翻译《开放大学课程DD100121_1阅读与记笔记——为学习做准备》

Reading and note taking - preparation for study

阅读与记笔记——为学习做准备

DD100121_1

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  Time: 12 hours
  

  
  


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  时间：12小时
  

  
  


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  Level: Introductory
  

  
  


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  程度：介绍
  
  

Introduction

前言

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  Introduction
  


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  前言
  
  


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  This unit is about the very basic study skills of reading and taking notes. You will be asked to think about how you currently read and then be introduced to a some techniques that may help you to alter...
  


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  本单元是关于最基本的学习技能，阅读与记笔记的。要求你思考你当前是如何阅读的，然后介绍一些技巧，有助于你……
  
  

1 Reading and note taking

一、阅读与记笔记

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  1.1 Preparation for study
  


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  1.1 为学习做准备
  
  


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  One of the main purposes of this unit is to help you develop two kinds of skills:
  


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  本单元的主要目标是帮助你发展两种技能：
  
  


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  1.2 How do you read?
  


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  1.2 你如何阅读？
  
  


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  A good way of getting started on developing your reading and note-taking skills is to think about how you read now.
  


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  开始提升阅读和记笔记能力的一个好办法是思考你现在是如何阅读的。
  
  


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  1.3 Active reading
  


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  1.3 积极阅读
  
  


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  Whatever the specific objective of reading, as a student you will always need to read in an active way. Active reading involves reading with a purpose; that is reading in order to grasp definitions and...
  


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  不论阅读的具体目标是什么，做为一名学生你总是需要以积极的方式阅读。积极阅读需要带有目标去阅读，阅读是为了抓住定义和……
  
  

2 Purposeful reading

二、有意义的阅读

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  2.1 Reading techniques: scanning
  


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  2.1 阅读技巧：浏览
  
  


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  There are three main techniques that you can use in order to read in such a way as to achieve your purpose: scanning, skimming, and focused reading. Let's take each in turn.
  


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  这里有三种主要的技巧，你可以用于阅读从而实现你的目标：浏览、略读和精读。让我们逐一了解。
  
  


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  2.2 Reading techniques: skimming
  


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  2.2 阅读技巧：略读
  
  


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  You might want to find information about the effectiveness of the child curfew scheme in Hamilton but be less interested in some of the other issues that are raised in The Scotsman piece. One way of extracting...
  


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  你可能想找一些有关哈密尔顿的儿童宵禁计划的成效信息，而不关心在《苏格兰人报》上提出的其它问题。一种提取办法是……
  
  


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  2.3 Reading techniques: focused reading
  


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  2.3 阅读技巧：精读
  
  


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  Have a go at reading The Scotsman article again, this time in a more focused way. Think about each section of the text, breaking off at regular intervals in order to identify and extract the main points...
  


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  打算再次阅读《苏格兰人报》，这次要看得更细致一些。想想文章的每一章节，在正常的间隙处暂停，是为了确定并找出重点……
  
  

3 Strange words, long sentences and lost meanings

三、生词、长句及失落的意义

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  3 Strange words, long sentences and lost meanings
  


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  3 生词、长句及失落的意义
  
  


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  In reading for a purpose it is not unusual to get stuck on unfamiliar words and concepts or struggle with complex ideas and sentences. This section suggests tactics for coping with unfamiliar words (and...
  


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  有目的的阅读被卡在生僻字眼和概念上，或者与复杂意思或语法作斗争，这并不少见。本节提出的策略可以应付生僻字眼（以及……
  
  

4 Taking the point: identifying key ideas

四、抓住重点：理清思路

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  4 Taking the point: identifying key ideas
  


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  4 抓住重点：理清思路
  
  


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  As earlier activities have demonstrated, active reading and note taking often come hand-in-hand. In order to read effectively we often have to jot down the main ideas and key words introduced in the text....
  


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  如前面活动所表明的那样，积极阅读和记笔记常常同时出现。为了有效的阅读，我们常常必须草草记下文章中提到的主要思路和关键词……
  
  

5 Keeping it short: jottings, abbreviations and symbols

五、保持简短：随笔、缩写以及符号

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  5 Keeping it short: jottings, abbreviations and symbols
  


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  5 保持简短：随笔、缩写以及符号
  
  


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  Once you have identified the key ideas you are in a position to take some brief notes or jottings. Indeed, you will find that highlighting on its own is a rather passive process and as a result you may...
  


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  一旦你确定了主要思路，你就有能力做一些简短的笔记或随笔。事实上，你会发现，在文章上面划重点线是一个相当消极的过程，因此你可能会……
  
  

6 Extracting a summary

六、摘出概要

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  6 Extracting a summary
  


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  6 摘出概要
  
  


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  In developing short notes you are already beginning to extract key ideas from the text. To assist you further in this you might also find it helpful to bring the points you have highlighted and/or made...
  


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  再作简短注解的时候你已经开始摘要文章的中心思想。为了帮助你更进一步，你可能还会发现这有助于你从标记的重点当中找出关键词，或者……
  
  

7 Reading and thinking

七、阅读与思考

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  7.1 Processing meanings
  


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  7.1 处理含义
  
  


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  Reading and thinking requires you to begin to process the material you read in preparation for re-presenting it in assessments. Initially, processing happens in your head. Selecting what to identify and...
  


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  阅读与思考需要你开始处理你阅读的素材，你准备重新审视这些素材。一开始，这种处理发生在你大脑中。选择需要明确的……
  
  


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  7.2 Reorganizing notes
  


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  7.2 重组笔记
  
  


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  The technique of re-reading completed notes and supplementing them with comments and queries is a useful way of processing ideas. Another way of processing ideas is to reorganize notes around a set of...
  


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  重读完成的笔记并追加注释和疑问，这种技巧是处理文章意思的有效途径。处理文章意思的另一个办法是重组笔记，围绕一系列……
  
  


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  7.3 Internalizing and interrogating key ideas
  


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  7.3 掌握并质问中心思想
  
  


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  In addition to revisiting your notes at different times throughout the year, you might also look for opportunities to discuss key ideas with someone else - either a fellow student or someone outside of...
  


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  除了在这一年不同的时间段重温你的笔记，你还可以找机会与别人讨论中心思想——或者一个同学，或者某个……
  
  

8. Making the ideas your own

八、形成你自己的思想

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  8.1 Re-presenting material
  


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  8.1 重新展现素材
  
  


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  Wherever possible, you are encouraged to write in your own words, even when note taking. This is for a number of reasons: firstly, it gets you actively working with and processing key ideas; secondly,...
  


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  只要有可能，我们鼓励你用自己的话语写作，甚至在记笔记的时候也是如此。这有几个理由：首先，这让你积极投入并处理中心思想；其次，……
  
  


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  8.2 Writing in your own words
  


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  8.2 用你自己的话写出来
  
  


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  Active reading, or reading and thinking, are bound up with writing in your own words. If you read materials in a passive way, you are much more likely to copy out chunks word for word when you are note...
  


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  积极阅读，或者阅读与思考，都和你用自己的话语写作紧密结合。如果在你记笔记的时候，你消极阅读素材，那么你更像一个文抄公……
  
  


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  8.3 Acknowledging the sources of ideas
  


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  8.3 承认思想的来源
  
  


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  Even when you have used your own words it is essential that you acknowledge the source of the ideas you re-present. This entails making a note of the author and date of publication of the material from...
  


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  即使在你使用自己的话语写作的时候，承认你所重新呈现的思想的来源，也是至关重要的。这就需要记下素材的作者和出版日期……
  
  


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  8.4 Referencing quotes
  


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  8.4 参考引用
  
  


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  Quoted material can add to a discussion significantly. It can offer a summary of points that you have explored, or provide an example or even enable you to contrast two different definitions. However,...
  


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  引用的材料在相当大的程度上可以促进讨论。他能为你所学习的素材提供一份要点摘要，或者提供一份示例，或者甚至允许你对比两个不同的定义。然而，……
  
  


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  8.5 Constructing bibliographies
  


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  8.5 编写书目
  
  


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  At the end of your assignments you need to include a bibliography or list of references. This is an alphabetical list of all the sources that you have used – each chapter, book and article that you refer...
  


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  在你功课的结尾处，你需要包含一份书目或者参考文献列表。这是一份你所用到的所有资源按字母顺序排列的列表，你所引用的每一章节、书籍和文章……
  
  

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  References
  


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  参考文献
  
  


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  Acknowledgements
  


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  致谢
  
  

Introduction

前言

This unit is about the very basic study skills of reading and taking notes. You will be asked to think about how you currently read and then be introduced to a some techniques that may help you to alter the way you read according to the material you are studying. In the second section you will be asked to look at some useful techniques for note taking and how you may apply them to the notes you make.

本单元涉及阅读和记笔记相关最基本的学习技能。会要求你思考你现在是如何阅读的，然后向你介绍一些技巧，能够帮助你阅读学习素材的方式。在第二节，会要求你看一些有用的笔记技巧，以及你如何将其运用到记笔记当中。

Learning Outcomes

学习目标

After studying this unit you should be able to:

在学习本单元之后，你应该能够：

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  recognise some of the skills which are particularly associated with the way social scientists work;
  


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  识别一些特别是与社会科学工作相关的技巧；
  
  


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  describe some basic techniques relating to reading, for example, highlighting, note-taking and the processing;
  


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  描述一些与阅读有关的基本技能，比如，划重点线，记笔记及其过程；
  
  


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  write in your own words using references and quoting sources.
  


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  在参考和引用来源的时候，用你自己的话语写作。
  
  

1 Reading and note taking

一、阅读与记笔记

1.1 Preparation for study

1.1为学习做准备

One of the main purposes of this unit is to help you develop two kinds of skills:

本单元的一个主要目标是帮助你发展两类技能：

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  the general skills of being a student
  


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  做为一名学生的基本技能
  


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  some skills which are particularly associated with the way social scientists work.
  


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  特别是与社会科学工作相关的一些技能。
  

Both are of fundamental importance to your success in studying other courses. This unit is about the very basic study skills of reading and taking notes. These are basic in the sense that they are the foundation for all successful study. But that does not mean they are simple.

这两项对你学习其他课程都有着根本重要性。本单元涉及阅读和记笔记的最基本技巧。说他们基本，是因为他们都是所有成功学习的基础。但这并不意味着他们简单。

If you have no recent experience of reading academic texts you need to re-learn your reading skills. Reading magazines, newspapers or fiction is a useful basis, but entails very different skills from academic reading. The same goes for taking notes. Scribbling down the important bits of a recipe from a television cook or underlining some interesting advice from a magazine article helps, but of course there is a lot more to taking notes from a social science text. So we suggest that you spend the time working on these skills. Then, when you need to use these skills, you will be able to use them quickly, effectively and with more confidence.

如果你最近没有阅读学术文章的经验，你需要重新学习你的阅读技能。阅读杂志、报纸或者小说，是有用的基础，但是和学术阅读有着非常大的不同。同样都要记笔记。看电视厨艺节目的时候草草记下菜谱的重要字眼，或者在杂志文章里有意思的忠告底下划重点线，不过社会科学文章需要我们做更多笔记。因此我们建议你花些时间研究这些技能。然后当你需要使用这些技能的时候，就能够快速的、高效的、更有信心的使用他们。

In Sections 1–3 of this unit we:

在本单元一至三节我们将：

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  ask you to think about how you read now by testing yourself on a piece of everyday reading matter,
  


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  请你试着阅读一份每天都要读的文章，想想你现在是如何阅读的，
  
  


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  introduce you to some basic techniques for adjusting your reading to suit the purpose you have in mind, and
  


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  向你介绍一些基本的技巧，调整你的阅读，以适应你心目中的目标，以及
  
  


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  focus on some of the more common problems that students may experience when reading unfamiliar material and suggest some possible ways of dealing with them.
  


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  关注学生在阅读陌生材料的时候可能会遇到的，一些更为常见的问题，并提出一些可能的解决办法。
  
  

In Sections 4–8 we focus on techniques of:

在四到八节我们关注这些技巧：

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  highlighting,
  


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  划重点线，
  
  


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  note taking and shorthand,
  


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  记笔记和速写，
  
  


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  processing information and interrogating key ideas,
  


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  处理信息，找出中心思想，
  
  


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  writing in your own words, and
  


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  用自己的话语写作，并
  
  


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  referencing and quoting sources.
  


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  参考和引用来源。
  
  

In the final sections we focus on newspapers, and provide a number of activities to get you thinking critically about the press as a source of ideas, information and evidence.

在最后一节，我们侧重于报纸，并提供一系列活动让你批判性思考将出版物作为思路、信息和论据的来源是否恰当。

This unit is organized around a series of activities which focus on articles and extracts from a range of sources, including textbooks and newspapers. The articles chosen focus on crime and are pitched at about the same level as the materials you will work with on an introductory level course.

本单元围绕一系列活动，将重点放在文章和各种来源的摘要上，包括课本和新闻。所选文章关注犯罪，并将安排在其他介绍性课程中同一层次素材当中。

However confident you are about being an effective reader and an effective note taker, we suggest that you take some time to work through what follows. If it really is very familiar, keep moving quickly on to the next activity. You might find you complete the whole thing in a couple of hours, or you might spend weeks working through it – especially if you have time to follow up our suggestions for finding other pieces of material and practising on them. It really is up to you. We hope you find it useful.

尽管你相信自己是一名有效率的阅读者，并且能高效的记笔记，我们还是建议你花些时间完成以下活动。如果真的非常熟悉，请快速跳转到下一活动。你可能会发现你在两三个小时内完成了这项工作，或者你可能花费了好几个星期才结束——特别是如果你有时间落实我们的建议，寻找其他素材，在那些素材上实践的话。完全由你决定。我们希望你发现它的好处。

1.2 How do you read?1.2

你是如何阅读的？

A good way of getting started on developing your reading and note-taking skills is to think about how you read now.

开始发展你的阅读和记笔记技能的一个好办法就是，思考你如今是如何阅读的。

Activity 1

活动一

The short extract reproduced below is taken from The Scotsman and is a journalistic piece of writing, rather different from something you would read in a social science textbook. It focuses on a ‘child curfew’ scheme introduced in Hamilton, Lanarkshire in October 1997. Read through the extract and then:

下面这篇简短摘要转摘自《苏格兰人报》，是一篇新闻报道，不同于你在社科课本上读到的东西。他的重点是拉纳克郡哈密尔顿市于一九九七年十月引入的“儿童宵禁”方案。通读这篇摘要，然后：

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  Jot down any feelings and thoughts you had about the content of the article: for example, did you feel that the idea of a child curfew scheme was a good one or did you have reservations about it?
  


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  记下你对这篇文章内容的所有感觉和想法：比如，你是否觉得儿童宵禁方案这个思路是否一个好主意，或者你是否有不同意见？
  
  


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  Think about how you read it: did it take you a long time to read?, did you read it straight through or did you have to stop and go back at intervals?, did you read each word individually or were you able to move more quickly, getting the general gist of the ‘story’?
  


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  思考你是如何阅读他的：你是否花了很长时间阅读？你是一遍读下来的，还是读读停停往回走一段？你是一个字一个字的读，还是能够读得飞快，得到这个故事的大概情节？
  
  

You will find our feedback and comments noted in the "Now read the discussion" link beneath the article. Try not to read these until you have completed the activity.

你会在文章下方链接的“现在阅读讨论部分”里面发现我们所作的反馈和注释。在你完成这篇文章之前请不要试图阅读这些东西。

Hamilton child safety curfew to be extended

哈密尔顿儿童安全宵禁将被扩展

Calls for scheme to go national, despite rise in crime on estates where trial held

为计划推向全国而呼吁，尽管城市里需要审判的犯罪不断增加

Jim Wilson

吉姆·威尔森

The expansion of the so-called child curfew in Hamilton was announced yesterday as the Government called for the controversial scheme to be copied across Scotland.

昨日宣布，要扩大所谓的哈密尔顿儿童宵禁计划，因为政府希望这项有争议的方案能推向整个苏格兰。

The operation will now cover the whole of the Lanarkshire town, despite official research suggesting that crime rose in the three housing estates where it was launched a year ago.

这次行动将覆盖整个拉纳克郡的所有城镇，尽管官方研究表明，在执行一年之后执行的三个住宅区的犯罪率有所上升。

The extension of the initiative, in which children out after dark are taken home, was announced as Strathclyde Police and the Scottish Office released analysis suggesting the community patrols have overwhelming support in the town.

斯特拉斯克莱德警方宣称，积极扩大该尝试是为了将天黑后出去的孩子带回家，苏格兰政府发布的分析表明，社区保安一直支持在城镇实施。

Opinion polls in Hamilton, including one run by a local newspaper, revealed more than 90 per cent backing for the curfew, although more than half of all children thought police did not understand youngsters and stopped them for no reason.

在哈密尔顿的若干次民意调查，其中一次由当地报纸实施，显示超过九成支持该项宵禁，尽管多半儿童认为警察不能理解年轻人，并且毫无理由的限制他们的活动。

Yesterday, the Scottish Office urged the other seven Scottish forces to copy the curfew, despite critics claiming the operation is unnecessary and heavy-handed.

昨天，苏格兰政府敦促其他七个苏格兰部队强制执行该宵禁计划，不管批评者宣称此行动是多余而笨拙的。

No other Scottish force has voiced any interest in adopting a similar strategy but Henry McLeish, the Scottish Office home affairs minister, said every town and city could benefit. He said chief constables must decide their own operational strategies, but the success of the initiative in Hamilton could not be questioned and promised to send the new analysis to every force and police board.

其他苏格兰部队声称对采用类似政策没有任何兴趣，但是苏格兰内政部长亨利·麦克雷许称每一座城镇都能受益。他说警察局长必须决定自己的执行策略，但是哈密尔顿的试点主动成功毋庸置疑，并承诺为每支部队和警察委员会提供新的分析报告。

‘I would be delighted to see this initiative copied and developed elsewhere,’ he said.

