1006G[REBORN FROM THE ASHES组]备考日记 by 崂山小神——把握自己最想要的

崂山小神UID: 2688698

用了将近一个多星期的时间去想究竟什么是自己最想要的。。。
是全专业第一？是GT牛人？是考研高手？
以前的自己是那么贪心，多么想这个世界都是自己的，多么想面面俱到，在任何一个方面都做的出色无比
可是时间是那么有限，一个人的能力是那么有限，当各种各样的选择都涌到了面前时，我在想，什么才是自己最想要的
于是要自己做决定，要自己选择一条路坚持走下去，何尝不知也许某一天会后悔为什么选择了GT？
把AW延了期，因为发现就在即将到来的一个月里，有我更想要的东西，有对我个人的发展更有价值的东西。接触AW时间本来也不长，多想两手抓起，但目前的AW冲刺计划完全不能正常进行，只能说是当初对自己的错误估计。我多么羡慕那些传说一天只睡三四个小时的人，可是有些事不是人人都能做得到。却又不甘心在一次盲目尝试中败下阵来，而因此放弃了G。
这是一个追寻勇士和坚持的时代。我必须承认我不是他们心中的勇士，至少在AW上不是。他们尖锐的指出：你只是在为延期找一个冠冕堂皇的理由！迷惑了，到底是怎样一个决定让我把自己的人生都后延了两个月，这样做值得吗？这是战略的调整还是懦弱的逃避？
在那么多充满了激情的备考日记里，貌似只有小神的这一篇这个样子，估计是不怎么讨喜的了。当然也没必要讨喜，自己的人生靠自己走出来，总是依靠别人的话必将抱憾终生，就让我试一试吧，试一试我自己的选择。

也没什么，我必须振作精神，再次整装上阵，既然已经选择，就朝新的计划努力了，按部就班，把基础打牢。原来的冲刺计划暂时取消。

开此贴记录这些踽踽独行的日子，在106G的路上遭遇坎坷但决不后悔。

崂山小神UID: 2688698

虽然之前备考的一个多月不经常来寄托，但是这个还是看过的——传说中的effective writing，传说中的20问。那时时间原因没怎么看仔细，再者没有AW实战过，基本没有什么体会。现在已经写过issue，算是初知深浅。结合写写吧。
1.What does X mean? (Definition)
\\这个想起了高频130，关于socialization，如果不知道definition的话还真的不好写，搞不好就写偏题了，遇到模糊概念一定先查清楚，这个工作前期没做好，现在就要做起来
2. What are the various features of X? (Description)
\\也许比较容易将题目具体化，尤其是那种抽象类题目，什么loyalty啊等等
3. What are the component parts of X? (Simple Analysis)
\\同2 吧
4. How is X made or done? (Process Analysis)
\\深层分析
5. How should X be made or done? (Directional Analysis)
\\Should问题，展示个人观点的好机会
6. What is the essential function of X? (Functional Analysis)
\\作用功能。让我想起了中学作文。。。而且这里其实也能表明所讨论问题的重要性吧
7. What are the causes of X? (Causal Analysis)
\\又要深度分析了，什么原因导致的？与它相关的因果要素
8. What are the consequences of X? (Causal Analysis)
\\同7吧
9. What are the types of X? (Classification)
\\归类？积攒处理一类问题思路的重要性。将issue问题划分主题，这个已经做过了，但是还需在不停的过题目中进一步完善1
10. How is X like or unlike Y? (Comparison)
\\类比吧，与什么相同或不同，也许可以通过阐述另一个问题来解决与其类似或相反的概念？或者是通过一个简单问题的思考来找找思路？
11. What is the present status of X? (Comparison)
\\想想重要性
12. What is the significance of X? (Interpretation)
\\额。。。怎么跟前面有点重复。望指点
13. What are the facts about X? (Reportage)
\\已有事实，适当借助已有的但并不俗套的观点以提高效率
14. How did X happen? (Narration)
\\机理问题？追溯历史？
15. What kind of person is X? (Characterization/Profile)
\\举个例子
16. What is my personal response to X? (Reflection)
\\出彩点，要表达出自己的观点。唉，总觉得自己的观点太俗了。多看东西，加油1
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)
\\哈哈，要是例子都能万用就好了
O(∩_∩)O  
开心，前一个月的功夫果然没有白费，比起刚开始看20问时的感受大有不同，更有针对性了。加油，向前看！
有不妥之处还望大家指正，小神这厢有礼了。

崂山小神UID: 2688698

接口实验归来！调了半天程序也没调试出结果。。。好吧，把汇编搁到一边，我需要ef的滋补。。。
\(^o^)/这个以前还没着重看过，不过貌似很有意思的说
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.
对极！我超爱紧张焦虑，总担心自己做的不够完美，平时写个issue压力都大的不行Relax~~
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.
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）
模板啊模板，亲爱滴模板~~什么时候能让你在脑子里清晰地浮现出来
•        -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!"
\\呵呵，没什么事值得我们紧张的不像样子。天不灭人人自灭罢了。额，关于writing blocks啊，觉得草木版主的翻译很有意思~~

崂山小神UID: 2688698

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!
\\啊对，我就是这么做滴
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.\\(narrow down?真假？)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?\\（指明话题的重要性吧）

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?\\ （可以指出readers有可能提出的质疑，并解决它，更增添说服力）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.\\（攒例子…）
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!

