1006G【clover】备考日志 by 七七夕夕－{如果可以重来。。。那就重来吧!｝

七七夕夕UID: 2753801

续上
第九期：动词的时态
It is time for sb. to do sth"到……时间了""该……了"
It is time sb. did sth. "时间已迟了""早该……了"
It is time for you to go to bed.你该睡觉了。
It is time you went to bed.你早该睡觉了。
would (had) rather sb. did sth.表示'宁愿某人做某事'
I'd rather you came tomorrow.

used to / be used to
used to + do："过去常常"表示过去习惯性的动作或状态，但如今已不存在。
Mother used not to be so forgetful.
Scarf used to take a walk.(过去常常散步)
be used to + doing：
对……已感到习惯，或"习惯于"，to是介词，后需加名词或动名词。
He is used to a vegetarian diet.
Scarf is used to taking a walk.(现在习惯于散步)

be to 表示客观安排或受人指示而做某事。
be going to 表示主观的打算或计划。

一般现在时表将来
1）下列动词：come, go, arrive, leave, start, begin, return的一般现在时表将来。这主要用来表示在时间上已确定或安排好的事情。
The train leaves at six tomorrow morning.
When does the bus star? It stars in ten minutes.

2）倒装句，表示动作正在进行，如：
Here comes the bus. = The bus is coming.
There goes the bell. = The bell is ringing.

3）在时间或条件句中。
When Bill comes (不是will come), ask him to wait for me.
I'll write to you as soon as I arrive there.

4）在动词hope, take care that, make sure that等后。
I hope they have a nice time next week.
Make sure that the windows are closed before you leave the room.

用于现在完成时的句型
1）It is the first / second time…. that…结构中的从句部分，用现在完成时。
It is the first time that I have visited the city.
It was the third time that the boy had been late.

2）This is the… that…结构，that 从句要用现在完成时.
This is the best film that I've (ever) seen.
这是我看过的最好的电影。
This is the first time (that) I've heard him sing.这是我第一次听他唱歌。

注意：并非有for 作为时间状语的句子都用现在完成时。
I worked here for more than twenty years.
(我现在已不在这里工作。)
I have worked here for many years.
(现在我仍在这里工作。)

过去完成时
1）
概念：表示过去的过去
----|-------|-----|---->其构成是had +过去分词构成。
那时以前那时现在

2）
用法
a.在told, said, knew, heard, thought等动词后的宾语从句。
She said (that) she had never been to Paris.
b. 状语从句
在过去不同时间发生的两个动作中，发生在先，用过去完成时；发生在后，用一般过去时。
When the police arrived, the thieves had run away.
c. 表示意向的动词，如hope, wish, expect, think, intend, mean, suppose等，用过去完成时表示"原本…，未能…"
We had hoped that you would come, but you didn't.

3)过去完成时的时间状语before, by, until , when, after, once, as soon as。
He said that he had learned some English before.
By the time he was twelve, Edison had began to make a living by himself.
Tom was disappointed that most of the guests had left when he arrived at the party.

将来完成时
1) 构成will / be going to do sth.
2) 概念
a. 状态完成：表示某事继续到将来某一时为止一直有的状态。
b. 动作完成：表示将来某一时或另一个将来的动作之前，已经完成的动作或一获得的经验。
They will have been married for 20 years by then.
You will have reached Shanghai by this time tomorrow.

不用进行时的动词
1) 事实状态的动词
have, belong, possess, cost, owe, exist, include, contain, matter, weigh, measure, continue
I have two brothers.
This house belongs to my sister.

2) 心理状态的动词
Know, realize, think see, believe, suppose, imagine, agree, recognize, remember, want, need, forget, prefer, mean, understand, love, hate
I need your help.
He loves her very much.

3 ) 瞬间动词
accept, receive, complete, finish, give, allow, decide, refuse.
I accept your advice.

4) 系动词
seem, remain, lie, see, hear, smell, feel, taste, get, become, turn
You seem a little tired.

时间状语
一般现在时every …, sometimes, at …, on Sunday,
一般过去时yesterday, last week, an hour ago, the other day, in 1982, just now
一般将来时next…, tomorrow, in+时间,
现在完成时for, since, so far, ever, never, just, yet, till/until, up to now, in past years, always, recently
过去完成时before, by, until, when, after, once, as soon as
过去进行时this morning, the whole morning, all day, yesterday, from nine to ten last evening… when, while
将来进行时soon, tomorrow, this evening, on Sunday, by this time, tomorrow, in two days, tomorrow evening

第十期：连词
文法层面上，三点足矣——替换零星词汇、调整语序、加衔接词
替换词汇不是要让文章里有多么的用词多样
而是力主将思路更精确的表达
调整语序仅仅增加一些符合语感的倒装就可以让作文上升一个档次
而以上两个都不如加衔接词来得性价比高
not only… but also 关联两个分句时，一个分句因有否定词not 而必须倒装。
Not only does he like reading stories, but also he can even write some.
但有时and 也可用于否定句。请注意其不同特点：
there is no air or water in the moon.
There is no air and no water on the moon.

not…but… 意思为"不是 ……而是……"
not 和but 后面的用词要遵循一致原则。
They were not the bones of an animal, but (the bones) of a human being.
两个并列连词不能连用，但therefore, then, yet.可以和并列连词连用。
He hurt his leg, and so / and therefore he couldn't play in the game.

worth，worthy，worth-while都为adj.　意为"值得"。
1. worth： be worth + n.
当名词为金钱时，表示"…… 值得……"
be worth doing sth.
"……某事值得被做"
The question is not worth discussing again and again.

2. worthy： be worthy of +n.　当名词为抽象名词时表示"……值得……"
be worthy to be done "某事值得被做"
The question is not worthy to be discussed again and again.

3. worth-while： be worth-while to do sth
"值得做某事"
worth while： It is worth while doing sth
It is worth while sb to do sth.