他说：“我很高兴看到这一尝试性行动在其他地方得到执行及发展，”

‘This should be the start of a huge debate about how best to reclaim our communities for decent, ordinary people.’

“为了体面而平凡的人民，将我们的社区改进到最好，而这，将引起一场巨大的讨论。”

Research, commissioned by the Government and carried out by Stirling University, looked at the first six months of the operation, October 1997 to April 1998, and revealed that reported crime in the chosen estates fell by 23 per cent compared with the previous six months.

由政府委托，由斯特灵大学承担的研究，着眼于该行动的头六个月，一九九七年十月至一九九八年四月，所选地区报告的犯罪显示，与前六个月比较，下降了二十三个百分点。

However, researchers concede seasonal trends meant more crimes are committed in summer and, when compared with the same six months of the year before, reported crime actually rose on the estates of White-hill, Hillhouse, and Fairhill, by 17 per cent.

然而，研究者承认季节性趋势意味着更多犯罪发生在夏季，并且，当与前一年的相同六个月做比较，实际上白山、希尔豪斯和菲尔希尔地区的上报犯罪数量增加了十七个百分点。

In addition, a survey in Hillhouse revealed that, while 44 per cent of people felt safer since the curfew was launched, a rising number of residents, 84 per cent, would not now enter certain areas of the estate.

另外，在希尔豪斯的一项调查显示，虽然百分之四十四的人民自从宵禁执行以后觉得更安全，但是越来越多的居民，百分之八十四，现在不会进入当地某几个区域。

Critics claim police should already be protecting very young children and Save the Children in Scotland fears the rights of young people could be violated. Yesterday, the charity's director, Alison Davies, said the research demanded careful scrutiny. ‘The figures and factors underpinning the research must be studied closely’.

批评者声称警察应该早就保护起少儿，并保证苏格兰的儿童不应该害怕青少年权益受到侵害。昨天，慈善机构董事，埃里森·戴维斯，该研究应当受到仔细盘查：“该项研究的关键图表和因素必须受到严密的研究。”

The Government is keen for the Hamilton scheme to be a template for adoption by forces across Britain, but John Orr, the Strathclyde chief constable, conceded the research was not wholly supportive.

政府渴望哈密尔顿方案成为部队模板推向全英国，但是斯特拉斯克莱德警察局长欧强，承认该研究并未完全支持该方案。

He stressed, however, that complaints to the police had fallen by 20 per cent in the pilot areas while the initiative, which will be continued as a pilot project for another year, had won backing from parents, children, and traders.

但是，他强调说，在试行期间，在试点地区，向警察投诉已经下降了百分之二十，这将在下一年度作为一个试点项目继续执行，并获得了父母、儿童和商人们的支持。

He said the scheme had been misrepresented as a curfew intended to reduce crime, but had instead been driven by the need to protect vulnerable children and encourage their parents to take more responsibility.

他说该方案被歪曲成试图减少犯罪的宵禁，而事实上是旨在保护易受攻击的儿童，并鼓励他们的父母承担更多的责任。

He said: ‘The suggestion that officers are going around like dog-catchers snatching children off the streets is simply wrong. There has not been a single complaint about the initiative and it has clearly been given the community's seal of approval.’

他说：“说工作人员像捕狗队员一样在街上抓小孩送回家，完全是不对的。至今没有一例对此尝试的抱怨，这显然已经得到了社区的认可。”

Mr Orr said the number of community officers involved in the expanded initiative would have to be doubled, possibly trebled, from the two teams of six currently involved.

欧局长说，参与到扩大版实验的社区工作人员，将从目前的六人一组共两组，增加两倍，尽可能三倍。

A total of 280 children have been returned home over the past year. Five were charged with offences. Seventy per cent were boys, 14 per cent were aged under eight years old, and almost ten per cent were drunk. Sixty-one children have been taken home in the last six months compared with 221 in the first half of the trial, and officers believe the reduction indicates that more parents are taking responsibility for their children.

在过去的一年里共有二百八十名孩子被送回家。有五人被指控。七成是男孩，百分之十四的年龄小于八岁，将近百分之十的醉酒。过去六个月有六十一名孩子被送回家，相比之下在实验的头半年是二百二十一名，工作人员相信这种减少表明有更多的父母开始负责起照顾孩子的责任。

Allan Miller, the director of the Scottish Centre for Human Rights, said there was legitimate scepticism concerning crime figures and claimed the research proved only that treating all youngsters as potential criminals is not the answer. He said ‘The statistics on crime complaints and safety perceptions are mixed if looked at on the whole. For the police, the lesson should be to listen to and understand young people and to recognise their needs and rights.’

苏格兰人权中心主任艾伦·米勒，表示这是对犯罪图表的合法质疑，并宣称该研究仅仅证明了将所有小孩子作为潜在罪犯对待并不是答案。他说：“关于犯罪抱怨的统计数据，以及安全的感觉好坏参半，是否是着眼于整体。对于警方而言，教训是应当倾听并理解年轻人，并承认他们的需求和权利。”

Mr Miller said 77 per cent of the children taken home by police were aged 12 to 15 and had done nothing wrong. He said it was significant the scheme had been renamed since being launched to include the protection of youngsters.

米勒先生表示，被送回家的孩子当中有百分之七十七的年龄介于十二到十五岁之间，并没有做错任何事情。他说，自从该方案启动包括保护儿童以来，这次改名具有重要意义。

Meanwhile, South Lanarkshire Council yesterday announced the opening of a new £3 million centre for young people as part of the increased provision of youth facilities.

与此同时，南拉纳克郡议会昨天宣布作为增加年轻人设施款项的一部分，将开放一个新的三百万英镑的青年中心。

Source: The Scotsman, 16 October 1998

来源：《苏格兰人报》，一九九八年十月十六日

Now read the discussion

现在阅读讨论部分

Discussion

讨论

Thinking and asking questions about both what you read and how you read is a useful way of becoming more aware of what your strengths are and what you may need to work on in order to develop your skills further. You might have found that you took quite some time to get through the article and that you were reading each word individually. Reading words one by one can slow you down. One way you might try to speed things up is to look beyond the single word and let whole lines float into your brain. This makes for a more fluent process and you will probably find that you are more able to get the gist of an argument this way than if you consciously take one word at a time. Of course, if you come across an unfamiliar idea or concept you might need to slow down again or even go back over a sentence or two a couple of times. The point is that you can vary how you read depending on what you are reading. Indeed, becoming more aware of how you read more generally will help you to think about alternative methods to adopt when you are reading with a specific purpose in mind, be that gleaning an overview of an extract or argument or extracting detailed points and ideas from a book chapter.

思考并问自己阅读了什么以及是如何阅读的，是一个有用的办法，让你更加认识到自身的长处以及为了进一步发展自己的技能需要做哪些工作。你可能会发现，自己花了相当长一段时间才读完这篇文章，并且你是逐字逐句阅读的。逐字阅读会让你变慢。有一个办法可以让你加快速度，就是多看几个字，让一整行文字印入你的脑海。这会让阅读更流畅，你可能会发现用这个方法，相比于你刻意逐字阅读，更能抓住一份观点的要点。当然，如果你遇到一个陌生的思路或者概念，你可能需要再次慢下来，甚至反复阅读前面一两句话。关键在于你可以根据你所度的内容改变你的阅读方式。事实上，让你越来越意识到你是如何逐渐阅读得更多，将帮助你思考在你抱着特定目标去阅读的时候，可以使用的替代方法，比如收集一份摘录或者论点的概述，或者从一本书中提取要点和思想。

1.3 Active reading

1.3 积极阅读

Whatever the specific objective of reading, as a student you will always need to read in an active way. Active reading involves reading with a purpose; that is reading in order to grasp definitions and meanings, understand debates, and identify and interpret evidence. It requires you to engage in reading and thinking at one and the same time in order to:

无论阅读的目的多么明确，做为一名学生你都需要积极的去阅读。积极阅读需要有目标的阅读，即阅读是为了掌握定义和含义，明了讨论的是什么，确定并解释论据。这需要你同时进行阅读和思考，以便：

• 
  identify key ideas
  


• 
  确定中心思想
  
  


• 
  extract the information you want from the text
  


• 
  从文章中提取你需要的信息
  
  


• 
  process that information so that it makes sense to you
  


• 
  处理这些信息，让他们变得对你有意义
  
  


• 
  re-present that information in assessments, using your own words.
  


• 
  在评论中从你自己的话语重新展现这些信息
  
  

It may involve you pausing at intervals to think about what you have just read, checking that you have grasped the main point and perhaps even noting down questions that come to mind or highlighting key words that you might want to return to at a later date. A crucial part of active reading is matching the way you read to the purpose you have in mind – that is reading for a purpose.

这需要你停下来，思考你刚才读过的内容，检查你收集到的主要观点，甚至可能需要你记下头脑中的疑问，或者在你打算过几天重新来看的关键词下划出重点线。积极阅读的一个关键部分，就是让你的阅读方式与你的阅读目标相一致——这就是阅读的目标。

2 Purposeful reading

二、有意义的阅读

2.1 Reading techniques: scanning

2.1 阅读技巧：浏览

There are three main techniques that you can use in order to read in such a way as to achieve your purpose: scanning, skimming, and focused reading. Let's take each in turn.

有三种主要阅读技巧，你可以用于实现你的目标：浏览、略读、精读。让我们一一了解。

The technique of scanning is a useful one to use if you want to get an overview of the text you are reading as a whole – its shape, the focus of each section, the topics or key issues that are dealt with, and so on. In order to scan a piece of text you might look for sub-headings or identify key words and phrases which give you clues about its focus. Another useful method is to read the first sentence or two of each paragraph in order to get the general gist of the discussion and the way that it progresses.

如果你想抓住你阅读的文章的整体大概——它的轮廓、美章节的重点、文章所涉及的主题或者关键问题诸如此类，浏览技巧是一个非常有用的工具。为了浏览一篇文章，你可能会找小标题或者确定能让你找到其重点的关键字句。另一个有用的办法是阅读每一段的头一两句话，可以得到文章的一般要点，以及它的发展方向。

Activity 2

活动二

Read the Scotsman article on the child curfew scheme in Hamilton again (reproduced below). Have a go at scanning the text for clues about the shape and general focus of the article. Jot down any key words or ideas that seem to jump out at you. You will find our feedback and comments noted in the "Now read the discussion" link beneath the article. Try not to read these until you have completed the activity.

再次阅读这篇有关哈密尔顿儿童宵禁方案的《苏格兰人报》文章（转载如下）。试着浏览这篇文章，找出有关此文大体轮廓和一般重点的线索。记下任何关键字词或你头脑中跳出的任何思路。你会发现我们记载这篇文章下面的“现在阅读讨论资料”链接里的反馈和注释。尽量不要在完成本活动之前阅读这些。

Hamilton child safety curfew to be extended

哈密尔顿儿童安全宵禁将被扩大化

Calls for scheme to go national, despite rise in crime on estates where trial held

为方案推向全国而呼吁，尽管实验地区的犯罪率在上升

Jim Wilson

吉姆·威尔逊

The expansion of the so-called child curfew in Hamilton was announced yesterday as the Government called for the controversial scheme to be copied across Scotland.

哈密尔顿政府昨日宣布，将扩大所谓的儿童宵禁计划，称要将此备受争议的方案推向全苏格兰。

The operation will now cover the whole of the Lanarkshire town, despite official research suggesting that crime rose in the three housing estates where it was launched a year ago.

该行动现在将覆盖整个拉纳克郡，尽管官方研究表明，去年执行了一年此方案的三个居住区，犯罪率都在上升。

The extension of the initiative, in which children out after dark are taken home, was announced as Strathclyde Police and the Scottish Office released analysis suggesting the community patrols have overwhelming support in the town.

斯特拉斯克莱德警方宣称，扩大此实验是为了将天黑后在外的孩子们送回家，苏格兰事务部公布的分析报告表明，该镇的社区保安压倒性多数支持这次扩大。

Opinion polls in Hamilton, including one run by a local newspaper, revealed more than 90 per cent backing for the curfew, although more than half of all children thought police did not understand youngsters and stopped them for no reason.

在哈密尔顿的民意调查，其中包括由当地报纸主持的一项，显示超过百分之九十的人支持宵禁，尽管有超过一半的儿童认为警察并不理解年轻人，并且毫无道理的扣留他们。

Yesterday, the Scottish Office urged the other seven Scottish forces to copy the curfew, despite critics claiming the operation is unnecessary and heavy-handed.

昨天，苏格兰事务部敦促其他七支苏格兰部队执行这项宵禁，不管批评者称该行动是不必要的、笨拙的。

No other Scottish force has voiced any interest in adopting a similar strategy but Henry McLeish, the Scottish Office home affairs minister, said every town and city could benefit. He said chief constables must decide their own operational strategies, but the success of the initiative in Hamilton could not be questioned and promised to send the new analysis to every force and police board.

其他苏格兰部队均未表示有兴趣实施类似政策，但是苏格兰事务部家庭事务大臣亨利·麦克雷许说，每一座城镇都可受益。他说警察局长必须决定他们自己的执行策略，但是该试验在哈密尔顿的成功无可置疑，并承诺向每一支部队和警察委员会提交新的分析报告。

‘I would be delighted to see this initiative copied and developed elsewhere,’ he said.

他说：“我将高兴地看到此项实验在其他地方得到执行并推广，”

‘This should be the start of a huge debate about how best to reclaim our communities for decent, ordinary people.’

“这将引发一场巨大讨论，关于为了体面而平凡的人民，如何将我们的社区改造到最好。”

Research, commissioned by the Government and carried out by Stirling University, looked at the first six months of the operation, October 1997 to April 1998, and revealed that reported crime in the chosen estates fell by 23 per cent compared with the previous six months.

由政府委托，有斯特灵大学承担的研究，注意到该行动的头六个月，一九九七年十月到一九九八年四月，所选地区的犯罪报告显示，与前六个月相比，下降了百分之二十三。

However, researchers concede seasonal trends meant more crimes are committed in summer and, when compared with the same six months of the year before, reported crime actually rose on the estates of White-hill, Hillhouse, and Fairhill, by 17 per cent.

然而，研究者承认季节性趋势意味着更多犯罪发生在夏季，当与前一年的同样六个月做比较的时候，白山、希尔豪斯以及菲尔希尔地区的犯罪报告实际上上升了百分之十七。

In addition, a survey in Hillhouse revealed that, while 44 per cent of people felt safer since the curfew was launched, a rising number of residents, 84 per cent, would not now enter certain areas of the estate.

另外，一项希尔豪斯的调查显示，虽然百分之四十四的人感觉自从宵禁执行以后更安全，但是越来越多的居民，百分之八十四，现在不愿意进入当地的某些区域。

Critics claim police should already be protecting very young children and Save the Children in Scotland fears the rights of young people could be violated. Yesterday, the charity's director, Alison Davies, said the research demanded careful scrutiny. ‘The figures and factors underpinning the research must be studied closely’.

批评者称将方应该早就开始保护每一个小孩子，并且不应该让苏格兰的孩子们担心青少年权利受到侵犯。昨天，慈善机构董事埃里森·戴维斯，说该项研究应当受到细致的盘查。“支撑该研究的图表和各种因素必须受到严格的检查。”

The Government is keen for the Hamilton scheme to be a template for adoption by forces across Britain, but John Orr, the Strathclyde chief constable, conceded the research was not wholly supportive.

政府希望哈密尔顿方案能成为部队执行的样板而推向全英格兰，但是斯特拉斯克莱德警察局长欧强，承认该研究并不完全支持该方案。

He stressed, however, that complaints to the police had fallen by 20 per cent in the pilot areas while the initiative, which will be continued as a pilot project for another year, had won backing from parents, children, and traders.

然而，他强调，在实验期间试点地区向警察投诉数量降低了百分之二十，并且将在下一年度继续作为试点，得到了父母、儿童和商人们的支持。

He said the scheme had been misrepresented as a curfew intended to reduce crime, but had instead been driven by the need to protect vulnerable children and encourage their parents to take more responsibility.

他说该方案被歪曲成试图减少犯罪的宵禁，而事实上是为了保护容易受到伤害的儿童，以及鼓励他们的父母承担起更多的责任。

He said: ‘The suggestion that officers are going around like dog-catchers snatching children off the streets is simply wrong. There has not been a single complaint about the initiative and it has clearly been given the community's seal of approval.’

他说：“说工作人员像捕狗队员一样上街抓小孩送回家是完全不对的。至今没有一例针对此实验的抱怨，这显然已经得到了社区的认可。”

Mr Orr said the number of community officers involved in the expanded initiative would have to be doubled, possibly trebled, from the two teams of six currently involved.

欧先生说，在实验扩大以后，社区工作人员的数目将从现在的每组六人共两组，增加到两倍，尽可能三倍。

A total of 280 children have been returned home over the past year. Five were charged with offences. Seventy per cent were boys, 14 per cent were aged under eight years old, and almost ten per cent were drunk. Sixty-one children have been taken home in the last six months compared with 221 in the first half of the trial, and officers believe the reduction indicates that more parents are taking responsibility for their children.

在过去的一年里一共有二百八十名小孩被送回家。五人被控诉。百分之七十是男孩，百分之十四的年龄小于八岁，将近百分之十醉酒。在后六个月有六十一名孩子被送回家，与试验前六个月的二百二十一人相比较，工作人员相信这种减少显示了更多的家长承担起了照顾自己孩子的责任。

Allan Miller, the director of the Scottish Centre for Human Rights, said there was legitimate scepticism concerning crime figures and claimed the research proved only that treating all youngsters as potential criminals is not the answer. He said ‘The statistics on crime complaints and safety perceptions are mixed if looked at on the whole. For the police, the lesson should be to listen to and understand young people and to recognise their needs and rights.’

艾伦·米勒，苏格兰人权中心主任，质疑这些犯罪数据完全是正当的，并称该研究证明了将青少年仅仅当作潜在犯罪分子并不是目的。他说“有关犯罪投诉的数据和感觉安全喜忧参半，是否着眼于整体。对于警察，教训是应该倾听并理解年轻人，并承认他们的需求和权利。”

Mr Miller said 77 per cent of the children taken home by police were aged 12 to 15 and had done nothing wrong. He said it was significant the scheme had been renamed since being launched to include the protection of youngsters.

