1006G[REBORN FROM THE ASHES组]备考日记 by miki7cat——不愿后悔莫及

miki7catUID：2533330

【Fundamental Course of Writtng】基础写作每日一讲 笔记(1)-(5)

（1）20 Questions for Writers
https://bbs.gter.net/bbs/thread-930785-1-1.html

effective writing 的重要性： 占据2/3之多的分数
上层建筑： 做好introspect和retrospect

首先，并不是20问的每一个问题都可以套用在某个题目上。其次，我认为20问最终要达到的目标并不是看到一个题目就啪啪啪背出这20个问题然后依次回答，而是培养一种由浅及深的思维习惯，因此括号里的内容才是关键。通过总结这20问，虽然分类有点牵强，但是我觉得应该就是这样一个思维过程：
1、
明确定义
What does X mean? (Definition)
2、
内部进程（组成、特征、发展进程）
What are the various features of X? (Description)
What are the component parts of X? (Simple Analysis)
How is X made or done? (Process Analysis)
How should X be made or done? (Directional Analysis)
What is the essential function of X? (Functional Analysis)
3、
外部因素（前因、后果、外部特征、人）
What are the causes of X? (Causal Analysis)
What are the consequences of X? (Causal Analysis)
What are the types of X? (Classification)
How is X like or unlike Y? (Comparison)
What is the present status of X? (Comparison)
What is the significance of X? (Interpretation)
What are the facts about X? (Reportage)
How did X happen? (Narration)
What kind of person is X? (Characterization/Profile)
4、
个人态度
What is my personal response to X? (Reflection)
What is my memory of X? (Reminiscence)
What is the value of X? (Evaluation)
What are the essential major points or features of X? (Summary)
What case can be made for or against X? (Persuasion)

（2）Writing Anxiety
https://bbs.gter.net/bbs/thread-931194-1-1.html

l
a moderate level of anxiety is helpful and production

在考场上比较适用的几条：
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Focus your energy by rehearsing the task in your head.
（针对AW，应该或许可以通过读direction来集中精力。）
l
Consciously stop the non-productive comments（没用的思路）running through your head by replacing them with productive ones.
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Stretch & Breathe deeply
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Use a calming word or mental image to focus on while relaxing. If you choose a word, be careful not to use an imperative. Don't command yourself to "Calm down!" or "Relax!"

（3）Writer's Block
https://bbs.gter.net/bbs/thread-931466-1-1.html

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没有准备过的题目：Write down all the primary ideas you'd like to express and then fill in each with the smaller ideas that make up each primary idea. This can easily be converted into an outline
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遇到讨厌的题目：Choose a particular aspect of the topic you are interested in (if the writing situation will allow it...i.e. if the goal of your writing can be adjusted and is not given to you specifically, or if the teacher or project coordinator will allow it)
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不想写：Resign yourself to the fact that you have to write
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担忧和过度紧张：跟第2讲相同
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对自己的文章没有信心，觉得表达不好（！！！）
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assure yourself that the first draft doesn't have to be a work of genius, it is something to work with.
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Force yourself to write down something, however poorly worded, that approximates your thought (you can revise this later) and go on with the next idea.
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Break the task up into steps. Meet the general purpose first, and then flesh out the more specific aspects later.
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Begin in the Middle---Start writing at whatever point you like. Save the introduction until later when they have a clearer idea of what the main idea and purpose of the piece will be.
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Talk out the Paper---
Talking will be helpful because you'll probably be more natural and spontaneous in speech than in writing. Your listener can ask questions and guide you as you speak, and you'll be more likely to relax and say something unpredictable than if that you were sitting and forcing yourself to write.
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Tape the Paper---
Talk into a tape recorder, imagining your audience sitting in front of you.
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Change the Audience---
Pretend that you're writing to someone who needs to have you explain your paper's topic slowly and clearly. Changing the audience can clarify your purpose and can also make you feel more comfortable and help you write more easily.
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Play a Role---
Pretend you are someone else writing the paper. Consider being someone in another time period, or someone with a wildly different perspective from your own. Pulling yourself out of your usual perspective can help you see things that are otherwise invisible or difficult to articulate, and your writing will be stronger for it.

（4）start to write
https://bbs.gter.net/bbs/thread-932138-1-1.html

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Ask yourself what your purpose is for writing about the subject. There are many "correct" things to write about for any subject, but you need to narrow down your choices.
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Ask yourself how you are going to achieve this purpose. How, for example, would you achieve your purpose if you wanted to describe some movie as the best you've ever seen? Would you define for yourself a specific means of doing so? Would your comments on the movie go beyond merely telling the reader that you really liked it?
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Start the ideas flowing.
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Brainstorm. Gather as many good and bad ideas, suggestions, examples, sentences, false starts, etc. as you can. Perhaps some friends can join in. Jot down everything that comes to mind, including material you are sure you will throw out. Be ready to keep adding to the list at odd moments as ideas continue to come to mind.
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Talk to your audience, or pretend that you are being interviewed by someone -- or by several people, if possible (to give yourself the opportunity of considering a subject from several different points of view). What questions would the other person ask? You might also try to teach the subject to a group or class.
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See if you can find a fresh analogy that opens up a new set of ideas. Build your analogy by using the word like. For example, if you are writing about violence on television, is that violence like clowns fighting in a carnival act (that is, we know that no one is really getting hurt)?
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Take a rest and let it all percolate.
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Nutshell your whole idea. Tell it to someone in three or four sentences.
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Diagram your major points somehow. Make a tree, outline, or whatever helps you to see a schematic representation of what you have. You may discover the need for more material in some places.
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Write a first draft.
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Then, if possible, put it away. Later, read it aloud or to yourself as if you were someone else. Watch especially for the need to clarify or add more information. You may find yourself jumping back and forth among these various strategies. You may find that one works better than another. You may find yourself trying several strategies at once. If so, then you are probably doing something right!

