职称英语阅读：文章主旨分析技巧
与掌握所读材料的主旨和大意类似，领会作者的观点、意图和态度也是阅读理解题中较难解答的问题。回答这类题首先要在阅读过程中注意体会和觉察作者的观点、意图和态度。这种信息有时是直接表达的，但更多的是间接、含蓄的流露。不过，作者的这种主观情感和态度往往和全文的主题和要点相关联。所以，在根据主题和主旨的同时，应注意揣测作者的观点、意图和态度。
下面是这类题的一些常用的提问方式：
1. The authors main purpose in this passage is
2. The authors purpose of writing this passage is __
3. In this passage the authors attitude toward ……could best be described as
4. What is the authors attitude toward
5. The authors main thought is that __
6. The author probably feels that
7. The author appears to feel that
8. Which of the following does the author want to illustrate in discussing ……？
9. In this passage the author looks on …… with an attitude of
10. What is the tone of the passage？
11. What is the authors opinion about ……？
12. The author uses the example of…… to show that ________
例1
I entered the hotel managers office and sat down. I had just lost ￡50 and I felt very upset. "I left the money in my room，" I said， "and its not there now." The manager was sympathetic， but he could do nothing. "Everyones losing money these days." he said. He started to complain about this wicked world but was interrupted by a knock at the door. A girl came in and put an envelope on his desk. It contained ￡50. "I found this outside this gentlemans room." she said. "Well， "I said to the manager， "there is still some honesty in this world！"
1. What did the writer believe had happened to his money？
A. He had left his money in the managers office.
B. Someone had stolen his money.
C. The manager had the money.
D. The girl had stolen the money.
作者说：“I left the money in my room，and its not there now”，这句话的含义就是 “He believed that someone had stolen his money”。因此，选项B是正确答案。
例2
We find that bright children are rarely held back by mixed-ability teaching. On the contrary， both their knowledge and experience are enriched. We feel that there are many disadvantages in streaming pupils. It does not take into account the fact that children develop at different rates. It can have a bad effect on both the bright and the not-so-bright child. After all， it can be quite discouraging to be at the bottom of the top grade！
Besides， it is rather unreal to grade people just according to their intellectual ability. This is only one aspect of their total personality. We are concerned to develop the abilities of all our pupils to the full， not just their academic ability. We also value personal qualities and social skills， and we find that mixed-ability teaching contributes to all these aspects of learning.