在文章傍邊，“由于”引導的內容，往往是一段陳述或襯托，“所以”引導的內容，才是定論和總結。所以速覽時，咱們可以暫且把“原因”的部分略過，先看“成果”的部分，然后減省掌握文章要點的時刻。 引出“原因”的常用表達：because, because of, as a result of, result of, due to, thanks to, owing to, since, for, grateful for等，如： “Since employees have different needs, what acts as a reinforcement for one may not for another.” (劍橋雅思真題6, Test 3, Reading Passage 2) “Since”地點的前半句是原因，要害看后半句的成果（定論）。 引出“成果”的常用表達：so, therefore, hence, thus, result in, lead to, consequently, as a result等，如： “Such findings suggest that one person’s equity is another’s inequity, so an ideal should probably weigh different inputs and outcomes according to employee group.” (劍橋雅思真題6, Test 3, Reading Passage 2) ：要點看“so”地點的后半句； “Speech is often unclear and ambiguous. Where possible, therefore, the recording has to be supplemented by the observer’s written comments on the non-verbal behaviours of the participants, and about the context in general.” (劍橋雅思真題4, Test 3, Reading Passage 3)：要點看“therefore”地點的第二句。
“退讓”的內容再奢華，都敵不過一個“可是”。這個道理很顯淺，就不多作解說了。而快速閱覽文章時，咱們就可以暫且只看“轉機”部分的內容。反之，遇到“退讓”的內容，咱們則可暫時疏忽不看。 （1）常見表“轉機”的說法 常見表“轉機”的說法還有：but，however，nevertheless，yet，nonetheless等，如： “Down the centuries, thousands of wells were constructed throughout northwestern India, but the majority have now fallen into disuse…” (劍橋雅思真題10, Test 1, Reading Passage 1) ：無論前面說了什么，也改動不了“the majority (of wells)”被棄用的實際。要點顯然在轉機詞“but”之后。
（2）引導“退讓”的常用說法 引導“退讓”的常用說法有：whereas，although，though，while，whereas，despite，in spite of，for all等，如： “Whereasmost exercises are designed to build up strength or endurance, plyometrics focuses on increasing power – the rate at which an athlete can expend energy.” (劍橋雅思真題4, Test 4, Reading Passage 1) “whereas”地點的半句為退讓狀語從句，要點看另一個半句（轉機的內容）。 遞進聯系，看后邊 所謂遞進，即前后保持一致意見的情況下，后者在態度和語氣上更進一步。故，讀懂后者，即可得知前者。速覽文章時，要點先讀遞進后邊的內容。 常見表達“遞進”的說法有：furthermore，moreover，not only…but also…，in addition等，如： “The psychiatrists felt that ‘most subjects would not go beyond 150 volts’ and they further anticipated that only four per cent would go up to 300 volts. Furthermore, they thought that only a lunatic fringe of about one in 1,000 would give the highest shock of 450 volts. ” (劍橋雅思真題5, Test 1, Reading Passage 2) 即便不讀前面的語句，光靠“Furthermore”后邊遞進的內容也可知，精神病學家預測：會執行高伏電擊的人是少之又少的。 承上： 以“代詞”或“所以”為最初的階段首句，一般都是接受或總結上一段話的內容。憑借這樣的語句，可以得知上一段話的內容要點。如： “代詞”最初： “These research findings are exciting. There is growing evidence in New Zealand that…” (劍橋雅思真題5, Test 3, Reading Passage 1) 這是文中最終一段的最初。 從首句的代詞“These”可知，首句是對上一段內容的接受，并可知上一段敘述的是一些“exciting research findings”。 “所以”最初： “Thus ageing and death should not be seen as inevitable, particularly as the organism possesses many mechanisms for repair. It is not, in principle, necessary for a biological system…” (劍橋雅思真題8, Test 3, Reading Passage 3) 從階段首句的“Thus”可知，首句是對上一段內容的接受，而并非本段內容的要點。 啟下：“問句”和“量詞+復數詞”通常是引出下文，經過它們能了解地點階段或緊隨其后的階段的內容要點。如： “問句”： “What were the actual results? (借此問句可知本段的要點是“actual results”)Well, over 60 per cent of the teacher-subjects continued to obey Milgram up to the 450-volt limit in repetitions of the experiment in other countries, the percentage of obedient teacher-subjects was even higher, reaching 85 per cent in one country. How can we possibly account for this vast discrepancy between what calm, rational, knowledgeable people predict in the comfort of their study and what pressured, flustered, but cooperative ‘teachers’ actually do in the laboratory of real life? (最終的問句提醒，后邊階段的要點內容是解說“this vast discrepancy”的原因)”(劍橋雅思真題5, Test 1, Reading Passage 2)
“量詞+復數詞”：“Yet opinion polls suggest that many people nurture the belief that environmental standards are declining and four factors seem to cause this disjunction between perception and reality.” (劍橋雅思真題5, Test 1, Reading Passage 3) “four factors”告訴咱們，接下來的階段中，要點應該是關于這四種要素的描繪。
遇到“What”時請仔細看 “what”常常用作表目的或具總結性的語句的最初，因此，遇到what最初的語句要多看兩眼，如： “…If the subject was still reluctant to proceed, Milgram said that it was important for the sake of the experiment that the procedure be followed through to the end. His final argument was ‘you have no other choice. You must go on’. What Milgram was trying to discover was the number of teacher-subjects who would be willing to administer the highest levels of shock, even in the face of strong personal and moral revulsion against the rules and conditions of the experiment.” (劍橋雅思真題5, Test 1, Reading Passage 2) 原文中，此段很長，但全部都僅僅屬于一次試驗過程的描繪。最終才以“what”為最初的語句，總結性地道出了試驗的目的，使得此句成為全段要點。 以上五個方法你都get了嗎？掌握好這些“邏輯信號詞”，閱覽速度一目十行不是夢！么么扎~