崂山小神UID: 2688698

要我说今天TS的内容也无过于这些dos and don’ts，超概括。好吧，重要的往前放，以后也好看撒。可是还是决定把下面的东西贴上，一来因为华丽丽的很好看，而来上面有小神一些挺得瑟的所谓心得。（不由得感叹试过了水就是不一样啊，当年的话准看蒙了）
主题句的dos and don’ts
Dos:
表明立场，具体，并且中心明确，表明自己的观点和结论，出现在开头段的末尾，同时提示读者作者的行文思路．
Don’ts:
不要说废话，说空话，说大话，不要出现第一人称，不要含糊不清．
Hint: a great many clear and engaging thesis statements contain words like “because,” “since,” “so,” “although,” “unless,” and “however.”\\(绝对有用)
一．Definition & location
A thesis statement declares what you believe and what you intend to prove. （主题句说明你的观点和要论证的论点）A good thesis statement makes the difference between a thoughtful research project and a simple retelling of facts.（事实和论据不是主题句！）
A thesis statement is a sentence (or sentences) that expresses the main ideas of your paper and answers the question or questions posed by your paper. It offers your readers a quick and easy to follow summary of what the paper will be discussing and what you as a writer are setting out to tell them. The kind of thesis that your paper will have will depend on the purpose of your writing.
\\（曾听说过先写完全文，再写开头结尾段的写法，因为文章主题有可能随着文章段落的展开发生变化，随时可能有新的想法迸发，到时不如先写段落。但是个人认为考场上开头段有稳定军心作用，尤其对已经见过的题目。额，平时写时试一试）
The thesis statement is typically located at the end of your opening paragraph. (The opening paragraph serves to set the context for the thesis.)
注意，这里明确的指出了，主题句（thesis statement）必须出现在开头段（opening paragraph）的最后！
主题句一般出现在开头的最后一两句．这个规定我搜索了不下２０个网站，都是这样要求的，可见，这个规定大家最后遵守，我想，阅卷人一定会在你的Introduction里边的最后一两句找你的Thesis，你就是要确保他在这里找到！
\\（啊。。。谁说只有中国人有惯性思维，小神认为普林斯顿的老头们也大有嫌疑，你要看咱就写呗，TS的位置记着了）
Remember, your reader will be looking for your thesis. Make it clear, strong, and easy to find.使主题句清晰！
对于AW，主题句属于：
Argumentative Thesis Statements
In an argumentative paper, you are making a claim about a topic and justifying this claim with reasons and evidence. This claim could be an opinion, a policy proposal, an evaluation, a cause-and-effect statement, or an interpretation. However, this claim must be a statement that people could possibly disagree with, because the goal of your paper is to convince your audience that your claim is true based on your presentation of your reasons and evidence. An argumentative thesis statement will tell your audience:
·
your claim or assertion
·
the reasons/evidence that support this claim
·
the order in which you will be presenting your reasons and evidence
Questions to ask yourself when writing an argumentative thesis statement:
·
What is my claim or assertion?
·
What are the reasons I have to support my claim or assertion?
·
In what order should I present my reasons?
二、什么是好的主题句的属性？
Attributes of a good thesis:

·
It should be contestable, proposing an arguable point with which people could reasonably disagree. A strong thesis is provocative; it takes a stand and justifies the discussion you will present.
·
It tackles a subject that could be adequately covered in the format of the project assigned.
·
It is specific and focused. A strong thesis proves a point without discussing “everything about …” Instead of music, think "American jazz in the 1930s" and your argument about it. （注意，主题不要假，大，空，要具体针对问题！）
·
It clearly asserts your own conclusion based on evidence. （我记得是谁又曾经说过assert是个贬义？？所以说，有了根据，再发表意见！）Note: Be flexible. The evidence may lead you to a conclusion you didn't think you'd reach. \\（哈哈，跟我前面想的惊人的相似）It is perfectly okay to change your thesis!
·
It provides the reader with a map to guide him/her through your work.
·
It anticipates and refutes the counter-arguments
·
It avoids vague language (like "it seems").
·
It avoids the first person. ("I believe," "In my opinion") （强烈注意，不要使用第一人称！！！！）\\跟四六级作文不同了，那就用被动语态好了
·
It should pass the
So what? or Who cares? test
(Would your most honest friend ask why he should care or respond with "but everyone knows that"?) For instance, "people should avoid driving under the influence of alcohol," would be unlikely to evoke any opposition. （不要说那些大家都知道的废话，要有可质疑性，可辩论性．）
\\即使是段落也是这样吧，想起了几天前樱前辈批改的issue88。TS问题不大，内容上废话就太多了，这个看内容时再注意
To construct a thesis statement or research question about a problem that is still debated, controversial, up in the air.
What this means is that during the topic-formulating stage and again now, always keep asking "SO WHAT?", "WHO CARES?" or to paraphrase the famous Canadian journalist Barbara Frum: "Tell me something new about something I care about."That will automatically make your paper significant and interesting both for you to write and the reader to study.

公式：

Specific topic + Attitude/Angle/Argument = Thesis

What you plan to argue + How you plan to argue it = Thesis

三、如何检验自己写好的主题句是否合格？
\\这个照着前面的对照就好了，小神认为自己主题句做的还可以。
Try these five tests:

·
Does the thesis  inspire a reasonable reader to ask, "How?" or Why?" 吸引读者思考
·
Would a reasonable reader NOT respond with "Duh!" or "So what?" or "Gee, no kidding!" or "Who cares?" 避免出现so what问题
·
Does the thesis  avoid general phrasing and/or sweeping words such as "all" or "none" or "every"? 避免绝对的论调
·
Does the thesis lead the reader toward the topic sentences (the subtopics needed to prove the thesis)? 主题句是否引导了下文的分论点或者段主题？
·
Can the thesis be adequately developed in the required length of the paper or project? 主题句是否可以适合被展开论述？
If you cannot answer "YES" to these questions, what changes must you make in order for your thesis to pass these tests?
EG：
The causes of the Civil War were economic, social, and political. \\（具体而又适合被展开）
Although many parents of teens struggling with body image may blame television models and other such stars, these body issues and their disorders stem back to their daughters' younger days of pigtails and Barbies.\\（试试带although的主题句，全面阐述观点，绝不会造成观点绝对化）

Despite their high-tech special effects, today's graphically violent horror movies do not convey the creative use of cinematography or the emotional impact that we saw in the classic horror films of the 1940s and 50s.

