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发表于 2010-1-29 19:11:12 |显示全部楼层
1月29日

【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

汗。。。还以为是由于写作引起的生理便秘。。

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:

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使..带有个人感情或个性化 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.

好熟悉的内容,是在第二讲里面提到的呢

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 Block If 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.
Begin in the Middle Start 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.
Talk Out the Paper
Talking 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.

Tape the Paper Talk 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.
试图扮演不同的角色以此获得独特的视角
(Many of these ideas are from Peter Elbow's Writing with Power, [Ch. 8; 59-77] and Mack Skjei's Overcoming Writing Blocks.)

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发表于 2010-1-29 23:36:40 |显示全部楼层

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

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!

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. 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?

自己的写作目的和对读者而言的价值

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.

                在头脑风暴这块总是比较薄弱,不定时看看别的板油的帖子总是很有启发

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.

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)?

对类比的思考和使用

Take a rest and let it all percolate思想渗透、渗入.

Nutshell your whole idea.
概述自己的所有想法

Tell it to someone in three or four sentences.
34句话将其复述出来

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.

自我检查构思的纰漏

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!

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发表于 2010-1-30 15:07:50 |显示全部楼层
1月30日
[追星剑特训] Chapter1.4 Is vs should 事实与倾向
追星剑特训 Chapter1.4 Is vs should 事实与倾向
先来看一下上次分析过的这道题:
issue52. "Education encourages students to question and criticize, and therefore does little to promote social harmony."
和下面这个"变形的版本":
Education should not encourage students to question and criticize so as to better promote social harmony.
可以看出这两个命题针对的是同一个话题,但是更明显的是能够感觉到这两个命题实际上是不一样的。不一样在哪里?前者写的是Education encourages and therefore does,所陈述的是"事实",而后者写的是Education should,所陈述的是一种suggestion,或者叫作"倾向"。两种命题在题库里面都广泛的存在。今天要讨论的,就是"事实性命题"和"倾向性命题"的关系与区别,以及写作时相应的注意事项。在issue综合参考区的Reasoning and Critical Thinking目录下也有一篇文章专门谈到这个问题。
还是看上面的两个例子。前者作为事实性命题陈述的是现象,状态,而并不涉及从情感、价值等方面做出的选择和判断。也就是说:issue52提出来的是Education到底是个什么状态,题目所关心的是"Education是什么样子"。而至于Education应该怎样,则全然不是issue52所关心的。后面的倾向性命题则恰好反过来,Education现在可以是encourage,也可以不是encourage,都不是该命题关心的--最多也只能作为背景陈述。倾向性命题所关心的,恰恰是"Education应该如何做",不管和"事实""状态"一致还是迥异。
看一个实例:
issue163. "Most people live, whether physically or morally, in a very restricted circle. They make use of a very limited portion of the resources available to them until they face a great problem or crisis."
该命题对people的一种行为进行了阐述,是一个标准的事实性命题。Okay, 如果在issue文章里面出现people should learn to better make use of their resources这样的分论点的话,恐怕这篇文章就要出问题:题目提出的是一个"状态",而自己的文章立论无非是要论证题目提出的这个"状态"是对的,是错的,或者不一定的,或者etc. 无论如何,people should learn to better这一倾向性命题都没法拿来论证文章的论点--总不能"因为应该是,所以就是"吧?
用"应该如何做"来论证事实性命题是没有大多说服力的
再具体一点,以本题为例:
issue184. "It is a grave mistake to theorize before one has data."
正确的response应当对it is a grave mistake做出回应,确立到底是不是grave mistake. 而文章写成这样就完了,thesis: People should not theorize without data. Why? 论据就是"Because it is a grave mistake to theorize before one has data"--这不是Beg the question是什么?!原题就是要你去证明到底是不是grave mistake,这下倒好,直接拿去当论据了,标准跑题。
写成这样的文章我至少见过数次,虽然不一定是这个题目。由于时间关系,如果有机会会把实际的反例文章补上。而记得比较清楚的就是上次评跑题文章的时候举过这个例子:
issue68. " eople make the mistake of treating experts with suspicion and mistrust, no matter how valuable their contributions might be."
当时那个thesis忘记是什么了,反正还在那个"跑题文章实例点评"里面。而手头恰好有孙远的提纲,开头一句:We should treat experts' opinions objectively. 牛头不对马嘴--当然,似乎只是孙远书中问题提纲之一。好端端的一个事实性命题愣给立成了倾向性的:Is this a mistake? Are we making the mistake? 至于we should不should,这个题目才不关心--最起码也不能是核心内容啊。
从过去的经验看,大家把should题目给弄糟的情况不多见--把should题目给立成了is的似乎没见过,而把is题目给弄砸的相比而言是普遍现象。这里面例如上面两个例子,把Thesis给写错了的这种,是最严重的错误。
  