第十一期：动词和动词语态
系动词：
1）状态系动词
用来表示主语状态，只有be一词，
2）持续系动词
用来表示主语继续或保持一种状况或态度，主要有keep, rest, remain, stay, lie, stand
3）表像系动词
用来表示"看起来像"这一概念，主要有seem, appear, look,
4）感官系动词
感官系动词主要有feel, smell, sound, taste
5）变化系动词
这些系动词表示主语变成什么样，变化系动词主要有become, grow, turn, fall, get, go, come, run.
终止系动词
表示主语已终止动作，主要有prove, trun out, 表达"证实"，"变成"之意，例如：
The rumor proved false.这谣言证实有假。

do用于倒装句，例如：
Never did I hear of such a thing. 我从未听说过这样的事情。
Only when we begin our college life do we realize the importance of English.
只有在开始大学生活时我们才认识到英语的重要性。
说明： 引导此类倒装句的副词有never, seldom, rarely, little, only, so, well等。

若宾语补足语是不带to 的不定式，变为被动语态时，该不定式前要加"to"。此类动词为感官动词。
feel, hear, help, listen to, look at, make, observe, see, notice, watch

The teacher made me go out of the classroom.
--> I was made to go out of the classroom (by the teacher).
We saw him play football on the playground.
--> He was seen to play football on the playground.

let 的用法
1）当let后只有一个单音节动词，变被动语态时，可用不带to 的不定式。
They let the strange go.---> The strange was let go.
2）若let 后宾补较长时，let 通常不用被动语态，而用allow或permit 代替。
The nurse let me go to see my classmate in the hospital.
----> I was allowed / permitted to see my classmate in the hospital.

表示"据说"或"相信" 的词组
believe, consider, declare, expect, feel , report, say, see, suppose, think, understand
It is said that… 据说
It is reported that… 据报道
It is believed that…大家相信
It is hoped that…大家希望
It is well known that… 众所周知
It is thought that…大家认为
It is suggested that…据建议
It is taken granted that… 被视为当然
It has been decided that… 大家决定
It must be remember that…务必记住的是
It is said that she will leave for Wuhan on Tuesday.

短语动词是一个整体，不可丢掉后面的介词或副词。
This is a photo of the power station that has been set up in my hometown.
My sister will be taken care of by Grandma.
Such a thing has never been heard of before..

不及物动词或动词短语无被动语态：
appear, die disappear, end (vi. 结束), fail, happen, last, lie, remain, sit, spread, stand
break out, come true, fall asleep, keep silence, lose heart, take place.
After the fire, very little remained of my house.
比较： rise, fall, happen是不及物动词；raise, seat是及物动词。
错) The price has been risen.
(对) The price has risen.
(错) The accident was happened last week.
(对) The accident happened last week.
(错) The price has raised.
(对) The price has been raised.
(错) Please seat.
(对) Please be seated.

不能用于被动语态的及物动词或动词短语：
fit, have, hold, marry, own, wish, cost, notice, watch agree with, arrive at / in, shake hands with, succeed in, suffer from, happen to, take part in, walk into, belong to
This key just fits the lock.
Your story agrees with what had already been heard.

系动词无被动语态：
appear, be become, fall, feel, get, grow, keep, look, remain, seem, smell, sound, stay, taste, turn
It sounds good.

带同源宾语的及物动词，反身代词，相互代词，不能用于被动语态：
die, death, dream, live, life
She dreamed a bad dream last night.

主动形式表示被动意义

1)wash, clean, cook, iron, look, cut, sell, read, wear, feel, draw, write, sell, drive…
The book sells well.这本书销路好。
This knife cuts easily. 这刀子很好用。
2)blame, let(出租), remain, keep, rent, build
I was to blame for the accident.
Much work remains.
3) 在need, require, want, worth (形容词), deserve后的动名词必须用主动形式。
The door needs repairing.= The door needs to be repaired.
This room needs cleaning. 这房间应该打扫一下。
This book is worth reading.这本书值得一读。
4) 特殊结构：make sb. heard / understood (使别人能听见/理解自己)，have sth. done ( 要某人做某事)。

被动形式表示主动意义

be determined, be pleased, be graduated (from), be finished, be prepared (for), be occupied (in), get marries
He is graduated from a famous university.
他毕业于一所有名的大学。

eed/want/require/worth
注意：当 need, want, require, worth(形容词)后面接doing也可以表示被动。
Your hair wants cutting.你的头发该理了。
The floor requires washing. 地板需要冲洗。
The book is worth reading.这本书值得一读。

第十二期:动词不定式、分词、动名词
动词+ 不定式
afford aim appear agree  arrange ask be decide bother care choose come dare demand desire determine expect elect endeavor hope fail happen help hesitate learn
long mean  manage offer ought plan prepare   promise refuse seem tend wait wish undertake
The driver failed to see the other car in time
动词+不定式
；动词+宾语+不定式
ask, beg, choose, expect , hate, help intend like, love, need prefer, prepare, promise, want, wish…
I want to speak to Tom. 我想和汤姆谈话。
I want you to speak to Tom. 我想让你和汤姆谈话。
动词+疑问词+ to
decide, know, consider forget, learn, remember, show, understand, see, wonder, hear, find out, explain, tell
The question is how to put it into practice.
动词+宾语+不定式(to do)
advise allow appoint believe cause challenge command compel consider declare  drive enable encourage find forbid  force guess  hire  imagine  impel  induce  inform instruct invite  judge  know  like order  permit persuade remind  report request  require select send   state  suppose  tell   think train trust  understand urge warn

Father will not allow us to play on the street.
to + be 的不定式结构，作补语的动词。
Acknowledge,believe,consider,think,declare(声称), discover, fancy(设想),feel find,guess, judge,imagine,know, prove,see(理解), show, suppose, take(以为), understand
We consider Tom to be one of the best students in our class.
to be +形容词
Seem, appear,be said,be supposed, be believed,be thought,be known, be reported,hope, wish, desire,want, plan, expect, mean…
The book is believed to be uninteresting.
here be+不定式
believe, expect, intend, like, love, mean, prefer, want, wish, undrstand
We didn't expect there to be so many people there.我们没料到会有那么多人在哪里。
注意 ： 有些动词需用as 短语做补语，如regard, think believe, take, consider.
We regard Tom as our best teacher.我们认为汤姆是我们最好的老师。
当不定式作主语的句子中又有一个不定式作表语时，不能用It is… to…的句型
(对)To see is to believe.百闻不如一见。
(错)It is to believe to see.
目的状语
To… only to (仅仅为了),in order to,so as to,so(such)… as to… (如此……以便……)
o 有两种用法：
一为不定式+动词原形；
一为介词+名词/动名词, to 在下面的用法中是第二种，即to+ 名词/动名词：
admit to承认，confess to承认，
be accustomed to 习惯于， be used to 习惯于， stick to 坚持， turn to开始，着手于， devote oneself to 献身于，be devoted to 致力于， look forward to 盼望，pay attention to 注意
感官动词 see, watch, look at, notice , observe, hear, listen to, smell, feel, find 等后作宾补，省略to。
注意：在被动语态中则to 不能省掉。

