1006G[REBORN FROM THE ASHES组]备考日记 by 小轶——再不去闯，梦想永远只会是梦想

domudomuUID: 2670967

我要这天，再遮不住我眼；要这地，再埋不住我心；要这众生，都明白我意；要那诸佛，都烟消云散

在开篇的时候，总算找到一句合适的话来表达现在的感觉。
暑假里毅然一个人从南京到北京上新东方，没有人支持，没有人反对，就在这样奇怪的状态下，踏上了我决心的路。
考虑了很久决定来写这么一篇帖，因为这注定将是一篇很长的文，至少Ta已经经历了很多而且即将经历更多的时间还有人。
  I’m the G-star.
  是的，我在考完六月三十号，那该死的分子学后，冲动的冲向了祖国的首都，老妈给我准备的较为完善的行李中，还不乏那为了预防“猪流感”而准备的两个口罩下了飞机后，我妈逼着我，带着口罩穿梭在人群中，去捡我的行李。现场一共有三个人带着口罩，我和两个保安，当时觉得奇囧。终于捡到了行李，开始了我的北京生活。
  好吧，此行我终究决定了，要学GRE很简单，报名费一千多我狠狠心就那么打给了老美。其实这么多年了我一直都在按照小时候设计的路线在走，虽然还比较坎坷，但还好没怎么偏离正常中国青少年儿童的轨道。但我不确定这就是我想要了，一路的循规蹈矩，一路的活着别人活过的样子，这样ok吗？“我不知道我想要什么我只知道我不想要什么”这是我一直对别人说，尤其那些和我不是一款蛋糕的追随者。现在我就这样子倔强了，虽然没见我的手怎么肮脏，但是我的眼神却在发光。我开始想着GRE了，开始讨厌中国的研究生制度了，虽然还没轮到我，我不甘心就这样活下去，我不可能看到十年后的自己还是一样。但我会害怕，怕找不到寄托者（grer）在这一路上我只有一个人 ，甚至都没有找的一个G友。我也会担心，担心这个从来都被亲朋好友当做榜样的人，一旦叛逆了，没有好的结果会被。。。虽然我注重的是过程。其实也怕，万一坚持了很多年，却最终得不到自己想要的东西怎么办。可是想别人那样去当公务员，当老师，（不是说他们不好啦）就连自己终老时什么样都看到了，我不甘心呐，不甘心，我活了这样一辈子，难道要把想做的事留给下辈子吗？？？我一定要考GRE
  我知道爸妈是为了我好，他们总想着女孩子应该要走的路线，而事实证明，这二十年来，我按照他们的路线走的很好，一路的夸奖与夸奖，可是这些夸奖who cares？我想出国，我对GT有信心，但我的GPA实在是不好，这怪我自己，我应该更拼 一点才对。我不是生物系的top几，但我有我的能力，有着用GPA无法证明的能力。只要我出去了我想，就是刷盘子刷疯癫我也要走下去。我只是不甘心放弃自己一直以来的梦想！！
  我不知哪里来的豪情壮志，可能是吃了太多的荔枝。
  我大三了，一切的决定这一年，我真的要做出了，我会做好准备，GT先考了，以后的事再看机遇吧，会不会遇到人幸运的帮我写封推荐，这次的GPA 我会好好努力。我不要放眼望去就看到终老！！！
当风雨都过去迎着风看天空
不放弃才能够有感动
这一生这一次为自己抬起头
至少要骄傲的盛开过

domudomuUID: 2670967

一楼留给版主大人

domudomuUID: 2670967

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.
1. What does X mean? (Definition)
2. What are the various features of X? (Description)
3. What are the component parts of X? (Simple Analysis)
4. How is X made or done? (Process Analysis)
5. How should X be made or done? (Directional Analysis)
6. What is the essential function of X? (Functional Analysis)
7. What are the causes of X? (Causal Analysis) BE EACW
8. What are the consequences of X? (Causal Analysis)
9. What are the types of X? (Classification)
10. How is X like or unlike Y? (Comparison)
11. What is the present status of X? (Comparison)
12. What is the significance of X? (Interpretation)
13. What are the facts about X? (Reportage)
14. How did X happen? (Narration)
15. What kind of person is X? (Characterization/Profile)
16. What is my personal response to X? (Reflection)
17. What is my memory of X? (Reminiscence)
18. What is the value of X? (Evaluation)
19. What are the essential major points or features of X? (Summary)
20. What case can be made for or against X? (Persuasion)