米勒先生说被警察送回家的孩子当中，百分之七十七年龄介于十二至十五岁，没有犯下任何错误。他说这对于该计划自更名并包括保护青少年执行以来意义重大。

Meanwhile, South Lanarkshire Council yesterday announced the opening of a new £3 million centre for young people as part of the increased provision of youth facilities.

与此同时，南拉纳克郡一会昨天宣布，开设一个新的三百万英镑的青年中心，作为增加青年设施款项的一部分。

Source: The Scotsman, 16 October 1998

来源：《苏格兰人报》，1998年十月十六日

Now read the discussion

现在阅读讨论材料

Comment

解释

With just a brief scan of the text we came up with the following:

只需简单浏览文章，我们就可以得出以下观点：

• 
  Plans to expand the scheme
  


• 
  打算扩大该方案
  
  


• 
  Crime rise/effectiveness of scheme?
  


• 
  犯罪率上升/方案的有效性？
  
  


• 
  Much support for scheme
  


• 
  很多人支持方案
  
  


• 
  No interest from other forces
  


• 
  其他部队没有兴趣
  
  


• 
  Research findings
  


• 
  研究发现
  
  


• 
  Feeling safer
  


• 
  感觉更安全
  
  


• 
  Complaints/support
  


• 
  投诉/支持
  
  


• 
  Community officer numbers
  


• 
  社区工作人员数量
  
  


• 
  Numbers of children involved
  


• 
  涉及到的儿童数量
  
  


• 
  Human rights issues
  


• 
  人权问题
  
  


• 
  New centre for young people planned
  


• 
  计划的新青年中心
  
  

Comparing your notes with ours, you will probably find that we have some points in common, but perhaps you also got some different ideas down as well. That's to be expected. The point of the activity is not to come up with exactly the same information but rather to demonstrate the usefulness of scanning as a technique for getting a general sense of the article.

将你的笔记与我们的做比较，你有可能发现我们找到了同一些重点，但也许你也可能得到一些不同的观点。这很正常。该活动的重点并不是得出完全相同的信息，而是演示浏览作为一项能得到文章一般含义的技巧的用处。

Clearly, this method of reading does not generate much in the way of detail and perhaps you are wanting to extract more information on a particular issue or aspect of the debate. Skimming is a reading technique which enables you to identify specific information in a text as opposed to getting a more general idea.

显然，如果你想获得该文章某一特定问题的更多信息，这种阅读方法并不能得到更多细节。略读是一项可以让你确定文章的特定信息而非一般观点的阅读技巧。

2.2 Reading techniques: skimming

2.2 阅读技巧：略读

You might want to find information about the effectiveness of the child curfew scheme in Hamilton but be less interested in some of the other issues that are raised in The Scotsman piece. One way of extracting this kind of specific information is to skim the article for key words – such as ‘research’ – and statistics which may give you evidence of the effectiveness or otherwise of the scheme. This method is also especially useful when you are searching for something particular that you have previously read but cannot remember exactly where it is located.

你可能想找出哈密尔顿儿童宵禁方案的效力，但是对这篇《苏格兰人报》文章提出的其它问题不感兴趣。找出这类特定信息的一个办法是略读这篇文章，寻找某些关键字，比如“研究”，以及那些能给予你有关该方案的效力或其他方面证据的统计数据。在你搜索以前读过却又记不起来在哪儿度过的某个特定资料，此方法也特别有用。

Activity 3

活动三

Have a go at skimming The Scotsman article for key words such as ‘research’ and any statistical evidence that may be presented. You will find our feedback and comments noted in the "Now read the discussion" link beneath the article. Try not to read these until you have completed the activity.

你需要略读《苏格兰人报》文章，寻找诸如“研究”之类的关键词，以及提供的任何统计数据证据。你可能会发现我们在文章末尾的“现在阅读讨论材料”链接里写得有反馈和说明。尽量不要在你完成本次活动之前去阅读这些说明。

Hamilton child safety curfew to be extended

哈密尔顿儿童安全宵禁将被扩大

Calls for scheme to go national, despite rise in crime on estates where trial held

呼吁将方案推向全国，而不顾实验地区的犯罪率上升

Jim Wilson

吉姆·威尔森

The expansion of the so-called child curfew in Hamilton was announced yesterday as the Government called for the controversial scheme to be copied across Scotland.

哈密尔顿政府昨日宣布，将扩大所谓的儿童宵禁计划，称将要将此项有争议的计划推向全苏格兰。

The operation will now cover the whole of the Lanarkshire town, despite official research suggesting that crime rose in the three housing estates where it was launched a year ago.

该行动现在将覆盖整个拉纳克郡，尽管官方研究表明，已经执行了一年该计划的三个住宅区的犯罪率已经上升。

The extension of the initiative, in which children out after dark are taken home, was announced as Strathclyde Police and the Scottish Office released analysis suggesting the community patrols have overwhelming support in the town.

斯特拉斯克莱德警方宣布，扩大该实验，将天黑后未归家的孩子送回家。苏格兰事务部发布的分析报告显示，该镇社区保安以压倒性多数支持这项扩大。

Opinion polls in Hamilton, including one run by a local newspaper, revealed more than 90 per cent backing for the curfew, although more than half of all children thought police did not understand youngsters and stopped them for no reason.

在哈密尔顿的诸多民意调查，其中包括一项由当地报纸主持的，显示超过百分之九十的人支持这项宵禁，虽然有过半数的儿童认为警方不能理解年轻人，并毫无理由的扣留他们。

Yesterday, the Scottish Office urged the other seven Scottish forces to copy the curfew, despite critics claiming the operation is unnecessary and heavy-handed.

昨天，苏格兰事务部敦促其他气质苏格兰部队执行此项宵禁，不管批评者宣称这项行动是多余而笨拙的。

No other Scottish force has voiced any interest in adopting a similar strategy but Henry McLeish, the Scottish Office home affairs minister, said every town and city could benefit. He said chief constables must decide their own operational strategies, but the success of the initiative in Hamilton could not be questioned and promised to send the new analysis to every force and police board.

其他苏格兰部队并未表示有兴趣执行类似政策。但是苏格兰事务部家庭事务大臣亨利·麦克雷许说每座城镇都能从中受益。他说警察局长必须决定他们自己的执行策略，但是该项试验在哈密尔顿的成功毋庸置疑，并保证向每支部队和警察委员会发送新的分析报告。

‘I would be delighted to see this initiative copied and developed elsewhere,’ he said.

他说：“我会很高兴看到其他地方能执行并发展这项实验，”

‘This should be the start of a huge debate about how best to reclaim our communities for decent, ordinary people.’

“这将引起一场巨大的讨论，关于为了体面而平凡的人民，如何将我们的社区改造到最好。”

Research, commissioned by the Government and carried out by Stirling University, looked at the first six months of the operation, October 1997 to April 1998, and revealed that reported crime in the chosen estates fell by 23 per cent compared with the previous six months.

由政府委托斯特灵大学承办的一项研究，关注这项行动的头六个月，一九九七年十月至一九九八年四月，显示于前六个月相比，所选地区的犯罪报告数量下降了百分之二十三。

However, researchers concede seasonal trends meant more crimes are committed in summer and, when compared with the same six months of the year before, reported crime actually rose on the estates of White-hill, Hillhouse, and Fairhill, by 17 per cent.

然而，研究者们承认季节性趋势意味着更多的犯罪发生在夏季。并且，与前一年的相同六个月做比较的话，事实上，白山、希尔豪斯以及菲尔希尔地区的犯罪报告数量，上升了百分之十七。

In addition, a survey in Hillhouse revealed that, while 44 per cent of people felt safer since the curfew was launched, a rising number of residents, 84 per cent, would not now enter certain areas of the estate.

另外，一项在希尔豪斯的调查显示，虽然有百分之四十四的人认为宵禁执行后感觉更安全，但是更多的居民，百分之八十四，表示现在将不会进入当地某些特定区域。

Critics claim police should already be protecting very young children and Save the Children in Scotland fears the rights of young people could be violated. Yesterday, the charity's director, Alison Davies, said the research demanded careful scrutiny. ‘The figures and factors underpinning the research must be studied closely’.

批评者称，警察早就应该保护每一个青少年，并保障苏格兰儿童不用害怕青少年权利被侵犯。昨天，慈善机构董事埃里森·戴维斯说，该项研究必须受到严格审查。“支持此研究的图表和各种因素都必须受到严密的调查。”

The Government is keen for the Hamilton scheme to be a template for adoption by forces across Britain, but John Orr, the Strathclyde chief constable, conceded the research was not wholly supportive.

政府希望哈密尔顿方案成为全英格兰部队执行的模板，但是斯特拉斯克莱德警察局长欧强，承认该项研究并未完全支持此方案。

He stressed, however, that complaints to the police had fallen by 20 per cent in the pilot areas while the initiative, which will be continued as a pilot project for another year, had won backing from parents, children, and traders.

但是，他强调在实验期间试点地区的向警察投诉事件下降了百分之二十，这将使得在下一年度作为试点项目继续执行，并得到了父母、儿童和商人们的支持。

He said the scheme had been misrepresented as a curfew intended to reduce crime, but had instead been driven by the need to protect vulnerable children and encourage their parents to take more responsibility.

他说该方案被歪曲成为了降低犯罪而宵禁，事实上是为了保护容易受到伤害的孩子，并鼓励他们的家长承担更多责任。

He said: ‘The suggestion that officers are going around like dog-catchers snatching children off the streets is simply wrong. There has not been a single complaint about the initiative and it has clearly been given the community's seal of approval.’

他说：“说工作人员像捕狗队员一样上街抓小孩子是完全错误的。没有一例关于这项实验的抱怨，这清楚地表明得到了社区的认可。”

Mr Orr said the number of community officers involved in the expanded initiative would have to be doubled, possibly trebled, from the two teams of six currently involved.

欧先生说，这项实验扩大以后，参与的社区工作人员，从现在的每组六人共两组增加到两倍，尽可能三倍。

A total of 280 children have been returned home over the past year. Five were charged with offences. Seventy per cent were boys, 14 per cent were aged under eight years old, and almost ten per cent were drunk. Sixty-one children have been taken home in the last six months compared with 221 in the first half of the trial, and officers believe the reduction indicates that more parents are taking responsibility for their children.

在过去一年里一共有二百八十名小孩被送回家。五人被指控。百分之七十是男孩子，百分之十四年龄低于八岁，几乎百分之十的小孩醉酒。在最近六个月有六十一名儿童被送回家，与实验开始六个月的二百二十一人相比，工作人员相信这种减少表明了更多父母开始承担起照顾自己孩子的责任。

Allan Miller, the director of the Scottish Centre for Human Rights, said there was legitimate scepticism concerning crime figures and claimed the research proved only that treating all youngsters as potential criminals is not the answer. He said ‘The statistics on crime complaints and safety perceptions are mixed if looked at on the whole. For the police, the lesson should be to listen to and understand young people and to recognise their needs and rights.’

艾伦·米勒，苏格兰人权中心主任，表示质疑犯罪相关图表是完全正常的，称该研究证明了仅仅将所有年轻人当作潜在犯罪对待不是目的。他说“有关犯罪投诉以及安全感觉的数据喜忧参半，是否着眼于全局。对于警方，教训是应该倾听并理解年轻人，认可他们的需求和权利。”

Mr Miller said 77 per cent of the children taken home by police were aged 12 to 15 and had done nothing wrong. He said it was significant the scheme had been renamed since being launched to include the protection of youngsters.

米勒先生说被警方送回家的孩子百分之七十七年龄介于十二至十五岁，没有犯下任何错误。他说，自从该方案更名执行对青少年的保护以来，意义重大。

Meanwhile, South Lanarkshire Council yesterday announced the opening of a new £3 million centre for young people as part of the increased provision of youth facilities.

与此同时，南拉纳克郡议会昨天宣布，作为增加年轻人设施款项的一部分，将启动一项新的三百万英镑的青年人中心。

Source: The Scotsman, 16 October 1998

来源：《苏格兰人报》，一九九八年十月十六日

Now read the discussion

现在阅读讨论部分

Comment

说明

In skimming the article for this more specific information using the word ‘research’, we identified one or two particularly informative sections, each with a rather different focus:

为了更加特定的信息，使用单词“研究”略读这篇文章，我们找到了一两处特别由信息价值的段落，每一处的重点都不相同：

• 
  The section on the Stirling University study (paragraphs 9–11)
  


• 
  有关斯特灵大学研究的章节（第九至十一段）
  
  


• 
  The section on research which sought to illustrate the false thrust of the schemes approach (3rd paragraph from the end)
  


• 
  有关试图说明该项计划方法推行中的虚假的章节（倒数第三段）
  
  

Skimming for figures or statistics generated a couple more relevant sections, though these had a different focus again:

再次略读有图表或统计数据的几个相关段落，但是这次从不同的角度去看：

• 
  The section on local public support (paragraph 4)
  


• 
  有关本地警方支持的章节（第四段）
  
  


• 
  The section on police complaints (paragraph 14)
  


• 
  有关警方投诉的章节（第十四段）
  
  

Again, you might have pinpointed different sections of the article, but the main thing is that you were able to use this technique in order to identify more specific information than had been possible using the scanning approach.

你可能会再次准确地找出文章中不同的章节，但是关键在于，你能够使用该技巧比浏览方式确定更多特定信息。

Both skimming and scanning generate different kinds of information and can thus be used when you have rather different purposes in mind. However, what they have in common is that they do help you to get an in-depth, more detailed understanding of the article as a whole. A third technique – focused reading – is more useful for this purpose. This is a slower method of reading as it takes the material bit by bit and allows time for active thinking, whereby you begin to process the information presented, and perhaps even jotting down a few notes or questions raised by the material. It enables you to follow the argument more closely and really get to grips with the key ideas and concepts as well as the evidence that is presented. Focused reading is therefore a more intensive approach than either skimming or scanning. As such, it is more fruitful to engage in short bursts of it, when your levels of concentration are high. Indeed, one useful method you might try involves combining the three techniques, perhaps scanning the text first and maybe even skimming for more detailed, focused information which you can mark for future use, before going on to re-read the piece in a more focused way later.

浏览和略读均得到不同类型的信息，因此，你可以在不同的目的下使用他们。然而，他们的共同点是，帮助你更深入更细致地从整体理解这篇文章。就此而言，第三种技巧——精读——更有用。这是一种更慢的阅读方法，因为它需要一点点阅读材料，并且需要时间积极思考，你开始由此处理所得信息，甚至还要记下因为这些材料而产生的一些笔记或问题。它让你更为紧密的跟进论点，如同掌握所呈现的论点一样真正掌握关键思想和概念。精读因此是一种比浏览和略读都要强大的方法。因此，当你高度专心的时候，短时间使用精读回收到很好的效果。事实上，好的办法是你应该尝试将这三种技巧结合起来使用，也许应该首先浏览文章，然后略读更多细节，将那些你打算将来使用的重点信息做上标记，接下来以精读的方式重新阅读这篇文章。

2.3 Reading techniques: focused reading

2.3阅读技巧：精读

Activity 4

活动四

Have a go at reading The Scotsman article again, this time in a more focused way. Think about each section of the text, breaking off at regular intervals in order to identify and extract the main points or examples, and jot down some notes and questions that come to mind as you read. You will find our feedback and comments noted in the "Now read the discussion" link beneath the article. Try not to read these until you have completed the activity.

现在需要再次阅读这篇《苏格兰人报》文章，这次要以一种更有目的性的方式进行。思考文章的每一个段落，逐段分解，以便确认并提取重点或示例，记下阅读时产生的评论和问题。你将会在这篇文章下面的“现在阅读讨论材料”里发现我们的反馈和注释。尽量不要在完成活动之前阅读这些。

Hamilton child safety curfew to be extended

即将扩大哈密尔顿儿童安全宵禁计划

Calls for scheme to go national, despite rise in crime on estates where trial held

为方案推向全国而呼吁，尽管实验地区的犯罪率在上升

Jim Wilson吉姆·威尔森

The expansion of the so-called child curfew in Hamilton was announced yesterday as the Government called for the controversial scheme to be copied across Scotland.

哈密尔顿政府昨日宣布扩大所谓的儿童宵禁计划，诚要把此有争议的计划推向全苏格兰。

The operation will now cover the whole of the Lanarkshire town, despite official research suggesting that crime rose in the three housing estates where it was launched a year ago.

该行动如今将覆盖整个拉纳克郡，尽管官方研究显示，自去年开始执行该行动的三个住宅区的犯罪率在上升。

The extension of the initiative, in which children out after dark are taken home, was announced as Strathclyde Police and the Scottish Office released analysis suggesting the community patrols have overwhelming support in the town.

斯特拉斯克莱德警方宣称，扩大该实验是为了将天黑后外出的儿童送回家，苏格兰事务部发布的分析报告显示，该镇社区保安压倒性多数支持此项计划。

Opinion polls in Hamilton, including one run by a local newspaper, revealed more than 90 per cent backing for the curfew, although more than half of all children thought police did not understand youngsters and stopped them for no reason.

在哈密尔顿的诸多民意调查中，有一项由当地报纸执行的，显示超过百分之九十的人支持该项宵禁，虽然过半儿童认为警察并不理解年轻人，并且无缘无故扣留他们。

Yesterday, the Scottish Office urged the other seven Scottish forces to copy the curfew, despite critics claiming the operation is unnecessary and heavy-handed.

昨天，苏格兰事务部敦促其他七支苏格兰部队执行该项宵禁，尽管反对者声称该行动是多余且笨拙的。

No other Scottish force has voiced any interest in adopting a similar strategy but Henry McLeish, the Scottish Office home affairs minister, said every town and city could benefit. He said chief constables must decide their own operational strategies, but the success of the initiative in Hamilton could not be questioned and promised to send the new analysis to every force and police board.

