【甚解小组】【TASK 1】AW Intro 读后感 FROM 周九

周九UID：2769406

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It also depends on the type of problem you are having. For example I would not suggest taking a troubled child to a theorpist who specializes in marriage problems. In some cases have a specialists helps to insure that you are getting the best possibly treatment. On the other hand dealing with a person who has a wide range of experience may be able to find different ways of dealing with a particular problem.

Since the quotation did not state exactely what type of specialist we are dealing with it is also hard to determine the importance of having a specialist is. For example the could be health or problems with a car, or basically anything else. I feel that this information should not have been left out. I guess the bottom line is that I feel sometimes a specialist is very important.

Reader Commentary for Essay Response – Score 2

This is a seriously flawed analysis of the issue. The response argues in favor of specialists, but neither the reasons nor the examples are persuasive. The example of not taking "a troubled child to see a therapist who specializes in marriage problems" is both simplistic and off the mark since it differentiates between two specialists, not between a generalist and a specialist.

The sentences are so poorly formed and phrased that the argument is at times hard to follow. Nevertheless, this is not a 1 essay: the writer presents a position on the issue, develops that position with some very weak analysis, and communicates some ideas clearly.

看来选择一个position，和有分析是最低要求啦

Essay Response – Score 1

I disagree with the statement about specialists, we need specialists who take individual areas and specialize.
A generalists can pinpoint a problem. He or she cannot determine the magnitude of the problem. A specialist can find the root of the problem. When he or she has years working in that specific field. For example, when i got sick i went to a doctor. He did blood work, x-ray, talk to me, ect. He prescribed me a medicine. I got worst. So i decided to go another doctor. Now, i am doing great. A specialist knows the facts right away. Otherwise, it will take longer or not at all.

Reader Commentary for Essay Response – Score 1

This response presents a fundamentally deficient discussion of the issue.

The first sentence states the writer's position in support of specialists, but that position is not followed by a coherent argument. Some of the ideas seem contradictory (e.g., "generalists can pinpoint a problem") and the example is confusing. If the essay explained that the first (unsuccessful) doctor was a generalist and the second (successful) doctor was a specialist, the example would be useful. However, as written, the example is unclear and even misleading. The concluding statement only adds to the confusion.

Since most of the sentences are short and choppy, the ideas they try to communicate are also choppy. The writer needs to provide transitional phrases and ideas to bring logical cohesion to this response. Also, basic errors in usage and grammar are pervasive, but it is primarily the lack of a coherent argument that makes this response a 1.

周九UID：2769406

Argument分析结束咯~~~终于结束了。。。。

doraliuUID：2842061

赞~~~俺会时不时跑过来瞅瞅~~~

doraliuUID：2842061

• What are the main differences between specialists and generalists? What are the strong points of each?
• Do these differences always hold in various professions or situations? Could there be some specialists, for example, who also need to have very broad knowledge and general abilities to perform their work well?
• How do generalists and specialists function in your field?
• What value do you think society places on specialists and generalists? Are specialists overvalued in some situations, and not in others?
• Does society really need more generalists than it has? If so, what needs would they serve?
Now you can organize your thoughts into two groups:
• Reasons and examples to support the claim
• Reasons and examples to support an opposing point of view

额觉得这个是AW intro的精髓啊~~~哈哈

紫陌纤尘o0UID：2745492

一个argu形式上正确了只能叫valid，形式内容都正确才能叫sound

哈哈，所见略同啊，我当年一个帖子里也引用这个说明了~
突然想到前段时间看哲学中有这么一句话，我觉得很有道理：“逻辑证明只能证明前提条件与结论的一致性，而不是证明它的真理性，即不能证明它们与客观事物及其规律是否一致。”这不就是Argument的核心么