通常在discover, imagine, suppose, think, understand等词后，可以省去to be：
He is supposed (to be) nice.他应该是个好人。

but和except：but前是动词do时，后面出现的动词用不带to的动词不定式。
He wants to do nothing but go out.
He wants to believe anything but to take the medicine.

too…to 太…以至于…
当too 前面有only, all, but时，意思是：非常… 等于very。
I'm only too pleased to be able to help you. 我非常高兴能帮助你。
He was but too eager to get home. 他非常想回家。
如在too前有否定词，则整个句子用否定词表达肯定， too 后那个词表达一种委婉含义，意
为"不太"。
It's never too late to mend.(谚语)
改过不嫌晚。

so kind as to ---劳驾
Would you be so kind as to tell me the time?

动名词与不定式语义不同的有11 组：

1stop to do——stop doing 2 forget to do—— forget doing 3remember to do——remember doing 4 regret to do—— regret doing
5cease to do—— cease doing  6 try to do——try doing  7go on to do—— go on doing  8 afraid to do—— afraid doing
9interested to do——interested doing   10 mean to do—— mean doing   11 begin/ start to do—— begin/ start doing

分词作状语
As I didn't receive any letter from him, I gave him a call.
-> Not receiving any letter from him, I gave him a call.
If more attention was given, the trees could have grown better.
-> Given more attention，the trees could have grown better.

其结构是固定的，意思上的主语并不是句子的主语。
generally speaking一般说来
talking of (speaking of) 说道
strictly speaking 严格的说
judging from 从…判断
all things considered 从整体来看
taking all things into consideration全面看来
不及物动词的过去分词表示动作已经发生
gone, fallen, retired, grown-up, escaped, faded, returned
例: a well-read person.一个读过许多书的人
a much-travelled may一个去过许多地方的人
a burnt-out match 烧完了的火柴

动词后加动名词doing作宾语 V. + doing sth
admit 承认　　　appreciate 感激,赞赏　avoid 避免　　　　
complete 完成　 consider 认为　　　　 delay 耽误　　 deny 否认　　　 detest 讨厌　　　　　 endure 忍受　　　　enjoy 喜欢　escape 逃脱　　　　　 prevent阻止
   fancy 想象　　　finish 完成　　　　　 imagine 想象　　 mind 介意　　　 miss 想念　　　　　　 postpone 推迟　　　　　　　 practice 训练　 recall 回忆　　　　　 resent 讨厌　　　　　 resist 抵抗　　 resume 继续　　　　　 risk 冒险
    suggest 建议　　face 面对　　　　　　 include 包括　　　　stand 忍受　　　understand 理解　　　 forgive 宽恕keep 继续
举例：
(1)Would you mind turning down your radio a little, please?
(2)The squirrel was lucky that it just missed being caught.

词组后接doing admit to ,prefer…to, be used to, lead to,  devote oneself to,object to,stick to, busy,look forward to(to为介词),no good,no use, It's worth…, as well as, can't help, It's no use /good, be tired of, be fond of, be capable of, be afraid of, be proud of, think of / about,hold off, put off, keep on, insist on, count on / upon,  set about, be successful in,  good at, take up, give up, burst out, prevent … from…


第十三期：独立主格和特殊词
独立主格结构的特点：
1）独立主格结构的逻辑主语与句子的主语不同，它独立存在。
2）名词或代词与后面的分词，形容词，副词，不定
式，介词等是主谓关系。
3）独立主格结构一般有逗号与主句分开。
举例：
The test finished, we began our holiday.
= When the test was finished, we began our holiday.
考试结束了，我们开始放假。
The president assassinated, the whole country was in deep sorrow.
= After the president was assassinated, the whole country was in deep sorrow.
总统被谋杀了，举国上下沉浸在悲哀之中。
Weather permitting, we are going to visit you tomorrow.
如果天气允许，我们明天去看你。

独立主格结构使用介词的问题：

当介词是in 时，其前后的两个名词均不加任何成分（如物主代词或冠词），也不用复数。但 with 的复合结构不受此限制
A robber burst into the room, knife in hand.
( hand前不能加his)。

当表人体部位的词做逻辑主语时，及物动词用现在分
词，不及物动词用过去分词。
He lay there, his teeth set, his hand clenched, his eyes looking straight up.

cease to do 长时间，甚至永远停做某事。
cease doing 短时停止做某事，以后还会接着做。

be afraid to do不敢，胆怯去做某事，是主观上的原因不去做，意为"怕"；
be afraid of doing担心出现doing的状况、结果。 doing 是客观上造成的，意为"生怕，恐怕"。

interested to do 对做某事感兴趣，想了解某事。
interested in doing 对某种想法感兴趣，doing 通常为想法

mean to do 打算、想
mean doing意味着

在attempt, intend, begin, start 后接 know, understand, realize这类动词时，常用不定式to do。
感官动词 see, watch, observe, notice, look at, hear, listen to, smell, taste, feel + do 表示动作的完整性，真实性； +doing 表示动作的连续性，进行性

cixitomUID: 2610506

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七七夕夕UID: 2753801

第十四期 Active and passive voice
Active voice：clear, concise
Passive voice: more sientific but complicated and wordy

Choosing Passive Voice: While active voice helps to create clear and direct sentences, sometimes writers find using an indirect expression is rhetorically effective in a given situation, so they choose passive voice.

Further Suggestions for Using Passive and Active Voices
1. Avoid starting a sentence in active voice and then shifting to passive.
2. Avoid dangling modifiers caused by the use of passive voice. A dangling modifier is a word or phrase that modifies a word not clearly stated in the sentence.
e.g.To save time, the paper was written on a computer. (Who was saving time? The paper?)----To save time, Kristin wrote the paper on a comp
3. Don't trust the grammar-checking programs in word-processing software. Many grammar checkers flag all passive constructions, but you may want to keep some that are flagged. Trust your judgment, or ask another human being for their opinion about which sentence sounds best.