（5）Writing With Computers
https://bbs.gter.net/bbs/thread-932417-1-1.html

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Remember to save your files often and make a backup copy of the file, even when you've carefully saved it. Disks can fail and not open, and files can be deleted or lost.
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Planning
n
freewriting---
If freewriting or brainstorming is a useful invention strategy for you, do either invention strategy on a computer using word processing software. You can then cut and paste parts of those planning notes into a draft as needed.
n
writing an e-mail message---
Use that e-mail message to test ideas as you would in a conversation with peer group members or a tutor. Encourage the person who receives the e-mail to ask you questions that help you clarify your ideas.
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making an outline---
Set up headings for an outline in large bold letters. Later, as you go back and fill in the subheadings and sub points, you will be able to see the larger structure of the paper.
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planning visually---
Use a drawing or painting program to do some visual planning. To do some clustering, put a topic word or phrase in a circle in the middle of the page and then surround that circle with clusters of related ideas (also in circles). Use lines to connect these ideas to the main idea or to other sub-ideas. To try branching, another visual planning strategy, put the main idea at the top of the page and then list sub-ideas underneath the main idea with related points for each sub-idea branching off.
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keeping a journal---
If keeping a journal helps you, start a journal file for each assignment and include thoughts and questions that occur to you as you proceed through the writing. Include a plan for how you will proceed through the assignment, and if there are stages or steps to complete, write a "to do" list. Include phrases and ideas that occur to you and that may fit into the paper later with some cutting and pasting from one file to another. You may want to insert page breaks for different sections or thoughts.
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Drafting
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creating a scrap file---
As you start an assignment, make two separate files, one for the assignment itself and the other for scraps of writing that you will be collecting. As you write (or plan) use the scrap file to cut and paste anything that doesn't seem to fit in as you write. This scrap file can be a very useful storage space for material that should be deleted from the paper you are writing now but that may be useful for other writing assignments. You may also want a separate file for keywords, words that come to mind and that can be used when needed or phrases that may come in handy as section headings in your paper.
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splitting screens---
If you are using a Macintosh or Windows, you can have multiple files visible on your screen at the same time. Consider this strategy if it helps you to look at one bit of information while trying to create another. One box on the screen can display your outline or visual planning while another can display your draft. Or, you can keep your scrap file visible while writing a draft. Remember that you can cut, copy, and paste between files.
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adding notes---
As you gather material from your reading (or want to save comments to yourself about something you've written), develop a method to store this kind of material that you may or may not use. For example, put parentheses around material that might not stay in a later draft, or use bold lettering, or make use of a word processing feature that permits you to store material as notes. Be sure to delete this material when you are sure you no longer want it.
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Organizing
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mixing up the order of paragraphs or sentences---
Make a new copy of your file. Then, in the new file, use the cut-and-paste feature to move paragraphs. You may see a better organizing principle than the principle you had been using. Do the same with sentences within paragraphs.
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checking your outline---
Look again at the bold-lettered headings of the outline you made during planning (or create one now), and reassess whether that outline is adequate or well organized.
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(!!!)staying on topic in every paragraph---
Put your topic sentence at the top of each paragraph to keep the sentence in mind and not lose track of your topic.
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Revising
n
starting at the beginning of the file---
Each time you open a file, you are at the beginning of the draft. Start there when you are drafting and revising and read until you come to a section where you will be working. That rereading has several advantages for you. It helps you get back into the flow of thought, and it permits you to review what you've written so that you can revise as you read forward. But be careful not to get caught up in endless revising of the beginning of the paper, especially if like some writers, you find that you need to write the whole paper before you can write the introduction.
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renaming a file---
Each time you open your file, save it as a different file so that you always know which is the most recent version you've worked on. If your first draft is Draft I, the next time you open that file, save it as Draft II.
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saving copies of material to cut and paste---
When you are moving large blocks of text, highlight what you are going to move and make a copy for your clipboard before moving. If you lose the portion you are moving, you still have a copy available.
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printing out hard copies to read---
It may help you to look at a printed copy of your paper as you revise, so you can see the paper's development and organization.
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resisting the neat appearance of a printout---
If you print out a draft of your paper, resist the temptation to hand in that draft because it looks neat and seems to have a finished appearance.
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using page or print view to check paragraphs---
Switch to the page or print view so that you can see the whole view of each page on screen. Do the paragraphs look to be about the same length? Does one look noticeably shorter than the others? Does it need more development? Is there a paragraph that seems to be disproportionately long?
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highlighting sentence length---
Make a copy of your main file and, using that copy, hit the return key after each sentence so that each looks like a separate paragraph. Are all of your sentences the same length? Do they all start the same way and need some variety?
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Editing and Proofreading
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using online tools---
A number of online tools exist, such as spell checkers, grammar checkers and style analyzers, but grammar and style checkers are not effective. Distinguishing between appropriate advice and inappropriate advice is difficult and a style checker relies on rules you may not be familiar with. Some word processing programs include a thesaurus which is useful for looking up synonyms for words you've been using too much or for finding more specific words than the ones you have used.
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(!!!)changing the appearance of key features of your writing---
Change active verbs to bold letters, put passive constructions in italics, use larger fonts for descriptive words, underline your thesis statement, and so on. By changing the appearance of these features, you may see that you have too many passives or that you don't have many descriptive words.
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editing on hard copy---
It may be easier for you to print out a draft and mark it for editing changes. If you do, put marks in the margins to indicate lines where changes are to be made, so you can easily find them again.

miki7catUID：2533330

【SU & SY SO】语法讲座 笔记

第一期——主谓一致
https://bbs.gter.net/bbs/viewthread.php?tid=959505&highlight=

对我自己很有帮助的几条：

1.表示时间、距离、金钱、重量、数量等名词作主语——表示时间、距离、金钱、重量、数量等名词的复数作主语时看作一个整体，谓语动词要用单数。

2.由and连接的并列主语——由and连接的并列主语表示同一概念时，只有一个定冠词the，谓语动词用单数，表示不同的概念时谓语动词用复数。

3.就近原则：neither…nor…/either…or…/not only…but also…/not…but…/there be之后的并列主语

4.this kind of/a piece of/this pair of/a bag of/a box of等短语作主语，谓语动词的单复数由这些短语中的名词决定，而与它们所修饰的名词无关。

5.all of/most of/half of/the rest of/a lot of/some/any+名词作主语时，要根据后面的名词确定谓语动词的单复数。

疑问：我觉得"The majority of the students likes English. "这句应该用like，比较一下随后的那个例句Most of the students are taking an active part in sports. 两句从主谓一致上来讲应该是相似的吧。


