2022年12月英语六级真题第2套 Part II Section C (2)
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2022年12月英语六级真题第2套 Part II Section C (2)

议论文 · 听力 · 真题文章逐层精读

本页是 2022年12月英语六级真题第2套 Part II Section C (2) 文章的精读视角页——这篇议论文全文 406 词、4 段,CEFR 难度 B2(B2 级在英语六级文章中占 39%),作者立场为「积极支持」;英文原文之外,本篇已有的 11 项精读维度逐项展开,其中能迁移到其他英语六级真题文章的判断方法(篇章结构、修辞、言外之意、作者态度、体裁速判)随各维度一并讲透。

精读最佳实践

本页解析里的段号(P1)都可以点——点一下,原文在顶部翻开并定位到该段,解析引用的原文同步标亮;合上原文,你还停在刚才读到的位置。点 P1 试试。

PASSAGE · 文章原文

4 段英文原文

以下为2022年12月英语六级真题第2套 Part II Section C (2) 的听力原文,共 4 段。左侧 P1–P4 是段落编号——本页全部解析(结构、逐段、修辞、自检题)都以它为坐标回指原文,点击解析里的段号,原文即在顶部翻开并定位到该段、引用的原文同步标亮;合上原文仍停在当前阅读位置。原文保持卷面形态,不带翻译与标注。

Why do we form opinions or attitudes about someone or something without really knowing much about them? Just hearing something good or bad about a person, a place or thing can influence our opinions positively or negatively. But letting the opinions of another person determine what our opinions will be is dangerous. Forming opinions about someone or something before really knowing them well is called prejudice. "Pre-" means before, and "judice" refers to judgment. Hence, prejudice means to judge before having adequate knowledge.

We can be prejudiced toward or against someone or something. In either case, we are only allowing ourselves to see half of the picture. Very few people or things in this world are all good or all bad. Prejudiced attitudes are usually based on myths, half-truths or incorrect information, and they are dangerous because they can keep us from learning the truth about someone or something. People form prejudices against others for many reasons—differences in their race, religion, gender, or occupation. Prejudices keep people apart. They keep us from really knowing and understanding each other.

We should feel proud of who we are and the group of people we represent. If feelings of pride begin to turn to feelings of superiority when we think that our group or our beliefs are better than those around us, however, then we begin to develop prejudiced attitudes that can be harmful. For example, the prejudiced attitudes of one group may keep another group from attending certain schools, from living in any neighborhood they want, or from getting a job or a promotion. Extreme feelings of prejudice have caused the deaths of innocent people. We are responsible for our own thoughts and opinions. When we let someone else tell us what to think about someone or something, we are giving up some control of our own lives.

Before you form an attitude or opinion, find out for yourself about the person or the thing in question. Sometimes we don't realize that we hold prejudiced attitudes toward or against someone or something. We need to carefully examine our lives and our fears, and to ask ourselves whether our attitudes come from our personal knowledge and experience or from rumors and fear of the unknown. The good news about prejudice is that we are not born with it. Prejudiced attitudes and opinions develop over time. But with education and knowledge, we can replace our prejudices with cooperation and understanding.

PARAGRAPHS · 逐段精读

4 段逐段主旨与解读

逐段拆解2022年12月英语六级真题第2套 的这篇原文——每段给出英文段落主旨、段落标题与中文解读,并提炼一条「这段为什么这样读」的具体方法。

  1. P1

    Defining Prejudice

    Prejudice means judging someone or something before having adequate knowledge, often shaped by others' opinions rather than personal understanding.

    第1段 在整篇议论文中扮演 'conceptual anchor' 的角色。文章主旨指出 prejudice 是 'judging without adequate knowledge',而这个判断的来源正是 第1段 的词根级定义。没有这个 definition,后续关于 prejudice 的危害、成因和应对策略就失去了共同的 reference point。这段内容通过 'others' opinions are dangerous' 这一警示,也为全文的论证基调定性——prejudice 不是中性现象,而是需要被警惕和克服的 harmful tendency。

    在首段找到给核心概念下定义的那一句话
  2. P2

    The Nature and Social Harm of Prejudice

    Prejudiced attitudes, built on myths and incomplete information, divide people by preventing them from truly knowing and understanding each other.

    第2段 在文章主旨中承担 'elaborating the harm' 的功能。文章主旨说 prejudice 'creates harmful divisions and prevents understanding',这两点正是 第2段 的核心内容:'keep people apart' 对应 harmful divisions,'keep us from really knowing each other' 对应 prevents understanding。这一段将 第1段 的 abstract definition 转化为 concrete social consequences,使论证从 conceptual level 推进到 social impact level,是全文论证链条中不可缺少的一环。

    找出段落的论点句,再串联支撑证据与结论
  3. P3

    From Pride to Prejudice: Harm and Personal Responsibility

    When pride turns into a sense of superiority, it breeds prejudice that causes real harm—from social exclusion to extreme violence—making individuals responsible for guarding their own thinking.

