1006G[REBORN FROM THE ASHES组]备考日记 by iop_345----给自己加油

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马上要熄灯了，先发个帖，日后在慢慢说吧

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留给版主

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补第一次任务！！
【Fundamental Course of Writtng】基础写作每日一讲（1）20 Questions for Writers
今天第一天，开门红，放上我最喜欢的审题20问~
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这20个问题是我写文章的大爱
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凡事一篇文章，无论第一看多么的恶心，静下心来用这20个问题问过自己去，都能找到思路
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然后再和几个朋友做一下brainstorming和即时辩论，保证一篇很好的提纲就能做出来
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As a writer, you can begin by asking yourself questions and then answering them. Your answers will bring your subject into focus and provide you with the material to develop your topic. Here are twenty questions or "thought starters" that present ways of observing or thinking about your topic. Each question generates the type of essay listed in parentheses after the question.
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1. What does X mean? (Definition)定义
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2. What are the various features of X? (Description)d对x的描述
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3. What are the component parts of X? (Simple Analysis)组成是什么，简单的分析
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4. How is X made or done? (Process Analysis)是怎么做的，过程的分析
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5. How should X be made or done? (Directional Analysis)应该怎么做，对方向的确定
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6. What is the essential function of X? (Functional Analysis)主要功能是什么
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7. What are the causes of X? (Causal Analysis) BE EACW因果的分析，是什么所导致的
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8. What are the consequences of X? (Causal Analysis)导致的结果
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9. What are the types of X? (Classification)种类都有哪些，分类
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10. How is X like or unlike Y? (Comparison)与其他事物的比较，像还是不像
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11. What is the present status of X? (Comparison)现状如何，可能是相似事物的比较，也可能是自身在不同时间的比较
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12. What is the significance of X? (Interpretation)意义是什么，要说明意义（也许是最重要的）
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13. What are the facts about X? (Reportage)个人认为类似于11，也许是摆事实，讲道理，只是对现状的描述
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14. How did X happen? (Narration)怎么发生的
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15. What kind of person is X? (Characterization/Profile)是什么样的一个人，性格，外表什么的，也许是简单的描述
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16. What is my personal response to X? (Reflection)我对x的个人感受，好人还是坏人，，:lol
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17. What is my memory of X? (Reminiscence)回忆，讲述经历，可以通过讲述经历来描述一个人
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18. What is the value of X? (Evaluation)对他或她的评价
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19. What are the essential major points or features of X? (Summary)总结，x到底是个什么样的人主要的特征和特点
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20. What case can be made for or against X? (Persuasion)什么适合x或对x不利（个人不太明白，难道与个人信仰有关吗）

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【Fundamental Course of Writtng】基础写作每日一讲（2）Writing Anxiety
【Fundamental Course of Writtng】基础写作每日一讲（1）20 Questions for Writers

https://bbs.gter.net/bbs/thread-930785-1-2.html

呵呵 讲解第二天 逐步开始渗透进入effective writting



写作之前，我们要做什么？

咳咳，吃饱喝足

然后呢？

上手就写？呵呵，心情激荡啊~我们要学会利用这个时候的心理动态



然后去更好得进行写作



and then here is today's topic——Coping with Writing Anxiety





多一句废话，这个对iBT的口语空闲时间的准备也很有指导意义

Coping with Writing Anxiety

Many situations or activities, such as writing, taking tests, competing in sports, or speaking before a large audience, may make us anxious or apprehensive. It's important to remember that a moderate level of anxiety is helpful and productive. That flow of adrenaline is a natural response that helps get us ready for action. Without it, we might not perform as well.
If we let our anxiety overwhelm us, it can cause problems. If we control that anxiety, however, we can make it work for us. One way to do that is to use some of the coping strategies listed below.(同感，紧张有时确实有好处呀)


Coping Strategies:



Focus your energy by rehearsing the task in your head.
Consciously stop the non-productive comments（没用的思路） running through your head by replacing them with productive ones.
If you have some "rituals（仪式）" for writing success, use them.
Examples:



