【译文】这或许是对学生写作能力的尖锐批评，但也反映了教师的悲哀—他根本没读过这篇文章，而文章里包含了学生内心感受的优美表达。
【析句】多重复合句，句子主干为It may have been a sharp criticism..., but it was a sad refection of the teacher, but连接两个成转折关系的句子，其中，后句又包含两个从句：who had omitted to read the essay作定语从句修饰the teacher,而which引导非限制性定语从句修饰前面的句子。
2. The teacher was not wrong to draw attention to the errors, but if his priorities had centered on he child's ideas, an expression of his disappointment with the presentation would have given the pupil more motivation to seek improvement. (1991. 阅读. Text 1)
【译文】教师关注错误不可厚非，但如果他更重视学生的想法的话，那么他表现出的失望本可以激发出学生更大的动力去改进。
【析句】本句的主干与例句一相似，都是由but连接两个句子，后句中，if his priorities had centered on...为条件状语从句，主句an expression of his disappointment would have given...。注意后句的时态搭配，主句would have given为虚拟式，从句用had centered on过去完成时。
3. In 1862 Congress authorized two western railroad companies to build lines from Nebraska westward and from California eastward to a meeting point, so as to complete a transcontinental crossing linking the Atlantic seaboard with the Pacific. (1991. 阅读. Text 4)
【译文】1862年国会批准两家西部铁路公司修建从内布拉斯加往西和加利福利亚向东汇合的铁路，以便建成横跨大陆连接大西洋海岸和太平洋的十字路口。
【析句】本句结构比较简单，只有一个较长的句子Congress authorized two western railroad companies,so as to complete...为目的状语。难点在于from Nebraska westward and from California eastward的理解，很多同学理解成Nebraska西部和California东部，实际上，westward/eastward这里是形容词，意为“向西/向东”。