    第3段 在文章主旨中承担 'deepening the argument' 的作用。文章主旨提到 prejudice 'creates harmful divisions',而 第3段 通过 pride → superiority → prejudice 这条心理链条,揭示了这种 division 的 internal psychological source,并将 harm 具体化为 exclusion from schools、neighborhoods、jobs,乃至 deaths。更重要的是,段末引入了 personal responsibility 的概念,为文章主旨最后一句 'replace prejudice with education and cooperation' 提供了个人层面的逻辑前提——只有先意识到自己 responsible for own thoughts,才有动力去主动 seek education 和 cooperation。

    识别段落中从成因到后果的转折关键句
  4. P4

    Overcoming Prejudice Through Self-Examination and Education

    Since prejudice is not innate but develops over time, individuals can overcome it by seeking personal knowledge, critically examining their own attitudes, and embracing education and cooperation.

    第4段 是全文论证弧线的 culmination,直接呼应文章主旨的最后一句:'replace prejudice with education and cooperation'。如果说 第1段 建立了 definition,第2段 分析了 social harm,第3段 揭示了 psychological origin 和 responsibility,那么 第4段 就完成了从 problem 到 solution 的最终跨越。作者通过 'not born with prejudice' 这一 key claim,赋予了 solution 理论上的可行性,使整篇文章的论证形成一个逻辑上自洽、情感上 hopeful 的闭环——prejudice 是可以被 overcome 的,而 education 和 cooperation 就是实现这一目标的 practical pathway。

    找出作者给出解决方案的关键句及其前提假设
SELF CHECK · 段落自检题

4 道逐段细节自检题

针对2022年12月英语六级真题第2套这篇原文,每段配 1 道细节题( 1 个正确项 + 5 个干扰项 ,由懒笔记精读引擎基于本段命制,非试卷原题)。 选项默认中性;点「显示答案与解析」展开正确项、解析与最快解法,现代浏览器会同步高亮正确选项。

  1. 第 1 段 定位词 prejudice

    What does the author suggest about the formation of prejudice in the opening paragraph?

    • A It is always based on hearing negative comments from others.
    • B It is a necessary process for protecting one's own safety.
    • C It often results from judging something without sufficient information.
    • D It usually requires a long period of careful observation.
    • E It only occurs when we meet someone in person for the first time.
    • F It helps individuals make quicker and more accurate judgments.
    显示答案与解析 收起答案与解析

    正确答案:C

    该项准确概括了原文对 prejudice 的定义,将 judge before having adequate knowledge 改写为 judging something without sufficient information。often 没有把原文绝对化,something 也保留了原文适用于人、地点或事物的广泛范围。

    定义逻辑快速匹配 先利用题干中的 prejudice 在全文中快速回搜,再根据 formation 这一过程限定筛选 第1段。判定答案时,不必逐字翻译全部选项,而应优先检查选项是否保留了核心的时间关系、信息条件和判断行为;与定义逻辑最一致的选项即为正确项。

  2. 第 2 段 定位词 prejudiced attitudes

    According to the passage, why are prejudiced attitudes considered harmful?

    • A They force people to accept only incorrect information.
    • B They make people focus too much on global myths.
    • C They are only directed at people of different races.
    • D They prevent people from discovering the reality of a situation.
    • E They lead to an immediate understanding of the whole picture.
    • F They encourage people to study various occupations.
    显示答案与解析 收起答案与解析

    正确答案:D

    该项准确改写了 keep us from learning the truth about someone or something。prevent from 对应 keep from,discovering the reality 对应 learning the truth,且保留了偏见造成认知受阻的因果关系。

    因果结构快速回填 先用题干中的 prejudiced attitudes 定位 第2段,再直接检查该段中解释 harmful 的因果结构。判定答案时,将选项改写回最基本的逻辑形式:某种态度是否造成认知障碍、强迫行为、单一来源或相反结果;与原文结果关系一致的选项即为正确项。

  3. 第 3 段 定位词 pride

    What does the author identify as the point where pride becomes harmful?

    • A When we represent a specific group of people.
    • B When it leads to professional promotion and success.
    • C When we take responsibility for our own thoughts.
    • D When we allow others to control their own lives.
    • E When it evolves into a sense of being better than others.
    • F When it results in attending famous schools.
    显示答案与解析 收起答案与解析

    正确答案:E

    该项将 turn to feelings of superiority 和 thinking that our group or beliefs are better than those around us 合并改写为 evolves into a sense of being better than others,准确表达了 pride 由正常认同转为 harmful attitude 的条件。

    条件转变快速识别 用题干中的 pride 先定位 第3段,再寻找与 becomes harmful 对应的条件结构。判定答案时,直接比较各选项是否描述了同一概念从 acceptable state 到 negative state 的转变,而不是先处理段落中的例证和后果。

  4. 第 4 段 定位词 prejudice

    How can prejudice be overcome according to the author's suggestion?