-Follow a protocol you may have for organizing your time. Use a favorite pen if you have one. （回忆模板，摸摸自己的幸运物）
-Spend a few minutes doing some relaxation exercises. （做运动）
-Take a break: physically walk away from the situation for a few minutes if you can. （溜达溜达）


Relaxation Strategies




Stretch伸展! If you can't stand up, stretch as many muscle groups as possible while staying seated. （不要吓到邻座...）
Try tensing and releasing various muscle groups. Starting from your toes, tense up for perhaps five to ten seconds and then let go. Relax and then go on to another muscle group.
Breathe deeply. Close your eyes; then, fill your chest cavity slowly by taking four of five short deep breaths. Hold each breath until it hurts, and then let it out slowly.
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!"可我老这么干
【Fundamental Course of Writtng】基础写作每日一讲（3）Writer's Block

接着上次的那个Writing Anxiety 这里更进一步去做Writer's Block的介绍 不废话了 诸位看官上眼~ 我比较喜欢把这个称为：对于神经性写作便秘的症状介绍及治疗建议 very very 强大! Symptoms and Cures for Writer's Block  对于神经性写作便秘的症状介绍及治疗建议 Because writers have various ways of writing, a variety of things can cause a writer to experience anxiety, and sometimes this anxiety leads to writer's block. Often a solution can be found by speaking with your instructor (if you are in school), or a writing tutor. There are some common causes of writer's block, however, and when you are blocked, consider these causes and try the strategies that sound most promising: Symptom 头脑风暴 You have attempted to begin a paper without doing any preliminary work such as brainstorming or outlining... Possible Cures Use invention strategies suggested by a tutor or teacher 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 Symptom 难的话题 You have chosen or been assigned a topic which bores you.... Possible Cures 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) Talk to a tutor about how you can personalize a topic to make it more interesting Symptom You don't want to spend time writing or don't understand the assignment... Possible Cures Resign yourself to the fact that you have to write Find out what is expected of you (consult a teacher, textbook, student, tutor, or project coordinator) Look at some of the strategies for writing anxiety listed below Symptom 紧张 You are anxious about writing the paper... Possible Cures Focus your energy by rehearsing the task in your head. Consciously stop the non-productive comments running through your head by replacing them with productive ones. If you have some "rituals" for writing success (chewing gum, listening to jazz etc.), use them. Symptom 紧张的打不出字 You are so stressed out you can't seem to put a word on the page... Possible Cures Stretch! If you can't stand up, stretch as many muscle groups as possible while staying seated. Try tensing and releasing various muscle groups. Starting from your toes, tense up for perhaps five to ten seconds and then let go. Relax and then go on to another muscle group. Breathe deeply. Close your eyes; then, fill your chest cavity slowly by taking four of five short deep breaths. Hold each breath until it hurts, and then let it out slowly. 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!" Symptom You're self-conscious about your writing, you may have trouble getting started. So, if you're preoccupied with the idea that you have to write about a subject and feel you probably won't express yourself well... Possible Cures Talk over the subject with a friend or tutor. assure yourself that the first draft doesn't have to be a work of genius, it is something to work with. 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. Break the task up into steps. Meet the general purpose first, and then flesh out the more specific aspects later. Try one of the strategies on the next page of this resource. Other Strategies for Getting Over Writer's BlockIf you have tried the other strategies and are still having problems, try some of these general techniques for getting over writer's block. These strategies will prove more helpful when you're drafting your writing. Begin in the MiddleStart writing at whatever point you like. If you want to begin in the middle, fine. Leave the introduction or first section until later. The reader will never know that you wrote the paper "backwards." Besides, some writers routinely save the introduction until later when they have a clearer idea of what the main idea and purpose of the piece will be. Talk Out the PaperTalking feels less artificial than writing to some people. Talk about what you want to write someone—your teacher, a friend, a roommate, or a tutor. Just pick someone who's willing to give you fifteen to thirty minutes to talk about the topic and whose main aim is to help you start writing. Have the person take notes while you talk or tape your conversation. 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. Tape the PaperTalk into a tape recorder, imagining your audience sitting in front of you. Then, transcribe the tape-recorded material. You'll at least have some ideas written down to work with and move around. Change the AudiencePretend that you're writing to a child, to a close friend, to a parent, to a person who sharply disagrees with you, or to someone who's new to the subject and 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. Play a RolePretend you are someone else writing the paper. For instance, if you have been asked to write about sexist advertising, assume you are the president of the National Organization of Women. Or, pretend you are the president of a major oil company asked to defend the high price of oil. 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. (Many of these ideas are from Peter Elbow's Writing with Power, [Ch. 8; 59-77] and Mack Skjei's Overcoming Writing Blocks.)

