1006G[REBORN FROM THE ASHES组]备考日记 by adammaksim--杀G需用宰牛刀2.0

adammaksimUID：2675466

https://bbs.gter.net/thread-1031488-1-1.html

洒泪重开新帖- -

语法到第九期
写作到第八期

草木的作业差第五次~~继续加油~~

adammaksimUID：2675466

段落间的关系

一、一些常见的逻辑顺序：
说明：本人由于不小心在网站上看到了所谓的ascending order或者是climactic order,然后发现它和我们固有的一些思维由所冲突，我就几乎找遍了能搜到的类似的网站，我搜索到以下论据：
关于权重排序的资料：
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支持论据１：
Climactic Order (Order of Importance)
A third common principle of organization is climactic order or order of importance. In this pattern, items are arranged from least important to most important. Typical transitions would include more important, most difficult, still harder, by far the most expensive, even more damaging, worse yet, and so on. This is a flexible principle of organization, and may guide the organization of all or part of example, comparison & contrast, cause & effect, and description.
A variation of climactic order is called psychological order. This pattern or organization grows from our learning that readers or listeners usually give most attention to what comes at the beginning and the end, and least attention to what is in the middle. In this pattern, then, 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. If the order of importance followed 1, 2, 3, 4, 5, with 5 being most important, psychological order might follow the order 4, 3, 1, 2, 5. (为了让文章有起伏)
Still other principles of organization based on emphasis include
general-to-specific order,
specific-to general order,
most-familiar-to-least-familiar,
simplest-to-most-complex,
order of frequency,
order of familiarity, and so on.
对应连接词：
more importantly; best of all; still worse; a more effective approach; even more expensive（代价等大的是）; even more painful than passing a kidney stone（肾结石，很形象- -）; the least wasteful; occasionally, frequently, regularly

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支持论据２：
In a historically-oriented paper (e.g. "The Early Conquests of Alexander the Great"), you might simply want to move the paper along chronologically.

In an analysis of issues related to a topic, you can follow an ascending or climactic order, looking at smaller factors or arguments first, then moving up to the more crucial factors. Your last section could begin, "The most serious difficulty with…, however, is…" Ascending or climactic order adds power to a paper by leading the reader into increasing tension, much like an action movie builds to a climax. Resist giving away the most exciting parts of your paper early on – if you use up the good stuff early, you’ll have little left to keep the reader interested in the rest of what you have to say. （勾引读者）

If you are comparing or contrasting two or more viewpoints(很常见), there are basically two ways to go about it.
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. Suppose, for example, you were dealing with two views on the issue of cloning – Go Ahead and Wait A Minute – What Do You Think You’re Doing? （简单问题复杂化）
Your outline might look like this:
Introduction
The Go Ahead Position
All Science is Legitimate.
We Can Trust Scientists Not To Put Us At Risk.
The Benefits Outweigh The Risks.
The Wait A Minute Position
Is all Science Legitimate?
Can We Trust Scientists Not To Put Us At Risk?
Do The Benefits Outweigh The Risks?
Conclusion

You can see that we are presenting one position, then using the other position to deal with the arguments of the dissenting position. Thus the Go Ahead Position will be described as objectively as possible. The analysis will come with The Wait A Minute Position.
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:
Introduction
Is All Science Legitimate?
Yes
          Maybe not
Can We Trust The Scientists?
Yes
Not always
Do the Benefits Outweigh the Risks?
Yes
Maybe not
Conclusion
Now you have the chance to deal with both sides of each issue in turn. By the time you get to your conclusion, your reader should have a cumulative understanding of the issues and of the reasons for your position.
Avoid stringing out a list of 7 or more headings without subheadings（展开很重要）, because this tends to damage the unity and coherence of your paper (just like leading someone down a winding path creates more confusion than leading the same person down a short city block with sights to see on all sides).  How do you cover the ground without multiplying your outline headings?  You do it by using fewer main headings and adding subheadings to them.  Thus you group your points, arguments, etc. under 3 or 4 main categories and let subheadings pick up the detail.  This makes a tighter structure that has more of a chance of achieving unity in the paper.  See the outlines above for examples of useful ways to do this.