Verbs- Voice and Mood:Most writers consider the active voice more forceful and tend to stay away from passives unless they really need them.

第十五期 Apostrophe&Hyphens
The apostrophe has three uses:
1.to form possessives of nouns
If the noun after "of" is a building, an object, or a piece of furniture, then no apostrophe is needed!
room of the hotel = hotel room
door of the car = car door
leg of the table = table leg
2.to show the omission of letters
3.to indicate certain plurals of lowercase letters
There is no need for apostrophes indicating a plural on capitalized letters, numbers, and symbols (though keep in mind that some editors, teachers, and professors still prefer them).
p's and q's = a phrase taken from the early days of the printing press when letters were set in presses backwards so they would appear on the printed page correctly. The expression was used commonly to mean, "Be careful, don't make a mistake." Today, the term also indicates maintaining politeness, possibly from "mind your pleases and thankyous.

Hyphens
1.Use a hyphen to join two or more words serving as a single adjective before a noun:
a one-way street
chocolate-covered peanuts
well-known author
However, when compound modifiers come after a noun, they are not hyphenated:
The peanuts were chocolate covered.
The author was well known.
2.Use a hyphen with compound numbers: forty-six
4.Use a hyphen with the prefixes ex- (meaning former), self-, all-; with the suffix -elect; between a prefix and a capitalized word; and with figures or letters:
ex-husband self-assured mayor-elect pre-Civil War mid-1980s
5.Use a hyphen to divide words at the end of a line if necessary, and make the break only between syllables:
pref-er-ence sell-ing in-di-vid-u-al-ist
6.For line breaks, divide already hyphenated words only at the hyphen:
mass-
produced
7.For line breaks in words ending in -ing, if a single final consonant in the root word is doubled before the suffix, hyphenate between the consonants; otherwise, hyphenate at the suffix itsel
run-ning driv-ing
8.Never put the first or last letter of a word at the end or beginning of a line, and don't put two-letter suffixes at the beginning of a new line:
lovely (Do not separate to leave ly beginning a new line.)
eval-u-ate (Separate only on either side of the u; do not leave the initial e- at the end of a line.)

第十六期 Parallel Structure
This can happen at the word, phrase, or clause level. The usual way to join parallel structures is with the use of coordinating conjunctions such as "and" or "or."
Do not mix forms.
Not Parallel:
The production manager was asked to write his report quickly, accurate ly, and in a detailed manner.
Parallel:
The production manager was asked to write his report quickly, accurately, and thoroughly.
Not Parallel:
The teacher said that he was a poor student because he waited until the last minute to study for the exam, completed his lab problems in a careless manner, and his motivation was low.
Parallel:
The teacher said that he was a poor student because he waited until the last minute to study for the exam, completed his lab problems in a careless manner, and lacked motivation.

A parallel structure that begins with clauses must keep on with clauses. Changing to another pattern or changing the voice of the verb (from active to passive or vice versa) will break the parallelism.
Example 1
Not Parallel:
The coach told the players that they should get a lot of sleep, that they should not eat too much, and to do some warm-up exercises before the game.
Parallel:
The coach told the players that they should get a lot of sleep, that they should not eat too much, and that they should do some warm-up exercises before the game.
— or —
Parallel:
The coach told the players that they should get a lot of sleep, not eat too much, and do some warm-up exercises before the game.
Not Parallel:
The salesman expected that he would present his product at the meeting, that there would be time for him to show his slide presentation, and that questions would be asked by prospective buyers. (passive)
Parallel:
The salesman expected that he would present his product at the meeting, that there would be time for him to show his slide presentation, and that prospective buyers would ask him questions.

Lists After a Colon
Be sure to keep all the elements in a list in the same form.
Example 1
Not Parallel:
The dictionary can be used for these purposes: to find word meanings, pronunciations, correct spellings, and looking up irregular verbs.
Parallel:
The dictionary can be used for these purposes: to find word meanings, pronunciations, correct spellings, and irregular verbs.