四、如何写出好的主题句？（思维的步骤）
１．Rank with justification　考虑重要性
·
Most important to least important
·
Least important to most important
2.Contrasts (of perspectives of sources) 对比，考虑流行和反对观点\\（不正是上面的例句么）
·
Although newspapers at the time claimed ……, the most significant cause/explanation/reason, etc. is ……
\\再次印证although句式的可行性
·
While Sb. and Sb. maintains that  ................, more accurately/importantly, etc, # 2's position is the stronger one. (Substitute "most historians" for  So and So and the appropriate person or view or source for #2.)
3.Perception versus reality; 感觉与现实
l
Although Turner himself may have believed X, the real causes were Y and Z.
4.Good versus bad reasons:
l
Historians generally list six reasons as the cause for X, but among these are four that are valid and two that are not.
５． Cause and Effect: 因果关系
·
Certainly, X was the cause and Y was its effect, but between the two are two other factors of equal importance.
·
Separately the causes would have not necessarily led to a rampage; however, together their effect was inevitably murderous.  
·
Although the effects of the rampage were . . ., the causes were understandable/justifiable/inevitable.
·
The more important effects of Nat Turner's rebellion went beyond those of  the local rampage.
６．Challenge:质疑，否定\\(也是对比，考虑流行和反对意见的一种)
Nat Turner's rebellion not a righteous response to the injustice of slavery; it was motivated purely by disturbing psychological issues.   

７．提出系列问题：

五、对于主题的头脑风暴：
Thesis Brainstorming
注意下面的三点：
As you read look for

\ \（平时阅读时就注意积累）

• Interesting contrasts or comparisons or patterns emerging in the information
• Is there something about the topic that surprises you?
• Do you encounter ideas that make you wonder why?
• Does something an "expert" says make you respond, "no way! That can be right!" or "Yes, absolutely. I agree!"

Example of brainstorming a thesis:（额。。。见过很多遍了，信brainstorming，得thesis。自问自答吧）
Select a topic: television violence and children
Ask an interesting question: What are the effects of television violence on children?
Revise the question into a thesis: Violence on television increases aggressive behavior in preschool children.
Remember this argument is your “preliminary” or “working” thesis. As you read you may discover evidence that may affect your stance. It is okay to revise your thesis!（可以修改自己原来设定的主题，就是说通过对题目的理解和论据的权衡，修改主题以利于论证）

论据：As you write and revise your paper, it's okay to change your thesis statement -- sometimes you don't discover what you really want to say about a topic until you've started (or finished) writing! Just make sure that your "final" thesis statement accurately shows what will happen in your paper.

恩，要保证最终成文时的TS句说明文章主题（位置要让惯性思维的普林斯顿老头们找到！）
Create a list of sample questions to guide your research:（啊哈，20问）

• How many hours of television does the average young child watch per week?
• How do we identify a "violent" program?
• Which types of programs are most violent?
• Are there scientific research studies that have observed children before and after watching violent programs?
• Are there experts you might contact?
• Which major groups are involved in investigating this question?

六、主题示例：注意下面的例子中前一个不是Thesis而后一个是！

How to Tell a Strong Thesis Sentence from a Weak One.1. A strong thesis takes some sort of stand.明确表明立场！There are some negative and positive aspects to the Banana Herb Tea Supplement.
This is a weak thesis. First, it fails to take a stand. Second, the phrase “negative and positive aspects” is vague.（凡事都有利弊，说了等于没说）
Because Banana Herb Tea Supplement promotes rapid weight loss that results in the loss of muscle and lean body mass, it poses a potential danger to customers.
This is a strong thesis because it takes a stand.
2. A strong thesis justifies discussion.留给大家质疑和讨论的余地．My family is an extended family.
This is a weak thesis because it states an observation. Your reader won’t be able to tell the point of the statement, and will probably stop reading.
While most American families would view consanguineal marriage as a threat to the nuclear family structure, many Iranian families, like my own, believe that these marriages help reinforce kinship ties in an extended family.
This is a strong thesis because it shows how your experience contradicts a widely-accepted view. A good strategy for creating a strong thesis is to show that the topic is controversial. Readers will be interested in reading the rest of the essay to see how you support your point.
3. A strong thesis expresses one main idea.表达一个主要观点Readers need to be able to see that your paper has one main point. If your thesis expresses more than one idea, then you might confuse your readers about the subject of your paper. For example:
Companies need to exploit the marketing potential of the Internet, and web pages can provide both advertising and customer support.
This is a weak thesis statement because the reader can’t decide whether the paper is about marketing on the Internet or web pages. To revise the thesis, the relationship between the two ideas needs to become more clear. One way to revise the thesis would be to write:
Because the Internet is filled with tremendous marketing potential, companies should exploit this potential by using web pages that offer both advertising and customer support.\\（cause-effect写法）
This is a strong thesis because it shows that the two ideas are related. 4. A strong thesis statement is specific.具体而不抽象

崂山小神UID: 2688698

好了，今天作业就先完成到这。心情忽然大好。道路是曲折的，前途是光明的，茶几上并不尽是杯具的。
继续调试汇编，啦啦啦
额，以后准备换个形式，老这么往上贴觉得不太清晰。备个份，以后然后把精华和心得放上来好了。

崂山小神UID: 2688698

7# menberber
恩，坚持自己的梦想和选择，与menberber同学共勉

崂山小神UID: 2688698

嗯，废话不说，上作业：

Topic Sentences and Signposting

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?

\\自问两个问题并回答（怎样？为什么这样？现象如何产生以及为何产生）
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.
\\额。。。不能千篇一律的说，不能一句话翻来覆去说，写issue时试试topic sentences的多样性

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").

\\how&why的问题

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

\\小神的理解是signposts有一种领若干para的作用（额，全文有TS领，段落有topic sentences领，是不是比如写+——的时候可以用在+观点之后，用来引领后面的——观点，当然这并不是topic sentence，只是告诉读者下面要讨论什么以及为何讨论罢了）
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.

\\sighposts作用，提示下面关于什么以及为什么讨论这个问题
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:

It is evident in this painting that Monet found his Gare Saint-Lazare motif fascinating at the most fundamental level of the play of light as well as the loftiest level of social relevance. Arrival of a Train explores both extremes of expression. At the fundamental extreme, Monet satisfies the Impressionist objective of capturing the full-spectrum effects of light on a scene.

The writer signposts this section in the first sentence, reminding readers of the stakes of the essay itself with the simultaneous references to sense impression ("play of light") and intellectual content ("social relevance"). The second sentence follows up on this idea, while the third serves as a topic sentence for the paragraph. The paragraph after that starts off with a topic sentence about the "cultural message" of the painting, something that the signposting sentence predicts by not only reminding readers of the essay's stakes but also, and quite clearly, indicating what the section itself will contain.