    • A By relying on rumors and fear of the unknown.
    • B By accepting the attitudes we were born with.
    • C By avoiding any personal experience with strangers.
    • D By ignoring our own inner fears and doubts.
    • E By forming attitudes as quickly as possible.
    • F By gaining more education and personal understanding.
    显示答案与解析 收起答案与解析

    正确答案:F

    该项概括了段末 with education and knowledge, we can replace our prejudices with cooperation and understanding,并与前文要求通过个人了解和经验检视态度相呼应。它保留了作者提出的主要 remedy,没有把建议误解为逃避或依赖未经核实的信息。

    解决方案方向筛选 利用题干中的 prejudice 定位 第4段,再按 how can 的要求优先扫描包含建议和结果转变的句子。判定答案时,把选项分别归入 information、avoidance、ignorance 或 speed 等行动类型,选择能够支持长期态度改变且与作者方向一致的正确项。

STRUCTURE · 篇章结构

4 个意群的议论文骨架

按议论文 的行文骨架切分意群,每个意群标注它覆盖的段落与对主旨的作用——逐段读完后回到这里俯瞰全篇,能看清作者为什么按这个顺序行文。

  1. 引言 P1

    偏见的定义与形成机制

    这个 opening paragraph 通过提问的方式 introduce 了核心 concept:我们经常在没有充分了解的情况下就 form opinions,这种 judging before knowing 的行为就是 prejudice,其中 pre- 表示 before,judice 指向 judgment

    作为 introduction 部分,这个 paragraph 建立了整篇文章的 foundation,通过 define prejudice 这个 key term 来为后续的 discussion 铺路,让 readers 明白什么是我们要 examine 和 address 的问题

    给出偏见的词源定义
  2. 分论点 P2

    偏见的双向性与危害基础

    这个 paragraph 从两个 dimensions 来 elaborate:一是 prejudice 可以是 positive 或 negative 两个 directions,二是强调 prejudiced attitudes 通常 based on myths 和 incomplete information,其 danger 在于 prevent us from learning the truth 并且 keep people apart

    作为 first supporting point,这个 paragraph 深化了对 prejudice 的 understanding,从 definition 推进到 characteristics 和 consequences,为 argument 的 development 提供了 factual basis,说明为什么 prejudice 是一个需要 address 的 problem

    阐述偏见的特征和害处
  3. 分论点 P3

    偏见的危险升级与实际后果

    这个 paragraph 讨论了从 pride 到 superiority 的 transformation,说明当 feelings of pride turn into 认为自己 better than others 时就 develop prejudiced attitudes。然后通过 concrete examples 展示 prejudice 的 serious consequences:影响 education、housing、employment,甚至 cause deaths

    作为 second supporting point,这个 paragraph 通过 escalating the severity 来 strengthen the argument。它从 psychological mechanism(pride 到 superiority 的转变)到 tangible impacts(discrimination 和 death)形成 progression,让 readers 意识到 prejudice 不仅是 cognitive problem 而且有 real-world consequences,增强了 argument 的 urgency

    展示偏见的极端危害
  4. 结论 P4

    破解偏见的行动方案

    这个 concluding paragraph 从 problem 转向 solution,提出 actionable advice:在 form opinions 之前要 find out for yourself,要 examine our attitudes 来判断它们是来自 personal experience 还是 rumors。最后以 optimistic note 结束:prejudice 不是 innate 而是 learned,因此可以通过 education 和 knowledge 来 replace with cooperation

    作为 conclusion,这个 paragraph 完成了从 problem identification 到 solution proposal 的 transition。它不仅 summarize 了 core message(examine attitudes, seek knowledge),还提供了 hopeful perspective(we are not born with it),给 readers 留下 empowering feeling,鼓励他们 take action 来 combat prejudice

    提供解决路径
MAIN IDEA · 速判主旨

4 步定位这篇文章的主旨

不读完全篇也能锁定主旨——以下 4 步按2022年12月英语六级真题第2套 这篇原文的实际行文顺序给出,每步说明看哪里、看出什么,可直接迁移到其他英语六级文章。

  1. 首段定义句定位 P1

    议论文的 opening paragraph 通常会 introduce the central topic 并给出 core definition,这是作者 establish the foundation 的地方。Definition sentences 往往直接揭示 what the article is about,比如本文的 'prejudice means to judge before having adequate knowledge' 就是 核心定义句

  2. 后果词和因果连接词 P2 P3

    议论文的 body paragraphs 会 elaborate on consequences 和 implications。作者通过 negative consequence words(dangerous, harmful)和 causal connectors(because, keep...from)来 develop the argument 和 reveal attitude。这些 evaluative terms 直接指向作者的 stance 和文章的 critical message

  3. 末段行动建议句 P4

    议论文的 concluding paragraph 通常会 shift from analysis to recommendation,通过 modal verbs of obligation 和 replacement structures 来 propose solutions。本文用 'need to examine', 'can replace' 明确给出 actionable advice,这直接呼应并 complete 主旨的 solution component