尚无其他苏格兰部队称有兴趣执行类似政策，但是苏格兰事务部家庭事务大臣亨利·麦克雷许，说每座城镇都将因此受益。他说警察局长必须决定他们自己的执行策略，哈密尔顿实验的成功毋庸置疑，并保证发送新的分析报告给每一支部队和警察委员会。

‘I would be delighted to see this initiative copied and developed elsewhere,’ he said.

他说：“我会很乐意见到其他地方执行并改进该实验”

‘This should be the start of a huge debate about how best to reclaim our communities for decent, ordinary people.’

“为了体面而平凡的人民，我们如何改造我们的社区，这将引起巨大的讨论。”

Research, commissioned by the Government and carried out by Stirling University, looked at the first six months of the operation, October 1997 to April 1998, and revealed that reported crime in the chosen estates fell by 23 per cent compared with the previous six months.

由政府委托有斯特灵大学承担的研究，关注该行动的头六个月，一九九七年十月至一九九八年四月，显示与前六个月相比，所选地区的报告犯罪数量下降了百分之二十三。

However, researchers concede seasonal trends meant more crimes are committed in summer and, when compared with the same six months of the year before, reported crime actually rose on the estates of White-hill, Hillhouse, and Fairhill, by 17 per cent.

然而，研究者承认季节性趋势意味着大多数犯罪发生在夏季，如果与前一年的同样六个月做比较，实际上在白山、希尔豪斯以及菲尔希尔地区的报告犯罪数量上升了百分之十七。

In addition, a survey in Hillhouse revealed that, while 44 per cent of people felt safer since the curfew was launched, a rising number of residents, 84 per cent, would not now enter certain areas of the estate.

另外，一项希尔豪斯相关调查显示，虽然百分之四十四的人感觉与宵禁执行前相比更安全，但是更多的居民，百分之八十四，如今不愿进入本地的几个特定区域。

Critics claim police should already be protecting very young children and Save the Children in Scotland fears the rights of young people could be violated. Yesterday, the charity's director, Alison Davies, said the research demanded careful scrutiny. ‘The figures and factors underpinning the research must be studied closely’.

批评者称警方早就应该保护起儿童，并保证苏格兰儿童不用害怕青少年权利受到侵害。昨天，慈善机构董事埃里森·戴维斯，说该研究应该受到仔细审查，“支持该研究的各种图表和因素都必须受到严密推敲。”

The Government is keen for the Hamilton scheme to be a template for adoption by forces across Britain, but John Orr, the Strathclyde chief constable, conceded the research was not wholly supportive.

政府希望哈密尔顿方案能成为全英格兰部队执行的模板，但是斯特拉斯克莱德警察局长欧强，承认该研究并未完全支持该方案。

He stressed, however, that complaints to the police had fallen by 20 per cent in the pilot areas while the initiative, which will be continued as a pilot project for another year, had won backing from parents, children, and traders.

然而，他强调实验期间来自实验地区的投诉警方数量下降了百分之二十，并将在下一年度作为实验项目继续执行，并赢得了家长、儿童和商人们的支持。

He said the scheme had been misrepresented as a curfew intended to reduce crime, but had instead been driven by the need to protect vulnerable children and encourage their parents to take more responsibility.

他说该方案被歪曲成一项为了降低犯罪率的宵禁，事实上是为了保护容易受到伤害的儿童，以及鼓励他们的父母承担起更多责任。

He said: ‘The suggestion that officers are going around like dog-catchers snatching children off the streets is simply wrong. There has not been a single complaint about the initiative and it has clearly been given the community's seal of approval.’

他说：“说工作人员像捕狗队员一样在街上抓孩子完全是错误的。没有一例关于此项实验的投诉，完全得到了社区的认可。”

Mr Orr said the number of community officers involved in the expanded initiative would have to be doubled, possibly trebled, from the two teams of six currently involved.

欧先生说，扩大试验以后，参与进来的社区工作人员将从现在的六人一组共两组增加到两倍，尽可能三倍。

A total of 280 children have been returned home over the past year. Five were charged with offences. Seventy per cent were boys, 14 per cent were aged under eight years old, and almost ten per cent were drunk. Sixty-one children have been taken home in the last six months compared with 221 in the first half of the trial, and officers believe the reduction indicates that more parents are taking responsibility for their children.

在过去一年里一共有二百八十名儿童被送回家。五名被指控。百分之七十是男孩，百分之十四的年龄不到八岁，将近百分之十醉酒。与实验开始的六个月被送回家的二百二十一名儿童相比，最近六个月有六十一名儿童被送回家，工作人员相信这种减少显示了更多的家长承担起了照顾自己孩子的责任。

Allan Miller, the director of the Scottish Centre for Human Rights, said there was legitimate scepticism concerning crime figures and claimed the research proved only that treating all youngsters as potential criminals is not the answer. He said ‘The statistics on crime complaints and safety perceptions are mixed if looked at on the whole. For the police, the lesson should be to listen to and understand young people and to recognise their needs and rights.’

艾伦·米勒，苏格兰人权中心主任，说质疑这些犯罪有关图表很正常，称该研究证明了将所有青少年仅仅当作潜在的犯罪分子并不是我们的目标。他说“如果从全局来看的话，有关犯罪投诉和安全感的数据很混乱。对于警方而言，教训是应该倾听并理解年轻人，并认可他们的需求和权利。”

Mr Miller said 77 per cent of the children taken home by police were aged 12 to 15 and had done nothing wrong. He said it was significant the scheme had been renamed since being launched to include the protection of youngsters.

米勒先生说，被警方送回家的儿童百分之七十七的年龄介于十二至十五岁，还没有犯下任何错误。自从该方案改名执行保护儿童以来，这项数据意义重大。

Meanwhile, South Lanarkshire Council yesterday announced the opening of a new £3 million centre for young people as part of the increased provision of youth facilities.

同时，南拉纳克郡议会昨日宣布，作为增加青年人设施款项的一部分，将启动一座新的三百万英镑的青年人中心。

Source: The Scotsman, 16 October 1998

来源：《苏格兰人报》，一九九八年十月十六日

Now read the discussion

现在阅读讨论材料

Comment

说明

Our attempt generated the following notes:

我们试图得到如下笔记：

• 
  Hamilton child curfew police to be extended across Scotland, despite evidence of increased crime in launch areas.
  


• 
  警方要把哈密尔顿儿童宵禁推向全苏格兰，而不顾实施地区犯罪数量上升的事实。
  
  


• 
  Support in town for curfew triggered expansion: 90% local backing.
  


• 
  小镇上支持扩大宵禁：百分之九十的本地人。
  
  


• 
  Critics claim it is a heavy-handed approach.
  


• 
  批评者称这是一项笨拙的方法。
  
  


• 
  No other force has expressed interest, yet S.O. say every town could benefit so scheme will be publicized.
  


• 
  其他部队均未表示出兴趣，但是苏格兰事务部说每座城镇都将受益，因此将要公布计划。
  
  


• 
  Stirling University research focused on first 6 months (Oct. 1997-April 1998):
  


• 
  斯特灵大学的研究关注头六个月（九七年十月至九八年四月）
  
  


• 
   
  
  
  
  • 
    reported crime fell by 23%,
    
  
  
  • 犯罪报告数量降低百分之二十三；
    
    
  
  
  • 
    but seasonal trends may account for this – compared with same period in previous year reported crime actually rose by 17%,
    
  
  
  • 但可能是季节性趋势导致的——与前一年同期比较，事实上犯罪报告数量上升百分之十七；
    
    
  
  
  • 
    44% of locals felt safer,
    
  
  
  • 百分之四十四的本地人感觉更安全；
    
    
  
  
  • 
    but 84% would not enter certain areas – a rise.
    
  
  
  • 但是百分之八十四的人不愿进入某些特定区域——上升了。
    
    
  
  
  
  


• 
  Critics, eg Save the Children in Scotland, argue the scheme is a violation of young people's rights and question its success.
  


• 批评，例如保护苏格兰儿童，称该计划触犯了年轻人的权利并质疑其成功。
  
  


• 
  Government support for scheme.
  


• 政府支持该方案。
  
  


• 
  Strathclyde chief constable recognized research questioned effectiveness, but claimed 20% fall in police complaints and high levels of local support. Also claimed bad press for scheme – driven by concern for young people's safety and parental responsibility, not reducing crime.
  


• 斯特拉斯克莱德警察局长承认研究的有效性还有问题，但是声称向警察的投诉降低百分之二十，并得到当地人的高度支持。还称该计划给人的印象不好——本是关心青少年的安全和父母的责任，而不是为了降低犯罪。
  
  


• 
  Numbers of community officers involved set to rise.
  


• 参与进来的工作人员数量增加。
  
  


• 
  280 children returned home in past year, 5 charged; 70% boys; 14 % under 8 years; almost 10% drunk.
  


• 在过去一年里有二百八十名儿童被送回家。五人被指控；百分之七十的男孩；百分之十四小于八岁；将近百分之十醉酒。
  
  


• 
  Reduction in numbers returned in second 6 months compared with first claimed as evidence of success re. increased parental responsibility.
  


• 后半年于前半年相比，被送回家的人数降低，宣称这是由于成功让父母重新拾起责任的缘故。
  
  


• 
  Scottish Centre for Human Rights: critical of approach which sees children as potential criminals where 77% (aged 12–15) returned home had done nothing wrong. Calls for a listening, need focused approach to young people (renaming of the scheme not enough).
  


• 苏格兰人权中心：该行动的核心在于将儿童视作潜在的犯罪分子，而被送回家的孩子当中百分之七十七（年龄介于十二至十五岁）并没有犯下任何错误。要求倾听，需要注意对待年轻人的工作方法（为该方案改名还不够）。
  
  


• 
  Council to open centre for young people to increase Mouth facilities in area.
  


• 议会开工青年中心以增加地区青年设施。
  
  

But, in addition, pausing to think about the material generated a number of questions including:

但是，另外，停下来思考这些材料，产生了一系列问题，包括：

• 
  Would the scheme have the same results in a different area?
  


• 该方案在不同地区会取得相同结果么？
  
  


• 
  How was public opinion measured? Was everyone included in the survey?
  


• 如何衡量公共舆论？调查能否覆盖每一个人？
  
  


• 
  What bad press has there been about the scheme? Does it matter if the results of the Stirling research show that the scheme is not effective?
  


• 该计划有什么负面报道？如果斯特灵大学的研究结果显示该方案没有效果，这些负面报道还是个问题么？
  
  


• 
  Might the reduction of numbers returned home in the second period of the scheme be a result of something other than increased parental responsibility? For example, changes to the implementation of the scheme?
  


• 在该方案的第二阶段被送回家的人数减少，是否家长增加责任感以外的因素导致的？比如，方案实施过程发生改变所致？
  
  

Again, you probably got some similar points and questions to us, missed others but included additional ones of your own. What is important is not that our notes are identical, but that (a) you used the technique of focused reading in order to successfully extract the main points of the article in a way that makes sense to you, and (b) actively engaged with the material in such a way as to generate questions and ideas, as opposed to passively reading it only to forget much of it at a later date.

再次声明，你可能会得到某些与我们类似的观点和问题，缺少某些，却有一些你自己独有的。是否与我们的笔记完全一样，并不重要，重要的是，【甲】为了成功提取这篇文章的主要观点，你以一种对你有意义的方式，使用了精读技巧；【乙】积极融入素材，积极产生问题和思路，而不是被动阅读，然后过几天忘掉他们。

One thing you might notice about both your notes and ours is that they are not very usefully organized. For example, we have noted down a number of criticisms levelled at the scheme but they are not grouped together in such a way as to enable us to compare and contrast them, or draw out any common issues that may recur. This overlap or repetition of key ideas, albeit in rather different forms and illustrated by different examples, makes our notes longer than they might be. Later, in Section 7, we will look at a number of ways we might create more helpful notes which group points together around key ideas, themes or concepts – very useful when it comes to planning and writing assignments. However, first it is useful to highlight some of the problems that you might come across, particularly when reading more complex materials.

有一件事情你可能需要注意，即无论是你的笔记还是我们的笔记，都没有得到很好的组织整理。具体来说，我们记下了一些与该方案相同水平的批评意见，但是并没有以某种方式组织起来，好让我们比较和对照他们，或者描绘出可能会重现的常见问题。关键思想的重叠与反复，虽然以相当不同的形式出现，用不同的例子描述，让我们的笔记比实际要长。接下来，在第七节，我们将见到一些方法，可以用来创建更有用的笔记，将各种观点围绕中心思想、主题或概念组织起来——在计划和写作功课的时候非常有用。然而，首先，他在凸显某些你可能早遇到的问题时有用，特别是当阅读更加复杂的材料时。

3 Strange words, long sentences and lost meanings

三、生词、长句和不明含义

In reading for a purpose it is not unusual to get stuck on unfamiliar words and concepts or struggle with complex ideas and sentences. This section suggests tactics for coping with unfamiliar words (and inadequate dictionaries), unpacking complex sentences and retrieving lost meanings. In order to do this we will draw on an extract taken from a book, Crime and Society in Britain, by Hazel Croall (1998) which is a social science text. It thus contains more ‘conceptual’ or ‘technical’ terminology than was evident in The Scotsman article.

有目的的阅读通常都会因为陌生的单词和概念而停顿，或者与复杂的思想和语法作斗争。本小节提出应对生词（以及不方便使用字典的时候）、分解复杂长句、找回不明含义的战术。为了做到这点，我们将从一本书，黑泽尔·克罗奥尔的《英格兰的犯罪与社会》（一九八八）摘录一部分，这是一本社会科学书籍。因此很明显，他将比《苏格兰人报》文章包含更多“概念”或“技术”术语。

Activity 5(a)

活动五（甲）

Read the extract reproduced below and highlight any unfamiliar words or difficult sentences that you come across. After you have done that, click the "Now read the discussion" link beneath the article to read our feedback and notes.

阅读下面的摘要，找出你遇到的所有不熟悉的单词或困难语句。完成之后，点击文章末尾的“现在阅读讨论材料”链接，阅读我们的反馈和笔记。

Click below to open the extract by Hazel Croall, Crime and society in Britain.

点击以下链接打开黑泽尔·克罗奥尔《英国犯罪与社会》

View document

查看文档

Now read the discussion

现在阅读讨论材料

Comment

注释

We thought that the word ‘indictable’ may present a problem and we wondered what the difference between an ‘indictable’ and a ‘summary’ offence was. Later in the extract the concept of ‘natural selection’ is introduced, a rather specialist term which is not necessarily part of our everyday language. Similarly, towards the end of the piece, terms such as ‘the anomie paradigm’ and ‘subcultural theory’ are used – both likely to be unfamiliar to most people.

我们认为词语“可起诉”会导致一些问题，并且我们想知道“可起诉”和“轻罪”之间的区别。随后这份摘要介绍了“自然选择”概念，一个比较专业的词汇而非我们日常用语。同样，在接近文章末尾的时候，诸如“失范模式”和“亚文化理论”的词汇的使用——对于大多数人都比较陌生。

Thinking about how you might deal with these difficult words and concepts there are a number of strategies you might try:

考虑你是如何处理这些生词和概念的，你可以尝试这些策略：

• 
  Dictionaries can be helpful where the word is simply unfamiliar to you but is in everyday use. However, if the word represents a particular social scientific concept or idea, general dictionaries are less useful. For example, if you did wonder what the word ‘indictable’ meant, looking it up in The Concise Oxford Dictionary (7th edition) would have yielded the following: ‘rendering one liable’ – not particularly helpful.
  


• 如果仅仅是一个常用的但是你不认识的单词，你可以用字典来解决问题。但是，如果是一个特殊的社会科学概念或观点，字典一般没什么用。比如，如果你不知道单词“可起诉”的含义，查阅《简明牛津词典》（第七版）可能会找到如下解释：“承担一份责任”——不是特别有用。
  
  


• 
  A social science dictionary can be useful but may not necessarily provide the answer you are looking for. Meanings are contested in the social sciences – different words mean different things to different people, including authors of social scientific dictionaries! So the meaning ascribed to a word in even a specialist dictionary might not be the same meaning that the author of the textbook you are reading had in mind.
  


• 一本社会科学词典会有些用，但也不一定能找到你想要的答案。社会科学中的含义是有争议的——不同的单词对于不同的人意味着不同的事情，当然包括社会科学词典的作者！所以，即使你刻意去读同一个作者编写的专业词典和教科书，某个单词的含义也不一定相同。
  
  

So what other methods might you use?

那么你还有其他办法没？

• 
  An alternative approach is to look for clues in the part of the text where the word appears. For example, in the paragraph where the term ‘natural selection’ appears there are also references made to the concept of evolution and the process whereby characteristics are ‘bred out’ of certain individuals, both of which imply something to do with genetics. So, from looking at the context in which the word appears, you are already building up enough of a general picture to enable you to move on.
  


• 一个替代办法就是从单词所在段落寻找线索。举个例子，在单词“自然选择”出现的段落里，也提到了进化的概念，以及在某些物种的培养过程中特征的消失过程，这两样都意味着与基因学有关。因此，着眼于此单词的上下文，你已经建立起了足够你继续前进的总体印象。
  
  


• 
  Had there been no immediate clues you might usefully have looked ahead – marked the problematic term or concept and read on to see if it was revisited with more explanation later. For example, in the second paragraph on page 16 ‘summary offences’ are referred to as ‘generally assumed to be less serious’. In this way a working understanding of ‘indictable’ and ‘summary’ offences can be developed whereby indictable offences are constructed as more serious than summary offences. It might not be very sophisticated or complex but again it enables you to move forward. Similarly, subcultural theory may not be something with which you are familiar, but if you read the whole of the relevant paragraph you are given some useful hints about what it is concerned with – such as ‘lad’ culture and ‘fan’ culture. These are examples of subcultures and thus help you to pinpoint the general focus of such a theory which may be enough to be going on with. Retracing the argument to see if it points in a particular direction is also a potentially useful method to draw upon.
  


