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students think?that a book??is some kind of evaluation-an?____ (填空不寫)test, an analytical paper, a list of?_____ to identify rather than for "fun" if teachers tell them to read the book.



Your purpose for reading is not determined by the kind of text you are reading. For example, even though novels are written to be enjoyed, when one of them is assigned for a class, the purpose in reading is no longer just "fun" because you are thinking of the book in terms of some kind of evaluation-an essay test, an analytical paper, a list of quotations to identify. This experience is not the same as sitting in front of a fire and selecting that novel as an enjoyable way to spend an evening. Students also sometimes find that even if they are not being evaluated but are told by their teachers to read a book for pleasure, just the fact that it is required somehow takes all the fun out of it. They still find themselves reading for information, anticipating that they will be held accountable for it in some way.Now, let's move to the second strategy, prior knowledge.
閱讀意圖并不是由你閱讀文章的類別所決定的。比如，盡管有些小說本是用來享受的，但是如果有一本被指定為課上所要用的，那么你閱讀的目的就不再是為了“好玩”。因為你會覺得那本書可能會被用作考查的材料，像作文測試，分析論文或是核實引文。這和坐在爐火前讀一本小說愉快地度過一個晚上的感覺是截然不同的。即使不是考核，有時候學生們也會覺得只要是老師告訴他們可以讀哪本書休閑時，莫名其妙得那本書就變得索然無味。他們只要發(fā)現(xiàn)自己閱讀還是為了獲得知識，就希望自己以某種方式對此負責。第二個方法，利用先驗知識。 翻譯by sugarle