  4. 三段功能要素整合 P1 P2 P3 P4

    议论文主旨是 multi-layered structure,不是单一观点。通过 synthesize 各段的 functional components,可以构建出 complete thesis:definition 提供 conceptual foundation,consequences 提供 argumentative weight,solutions 提供 prescriptive direction。三者 combined 才是 full main idea

主旨信号词 dangerous P1 keep...from P2 should P3 replace...with P4 prejudice P1

MAIN IDEA · 主旨

这篇文章在说什么

偏见是在没有充分了解的情况下对某人或某事做出判断,通常基于谣言或不完整的信息。它会造成有害的分裂并阻碍理解。我们应该批判性地审视自己的态度,寻求亲身了解而非接受他人观点,用教育和合作取代偏见。
Prejudice is judging someone or something without adequate knowledge, often based on myths or incomplete information. It creates harmful divisions and prevents understanding. We should examine our attitudes critically, seek personal knowledge rather than accepting others' opinions, and replace prejudice with education and cooperation.
WORD INFERENCE · 生词推断

4 个生词的上下文推断

不查词典,只用文中线索推出词义——每个词给出推断出的释义与 完整推理链。已收录进英语六级高频真题词集的单词可点击进入词条页。

  • superiority 优越感;认为自己优于他人的心态

    我们把三条 clues 串联起来。首先,从 pride 到 superiority 的 transition 是负面的,有 harmful 的后果。其次,作者直接定义了 superiority 就是认为 our group or beliefs are better than those around us。最后,从 word formation 来看,superior 本身就有 better、higher 的意思,加上 -ity 就是这种状态。所以 superiority 应该是一种认为自己或自己群体优于他人的心态。

    对比+定义+构词三路并进
  • myth 谬见;未经证实的错误观念;虚假传说

    让我们整合这些 clues。首先,myths 和 half-truths、incorrect information 并列,说明它们都是 unreliable 的 information。其次,myths 会 prevent us from learning the truth,说明它和 truth 相对,是 false 或 unverified 的。第三,从 paragraph context 看,myths 是导致 prejudice 的 typical source。综合这三点,myths 应该是指那些广为流传但未经证实或虚假的 beliefs 或 stories。

    并列项共性+整体评价+功能定位
  • adequate 充分的;足够的

    综合三条 clues,我们可以这样推理:首先,prejudice 的定义中用 before having adequate knowledge 来说明问题所在,意味着 adequate knowledge 是 proper judgment 的 prerequisite。其次,第4段 的 find out for yourself 强调要 thoroughly understand before judging,这与 adequate 的含义一致。第三,从 grammatical function 看,adequate 是描述 knowledge 达到某种 sufficient level 的 adjective。所以 adequate 应该表示充足的、足够的。

    角色分析+对比情境+跨段印证
  • promotion 晋升;提拔;提升

    让我们串联这些 evidence。第一,从 parallel structure 看,promotion 和 job、school、housing 并列,都是 life opportunities。第二,从 logical sequence 看,promotion 是在 getting a job 之后,是 career 的 next step,应该是 advancement。第三,从 morphology 看,promote 的 noun form 自然是指提升的过程或结果。综合三方面,promotion 应该是指职位晋升或提拔。

    语义场定位+流程位置+构词验证
RHETORIC · 修辞手法

5 处修辞手法与仿写

每处修辞给出它在本文的具体用法、同类信号词清单与一份可直接套用的 写作仿写建议——读完能认,也能写。

  • 举例论证

    P3

    第三段中作者provide了concrete examples来illustrate prejudice的harmful consequences:"keep another group from attending certain schools, from living in any neighborhood they want, or from getting a job or a promotion"。这些specific instances让abstract concept变得tangible and relatable,demonstrate了prejudice不是merely theoretical issue,而是has real-world impact on people's lives。最后一句"Extreme feelings of prejudice have caused the deaths of innocent people"更是push这个argument to its most serious consequence,强化了作者反对prejudice的stance。

    信号词 for example for instance such as including like to illustrate consider take the case of as seen in

    仿写: 当你make一个general claim时,ask yourself:这在real life中会如何manifest?试着think of具体的scenarios或consequences。可以用"For example"来introduce,然后list multiple instances来show the breadth of impact。仿写模版:'[General claim]. For example, [specific instance 1], [specific instance 2], or [specific instance 3]. [Most extreme case] can even lead to [serious consequence].' 这样的progression从common examples到extreme cases能enhance persuasive power。

  • 因果论证

    P1 P2 P3

    文章中多处运用causation来establish logical connections。第一段"letting the opinions of another person determine what our opinions will be is dangerous"建立了cause(letting others determine opinions)和effect(danger)的关系。第二段"they are dangerous because they can keep us from learning the truth"用"because"explicitly link prejudices和其negative consequences。这种causal reasoning让argument显得logical and well-structured,帮助readers understand为什么prejudice是problematic,而不仅仅是stating it is bad。

