托福阅读修辞目的问题，定位必须在前面吗？在日常的问题训练中，许多学生都有一种定势思维，即遇到修辞目的问题，如果调查例子，他们自然会定位为例子或细节数据的前一句话来找到答案。大多数时候，这种方法选择的答案是正确的，但有时答案是错误的，找到，答案定位在例子本身或后面的句子中。下面由新航道的沈阳托福培训小编为您解答！
在这个时候，朋友们会有点困惑。应该定位在哪里？在这里，根据我的经验，定位在哪里取决于例子或细节的具体功能。在大多数情况下，在议论文中，例子的作用是呼应上述内容，帮助我们更具体、更直观地理解作者前面提到的真相。就像之前的数学教科书一样，它讲述了一个抽象的定义，通常需要用例子来测试。
这种情况在托福阅读中很常见，所以如果文章中有例子信息，大多数情况下可以通过找到相应的解释信息来解决，所以可以理解为“例子前句找到答案”的情况。
比如：
As impressive as the quality of Roman pottery is its sheer massive quantity. When considering quantities, we would ideally like to have some estimates for overall production from particular sites of pottery manufacture and for overall consumption at specific settlements. Unfortunately, it is in the nature of the archaeological evidence, which is almost invariable only a sample of what once existed, that such figures will always be elusive. However, no one who has ever worked in the field would question the abundance of Roman pottery, particularly in the Mediterranean region. This abundance is notable in Roman settlements (especially urban sites) where the labor that archaeologists have to put into the washing and sorting of potsherds (fragments of pottery) constitutes a high proportion of the total work during the initial phases of excavation.(TPO29-1-4)
The author mentions the work of archaeologists in paragraph 3 in order to
○ support the idea that pottery was produced in large quantities by the Romans
○ illustrate how hard it is for archaeologists to find complete pieces of Roman pottery
○ contrast archaeological sites in Roman urban areas with other sites in the Mediterranean
○ explain why the quantities of pottery found vary significantly from one site to another 在问题中选择答案A。在这个问题中，题干中提到了thee work of archaeologists，在本段的最后一句中，我们可以通过定位发现这是一个例子。通过阅读，可以理解为“考古学家在挖掘初期的工作重点是清理和处理陶罐碎片，这是罗马大量陶器的证明”。当然，回放前一句也可以理解为“在野外工作的人没有人会质疑罗马陶器的丰富性，尤其是在地中海”。这两句话，解释和例子部分都是关于“罗马陶器数量非常多”这样的信息。所以，如果题目问“作者为什么要提考古学家的工作”，我们自然会看这个例子的解释部分来定位，这是非常正确的，因为这个例子和解释中描述的信息意思是一致的，只是一个抽象，一个具体。
但只有一个例子能呼应上述功能吗？在TPO中，我们也可以看到各种例外。例如，例如，
The astrolabe had long been the primary instrument for navigation, having been introduced in the eleventh century. It operated by measuring the height of the Sun and the fixed stars: by calculating the angles created by these points, it determined the degree of latitude at which one stood (The problem of determining longitude, though, was not solved until the eighteenth century.) By the early thirteenth century. Western Europeans had also developed and put into use the magnetic compass, which helped when clouds obliterated both the Sun and the stars. Also beginning in the thirteenth century, there were new maps refined by precise calculations and the reports of sailors that made it possible to trace one's path with reasonable accuracy. Certain institutional and practical norms had become established as well.
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