这样的二十个问可以帮助我们透彻的理解题目，对于AW来说，题目理解一定是最为关键的部分了，我已经花了半个月将issue的题目细读完毕
对于issue一定遵循探究着
Definition of the critical term
Categories of critical term and concept
Domain thay would be affected by the claim
Under what condition is the claim valid
Reasons that would probably lead to come to such claim
Effects that would possibily be brought about the claim

domudomuUID: 2670967

今天将在接下来的两个小时完成单词的任务还有经济学人，加油

domudomuUID: 2670967

我的第二天：
【Fundamental Course of Writtng】基础写作每日一讲（2）Writing Anxiety
本帖最后由 草木也知愁 于 2009-3-19 21:56 编辑


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

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


1

1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.



1



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!"

domudomuUID: 2670967

Fundamental Course of Writtng】基础写作每日一讲（2）Writing Anxiety
对付考前焦虑。
第一段英文开始，让我想到了以前无数次应对考试时老师讲的话，考前的紧张都是正常的，有的时候正是这一点点小小的紧张可以帮助你的考试。现在看来此话还是受用，但是过度的紧张只会让你神志不清，反而发挥不出正常的水平啦。肾上腺素可以刺激人的某些神经，就像违禁运动员会吃兴奋剂一样。

接下来的三个方法和三个examples并不是考试宝典的空空而谈，而是全部的有意思的很贴近生活的好办法。

最后的四个 Relaxation Strategies
就是告诉我们要轻轻松松放轻松啦。

domudomuUID: 2670967

Fundamental Course of Writtng】基础写作每日一讲（3）Writer's Block

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:

任何事情想在成功的道路上必定会遭遇瓶颈期，这让我想到了高考前的“高原反应”，其实这种时期只要合理的handle了就不会太可怕

Symptom

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

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

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

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.
这些和2讲很相似么，是证明这些果然重要吧
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.
这种方法很是特别，以前没有试过，但仔细想想，如果现在中间的话，可以先把该写的写了，然后再去写intro和最后一段。这样的话，开头的时候反驳或同意，强烈或淡然都是可以根据整篇文章再定的
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.
当局者迷，有时候就在你正迷的时候，可能你周围的人可以给你提出一个意想不到的解决办法，不如倾听一下周围人的意见
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.

1）倾诉是一种很好的表达方式，对不同的人说话会用不同的语气，如果是老师，如果是同学，如果是亲人，甚至是陌生的G友。都会让我们有机会体验不同的表达方式。
2)换位思考，在生活中这一招是常常用到，站在别人的立场想问题，视角会立马变得不一样。issue的文章各种各样，涉及面很广，我们要让那个自己成为不同的主角，才能写出精彩的语句。在不同的时间里，也可以由不同的思考。比如古代和现代，早晨和傍晚，都是不一样的

(Many of these ideas are from Peter Elbow's Writing with Power, [Ch. 8; 59-77] and Mack Skjei's Overcoming Writing Blocks.)

natalie月光石UID: 2635526

楼主!
我也是有这样的爸爸妈妈的,他们希望我好,希望我不要吃那么多死心裂肺的苦.
但是当我给他们讲我要考出国时,他们很开心的.
所以,佩服你能从南京跑到北京来上课.
加油!我们都在努力!

domudomuUID: 2670967

其实一切都是爱，世上最伟大的爱 8# natalie月光石

domudomuUID: 2670967

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

Planning (Invention): when you start to write

You can try the textbook formula:

写作的基本啦

I. State your thesis.
II. Write an outline.
III. Write the first draft.
IV. Revise and polish.

. . . but that often doesn't work!

的确有的时候一般书上所说的方法都不是那么的好用，至少都不是那么的适合我们用，但是取其精华，可以吧好用的留着

Instead, you can try one or more of these strategies:

Ask yourself what your purpose is for writing about the subject.