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【Fundamental Course of Writtng】基础写作每日一讲（4）start to write

呵呵，这个不多说了，虽然貌似有些空旷 但是我保证，只要你静下心来 好好读三遍 会有很清晰的感觉的 然后文思如泉涌，想要动笔去试试 呵呵 试试啦~ Planning (Invention): when you start to write You can try the textbook formula: I. State your thesis. II. Write an outline. III. Write the first draft. IV. Revise and polish. . . . but that often doesn't work! Instead, you can try one or more of these strategies: 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. For example, your topic might be "dorm food." At this point, you and your potential reader are asking the same question, "So what?" Why should you write about this, and why should anyone read it? Do you want the reader to pity you because of the intolerable food you have to eat there? Do you want to analyze large-scale institutional cooking? Do you want to compare Purdue's dorm food to that served at Indiana University? 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? Start the ideas flowing 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. 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. 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)? Take a rest and let it all percolate. Nutshell your whole idea. Tell it to someone in three or four sentences. 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. Write a first draft. 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!

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主谓一致是指：

1） 语法形式上要一致，即单复数形式与谓语要一致。

2） 意义上要一致，即主语意义上的单复数要与谓语的单复数形式一致。

3） 就近原则，即谓语动词的单复形式取决于最靠近它的词语，
一般来说，不可数名词用动词单数，可数名词复数用动词复数。

There is much water in the thermos.
但当不可数名词前有表示数量的复数名词时，谓语动词用复数形式。

Ten thousand tons of coal were produced last year.

1、 并列结构作主语时谓语用复数

Reading and writing are very important.
注意： 当主语由and连结时，如果它表示一个单一的概念，即指同一人或同一物时，谓语动词用单数，and 此时连接的两个词前只有一个冠词。
The iron and steel industry is very important to our life.

2、 主谓一致中的就近原则

1）当there be 句型的主语是一系列事物时，谓语应与最邻近的主语保持一致。

There is a pen, a knife and several books on the desk..

There are twenty boy-students and twenty-three girl-students in the class.

2）当either… or… 与neither… nor，连接两个主语时，谓语动词与最邻近的主语保持一致。
Either you or she is to go.
如果句子是由here, there引导，而主语又不止一个时，谓语通常也和最邻近的主语一致。
Here is a pen, a few envelops and some paper for you.

3、 谓语动词与前面的主语一致
当主语后面跟有with, together with, like, except, but, no less than, as well as 等词引起的短语时，谓语动词与前面的主语一致。

The teacher together with some students is visiting the factory.

He as well as I wants to go boating.

4 、谓语需用单数

1） 代词each和由every, some, no, any等构成的复合代词作主语，或主语中含有each, every, 谓语需用单数。

Each of us has a tape-recorder.

There is something wrong with my watch.


2） 当主语是一本书或一条格言时，谓语动词常用单数。
The Arabian Night is a book known to lovers of English.

<<天方夜谭>>是英语爱好者熟悉的一本好书。

3） 表示金钱，时间，价格或度量衡的复合名词作主语 时，通常把这些名词看作一个整体，谓语一般用单数。(用复数也可，意思不变。)

Three weeks was allowed for making the necessary preparations.

Ten dollar
is enough.