七七夕夕UID: 2753801

第十七期 Commas
1. Use commas to separate independent clauses when they are joined by any of these seven coordinating conjunctions: and, but, for, or, nor, so, yet.
The game was over, but the crowd refused to leave.
2. Use commas after introductory a) clauses, b) phrases, or c) words that come before the main clause.
a. Common starter words for introductory clauses that should be followed by a comma include after, although, as, because, if, since, when, while.
While I was eating, the cat scratched at the door.
While I was eating, the cat scratched at the door.
Because her alarm clock was broken, she was late for class.
If you are ill, you ought to see a doctor.
When the snow stops falling, we'll shovel the driveway.
However, don't put a comma after the main clause when a dependent (subordinate) clause follows it (except for cases of extreme contrast).
Incorrect: She was late for class, because her alarm clock was broken.
Incorrect: The cat scratched at the door, while I was eating.
Correct: She was still quite upset, although she had won the Oscar. (this comma use is correct because it is an example of extreme contrast）
b. Common introductory phrases that should be followed by a comma include participial and infinitive phrases, absolute phrases（独立结构）, nonessential appositive（同位语） phrases, and long prepositional phrases (over four words).
Having finished the test, he left the room.
To get a seat, you'd better come early.
After the test but before lunch, I went jogging.
The sun radiating intense heat, we sought shelter in the cafe.
c. Common introductory words that should be followed by a comma include yes, however, well.
Well, perhaps he meant no harm.
Yes, the package should arrive tomorrow morning.
However, you may not be satisfied with the results.
3. Use a pair of commas in the middle of a sentence to set off clauses, phrases, and words that are not essential to the meaning of the sentence. Use one comma before to indicate the beginning of the pause and one at the end to indicate the end of the pause。
Clause: That Tuesday, which happens to be my birthday, is the only day when I am available to meet.
Phrase: This restaurant has an exciting atmosphere. The food, on the other hand, is rather bland.
Word: I appreciate your hard work. In this case, however, you seem to have over-exerted yourself.
4. Do not use commas to set off essential elements of the sentence, such as clauses beginning with that (relative clauses). That clauses after nouns are always essential. That clauses following a verb expressing mental action are always essential.
The book that I borrowed from you is excellent.
They wished that warm weather would finally arrive.
Examples of other essential elements (no commas):
Students who cheat only harm themselves.
Examples of nonessential elements (set off by commas):
Fred, who often cheats, is just harming himself.
5. Use commas to separate three or more words, phrases, or clauses written in a series.
The candidate promised to lower taxes, protect the environment, reduce crime, and end unemployment.
6. Use commas to separate two or more coordinate adjectives that describe the same noun. Be sure never to add an extra comma between the final adjective and the noun itself or to use commas with non-coordinate adjectives.
He was a difficult, stubborn child. (coordinate)
They lived in a white frame house. (non-coordinate)
The 1) relentless, 2) powerful 3) summer sun beat down on them. (1-2 are coordinate; 2-3 are non-coordinate.)
7. Use a comma near the end of a sentence to separate contrasted coordinate elements or to indicate a distinct pause or shift.
He was merely ignorant, not stupid.
The chimpanzee seemed reflective, almost human.
8. Use commas to set off phrases at the end of the sentence that refer back to the beginning or middle of the sentence. Such phrases are free modifiers that can be placed anywhere in the sentence without causing confusion. (If the placement of the modifier causes confusion, then it is not "free" and must remain "bound" to the word it modifies.)
Nancy waved enthusiastically at the docking ship, laughing joyously. (correct)
Incorrect:  Lisa waved at Nancy, laughing joyously. (Who is laughing, Lisa or Nancy?)
9. Use commas to set off all geographical names, items in dates (except the month and day), addresses (except the street number and name), and titles in names.
July 22, 1959, was a momentous day in his life. Who lives at 1600 Pennsylvania Avenue, Washington, DC?
10. Use a comma to shift between the main discourse and a quotation.
"I was able," she answered, "to complete the assignment."
11. Use commas wherever necessary to prevent possible confusion or misreading.
To George,Harrison had been a sort of idol.
12. Don't use a comma to separate the subject from the verb.
Incorrect:An eighteen-year old in California, is now considered an adult
13. Don't put a comma between the two verbs or verb phrases in a compound predicate(谓语).
Incorrect:We laid out our music and snacks, and began to study.
14. Don't put a comma between the two nouns, noun phrases, or noun clauses in a compound subject or compound object.
Incorrect (compound subject):The music teacher from your high school, and the football coach from mine are married.
Incorrect (compound object):Jeff told me that the job was still available, and that the manager wanted to interview me.
15. Don't put a comma after the main clause when a dependent (subordinate) clause follows it (except for cases of extreme contrast).
Incorrect (extreme contrast):She was late for class, because her alarm clock was broken. (incorrect)
Incorrect:The cat scratched at the door, while I was eating.
Incorrect:She was still quite upset, although she had won the Oscar.
Commas After Introductions
If they want to win, athletes must exercise every day. (introductory dependent clause, main clause)
Because he kept barking insistently, we threw the ball for Smokey. (introductory dependent clause, main clause)
Introductory clauses start with adverbs like after, although, as, because, before, if, since, though, until, when, etc.
To stay in shape for competition, athletes must exercise every day. (introductory infinitive phrase, main clause)
Barking insistently, Smokey got us to throw his ball for him. (introductory participial phrase, main clause)
A popular and well respected mayor, Bailey was the clear favorite in the campaign for governor. (introductory appositive phrase, main clause)
The wind blowing violently, the townspeople began to seek shelter. (introductory absolute phrase, main clause)
After the adjustment for inflation, real wages have decreased while corporate profits have grown. (introductory prepositional phrases, main clause)

Introductory Words
Introductory words like however, still, furthermore, and meanwhile create continuity from one sentence to the next.
The coaches reviewed the game strategy. Meanwhile, the athletes trained on the Nautilus equipment.
Most of the evidence seemed convincing. Still, the credibility of some witnesses was in question.

When not to Use a Comma
Some introductory elements don't require a comma, and sometimes the subject of a sentence looks like an introductory element but isn't. Do not use a comma in the following cases:
·After a brief prepositional phrase. (Is it a single phrase of less than five words?)
·After a restrictive (essential) appositive phrase. (See our document on appositives.)
·To separate the subject from the predicate. (See below.)
Each of the following sentences may look like it requires a comma after the opening segment (marked with an x), but the opening segment is really the subject. It's sometimes easy to confuse gerund- or infinitive-phrase subjects like the following with nonessential introductory phrases, so be careful.
Preparing and submitting his report to the committee for evaluation and possible publication[x] was one of the most difficult tasks Bill had ever attempted.

Commas vs. Semicolons in Compound Sentences
Use a comma after the first independent clause when you link two independent clauses with one of the following coordinating conjunctions: and, but, for, or, nor, so, yet. For example:
I am going home, and I intend to stay there.
It rained heavily during the afternoon, but we managed to have our picnic anyway.
They couldn't make it to the summit and back before dark, so they decided to camp for the night.
Use a semicolon when you link two independent clauses with no connecting words. For example:
I am going home; I intend to stay there.
It rained heavily during the afternoon; we managed to have our picnic anyway.
They couldn't make it to the summit and back before dark; they decided to camp for the night.
You can also use a semicolon when you join two independent clauses together with one of the following conjunctive adverbs (adverbs that join independent clauses): however, moreover, therefore, consequently, otherwise, nevertheless, thus, etc. For example:
I am going home; moreover, I intend to stay there.
It rained heavily during the afternoon; however, we managed to have our picnic anyway.
They couldn't make it to the summit and back before dark; therefore, they decided to camp for the night.
For more information about compound sentence patterns, see the Purdue OWL handout on Sentence Punctuation Patterns.
Commas with Nonessential Elements
Nonessential: The average world temperature, however, has continued to rise significantly. (word)
Essential: The sixth-century philosopher Boethius was arrested, tortured, and bludgeoned to death. (word)

Nonessential: Company managers, seeking higher profits, hired temporary workers to replace full-time staff. (phrase)
Essential: The person checking tickets at the counter asked for a form of identification. (phrase)

Nonessential: My uncle, who is eighty years old, walks three miles every day. (clause)
Essential: The woman who interviewed you is my sister. (clause)

第十八期 Dangling Modifiers
A dangling modifier is a word or phrase that modifies a word not clearly stated in the sentence.
Strategies for revising dangling modifiers:

1. Name the appropriate or logical doer of the action as the subject of the main clause:
Having arrived late for practice, a written excuse was needed.
Who arrived late? This sentence says that the written excuse arrived late. To revise, decide who actually arrived late. The possible revision might look like this:
Having arrived late for practice, the team captain needed a written excuse.
The main clause now names the person (the captain) who did the action in the modifying phrase (arrived late).

