(9)句子的平衡原则：指句子结构的平衡，经常由并列连词或词组来保持平衡，如：and, but, or, not only... but also..., neither...nor..., either...or...等。
3. 完形填空的词语搭配包括习惯用法意义上的搭配，这是常见的题型；也包括如动宾关系之类的搭配，要求考生不仅能正确理解语意，还要根据语感选择适当的词汇。
4.完形填空题作为短文层次上的完形填空，要求考生把词法和句法篇章结构联系起来，培养语篇分析能力，包括分析语篇的层次，使各层次之间的语意明确；也包括分析文章内部纽带，主要是语意逻辑的联系。句子的逻辑关系决定连接词的用法：文章如果没有逻辑关系，没有适当的逻辑连接词就会语意不清，无法构成篇章。完形填空中的逻辑连词由文章内在的逻辑关系决定，只有正确理解以后，才能选择正确的逻辑连接词。常见的逻辑连接词有：
A.表示转折或让步关系：however, yet, nevertheless, in spite of, although等；
B.表示补充或递进关系：besides, in addition, moreover, furthermore等；
C.表示因果关系：because, as, since, as a result, now that, accordingly, consequently, hence等；
D.表示比较、对比关系：in comparison, just as, in contrast, conversely, on the contrary, while等；
E.表示条件关系：if, unless, provided等；
F.表示逻辑关系：for example, firstly, next, namely, to start with, that is等。
四、解题步骤和高分策略
1.解题步骤
(1)细读首句，启示全文
前面我们已经提到完形填空文章的特点之一就是文章首句一般不留空，且往往是主题句,因此它应该是了解文章全貌的“窗口”。细读首句可以帮助考生判断文章体裁，推测文章大意，对理解全文起着重要的启示作用。
(2)通读全文，掌握大意
在答题之前，要把短文从头到尾快速阅读一遍，以便从整体上感知全文，掌握大意。注意文中的暗示，努力抓住关键词，体验猜词的思路与方法。
(3)瞻前顾后，先易后难
瞻前顾后即前后观察，对空格前后句子作深入分析，确定空格在句中的意思。选择时，一般从以下几个方面着手：利用上下文线索或逻辑推理作出选择；根据所学的语法规则、结构知识、习惯用法及修辞等作出选择；寻找信息词，包括上下文出现过的关键词；若碰到一时难以确定的选项，要放一下，先做其他题，后面可能会提供线索，或等全部做完以后，再回头解决；也可采用排除法或凭语感作出选择。
(4)复核全文，消除疏漏
填空全部做完之后，再从头至尾把文章读一遍，从文章的整体结构出发检查一遍，从意义和语法两个角度仔细权衡，检查句与句之间、段与段之间是否一致、连贯，以便弥补疏漏。对于个别难度较大的空格，可以凭借自己的语感，坚持第一感觉选择的最佳答案。
2.高分策略
(1)考生要全面复习掌握语法知识，并且要能在实践中识别语法现象。历年的考试结果说明虽然考生的语法知识结构不差，解答偏题、难题的能力也不低，但实际答题效果并不理想。如何将语法知识运用于解决实际问题应是考生复习的主要目的。因此不应只死记硬背一些特殊的语法现象，而应扎实地掌握好基础语法知识，以不变应万变。考生可参考本书后面所附的对语法知识的总结。
(2)既然词汇是历年考查的重点，而测试范围在《英语考试大纲》所规定的5,300多词汇和短语之内，因此要掌握好词汇及其用法是要下一番工夫的，单靠背诵词汇表，掌握词汇的拼写和汉语释义是远远不够的，提倡通过看词典中的例句或做习题(即通过上下文)的方式来记忆词汇及其搭配。大部分考生因为不熟悉词汇的搭配而不能将已“掌握”的词汇运用到语言表达中去。
(3)完形填空题首先检验的是阅读能力，因此考生要善于识别上下文的提示，确定句与句之间的关系。我们知道完形填空题的短文是一个意义完整的语篇，它围绕着一个话题展开，那么文章中词语的重复和替代现象是不可避免的，所以考生可以利用上下文寻找相关线索帮助解题，有时只需将文章中的词语或短语照搬即可。通过阅读上下文，考生还可以把握短文的连贯性和篇章结构，关注句际之间的逻辑关系。在对语言把握不准时，考生要学会用常识来帮助解题。当然，应试技巧只能起到辅助作用，只有牢固掌握英语知识才能将其运用自如。
接下来，我们就通过对2002年真题的解析来帮助您熟悉该题型的特点及应对策略。
2002年真题：
Comparisons were drawn between the development of television in the 20th century and the diffusion of printing in the 15th and 16th centuries. Yet much had happened 1 . As was discussed before, it was not 2 the 19th century that the newspaper became the dominant pre-electronic 3 , following in the wake of the pamphlet and the book and in the 4 of the periodical. It was during the same time the communications revolution 5 up, beginning with transport, the railway, and leading 6 through the telegraph, the telephone, radio, and motion pictures 7 the 20th-century world of the motor car and the airplane. Not everyone sees that process in 8 . It is important to do so.
It is generally recognized, 9 , that the introduction of the computer in the early 20th century, 10 by the invention of the integrated circuit during the 1960s, radically changed the process, 11 its impact on the media was not immediately 12 . As time went by, computers became smaller and more powerful, and they became “personal” too, as well as 13 , with display becoming sharper and storage 14 increasing. They were thought of, like people, 15 generations, with the distance between generations much 16 .
It was within the computer age that the term “information society” began to be widely used to describe the 17 within which we now live. The communications revolution has 18 both work and leisure and how we think and feel both about place and time, but there have been 19 views about its economic, political, social and cultural implications. “Benefits” have been weighed 20 “harmful” outcomes. And generalizations have proved difficult.