• 如果没有让你往前走的明显线索——将这个有问题的单词或概念标记出来，然后继续读下去，看后面是否会再次遇到并带有更多解释。比如，在在十六页第二段，“即决犯罪”被提及“一般认为危害性比较小”。这样，对于“可起诉”和“即决”犯罪的理解，就能够因为可起诉犯罪的构成比即决犯罪更为严重而得以深化。这可能并不复杂，但是它可以再次让你继续前进。同样的，亚文化理论也可能不是你所熟悉的东西，但是如果你读了所有相关段落，关于他所关心的东西，你就能得到一些有用的提示——比如“少年郎”文化和粉丝文化。亚文化理论的这些例子，从而帮助你确定这套理论的重点，暂时够用了。回溯文章看他的观点是否有一个明显的方向，也是一个可利用的潜在的有用办法。
  
  


• 
  If none of the above strategies prove helpful, you might simply ask yourself to what extent it matters. For example, is it crucial to the article as a whole or for the purpose you have in mind to understand what the ‘anomie paradigm’ is? If not, skip it. If it is, there are other sources, in the library for example, that you might draw upon, not least the book from where the extract was taken.
  


• 如果以上策略都没有用，你可以简单的问问自己，这个问题的范围是什么。比如，这篇文章作为一个整体重要一些呢，还是为了你理解什么是“失范范式”这个目标更重要？如果是前者，就跳过他。如果是后者，可以去图书馆找其他可以借鉴的资料，不仅仅是这篇摘要的源头书籍。
  
  

Turning our attention to difficult sentences, we felt that ‘Lombroso and Ferrero, to whom criminal men were biologically less evolved, saw women as being less evolved than men and closer to primitive types and argued that natural selection had bred out their criminal tendencies’ (third paragraph on page 16 of the reading) was rather complex and a possible stumbling block.

把我们的注意力转向困难语句，我们认为“龙波舒和费立诺，认为那些犯罪的男性在生物学上进化较少，认为女性比男性进化更少，接近于原始类型，认为自然选择剔除了他们的犯罪倾向。”（阅读材料第十六页第三段）相当复杂，是一个可能的障碍。

One approach to dealing with sentences such as this, which try to say a lot in a small number of words, is to divide it up and create several simpler sentences or statements. Trying this technique we came up with the following:

处理这种语句的一个办法是，试着以短语的方式说出来，将他分裂开，形成几个简单句或者子句。利用这种技术，我们得到如下：

Lombroso and Ferrero believed that:

龙波舒和费立诺相信：

• 
  Criminal men were biologically less evolved than non-criminal men
  


• 犯罪的男性在生物学上比非犯罪男性进化更少
  
  


• 
  Women were less evolved than men
  


• 女性比男性进化少
  
  


• 
  Women were thus closer to primitive types
  


• 女性因此接近原始类型
  
  


• 
  Women's criminal tendencies had been bred out of them through natural selection
  


• 女性的犯罪倾向在自然选择中被剔除掉了
  
  

Dividing complex sentences up into less complex ones enables you to get a clearer sense of the ideas being presented and separate out different ideas so that you can use them more easily. Of course, sometimes this may not help. Another potentially useful technique involves focusing on those sentences which come immediately before or after the complex one – they may give you additional clues. The key is to take it slowly and be active about solving the problem, as opposed to letting such difficulties immobilize or panic you.

将复杂语句划分成不那么复杂的语句，能够让你更清楚的看见这些思路，并分离出不同的思路，让你可以更容易的使用他们。当然，有时候这也没有用。另一种可能有用的技术是让你注意复杂语句前后的语句——他们可能会给你更多线索。关键是慢慢处理它，积极解决问题，而不是将困难置之不理或者干脆恐慌。

Activity 5(b)

活动五（乙）

Have a go at using these methods to tackle other strange and unfamiliar words and complex sentences that you noted in the extract above.

如果你打算使用这些办法来对付你在上面摘要中发现的其他奇怪的、陌生的单词和复杂句子。

You may have a range of different responses so we haven't provided a specific comment which might be seen as a ‘right answer’.

你可能会遇到各种情况，因此我们没有提供会被认为是正确答案的具体建议。

The first half of this unit has focused on reading. However, throughout we have made reference to jotting down ideas and questions, marking difficult words and concepts. In doing so we have begun to illustrate how active reading in particular is inherently linked to and bound up with writing. In the second half of the unit we are going to explore in more detail the relationship between the skills of purposeful reading and those of note taking.

本单元前半部分关注阅读。然而，在我们整个阅读过程中，记下思路和问题、标记困难单词和概念。在这种情况下，我们开始阐明积极阅读某一具体文章，是如何与写作有着内在的联系与约束。在本单元的后半部，我们将要探索有意阅读与记笔记技能之间关系的更多细节。

4 Taking the point: identifying key ideas

四、抓住重点：理清思路

As earlier activities have demonstrated, active reading and note taking often come hand-in-hand. In order to read effectively we often have to jot down the main ideas and key words introduced in the text. We might also note down one or two questions as we go along to assist in the ‘thinking’ part of the process. But, like reading, note taking comes in all shapes and sizes, and different kinds of notes can be useful for different purposes. Moreover, good note taking, like purposeful, active reading, involves a series of processes from highlighting key ideas in the text to constructing more complex diagrammatic representations of the main points.

如同前面活动所展示的，积极阅读与记笔记常常同时发生。为了有效阅读，我们常常记下文章的主要思路和关键词。在阅读过程中，我们也会记下一两个问题，因为这样有助于思考。但是，像阅读、记笔记，会以各种方式出现，不同的目的会有不同的笔记。此外，好的笔记，就像就目的明确的积极阅读，从高亮文章中的关键思路，到绘制比较复杂的图表来描述主要观点，涉及一系列过程。

By reading in an active way you have already begun to identify key ideas presented in a text and perhaps even jot them down. However, an alternative method of identifying key ideas is to use a highlighting technique. This involves actually marking important parts of the text by underlining or using a highlighter pen and thus creating a more permanent reminder of key ideas. This approach is designed to promote selectivity and encourages you to focus on the core meanings of an extract. However, before you have a go, you should take note of the following warnings:

通过积极的方式阅读，你已经开始确认文中所呈现的关键思路，并且可能已经将其记录下来了。然而，确认关键思路的一种替代办法是使用高亮技巧。这实际上是使用下划线或者彩色笔标记出文章的重点部分，因此为关键思路创造了一个更为持久的提醒物。该方法旨在促进选择性并鼓励你关注摘要的核心含义。然而，在你开始尝试之前，你应该注意以下警告：

• 
  Highlighting involves you making judgements about what is important. It is not about capturing every detail but, rather like scanning, is about getting a general overview of the big ideas. Do not be tempted to highlight everything or nearly everything – this renders the exercise pointless as you will be no better off with everything underlined than you were with nothing underlined.
  


• 高亮技巧需要你判断什么是重要的。不需要找准每一处细节，而是更像浏览，要获得总体思路的一般概述。这将导致失去重点，因为处处划线比处处不划线好不了多少。
  
  


• 
  A good rule of thumb is to underline or highlight one sentence per paragraph. Paragraphs usually focus on one key point, and while they might include an illustrative example which may be useful, it is the main point that you need to identify first and foremost. Some people find it more useful, then, to add in a short note of the example in the margin next to the highlighted sentence.
  


• 经验之谈是每段标记一句话。每一段虽然可能包括一个有用的例子，但通常只关注一个要点，这就是需要你首先确认的重点。有些人发现这更实用，然后，在高亮句子边上记下一小段示例说明。
  
  


• 
  Do not see highlighting as the end of the process – an alternative to full note taking. It is merely the first step. Highlighting does not organize points into any order that makes sense to you. Nor can you use highlighted sections to reorganize ideas around themes or in answer to assignment questions.
  


• 不要把高亮视作整个过程的最后一步——那应该是做详细笔记。这只是第一步。高亮并不能为你组织整理重点。你也不能用高亮的句子去围绕主题重组思路，或者回答作业问题。
  
  

Activity 6

活动六

Read through the extract from Hazel Croall's book again, this time identifying and highlighting the key ideas. This will be easier now that you have already read through the text once before. In fact, the best highlighting is often achieved on a second reading.

再次通读这篇黑泽尔·克罗奥尔书籍的摘要，这次确认并标记出关键思路。现在会更轻松，因为你已经通读过一次了。事实上，最好的标记常常发生在第二次阅读。

You will find our feedback and comments noted in the "Now read the discussion" link beneath the article. Try not to read these until you have completed the activity.

你将会在这篇文章底下的《现在阅读讨论材料》链接中找到我们的反馈和注释。在完成本活动之前请不要阅读注释。

Click below to open the extract by Hazel Croall, Crime and society in Britain.

点击以下链接打开黑泽尔·克罗奥尔《英国犯罪与社会》的摘要。

View document

阅读文档

Now read the discussion

现在阅读讨论材料

Comment

注释

We highlighted the following parts of the text:

我们标记文章的以下部分：

It has for long been assumed, on the basis of conviction rates, that men commit more crime than women.

Do women really commit less crime and men more? How can this be explained?
这个假设长期以来建立在犯罪率的基础上，男性犯罪率高于女性。
女性犯罪真的比男性少么？这要怎么解释？

We highlighted these introductory sentences as they seemed to capture the key focus of the extract – different conviction rates for men and women, what they might mean and how they might be explained.

我们划出这些介绍性的句子，因为他们似乎抓住了这篇摘要的重点——男性女性不同的犯罪率，他们的含义，以及如何解释。

Gender and offending
conviction rates of men and women
性别、犯罪
男性、女性、犯罪率

We thought it was important to highlight that the trends discussed in the article were based on conviction rates as opposed to any other measure -these six words will be enough to remind us of that so we did not feel it was necessary to mark the whole sentence.

我们认为划出文章中基于犯罪率而非其他标准所讨论的倾向，很重要。这五个单词足以提醒我们，因此我们并不认为需要把整句话都高亮。

criminal convictions are relatively 'normal' for males but very unusual for females
Men and women are convicted for different kinds of offenses,
while women are found in all offense groups, they form a majority in only two - prostitution and failing to pay a TV license.
When women are convicted it is more likely to be for offenses involving theft and handing stolen goods and fraud and forgery,
In general terms women are convicted of less serious offenses.
刑事犯罪对于男性较为正常，对于女性则非常不寻常
男性女性犯不同类型的罪，
虽然女性出现在所有犯罪分类中，但是他们仅在两类中占据主体——卖淫和不交电视费。
当女性被定罪的时候，多数情况下涉及到偷窃和销赃、欺诈和造假，
从总体上看，女性所犯的罪都不那么严重。

We felt that these sentences were important as they summarized the main trends for men and women, based on conviction rates. We didn't highlight the statistics presented or details about particular offenses committed. This is because the technique of highlighting is a way of identifying key ideas. We can go back to the text and extract more detailed information, perhaps using a skimming technique, at a later date if we find that we need to. Alternatively, if we decide to take more detailed notes about the whole of the extract, say in preparation for an assignment, this material would be included there.

我们认为这些句子非常重要，因为他们基于犯罪率总结了男性女性的主要倾向。我们并没有高亮数据表或者具体的犯罪细节。这是因为，高亮技巧是一项确定关键思路的方法。过些日子，如果我们觉得有必要，我们可以回到文章并抽取更多细节信息，也许用的就是略读技巧。另外，如果我们决定就这篇摘要做更多详细笔记，比如为某项功课做准备，这项素材就将被包含进去。

These figures of course reflect convictions and are not necessarily an indicator of 'crime'.
当然，这些代表定罪的数字并不一定就能代表“犯罪”

This sentence seemed important to us as it suggests that the trends may say more about the conviction process, for example, than actual crime rates.

这句话对我们似乎很重要，因为他表明这些倾向可能更意味着判决过程，比如，实际犯罪率。

Explaining the gender gap
The weaker sex: biological and psychological approaches
The assumption that women were 'naturally' less criminal than men was related to biological differences and women's hormones, and their reproductive functions were related to weakness and lack of aggression.
解释性别差别
软弱的性：生理和心理的方法
假定女性比男性天生更少犯罪适合生理区别以及女性的激素有关，并且他们的生殖功能与柔弱和缺乏攻击性有关。

The first of these sentences summarizes one particular approach to explaining women's apparent lack of criminality, whereas the second gives useful examples of the kinds of factors seen as important to those writing from this perspective.

其中第一句总结了一种具体的解释女性明显缺乏犯罪行为的方法，反之第二句给出了各类因素有用的实例，这些例子从这个角度而言都很重要。

Other theories also saw female as pathological... unadjusted to social change... biological abnormalities... mental illness... 'women's problems'
其他理论也将某些女性视作病态……没有跟随社会变革而调整……生理的异常变化……精神病……女性问题

gender difference cannot be reduced to a biological difference alone, and women cannot be said to be innately less disposed to crime as many women do commit crime.
性别差异并不能仅仅简化到生理差别上，也不能说女性天生就少犯罪，因为许多女性也犯罪。

Early versions of sex role theory however, based on functionalist approaches, rarely questioned the ‘naturalness’ of these role distinctions or the gender relationships which they reflected. They too, therefore, saw criminal women as ‘abnormal’

然而，早期版本的性角色理论，运用机能主义者的方法，很少质疑与之相关的这些角色差别或者性别关系的天然性。因此，他们也将犯罪的女性视作“异常”。

Sex role theory suggested crime is more consistent with male
roles...socialized
Early versions of sex role theory however, based on functionalist approaches, rarely questioned the 'naturalness' of these role distinctions or the gender relationships which they reflected. The too, therefore, saw criminal women as 'abnormal'
性角色理论暗示犯罪更适合男性
角色……社会作用
然而，早期版本的性角色理论，运用机能主义者的方法，很少质疑这些与之相关的角色差别或者性别关系的天然性。因此，他们也将犯罪的女性视作异常。

The invisible sex
To other sociological approaches, issues of class, social deprivation and age were more significant than gender.
Women, whether as offenders, victims or conformists, were largely invisible.
The anomie paradigm... Subcultural theory similarly neglected gender,
While later theories were critical of many aspects of these approaches, gender did not form a part of these criticisms
labeling theory... gender did not feature significantly
Critical and radical approaches... gender blind
Control theories did have the potential to explore gender. ... rather unquestioningly accepts stereotypical notions about gender
看不见的性
对于其他社会学办法，阶级、社会剥夺和年龄问题，都比性别更明显。
女性，无论是作为犯罪者、受害者还是模范公民，都在很大程度上被人无视。
失范范式……亚文化理论同样忽略了性别，
虽然后来的理论批评了这些方法的诸多方面，但性别问题并不在批评之中
标签理论……性别并没有明显特征
关键和根本性方法……性别失明
控制理论也有探索性别的潜在可能性。……而不是无疑议的接受有关性别的普通观点

Similarly, these sentences all summarize a number of alternative approaches whilst signaling possible weaknesses with them. You might have noticed that we have also highlighted sub-headings as we have gone along. This is because the author introduces different issues as well as different explanatory approaches to the same phenomenon – in this case crime. To signal where these are placed in the text can be helpful for when we return to the article at a later date and/or for when we want to generate a set of handwritten notes about the piece. Indeed, it is to this issue of making short notes that we can now turn.

同样，这些句子都总结了诸多替代方法，这些方法本身特征并不明显。你可能注意到我们还高亮了一些我们赞同的子标题。这是因为作者介绍了不同的问题，以及为同一个现象——就犯罪这个情况而言——介绍了不同的解释方法。将这些记号就标记在文章中，有助于几天后我们重读文章，也有助于我们编写一套关于这篇文章的正式笔记。事实上，问题在于我们现在就需要做的简短注解上。

5 Keeping it short: jottings, abbreviations and symbols

五、保持简短：随笔、缩写以及符号

Once you have identified the key ideas you are in a position to take some brief notes or jottings. Indeed, you will find that highlighting on its own is a rather passive process and as a result you may not remember the ideas that you identified. Rather than returning to the highlighted text every time you want to revisit or draw upon these ideas, only to find that what you have marked does not make sense to you anymore, it is useful to develop a form of short note taking. So, getting key ideas down in shorthand form is useful both when highlighting is not enough and when you want to get working with the material more actively. Of course, some people find it useful to add short notes into the margins of highlighted texts to remind themselves of why they felt a point to be relevant or of an example they could use to illustrate a particular issue. This involves more active engagement with the text, but it is not until you start to make your own notes, in your own words (of which more in Section 8.1) that you can really check that you understand ideas enough to work with and use them, particularly in preparation for assignments and exams.

一旦你确定了关键思想，你就能够做一些简短注解或者随笔。事实上，你会发现，在文章中做记号是一个非常被动的过程，最终导致你可能会不记得你确定的思想。与其重新标记你想重读或者使用的思路，然后发现你所标记的东西对你没有任何意义，这有助于发展简短注解。因此，速记下关键思想可以弥补高亮的不足，也有助于你更积极地运用这些素材。当然，有些人会发现在高亮文字的边上添加简短注解有助于提醒自己为什么这一点有重要意义，或者这可例子可以用来说明某个问题。这需要更积极的投入到文章当中，需要你开始用你自己的话语，记下你自己的注解（详情请见第8.1节），这样就可以检查你是否真的理解这些思想，能否运用他们，特别是在为功课和考试做准备的时候。

As with highlighting, you need to take care when taking short notes to be selective. Trying to get everything down is very time consuming and results in notes that are as long as the article itself! One way of both cutting down the time spent making notes and keeping them to an appropriate length is to make use of symbols, shorthand and abbreviations. You might already know some, to which you can add others that you make up throughout your time as a student. We use a whole range of symbols and abbreviations some of which are reproduced below:

正如高亮的时候，你需要注意到，写简短注解是有选择性的。试图面面俱到是非常耗时的，并且最终导致笔记像文章本身一样长！既能省下记笔记的时间，又能保持适当的长度，一个办法就是使用符号、速记和缩写。你可能已经知道一些，你可以在整个学生时代都不断添加新的符号缩写等。我们使用的一整套符号与缩写，部分转载如下：

In addition, we use our own form of shorthand which sometimes entails leaving out vowels or cutting off the end of words. This method is particularly effective where longer words are concerned. For example, concentrated becomes cone, advantage and disadvantage become adv. and disadv. respectively, and consequently becomes consq. Developing your own version which makes sense to you can be extremely time efficient and after a while it becomes a language of your own which flows from the pen easily.