分析得不错能够且看且结合自己的生活实际，加油啊，intro这个东西每个阶段看都有不同的体会，可以说是你前进的指针。

周九UID：2769406

35# 紫陌纤尘o0
那个彩虹系列的逻辑帖子，我看过好几啦，写得真好

紫陌纤尘o0UID：2745492

36# 周九
啊，原来是我帖子里的呀，哈哈，谢谢支持喽，我很看好你呢~
让我见见你的文章吧，到我的铺子里占个楼，明天我看看~

布丁的爱恋UID：2769395

由于我认为一个人看Intro有点点小枯燥。。于是只看过6分的那几篇。。看米有把它从头到尾看一遍。。借着LZ的东风~~天天来看帖~~嘿嘿~~
话说~~可不可以把英文字调大点噢~

周九UID：2769406

37# 紫陌纤尘o0

哇哈哈，有人看好我~~~~
没开始写那，我唯一完整的写过的就是10g机考的那两篇，不堪回首。。。
临考试之前一天发现身份证没了，早早人家没开门我就去等着求情，和监考老师各种说，老师分成两大派，一派同意我进，一派就是不让考，最后等大家都进去之后，貌似一个领导的爷爷让我溜进去了，进去之后，发现计算机里的地址竟然不对，又现给neea打电话，各种信息核对一遍，等我进到考场，我本以为如此经历就已经够狗血，没想到又碰上11g，11g还参加不了。。。。

当如此神奇的经历过后，我决定要好好做人，好好准备gre，不辜负god竟然给安排了那么多神奇的事儿。。。。

周九UID：2769406

38# 布丁的爱恋
布丁看到的字很小吗？ 我都有点弄不清出这儿发帖的排版了，从word粘贴过来它们就变了一次，然后发帖后，和发帖前在框里也不一样。。。。

重点是，它在我的显示器里字异常大。。。。

布丁的爱恋UID：2769395

九九的评论很有趣味性丫~~
喜欢~
至于字体~我把网页的字体改成最大了~看起来很舒服。。
看你的评论
很适合休闲娱乐放松。。
哈哈~

周九UID：2769406

41# 布丁的爱恋
谢谢啦

周九UID：2769406

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Analyze an Argument Task

Understanding the Argument Task

The "Analyze an Argument" task assesses your ability to understand, analyze, and evaluate arguments and to clearly convey your analysis in writing. The task consists of a brief passage in which the author makes a case for some course of action or interpretation of events by presenting claims backed by reasons and evidence. Your task is to discuss the logical soundness of the author's case by critically examining the line of reasoning and the use of evidence. This task requires you to read the argument very carefully. You might want to read it more than once and possibly make brief notes about points you want to develop more fully in your response. In reading the argument, you should pay special attention to

这段话信息量很多，首先说了遍什么叫 ‘analyze an argument’, 包括understand，analyze, evaluate 和convey your analysis in writing, 前面两个还好说，至于后面两个挺特别的，evaluate，评估，总是要整体评价，逐项分析，有好有坏，让我想起来大学的时候迎接评估检查团。。。另个convey your analysis in writing 挺特别的，特意强调下要把分析过程写进response里面，而不是直接point by point 的写出好坏。发现aw intro里面reasons 和evidence是形影不离的一对儿，response的时候也让它们不要分开吧。
logical soundness 再次出现，soundness包括论证形式的valid和其中内容的合理性。论证形式的valid常常被抛弃袅。审视两方面，the line of reasoning， 想来就是对应valid; the use of evidence, 对应内容。忽然想起issue response的时候，也要有个the line of reasoning 和 the use of evidence的选取，恩~ 另外，develop的时候要fully，不要点到即止。


• what is offered as evidence, support, or proof

• what is explicitly stated, claimed, or concluded

• what is assumed or supposed, perhaps without justification or proof

• what is not stated, but necessarily follows from what is stated

In addition, you should consider the structureof the argument—the way in which these elements are linked together to form a line of reasoning; that is, you should recognize the separate, sometimes implicit steps in the thinking process and consider whether the movement from each one to the next is logically sound. In tracing this line, look for transition words and phrases that suggest that the author is attempting to make a logical connection (e.g., however, thus, therefore, evidently, hence, in conclusion).

a line of reasoning 的重要性，关注the movement for each one the next，tracing this line 通过逻辑连接词，对啦，顺便把这几个词抄会自己issue里，however, thus, therefore, evidently, hence, in conclusion.

