1006G[Redemption]备考贴 by gantian

gantianUID：2650936

计划：

1.首先是将所有的题目过一次，注：仅仅是看题目和中文对照，以达到你能够在10s内就能无偏差的理解题意。这个工作花不了多少时间，而且你心里也会有点数。

2.在北美范文中挑几篇规范的文章来精读。读到你有了“后面的文章其实也就是论题变了下，大致格式和适用句式等都差不多的”感觉的时候，便可以进行写作了。

gantianUID：2650936

精华帖笔记：
1.issue第一句话（http://edu.taisha.org/bbs/viewthread.php?tid=1262697&page=1#pid14588989）

2.ISSUE破题（摘自ISSUE5.5）
文章的写作思路和文章的结构框架。
拿到ISSUE题目后，首先将其归类，然后按照“先提正，再求反，因人因题合、反、散”的顺序分析出文章正文部分的三个意群段。

要注意部分题目中所暗含的逻辑陷阱。ETS设计的ISSUE和ARGUMENT这两篇作文是用来取代过去的GRE考试中的逻辑部分，所以无论是ISSUE写作还是ARGUMENT都要考察我们的逻辑思维能力。

对于套叠式多角度分析题目，要学会分层次切入分析。这样做的效果是，能比其他人更多地挖掘出ISSUE题目内容的复杂性。对于平行式多角度分析题目，要尽量找到自己所擅长的分析切入点。

gantianUID：2650936

昨天部分荒废去睡觉了。。。。今天好好花点时间看完Issue5.5的前面部分，再把作业交了
加油！

gantianUID：2650936

第八次作业--ISSUE28


28) Students should memorize facts only after they have studied the ideas, trends, and concepts that help explain those facts. Students who have learned only facts have learned very little.

提纲
1. 开头段，指出作者的观点，我让步式地提出自己的反对
2. 赞同作者观点一Students who have learned only factshave learned very little.
//3. 赞同作者观点二
4. 反对观点一students should memorize facts afterthey understand it
5. 反对观点二learning context without detailedmemorization sounds right but is difficult to accomplish.
6. 总结

写的第一篇Issue，文章的逻辑勉强，去支持论点的例子也很勉强。。本想写两个赞同观点，被卡住了暂时没想法。抱着好歹把第一篇弄出来的决心拼凑了这次作业。提纲写得不详细（因为先拼凑了文章才去想的提纲 - -|| ）麻烦批改者了，谢谢：）

Should students memorize facts only after studied the ideas, trends, and concepts? The speaker claims so, for the reason that students would learn very little if they learn only facts. I concede that learning by memorization, according to its definition, eschews comprehension, so it is an ineffective tool in mastering any complex subject at an advanced level. Otherwise, in my point of view we should not neglect the significantly role memorization techniques play in the way of study.

Admittedly, under most circumstances, learning only facts is useless and inefficiency. The ultimate objective of education is not to learn facts by heart, but to sharpen critical thinking skills--to be able to analyze facts and to make sound judgments. In addition, it is less time if students commit a formula to memory through exercises that use the formula rather than through rote repetition.

Aside from the foregoing proviso, however, I fundamentally disagree with the speaker's claim that students should memorize facts after they understand it. Learning is a combination of memorization and evolved specialized problem-solving patterns, which themselves are memorized. Without memorization, no one would know what to research in the first place, and no one would have the appropriate cultural, professional, or historical context to have an informed opinion on any subject. If people don't memorize history facts, they will find much of popular culture confusing -- including elections and politics, movies and plays, books, even video games. If so, how do the students to comprehend the so-called ideas, trends, and concepts that help explain facts?

Similarly, learning context without detailed memorization sounds right but is difficult to accomplish. Understanding the concepts with creative thinking is only possible and effective within a field that one has already mastered, or at least in which one has learned all the basics. In any field of study, whether it's in elementary school history class, or in an advanced academic or professional setting, memorization in the context of learning and study is fundamental. Take a random example, organic chemistry. The traditional undergrad class in this subject is one vast memorization exercise. Any given little reaction sequence can trivially be looked up online. But can you imagine a chemist or biologist having to look up every elementary reaction every time they need to reason about chemical synthesis or biological pathways?