再往下,更加普遍的问题,则是下面这种画蛇添足的写法:
issue24. " eople in positions of power are most effective when they exercise caution and restraint in the use of that power."
分论点3:当权者应当努力提高个人修养来achieve这个most effective
issue191. "Education should be equally devoted to enriching the personal lives of students and to training students to be productive workers."
分论点3:当前的教育只注重了职业训练而忽视了人格培养。
分析一下:前者是用should来作为分论点--这样分论点帮助证明题目的is的主论点了吗?"应该如何"没法证明"状态是什么"。既然不能帮助立论,扯那么多干什么?这种所谓的"补充说明"实际上完全多余--对主论点一点帮助都没有。如果这部分偏题内容再overshadow了前面对主论点的分析证明的话,这篇文章就很难看了。而后者的话,大家可以考虑一下:"当前教育只注重A忽视B"和"注重A忽视B对学生不利"这两者的区别,哪一个才是支持education should的论据--分论点又应该怎么写?
"注重A忽视B对学生不利"是更加恰当额论据,分论点可以是:但对A的侧重和对B的相对忽视对教育是有不利影响的。
实际上事实性命题和倾向性命题是两个独立的元素。而且在题库中也能够看到这样的题目:
issue40. "Scholars and researchers should not be concerned with whether their work makes a contribution to the larger society. It is more important that they pursue their individual interests, however unusual or idiosyncratic those interests may seem."
前面是should,后面是is. 一道题目内同时涉及两者的亦大有人在。关键在于,后面那个is,是"It is more important that…" 还是"Scholars are right now concerned with …"--事实性命题和倾向性命题的对象如果是完全同一者的话(例如开篇举的例子),这个事实性命题是没法拿来支持倾向性命题的。因为我现在在工作,所以我应该歇一会儿?还是因为太累了不好+已经工作很久了,所以应该歇一会儿?显然是后者。
同一内容的事实性和倾向性命题不能相互作为支持材料
过去我们在这里犯的错误不算少。我的总结观点:
1.倾向不能拿来证明事实
2.不涉及价值判断的事实不能拿来证明倾向
对这两者的有效把握无疑会帮助大家的写作。也欢迎大家对这个话题提出自己的看法。
今天的作业就是随便找一找题库里面的题目,然后对这个题目所涉及的事实性陈述和倾向性判断做出分析,练习一下对is和should这两个元素的把握。同主题写作的题目是issue30(should),issue53(should),issue65(is), issue146(is), issue219(is)。大家可以在其中自行选写进行练习,请在文章开端写明自己对is与should题目差异的看法以及对所写题目的看法,把握与破解思路。
通过imong的这篇特训,感觉自己对事实性命题和倾向命题之间的区别和各自论证时的侧重点有了更好的把握

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发表于 2010-1-30 20:34:21 |显示全部楼层

[追星剑特训]Chapter1.5 Not but 选择题


预先声明一下:这篇文章的观点尚在成熟中,请各位带着10分的skepticism来看本文,并且强烈欢迎各位的质疑。
还是老样子,从实例题目开始:
issue5. "A nation should require all its students to study the same national curriculum until they enter college rather than allow schools in different parts of the nation to determine which academic courses to offer."

issue193.It is not the headline-making political events but the seldom-reported social transformations that have the most lasting significance."

