【正文】 g flashed, students are required to speak out its meaning, not its pronunciation, as quickly as possible. At first, the speed at which the teacher flashes the cards can be slow, but in later rounds, the speed should be raised. In this way, students have less and less time to read them, forcing them to drop the sound abstraction and go directly to the meanings. Second, after the students get used to the speed of the shorter phrases, teachers should increase the length of phrases. Similarly, the speed of flashing should be increasingly quicker for each round of displaying. In this way, students are able to get used to bigger units of language. Consequently, their spans of recognition are expanded. In the end, the students will be surprised to find that they can finish a line in much shorter time. However, there are disadvantages with this method. It takes a huge amount of time to make so many cards, and the teacher will be very tired after flashing the cards。 gets the skill, his eyes can float down the page to get speedily the information he needs. Of course, this mode of reading is efficient only for browsing the general information contained in newspapers and magazines. The puter program designed by FLD (2021) turns the theory into practical training method. Texts on the puter screen are purposefully made as narrow as a newspaper column, and an arrow moves down the page in accordance with the chosen speed. The arrow, the focusing point, leads the reader’s eye to float down the column, so that the reader would have to read by a short line in order to keep a certain speed. This reading mode assist the reader to use the peripheral vision to speed up reading by expanding the eye spanning. Skimming Skimming is done “when you do not have much time and when you wish to cover material at the fastest possible rate” (Zhang, 1999, ). “Skimming means a reader reads selectively to get a general idea of what an article is about” (McWhorter, 1987, p. 55). Generally, to get the main idea, a reader can read the title, subtitle or introductory byline, introductory paragraph, headings, the first sentence of each paragraph, the key words like names, numbers, capitalized or italicized words etc. Reading different types of materials, readers should apply different ways to find the location of main ideas. Take narrative and exposition for example. The former kind of writing is mostly written in chronological order, so a reader has to roughly go through the context and find the relevant details like place, time, characters, etc. But to read expositions, which follow some welldefined structures, readers can use the knowledge of its anizing pattern to locate the thesis statement and topic sentences without much difficulty. According to Fry (1963), the entire skimming exercise should be done “against the clock” () and 50% prehension is acceptable. The easy reading materials which the students have done before will be helpful in training the technique. As long as the students have some familiarity, they can begin practicing this reading skill. In his course, students begin at 200 . and reach 400 . after skimming training, and they are expected to reaches 800 . or better. Scanning “Scanning in reading is a technique for quickly looking through reading matter to locate a particular piece of information —— a fact, a date, a name, a statistic” (McWhorter, 1987, p. 84). McWhorter (1987) suggests some steps to scan. First, a reader must be clear what specific information he is looking for。 and third, use a systematic pattern to find the specific information. For instance, in columnar material, like plane schedules, TV listings, dictionaries, etc., all sorts of information are represented in lists, tables, columns, schedules or charts。 his eyes may go in the “Z” pattern on the page. Finally, a reader may identify the likely location with the help of the clue words and confirm the answer. For example, when you are looking for population, you should find clues, like numbers or word like “million”. Once a reader finds the specific information, he finishes the task of scanning. And if a reader gets the point, the prehension should reach 100% (Zhang, 1999). 如果所引證的條目是中文的，且在行文中沒有提到作者，可按次例處理， 也可用“（ 張玲， 1999）”。這從另一角度說明此文主題明確、重點(diǎn)突出。 Steeber, S. (1985). Reading faster and understanding more, Book 1. Canada: Little, Brown and Company. Smith, F. (1982). Understanding reading (2nd ed.). New York: Holt, Rinehart and Winston. 五邑大學(xué)外語系， 2021，大學(xué)英語快速閱讀 [CDROM]。 喻愛菊， 1988，英語快速閱讀試驗(yàn)報(bào)告 [J]，《外語教學(xué)與研究》第 3 期。北京：宇航出版社。論文的中心思想在“ Introduction”和“ Conclusion”兩部分都提到，前呼后應(yīng)，給讀者一種“完整”的感覺。 參考文獻(xiàn)中的所有條目 與正文中的引證標(biāo)注一一對應(yīng)。請注意：書名與期刊名寫法不同；書名與文章名用的字體不同。但此文作者比較準(zhǔn)確、全面地總結(jié)和概述了快速閱讀的理論與方法，并且對各種方法進(jìn)行了比較，得出了結(jié)論，在內(nèi)容、表述、格式等方面都符合指導(dǎo)老師在任務(wù)書中提出的要求。 2．你是否覺得這篇論文引用了太多的別人的思想與觀點(diǎn)？這樣的論文為何能得“優(yōu)”呢？ 答：所謂“論文”，就是用別人的科研成 果來論證自己某個(gè)觀點(diǎn)的文章。有多少人會(huì)相信一個(gè)本科生能有“ great ideas”？此文作者非常誠實(shí)地標(biāo)出了所有的引用的材料，這說明她已掌握了論文寫作的基本方法，她的論文內(nèi)容可靠，也表明她尊重知識產(chǎn)權(quán)，有誠實(shí)的科