An important part of performing well on the Argument task is remembering what you are not being asked to do. You are not being asked to discuss whether the statements in the argument are true or accurate; instead, you are being asked whether conclusions and inferences are validly drawn from the statements. You are not being asked to agree or disagree with the position stated; instead, you are being asked to comment on the thinking that underlies the position stated. You are not being asked to express your own views on the subject being discussed (as you were in the Issue task); instead, you are being asked to evaluate the logical soundness of an argument of another writer and, in doing so, to demonstrate the critical thinking, perceptive reading, and analytical writing skills that university faculty consider important for success in graduate school.

do’s and don’ts

don’ts

1. discuss whether the statements in the argument are true or accurate
我理解这就仿佛问你，假如你被独角兽邀请到它家做客，要带什么礼物？你不可以说，这世界没有独角兽呀。比如例子里Hospital statistics regarding people who go to the emergency room after roller skating accidents indicate…里，你不能说现在医院根本就没有emergency room或是已经没有人玩roller skating了。

2. agree or disagree with the position stated
不关心你同不同意，所以response里也就没有必要再说我觉得大家是应该带上protective equipment在去滑旱冰。

3. express your own views on the subject being discussed
不用再表达自己的观点，比如说，我觉得该不该带护具呀，该分情况讨论，有的时候该带，有的时候不需要。。。

do’s

1. whether conclusions and inferences are validly drawn from the statements  查看各种推论是否valid

2. comment on the thinking that underlies the position stated         评论author的思考

3. evaluate the logical soundness of an argument of another writer；demonstrate the critical thinking, perceptive reading, and analytical writing skills
通过评估展现自己

"An express your own views on the subject being discussed alyze an Argument" is primarily a critical thinking task requiring a written response. Consequently, the analytical skills displayed in your critique carry great weight in determining your score.

ets说，这儿就想看下你的analytical skill怎木样~

Understanding the Context for Writing: Purpose and Audience

The purpose of the task is to see how well equipped you are to insightfully analyze an argument written by someone else and to effectively communicate your critique in writing to an academic audience. Your audience consists of college and university faculty who are trained as GRE readers to apply the scoring criteria identified in the scoring guide for the “Analyze an Argument” task (see page 28).

To get a clearer idea of how GRE readers apply the Argument scoring criteria to actual essays, you should review scored sample Argument essay responses and readers' commentaries. The sample responses, particularly at the 5 and 6 score levels, will show you a variety of successful strategies for organizing and developing an insightful critique. You will also see many examples of particularly effective uses of language. The readers' commentaries discuss specific aspects of analytical writing, such as cogency of ideas, development and support, organization, syntactic variety, and facility with language. These commentaries will point out aspects that are particularly effective and insightful as well as any that detract from the overall effectiveness of the responses

周九UID：2769406

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Preparing for the Argument Task
Because the Argument task is meant to assess analytical writing and informal reasoning skills that you have developed throughout your education, it has been designed so as not to require any specific course of study or to advantage students with a particular type of training. Many college textbooks on rhetoric and composition have sections on informal logic and critical thinking that might prove helpful, but even these might be more detailed and technical than the task requires. You will not be expected to know methods of analysis or technical terms. For instance, in one topic an elementary school principal might conclude that the new playground equipment has improved student attendance because absentee rates have declined since it was installed. You will not need to see that the principal has committed the post hoc, ergo propter hoc fallacy; you will simply need to see that there are other possible explanations for the improved attendance, to offer some common-sense examples, and perhaps to suggest what would be necessary to verify the conclusion. For instance, absentee rates might have decreased because the climate was mild. This would have to be ruled out in order for the principal’s conclusion to be valid.
灰常吃亏，可能大多数同学都没见过post hoc, ergo propter hoc fallacy, 虽然不用写出来名字，但如果你知道有这么几类现象存在，那也有利于找出逻辑错误，贴几个常用逻辑错误：