一道是should题目,一道是is题目。但共同点在于,都有一个二选一的元素在题目中。仔细看,前一道的rather than,后一道的not…but…,可以说,分别指明了所讨2论话题的两个极端。从这类题目开始谈谈。
回忆一下原先谈到的1+1类题目是从前到后尽可入手,而这次的Not but题目则必然要围绕原题给出的两个关键字来展开。动笔之前明确自己对两个端点关键字的认识自然必不可少——又回到Terminology这一贯穿始终的写作元素上面去。不再赘述。
1+1,恩,回顾回顾~
和1+1题目的前后层次不同,not but题目给出的是两个处在平行位置关系的端点概念,同时几乎没有任何背景叙述。以issue5为例,题目并未给出作者认为应当使用same national curriculum的原因,而只是单纯的给出这一论断,同时还把这一论断的对立面给连带着提了出来,这就使得这一论断严重急需支持:谁看到这里都免不了问上一句:为什么?
必然是从这里入手。Why a nation should require all its students to study the same national curriculum?上次谈到,对倾向性陈述进行支持必然要有涉及价值判断的事实性陈述,具体一点就是判断a nation到底should还是不should需要有一个判断标准。现在假定我们的判断标准确立在“最有利于国家宏观控制达到教育目标”上,那么我们就可以稳稳的坐在这一出发点上,开始谈统一大纲对控制整体教育质量的必要性——各自为战导致教育质量、学生知识水平和结构的参差不齐;操作上的优越性——便于评价和调整,能够更好的切合国家实际要求;等等。教育目标在教育学里面是个相当重的概念,拿到这里发挥一下子会相当的好使。
而假如上面的判断标准被放到了“最有利于地方依照实际情况展开教学”,这个结果恐怕要翻过来了:统一标准抹去了地区差异,那受客观条件限制的课程是不是还必须霸王硬上弓呢?例如城市地区中学开展“手持技术”课堂实验研究时,经济欠发达地区显然纵使有心也无力——师资,设备,太多差距了。此外,国家作为整体有其自己的“教育目标”,但到了地区上地区化的“教育目标”和上面的总纲还是否一致,而出现矛盾的时候是应该以人的意志为准还是以实际情况为准?等等。这个价值标准一变,结论全反掉。
为什么不同的人对待不同的issue题目论断有不同的看法?因为预设不同,价值标准不同。逻辑负责把价值标准付诸实施做出具体的判断,但是逻辑不能改变价值标准。逻辑并非万能,人权大于主权这个价值观,是不可能用逻辑来说服,或者说证伪,主权大于人权这个价值观的——因为它们是在逻辑之上的价值标准。
此段,本人理解为逻辑在文中是用来为价值标准服务的,不能颠覆价值标准
把价值标准再变一变:“最有利于培养学生的完备人格”。一般来说,全国统一课程的优点在于其能够提供已经被实践证明的对学生而言进入社会所必需的能力培养,而地方性元素的加入则能够提供学生有地域特色的适应能力,最明显的莫过于小语种地区的语言教学。一个“完备”的人格培养便更应当是一个合理的两者之间的协同作用。这样子一来,又一种论点就诞生了——both are necessary and should work together. 调和型的论点比极端型的论点来得更为常见,只要把“为何单独否定任何一方都无法完整的解决问题”给解释清楚,文章主体就算成功大半了。而实际上,“无法完整的解决问题”,则是又回到了最初的价值预设上:以“最有利于培养学生的完备人格”为标准。
再举个例子。还记得那个老婆婆的故事。一个儿子卖伞,一个儿子卖扇子。如果按照“卖不出去”作为判断标准,那么老婆婆的结论就是前途一片黑暗,如果按照“卖得出去”作为判断标准,那么老婆婆天天笑口言开。实际上更现实的情况应该是把俩儿子的收入支出每天衡算衡算,比较一下到底雨天来钱多还是晴天来钱多,从而再作结论——这和上面的issue5的例子应该是十分相似的。而至于到底“应该”采用什么“判断标准”,是没法用逻辑来决定的——乐观的人无法只用逻辑说服悲观的人,因为出发点就根本不一样。
上面所用到的例子和观点都不是绝对的,完全可以有人从完全相同的例子里面得出完全相反的结论。例如“大学是没法给所有学生把学费都交上的”,那么从这一个事实得出来的有:
1. Since they cannot, they should not.
2. Although they cannot, they should.
完全相反。为什么?判断标准不一样。可以试着分析一下:做出上面的判断,各自出于什么标准呢?
我对此的看法 两者标准分别是1、大学应该在自己的能力范围内减免学费;2、大学应该设身处地为学生着想
观点迥异不是问题,AW考察的是逻辑,而对逻辑背后的价值观在“一定的水平上”是完全包容的。明确你的判断标准是什么,把这个标准拿去实施评价,说清楚这个“评价”的过程和结论,文章就能够写出来了。例如构思的时候:

issue213. "Too much emphasis has been placed on the need for students to challenge the assertions of others. In fact, the ability to compromise and work with other --- that is, the ability to achieve social harmony --- should be a major goal in every school."

如果模模糊糊觉得原题似乎有点道理,或者勃然大怒觉得原题无理取闹,或者觉得事情没那么简单,或者觉得这俩本来未必有如此差别,或者觉得这俩都不是,或者……破解和回应的思路并不存在固定的套路和模式,无论怎么写,只要自己先明确:我为什么支持/反对?我的判断标准是什么?就好。而当你能够再进一步,分析出你的对立观点背后的价值标准的时候,就可以把它拿出来放到文章里面去批判了。例如issue5,完全可以在文章中明确声明:一切当以学生为本,以国家调控为本的判断标准毁灭人性,毁灭人性的标准当然给出毁灭人性的结论云云。
不光提出自己的判断标准,更要分析对立观点的判断标准,然后对此加以评判
取舍源于判断标准。通过明确自己的判断标准,帮助破解和展开题目——今天所谈到的“主观选择题”,无论倾向性题目还是事实性题目都是一样的。今天同主题写作的题目是issue233和issue56,请在文章前写一下自己对于选择与判断标准,以及该issue题目的分析与看法。

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发表于 2010-2-6 21:00:03 |显示全部楼层
~~好久没有更新了。。不过猫猫没有偷懒哦。
今天依然是一篇 A 一篇 I~~正在猛 K 教育类 提纲

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发表于 2010-2-6 21:09:51 |显示全部楼层
范文解析
Six months ago the region of Forestville increased the speed limit for vehicles traveling on the region's highways by ten miles per hour.
Since that change took effect, the number of automobile accidents in that region has increased by 15 percent.
But the speed limit in Elmsford, a region neighboring Forestville, remained unchanged, and automobile accidents declined slightly during the same six-month period.
Therefore, if the citizens of Forestville want to reduce the number of automobile accidents on the region's highways, they should campaign to reduce Forestville's speed limit to what it was before the increase.


6分:
The argument is well-presented, but not thoroughly well-reasoned.
干净利落提出主题句 By making a comparison of the region of Forestville, the town with the higher speed limit and therefore automobile accidents, with the region of Elmsford, an area of a lower speed limit and subsequently fewer accidents, the argument for reducing Forestville's speed limits in order to decrease accidents seems logical.