2. Change the phrase that dangles into a complete introductory clause by naming the doer of the action in that clause:
Without knowing his name, it was difficult to introduce him.
Who didn't know his name? This sentence says that "it" didn't know his name. To revise, decide who was trying to introduce him. The revision might look something like this:
Because Maria did not know his name, it was difficult to introduce him.
The phrase is now a complete introductory clause; it does not modify any other part of the sentence, so is not considered "dangling."

3. Combine the phrase and main clause into one:
To improve his results, the experiment was done again.
Who wanted to improve results? This sentence says that the experiment was trying to improve its own results. To revise, combine the phrase and the main clause into one sentence. The revision might look something like this:
He improved his results by doing the experiment again.
（纠正主语不清）

第十九期 Capital Letters
Use capital letters in the following ways:
The first words of a sentence
The pronoun "I"
Proper nouns (the names of specific people, places, organizations, and sometimes things)
Worrill Fabrication Company
Golden Gate Bridge
Supreme Court
Family relationships (when used as proper names)

I sent a thank-you note to Aunt Abigail, but not to my other aunts.
Here is a present I bought for Mother.
Did you buy a present for your mothe

The names of God, specific deities, religious figures, and holy books
God the Father
the Virgin Mary
the Bible
Exception: Do not capitalize the non-specific use of the word "god."
The word "polytheistic" means the worship of more than one god

Titles preceding names, but not titles that follow names
She worked as the assistant to Mayor Hanolovi.
I was able to interview Miriam Moss, mayor of Littonville.
Directions that are names (North, South, East, and West when used as sections of the country, but not as compass directions)
The Patels have moved to the Southwest.
Jim's house is two miles north of Otterbein.

The days of the week, the months of the year, and holidays (but not the seasons used generally)
Halloween
October
Friday
winter
Exception: Seasons are capitalized when used in a title.
The Fall 1999 semester

The names of countries, nationalities, and specific languages
The first word in a sentence that is a direct quote
Emerson once said, "A foolish consistency is the hobgoblin of little minds."

The major words in the titles of books, articles, and songs (but not short prepositions or the articles "the," "a," or "an," if they are not the first word of the title) （如果短前介词不在第一个则不用大写）
One of Jerry's favorite books is The Catcher in the Rye
Members of national, political, racial, social, civic, and athletic groups
Green Bay Packers
African-Americans
Anti-Semitic
Democrats

Periods and events (but not century numbers)
Victorian Era
sixteenth century
Trademarks
Pepsi
Honda
IBM

Words and abbreviations of specific names (but not names of things that came from specific things but are now general types)
Freudian
NBC
pasteurize

第二十期 Spelling
Affect, Effect
·affect = verb meaning to influence:
Will lack of sleep affect your game?
·effect = noun meaning result or consequence:
Will lack of sleep have an effect on your game?
·effect = verb meaning to bring about, to accomplish:
Our efforts have effected a major change in university policy.
A memory-help for affect and effect is RAVEN: Remember, Affect is a Verb and Effect is a Noun.

Conscious, Conscience
·conscious= adjective meaning awake, perceiving:
Despite a head injury, the patient remained conscious.
·conscience = noun meaning the sense of obligation to be good:
Chris wouldn't cheat because his conscience wouldn't let him.

If the root is not a complete word, add -ible
aud + ible = audible
visible
If the root is a complete word, add -able.
accept + able = acceptable
fashionable
Some exceptions:
·contemptible
·digestible
·flexible
·responsible
·irritable
·inevitable

第二十一期 HOCs\LOCs
"Higher Order Concerns (HOCs)," are the "big picture" elements such as thesis or focus, audience and purpose, organization, and development.
"Lower Order Concerns (LOCs)," such as sentence structure and grammar.
Thesis or focus:
·Does the paper have a central thesis? （有没有中心论点）
·Can you, if asked, offer a one-sentence explanation or summary of what the paper is about? （一句话总结）
·Ask someone to read the first paragraph or two and tell you what he or she thinks the paper will discuss.（前两段能够让人明白后面大概要讲的内容）

Audience and purpose:
·Do you have an appropriate audience in mind? Can you describe them? （你想像中的听众是怎样的）
·Do you have a clear purpose for the paper? What is it intended to do or accomplish? （写作目的是什么）
·Why would someone want to read this paper?（别人为什么要读这篇文章）
·Does the purpose match the assignment?（写作目的和写作任务是否相符）

Organization:
·Does the paper progress in an organized, logical way?（组织性，逻辑性）
·Go through the paper and jot down notes on the topics of the various paragraphs. Look at this list and see if you can think of a better organization.（摘抄主题句，看是否能有更好的组织顺序）
·Make a brief outline. Does the organization make sense? Should any part be moved to another part?（列出提纲，看组织是否合理）
·Ask someone to read the paper. At the end of each paragraph, ask the person to forecast where the paper is headed. If the paper goes in a direction other than the one forecasted by the reader, is there a good reason, or do you need to rewrite something there? （检查在每段的结尾别人是否能预测下面的内容，如果预测不对，审视自己的理由是否充分）

Development:
·Are there places in the paper where more details, examples, or specifics are needed? （是否有地方需要更多的细节，例子或者具体化）
·Do any paragraphs seem much shorter and in need of more material than others? (For more help, see our handout on paragraphing.)（段落是否太短而需要更多材料）
·Ask someone to read the paper and comment if something is unclear and needs more description, explanation, or support. （听取别人的意见）

Sentence structure, punctuation, word choice, spelling
·Are there a few problems that frequently occur? Keep a list of problems that recur and check for those.（列出频繁出现的错误）
·Read the paper aloud watching and listening for anything that sounds incorrect. （出声阅读检查听起来不对的地方）
·Ask yourself why you put punctuation marks in certain places. Do you need to check any punctuation rules? (For more help see our handouts on punctuation.) （标点检查）
·For possible spelling errors, proofread backwards, from the end of a line to the beginning.（从后向前校正拼写错误）