Although you do not need to know special analytical techniques and terminology, you should be familiar with the directions for the Argument task and with certain key concepts, including the following:
• alternative explanation—a possible competing version of what might have caused the events in question; an alternative explanation undercuts or qualifies the original explanation because it too can account for the observed facts
一个response时候的方向
• analysis—the process of breaking something (e.g., an argument) down into its component parts in order to understand how they work together to make up the whole; also a presentation, usually in writing, of the results of this process
breaking用得真形象，另外再次强调response的时候要展现analysis的过程。
• argument—a claim or a set of claims with reasons and evidence offered as support; a line of reasoning meant to demonstrate the truth or falsehood of something
reasons and evidence
• assumption—a belief, often unstated or unexamined, that someone must hold in order to maintain a particular position; something that is taken for granted but that must be true in order for the conclusion to be true
assumption是个重要的陷阱，木有什么可以taken for granted, conclusion要是建立在assumption上是不可靠的。
• conclusion—the end point reached by a line of reasoning, valid if the reasoning is sound; the resulting assertion
• counterexample—an example, real or hypothetical, that refutes or disproves a statement in the argument
反例
An excellent way to prepare for the "Analyze an Argument" task is to practice writing on some of the published Argument topics. There is no one way to practice that is best for everyone. Some prefer to start practicing without adhering to the 30-minute time limit. If you follow this approach, take all the time you need to analyze the argument. No matter which approach you take, you should
• carefully read the argument—you might want to read it over more than once
• identify as many of its claims, conclusions, and underlying assumptions as possible
列出所有的claims, conclusions, and underlying assumptions
• think of as many alternative explanations and counterexamples as you can
• think of what additional evidence might weaken or lend support to the claims
不止是weaken 还有 lend support的各种evidence，就是如果要是再怎么怎么样，就更好了。
• ask yourself what changes in the argument would make the reasoning more sound
同上
Write down each of these thoughts as a brief note. When you've gone as far as you can with your analysis, look over the notes and put them in a good order for discussion (perhaps by numbering them). Then write a critique by fully developing each of your points in turn. Even if you choose not to write a full essay response, you should find it very helpful to practice analyzing a few of the arguments and sketching out your responses. When you become quicker and more confident, you should practice writing some Argument responses within the 30-minute time limit so that you will have a good sense of how to pace yourself in the actual test. For example, you will not want to discuss one point so exhaustively or to provide so many equivalent examples that you run out of time to make your other main points.
练习的时候用123标出所有claims, conclusions, 和underlying assumption，虽然看起来是个很笨的方法，但我觉得是个好方法。另外，ets还提示说别咬住一个例子不放，是个整体上的evaluate。

周九UID：2769406

THE PRINCIPAL FORMS OF ILLOGICAL THINKING 101	非逻辑思维的主要形式
1. Denying the Antecedent	1.否定前件
2. Affirming the Consequent	2.肯定后件
3. The Undistributed Middle Term	3.中项不周延
4. Equivocation	4.偷换概念
5. Begging the Question	5.窃取论题
6. False Assumptions	6.虚假假设
7. The Straw-Man Fallacy	7.稻草人谬误
8. Using and Abusing Tradition	8.误用传统
9. Two Wrongs Don’t Make a Right	9.以暴易暴
10. The Democratic Fallacy	10.民主谬误
11. The Ad Hominem Fallacy	11.对人不对事
12. Substituting for the Force of Reason	12.压制理性
13. The Uses and Abuses of Expertise	13.滥用专家意见
14. The Quantifying of Quality	14.质的量化
15. Consider More Than the Source	15.以出身论英雄
16. Stopping Short at Analysis	16.止于分析
17. Reductionism	17.简化主义
18. Misclassification	18.分类错误
19. The Red Herring	19.混淆视听
20. Laughter as Diversionary Tactic	20.以笑饰非
21. Tears as Diversionary Tactic 22. Inability to Disprove Does Not Prove	21.以泪掩过 22.无力反驳不算证明
23. The False Dilemma	23.两难陷阱
24. Post Hoc Ergo Propter Hoc	24.以先后论因果
25. Special Pleading	25.情感误导
26. The Fallacy of Expediency	26.功利误导
27. Avoiding Conclusions	27.避免结论
28. Simplistic Reasoning	28.简化推理