\\额。。。Topic sentence没那么矫情，位置不是那么确定，可以在段首也可以在段中。但是明朗起见的话还是段首比较保险吧，当然在让步论述中，还是可以写在段中的，就用个yet，however就可了（这还没有尝试过，try）。用how&why来找思路（比方我说孩子社会化程度决定了社会的命运，可以从如何决定以及为何决定上写）
\\至于signposts么，觉得在引领多段时意义重大（remind readers of what the essay's stakes are: what it's about, and why it's being written）.。位置么，一段首或多段前。
\\现在只是初读EF，肯定有很多地方理解的不够到位，以后多读几遍，同时在写作中体会！不妥之处盼交流之O(∩_∩)O

崂山小神UID: 2688698

整了一个上午的光电效应实验，下午却还要继续做塞曼效应。。。。。。
昨晚熬了个小夜继续看EF，却发现第二次的作业已经来了。。。
神啊，如果一天能有30个小时多好。算了，偶尔发个牢骚，水一下，生活依然继续。GT，GPA。。。
Hold it,or lie on it.

崂山小神UID: 2688698

段落间的关系

恩，以前从来没有关注段落的逻辑顺序问题，总是想到什么就写什么，最后感觉文章比较杂乱，没什么条理可言。以后注意段落间的排布，从提纲做起，学习中。。。。。。
一、一些常见的逻辑顺序：
关于权重排序的资料：
额。。。引用了草木斑斑的总结，谁让TA总结的总是那么精辟，而且读完整个讲义小神也感到心有戚戚
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

l
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.
\\恩，这就是说最重要最出彩的观点要放在最前和最后以满足读者的阅读习惯。与中文的行文习惯一样嘛
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.
\\其他的组织原则:
特殊与一般（看要写什么了，是从特殊推广到一般，还是为了展开文章而先概括后具体）
最熟悉与最不熟悉（也符合中文行文原则）
最简单与最复杂
频度顺序
。。。。。。
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
\\还是觉得重要性的写法最好了。。。。。。

l
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.
\\两种写法：分开从各个方面论述两种观点（适合展开点不多的情况）；边展边比较两种观点。
写比较型题目的逻辑展开方法(有用！)
l
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.

l
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.\\cause & effect 写法
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.

\\反例就不挂上来了，总之段落的逻辑顺序要视所要论述的问题以及问题的复杂程度而定
读读各种有关段落排序的资料，心里稍微有个底就好了
强烈的想要练笔。。。。。。。
二、如何处理复杂顺序（遇见难以下手的话题，试着问自己这三个问题）：
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,how ,why像中学议论文一样，是什么，为什么，怎么样。
"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.

Demonstration section
\\位于文章开头部分，用事实简略的联系一下个人观点，证明个人观点的正确性。但篇幅不宜过长（看过很多资料，说开头部分不能引用例子，我想这里应该是简要的说些事实什么的吧，不知理解对否）
"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.

\\怎么证明论点的正确性，怎么说明一个事例的可信性和有效性

"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. Although 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.
\\结尾点明重要性（为什么讨论这个话题啊，必须给读者一个交代）
行，中午就完成了这些，回来再编辑一下，小神奔赴塞曼效应去，啦啦啦

崂山小神UID: 2688698

今天做塞曼效应很顺利呀，传说以前的筒子们做此实验要花N久，今天小神貌似RP爆发，占到了超级好用的F-P干涉仪，图像一调就出。。。开心啊开心，回来又看了一课EF,最后还写了一个暖手段落，O(∩_∩)O。美好的周末啊。。。

段落内部的关系

一、段落的基本概念：
１．段落的作用：An informative paragraph should tell your readers all they need to know about a single idea, in a logical sequence, without wasting their time with irrelevant detail.
这里注意段落基本的三要素：
l
一个独立的观点－和Thesis密切相关
l
一个合理的逻辑顺序
l
没有无关细节

注意：段落的结构和整体文章的结构是一致的，段落组织联系的关系就和文章是一样的：Groups of paragraphs make up the sections of your paper, which are its next larger logical units. Most of the principles for writing informative paragraphs apply to whole sections, too, so we won't deal separately with putting sections together. Whatever I say about putting sentences together into paragraphs applies also to putting paragraphs together into sections.-The structure of a paragraph parallels the structure of an essay in order as well as content.

２．段落的长短问题：
首先原因一段比较有趣的论断：An essay is like a girl's skirt-it should be long enough to cover the topic(body) and short enough to be interesting!
实际上段落的长短是没有一个绝对的标准的，就像上面那句话一样，长短适度，根据话题和论述的需要。
n
但是，过短的段落说明你信息不足，论证不充分，观点的选择比较肤浅，论述的范围比较窄。
n
过长的段落说明你信息冗余，或者不相关细节过多，讨论过宽。

一、段落的组成结构：
１．The topic sentence:
有两个作用：首先它实际上是你本段话题的Thesis,起到和全文的Thesis一样的作用。其次，它是全文的Thesis的进一步的推广和具体化；一般来说，TS总是在文章的开头的第一或者第二句话，很少可以见到在文章的最后出现，并且最好不要这样使用！
２．Supporting evidence/analysis:
由论据和论证组成，为了合理的论证观点TS.必须在论据和论证之间找到一个平衡！
３．The conclusion(observation):
结论句总是在文章的最后一句或者倒数第二句！结论句除了总结上文的论述，还要在此总结上做好向下一个分论点的过度。

段落组成实例：
In modern America, as it happens, the importance of overlooking is probably greater than ever before.
Even a person trying to lead a quiet, simple life encounters an endless stream of annoyances, errors and petty demands such as paperwork, filing numbers and taxes; long lines at the bank; exponentially aggravating traffic jams and sullen, uncooperative coworkers and neighbors.
Those of us who cannot overlook such annoyances will invariably succumb to self-defeating dismay.
注意上面，划单线的是TS,划双线的是Conclusion，中间的是Supporting details.
\\额。。。段落类比于全文，也有TS，conclusion和中间的论据与论证。。。topic sentence最好在一二句上，论据论证不宜太长也不宜太短，能表达清楚自己的意思就可以了。Conclusion起到总结也起到引出下面论点的作用）
二、段落组成的内容：
内容基本原则：

·
Orient your reader to the subject.
·
Tie your ideas together.
·
Take it easy through technically dense passages.
·
Arrange your ideas in a logical sequence.
１．
为什么要不停的让读者知道你的下一步怎么写？
Everyone needs to take stock of the present situation and to have some idea where they're going before plunging off in a new direction. That's why you need to give your readers signposts that tell them where they are and where you're going to lead them, not just at the beginning of your paper, but frequently along the way.