第二期——情态动词
https://bbs.gter.net/bbs/viewthread.php?tid=960678&highlight=

1、情态动词不能表示正在发生或已经发生的事情，只表示期待或估计某事的发生。
2、could表示委婉，否定或疑问句中表示推测或怀疑，不表示时态
3、成语： may/might as well，后面接不带to 的不定式，意为"不妨"。(If that is the case, we may as well try.)
4、must表示对过去某时正发生的事情的推测，must 后面要接不定式的完成进行式。
5、否定推测用 can't/couldn’t
6、表示要求，命令时，语气由 should（应该）、had better最好）、must（必须）渐强。
7、need和dare 这两词既可做实义动词用，又可做情态动词用。作为情态动词，两者都只能用于疑问句，否定句和条件句。 need 作实义动词时后面的不定式必须带to，而dare作实义动词用时, 后面的to 时常可以被省略。
8、can 这样语气过于绝对的表达最好换成may/ will, 或者是语气更委婉的might/would probably等，同时还要搭配一定程度的副词.
9、至于must, 因为语气实在强硬，所以一般在社会性的问题的论述上我们要慎用，建议多换成need/ shall/ be to do 或者是be expected to do形式。


第三期——冠词、数词
https://bbs.gter.net/bbs/viewthread.php?tid=960977&highlight=

定冠词
1.用在世界上独一无二的事物前
2.用在江河、湖泊、海洋、山脉、群岛等的名称前。
3.用在乐器前面。
4.当名词被一短语或从句所修饰时，该名词前用冠词。
5.用在表示方向的名词前。
6.在单数可数名词前表示一类人或物。


零冠词
1.在星期，月份，季节，节日前。如果月份，季节等被一个限定性定语修饰时，则要加定冠词
2.在学科名称，三餐饭和球类运动名称前


数词
1.序数词在句中同样可做主语、表语、定语、状语等。
2.表示两倍时用twice，表示三倍以上的倍数时用times。
3.a+单数名词+or two做主语，谓语动词用单数形式。one or two+复数名词，谓语动词用复数形式。


第四期——虚拟语气
https://bbs.gter.net/bbs/viewthread.php?tid=960998&highlight=

总结一下什么时候用虚拟语气：
1、If的虚拟
2、need做情态动词时的虚拟
3、It is high time that+虚拟语气
4、insist, demand, suggest, propose, order, require, decide, ask, request, command等表示命令、建议、要求，要用虚拟语气(should) do。以名词形式出现（如以表语从句，同位语从句形式出现）时，后面的that从句仍然要采用虚拟语气
5、as if , as though, but for, otherwise, without, wish, if only, for fear that, unless, in case, lest表示与事实相反或者难以实现的事情
6、It is important/ necessary/ proper/ imperative/ essential/ advisable等 + that必须要用虚拟语气(should) do


第五期——倒装
https://bbs.gter.net/bbs/viewthread.php?tid=961473&highlight=

以下是我理解的倒装：倒装就是将要强调或者让步的成分置于句首，之后主谓颠倒。如果是时间状语的话，因为本身就可以放在句首，所以不是强调状语的话，就不倒装；强调状语则状语之后主谓倒装。比如例句中：
After the banquet came a firework display in the garden.这句是强调烟花表演的时间，所以倒装。
如果不强调时间，只是陈述句，我觉得正常语序这句话也应该能通：
After the banquet a firework display came in the garden.


第六期——从句
https://bbs.gter.net/bbs/viewthread.php?tid=961830&highlight=

其他从句都好说，我一直都觉得同位语从句特别难以辨认，尤其是因为过长被放在谓语后面的时候。

同位语从句用于对前面出现的名词作进一步说明，一般用连词that引导，由于先行名词的意义不同，也可用whether, who, when, where, what, why, how等引导。常见的先行名词有fact,idea,belief,news,hope,conclusion,evidence,suggestion,order,problem,report,decision.有时由于谓语较短，将同位语从句位于谓语之后。


第七期——名词
https://bbs.gter.net/bbs/viewthread.php?tid=962407&highlight=

以前不知道的：

1) 以y结尾的专有名词，或元音字母+y 结尾的名词变复数时，直接加s变复数：
　
如：　two Marys   /   the Henrys

monkey---monkeys　 holiday---holidays
　比较：
层楼：storey ---storeys　 story---stories

2) 以o 结尾的名词，变复数时：
a. 加s，如： photo---photos
                  piano---pianos
　　　　　　 radio---radios　
　               zoo---zoos；
b. 加es，如：potato--potatoes　tomato--tomatoes(这类还有其他的吗？)
c. 均可，如：zero---zeros / zeroes

名词相关需要注意的问题：
1、专有名词
2、集合名词
3、单复同型的名词
4、主谓一致



第八期——代词
https://bbs.gter.net/bbs/viewthread.php?tid=974025&highlight=


第九期——动词的时态
https://bbs.gter.net/bbs/viewthread.php?tid=974035&highlight=


第十期——连词
https://bbs.gter.net/bbs/viewthread.php?tid=974236&highlight=
and, but, or, nor, so, therefore, yet, however, for, hence, as well as, both…and, not only…but also, either…or, neither…nor, (and)then


第十一期——动词、动词语态
https://bbs.gter.net/bbs/viewthread.php?tid=974250&highlight=


第十二期——动词不定式、分词、动名词
https://bbs.gter.net/bbs/viewthread.php?tid=974260&highlight=


第十三期——独立主格、特殊词
https://bbs.gter.net/bbs/viewthread.php?tid=974273&highlight=


第十四期——Active and Passive Voice
https://bbs.gter.net/bbs/thread-981176-1-1.html
Using active voice for the majority of your sentences makes your meaning clear for readers, and keeps the sentences from becoming too complicated or wordy. Even in scientific writing, too much use of passive voice can cloud the meaning of your sentences.
Sentences in active voice are also more concise than those in passive voice because fewer words are required to express action in active voice than in passive.

Choosing Passive Voice

While active voice helps to create clear and direct sentences, sometimes writers find using an indirect expression is rhetorically effective in a given situation, so they choose passive voice.

Also, writers in the sciences conventionally use passive voice more often than writers in other discourses. Passive voice makes sense when the agent performing the action is obvious, unimportant, or unknown or when a writer wishes to postpone mentioning the agent until the last part of the sentence or to avoid mentioning the agent at all. The passive voice is effective in such circumstances because it highlights the action and what is acted upon rather than the agent performing the action.


第十五期——Apostrophe & Hyphens
https://bbs.gter.net/bbs/thread-981645-1-1.html
Apostrophe
The apostrophe has three uses:
1.to form possessives of nouns
2.to show the omission of letters
3.to indicate certain plurals of lowercase letters:Apostrophes are used to form plurals of letters that appear in lowercase; here the rule appears to be more typographical than grammatical, e.g. "three ps" versus "three p's." To form the plural of a lowercase letter, place 's after the letter. There is no need for apostrophes indicating a plural on capitalized letters, numbers, and symbols (though keep in mind that some editors, teachers, and professors still prefer them).