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支持论据３：
After you have formed your dominant impression into a thesis, make a plan to organize the relevant supporting details into three basic parts. Each part will comprise one Roman numeral of your outline and one paragraph of the body of your paper. For the dingy cafe, you might use the walls, the booths, and the counter as the three parts in climactic order, that is, ascending from least to most important. You will not outline your introductory paragraph since the thesis sentence that appears in this first paragraph also appears on the outline page, nor will you outline your concluding paragraph since it summarizes or re-emphasizes the material that you have already discussed.

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支持论据４：
Logical Order: The Key to Coherent Paragraphs and Essays
It is very important to present information to readers in a logical order.
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.
Another way to organize is by cause and effect: if A caused B, discuss A first, then B.
Still another way is to organize by problem then solution. State the problem first, then give your proposed solution.
Remember: Out of order paragraphs and essays are hard to read and understand.



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反例一：
DECREASING ORDER OF IMPORTANCE: when you want to tell your readers that something new has happened and why they should be interested -- then fill them in on the details
INCREASING COMPLEXITY: a sequence that leads your readers gently into a complex subject
STEPS OF A PROCESS: when you want to focus on a process itself, not the end result
A SPATIAL SEQUENCE: when you want your reader to see the way different aspects of your subject are spatially interrelated or lie in contrast
A TEMPORAL SEQUENCE: for emphasizing the time relations among things or events


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反例３：
·
Messages are clear, precise, and free of errors
·
Correct, complete sentences are used and are varied, smooth, and polished
·
There are no mechanical, grammatical, or word usage errors
·
A businesslike, courteous, and professional tone is maintained with language that is highly consistent with standard business English
·
The writing style flows smoothly
·
The information is presented in a logical order; for example, the writer may rearrange the information so that the important part comes first
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反例４：you have for each in a logical order and one that most effectively organizes your argument:
Most important to least important
Least important to most important
Compare and Contrast
Cause and Effect

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反例5：
A possible outline template for an analytical paper
This is for an essay that happens to have three main answers, again listed in ascending order as in our argumentative paper template. How you order them will entirely depend on which ones you feel, given all the evidence, are the most or least convincing. If we take our research question example from before, perhaps the first answer would be from researchers who believe music has no effect on studying, the second about studies that show how detrimental it is, and the third one pointing out the positive aspects. In your conclusion, you might point out how certain conditions (e.g., absence of lyrics, tempo, volume, type of studying student is engaged in etc.) appear to be incredibly important.
  
Working Title (*optional here. You may want to wait until after your first draft)
Introductory Paragraph
·
What do I need to say to set up my research question? Background?
·
Research Question (stated within a sentence, not as a question. E.g., "In light of à.., it seems worthwhile to consider just what the effects ofà.are onà.")

_________________________
·
(You may want to outline what's to come below briefly)
Transition (you don't have to write these out now but you should know what they'd roughly be)
· Answer #3 = _________________________
·
one possible answer to the question + explication/summary
·
strengths and weaknesses of the position
Transition
Reason #2 = _________________________
·
another possible answer + explication/summary (especially how it addresses weaknesses of the previous paragraph or completely counters it).
Transition
Reason #1 = _________________________
·
best answer so far ˆ what does it say?
·
why is it a better consideration of the research question? Or is it really?
Transition
Concluding Paragraph
·
sum up what different angles have shown re: research question
·
critically evaluate what is still needed in the field, or if you looked at three equally strong cases, analyze why one is still more convincing
·
look at the implications

通过对这些论据的总结，我有以下结论：
１．
并不是所有的文章都是要按照ascending orders的，其实别的顺序都可以接受，包括descending的。主要是按照合理的顺序，说清楚意思就好。
２．
实际的文章写作，没有这么单纯的顺序，Issue题目中，许多复杂的问题远不能拿这些逻辑顺序概括。实际上，我们把这种复杂的顺序叫做the flow of mind，根据论证的思路排序
３．补充一种顺序：IMRaD: Introduction- Materials and Methods -
Results – Discussion
二、如何处理复杂顺序：
１．三“W”法：Answering Questions:
The Parts of an Essay


A typical essay contains many different kinds of information, often located in specialized parts or sections. Even short essays perform several different operations: introducing the argument, analyzing data, raising counter-arguments, concluding. Introductions and conclusions have fixed places, but other parts don't. Counter-argument, for example, may appear within a paragraph, as a free-standing section, as part of the beginning, or before the ending. Background material (historical context or biographical information, a summary of relevant theory or criticism, the definition of a key term) often appears at the beginning of the essay, between the introduction and the first analytical section, but might also appear near the beginning of the specific section to which it's relevant.


