譯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)教室記事克拉麗莎白

　　不知道如何把課堂講稿是一項重要的技能,學生因為記事幫助學生跟上最新的思想和引起進一步的思考問題,包括在一個特定的主題。在這篇文章中,你會得到一些如何做筆記。

　　你應該采取的一個原因是,講座講稿添加到你所閱讀的教材。講座結合材料和方法的許多文本,救你的麻煩,整個領域的研究。他們保持更新他們的主題和可以包括最新的研究或發(fā)現(xiàn)在他們陳述時,他們不需要等到下一版的書出來。他們可以提供額外的例子或簡化復雜的概念,使它容易掌握三便士材料。和最好的講師結合知識與專家的竅門。兩個信息和娛樂揚聲器,他們可以使任何主題,從古老的文明到電腦,飛躍生活生動。

　　沒錯,你說,但不是它足夠好就聽這些了不起的人沒有寫下他們說什么?事實上,它不是,這讓我們的另一個原因采取課堂講稿。研究表明,兩周后,你會忘記它的80%。和你沒有來了講堂只是為了消遣。你來學習。唯一的方法來保持你的頭是材料在永久——把它弄下來的形式的課堂講稿。

　　如何做課堂講稿

　　有三個步驟的掌握以良好的課堂講稿:準備,記事的過程本身,postlecture審查。

　　準備

　　首先作好精神準備采取好的筆記。檢查你的態(tài)度。記住,你不會感到無聊的演講室、折磨、或招待;你去那里學習。同時,檢查材料講座將涵蓋。閱讀教科書提前章。如果你的導師的講座通常遵循組織的教科書,您將熟悉材料和不必花一半的演講想知道它是關于或如何拼寫一個關鍵術語。但是,如果你的教練只是使用教科書的發(fā)射臺和花大部分的演講來補充材料,至少你會有背景遵循所說的是什么。

　　第二,準備好自己的身體。睡個好覺。和去課堂上的時間。更好的是,早期進入課堂,sonyou能找到一個好座位接近房間的前面。你會聽到更好,那么誘惑讓你的思維漫步。你也會有時間去打開你的筆記本到一個新的頁面,找到你的筆,寫日期、課程、主題演講的頂部。這種方式,你不要還是下摸索你的椅子或者瀏覽網(wǎng)頁時,教練開始說話。

　　過程

　　當你把課堂筆記,總是使用8 1/2“X11“紙,最好是在一個活葉式的筆記本,這樣你就可以插入施舍。只寫在紙的一面。之后,你可能想要將所有的筆記在你的面前。有一個pento寫字而不是一支鉛筆,它將更緩慢的從一個頁面并不是那么清晰。

　　準備做一個好的交易在課堂上的寫作。一個好的經(jīng)驗法則對做筆記是“有疑問時,把它寫下來”。下課后,你會有時間復習你的筆記和使dicisions關于什么是重要的足夠的研究,什么不是。但是在中間的一個演講,你不總是有時間decidee什么是真正重要的和什么是相當次要。你不想錯過了一個有價值的想法,讓教師不重復之后。

　　一定要總是寫下講師將在董事會。如果他或她花時間寫在黑板上的東西,它通?？梢园踩丶俣ㄟ@樣的材料是很重要的。不要落入陷阱,一些學生分為。他們只是坐著聽而教練解釋所

　　有這些單詞之間的聯(lián)系已經(jīng)用粉筆在黑板上。一切可能完全清楚學生然后,但幾天后,很有可能,所有的連接材料就使你更加容易地去maks意義上的材料和研究它之后。

　　盡可能通過開始整理你的筆記的要點的保證金?？s進二次分在主要的點和縮進進一步例子。跳過主要部分之間的界限。只要有可能,數(shù)量的點。如果教練解釋了三個原因貧困,或四個結果的溫室效應,確保你號碼每個原因都或結果。這些數(shù)字幫助組織材料,使你更容易學習和記住它。

　　課后評論

　　服用好的筆記可以讓你把演講帶回家。真正的學習下課后發(fā)生。只要你有時間,坐下來再讀你的筆記。填寫不清楚或遺漏的地方雖然在你的頭腦中還記憶猶新。然后,在左邊的列的每個頁面,寫一些單詞和短語,總結了分的講座。蓋你的筆記,只使用這些關鍵字,試圖重建盡可能多的演講可以。本文將水泥的主要的點在你的記憶和將大量的時間,當你學習,準備考試。 陽光,準備進入類和不僅僅是一個積極的聆聽者,而是一個活躍的記錄員一樣。在類和服用好的筆記而你有最寶貴的步驟來幫助你成功的大學。

　　(從基礎大學讀書,第二版,艾德。比爾布羅德里克。Malton:湯森出版社,1996年)