Hyphen
1.Use a hyphen to join two or more words serving as a single adjective before a noun:
a one-way street
chocolate-covered peanuts
well-known author
However, when compound modifiers come after a noun, they are not hyphenated:
The peanuts were chocolate covered.
The author was well known.

2.Use a hyphen with compound numbers:
forty-six
sixty-three
Our much-loved teacher was sixty-three years old.

3.Use a hyphen to avoid confusion or an awkward combination of letters:
re-sign a petition (vs. resign from a job)
semi-independent (but semiconscious)
shell-like (but childlike)

4.Use a hyphen with the prefixes ex- (meaning former), self-, all-; with the suffix -elect; between a prefix and a capitalized word; and with figures or letters:
ex-husband
self-assured
mid-September
all-inclusive
mayor-elect
anti-American
T-shirt
pre-Civil War
mid-1980s

5.Use a hyphen to divide words at the end of a line if necessary, and make the break only between syllables:
pref-er-ence
sell-ing
in-di-vid-u-al-ist

6.For line breaks, divide already hyphenated words only at the hyphen:
mass-
produced
self-
conscious

7.For line breaks in words ending in -ing, if a single final consonant in the root word is doubled before the suffix, hyphenate between the consonants; otherwise, hyphenate at the suffix itself:
plan-ning
run-ning
driv-ing
call-ing

8.Never put the first or last letter of a word at the end or beginning of a line, and don't put two-letter suffixes at the beginning of a new line:
lovely (Do not separate to leave ly beginning a new line.)
eval-u-ate (Separate only on either side of the u; do not leave the initial e- at the end of a line.)


第十六期——Parallel Structure
https://bbs.gter.net/bbs/thread-982348-1-1.html
Parallel Structure

Parallel structure means using the same pattern of words to show that two or more ideas have the same level of importance. This can happen at the word, phrase, or clause level. The usual way to join parallel structures is with the use of coordinating conjunctions such as "and" or "or."

Proofreading Strategies to Try:

·Skim your paper, pausing at the words "and" and "or." Check on each side of these words to see whether the items joined are parallel. If not, make them parallel.

·If you have several items in a list, put them in a column to see if they are parallel.

·Listen to the sound of the items in a list or the items being compared. Do you hear the same kinds of sounds? For example, is there a series of "-ing" words beginning each item? Or do your hear a rhythm being repeated? If something is breaking that rhythm or repetition of sound, check to see if it needs to be made parallel.


第十七期——Commas
https://bbs.gter.net/bbs/thread-982352-1-1.html


第十八期——Dangling Modifiers
https://bbs.gter.net/bbs/thread-982677-1-1.html
Dangling Modifiers and How To Correct Them

A dangling modifier is a word or phrase that modifies a word not clearly stated in the sentence. A modifier describes, clarifies, or gives more detail about a concept.
Having finished the assignment, Jill turned on the TV.
"Having finished" states an action but does not name the doer of that action. In English sentences, the doer must be the subject of the main clause that follows. In this sentence, it is Jill. She seems logically to be the one doing the action ("having finished"), and this sentence therefore does not have a dangling modifier.
The following sentence has an incorrect usage:
Having finished the assignment, the TV was turned on.
"Having finished" is a participle expressing action, but the doer is not the TV set (the subject of the main clause): TV sets don't finish assignments. Since the doer of the action expressed in the participle has not been clearly stated, the participial phrase is said to be a dangling modifier.


第十九期——Capital Letters
https://bbs.gter.net/bbs/thread-982678-1-1.html
If you have a question about whether a specific word should be capitalized that doesn't fit under one of these rules, try checking a dictionary to see if the word is capitalized there.


第二十期——Spelling
https://bbs.gter.net/bbs/thread-982679-1-1.html


第二十一期——HOCs\LOCs （proofreading看细节）
https://bbs.gter.net/bbs/thread-982694-1-1.html
When you are revising your papers, not every element of your work should have equal priority. The most important parts of your paper, often called "Higher Order Concerns (HOCs)," are the "big picture" elements such as thesis or focus, audience and purpose, organization, and development. After you have addressed these important elements, you can then turn your attention to the "Lower Order Concerns (LOCs)," such as sentence structure and grammar.


第二十二期——Sentence Clarity
https://bbs.gter.net/bbs/thread-982697-1-1.html

miki7catUID：2533330

【Fundamental Course of Writtng】基础写作每日一讲 笔记(6)-(11)

（6）thesis statement
https://bbs.gter.net/bbs/thread-932725-1-1.html

l
A thesis statement should---
n
declares what you believe and what you intend to prove. A good thesis statement makes the difference between a thoughtful research project and a simple retelling of facts.
n
expresses the main ideas of your paper and answers the question or questions posed by your paper.
n
offers your readers a quick and easy to follow summary of what the paper will be discussing and what you as a writer are setting out to tell them.
n
is typically located at the end of your opening paragraph.
n
clear, strong, and easy to find
l
An argumentative thesis statement will tell your audience:
n
your claim or assertion
n
the reasons/evidence that support this claim
n
the order in which you will be presenting your reasons and evidence(?)
l
Questions to ask yourself when writing an argumentative thesis statement:
n
What is my claim or assertion?
n
What are the reasons I have to support my claim or assertion?
n
In what order should I present my reasons?
l
主题句的dos and don’ts
n
Dos:表明立场，具体，并且中心明确，表明自己的观点和结论，出现在开头段的末尾，同时提示读者作者的行文思路
n
Don’ts:不要说废话，说空话，说大话，不要出现第一人称（！！！），不要含糊不清。
l
公式：
n
Specific topic + Attitude/Angle/Argument = Thesis
n
What you plan to argue + How you plan to argue it = Thesis
l
检验自己的主题句是否合格
n
是否吸引读者”How?”&”Why?”
n
是否出现了so what问题？
n
是否存在绝对的论调：all/none/every？
n
是否引导了下文分论点？
n
主题句是否可以充分展开论述？
l
如何写出好的主题句
1.
Rank with justification：most important -> least important / least important -> most important
2.
Contrasts of perspectives of sources：Although … the most significant cause/explanation/reason is…
3.
Perception versus reality
4.
Good versus bad reasons
5.
Cause and Effect
6.
Challenge
7.
提出系列问题
l
Thesis Brainstorming
l
A Strong Thesis Sentence:
n
明确表明立场
n
留给大家质疑和讨论的余地
n
表达一个主要观点：because/since/so/although/unless/however
n
具体而不抽象