It's helpful to think of the different essay sections as answering a series of questions your reader might ask when encountering your thesis. (Readers should have questions. If they don't, your thesis is most likely simply an observation of fact, not an arguable claim.)

"What?"
The first question to anticipate from a reader is "what": What evidence shows that the phenomenon described by your thesis is true? To answer the question you must examine your evidence, thus demonstrating the truth of your claim. This "what" or "demonstration" section comes early in the essay, often directly after the introduction. Since you're essentially reporting what you've observed, this is the part you might have most to say about when you first start writing. But be forewarned: it shouldn't take up much more than a third (often much less) of your finished essay.
If it does, the essay will lack balance and may read as mere summary or description.

"How?"
A reader will also want to know whether the claims of the thesis are true in all cases. The corresponding question is "how": How does the thesis stand up to the challenge of a counter-argument? How does the introduction of new material—a new way of looking at the evidence, another set of sources—affect the claims you're making? Typically, an essay will include at least one "how" section. (Call it "complication" since you're responding to a reader's complicating questions.) This section usually comes after the "what," but keep in mind that an essay may complicate its argument several times depending on its length, and that counter-argument alone may appear just about anywhere in an essay.

"Why?"
Your reader will also want to know what's at stake in your claim: Why does your interpretation of a phenomenon matter to anyone beside you? This question addresses the larger implications of your thesis. It allows your readers to understand your essay within a larger context. In answering "why", your essay explains its own significance. Alhough you might gesture at this question in your introduction, the fullest answer to it properly belongs at your essay's end. If you leave it out, your readers will experience your essay as unfinished—or, worse, as pointless or insular.
一、
文章地图法：(考虑读者)
Mapping an Essay

Structuring your essay according to a reader's logic means examining your thesis and anticipating what a reader needs to know, and in what sequence, in order to grasp and be convinced by your argument as it unfolds. The easiest way to do this is to map the essay's ideas via a written narrative. Such an account will give you a preliminary record of your ideas, and will allow you to remind yourself at every turn of the reader's needs in understanding your idea.

Essay maps ask you to predict where your reader will expect background information, counter-argument, close analysis of a primary source, or a turn to secondary source material. Essay maps are not concerned with paragraphs so much as with sections of an essay. They anticipate the major argumentative moves you expect your essay to make. Try making your map like this:

*   State your thesis in a sentence or two, then write another sentence saying why it's important to make that claim. Indicate, in other words, what a reader might learn by exploring the claim with you. Here you're anticipating your answer to the "why" question that you'll eventually flesh out in your conclusion.

*
Begin your next sentence like this: "To be convinced by my claim, the first thing a reader needs to know is . . ." Then say why that's the first thing a reader needs to know, and name one or two items of evidence you think will make the case. This will start you off on answering the "what" question. (Alternately, you may find that the first thing your reader needs to know is some background information.)

*
Begin each of the following sentences like this: "The next thing my reader needs to know is . . ."
Once again, say why, and name some evidence. Continue until you've mapped out your essay.


Your map should naturally take you through some preliminary answers to the basic questions of what, how, and why. It is not a contract, though—the order in which the ideas appear is not a rigid one. Essay maps are flexible; they evolve with your ideas.

注意不要写成堆积型：A common structural flaw in college essays is the "walk-through" (also labeled "summary" or "description"). Walk-through essays follow the structure of their sources rather than establishing their own. Such essays generally have a descriptive thesis rather than an argumentative one. Be wary of paragraph openers that lead off with "time" words ("first," "next," "after," "then") or "listing" words ("also," "another," "in addition"). Alhough they don't always signal trouble, these paragraph openers often indicate that an essay's thesis and structure need work: they suggest that the essay simply reproduces the chronology of the source text (in the case of time words: first this happens, then that, and afterwards another thing . . . ) or simply lists example after example ("In addition, the use of color indicates another way that the painting differentiates between good and evil"). (论点要深入分析,勿记流水帐)