开头才两句话,强。。
However, the citizens of Forestville are failing to consider other possible alternatives to the increasing car accidents after the raise in speed limit.
Such alternatives may include the fact that there are less reliable cars traveling the roads in Forestville, or that the age bracket of those in Elmsford may be more conducive to driving safely.
It is possible that there are more younger, inexperienced, or more elderly, unsafe drivers in Forestville than there are in Elmsford.
In addition, the citizens have failed to consider
the geographical and physical terrain of the two different areas.
Perhaps Forestville's highway is in an area of more dangerous curves, sharp turns, or has many
intersections 十字路口or merging points where accidents are more likely to occur.
I
t appears reasonable, therefore, for the citizens to focus on these trouble spots than to reduce the speed in the entire area.
Elmsford may be an area of easier driving conditions where accidents are less likely to occur regardless of the speed limit.


个人觉得body那两段写得并不像我们惯常所看到的一个错误一段,而是几个错误有机结合成一段,但感觉其实论证的逻辑我把握得不是太好,读下来感觉有点晕,难道因为我不是native
A six-month period is not a particularly long time frame for the citizens to determine that speed limit has influenced the number of automobile accidents in the area.
It is mentioned in the argument that Elmsford accidents decreased during the time period.
This may have been a time, such as during
harsh weather恶劣的天气 conditions, when less people were driving on the road and therefore the number of accidents decreased.
However, Forestville citizens, perhaps
coerced控制,支配by employment or other requirements, were unable to avoid driving on the roads.
Again, the demographics of the population are important.
It is possible that Elmsford citizens do not have to travel far from work or work from their home, or do not work at all.
Are there more people in Forestville than there were sic months ago?
If so, there may be an increased number of accidents due to more automobiles on the road, and not due to the increased speed limits.
Also
in reference to the activities of the population, it is possible that Forestville inhabitants were traveling during less safe times of the day, such as early in the morning, or during twilight.
Work or family habits may have encouraged citizens to drive during this time when Elmsford residents may not have been forced to do so.


Overall, the reasoning behind decreasing Forestville's speed limit back to its original seems logical as presented above since the citizens are acting in their own best interests and want to protect their safety.
However, before any final decisions are made about the reduction in speed limit, the citizens and officials of Forestville should evaluate all possible alternatives and causes for the increased number of accidents over the six-month period as compared to Elmsford.

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发表于 2010-2-6 21:10:51 |显示全部楼层
issue 范文

Issue test1
"Both the development of technological tools and the uses to which humanity has put them have created modern civilizations in which loneliness is ever increasing."

6
Technology, broadly defined as the use of tools, has a long history.
Ever since Erg the caveman first
conked敲。。的头 an animal with a rock, people have been using technology.
For thousands of years, the use of tools allowed people to move ever closer together.
Because fields could be cultivated and the technology to store food existed, people would live in cities rather than in small nomadic tribes.
Only very lately have Erg's descendants come to question the benefits of technology.
The Industrial Revolution introduced and spread technologies that mechanized many tasks.
As a result of the drive toward more efficient production and distribution (so the ever larger cities would be supported), people began to act as
cogs齿轮 in the technological machine.
Clothing was no longer produced by groups of women sewing and gossiping together, but by down-trodden automation's operating machinery in grim factories.

开头段将技术发展与人类历史结合起来做了个片段回顾
The benefits of the new technology of today, computers and the internet, are particularly ambiguous.
They have made work ever more efficient and
knit the world together in a web of information and phone lines.
Some visionaries speak of a world in which Erg need not check in to his office; he can just dial in from home.
He won't need to go to a bar to pick up women because there are all those chat rooms.
Hungry?
Erg orders his groceries from an online delivery service.
Bored?
Download a new game.
And yet...