（7）段落TS和逻辑顺序标志词
https://bbs.gter.net/bbs/thread-933473-1-1.html

l
Topic sentences reveal the main point of a paragraph. They show the relationship of each paragraph to the essay's thesis, telegraph the point of a paragraph, and tell your reader what to expect in the paragraph that follows. Topic sentences also establish their relevance right away, making clear why the points they're making are important to the essay's main ideas. They argue rather than report.
l
Topic sentences and signposts deliver an essay's structure and meaning to a reader, so they are useful diagnostic tools to the writer—they let you know if your thesis is arguable—and essential guides to the reader.
l
TS的形式
n
Sometimes topic sentences are actually two or even three sentences long.
n
There's no set formula for writing a topic sentence. Rather, you should work to vary the form your topic sentences take.
1.
复合句contains both subordinate and independent
2.
提问 Questions are by definition a form of inquiry, and thus demand an answer. Good essays strive for this forward momentum.
3.
桥接 Bridge sentences indicate both what came before and what comes next (they "bridge" paragraphs) without the formal trappings of multiple clauses: "But there is a clue to this puzzle."
4.
Pivots. Topic sentences don't always appear at the beginning of a paragraph. When they come in the middle, they indicate that the paragraph will change direction, or "pivot."

（8）-（11）
https://bbs.gter.net/bbs/thread-933980-1-1.html

（8）段落的逻辑顺序问题
逻辑顺序的排列
一、
principles of organization based on emphasis
1.
Climactic Order: items are arranged from least important to most important . Ascending or climactic order adds power to a paper by leading the reader into increasing tension.
2.
psychological order: you decide what is most important and put it at the beginning or the end; next you choose what is second most important and put it at the end or the beginning (whichever remains); the less important or powerful items are then arranged in the middle.
3.
general-to-specific order
4.
specific-to general order
5.
most-familiar-to-least-familiar
6.
simplest-to-most-complex
7.
order of frequency
8.
order of familiarity
9.
连接词：

a.
more importantly

b.
best of all

c.
still worse

d.
a more effective approach

e.
even more expensive

f.
even more painful than passing a kidney stone

g.
the least wasteful

h.
occasionally,

i.
frequently

j.
regularly
二、
comparing or contrasting two or more viewpoints
1.
If the two views you are discussing are relatively simple to explain and analyze, try a longitudinal method by which you discuss all aspects of view A and then moved on to discuss all aspects of view B.
2.
But suppose that the arguments are getting complicated, and you’re afraid your reader will have forgotten what the first position said about the legitimacy of science
before you have time to discuss it in the second position. In a complex situation,
you’ll need a cross-sectional approach, which deals with both sides of each sub-topic in turn
三、
Logical Order: The Key to Coherent Paragraphs and Essays
四、
Order your examples in a paragraph, for instance, from least to most important. Be sure to use appropriate transitions (first, then, finally) in order to guide your reader.
五、
Another way to organize is by cause and effect: if A caused B, discuss A first, then B.
六、
Still another way is to organize by problem then solution.

处理复杂顺序
一、
What? How? Why
二、
Mapping an Essay


（9）段落内部的句子结构和句子连接
要让读者知道你的下一步怎么写，方法：
1.
use orienting words and phrases: of course/as you know/until now/obviously/normally/previously/everyone is familiar with/remember that
2.
let the old amplify the new
3.
add explanatory words and phrases, where necessary

（10）如何有效论证
充分表现论据与论点之间的逻辑关系。


（11）怎么写conclusion

A conclusion should
•
stress the importance of the thesis statement, （重现主题句）
•
give the essay a sense of completeness, and （完善全文）
•
leave a final impression on the reader.（给读者一个深刻的印象）

综合全面的观点，而不是简单的总结：
1.
Echoing the introduction
2.
Challenging the reader
3.
Looking to the future
4.
Posing questions

miki7catUID：2533330

【Fundamental Course of Writtng】基础写作每日一讲 笔记(12)-(16)

（12）Conciseness
https://bbs.gter.net/bbs/thread-940023-1-1.html

1.
Eliminate unnecessary determiners and modifiers
2.
Change phrases into single words
3.
Change unnecessary that, who, and which clauses into phrases
4.
(!!!)Avoid overusing expletives at the beginning of sentences: it + be-verb or there + be-verb. The most common kind of unnecessary expletive construction involves an expletive followed by a noun and a relative clause beginning with that, which, or who. In most cases, you can create a more concise sentence by eliminating the expletive opening, making the noun the subject of the sentence, and eliminating the relative pronoun.
5.
Use active rather than passive verbs
6.
Avoid overusing noun forms of verbs
7.
(!!!)Reword unnecessary infinitive phrases: Some infinitive phrases can be converted into finite verbs or brief noun phrases.
8.
Replace circumlocutions with direct expressions
9.
Omit words that explain the obvious or provide excessive detail
10.
Omit repetitive wording

避免以下冗余：
1.
Redundant Pairs:
Many pairs of words imply each other.
2.
Redundant Categories:
Specific words imply their general categories, so we usually don't have to state both.

总结：看了这一讲，终于明白为什么翻译awintro的时候觉得有些地方直译根本表达不清，总是有加括号补充意思的冲动了。


（13）-（15）Proofreading
https://bbs.gter.net/bbs/thread-941110-1-1.html


Proofreading Your Writing

Summary: Proofreading is primarily about searching your writing for errors, both grammatical and typographical, before submitting your paper for an audience (a teacher, a publisher, etc.). Use this resource to help you find and fix common errors.

Where do I begin?Though everyone has a unique proofreading process, there are some general strategies that can be helpful to most writers. Begin improving your proofreading skills by trying out the guidelines listed below.

General Strategies

·
Take a break! Allow yourself some time between writing and proofing. Even a five-minute break is productive because it will help you get some distance from what you have written. The goal is to return with a fresh eye and mind.

·
Leave yourself enough time. Since many errors are made and overlooked by speeding through writing and proofreading, taking the time to carefully look over your writing will help you to catch errors you might otherwise miss. Always read through your writing slowly. If you read at a normal speed, you won't give your eyes sufficient time to spot errors.