5、 指代意义决定谓语的单复数

1） 在代词what, which, who, none, some, any, more, most, all等词的单复数由其指代的词的单复数决定。

All is right. (一切顺利。)

All are present.
(所有人都到齐了。)

2） 集体名词作主语时，谓语的数要根据主语的意思来决定。如family, audience, crew, crowd, class, company, committee等词后用复数形式时，意为这个集体中的各个成员，用单数时表示该个集体。

His family isn't very large.
他家不是一个大家庭。

His family are music lovers. 他的家人都是音乐爱好者。
但集合名词people, police, cattle, poultry等在任何情况下都用复数形式。
Are there any police around?

3）有些名词，如variety, number, population, proportion, majority 等有时看作单数，有时看作复数。
A number of +名词复数+复数动词。
The number of +名词复数+单数动词。
A number of books have lent out.
The majority of the students likes English.

6 、与后接名词或代词保持一致

1） 用half of, part of, most of, a portion of 等词引起主语时，动词通常与of后面的名词，代词保持一致。

Most of his money is spent on books.

Most of the students are taking an active part in sports.

2） 在一些短语，如 many a 或 more than one 所修饰的词作主语时，谓语动词多用单数形式。但由more than… of 作主语时，动词应与其后的名词或代词保持一致。

Many a person has read the novel. 许多人都读过这本书。

More than 60 percent of the students are from the city.百分之六十多的学生都来自这个城市。

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TOPIC: ARGUMENT206 - The following appeared in a letter to the editor of the Parkville Daily Newspaper.

"Throughout the country last year, as more and more children below the age of nine participated in youth-league softball and soccer, over 80,000 of these young players suffered injuries. When interviewed for a recent study, youth-league softball players in several major cities also reported psychological pressure from coaches and parents to win games. Furthermore, education experts say that long practice sessions for these sports take away time that could be used for academic activities. Since the disadvantages apparently outweigh any advantages, we in Parkville should discontinue organized athletic competition for children under nine."
WORDS: 384

TIME: 00:30:00
DATE: 2009-8-1 13:58:06

In this argument, the author concludes that Parkville should discontinue organized athletic competition for children under nine. To support his conclusion, the author points out that over 80,000 of young players suffered injuries throughout the country last year. And he also cites that youth-league softball players reported pressure form coaches and parents in several big cities and these sports take away time for academic activities. However, the argument suffers a few flaws.(感觉第一段太多的陈述再说原文中已知的信息，没有列出自己的观点)

To begin with, the author falsely assumes that children under nine in Parkville suffer injuries just like those throughout the country.
First, the child in Parkville may have different interests in sports, such as basketball. Second, the author fails to provide the number of children who is under nine and suffered injuries throughout the country last year.不明白 Perhaps only a few children under nine suffered from injuries. Third, the author fails to prove that the children get injuries because of taking sports rather than other possibilities. All these scenarios, if true, will undermine the author's conclusion.

In addition, the author unjustifiably claims that children in Parkvill receive pressure from coaches and parents. The study is interviewed in several big cities, we are not informed whether Parkville is a big city. 好\(^o^)/~Even assuming that it is a big city, the author still cannot apply the study to Parkville. There are maybe differences between Parkville and other cities. Perhaps Parkville has stricter regulations to coaches, or perhaps the competition in Parkville is not so serious.

Furthermore, it is unwarranted to claim that these sports take away time from academic activities. First, we are not informed how many hours are used for sports and academic activities. Perhaps sports time is far less than the time for academic activities. Second, sports may help to do academic activities better. Without ruling out these possibilities, it is unwise to discontinue organized competition.

Last but not least, the author suggests too hastily to discontinue all the competition. Even if some competitions isare dangerous, some others may be good for children. Common sense tells me that children need to take sports. The disadvantage of discontinue may outweigh the advantage.

To sum up, the author fails to substantiate the conclusion that Parkville should discontinue organized athletic competition for children under nine. The author need further information and reliable study to make the conclusion convincing.