２．怎么做？
Whenever you introduce a new idea, your readers will appreciate definitions, examples and comparisons with things they already know. They will feel more comfortable with your new information if they have a familiar reference to hang on to. Three ways to do this are with orienting words and phrases, by letting the old amplify the new, and by adding explanatory words and phrases, where necessary.
（１）
USE ORIENTING WORDS AND PHRASES：
Here are a few orienting words and phrases you can use to introduce familiar concepts and to make your readers comfortable by touching base with things they already know:
·
of course
·
as you know
·
until now
·
obviously
·
normally
·
previously
·
everyone is familiar with
·
remember that


（２）
LET THE NEW AMPLIFY THE OLD：

As you link the old with the new, avoid the traditional chronological approach that lists the old things before the new. Usually, you are interested in the old merely as a contrast with the new. For example:
The new Videx compact video disk player weighs one-third and costs less than half of the 1992 model. Furthermore, it can hold up to six times as much programming and uses tiny 3-inch disks instead of the bulky 12-inch ones.
Isn't this version much more informative than one that would begin by listing the undesirable characteristics of the old machines, then told you what the latest ones are like? How often do you begin your news with a long historical background? Such background information is most useful if it is strategically placed to reinforce and contrast with your message, not as a single lump at the beginning.


（３）
ADD EXPLANATORY WORDS AND PHRASES：

Often, when you are introducing new ideas, you will have to expand and clarify them with definitions and explanatory material. Generally, the more complex the ideas you have to present, the more explanatory material you will need.
To decide how much explanatory material you need, you have to form a clear picture of your audience and how familiar they are with what you're saying. In general, it's a good idea to put in more explanations than you think you need, because your writing is often read by people outside your expected audience.



三、段内句子连接：
注意三个原则：
l
Unity-所有句子讲同一个主题
l
Coherence－句子之间相互关联，共同构成有机整体
l
Connection－适当的连接句子

（一）利用逻辑连接词连接段落：
As you build paragraphs, you'll need some "glue" to bind your sentences together. Otherwise, your readers will have trouble making the logical jumps from one sentence to the next. Even though the connections between your sentences may be clear to you, you can't count on your readers to supply those links. Remember that a paragraph should form a single logical unit. If it doesn't create a single idea in your readers' minds, it's not doing its job.

English supplies us with useful linking words called connectives, （逻辑连接词）which form the logical bridges between ideas. If you keep these verbal guideposts in mind and use them as you write, you will almost automatically provide the interrelations among ideas that every reader looks for.
Here is a list of some connectives. Like the subordinating conjunctions, these are the good guys; use them liberally (but correctly and appropriately), and I guarantee that your writing will become more effective. They are hard to overuse.

\\下面是一些有用的conjunctions，不过貌似中学里就常用了，再熟悉下吧，文章里一定要用上，会使文章显得更加条理，更富逻辑
    唉，表格太占空间了，已经留着了，要经常看看
All of these words and phrases link ideas and assure continuity in your writing. (具体的这些连接词我在写作语言里边有更详细的总结)

\\期待！
（二）利用重复：
Another useful principle to assure continuity in your writing and tie your sentences together is:

TRY TO HAVE A WORD OR PHRASE SOMEWHERE IN EACH SENTENCE THAT REFERS TO SOMETHING IN A PREVIOUS SENTENCE.

这个就是神秘的核心词重复！！
１．One easy way to follow this principle is to use pronominal adjectives like these to refer to nouns in previous sentences:

THIS	THAT
THESE	WHICH
THEIR	HIS
ITS	HER

利用人称和其他代词指代。
For example:
Dr. Quark testified that the only scientific value of creationism lies in its position among primitive superstitions and mythologies. His testimony helped strike down laws requiring its teachings to be included in biology textbooks.
２．Another way to assure continuity in your writing is simple repetition; that is, carry the same nouns from one sentence to the next.
核心词重复（或者改写重复）

For example:
Scientists map the winds and precipitation inside hurricanes by flying specially instrumented aircraft through them. These aircraft must withstand stresses of up to six times the force of gravity.
If you try to use these connective devices in your own writing, but have difficulty, be suspicious that the ideas that you're trying to link together in a single paragraph are merely a sequence (that is, a catalog) of logically unrelated ideas. Rearrange or rewrite them until you can logically tie them together. Remember: All the sentences in a paragraph should be logically related.
３．利用强调词：
INTENSIVES
\\强调词确实有加强句间关系，尤其是强调重要内容的作用，以前写文章时总是为了句式的花哨而只用强调词，却不管内容是否真正需要被强调，是否确实在表达观点方面很重要。看来，花哨的短语和句型必须要用的合理才能够出彩，否则将表意紊乱。尤其是外国人，在他们看来用了intensives就必然是值得强调的东西。
Another way to tie ideas together is with intensives. Intensives help you emphasize what's important and to set the important apart from the incidental -- a major goal of all scientific and technical writing. Compare the following two sentences, the first without intensives and the second with intensives added:
The whale is the largest living mammal. The largest whales weigh over 150 tons, are 100 feet long, and consume 5 tons of food each day.
The whale is by far the largest living mammal. In fact, the largest whales weigh as much as 150 tons and grow as long as 100 feet. These enormous animals consume 5 tons of food each day.
Notice how the bold words that have been added emphasize certain points the author deemed important.
Here is a list of some useful intensives: 此表已留，关于强调词汇