·
Read aloud. （在很多关于proofreading的资料中都提到了这一点，看来应该是很有效的方法。）Reading a paper aloud encourages you to read every little word.

·
Role-play. While reading, put yourself in your audience's shoes. Playing the role of the reader encourages you to see the paper as your audience might.

·
Get others involved. Asking a friend or a Writing Lab tutor to read your paper will let you get another perspective on your writing and a fresh reader will be able to help you catch mistakes that you might have overlooked.

Personalizing Proofreading

In addition to following the general guidelines above, individualizing your proofreading process to your needs will help you proofread more efficiently and effectively. You won't be able to check for everything (and you don't have to), so you should find out what your typical problem areas are and look for each type of error individually. Here's how:

·
Find out what errors you typically make. Review instructors' comments about your writing and/or review your paper with a Writing Lab tutor.

·
Learn how to fix those errors. Talk with your instructor and/or with a Writing Lab tutor. The instructor and the tutor can help you understand why you make the errors you do so that you can learn to avoid them.

·
Use specific strategies. Use the strategies detailed on the following pages to find and correct your particular errors in usage, sentence structure, and spelling and punctuation.

Finding Common Errors

Proofreading can be much easier when you know what you are looking for. Although everyone will have different error patterns, the following are issues that come up for many writers. When proofreading your paper, be on the lookout for these errors. Always remember to make note of what errors you make frequently—this will help you proofread more efficiently in the future!

Spelling

·
Do NOT rely on your computer's spellcheck—it will not get everything!

·
Examine each word in the paper individually by reading carefully. Moving a pencil under each line of text helps you to see each word.

·
If necessary, check a dictionary to see that each word is spelled correctly.

·
Be especially careful of words that are typical spelling nightmares, like "ei/ie" words and homonyms like your/you're, to/too/two, and there/their/they're.

Left-out and doubled words

Reading the paper aloud (and slowly)（又一遍。） can help you make sure you haven't missed or repeated any words.

Fragment Sentences

·
Make sure each sentence has a subject. In the following sentence, the subject is "students": The students looked at the OWL website.

·
Make sure each sentence has a complete verb. In the following sentence, "were" is required to make a complete verb; "trying" alone would be incomplete: They were trying to improve their writing skills.

·
See that each sentence has an independent clause; remember that a dependent clause cannot stand on its own. The following sentence is a dependent clause that would qualify as a fragment sentence: Which is why the students read all of the handouts carefully.

Run-on Sentences

·
Review each sentence to see whether it contains more than one independent clause.

·
If there is more than one independent clause, check to make sure the clauses are separated by the appropriate punctuation.

·
Sometimes, it is just as effective (or even more so) to simply break the sentence into separate sentences instead of including punctuation to separate the clauses.

Comma Splices （看来逗号的使用很关键）

·
Look at the sentences that have commas.

·
Check to see if the sentence contains two main clauses.

·
If there are two main clauses, they should be connected with a comma and a conjunction like and, but, for, or, so, yet.

·
Another option is to take out the comma and insert a semicolon instead.

Subject/Verb Agreement

·
Find the subject of each sentence.

·
Find the verb that goes with the subject.

·
The subject and verb should match in number, meaning that if the subject is plural, the verb should be as well and vice versa.

Mixed construction

Read through your sentences carefully to make sure that they do not start with one sentence structure and shift to another. A sentence that does this is called a mixed construction.

Example: Since I have a lot of work to do is why I can't go out tonight.
Edited version: Since I have a lot of work to do, I can't go out tonight.


Parallelism

Look through your paper for series of items and make sure these items are in parallel form.
Example: Being a good friend involves good listening skills, to be considerate, and that you know how to have fun.
Edited version: Being a good friend involves knowing how to listen, being considerate, and having fun.

Pronoun Reference/Agreement

·
Skim your paper, stopping at each pronoun.

·
Search for the noun that the pronoun replaces.

·
If you can't find any noun, insert one beforehand or change the pronoun to a noun.

·
If you can find a noun, be sure it agrees in number and person with your pronoun.

Apostrophes

·
Skim your paper, stopping only at those words which end in "s." If the "s" is used to indicate possession, there should be an apostrophe, as in Mary's book.

·
Look over the contractions, like you're for you are, it's for it is, etc. Each of these should include an apostrophe.

·
Remember that apostrophes are not used to make words plural. When making a word plural, only an "s" is added, not an apostrophe and an "s."

Suggestions for Proofreading Your Paper

One of the most difficult parts of the writing process is proofreading. It is easy for us to see what we want to see, not necessarily what our readers will see. These suggestions should help you take a step back and view your writing more objectively.

Suggestions for Editing (Proofreading) your Paper

Read your Paper Aloud（第三遍提到）

Any time your text is awkward or confusing, or any time you have to pause or reread your text, revise this section. If it is at all awkward for you, you can bet it will be awkward for your reader.

Examine your Paragraphs

Examine the overall construction of your paragraphs, looking specifically at length, supporting sentence(s), and topic sentence. Individual paragraphs that are significantly lacking length or sufficient supporting information as well as those missing a topic sentence may be a sign of a premature or under-developed thought.

Track Frequent Errors

Keep track of errors that you make frequently. Ask your teacher or visit the Writing Lab for assistance in eliminating these errors.

Revising for Cohesion

This material (adapted from Style: Ten Lessons in Clarity and Grace, by Joseph Williams) will help students revise sentences for cohesion.

Two Principles

·
Begin sentences with short, simple words and phrases that a) communicate information that appeared in previous sentences, or b) build on knowledge that you share with your reader.

·
In a paragraph, keep your topics short and reasonably consistent.

Steps for Revising Your Paper

When you have plenty of time to revise, use the time to work on your paper and to take breaks from writing（这一点也是被反复提到的）. If you can forget about your draft for a day or two, you may return to it with a fresh outlook. During the revising process, put your writing aside at least twice - once during the first part of the process, when you are reorganizing your work, and once during the second part, when you are polishing and paying attention to details.

Use the following questions to evaluate your drafts. You can use your responses to revise your papers by reorganizing them to make your best points stand out, by adding needed information, by eliminating irrelevant information, and by clarifying sections or sentences.

Find your main point.What are you trying to say in the paper? In other words, try to summarize your thesis, or main point, and the evidence you are using to support that point. Try to imagine that this paper belongs to someone else. Does the paper have a clear thesis? Do you know what the paper is going to be about?

Identify your readers and your purpose.What are you trying to do in the paper? In other words, are you trying to argue with the reading, to analyze the reading, to evaluate the reading, to apply the reading to another situation, or to accomplish another goal?