七七夕夕UID: 2753801

语法二十二到二十六期
占个位先～

七七夕夕UID: 2753801

语法二十七到三十一期
占个位先～

七七夕夕UID: 2753801

语法三十二到三十六期
占个位先～

七七夕夕UID: 2753801

语法三十七到四十一期
占个位先～

七七夕夕UID: 2753801

1006G 【clover】备考日志 by 七七夕夕（4）

AW intro analysis

The two tasks are complementary in that one requires you to construct your own argument by taking a position and providing evidence supporting your views on the issue, whereas the other requires you to critique someone else's argument by assessing its claims and evaluating the evidence it provides.(两种写作任务是互补的，因此在写issue时要充分利用argument里出现的逻辑错误来审视，完善自己的文章，使其更具说服力，充实好argument的逻辑批判能力对issue是大有帮助滴)

issue topic

Present Your Perspective(point of view;relations,importance of objects) on an Issue Task

Be sure to read the claim carefully and think about it from several points of view, considering the complexity of ideas associated with those perspectives. Then, make notes about the position you want to develop and list the main reasons and examples that you could use to support that position.(写作步骤)

Although it is important that you address the central issue, you are free to take any approach you wish.(写作要求)

For example, you might
•agree absolutely with the claim, disagree completely, or agree with some parts and not others
•question the assumptions the statement seems to be making
•qualify any of its terms, especially if the way you define or apply a term is important to developing your perspective on the issue
•point out why the claim is valid in some situations but notn in others
•evaluate points of view that contrast with your own perspective
•develop your position with reasons that are supported by several relevant examples or by a single extended example

And also
• What reasons might someone use to refute or undermine my position?
• How should I acknowledge or defend against those views in my essay?
the readers are evaluating the skill with which you articulate and develop an argument(statement of premise to conclusion) to support your position on the issue.

Holistic scoring：ideas, organization, sentence structure, or language.
The primary emphasis in scoring the analytical writing section is on critical thinking and analytical writing skills.

The Issue task is an exercise in critical thinking and persuasive writing.(重中之重，要好好研究哈)

You will not be expected to know specific critical thinking or writing terms or strategies; instead, you should be able to use reasons, evidence, and examples to support your position on an issue.

An excellent way to prepare for the Issue task is to practice writing on some of the published topics.

Readers will see, for example, some Issue responses at the 6 score level that begin by briefly summarizing the writer's position on the issue and then explicitly announcing the main points to be argued. They will see others that lead into the writer's position by making a prediction, asking a series of questions, describing a scenario, or defining critical terms in the quotation. The readers know that a writer can earn a high score by giving multiple examples or by presenting a single, extended example.

What matters is not the number of examples, the number of paragraphs, or the form your argument takes but, rather, the cogency of your ideas about the issue and the clarity and skill with which you communicate those ideas to academic readers.
－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－

“In our time, specialists of all kinds are highly overrated. We need more generalists—people who can provide broad perspectives."

Essay Response * – Score 6
In this era of (背景简述)rapid social and technological change leading to increasing life complexity and psychological displacement, both positive and negative effects among persons in Western society call for a balance(后面内容简述，观点简述,  T) in which there are both specialists and generalists.

Specialists are necessary in order to allow society as a whole to properly and usefully assimilate the masses of new information and knowledge that have come out of research and have been widely disseminated through mass global media. As the head of Pharmacology at my university once said (and I paraphrase):"I can only research what I do because there are so many who have come before me to whom I can turn for basic knowledge. It is only because of each of the narrowly focussed individuals at each step that a full and true understanding of the complexities of life can be had. Each person can only hold enough knowledge to add one small rung to the ladder, but together we can climb to the moon." This illustrates the point that our societies level of knowledge and technology is at a stage in which there simply must be specialists in order for our society to take advantage of the information available to us.

Simply put, without specialists, our society would find itself bogged down in the Sargasso sea of information overload. While it was fine for earlyphysicists to learn and understand the few laws and ideas that existed during their times, now, no one individual can possibly digest and assimilate all of the knowledge in any given area.

On the other hand, Over specialization means narrow focii in which people can lose the larger picture.No one can hope tounderstand the human body by only inspecting one's own toe-nails. What we learn from a narrow focus may be internally logically coherent but may be irrelevant or fallacious within the framework of a broader perspective. Further, if we inspect only our toe-nails, we may conclude that the whole body is hard and white. Useful conclusions and thus perhaps useful inventions must come by sharing among specialists. Simply throwing out various discovieries means we have a pile of useless discoveries, it is only when one can make with them a mosaic that we can see that they may form a picture.
Not only may over-specialization be dangerous in terms of the truth, purity and cohesion of knowledge, but it can also serve to drown moral or universall issues. Generalists and only generalists can see a broad enough picture to realize and introduce to the world the problems of the environment. With specialization, each person focusses on their research and their goals. Thus, industrialization, expansion, and new technologies are driven ahead. Meanwhile no individual can see the wholisitc view of our global existence in which true advancement may mean stifling individual specialists for the greater good of all.

Finally, over-specialization in a people's daily lives and jobs has meant personal and psychological compartmentalization. People are forced into pigeon holes early in life (at least by university) and must conciously attempt to consume external forms of stimuli and information in order not to be lost in their small and isolated universe. Not only does this make for narrowly focussed and generally pooprly-educated individuals, but it guarantees a sense of loss of community, often followed by a feeling of psychological displacement and personal dissatisfaction.

Without generalists, society becomes inward-looking and eventually inefficient. Without a society that recongnizes the impotance of braod-mindedness and fora for sharing generalities, individuals become isolated. Thus, while our form of society necessitates specialists, generalists are equally important. Specialists drive us forward in a series of thrusts while generalists make sure we are still on the jousting field and know what the stakes are.


本文并没有提overrated的问题，而是通过说specialist不可少，overspecialize不可多来说明specialist和generalist同等重要。可见对题目不需要面面具到。整篇文章解决的是should的问题，不是is，然后should。生动的比喻贯穿于说理中，并没有典型的例子。

Reader Commentary for Essay Response – Score 6

This is an outstanding analysis of the issue—insightful, well reasoned, and highly effective in its use of language. The introductory paragraph announces the writer's position on the issue and provides the context within which the writer will develop that position: "In this era of rapid social and technological change leading to increasing life complexity and psychological displacement . . . ."
The argument itself has two parts. The first part presents a compelling case for specialization, primarily in the field of medicine. The second part presents an equally compelling, well-organized case against overspecialization based on three main reasons:
logical (narrowly trained specialists often fail to understand the whole)
moral (usually generalists understand what is needed for "the greater good")
personal (specializing/pigeonholing too early can be psychologically damaging)
The argument's careful line of reasoning is further strengthened by the skillful use of expert testimony (quotation from a prominent medical researcher) and vivid metaphor (to inspect only one's toenails is to ignore the whole body).
It is not only the reasoning that distinguishes this response. The language is precise and often figurative ("bogged down in a Sargasso sea of information overload," "a pile of useless discoveries," and "specialists drive us forward in a series of thrusts, while generalists make sure we are still on the jousting field"). The reader is constantly guided through the argument by transitional phrases and ideas that help organize the ideas and move the argument forward. This is an exceptionally fine response to the topic.