另外，我们在使用自己的速记形式，有时候会省去元音，或者切掉词尾。这种方法对于重要的较长单词特别有效。比如，社会主义经济建设变成设经建，优势局面和不利局面分别变成优和劣，等。开发自己的版本是有意义的，可以让你非常节省时间，一段时间之后它就变成一门你自己的很容易下笔的语言。

Activity 7

活动七

Return to the Croall extract on gender and crime (Reading I) and have a go at making brief notes using any abbreviations or forms of shorthand that you know. You might want to take this opportunity to create and try out some new ones too.

回到克罗奥尔有关性与犯罪的摘要（阅读文章一）并使用任何形式的缩写或速记作简短注解。你也许会觉得这也是一次创建并尝试新的缩写的机会。

You will find our feedback and comments noted in the "Now read the discussion" link beneath the article. Try not to read these until you have completed the activity.

你将在文章末尾的“现在阅读讨论材料”链接中发现我们的反馈和评论。在完成本次活动之前请不要试图阅读。

Click below to open the extract by Hazel Croall, Crime and society in Britain.

点击下面链接打开黑泽尔·克罗奥尔《英国犯罪与社会》的摘要。

View document

阅读文档

Now read the discussion

现在阅读讨论材料

Comment

评论

Given the individualistic nature of most shorthand there is perhaps little to be gained from us sharing our notes with you at this stage. However, you might want to take a moment to look back over the notes that you have produced and ask yourself: are they short and to the point?, can they be edited down in any way?, what might I need to add to make them even more helpful? If you do need to be even more succinct, have another go now. Similarly, if you can think of things you might usefully add – an illustrative example, or page references – to help you find key points again, add them in now.

鉴于大多数速写的个人性质，在这一阶段与你分享我们的笔记所获无多。然而，你可能需要花点时间回顾你所做的笔记，并问你自己：他们短么，切中要害么？还能够以任何方式编辑么？还需要添加些什么，以使他们更有用？如果你需要更加简洁，那就去做吧。同样，如果你认为你还能添加一些有用的东西——示例、引用等——帮助你再次找到关键思想，那么就添加吧。

6 Extracting a summary

六、摘出概要

In developing short notes you are already beginning to extract key ideas from the text. To assist you further in this you might also find it helpful to bring the points you have highlighted and/or made short notes about together. This involves the use of link sentences and words, perhaps even the addition of short quotes taken from the text directly, and examples or additional words of explanation. In this way your notes build up into a summary which you can use more easily.

在做简短注解的时候，你已经开始从文章中提取中心思想了。在帮助你更进一步之后，你就会发现他还有助于你将高亮的重点和相关的简短注解整合起来。这需要使用到关键语句和词汇，甚至还要直接从文章中额外引用短文、示例或者额外的解释词语。这样你的注解就成为了一篇可以容易使用的概要。

Activity 8

活动八

Have a go yourself using the short notes that you made from the Croall extract.You will find our feedback and comments noted in the "Now read the discussion" link. Try not to read these until you have completed the activity.

将这套方法用在你自己前面为克罗奥尔文章摘要所做的简短注解上。你将在“现在阅读讨论材料”链接中发现我们的反馈和评论。在完成此活动之前请不要阅读这些。

Now read the discussion

现在阅读讨论材料

Comment

评论

Our short notes for the first part of the extract are reproduced below and any additional information, for example link sentences and words as well as quoted material that we added to make a summary, are underlined. Below each set of points we have included a translation of our notes so that you can understand them.

我们针对第一部分的简短注解转录如下，我们添加进概要的其他补充信息，如关键语句和词汇，以及引用材料，以下划线区别。以下各组重点均附带了一份对我们注解的翻译，以便你能理解。

Translation:

翻译：

• 
  assumed men commit more crime than women: based on conviction rates
  
• 假设男性犯罪多于女性：基于定罪率
  


• 
  do they? how is this explained?
• 真的么？怎么解释？
  

Translation:

翻译：

• 
  criminal convictions are more normal for males than females
  
• 男性相对于女性，更常见刑事犯罪
  


• 
  men and women are convicted of different types of offences
  
• 男性和女性所犯罪行的种类不同
  


• 
  women in all offence groups but represent the majority only regarding prostitution and TV licence non-payment
  
• 女性存在于所有罪行类型中，但仅在卖淫和不交电视费两项中占据主体
  


• 
  women are more likely to be involved in theft/handling stolen goods/ fraud/forgery
  
• 女性更有可能参与偷窃、销赃、欺诈、制假
  


• 
  women are convicted for less serious offences
  
• 女性被定的罪行不重
  


• 
  but: trends reflect conviction rates as opposed to crime rates – therefore they could reflect patterns of policing or problems with statistical data
  
• 但是：这些趋势反映的是定罪率而不是犯罪率——所以他们体现的应该是治安模式或者是统计数据的问题。
  

Translation:

翻译：

• 
  assumes women are naturally less criminal than men as a result of biological differences, hormones and reproductive function being related to non-aggression
  
• 假设女性生来就比男性少犯罪是因为生理差别，激素和生育功能都和非攻击性有关
  


• 
  female crime is therefore seen as pathological – resulting from a non- adjustment to social change, biological abnormalities, mental illness and ‘women's problems’
  
• 因此女性犯罪似乎是一种病态——归结于未能跟随社会变革而调整，生理异常、精神疾病和“女性问题”
  


• 
  but: gender differences cannot be reduced to biological/genetic differences alone as many women do commit crime
  
• 但是：性别差异不能仅仅简单归约到生理、遗传差别，因为也有许多女性犯罪。
  


• 
  sex role theory claims that crime is more consistent with male roles: role of socialization
  
• 性别角色理论称，犯罪更符合男性角色：社会化的角色
  


• 
  but this is functionalist: it rarely questions the naturalness of gender roles or the relationships they reflect, thus giving rise to claims that criminal women are abnormal
  
• 但这是机能主义者：他几乎不去考虑性别角色的本质或者他们所体现的关系，仅仅声称犯罪的女性是不正常的。
  

Translation:

翻译：

• 
  sociological approaches increase the focus on class, social deprivation and age
  
• 社会学方法加大对阶级、社会剥夺和年龄的关注
  


• 
  women remain largely invisible
  
• 女性基本上是被人忽视的
  


• 
  the anomie paradigm, subcultural theory, labeling theory, and critical/ radical approaches all neglected the gender dimension
  
• 失范范式，亚文化理论，标签理论，以及所有忽略了性别层面的重要、基本方法
  


• 
  control theory has potential but accepts stereotypical notions regarding gender
  
• 控制理论有潜力，但是接受了有关性别的习见
  

As you can see we made a note of the bibliographical details of the extract (from the list of references on page 20) at the top of our notes. This is crucial if you want to use notes at a later stage, perhaps for writing assignments, as it enables you to acknowledge the source of these ideas and arguments (see Section 8 - page 15 of this unit - for more on referencing, acknowledging sources and avoiding plagiarism). We also thought it might be useful to note down some of the proponents of particular perspectives. This means that if we need to write about these ideas we can attach them to relevant ‘owners’. This in turn enables us to (a) stand back from different viewpoints and subject them to critical scrutiny, and (b) present a whole range of different and competing ideas and viewpoints without appearing to contradict ourselves. We can simply represent these views as different takes on the same issue. No quotes ‘jumped out’ at us, so we did not include any this time, but we did use our highlighted subheadings which proved to be a useful way of organizing our notes.

正如你所见，我们在笔记的顶端为这篇摘要做了目录注解（见第二十页的引用列表）。如果你想在随后阶段使用笔记，也许是完成功课，这至关重要，因为它能让你确认这些思想和论点的来源（关于参考文献、答谢来源和避免剽窃，详情请见第八节——本单元第十五页）。记下某些特定观点的支持者，我们也觉得可能会有用。这意味着，如果我们需要写下这些思想，我们可以附上他们相关的“所有者”。这反过来又让我们能够（甲）从不同的立场看待问题，并将这些思想至于严密的审视之下，以及（乙）呈现一系列完整的不同的对立的思想和观点，而不会看上去自我矛盾。我们可以在同一问题上简单的说明这些观点之间的不同。我们面前没有引文，所以这一次我们也没有包含任何引文，但是我们使用了高亮的子标题，这已经被证明是组织我们笔记的有用办法。

So far we have looked at how to highlight key ideas in the text itself and how to use the highlighted bits to create short notes and summaries. Identifying and extracting important points will take you a long way, but this is not yet really active reading. You are making judgements about what is important to select, but you are not yet actively working on what you have read. The next stage, then, is to begin to take the ideas into your thoughts, make your own sense of them, and begin to ‘talk to’ what you are reading: check you understand the main points; see how they relate to your own experience; think up other examples that may illustrate them; see how they stand up to questioning; and sometimes query them or begin to put forward criticisms. This is about reading and thinking.

迄今为止我们已经看了如何高亮文章中的关键思想，以及如何使用高亮文字创建简短注解和摘要。确认并提取重点还需要你走很长的路，但这还并不是真正的主动阅读。你正在判断什么是重要的，但你尚未积极思考你所阅读的内容。那么，在下一阶段，开始让这些思想进入你的大脑，让你自己弄清楚他们，开始与你正在阅读的内容进行对话：检查你是否理解了主要观点；看他们如何应对质疑；有时候需要质问他们，或者开始提出批评。这就是“阅读与思考”。

7 Reading and thinking

七、阅读与思考

7.1 Processing meanings

7.1 处理含义

Reading and thinking requires you to begin to process the material you read in preparation for re-presenting it in assessments. Initially, processing happens in your head. Selecting what to identify and extract will start the process off. Summarizing the arguments continues this process and, crucially, gets you started on reproducing ideas in your own words. The next stage is to develop your notes further by thinking more consciously about the material you have read and the points you have noted down. Indeed, you should be getting the essential point now that reading and thinking merge into one activity. We have already explored some of the possibilities for introducing questions as you read and supplementing highlighted material and short notes with additional words and quotes. Here we will look at two additional issues: how to reorganize notes into a more usable and fuller form, and how to internalize and interrogate them.

阅读与思考要求你开始处理在为评估重新准备时阅读的素材。最初，这种处理发生在你大脑中。选择那些能够确定以及提取的内容，将促进这个过程的开始。总结这些论点可以延续这个过程，并且更重要的是，可以让你用你自己的话语重建这些思想。下一阶段就是通过更加自觉地思考你所读的素材，以及你记下来的要点，进一步拓展你的笔记。事实上，你现在应该认识到一个基本观点，阅读和思考是不可分的。由于你阅读了高亮素材，并用附加词语和引文补充了简短注解，我们已经就所介绍的问题探究了一些可能性。这里我们将看到另外两个问题：如何以更易用更完整的形式重组笔记，以及如何内化及质疑他们。

7.2 Reorganizing notes

7.2 重组笔记

The technique of re-reading completed notes and supplementing them with comments and queries is a useful way of processing ideas. Another way of processing ideas is to reorganize notes around a set of questions or thematic headings. This is particularly useful for those notes that you will be drawing upon for planning and writing assignments. They can be reworked and key concepts and ideas can thus be applied to different types of questions and issues.

完整地重读笔记并补充注解和疑问，这是处理思想的好办法。另一个处理思想的办法是围绕一系列问题或同一个主题整理笔记。如果你打算利用这些笔记做规划或者做功课，那么这是一个特别有用的办法。可以不断修改。关键概念和思想因此能够应用于不同类型的问题和事情。

Activity 9(a)

活动九（甲）

Read the extract by Lucia Zedner taken from The Oxford Handbook of Criminology reproduced below. Use the skills that we have worked on in the earlier sections of this booklet to generate a summary of key ideas. Then organize those ideas by grouping them together around a number of themes or sub-headings. Afterwards, click the "Now read the discussion" link beneath the article to read our feedback and comments.

阅读下面卢希雅从《牛津犯罪学手册》所做的节选。使用我们在前面几节使用的技巧，形成一份关键思想的汇总。然后围绕一些主题或者子标题组合这些思想。最后，点击文章末尾的“现在阅读讨论材料”链接中，阅读我们的反馈及评论。

Click below to open the extract by Lucia Zedner, Victims.

点击下面卢希雅·翟德内的节选《受害者》

View document

阅读文档

Now read the discussion

现在阅读讨论材料

Comment

说明

As with the last extract, we noted down the bibliographical details of the Zedner text at the top of the page. We then noted down a few questions that we not only tried to keep in mind when we were reading the extract but also used to help us organize our notes: What trends have victim surveys uncovered? Who are the victims? Are some groups of people more at risk of becoming victims of particular types of crime than others? How do we know? What methods are used in victim studies? What are the strengths and weaknesses of victim studies? Again, you might have started rather differently, choosing different headings or themes and focusing on different questions.

与最后一次提取一样，我们在翟德内文章书页的天头上记下详细的目录。然后记下一些问题，我们不仅试图记住我们所阅读的摘要，而且还用来帮助我们整理笔记：受害者调查容易发现哪一类受害者？受害者是些什么人？对于特定的犯罪类型，某些人群是否比其他人更容易成为受害者？我们如何知道的？受害者研究使用的是什么方法？受害者研究的优劣之处何在？此外，你的着手之处可能颇为不同，你选择了不同的标题和课题，并关注不同的问题。

That's fine – the point here is to use a framework that is useful and makes sense to you.

这很好，这里关键是使用了一个框架，这对你有益且有意义。

Translation:

翻译：

• 
  victims are now more central to criminological research: the development of the victim survey, first in the USA and then in Britain, has been crucial
  
• 现在，受害者得到犯罪学更多的重点研究：受害者调查的发展，首先在美国，然后在英国，都发挥了关键作用。
  


• 
  Sparks and others (1977) uncovered hidden or non-reported crime and ascertained people's perceptions of crime and the Criminal Justice System, thus setting the agenda for various surveys
  
• 斯帕克与其他人（1977）揭露了隐藏的或者未报告的犯罪，并探明了人们对犯罪和刑事司法体制的认知，从而为各种后继调查铺平了道路。
  

Translation:

翻译：

• 
  the government funds and administers the national crime survey. British crime surveys have been carried out in 1983, 1985, 1989, 1992, 1994 and 1996, drawing on a representative sample of 10,000 people over the age of 15, drawn from the electoral register until 1988. The British Crime Survey gives details of ‘factors predisposing people to victimisation; the impact of crime on victims; fear of crime; victims’ experiences of the police; other contacts with the police; and self-reported offending’ (Mayhew and Hough, 1983, cited in Zedner, 1997 [include the page number if known])
  
• 政府资助并管理的国家犯罪调查。英国犯罪调查执行于1983，1985，1989，1992，1994以及1996年，使用了一万名十五岁以上成人典型样本，直到1988年都是从选民登记册中抽取样本。英国犯罪调查给出了关于“诱使人受害的因素；罪行对受害人的影响；对犯罪的恐惧心理；警察应对受害人的经验；受害人与警方的其他联系；受害人自我报警”的细节（Mayhew 与 Hough, 1983, 引自 Zedner, 1997 【如果知道的话应包含页码】）。


• 
  there are also Scottish and cross-national crime surveys which seek to identify the social, economic and demographic characteristics of victims
  
• 这里也有苏格兰的和跨国犯罪调查，旨在确定受害人的社会、经济和人口统计学特征。
  

Translation:

翻译：

• 
  reported crime is only a small fraction of actual crime: for example, one-quarter of property crime is reported and only one-fifth of violent offences
  
• 已报告犯罪只占到实际犯罪的一小部分：比如，四分之一的财产犯罪和五分之一的暴力犯罪得到报案。
  


• 
  show trends over time: for example, increases in property crime and the reporting of crime
  
• 显示一段时间的趋势：比如，财产犯罪和报案数均有增加。
  


• 
  risk of being affected by crime: high risk of minor crime; low risk of major crime
  
• 受到犯罪影响的危险：未成年犯罪的高危险性；成年人犯罪的低危险性
  


• 
  commonality of offences: the incidence of theft (especially car) is greater than common assaults, which is greater than burglary, which, in turn, is greater than wounding and robbery
  
• 共同犯罪：盗窃（尤其是汽车盗窃）的发案率要大于普通伤害案件，这又大于入室盗窃，这，反过来，大于人身伤害和抢夺案件。
  

Translation:

翻译：

• 
  the risk of personal and property crime is related to geography, age, sex, routine (for example, alcohol consumption/going out), ‘race’/ethnicity
  
• 人身与财产犯罪的危险性与地域性、年龄、性别、日常活动（比如，烈酒消费/外出）、种族或民族有关。
  

Translation:

翻译：

• 
  focus on personal and property crime (excludes non-personal offences) and therefore misses crimes against organizations
  
• 关注于人身及财产犯罪（不包括非个人犯罪）因此错过针对组织的犯罪
  


• 
  includes only self-defined victims/those willing to disclose
  
• 仅包含自认为的受害者和愿意揭露的受害者
  


• 
  under represents crime where the victim is complicit and crimes by those known to the victim (e.g. in cases of domestic violence)
  
• 未揭露的犯罪包括：受害者是同谋，以及受害者是熟人的犯罪（比如，在家庭暴力案件中）
  


• 
  focused on electoral register until 1988: e.g. minority ethnic groups, young people are under-represented [Is the sample large enough? Is it truly representative even with the post-1988 adjustments?]
  