CAUTION: Misusing or overusing intensives (most notoriously, the word very) can weaken your writing. Use them like garlic -- sparingly. Eliminate intensives that are thrown in gratuitously or that don't make a definite contribution by emphasizing an important fact or idea. Littering your writing with intensives where they are not needed makes your writing sound trite and strains your credibility. \\哈哈，和前面所想一样，开心
Here is an exercise to give you practice linking your ideas together. Add connectives, intensives (from the lists above, or make up your own) and repeated words to the following sentences to make a coherent paragraph:
·
Global Airlines carried three-million passengers last year.
·
They expanded their routes into the Pacific Northwest and Canada.
·
The new DC-12 aircraft proved more fuel-efficient than the older 737's.
·
Older, unprofitable routes were dropped.
·
Passengers seem to like on-time flights and automatic ticketing.
·
Only one-million passengers flew Global two years ago.
·
Their record has been accident-free since 1950.
·
Global planes have averaged 80-percent full last year.
·
Profits were up 60 percent, in spite of increased fuel costs.
\\呵呵，天冷了，小神也暖暖手，来个连句成段游戏O(∩_∩)O
Although the fuel costs have increased, Global airlines is profitable. Last year, Global airlines carried as many as three-million passengers and have averaged 80-percent full, while only one-million passenger flew global two years ago. Firstly, considering that nowadays, passengers seem to like on-time flights and automatic ticketing, they took actions to make the flight schedules reasonable and make the ticketing progress more efficient. In addition, they expanded their routes into the Pacific Northwest and Canada as well as dropped the older and unprofitable routes to meet the passengers’ need. Meanwhile, their record has been accident-free since 1950. What’s more, as the new DC-12 aircraft proved more fuel-efficient than the older 737’s, the increasing fuel costs has little influence on its profits. Considering all these elements above, Global airlines is sure to make a profit.

崂山小神UID: 2688698

忙了一周的期中考试，中间还忙着做程序，写论文，于是作业落下了一堆。。。不过小神还是觉得甭无病呻吟了，抓紧补呗！赶进度赶进度，已经有了教训，小神可不想走老路了！废话少说，浮出水面啦
1．
如何使用论据论证？
//总结起来就是说，提出支持本人论点的论据并分析，分析过程自然加入了本人观点。指出readers可能提出的反对意见然后反驳，更加强了说服力。正说反说，反复论证（从不同方面论证，决不是重复论证），引用名言
（１）
Offer evidence that agrees with your stance up to a point, then add to it with ideas of your own.$
（２）
Present evidence that contradicts your stance in order to argue against (refute) it and therefore strengthen your position
（３）
Use sources against each other, as if they are experts on a panel discussing your proposition
（４）
Use quotations to support your assertion, not merely to state or restate your claim. Weak and Strong Uses of Evidence
In order to use evidence effectively, you need to integrate it smoothly into your paragraph(为了使这些论据流畅的结合在一起，应该：)
o State your claim.
o Give your evidence, remembering to relate it to the claim.
o Comment on the evidence to show how it supports the claim

举例：
Weak Use of Evidence
1)
Today, we are too self-centered. Most families no longer sit down to eat together, preferring instead to eat on the go while rushing to the next appointment . Everything is about what we want
This is a weak example of evidence because the evidence is not related to the claim. What does the claim about self-centeredness have to do with families eating together? The writer doesn’t explain the connection．
The same evidence, however, can be used to support the same claim, but only with the addition of a clear connection between claim and evidence, and some analysis of the quotation’s content
缺陷：论证和题目结合不紧密，不是论据无关，而是作者没有表现这种合理的关系在哪里，其实就是却一句话或者是一个逻辑连接词的问题．

Stronger Use of Evidence
2)
Today, Americans are too self-centered. Even our families don't matter as much anymore as they once did. Other people and activities take precedence. In fact, the evidence shows that most American families no longer eat together, preferring instead to eat on the go while rushing to the next appointment. Sit-down meals are a time to share and connect with others; however, that connection has become less valued, as families begin to prize individual activities over shared time, promoting self-centeredness over group identity．
This is a far better example, as the evidence is more smoothly integrated into the text, the link between the claim and the evidence is strengthened, and the evidence itself is analyzed to provide support for the claim
大家其实可以看出来这段的论证好在哪里：划线的部分首先是首尾都有明显的和中心联系的句子，让你知道你在读什么，然后就是后边的几乎每个句子都有逻辑的连接词汇连接了起来．
Discussing your evidence’s significance develops and expands a paper，Remember that your job during the course of your essay is to persuade your readers that your claims are feasible and the most effective way of interpreting the evidence
恩，修改文章的时候用，平时练习时也多想想
Questions to Ask Yourself When Revising Your Paper
1) Do I avoid generalizing in my paper by specifically explaining how my evidence is representative?
2) Have I offered my reader evidence to substantiate each assertion I make in my paper?
3) Do I thoroughly explain why/how my evidence backs up my ideas?
4) Do I provide evidence that not only confirms but also qualifies my paper’s main claims?
5) Do I use evidence to test and evolve my ideas, rather than to just confirm them?
6) Do I cite my sources thoroughly and correctly?

崂山小神UID: 2688698

Strategies for Writing a Conclusion

Conclusions are often the most difficult part of an essay to write,（注意结论的重要性！） and many writers feel that they have nothing left to say after having written the paper. A writer needs to keep in mind that the conclusion is often what a reader remembers best. Your conclusion should be the best part of your paper.

A conclusion should

• stress the importance of the thesis statement, （重现主题句）
• give the essay a sense of completeness, and （完善全文）
• leave a final impression on the reader.（给读者一个深刻的印象）

Suggestions

• Answer the question "So What?"
  （强调文章的重要性）

Show your readers why this paper was important. Show them that your paper was meaningful and useful.

Play the "So What" Game. If you're stuck and feel like your conclusion isn't saying anything new or interesting, ask a friend to read it with you. Whenever you make a statement from your conclusion, ask the friend to say, "So what?" or "Why should anybody care?" Then ponder that question and answer it. Here's how it might go:\\额…现实一点的话还是自问自答吧

You: Basically, I'm just saying that education was important to Douglass.

Friend: So what?

You: Well, it was important because it was a key to him feeling like a free and equal citizen.

Friend: Why should anybody care?

You: That's important because plantation owners tried to keep slaves from being educated so that they could maintain control. When Douglass obtained an education, he undermined that control personally.

You can also use this strategy on your own, asking yourself "So What?" as you develop your ideas or your draft.