技术进步后人们的生活状态
Many people, myself included, are a little queasy稍感紧张,稍有不安的
about that vision.
Erg may be doing work, but is it real work?
Are his online friends real friends?
Does anything count in a spiritual way if it's just digital?
Since the Industrial Revolution, we have been
haunted by被。。想法困扰 the prospect that we are turning into our machines: efficient, productive, soulless.
The newest technologies, we fear, are making us flat as our screens, turning us into streams of bits of interchangeable data.
We may know a lot of people, but we have few real friends.
We have a lot of things to do, but no reason to do them.
In short, the new technology emphasizes a spiritual crisis that has been building for quite some time. TS
置于段落最后

作者的立场,技术进步带来了一定程度的精神危机
As I try to unravel阐释,阐明 which I believe about the relative merits of technology, I think it is instructive to remember technology's original result.
A better plow meant easier farming, more food, longer lives, and more free time to pursue other things such as art.
Our newest technology does not give us more free time; it consumes our free time.
We are terminally distracted from confronting ourselves or each other.
We stay safe, and lonely, in our homes and offices rather than taking the risk of meeting real people or trying new things.


作者提出自己对技术进步应该带来的利益及其与现实情况的反差
While I am certainly not a Luddite勒德分子,强烈反对提高机械化和自动化, I do believe we need to look for a bit more balance between technology and life.
We have to tear ourselves away from the fatal distractions and go out into the world.
Technology has given us long lives and endless supplies of information.
Now we need to apply that information, use the time we're not spending cooking our dinner with a club, and find our reasons for living.


最终概括,我们不应让高科技太多地介入我们的日常生活,我们需要恢复精神生活。

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发表于 2010-2-8 14:43:27 |显示全部楼层
昨天 大组长 让 我们清醒了头脑
        总结未完成的作业先

                                     eco analysis
                                     outline  N多
                                     精华 追星除基本元素外的其他部分  草木fundament courses of writing 7 以后的部分,别的部分还没开始
                                     word list 一天3个 总是拖欠
                                     debate 还没做完整
                                     自己决定的按类过题库, issue 和 argu 都还在进行
                                     范文解析 做了 7至8 篇 但未有一天一篇

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发表于 2010-2-9 00:13:12 |显示全部楼层
2月8日
        argu 一篇
        北美范文 argu 1 issue 2
        economic analysis
        草木 fundamental course of writing 7 追星 2.1 教育类
        outline issue 2 个

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发表于 2010-2-10 10:37:53 |显示全部楼层
2月9 日
       argu45 一篇
       追星2.2 政治类
       范文分析 argu 1  issue 1
       教育类提纲扫尾 +  传媒类提纲
       习作互和自改
       素材搜集

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发表于 2010-3-2 18:01:05 |显示全部楼层
2月24日-2月28日 赛后调整状态+背单词

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发表于 2010-3-2 18:06:17 |显示全部楼层
3月1日 argu 过题库 76-83 每天八个
          issue 61  赶小组作业
          过issue 科技类提纲

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发表于 2010-3-3 00:07:44 |显示全部楼层
本帖最后由 mintsh 于 2010-3-3 21:53 编辑

3月2日 argu 84-91
           argu 17  修改 argu 140
           看66的帖子 “退一步海阔天空” 感觉需要自己消化消化,倒是不太用让步。(窃喜)
           issue 高频提纲 52-55  (完成)
           issue 16 记在3.3号的账上了,希望早上能爬起来写个300+的提纲 (完成,但是时间有点长,下次注意)
           追星 chapter 2.5 arts 开了个头

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发表于 2010-3-3 23:59:19 |显示全部楼层
3月3日 issue 56-59 提纲
          完成 issue 16
          草木版主 “段落间的逻辑”
         argu 92-99 提纲
         argu 163
         修改 argu 17

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发表于 2010-3-5 20:55:36 |显示全部楼层
本帖最后由 mintsh 于 2010-3-5 20:57 编辑

3月4日 argu 提纲 100-107
           issue 提纲 60-63
           issue 70
           修改 issue61
           使徒和66关于 argu 写作的帖子
           素材的准备

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RE: 1006G[clover组]备考日志 by mintsh(既然选择了远方,就要风雨兼程) [修改]

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1006G[clover组]备考日志 by mintsh(既然选择了远方,就要风雨兼程)
https://bbs.gter.net/thread-1052145-1-1.html
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