• 直到八八年都一直集中于选民登记表：比如少数民族群体，年轻人未得到体现。【样本是否足够大？在八八年调整之后它是否足够典型？】
  

Organizing notes around a number of questions (or themes) ensures that they are in a usable format from the outset. This saves time and also gets you processing the materials in an active way. Again, you should notice that we didn't always include detailed examples (we can go back to the highlighted bits of the text at a later date if required), though this time we did find one or two quotes which may usefully illustrate key points should we introduce them into an assignment, for example.

围绕一系列问题（或主题）整理笔记，从一开始就确保他们以一种可用的格式出现。这可以节省时间，也能让你以积极的方式处理素材。此外，你应该注意到我们并不总是包含详细示例（如果需要，我们日后可以返回文章的高亮部分），比如，尽管这次我们没有找到一两处可以用以说明要点的引文，但我们一样可以将它们引入到功课当中。

Activity 9(b)

活动九（乙）

Try the note-taking exercise again but this time use the extract by David Smith reproduced below and try to organize your notes in a different way – that is, by constructing a spider diagram. This involves putting the main subject of the extract in the spider's body at the centre of the page and adding spider's legs around it, each with a different key point attached.

再次尝试笔记训练，但是这次使用下面这篇戴维斯密斯的摘要，并尝试以一种不同的方式整理你的笔记——即通过构建蜘蛛图。这需要把这篇摘要的主要议题放在页面中央的蜘蛛身上，并围绕蜘蛛添加各条腿，每一条腿都对应一个不同的要点。

Spider diagrams are sometimes referred to as a concept or mind maps. You will find that the concept mapping software compendium has been included in the LabSpace area of this website. When you are confident of your spider diagram’s content, you could experiment with using Compendium to map out your thoughts. You might also like to share your compendium map with others by uploading it to LabSpace.

蜘蛛图有时候也称为概念图或者心智图。你会发现在本网站的LabSpace区域有一份概念图软件Compendium。如果你对你的蜘蛛图有信心，你可以尝试使用Compendium画出你的想法。你可能也会乐意与其他人分享你的Compendium图，那么你可以将它上传到LabSpace。

You will find our feedback and comments noted in the "Now read the discussion" link beneath the article. Try not to read these until you have completed the activity.

在这篇文章底部的“现在阅读讨论材料”链接处发现我们的反馈和评论。在完成本次活动之前请不要阅读他们。

Reading 3

阅读三

David Smith: ‘Racially motivated crime and harassment’

戴维·斯密斯《以种族为动机的犯罪与骚扰》

We have seen the elevated rate of victimization among ethnic minorities arises, to some extent, because these minorities fall into demographic groups that are at higher than average risk, and because they tend to live in areas where victimization risks are relatively high. However, another reason is that ethnic minorities are the objects of some racially motivated crimes. They may also be the victims of a pattern of repeated incidents motivated by racial hostility, where many of these events on their own do not constitute crimes, although some crimes may occur in the sequence, so that the cumulative effect is alarming and imposes severe constraints on a person's freedom and ability to live a full life. Racial harassment is the term that is used to describe a pattern of repeated incidents of this kind.

我们已经看到少数民族群体当中的受害率在上升，从某种程度上讲，是因为这些少数民族群体陷于高出平均风险的人群当中，也因为他们倾向于生活在受害危险相对较高的地区。然而，另一个原因是，少数民族成员是某些种族动机犯罪的目标。他们也可能是种族敌意反复发生这种情形的受害者，在他们所在城镇有许多这样的事件并不构成犯罪，但是有些犯罪可能会依次发生，因此积累效果也是惊人的，并且严重限制了人身自由以及完整生活的能力。种族骚扰这个词用以描述这种类型反复发生的情形。

Genn (1988) and Bowling (1993) have pointed out that victim surveys have not been designed to describe patterns which develop overtime. Instead, they have aimed to count discrete incidents, using definitions parallel to those applied by the courts. This is most appropriate for crimes such as car theft or burglary, where most incidents are discrete from the viewpoint of the victim. It is least appropriate for crimes which take place within a continuing relationship (family violence, incest) or within a restricted social setting (the school, the workplace, the street).

吉恩（1988）和包岭（1993）曾指出受害者调查在设计上并不是为了描述超时发展的模式。事实上他们的目的是为了统计离散事件，使用的是与法院相一致的定义。最方便的犯罪比如汽车盗窃或者入室盗窃，从受害者得观点来看这些绝大多数事件都是孤立的。有亲密关系的犯罪（家庭暴力、乱伦）或者在一个首先值得社会环境内（学校、工作场所、街道）的犯罪都不是最适宜的犯罪。

A further difficulty in studying racially motivated crime or racial harassment is establishing racial motivation. One approach is to accept the victim's view; another is for an observer to make a judgement based on a description of the facts. Definitions used vary in the emphasis given to these two types of criterion, and in other detailed ways, so that it is often difficult to compare the results from different studies.

在研究种族动机犯罪或种族骚扰的另一项困难是确认种族动机。一种办法是接受受害人的看法；另一种办法是作为观察者基于对事实的描述而做出判断。在这两项标准以及其他具体办法当中，所使用的标准各不相同且重视程度也不同，因此常常难以比较不同研究的结果。

Although racial attacks and harassment, on any reasonable definition, are ancient phenomena, they have ‘arrived relatively late on the political policy agenda and thence onto the agenda of various statutory agencies’ (FitzGerald, 1989). The first major report on the subject, Blood on the Streets, was published by Bethnal Green and Stepney Trades Council in 1978. Since then there has been an official report by the Home Office (1981) based on statistics of incidents recorded by the police; a report by the House of Commons Home Affairs Committee (1986), which has also recently initiated a further inquiry; and two reports by an Inter-Departmental Group set up to consider racial attacks (Home Office, 1989c, 1991). National statistics on racial incidents recorded by the police have been regularly reported in Hansard. National survey-based statistics were first generated by the third PSI [Policy Studies Institute (police commissioned)] survey of racial minorities carried out in 1982 (Brown, 1984). More comprehensive information has become available recently from the British Crime Surveys of 1988 and 1992 (Mayhew, Elliott, and Dowds, 1989; FitzGerald and Hale, 1996) and from the fourth PSI survey of ethnic minorities carried out in 1994 (Virdee, 1997).

虽然不管如何定义，种族攻击与骚扰都是一种很古老的现象，他们有着“相关政策进程相对迟滞，各种法定机构的行动亦然”的特点（FitzGerald, 1989）。关于此主题第一份重大报告《血溅大街》由贝思内尔·格林和斯特谱尼商贸理事会共同发表于一九七八年。从那时起，民政厅基于警方案件记录基础上的统计数据发布了一份官方报告（1981）；下议院民政事务委员会也发布一份报告（1986），其中还包含了最新开展的一次深入调查；出于种族攻击考虑而设立的一个跨部门小组发布了两份报告（民政厅，1989c, 1991）。警方记录的关于种族冲突的国家统计数据定期发布在英国议会议事录中。全国调查统计数据最开始是由政策研究所（警方委托）在一九八二年执行的第三次少数民族调查得到的（Brown, 1984）。现在可以从一九八八和一九九二年的英国犯罪调查（Mayhew, Elliott, 和 Dowds, 1989; FitzGerald 和 Hale, 1996），以及政策研究所一九九四年执行的第四次少数民族调查（Virdee, 1997），得到更全面的信息。

Police records are virtually useless as a measure of the amount of racially motivated crime, because most of these incidents are not reported to the police, and because incidents that the victim regards as racially motivated are often not recorded as such by the police (Virdee, 1997: 262). In an analysis of the PSI 1982 survey of ethnic minorities, Brown (1984: 260, table 134) identified assaults where there was a probable racial motive from studying victims’ detailed descriptions of the incidents. On the most restrictive definition (counting assaults only where the motive was plainly racist) the survey showed an incidence of racial attacks around ten times higher than revealed by the statistics derived from police records and published by the Home Office (1981). Police statistics have shown large rises in racially motivated crime since the mid-1980s, but, as Virdee (1997) has pointed out, this could reflect an increase in rates of reporting or recording, and does not reliably demonstrate an actual increase in the level of harassment.

警方记录根本就不能用来衡量种族动机犯罪，因为大多数这类事件都没有报警，也是因为对于这些事件，受害者认为是种族动机，而警方记录的却不是这样（Virdee, 1997: 262）。在一份对政策研究所一九八二年少数民族调查的研究中，布朗（1984: 260, 表 134）通过研究受害者对事件的描述细节确认了那些攻击可能是种族动机的。按照最严格的定义（只统计明显的种族主义者发起的攻击）该调查显示种族攻击的发生率大约十次，高于来自警方记录和民政厅的数据（1981）。警方数据显示自八十年代中期以来种族动机犯罪大幅度上升，但是，正如维迪（1997）所指出的，这可能反映的是报告或者记录的比率，并不真的表示骚扰实际大幅增长。

In the BCS [British Crime Survey] (1988 and 1992 combined), 24 per cent of offences reported by South Asians and 14 per cent of those reported by Afro-Caribbeans were racially motivated in the respondent's view. Types of incident most often seen as racially motivated were assaults and threats, and also household vandalism in the case of South Asians. These surveys showed only a slight increase between 1987 and 1991, in marked contrast with the police statistics, which showed a large increase (FitzGerald and Hale, 1996: table 2.3a).

在BCS【英国犯罪调查】（八八年版和九二年版合并）中，南亚人百分之二十四的犯罪报告以及非裔加勒比人百分之十四的犯罪报告，以报告者的观点来看，属于种族动机。在南亚人的案子中，暴力和威胁案件以及家具破坏案件常常被看作种族动机。这项调查显示，在八七年到九一年之间只有略微上升，警方数据与之形成鲜明对照，显示出大幅度增加（FitzGerald 和 Hale, 1996: 表 2.3a）。

PSI's 1994 survey asked about three types of incident (attacks, damage to property, and insults) in the past twelve months where the victim thought there was a racist motivation. Looking at the results for ethnic minorities combined (Caribbeans, South Asians, and Chinese) it found that 1 per cent had been racially attacked, 2 per cent had been victims of racially motivated damage to property, and 12 per cent had been racially insulted. These results suggest that over a quarter of a million people had been subject to some form of racial harassment over a twelve-month period, as compared with the 10,000 incidents recorded by the police. There were some fairly small differences in experience of racial insults between specific minority groups, but no significant differences in the case of racial attacks and damage to property. Men, and people aged 16–44, were more likely to be victims of racial harassment than women, and those aged 45 or more. Racial harassment was a considerably greater hazard for ethnic minorities living in a predominantly white neighbourhood than for those living in a neighbourhood with a substantial ethnic minority population. This suggests that black or Asian neighbourhoods have protective value for the ethnic minorities living in them (Virdee, 1997).

政策研究所九四年调查问及在过去十二个月发生的受害人认为是种族动机的三种类型案件（攻击、破坏财产和侮辱）。将少数民族综合起来（加勒比人、南亚人和华人）看，发现百分之一是种族攻击，百分之二是种族动机破坏受害人财产，百分之十二属于种族侮辱。这些结果表明，在十二个月的时间里，超过二十五万人受到某种形式的种族骚扰，与之相对的是，警方记录了一万起案件。在具体的少数民族群体之间，遭遇的种族侮辱有一些细小差别，但是种族攻击和破坏财产案件并没有明显的差别。男性，以及十六到四十四岁之间的人，远比女性和四十五岁以上人更容易成为种族困扰的受害者。生活在白人聚居区的少数民族远比生活在大量少数民族人口的地区，有着更大的种族骚扰危险。这表明，黑人或亚裔聚居区对于生活在其中的少数民族具有保护意义（Virdee, 1997）。

The PSI findings confirm other sources in showing that racial harassment tends to be a process involving a sequence of incidents, rather than an isolated event. In fact, three-fifths of those subject to racial harassment in the past twelve months had experienced more than one incident, and 22 per cent had experienced five or more. In two-thirds of cases, there was more than one offender. Offenders were predominantly male and young, but one-third of them were thought to be aged 30 or over (Virdee, 1997).

政策研究所的发现证实了其他来源所显示的，种族困扰往往是一个过程，涉及到一系列事件，而不是一个孤立事件。事实上，五分之三的人在过去十二个月受到超过一次的种族困扰，百分之二十二遭受到五次以上。在三分之二的案子中，罪犯不止一个人。罪犯主要是男性和年轻人，其中三分之一被认为年龄超过三十岁（Virdee, 1997）。

Local surveys, like the PSI survey, have generally tried to cover low-level harassment as well as criminal offences. They tend to suggest that racial harassment, on a broad definition, is a problem affecting a high proportion of South Asians and Afro-Caribbeans (London Borough of Newham, 1986; Saulsbury and Bowling, 1991). In a study of an East London housing estate, Sampson and Phillips (1992) found over a period of six months an average of four and a half attacks against each of thirty Bengali families, although seven families were not attacked, while six families were attacked twelve or more times. A sequence of incidents recorded for one family was: stones thrown and chased; threatened and prevented from entering flat; punched and verbal abuse; attempted robbery; chased by gang of youths; common assault.

本地类似于政策研究所的调查，一般都试图掩盖低水平的困扰以及刑事犯罪。他们往往认为，种族困扰的定义过于宽松，是导致南亚人和非裔加勒比人受到高比例种族困扰的原因（伦敦纽汉区, 1986; Saulsbury 和 Bowling, 1991）。在一项针对东伦敦居民区的研究中，桑普森和菲利普（1992）发现在为期四个月时间里，平均每三十户孟加拉人就受到四次半攻击，尽管有七户人家未遭受攻击，但是有六户遭受十二次以上攻击。某家庭记录的一连串事件：投掷石块并追逐；威胁并阻碍进入公寓；殴打以及辱骂；企图抢劫；一群年轻人追赶；人身伤害。

Taken together, these findings suggest that there is a substantial risk of racial harassment for members of ethnic minority groups in England and Wales, although only about one in seven of Afro-Caribbean and South Asian people are conscious of having changed or restricted their pattern of life in response (Virdee, 1997: 285). Racially motivated crime also accounts for about one-fifth of crime victimization of ethnic minorities, and therefore helps to explain their elevated rate of victimization.

综上所述，这些研究成果表明，对于英格兰和威尔士的少数民族群体成员而言，有着很大的种族困扰的风险，尽管只有大约七分之一的非裔加勒比人和南亚人意识到需要改变或限制自己的生活中的反应方式（Virdee, 1997: 285）。种族动机犯罪也占到少数民族犯罪受害的大约五分之一，因此有助于解释他们受害率的提高。

References

参考文献

Bowling, B. (1993), ‘Racist Harassment and the Process of Victimization: Conceptual and Methodological Implications for the Local Crime Survey’, in J. Lowman and B.D. MacLean, eds., Racist Criminology: Crime and Policing in the 1990s. Vancouver: Collective Press.

Brown, C. (1984), Black and White Britain: The Third PSI Survey. London: Heinemann.

FitzGerald, M. (1989), ‘Legal Approaches to Racial Harassment in Council Housing: The Case for Reassessment’, New Community, 16, 1: 93–105.

— and Hale, C. (1996), Ethnic Minorities: Victimisation and Racial Harassment: Findings from the 1988 and 1992 British Crime Surveys. Home Office Research Study No. 154. London: Home Office.

Genn, H. (1988), ‘Multiple Victimization’, in M. Maguire and J. Porting, eds., Victims of Crime: A New Deal? Milton Keynes: Open University Press.

Home Office (1981), Racial Attacks: Report of a Home Office Study. London: Home Office.

— (1989c), The Response to Racial Attacks and Harassment: Guidance for the Statutory Agencies: Report of the Inter-Departmental Racial Attacks Group. London: Home Office.

— (1991), The Response to Racial Attacks: Sustaining the Momentum: The Second Report of the Inter-Departmental Racial Attacks Group. London: Home Office.

House of Commons Home Affairs Committee (1986), Racial Attacks and Harassment. Session 1985–86, HC 409. London: HMSO.

London Borough of Newham (1987), Report of a Survey of Crime and Racial Harassment in Newham. London: London Borough of Newham.

Mayhew, P., Elliott, D., and Dowds, L (1989), The 1988 British Crime Survey. Home Office Research Study No. III. London: HMSO.

Sampson, A., and Phillips, C. (1992), Multiple Victimization: Racial Attacks on an East London Estate. Police Research Group, Crime Prevention Unit Series, Paper No. 36. London: HMSO.

Saulsbury, W., and Bowling, B. (1991), The Multi-Agency Approach in Practice: the North Plaistow Racial Harassment Project. Research and Planning Unit Paper No. 64. London: HMSO.

Virdee, S. (1997), ‘Racial Management’, in T. Modood et al., Ethnic Minorities in Britain: Diversity and Disadvantage. London: Policy Studies Institute.

Source: Smith, 1997, pp.718–20

Now read the discussion

现在阅读讨论材料

Comment

讨论材料

Our spider diagram is reproduced below. Once again we wrote the extract details on the top of the page. We also thought up some questions: What is the extent of racially motivated crime and harassment? Are all minority ethnic groups equally at risk? Do other social divisions, such as gender and age, have an impact?

我们的蜘蛛图转载如下。我们再一次于书页天头上写下详细的摘录。我们也想出了一些问题：种族动机犯罪和骚扰的规模有多大？所有少数民族群体的风险都是一致的？其他社会划分，比如性别和年龄，对少数民族是否有影响？

Translation:

翻译：

Some people find this alternative approach to note taking useful as diagrammatic representations can be more memorable – particularly useful then for revising themes and issues in preparation for exams. It is also easy to add on additional questions, ideas and examples at a later date. For example, you might want to make links to ideas presented elsewhere in your course materials, or something in the newspaper might provide you with a useful illustration. We felt that the debate around the Stephen Lawrence case and whether or not the police took racially motivated crimes seriously was relevant here, so we put a reminder to ourselves in brackets. Similarly, whilst the extract noted that different groups seemed to be more at risk than others of racially motivated crime, we thought the different percentages for South Asians and Afro-Caribbeans may be a reflection of different reporting patterns. So, again, we made an additional note to ourselves in brackets. It's a good idea, then, to get in the habit of revisiting your notes at intervals throughout your study to develop links, introduce new questions and examples, and thus continually reprocess key ideas.