    信号词 because since as therefore thus hence consequently as a result leads to causes results in due to

    仿写: 当你want to explain为什么something is important或problematic时,think about the cause-effect chain。Ask:这个action会lead to什么result?为什么会产生这个consequence?仿写模版:'[Action/condition] is [evaluation] because it [consequence]. This [consequence] can lead to [further result].' 或者用reversed structure:'Because [cause], [effect] occurs.' 确保你的causal link是logical且convincing,avoid假设readers会automatically make这个connection。

  • 对比论证

    P2

    第二段中作者set up一个clear contrast:"We can be prejudiced toward or against someone or something. In either case, we are only allowing ourselves to see half of the picture." 这个comparison highlights了无论positive还是negative prejudice,都是incomplete understanding。通过juxtapose "all good or all bad",作者emphasize了reality的complexity和prejudice的oversimplification。这种contrast makes the argument more nuanced and convincing,showing that作者不是simply attacking negative prejudice,而是任何形式的premature judgment。

    信号词 or either...or but however on the other hand in contrast whereas while unlike rather than instead of

    仿写: 当你want to show something的limitations或make a point about balance时,consider setting up a contrast。Identify两个opposing states或conditions,然后explain它们的difference和significance。仿写模版:'We can [option A] or [option B]. In either case, [common problem]. [Element X] can be [extreme 1] or [extreme 2], but [reality statement].' 这样的structure让你的analysis显得thorough和balanced。确保你的contrast serves your main argument,而不是just为了contrast而contrast。

  • 反问修辞

    P1

    文章opening用了一个rhetorical question:"Why do we form opinions or attitudes about someone or something without really knowing much about them?" 这个question并不expect readers给出answer,而是engage readers去think about这个phenomenon,创造一种dialogue的感觉。这个technique立即draw readers into the topic,让他们reflect on自己的behavior,从而为后续的criticism和explanation做好psychological preparation。Rhetorical questions让argument开始得更engaging和thought-provoking。

    信号词 why how what who isn't it don't we shouldn't we can we really

    仿写: 当你want to open一个topic或emphasize一个重要的issue时,consider starting with a question that你的readers可能have wondered about。这个question应该relate to一个common experience或puzzling phenomenon。仿写模版:'Why do we [common but questionable behavior]? [Follow with explanation or challenge to this behavior].' 确保你的question真的是rhetorical的——答案应该through你的subsequent argument变得obvious,而不是需要readers去guess。Use this technique sparingly,因为too many questions会distract from你的argument。

  • 排比修辞

    P2 P3

    第二段末"Prejudices keep people apart. They keep us from really knowing and understanding each other"和第三段"from attending certain schools, from living in any neighborhood they want, or from getting a job or a promotion"都使用了parallel structure。这种repetition of grammatical patterns创造了rhythm and emphasis,让multiple consequences or barriers被equally highlighted。通过repeat "keep"和"from",作者intensify了prejudice的restrictive nature,让这些limitations在readers' minds中accumulate,产生stronger emotional impact。

    信号词 keep from or and both...and not only...but also either...or whether...or

    仿写: 当你want to emphasize multiple related points或list several consequences时,structure them in parallel ways。Choose一个key verb或phrase,然后repeat its structure across multiple clauses。仿写模版:'[Subject] [verb] [object 1], [verb] [object 2], and [verb] [object 3].' 或者 'from [gerund 1], from [gerund 2], or from [gerund 3].' 确保每个parallel element有similar grammatical form和comparable length,这样rhythm才会effective。这种technique在你want to show累积效应或comprehensive scope时特别useful。

IMPLIED MEANING · 言外之意

9 处话里有话

作者没有明说、但靠信号词传递出来的态度与暗示——每处给出原文片段、信号词类型与解读。

  • 盲目听信他人观点的危险性

    P1
    But letting the opinions of another person determine what our opinions will be is dangerous.

    情态词 dangerous harmful critical essential vital serious significant

    作者在第一段用 dangerous 这个 strong word,其实是在传递一个 implicit message:仅仅 forming opinions based on hearsay 不只是 unwise 或 inadvisable,而是有 real threat 和 potential harm 的。这个 word choice 为全文定下了 serious tone,暗示 prejudice 不是一个 minor issue 而是需要 urgent attention 的 problem。这对文章主旨 plays a crucial role,因为它 establishes 了讨论 prejudice 的 gravity 和 importance,为后续 paragraphs 中更详细的 harmful consequences 做了 emotional preparation,让读者从一开始就 take the issue seriously。

  • 偏见让我们只看到片面真相

    P2
    In either case, we are only allowing ourselves to see half of the picture.