看到一道题目后首先是理解，然后是想到我写这个sub的目的是什么

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?

感觉这三句问到心里去了，上一讲的换位思考，真的如果这样思考，就不会写出一些奇怪的东西了

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?

这样三个问句提出后，自己思考一下，就可以不用写出那么死板而有空洞的文章了，我们大可以举一些，贴切而又有血有肉的例子。

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.

有的时候人的潜力就真的是自己想不到的，脑袋里总会稀奇古怪的想出一些idea来。像是艺术家作画，魔术师发明魔术，设计师设计东西都是一样。而我们也可以把写作当做一门艺术，一门要发挥的艺术。

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.

看来叙述与表达真的很重要，连续两讲都有讲到哦

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.

查了一下，这里的nutshell应该是总结一下说吧，可爱的单词

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!

那就是自己该自己的东西都，体现了修改的重要性，以后要注意注意

domudomuUID: 2670967

【Fundamental Course of Writtng】基础写作每日一讲（5）Writing With Computers

Writing With Computers

Using word processing software on a computer is an efficient way to write. You can delete, revise, and cut and paste with great ease and speed, without having to retype, and you will find your drafts easier to read as you revise. Even if you cannot type well (and many successful computer users can't), a computer can be both a convenience and an aid throughout the writing process. But 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.

很土但是一直很有用的一句话就是凡事都有利弊，就连我们天天离不开身的电脑也是哈，开心的敲完东西如果发现东西不见了，是会惨叫的，所以一定要小心

Word processing software can aid your efforts in all aspects of the writing process:

Planning

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. Some writers find that they can freewrite more easily by turning down the computer screen, so they cannot see what they type. You may also want to create separate files for different topics discovered while freewriting.

我就是属于那种要用纸笔来表达的人，对着空白的word是打不出什么号东西的呃。。。

writing an e-mail message

As you think about your assignment or topic, try writing an e-mail message to a friend, to someone in your class, or to a Writing Lab tutor . 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.

这个真的是一个号好办法，利用一切机会学英语，也是我一直在用的方法，我会试着和本专业的国际友人联系，这真的感觉很好，说到心里去了，以后一定要更加坚持

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. Some word processing programs either outline for you or permit you to indicate the outline headings in a way that allows you to go back and forth between a screen showing only the headings and screens showing the detailed material within sections.

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.

这个没试过，以后想试一下，不过应该是在初期把

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.

日记这种东西做起来就不是一天两天的事了，不过我们的奋斗也不是一天两天的事了，愿，一旦开始了就不要停下来。

Drafting

creating a scrapfile

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.

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.

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.

有用的就留着，没用的就扔掉，省的以后困扰着自己

Organizing

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.

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.

提纲其实真的是有用的，可惜我不太爱练习，写提纲，惭愧，以后要改进

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.

Revising

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.

检查室必须得，难免会有错误，但是一旦开头有了，就已经给读者一个既定的印象了，不好改动。所以写开头时就要想好，就要表达好，因为接下来的文章都是依据开头了。

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.

这个不得不说真的是一个很细心很细致的做法了

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.

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.

这个有做到哦，有些文字盯着电脑看是看不出感觉的。记得以前还有辩论说，会不会以后用ebook取代纸book，这怎么有可能嘛，看的就是一种意境一种感觉，一种淡淡的书墨香气的

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.

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?

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?

长难句开始喽，句子语言要丰富，句式多变，句子的多样性，又是一个新的台阶

  

Editing and Proofreading

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 appropraite advice and inappropriate advice is difficult and a styke 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.

这是个什么软件好像很好用的样子，很人性化，这样可以避免相同的词出现嘛。

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.