• Synthesize,（综合全面的观点） don't summarize
  • Don't simply repeat things that were in your paper. They have read it. Show them how the points you made and the support and examples you used were not random, but fit together.

• Redirect your readers
  • Give your reader something to think about, perhaps a way to use your paper in the "real" world. If your introduction went from general to specific, make your conclusion go from specific to general. Think globally. （结尾最后从具体再回到一般）Propose a course of action, a solution to an issue, or questions for further study. This can redirect your reader's thought process and help her to apply your info and ideas to her own life or to see the broader implications.

• Create a new meaning
  • You don't have to give new information to create a new meaning. By demonstrating how your ideas work together, you can create a new picture. Often the sum of the paper is worth more than its parts.
• Point to broader implications.

For example, if your paper examines the Greensboro sit-ins or another event in the Civil Rights Movement, you could point out its impact on the Civil Rights Movement as a whole. A paper about the style of writer Virginia Woolf could point to her influence on other writers or on later feminists.

Strategies

• Echoing the introduction: （呼应开头）Echoing your introduction can be a good strategy if it is meant to bring the reader full-circle. If you begin by describing a scenario, you can end with the same scenario as proof that your essay was helpful in creating a new understanding.

Example (结尾与开头呼应的写法)

Introduction

From the parking lot, I could see the towers of the castle of the Magic Kingdom standing stately against the blue sky. To the right, the tall peak of The Matterhorn rose even higher. From the left, I could hear the jungle sounds of Adventureland. As I entered the gate, Main Street stretched before me with its quaint shops evoking an old-fashioned small town so charming it could never have existed. I was entranced. Disneyland may have been built for children, but it brings out the child in adults.

Conclusion

I thought I would spend a few hours at Disneyland, but here I was at 1:00 A.M., closing time, leaving the front gates with the now dark towers of the Magic Kingdom behind me. I could see tired children, toddling along and struggling to keep their eyes open as best they could. Others slept in their parents' arms as we waited for the parking lot tram that would take us to our cars. My forty-year-old feet ached, and I felt a bit sad to think that in a couple of days I would be leaving California, my vacation over, to go back to my desk. But then I smiled to think that for at least a day I felt ten years old again.（划线部分都是和前面呼应的部分）

• Challenging the reader:（挑战读者的思维） By issuing a challenge to your readers, you are helping them to redirect the information in the paper, and they may apply it to their own lives.

Example

Though serving on a jury is not only a civic responsibility but also an interesting experience, many people still view jury duty as a chore that interrupts their jobs and the routine of their daily lives. However, juries are part of America's attempt to be a free and just society. Thus, jury duty challenges us to be interested and responsible citizens.

• Looking to the future:（展望未来） Looking to the future can emphasize the importance of your paper or redirect the readers' thought process. It may help them apply the new information to their lives or see things more globally.

Example

Without well-qualified teachers, schools are little more than buildings and equipment. If higher-paying careers continue to attract the best and the brightest students, there will not only be a shortage of teachers, but the teachers available may not have the best qualifications. Our youth will suffer. And when youth suffers, the future suffers.（好段落！）

• Posing questions:（提出问题） Posing questions, either to your readers or in general, may help your readers gain a new perspective on the topic, which they may not have held before reading your conclusion. It may also bring your main ideas together to create a new meaning.

Example

Campaign advertisements should help us understand the candidate's qualifications and positions on the issues. Instead, most tell us what a boob or knave the opposing candidate is, or they present general images of the candidate as a family person or God-fearing American. Do such advertisements contribute to creating an informed electorate or a people who choose political leaders the same way they choose soft drinks and soap?

Strategies to Avoid·
Beginning with an unnecessary, overused phrase such as "in conclusion," "in summary," or "in closing." Although these phrases can work in speeches, they come across as wooden and trite in writing.（很重要！）
·
Stating the thesis for the very first time in the conclusion.
·
Introducing a new idea or subtopic in your conclusion.
·
Ending with a rephrased thesis statement without any substantive changes.
·
Making sentimental, emotional appeals (out of character with the rest of an analytical paper).
·
Including evidence (quotations, statistics, etc.) that should be in the body of the paper.
Four Kinds of Ineffective Conclusions(呵呵，小神给它们都起了个名字)
1.
（拼凑字数无话可说型）The "That's My Story and I'm Sticking to It" Conclusion. This conclusion just restates the thesis and is usually painfully short. It does not push the ideas forward. People write this kind of conclusion when they can't think of anything else to say. Example: In conclusion, Frederick Douglass was, as we have seen, a pioneer in American education, proving that education was a major force for social change with regard to slavery.
2.
（TS千呼万唤始出来型）The "Sherlock Holmes: Conclusion. Sometimes writers will state the thesis for the very first time in the conclusion. You might be tempted to use this strategy if you don't want to give everything away too early in your paper. You may think it would be more dramatic to keep the reader in the dark until the end and then "wow" her with your main idea, much like a Sherlock Holmes mystery. The reader, however, does not expect a mystery, but an analytical discussion of your topic in an academic style, with the main argument (thesis) stated up front. Example: (After a paper that lists numerous incidents from the book but never says what these incidents reveal about Douglass and his views on education): So, as the evidence above demonstrates, Douglass saw education as a way to undermine the slaveholders' power and also an important step toward freedom.
3.
（情感充沛毫无理智型）The "America the Beautiful"/"I Am Woman"/"We Shall Overcome" Conclusion. This kind of conclusion usually draws on emotion to make its appeal, but while this emotion and even sentimentality may be very heartfelt, it is usually out of character with the rest of an analytical paper. A more sophisticated commentary, rather than emotional praise, would be a more fitting tribute to the topic. Bad Example: Because of the efforts of fine Americans like Frederick Douglass, countless others have seen the shining beacon of light that is education. His example was a torch that lit the way for others. Frederick Douglass was truly an American hero.
4.
（信息杂糅乱扯一气型）The "Grab Bag" Conclusion. This kind of conclusion includes extra information that the writer found or thought of but couldn't integrate into the main paper. You may find it hard to leave out details that you discovered after hours of research and thought, but adding random facts and bits of evidence at the end of an otherwise-well-organized essay can just create confusion. Bad Example: In addition to being an educational pioneer, Frederick Douglass provides an interesting case study for masculinity in the American South. He also offers historians an interesting glimpse into slave resistance when he confronts Covey, the overseer. His relationships with female relatives reveal the importance of family in the slave community.
好啦，先去趟实验室吧~~~