    限制性副词 only merely just simply barely solely exclusively

    这句话用 only 搭配 half of the picture,其 implication 非常明确:prejudice 导致的不只是 partial understanding,更关键的是我们在 actively preventing ourselves from 看到 complete truth。言外之意是 the other half exists and is important,我们因为 prejudice 而 deliberately blind to it。这对文章主旨的 contribution 在于,它 illustrates 了 prejudice 的 fundamental problem——不是简单的 lack of knowledge,而是 self-imposed limitation 阻止我们 gain full understanding。这个 insight 强化了主旨中 we need to seek personal knowledge 而不是 rely on incomplete information 的观点。

  • 偏见基于不可靠的信息来源

    P2
    Prejudiced attitudes are usually based on myths, half-truths or incorrect information

    模糊限制语 usually based on usually often generally typically tend to frequently

    作者用 usually based on 这个 hedging expression,表面上在 acknowledge exceptions,但 implicit message 是 prejudice 和 unreliable information sources 之间存在 strong correlation。言外之意告诉我们 this is not random——大多数 prejudice 都 share this common foundation of misinformation。这个 insight 对主旨的 value 在于,它 identifies the root cause of prejudice:不是 inherent human flaw,而是 reliance on myths and half-truths。这就 opens up the possibility 提到的 solution:用 education and knowledge 来 replace prejudice,因为问题的 source 是 information quality,不是 human nature。

  • 自豪感可能演变为优越感

    P3
    If feelings of pride begin to turn to feelings of superiority when we think that our group or our beliefs are better than those around us, however, then we begin to develop prejudiced attitudes that can be harmful.

    转折类 however but yet nevertheless nonetheless on the other hand conversely

    这句话中的 however 是个 critical turning point,它的 implicit message 是:pride itself 不是问题,but the transformation into superiority is。言外之意在于作者 acknowledges pride as legitimate 同时 warns about the slippery slope——从 healthy pride 到 harmful prejudice 的 transition 可以是 gradual and subtle。这个 nuanced distinction 对主旨的 contribution 很重要,因为它 shows prejudice 不一定 stem from malice,而可能 originate from positive feelings that went too far。这个 insight 使文章的 message more sophisticated:我们需要 examine 的不只是 obvious prejudice,还有 seemingly positive attitudes 的 potential to transform into prejudice。这 reinforces 主旨中 carefully examine our attitudes 的必要性。

  • 偏见导致实质性不公正后果

    P3
    the prejudiced attitudes of one group may keep another group from attending certain schools, from living in any neighborhood they want, or from getting a job or a promotion.

    情态动词 may keep may can might could would should

    这里的 may keep 配合 detailed examples (schools, neighborhoods, jobs),其 implicit message 远比字面意思强烈。言外之意是 these are not hypothetical scenarios—prejudice has actually prevented people from 获得这些 basic opportunities。作者用 may 而不是 does 是因为 not all prejudice leads to these outcomes,但 use of specific examples 表明 these consequences are real and documented。这对文章主旨 crucial 因为它 moves the discussion from abstract harm (keeping people apart, preventing understanding) 到 concrete injustice (educational, residential, employment discrimination)。这个 escalation 强化了开篇的 dangerous 一词,证明 prejudice 的 danger is not metaphorical but results in tangible harm,从而 justifies 主旨中 replace prejudice with cooperation 的 urgency。

  • 接受他人观点意味着放弃自主权

    P3
    When we let someone else tell us what to think about someone or something, we are giving up some control of our own lives.

    情态词 giving up losing surrendering sacrificing abandoning relinquishing forfeiting

    这句话用 giving up control of our own lives 这个 powerful framing,其 implicit message 是 letting others determine our opinions 不只是 convenience or reliance,而是 surrendering autonomy。言外之意把 accepting others' opinions 重新定义为 loss of personal agency,这个 framing makes the behavior seem far more serious。这对文章主旨 plays a strategic role:它 connects prejudice 到 fundamental value of personal freedom and autonomy。通过 frame prejudice 为 giving up control,作者 appeals to readers' desire for independence,使 message more personally relevant。这个 implication reinforces 主旨中 find out for yourself 和 examine our own attitudes 的重要性,因为它 frames independent thinking 不只是 intellectually responsible,而是 essential to maintaining personal freedom。

  • 我们可能无意识地持有偏见

    P4
    Sometimes we don't realize that we hold prejudiced attitudes toward or against someone or something.

    委婉表达 Sometimes we don't realize sometimes we may not realize it's possible that we might not notice perhaps we overlook we may fail to see

    这句话用 sometimes we don't realize 是个 carefully crafted rhetorical move。其 implicit message 非常重要:prejudice 不只存在于 those bad people,even well-intentioned people can hold unconscious prejudices。言外之意是 this includes you, the reader,但 softening language 使这个 message easier to accept。作者在说 you might have prejudices you're not aware of,但用 sometimes we don't realize 的 inclusive, non-accusatory tone 来 invite self-examination 而不是 trigger denial。这对文章主旨 critical 因为它 shifts from discussing prejudice as other people's problem 到 encouraging personal introspection。这个 turn prepares for 主旨的 solution (examine our own attitudes),使读者 more willing to engage in that difficult process of self-reflection。这种 subtle approach 更可能 lead to actual behavior change。

  • 偏见源于恐惧而非事实

    P4
    ask ourselves whether our attitudes come from our personal knowledge and experience or from rumors and fear of the unknown.