In sum, unless concerning the information that is coming in at lightning speed updated everyday, I concede that rote memorization of random facts is worthless. Otherwise, the skill of memorization is very foundation upon which students' knowledge advances.

gantianUID：2650936

34# gantian

第八次作业总结

gantianUID：2650936

第九次作业--ISSUE136

gantianUID：2650936

因果类题目（提出或蕴含了某种因果关系）
切入点：
(1)这个因果关系推理中的原因是否成立？
(2)假设这个原因成立，从它能否推出结果？

建议类题目（提出了某种解决问题的办法或建议）
“Someone should/must do something to have/do something or for a purpose.”
切入点：
(1)        题目中的建议可行性如何？
(2)        如果实施题目中的建议，是否会导致同初始目的相矛盾或其他荒谬的结果？
(3)        有无替代或折中方案？

是非类题目(提出某种好坏、是非的价值判断)
切入点：
(1)这种价值判断的标准是什么？
(2)这种价值判断的标准是否值得修正

定义类题目
切入点：
（1）题目中的定义是否抓住了问题的本质？
（2）能否给出我自己的，更为恰当的定义？

事实类题目（指出一个或者多个事实。这里的事实并非是那种公认的、可反复证实或证伪的现象。它在题目中指定是一种观察（observation）或者一种感觉(perception)，而持有这种意见的人认为它是事实，并希望我们也相信。
切入点：
(1)  能否从公认的原则或者事实中推出相反的判断？
(2)  能否举出相反的事例？


总共42道
2,4,5,12,15,17,24,30,35,40,41,52,53,56,65,68,73,83,84,87,93,98,102,108,110,114,115,116,118,144,146,163,176,184,191,192,193,196,199,213,219,226

题目分析：
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2、"Competition is ultimately more beneficial than detrimental to society."

是非类题目(提出某种好坏、是非的价值判断)
切入点：
(1)这种价值判断的标准是什么？
(2)这种价值判断的标准是否值得修正

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4、"No field of study can advance significantly unless outsiders bring their knowledge and experience to that field of study."

建议类题目（提出了某种解决问题的办法或建议）
“Someone should/must do something to have/do something or for a purpose.”

In order for a field of study to advance significantly, outsider should bring their knowledge and experience to that field of study.
切入点：
（1）题目中的建议可行性如何？
（2）如果实施题目中的建议，是否会导致同初始目的相矛盾或其他荒谬的结果？
（3）有无替代或折中方案？

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5、"A nation should require all its students to study the same national curriculum until they enter college rather than allow schools in different parts of the nation to determine which academic courses to offer."

建议类题目（提出了某种解决问题的办法或建议）


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12"People's attitudes are determined more by their immediate situation or surroundings than by any internal characteristic."

是非类题目(提出某种好坏、是非的价值判断)
切入点：
(1)这种价值判断的标准是什么？
(2)这种价值判断的标准是否值得修正


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15"The stability of a society depends on how it responds to the extremes of human behavior."

事实类题目（指出一个或者多个事实。这里的事实并非是那种公认的、可反复证实或证伪的现象。它在题目中指定是一种观察（observation）或者一种感觉(perception)，而持有这种意见的人认为它是事实，并希望我们也相信。
切入点：
(3)        能否从公认的原则或者事实中推出相反的判断？
(4)        能否举出相反的事例？

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17"There are two types of laws: just and unjust. Every individual in a society has a responsibility to obey just laws and, even more importantly, to disobey and resist unjust laws."

事实类题目（指出一个或者多个事实。这里的事实并非是那种公认的、可反复证实或证伪的现象。它在题目中指定是一种观察（observation）或者一种感觉(perception)，而持有这种意见的人认为它是事实，并希望我们也相信。


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24"People in positions of power are most effective when they exercise caution and restraint in the use of that power."
事实类题目（指出一个或者多个事实。这里的事实并非是那种公认的、可反复证实或证伪的现象。它在题目中指定是一种观察（observation）或者一种感觉(perception)，而持有这种意见的人认为它是事实，并希望我们也相信。

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30"The primary goal of technological advancement should be to increase people's efficiency so that everyone has more leisure time."
双层次：
建议类题目（提出了某种解决问题的办法或建议）
因果类题目（提出或蕴含了某种因果关系）
切入点：
(1)这个因果关系推理中的原因是否成立？
(2)假设这个原因成立，从它能否推出结果？

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35"No matter what the situation, it is more harmful to compromise one's beliefs than to adhere to them."

是非类题目(提出某种好坏、是非的价值判断)
切入点：
(1)这种价值判断的标准是什么？
(2)这种价值判断的标准是否值得修正

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40"Scholars and researchers should not be concerned with whether their work makes a contribution to the larger society. It is more important that they pursue their individual interests, however unusual or idiosyncratic those interests may seem."
双层次
建议类题目（提出了某种解决问题的办法或建议）
是非类题目(提出某种好坏、是非的价值判断)
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gantianUID：2650936

荒废了好些天。。。今天开始继续干活～
加油加油！