崂山小神UID: 2688698

Conciseness: Methods of Eliminating Wordiness

小神的收获：前一段时间写文章竟然发现可以相当轻松的突破700words（一度很骄傲），并且总是不断追求文章的长度。现在终于发现文章不在于长短，把意思说清楚，让读者理解是最重要的。成篇的长句实在不可取，过分冗赘的表达形式也实在是有凑字数之嫌，切记切记文章、句式务必做到concise。。。

大体把几个种类摘了出来：

1.
Eliminate unnecessary determiners and modifiers

（减少不必要的限定词和修饰语）

Here's a list of some words and phrases that can often be pruned away to make sentences clearer:（有些还着实常用呢）

kind of sort of type of really basically for all intents and purposes

definitely actually generally individual specific particular

2. Change phrases into single words（短语换成单词）

Using phrases to convey meaning that could be presented in a single word contributes to wordiness. Convert phrases into single words when possible

小神认为这里当灵活处理，短语单词交替使用，甚至用一些短语解释单词，这一点很必要.

3. Change unnecessary that, who, and which clauses into phrases（天，有用极了，以前写文章就爱用这些词引导复合句、长句，觉得这样才显文字功底，所以一篇文章下来几乎全都是用长句堆砌。结果文章冗长无比，自己读来都觉得拗口的不行。后来看一些文章说natives更喜欢长短交错，而且长句必须用的恰当，因为长句往往由于连词或其他引导词的存在而加上了一些逻辑关系，但也许这些逻辑关系并不是真正要表达的，因此极易导致逻辑混乱。恩恩，有用，体会中。。。）

Using a clause to convey meaning that could be presented in a phrase or even a word contributes to wordiness. Convert modifying clauses into phrases or single words when possible.

4. Avoid overusing expletives at the beginning of sentence

（避免滥用强调句型）

Expletives are phrases of the form it + be-verb or there + be-verb. Such expressions can be rhetorically effective for emphasis in some situations（强调作用）, but overuse or unnecessary use of expletive constructions creates wordy prose. Take the following example: "It is imperative that we find a solution." The same meaning could be expressed with this more succinct wording: "We must find a solution." But using the expletive construction allows the writer to emphasize the urgency of the situation by placing the word imperative near the beginning of the sentence, so the version with the expletive may be preferable. Still, you should generally avoid excessive or unnecessary use of expletives. The most common kind of unnecessary expletive construction involves an expletive followed by a noun and a relative clause beginning with that, which, or who. In most cases, you can create a more concise sentence by eliminating the expletive opening, making the noun the subject of the sentence, and eliminating the relative pronoun.

5. Use active rather than passive verbs（少用被动语态啊。。。不必要时使用被动语态实在是有凑字数的嫌疑）

See our document on active and passive voice for a more thorough explanation of this topic.

6. Avoid overusing noun forms of verbs

（避免滥用动词的名词形式）

Use verbs when possible rather than noun forms known as nominalizations. Sentences with many nominalizations usually have forms of be as the main verbs. Using the action verbs disguised in nominalizations as the main verbs--instead of forms of be--can help to create engaging rather than dull prose.

7. Reword unnecessary infinitive phrases（改写不定式）

Some infinitive phrases can be converted into finite verbs or brief noun phrases. Making such changes also often results in the replacement of a be-verb with an action verb.

8. Replace circumlocutions with direct expressions（直来直去，不绕圈说，不说套话）

Circumlocutions are commonly used roundabout expressions that take several words to say what could be said more succinctly. We often overlook them because many such expressions are habitual figures of speech. In writing, though, they should be avoided since they add extra words without extra meaning. Of course, occasionally you may for rhetorical effect decide to use, say, an expletive construction instead of a more succinct expression. These guidelines should be taken as general recommendations, not absolute rules.

Here are some other common circumlocutions that can be compressed into just one word:

the reason for for the reason that owing/due to the fact that in light of the fact that considering the fact that on the grounds that this is why	=because, since, why （天，本来用简单的词汇就能表述出逻辑关系，看来简洁明了才是王道？）
on the occasion of in a situation in which under circumstances in which	=when
as regards in reference to with regard to concerning the matter of where ________ is concerned	=about
it is crucial that it is necessary that there is a need/necessity for it is important that cannot be avoided	=must, should
is able to has the opportunity to has the capacity for has the ability to	=can
it is possible that there is a chance that it could happen that the possibility exists for	=may, might, could

9. Omit words that explain the obvious or provide excessive detail（省略显而易见的信息和过分的细节问题）

Be sure always to consider your readers as you draft and revise your writing. If you find passages that explain or describe in detail what would already be obvious to readers, delete or reword them.

10. Omit repetitive wording（省略重复性的词汇）

Watch for phrases or longer passages in your writing in which you repeat words with similar meanings. Below are some general examples of unnecessary repetition contrasted with more concise versions, followed by lists and examples of specific redundant word pairs and categories.

Redundant Pairs

Many pairs of words imply each other. Finish implies complete, so the phrase completely finish is redundant in most cases. So are many other pairs of words:

past memories various differences each individual _______ basic fundamentals true facts important essentials future plans

terrible tragedy end result final outcome free gift past history unexpected surprise sudden crisis

A related expression that's not redundant as much as it is illogical is very unique. Since unique means "one of a kind," adding modifiers of degree such as very, so, especially, somewhat, extremely, and so on is illogical. One-of-a-kind-ness has no gradations; something is either unique or it is not.

Redundant Categories（冗赘的类别限制。某类形容词只能形容一类名词，在使用该形容词时完全没必要再加以名词限定。）

Specific words imply their general categories, so we usually don't have to state both. We know that a period is a segment of time, that pink is a color, that shiny is an appearance. In each of the following phrases, the general category term can be dropped, leaving just the specific descriptive word:

large in size often times of a bright color heavy in weight period in time round in shape at an early time economics field

of cheap quality honest in character of an uncertain condition in a confused state unusual in nature extreme in degree of a strange type