有些人发现这种笔记的替代办法因其图形化表示有助于更好地记忆——尤其是在备考时修订主题和问题特别有用。他也易于日后添加额外问题、思路和范例。比如，你可能想链接到你的课程资源中其他地方出现的意见，或者报纸上可能为你提供了一幅有用的图例的某篇文章。我们认为就斯蒂芬劳伦斯案件和警察是否重视种族动机犯罪之间的联系展开讨论，因此我们在括号中做标记提醒自己。同样，虽然该摘要指出不同的群体似乎比其他群体更容易遭受种族动机犯罪，我们认为对于南亚人和非裔加勒比人的这种不同比例，可能是不同报告方式的反映。因此，我们再次在括号中提醒自己。这是个好主意，然后，养成在你学习期间不断重复访问你的注释的习惯，增加链接，提出新的问题和示例，从而不断改进重点思路。

7.3 Internalizing and interrogating key ideas

7.3 掌握并质问中心思想

In addition to revisiting your notes at different times throughout the year, you might also look for opportunities to discuss key ideas with someone else - either a fellow student or someone outside of The Open University who is interested in contemporary social science debates. This can provide a helpful stimulus to internalizing them. Debating issues with someone else may well help you to generate further questions and critical observations, all part of processing and interrogating meanings. Moreover, being able to explain new ideas and concepts helps you to get ideas clear in your mind, and begins to develop your skills of representing them in your own words. It is to this crucial skill of writing in your own words that we can now turn.

除了在这一整年内不同时间重温你的笔记外，你可能还需要寻找机会与其他人讨论中心思想——或者一两个同学，或者校外对当代社会科学讨论感兴趣的某人。这对于你内化中心思想能提供助力。与别人讨论问题很可能帮助你产生更深入的问题和批评意见，以及部分的处理和质问含义。此外，能够结识新的思路和概念可以帮助你更清晰的认识这些思路，并开始发展你用自己的话语重新表达他们的技能。这是我们现在所能用到的，对于你用自己的话语写作是一项至关重要的技能。

8. Making the ideas your own

八、形成你自己的思想

8.1 Re-presenting material

8.1 重新展现素材

Wherever possible, you are encouraged to write in your own words, even when note taking. This is for a number of reasons: firstly, it gets you actively working with and processing key ideas; secondly, as noted above, it allows you to check that you have understood – if you can explain it to someone else using your own words and without relying on those of the authors you have cracked it; and thirdly, it enables you to demonstrate your understanding, especially to your tutor, in assessments. To rely on an author's words and not acknowledge it through referencing (see Section 8.3 below) is to plagiarize. Plagiarism is where you attempt to pass off other people's ideas as your own. In academic life this is considered a form of cheating as all work submitted for assessment must be your own. That said, academic life depends on engaging with the work of other authors and commentators. In order to do this without plagiarizing it is important to re-present ideas in your own words, acknowledge the sources of the ideas you use and, where you quote directly from a source, provide a full reference. This section of the unit takes you through each of these practices.

只要有可能，我们总是鼓励你用自己的话语写作，甚至是在笔记时。这有几个原因：首先，它可以让你积极投入并处理中心思想；其次，如上所述，这让你检查你是否理解了——如果你可以用自己的话语向别人解释而不用服输作者的话，你就搞定它了；第三，它让你能够证明你的理解，尤其是在老师评价你时。引用时复述作者的话语并且拒不承认这一点（见下面8.3节），这就是剽窃。剽窃就是将他人的想法冒充做你自己的。在学术生活中这被认为是某种形式的偷窃，因为，为评估而提交的所有工作都必须是你自己的。也就是说，学术生活取决于和其他作者及评论家的工作的互动。为了做到这一点而不剽窃，用你自己的话语重现思路是很重要的，给出你所使用的思想的来源，直接引用来源，提供全面的参考。本单元这一节带你经历这些活动。

8.2 Writing in your own words

8.2 用你自己的话写出来

Active reading, or reading and thinking, are bound up with writing in your own words. If you read materials in a passive way, you are much more likely to copy out chunks word for word when you are note taking, and in the process generate very long notes indeed! Similarly, if you do not spend time thinking about what you have read, asking questions and checking your understanding, you will be tempted to copy out difficult bits or simply try to reorder the author's words. In the latter case you run the risk of changing the whole meaning of what the author is saying in the process. So, in order to develop the skill of writing in your own words you need to read actively, processing meanings as you go.

积极阅读，或者边阅读边思考，与用你自己的话语写作紧密相连。如果你被动阅读材料，那么你做笔记就很像逐字逐句复制，事实上这种方式会形成很长的笔记！同样，如果你并不花时间思考你读的是什么，问问题，以及检查是否理解，你就会去照抄那些难懂的文字，或者简单的重新排列作者的话语。在后一种情况里，你还得冒着改变作者意思的风险。因此，为了培养你用自己话语写作的技能，你需要积极阅读，处理你遇到的各种含义。

Activity 10

活动十

Have a go at writing in your own words. Actively read the short extract from Hazel Croall reproduced below which focuses on the issue of ‘race’, ethnicity and crime again, but this time explores the issue of police contact. You may need to read it through more than once, but then look away from the screen (or print-out if you have chosen to print the reading) and try to summarize the main points in your own words. Afterwards, click the "Now read the discussion" link beneath the article to read our comments and feedback.

试着用你自己的话语写作。积极阅读转录于下的这篇来自黑泽尔·克罗奥尔的摘要短文，这篇摘要关注民族问题，这次仍然跟种族与犯罪有关，但是这次探讨与警方联络的问题。你可能需要阅读多次，然后不看屏幕（或者纸张，如果你读的是打印稿的话），试着用你自己的话语将其主要观点总结出来。然后，点击文章底部的“现在阅读讨论材料”链接，阅读我们的评论与反馈。

Reading 4

阅读四

Hazel Croall: ‘Race, ethnicity and crime’

黑泽尔·克罗奥尔《民族、种族与犯罪》

Police activity

警察活动

Since the 1970s, successive studies have reported that black people are more likely than white to be stopped by the police and are also likely to be stopped more often (Stevens and Willis 1979; Smith and Gray 1985; Jefferson and Walker 1992). These figures also have to be interpreted with caution. They may reflect the social composition of the area in which they are carried out. Ethnic groups tend to be concentrated in specific areas of towns and cities and figures based on a large area may not reflect local differences which can be revealed by looking at smaller areas (Walker 1987). In a study based in Leeds, Jefferson and Walker found that, for Leeds as a whole, black youth were stopped more often than white; but black youth were stopped more often in areas where the majority of residents were white, and white youth were stopped more often in areas dominated by black people and Asians. These variations could be a feature of the local context of policing. The police could, for example, regard a black person in a white area with greater suspicion, or be more careful about stopping black people in a black area. Alternatively, minority populations in any area may be more transient, more likely to live in temporary accommodation and therefore be seen as more worthy of police attention (Jefferson and Walker 1992; Holdaway 1996).

自七十年代以来，连续不断的研究报告称，黑人比白人更容易被警察拦下，被拦下的次数也更多（Stevens 和 Willis 1979; Smith 与 Gray 1985; Jefferson 与 Walker 1992）。应该谨慎解读这些数据。这可能反映了实施调查的这一地区的社会组成。少数民族团体倾向于聚居在城镇的特定区域，基于一个很大区域的数据可能并不能反映当地的差别，而这种差别可以通过观察更小的区域得来（Walker 1987）。在一项位于利兹的研究中，杰弗森和沃克发现，将利兹地区作为一个整体，黑人青年比白人更容易被拦下，但是黑人青年经常被拦下的地区，其主要居民是白人，而在黑人和亚洲人占主导的地区，白人青年经常被拦下。这种变化可能是当地治安情况的一个特点。比如，警察可以对黑人出现在白人区表现出更大的怀疑，或者更加小心的拦下黑人区里的白人。另外，任何地区的少数民族人口更容易迁徙，更多生活在临时住所，因此更容易受到警察的关注（Jefferson 与 Walker 1992; Holdaway 1996）。

References

参考文献

Holdaway S (1996) The Racialization of British Policing. London: Macmillan

Jefferson T and Walker M (1992) ‘Ethnic Minorities in the Criminal Justice System’, Criminal Law Review, 83–8

Smith D J and Gray J (1985) Police and People in London: The PSI Report. Aldershot: Gower

Stevens P and Willis C (1979) Race, Crime and Arrests. Home Office Research Study No 58. London: HMSO

Walker M (1987) ‘Interpreting Race and Crime Statistics’, Journal of the Royal Statistical Society, Part 1: 39–56

Source: Croall, 1998, p.158

Now read the discussion

现在阅读讨论材料

Comment

讨论材料

We read through the extract twice and then turned away. Our attempt at re-presenting the main ideas generated the following:

我们通读这篇摘要两边，然后转过身去。我们尝试重新表述主要观点如下：

Of course our words will not be your words. Nevertheless, they serve to illustrate how writing in your own words involves re-presenting ideas in a slightly different way, perhaps in a different order and with some of the detail missed out. Remember, you can always go back and check that you noted down all the main points and add to your notes as necessary. We went back to the extract and thought that it would be useful to note down the names of the researchers in the Leeds study so that we could use and reference it in an assignment perhaps at a later date. Similarly, we thought that we could add details of at least one of the studies mentioned at the very beginning of the extract. The key, then, is to make your notes your own and not be seduced by the smooth words of the authors into copying.

当然，我们遣词造句可能和你的不同。话虽如此，他们是用来展示如何用你自己的话语写作，用一种略微不同的方式重新表达思路，也许顺序不同，并且丢失了某些细节。记住，你随时都可以回过头检查你记下的所有主要观点，如有需要还可以添加。我们回到摘要，觉得记下利兹研究中的研究者姓名会有用，我们可以在日后用到，在功课中引用。同样，我们认为我们可以添加细节，至少是摘要最开始提到的一项研究。然后，关键是让你用你自己的话语记笔记，而不要受到作者流畅文字的诱惑，去直接复制。

That said, the need to develop the skill of writing in your own words does not mean that it is never acceptable to use an author's words. Nor does it mean that you never need acknowledge the sources that you draw upon.

也就是说，发展你用自己语言写作的技能，这种需求并不意味着拒绝使用作者的文字。也不意味着你永远不需要给出你借鉴的来源。

8.3 Acknowledging the sources of ideas

8.3 确认观点的来源

Even when you have used your own words it is essential that you acknowledge the source of the ideas you re-present. This entails making a note of the author and date of publication of the material from which you extract key concepts and points. So at the end of our summary of the Croall extract above, we would need to acknowledge that we got our information from that source by putting (Croall, 1998) at the end of the relevant paragraph. If you use more than one author's work in a paragraph then reference each as you go along in exactly the same way. If you return to the short extract above you will see how Croall does this, referencing a whole range of sources at intervals throughout the extract. Another way of acknowledging the source of ideas is to use phrases such as: according to Croall (1998) … or, Zedner (1997) argues …. Again, returning to the extract you can see an illustration of this when Croall writes: ‘In a study based in Leeds, Jefferson and Walker found …’.

即使在你用自己的话写作的时候，确认你所重新表述的思想的来源，也是必要的。这就要求你在摘录关键概念和观点的时候，还要记录下作者姓名和出版日期。因此，在上面我们对克罗奥尔摘要所作的总结的末尾，我们需要通过在相关段落末尾放置“（Croall, 1998）”，以确认我们从中引用信息。如果你在一个段落里使用了多位作者的作品，那么每一位都需要按照相同的方式处理。如果你回到上面的简短摘要，你会看到克罗奥尔是怎么做的，在整篇摘要中星罗棋布的引用了很多来源。另一种确认思路来源的办法就是使用这些词汇：基于克罗奥尔（1998）……或者：翟娜（1997）认为……而且，回到这篇摘要你能看到这样的一个例子，克罗奥尔写到：“在位于利兹的一项研究中，杰弗森和沃克发现……”

Acknowledging the sources of ideas as you go along is an important habit to get into. Moreover, to attach referencing and bibliographical details to your notes is an excellent time-saving device. Rather than going back through all the materials you have in order to find this information, it is much more efficient to make a note of all these details at the top of your notes as we did in Activities 8 and 9, for example, and to jot down additional references where relevant when making notes, as we suggested in Activity 10.

确认思路来源是你学习过程中需要养成的一个重要习惯。此外，为你的笔记附上参考文献和详细书目，是一项优秀的节省时间措施，否则为了找到这条信息要去翻遍所有素材。正如我们在活动八和九所做的，在你笔记天头记录下这些信息，可以让你的笔记更有效率。比如，在做笔记的时候，记下额外参考文献，如同我们在活动十所建议的那样。

So, we have explored the importance of writing in your own words and the need to acknowledge sources of ideas as you go along. Finally in this section we can turn our attention to quoting material directly.

好了，我们探究了用自己话语写作的重要性，以及需要确认你工作中观点的来源的重要性。最后，在本节中我们将注意力重新回到直接引用素材上。

8.4 Referencing quotes

8.4 参考引用

Quoted material can add to a discussion significantly. It can offer a summary of points that you have explored, or provide an example or even enable you to contrast two different definitions. However, quotes should not be seen as a substitute for your own words. They should be used sparingly. Moreover, quoting material involves the development of particular skills, those of referencing, integrating and selecting. As with ideas, you need to reference the source of the quote that you use as follows: (Author, date, page number). These details come at the end of the quote. For illustrations of this you might want to look back through the earlier extracts that we worked on and see how the authors themselves referenced quotes, and how we have given the source of each extract and referenced that source at the end of the unit.

引用材料可以以显著的方式添加到文章当中。它可以为你需要探究的观点提供一份概要，或者一份示例，甚至允许你对比两种不同的定义。然而，引文并不应当是做你自己观点的替代物，需要谨慎使用。此外，引用素材涉及到特定技能，参考、整合与选择。跟这些观点一样，你需要如下参考这些引文的来源：（作者、日期、页码）。这些细节放在引文的末尾。为了明白这一点，你可能相会过来看看前面我们处理的摘要，看看作者本人是如何引用的，以及我们是如何给出每项摘要的来源，以及在单元末尾列出参考来源。

Once you have decided on the quotes you want to include and made a note of the references, you need to think about integrating them into your discussion. This involves introducing them so that they flow on from what comes before. You also need to take care not to over-rely on quoted material, using it in place of putting ideas into your own words. Remember, quotes should have a specific purpose and you need to think about whether or not they add something to your discussion.

一旦你决定了你要包含进的引文，并且记录了参考资料，你还需要思考如何将他们整合进你的文章。这需要介绍他们，使得在使用之前就得以出现。你还需要注意到不要过度依赖于引文，在用你自己的话语表述思想的时候不要引文用来取代。记住，引用文章应该有具体目的，你需要考虑他们是否为你的文章增加份量。

8.5 Constructing bibliographies

8.5 编写书目

At the end of your assignments you need to include a bibliography or list of references. This is an alphabetical list of all the sources that you have used – each chapter, book and article that you refer to in the main body of your discussion. Bibliographies take a particular form and usually involve listing the:

在你功课的末尾你需要包含一份书目或者一份参考列表。这是一份你用过的所有来源——每一章节、书籍以及文章，只要是你在你文章正文内提到的——的字母顺序列表。书目具有特定格式，通常需要列出：

• 
  author's name, 
• 作者姓名


• 
  date of publication, 
• 出版日期


• 
  title of the piece, and
  
  
• 标题，以及


• 
  details of the publisher. 
• 出版商资料
  

The best way to illustrate what exactly goes in a bibliography is to show you one. This unit has a list of references - have a look at page 20 to see how the authors have laid it out.

要说清楚，最好的办法就是向你展示一份书目。本地那原有一份参考文献列表——翻到第二十页看看作者是如何列出来的。

References

参考文献

Croall, H. (1998) Crime and Society in Britain, Harlow, Addison Wesley Longman.

Smith, D.J. (1997) ‘Ethnic origins, crime and criminal justice’ in Maguire, M., Morgan, R. and Reiner, R. (eds) The Oxford Handbook of Criminology (2nd edn), Oxford, Clarendon Press.

Zedner, L. (1997) ‘Victims’ in Maguire, M., Morgan, R. and Reiner, R. (eds) The Oxford Handbook of Criminology (2nd edn), Oxford, Clarendon Press.

Acknowledgments

致谢

The content acknowledged below is Proprietary (see terms and conditions) and is used under license.

以下内容属于专有（详见条款及条件），在得到授权许可下使用。

Grateful acknowledgement is made to the following sources for permission to reproduce material in this booklet.

感谢下列来源允许在本手册中转载。

Text

文字

Wilson, J. (1998) ‘Hamilton child safety curfew to be extended’, The Scotsman, 16 October 1998, The Scotsman Publications Ltd;

Croall, H. (1998) Crime and Society in Britain, Addison Wesley Longman Ltd. © Addison Wesley Longman Ltd 1998. Reprinted by permission of Pearson Education Ltd;

Zedner, L. (1997) ‘Victims’. © Oxford University Press 1997. Reprinted from The Oxford Handbook of Criminology, edited by Mike Maguire, Rod Morgan and Robert Reiner, 2nd edn 1997, by permission of Oxford University Press;

Smith, D.J. (1997) ‘Ethnic origins, crime, criminal justice’, © Oxford University Press 1997. Reprinted from The Oxford Handbook of Criminology, edited by Mike Maguire, Rod Morgan and Robert Reiner, 2nd edn 1997, by permission of Oxford University Press;

 

Unit Image

图像

JcMaco http://www.flickr.com/photos/jcmaco/138205923/

Cover

封面

Image copyright © 1996 PhotoDisc, Inc.

图片版权(C)1996 PhotoDisc 公司

All other materials included in this unit are derived from content originated at the Open University.

本单元中使用的所有其他素材均来自于开放大学的原创内容。

http://openlearn.open.ac.uk/course/view.php?id=2502