Evaluate your evidence.Does the body of your paper support your thesis? Do you offer enough evidence to support your claim? If you are using quotations from the text as evidence, did you cite them properly?

Save only the good pieces.Do all of the ideas relate back to the thesis? Is there anything that doesn't seem to fit? If so, you either need to change your thesis to reflect the idea or cut the idea.

Tighten and clean up your language.Do all of the ideas in the paper make sense? Are there unclear or confusing ideas or sentences? Read your paper out loud and listen for awkward pauses and unclear ideas. Cut out extra words, vagueness, and misused words.

Eliminate mistakes in grammar and usage.Do you see any problems with grammar, punctuation, or spelling? If you think something is wrong, you should make a note of it, even if you don't know how to fix it. You can always talk to a Writing Lab tutor about how to correct errors.

Switch from Writer-Centered to Reader-Centered. Try to detach yourself from what you've written; pretend that you are reviewing some else's work. What would you say is the most successful part of your paper? Why? How could this part be made even better? What would you say is the least successful part of your paper? Why? How could this part be improved?


（16）Metaphors
https://bbs.gter.net/bbs/thread-942609-1-1.html

Creative ways to use metaphors

Most books give rather boring examples of metaphors such as my father is a bear or the librarian was a beast. However, in your poetry (and fiction for that matter) you can do much more than say X is Y, like an algebraic formula. Definitely play with extended metaphors (see above) and experiment with some of the following, using metaphors...

as verbs	The news that ignited his face snuffed out her smile.
as adjectives and adverbs	Her carnivorous pencil carved up Susan's devotion.
as prepositional phrases	The doctor inspected the rash with a vulture's eye.
as appositives or modifiers	On the sidewalk was yesterday's paper, an ink-stained sponge.

这个只有多读多写，才能灵活掌握。

miki7catUID：2533330

我认真分析了草木的这句话：看下面的三十篇argument 结合之前三次任务（语法、文法、awintro、自己的习作）写读后感，确定她没有要求对于每篇argument写一篇读后感，于是一口气读完了这30篇，力求有一个总体的印象……真的很有XX的感觉。

从语言上来讲，每一篇我都觉得比我自己的强，怎么人家都能写出这么流畅的句子呢。说实话，虽然看了人家这么多篇，也有了一点儿心得和想法，我却一点儿都不想去修改自己的文章（当然客观上这是必须要做的……），因为当时写的时候太痛苦了，半天才挤出一句，现在还不太忍心去回味那时候的恶心感。跑题了，回来说这30篇。这些文章虽然在语言表达上没什么问题，起码每句话都能读明白什么意思，但是存在很多可以精练的地方，基础写作（12）中出现的很多语言啰嗦和冗余的例子，在这些文章中也都能看到。另外还有个别标点、定冠词等语法上的错误，当然，根据评分原则，这个是不影响文章整体效果的。

从结构上来讲，模板化严重。看到后面几篇，第一段和最后一段基本上都不用仔细看过了，第一段无非是复述题目，然后以“这个结论看起来合理，however/but存在一些逻辑谬误”这样的语言结束。而最后一段要么总结一下几个谬误，要么根据之前的分析提出一些意见（当然，我觉得提出意见这一点还是可取的）。

逻辑分析上存在的普遍问题：有些是分析的不充分，比如说提出他因的时候，只是简单的说“引起这个的还有可能有其他原因”，却没有进一步的举例说明到底有哪些“可能的原因”；有些是说话说一半，推理没做到最后一步，就直接把结论跳出来了；再有就是错误理解了题目中的逻辑关系，导致个别攻击点从根本上就是错的。

我在读每一篇文章之前，都先自己给题目做了一个分析，于是在心里有个预期值，希望看到这位作者在论证某个谬误的时候能跟自己想的一样——当然，这个一样并不是指证据、例子层面上的一样，而是指逻辑性上——但是经常是很多分析都没有分析彻底，让我感觉到很失望：哎？这就完了？下面呢？我想，考官看过太多的文章，尤其对于Argument，他们应该对每一道题目都非常熟悉，也非常清楚每一个可以攻击的要点，他们会不会也像我一样会有一个预期值（虽然awintro中强调他们的评分多公正多专业）？于是当我们的分析没有达到他们的预期的深度的时候，他们就会觉得很失望？根据我对于这30篇Argument的response的体验，我认为Argument的写作，不在于“攻击点多”，也不在于“新”和“奇”——因为新和奇对于考官来讲根本就不存在，而在于“深度”。

miki7catUID：2533330

Score Level Descriptions

分数水平描述

Although the GRE Analytical Writing measure contains two discrete analytical writing tasks, a single combined score is reported because it is more reliable than is a score for either task alone. The reported score, the average of the scores for the two tasks, ranges from 0 to 6, in half-point increments.

虽然GRE分析性写作的考查内容包括两个不相关的分析性写作任务，但是将会给出一个结合的分数，因为这样比每个任务单独给分更可靠。给出的分数是两个任务分数的平均分，从0到6分，以0.5分为一个档次。

The statements below describe, for each score level, the overall quality of analytical writing demonstrated across both the Issue and Argument tasks. Because the test assesses "analytical writing," critical thinking skills (the ability to reason, assemble evidence to develop a position, and communicate complex ideas) weigh more heavily than the writer's control of fine points of grammar or the mechanics of writing (e.g., spelling).

下面的陈述表述了每个分数段所代表的一篇分析性写作的整体质量。因为这个考试要求“分析性的写作”，批判性的思维能力（提出理由、收集证据以展开立场、以及表达完整的思想）比作者对于语法和细节的控制能力占有更大的比重。

SCORES 6 and 5.5 – Sustains insightful, indepth analysis of complex ideas; develops and supports main points with logically compelling reasons and/or highly persuasive examples; is well focused and well organized; skillfully uses sentence variety and precise vocabulary to convey meaning effectively; demonstrates superior facility with sentence structure and language usage but may have minor errors that

do not interfere with meaning.

6-5.5

保持对于复杂思想的见解深刻的分析；以逻辑上具有说服力的理由和/或例子展开和支持主要观点；始终围绕论点并很好地组织论证；技巧性地应用句式变化和用精确的词汇有效地表达意思；展现在句子结构和语言使用方面超凡的能力，但是不影响意思表达的小错误是允许的。

SCORES 5 and 4.5 – Provides generally thoughtful analysis of complex ideas; develops and supports main points with logically sound reasons and/or well-chosen examples; is generally focused and well organized; uses sentence variety and vocabulary to convey meaning clearly; demonstrates good control of sentence structure and language usage but may have minor errors that do not interfere with meaning.