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.

domudomuUID: 2670967

时间总是哗哗的不够用的过，一天就在几节课，一场讲座后过去了，回来后要猛补了。

今天收到的当当寄来的范文精讲的书，当当发短信让我11月11号11点去取快递，好啦，我知道今天我过节也用不着这么刺激人嘛。。。

不过还是很开心，每买一本新书就会很开心，好像买到了就是知识一样哈哈。

继续我的单词，继续我的经济学人，明天还有一篇issue打算努力写完，加油加油加油

domudomuUID: 2670967

【Fundamental Course of Writtng】基础写作每日一讲（6）thesis statement是在是个好东西，已下载会督促自己好好的看

domudomuUID: 2670967

11.8——【Fundamental Course of Writtng】第7讲笔记Topic sentences and signposts make an essay's claims clear to a reader. Good essays contain both. 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. Signposts, as their name suggests, prepare the reader for a change in the argument's direction. They show how far the essay's argument has progressed vis-ˆ-vis the claims of the thesis.



Topic sentences and signposts occupy a middle ground in the writing process. They are neither the first thing a writer needs to address (thesis and the broad strokes of an essay's structure are); nor are they the last (that's when you attend to sentence-level editing and polishing). 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.

Forms of Topic Sentences

Sometimes topic sentences are actually two or even three sentences long. If the first makes a claim, the second might reflect on that claim, explaining it further. Think of these sentences as asking and answering two critical questions: How does the phenomenon you're discussing operate? Why does it operate as it does?

There's no set formula for writing a topic sentence. Rather, you should work to vary the form your topic sentences take. Repeated too often, any method grows wearisome. Here are a few approaches.

１．Complex sentences.
Topic sentences at the beginning of a paragraph frequently combine with a transition from the previous paragraph. This might be done by writing a sentence that contains both subordinate and independent clauses, as in the example below.（利用复合句，联系上下文的作用）


Although Young Woman with a Water Pitcher depicts an unknown, middle-class woman at an ordinary task, the image is more than "realistic"; the painter [Vermeer] has imposed his own order upon it to strengthen it.


This sentence employs a useful principle of transitions: always move from old to new information.
The subordinate clause (from "although" to "task") recaps information from previous paragraphs; the independent clauses (starting with "the image" and "the painter") introduce the new information—a claim about how the image works ("more than Ôrealistic'") and why it works as it does (Vermeer "strengthens" the image by "imposing order").


２．Questions.
（提问）Questions, sometimes in pairs, also make good topic sentences (and signposts).
Consider the following: "Does the promise of stability justify this unchanging hierarchy?" We may fairly assume that the paragraph or section that follows will answer the question. Questions are by definition a form of inquiry, and thus demand an answer. Good essays strive for this forward momentum.

３．Bridge sentences.
Like questions, "bridge sentences" (the term is John Trimble's) make an excellent substitute for more formal topic sentences. 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." This strategy is particularly useful for dealing with counter-evidence: a paragraph starts out conceding a point or stating a fact ("Psychologist Sharon Hymer uses the term Ônarcissistic friendship' to describe the early stage of a friendship like the one between Celie and Shug"); after following up on this initial statement with evidence, it then reverses direction and establishes a claim ("Yet ... this narcissistic stage of Celie and Shug's relationship is merely a transitory one. Hymer herself concedes . . . "). The pivot always needs a signal, a word like "but," "yet," or "however," or a longer phrase or sentence that indicates an about-face. It often needs more than one sentence to make its point.

Signposts

Signposts operate as topic sentences for whole sections in an essay. (In longer essays, sections often contain more than a single paragraph.) They inform a reader that the essay is taking a turn in its argument: delving into a related topic such as a counter-argument, stepping up its claims with a complication, or pausing to give essential historical or scholarly background. Because they reveal the architecture of the essay itself, signposts remind readers of what the essay's stakes are: what it's about, and why it's being written.


Signposting can be accomplished in a sentence or two at the beginning of a paragraph or in whole paragraphs that serve as transitions between one part of the argument and the next. The following example comes from an essay examining how a painting by Monet, The Gare Saint-Lazare: Arrival of a Train, challenges Zola's declarations about Impressionist art. The student writer wonders whether Monet's Impressionism is really as devoted to avoiding "ideas" in favor of direct sense impressions as Zola's claims would seem to suggest. This is the start of the essay's third section:

domudomuUID: 2670967

【Fundamental Course of Writtng】基础写作每日一讲（8）

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.
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; even more painful than passing a kidney stone; 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.

If you are comparing or contrasting two or more viewpoints, 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?
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, 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２：


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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：
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").