    对比词 or from or rather than instead of as opposed to versus either...or

    这个 or from structure 建立了一个 powerful dichotomy。其 implicit message 是 prejudice and legitimate opinions 有 fundamentally different sources——一个来自 firsthand knowledge,另一个来自 secondhand rumors and fear。言外之意在于作者不只是 presenting two options,而是 strongly implying 大多数 prejudice falls into the second category (rumors and fear),而我们 should aspire to the first (personal knowledge)。Fear of the unknown 这个表达 particularly revealing,暗示 prejudice 是 emotional response to lack of understanding,不是 rational judgment based on facts。这直接 supports 文章主旨的 final point:prejudice can be replaced with education and knowledge。如果 prejudice stems from fear and rumors,那么 solution 就是用 direct knowledge and understanding 来 replace that fear。这个 contrast 为整篇文章提供了 clear path forward。

  • 偏见是可以改变的后天习得

    P4
    The good news about prejudice is that we are not born with it. Prejudiced attitudes and opinions develop over time.

    情态词 The good news the good news fortunately positively encouragingly the bright side on a positive note

    The good news 这个 explicit signal 在文章结尾处的 strategic placement 非常重要。其 implicit message 是:虽然整篇文章 discussed prejudice's serious harms,但 situation is not hopeless。言外之意在 we are not born with it——这暗示 prejudice is learned, not innate,因此 can be unlearned。这个 distinction 是 crucial 因为它 establishes prejudice as changeable rather than fixed。如果 prejudice were natural or biological,那 solutions would be limited,但如果它是 learned over time,那么 education and new experiences can reverse it。这个 optimistic turn 对文章主旨 essential 因为它 transforms the message from mere critique to actionable hope。主旨的 replace prejudice with education and cooperation 只在 prejudice is not innate 的前提下才 realistic。这个 good news framing 使整篇文章从 warning against prejudice 转为 call to action for change,结尾的 positive note 让读者感到 empowered rather than helpless。

AUTHOR ATTITUDE · 作者态度

作者态度:积极支持

结论先行:本文作者态度为积极支持( Critical of prejudice and advocating for understanding)。下面是按步骤还原的判断过程与文中的态度信号词。

  1. 首段警示词定调 P1

    在 argumentative essay 中,opening 的 evaluative language 往往 establishes 作者的 basic stance。用 dangerous 这种 strong negative word 表明作者对 prejudice 持 critical view。

  2. 问题展开占比 P2 P3

    在 argumentative writing 里,如果作者 dedicates multiple paragraphs 来 elaborate 某个 phenomenon 的 downsides,这 indicates 作者对这个 issue 有 strong concerns 并希望 promote change。

  3. 结尾建设性方案 P4

    Argumentative essays 如果在 conclusion 提供 constructive solutions 而不是单纯 condemn,说明作者的 attitude 是 reformist 而非 purely negative。这种 optimistic ending 显示 supportive stance toward improvement。

  4. 问题-方案说服架构 P1 P2 P3 P4

    这种 three-stage argumentative framework(问题定义-危害分析-解决倡导)是 persuasive essays 的 hallmark,表明作者想 convince readers to change behavior。Attitude 不是 neutral observation 而是 active promotion of a viewpoint。

文中的态度信号词

  • dangerous P1

    Dangerous 是 strong evaluative adjective,directly expresses 作者对 letting others determine our opinions 的 negative judgment。这种 high-intensity warning word 在 argumentative essay 中 signals 作者的 critical stance。

    同类词 harmful destructive detrimental damaging risky

  • keep us from P2

    这个 phrase 表达 negative consequence,说明 prejudice creates barriers。在 argumentative context,consequence language helps 作者 build case against prejudice by showing its harmful effects。

    同类词 prevent us from stop us from hinder obstruct block

  • should P3

    Should 是 prescriptive modal verb,表达 obligation 和 recommendation。在 argumentative essay 中出现 should/must 说明作者在 giving advice 或 advocating certain actions,这是 supportive/advocacy tone 的 clear marker。

    同类词 ought to must need to have to it is necessary to

  • good news P4

    Good news 是 explicit positive marker,shifts the tone from problem to solution。这种 optimistic phrase 在 conclusion 中 signals 作者相信 change is possible,表明 attitude 不是 pessimistic criticism 而是 hopeful advocacy。

    同类词 fortunately happily positively encouragingly promising

  • we can replace P4

    这个 phrase combines ability modal(can)和 action verb(replace),expresses 作者对 positive change 的 confidence。Use of 'we' creates solidarity with readers,说明作者想 inspire collective action,这是 advocacy tone 的 distinctive feature。

    同类词 we can change we can transform we can overcome we can build we are able to

GENRE · 速判体裁

30 秒判定这是一篇议论文

体裁决定读法与出题套路。以下判断步骤与标志词全部以本文为例,可直接迁移到其他英语六级 真题文章。

如何快速判断这是一篇议论文?