5-4.5

给出对于复杂思想的一般深刻的分析；以逻辑合理的理由或例子展开和支持要点；基本围绕论点并很好地组织论证；句式多变，表达意思清晰；展现在句子结构和语言使用方面很好的控制能力，但是不影响意思表达的小错误是允许的。

SCORES 4 and 3.5 – Provides competent analysis of complex ideas; develops and supports main points with relevant reasons and/or examples; is adequately organized; conveys meaning with reasonable clarity; demonstrates satisfactory control of sentence structure and language usage but may have some errors that affect clarity.

4-3.5

给出对于复杂思想的普通的分析；以相关的理由或例子展开和支持要点；恰到好处地组织论证；逻辑清晰地表达意思；展现在句子结构和语言使用方面可以令人满意的控制能力，但是可能存在一些影响意思清晰性的错误。

SCORES 3 and 2.5 – Displays some competence in analytical writing, although the

writing is flawed in at least one of the following ways: limited analysis or development; weak organization; weak control of sentence structure or language usage, with errors that often result in vagueness or lack of clarity.

3-2.5

展现一些分析性写作的能力，但是写作上存在以下最少一个缺陷：分析或展开有局限；较弱的组织；在句子结构或语言使用上控制能力较弱，经常出现错误导致意思模糊不清。

SCORES 2 and 1.5 – Displays serious weaknesses in analytical writing. The writing is seriously flawed in at least one of the following ways: serious lack of analysis or development; lack of organization; serious and frequent problems in sentence structure or language usage, with errors that obscure meaning.

2-1.5

显示在分析性写作方面严重的不足。写作上存在以下至少一个严重的缺陷：严重缺乏分析和展开；没有组织；在句子结构或语言使用上严重且频繁地出错，以至于使意思变得费解。

SCORES 1 and .5 – Displays fundamental deficiencies in analytical writing. The writing is fundamentally flawed in at least one of the following ways: content that is extremely confusing or mostly irrelevant to the assigned tasks; little or no development; severe and pervasive errors that result in incoherence.

1-0.5

显示在分析性写作上存在致命的缺陷。写作上存在以下至少一个致命的缺陷：内容非常地混乱或者与题目极度无关；极少或根本没有展开；通篇严重的错误导致意思不连贯。

SCORE 0 – The examinee's analytical writing skills cannot be evaluated because the responses do not address any part of the assigned tasks, are merely attempts to copy the assignments, are in a foreign language, or display only indecipherable text.

0

无法评估参考者的分析性写作的能力，原因在于回答没有处理任何题目中的问题，仅仅复制了题目内容，用非英语写作，或者仅仅罗列一些无法解读的内容。

SCORE NS – The examinee produced no text whatsoever.

NS

空白

miki7catUID：2533330

今天看了追星剑特训，虽然只看了前三讲，但是感觉对破题非常有帮助。应该可以结合20问使用。

追星剑特训 For ISSUE 笔记

第一章 基本元素

一、关键词
1、对关键词的把握
2、通过分析找到并建立新的关键词予以替代
     关键词——题目的核心问题和关系所在
     关键词——明确讨论的前提
3、多个关键词之间的关系

二、More:
此类题目一定要突出两者的比较
both of them are important ≠ they are of the same importance
重点在于：把contrast做足了

三、1+1得寸进尺
1、对题目作出正面回应
2、拆分关键词。两部分均有各自的关键词
3、两部分分别同意or不同意，排列组合

miki7catUID：2533330

继续追星剑。买了阅读难句，看完前三章。

追星剑特训 For ISSUE 笔记

四、Is vs. Should   事实vs.倾向
1、事实性命题：事实/状态 <- 对？错？
   倾向性命题：应该？不应该？
2、同一题中同时涉及两者时：
①倾向不能拿来证明事实
②不涉及价值判断的事实不能拿来证明倾向

五、Not but选择题：话题的两个极端
should：入手---为什么？
对should支持：必然要有涉及价值判断的事实性陈述---即should or not should---需要有一个判断标准
明确评价的标准，说清楚评价的过程和结论

中庸：解释“为何任何一方单独都无法实现价值判断标准”

六、conditioning拆分
题目中出现极端词汇：no matter, in any, all, must, best, only
用拆分指明决定因素的划分来写case by case

miki7catUID：2533330

看了一部分语法以及Issue题库。下午修改20个topic的翻译，间接熟悉了一点点Argument题库。

阅读难句前三章
要点一：阅读过程中只在大脑中反应出所读英文的意思（不是中文释义！）为唯一目的。
要点二：眼睛在阅读材料上的移动的速度要比自己在心中或喉部出声阅读的速度快上一点点。
要点三：杜绝整句回视的现象，坚持一遍读下来
要点四：凡遇到不懂的成分，用合理化原则进行推理
要点五：每天坚持，雷打不动，不半途而废！！！

miki7catUID：2533330

做了第六次作业，感觉思维上还是打不开啊，总是围绕题目那几个词转悠，10题的20问就感觉大脑枯竭了。

miki7catUID：2533330

不做不知道，一做吓一跳。brainstorming真的很能启发人的思考。第七次作业，看别人的分析的过程中，不但补充了自己没有考虑的部分，而且还进一步引申了自己的思考深度。

miki7catUID：2533330

12月1-2日

因为进行了20问，发现有一个问题总是答不出来：What are the facts about X?
我想是因为“输入”的不够吧。因此开始阅读各种各样的文章。

不过，目前还没有感觉出来哪个素材能用在哪到题目中。

miki7catUID：2533330

唉……周末发烧烧了3天，economist也没坚持看，只是完全不过脑子地背了计划中的单词。

唯一有了点感想的是看了一段视频，是段演讲，有理有据有论断，讲得真不错。
http://v.ku6.com/show/sEUqZBxRmSI-fV9B.html

miki7catUID：2533330

撒花~~~终于看完了一遍难句。总体感觉难度5以下的除了单词不认识的问题，句式上还好。“省略”很麻烦，经常看不出来。明天计划做一下第八次作业。

miki7catUID：2533330

受了不小的打击……本来以为看了一遍难句教程，阅读多少会又提高的，结果做阅读测试的速度还是上不去。
加油！再看一遍