  1. 开篇抛出争议问题 P1

    这篇文章的第一段就提出了 'Why do we form opinions without really knowing much?' 这个 reflective question,然后引入 prejudice 这个需要讨论的 controversial concept。说明文会直接解释 what prejudice is,新闻报道会告诉你 when and where something happened,但议论文会问 why 并且准备 argue a position。

  2. 中心论点加论据链 P2 P3 P4

    这篇文章的 thesis 非常明确:'Prejudiced attitudes are dangerous'。第二段解释 why prejudice is dangerous (it keeps us from truth),第三段展示 the consequences (harm and discrimination),第四段提出 the solution (education and knowledge)。这种 claim-evidence-reasoning 的结构是议论文的核心特征,说明文只会 explain how things work,新闻只会 report what happened。

  3. 结尾呼吁行动改变 P3 P4

    文章最后一段明确说 'we need to carefully examine our lives' 和 'we can replace our prejudices with cooperation',这是典型的 persuasive call to action。作者不仅想让你 understand prejudice (那是说明文的目标),也不是仅仅 inform you about prejudice incidents (那是新闻的功能),而是要 persuade you to change your attitudes 和 take responsibility。

  4. 三点快检法 P1 P2 P3 P4

    这篇关于 prejudice 的文章完美体现了议论文的 三大特征:开头用 reflective question 引入 controversial topic,中间用 clear thesis 加 multiple supporting paragraphs 展开 argumentation,结尾用 strong recommendation 进行 persuasion。它不是在中立地解释 what prejudice is (说明文风格),也不是在报道 specific prejudice incidents (新闻风格),而是在明确地 argue that prejudice is dangerous 并且 we must fight against it。

哪些词暴露了议论文体裁?

  • Why do we P1 观点引导词 Why should we How can we What makes us Should we Can we
  • dangerous P1 立场表态词 harmful beneficial essential crucial wrong
  • should P3 立场表态词 must ought to need to have to should not
  • however P3 论证逻辑连接词 but yet although nevertheless on the other hand
  • We are responsible for P3 立场表态词 It is our duty to We have an obligation to We must take responsibility for It is imperative that we We cannot ignore
  • need to P4 立场表态词 must require it is essential to it is vital that demands that we
  • Before you P4 观点引导词 If you When you You should You must You need to
  • The good news P4 立场表态词 The bad news Fortunately Unfortunately Thankfully Regrettably
SENTENCE INSIGHTS · 句子精讲

13 句真题句逐层精讲

下列真题句各有独立的句子解析页——中文翻译、结构树逐层拆解、成分与时态、考点讲解与真题高频词。点击句子进入完整解析。

FAQ · 常见问题

关于 2022年12月英语六级真题第2套 Part II Section C (2) 的常见问题

2022年12月英语六级真题第2套 Part II Section C (2) 文章的主旨是什么?
偏见是在没有充分了解的情况下对某人或某事做出判断,通常基于谣言或不完整的信息。文章会造成有害的分裂并阻碍理解。我们应该批判性地审视自己的态度,寻求亲身了解而非接受他人观点,用教育和合作取代偏见。(英文表述:Prejudice is judging someone or something without adequate knowledge, often based on myths or incomplete information. It creates harmful divisions and prevents understanding. We should examine our attitudes critically, seek personal knowledge rather than accepting others' opinions, and replace prejudice with education and cooperation.)
2022年12月英语六级真题第2套 Part II Section C (2) 文章是什么体裁?难度如何?
体裁为议论文,作者立场是积极支持(Critical of prejudice and advocating for understanding)。CEFR 难度 B2,全文 406 词、4 段;在英语六级全部 593 篇真题文章中,B2 级共 233 篇(占 39%)。
2022年12月英语六级真题第2套 Part II Section C (2) 文章的篇章结构是怎样的?
全文 4 段按议论文骨架分为 4 个意群:引言 · 第1段——偏见的定义与形成机制;分论点 · 第2段——偏见的双向性与危害基础;分论点 · 第3段——偏见的危险升级与实际后果;结论 · 第4段——破解偏见的行动方案。
2022年12月英语六级真题第2套 Part II Section C (2) 文章的作者态度是什么?
作者态度是积极支持(Critical of prejudice and advocating for understanding)。判断路径:首段警示词定调 → 问题展开占比 → 结尾建设性方案 → 问题-方案说服架构;文中的态度信号词包括 dangerous(第1段)、keep us from(第2段)、should(第3段)、good news(第4段)、we can replace(第4段)。
2022年12月英语六级真题第2套 Part II Section C (2) 文章中有哪些值得积累的生词?
按文中出现顺序共 4 个:superiority(优越感;认为自己优于他人的心态)、myth(谬见;未经证实的错误观念;虚假传说)、adequate(充分的;足够的)、promotion(晋升;提拔;提升),每个词的词义都可以由文中上下文线索推断得出。

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