Essay Response – Score 5

Specialists are not overrated today.(T)More generalists may be needed, but not to overshadow the specialists. Generalists can provide a great deal of information on many topics of interest with a broad range of ideas. People who look at the overall view of things can help with some of the large problems our society faces today. But specialists are necessary to gain a better understanding of more in depth methods to solve problems or fixing things.

One good example of why specialists are not overrated is in the medical field. Doctors are necessary for people to live healthy lives. When a person is sick, he may go to a general practitioner to find out the cause of his problems. Usually, this kind of "generalized" doctor can help most ailments with simple and effective treatments. Sometimes, though, a sickness may go beyond a family doctor's knowledge or the prescribed treatments don't work the way they should. When a sickness progresses or becomes diagnosed as a disease that requires more care than a family doctor can provide, he may be referred to a specialist. For instance, a person with constant breathing problems that require hospitalization may be suggested to visit an asthma specialist. Since a family doctor has a great deal of knowledge of medicine, he can decide when his methods are not effective and the patient needs to see someone who knows more about the specific problem; someone who knows how it begins, progresses, and specified treatments. This is an excellent example of how a generalied person may not be equipped enough to handle something as well as a specialized one can.

Another example of a specialist who is needed instead of a generalist involves teaching. In grammar school, children learn all the basic principles of reading, writing, and arithematic. But as children get older and progress in school, they gain a better understanding of the language and mathematical processes. As the years in school increase, they need to learn more and more specifics and details about various subjects. They start out by learning basic math concepts such as addition, subtraction, division, and multiplication. A few years later, they are ready to begin algebraic concepts, geometry, and calculus. They are also ready to learn more advanced vocabulary, the principles of how all life is composed and how it functions. One teacher or professor can not provide as much in depth discussion on all of these topics as well as one who has learned the specifics and studied mainly to know everything that is currently known about one of these subjects. Generalized teachers are required to begin molding students at a very early age so they can get ready for the future ahead of them in gaining more facts about the basic subjects and finding out new facts on the old ones.

These are only two examples of why specialists are not highly overrated and more generalists are not necessary to the point of overshadowing them. Generalists are needed to give the public a broad understanding of some things. But , specialists are important to help maintain the status, health, and safety of our society. Specialists are very necessary.

Reader Commentary for Essay Response – Score 5

This writer presents a well-developed analysis of the complexities of the issue by discussing the need for both the generalist and the specialist.(例子里说明的)
The argument is rooted in two extended examples, both well chosen. The first (paragraph 2) begins with a discussion of the necessity for medical generalists (the general practitioner) as well as specialists and moves into an example within the example (breathing problems and the need for an asthma specialist). This extension from the general to the specific characterizes the example in the next paragraph as well. There, the discussion centers on education from elementary to high school, from basic arithmetic to calculus.
The smooth development is aided by the use of appropriate transitions: "but," "usually," and "for instance," among others. The essay ends by revisiting the writer's thesis.
While the writer handles language and syntax well, several lapses in clarity keep this otherwise well-argued response out of the 6 category. The problems vary from the lack of a pronoun referent ("When a sickness progresses or becomes diagnosed, . . . he may be referred to a specialist") to an error in parallel structure ("how it begins, progresses and specified treatments"), to loose syntax and imprecise language ("Generalized teachers are required to begin molding students at a very early age so they can get ready for the future ahead of them in gaining more facts about the basic subjects.")


Essay Response – Score 4

Specialists are just what their name says: people who specialize in one part of a very general scheme of things. A person can't know everything there is to know about everything. This is why specialists are helpful. You can take one general concept and divide it up three ways and have three fully developed different concepts instead of one general concept that no one really knows about. Isn't it better to really know something well, than to know everything half-way.

Take a special ed teacher compared to a general ed teacher. The general ed teacher knows how to deal with most students. She knows how to teach a subject to a student that is on a normal level. But what would happen to the child in the back of the room with dyslexia? She would be so lost in that general ed classroom that she would not only not learn, but be frustrated and quite possibly, have low self-esteem and hate school. If there is a special ed teacher there who specializes in children with learning disabilities, she can teach the general ed teacher how to cope with this student as well as modify the curriculum so that the student can learn along with the others. The special ed teacher can also take that child for a few hours each day and work with her on her reading difficulty one-on-one, which a general ed teacher never would have time to do.

A general ed teacher can't know what a special ed teacher knows and a special ed teacher can't know what a general ed teacher knows. But the two of them working together and specializing in their own things can really get a lot more accomplished. The special ed teacher is also trained to work on the child's self-esteem, which has a big part in how successful this child will be. Every child in the United States of America has the right to an equal education. How can a child with a learning disability receive the same equal education as a general ed student if there was no specialist there to help both teacher and child?

Another thing to consider is how a committee is supposed to work together. Each person has a special task to accomplish and when these people all come together, with their tasks finished, every aspect of the community's work is completely covered. Nothing is left undone. In this case there are many different specialists to meet the general goal of the committee.

When you take into account that a specialist contributes only a small part of the generalist aspect, it seems ridiculous to say that specialists are overrated. The generalists looks to the specialists any time they need help or clarification on their broad aspect. Specialists and generalists are part of the same system, so if a specialist is overrated, then so is a generalist.

Reader Commentary for Essay Response – Score 4

This is an adequate analysis of the issue. After a somewhat confusing attempt to define "specialists" in the introductory paragraph, the writer presents a pertinent example (the special education teacher) to illustrate the importance of specialists. The example dominates the response and contributes positively to the overall score of 4.
The second example, how a committee works, is less persuasive. However, it does seem to help clarify the writer's definition of "general" as an umbrella term meaning the total collection of what specialists know about a topic.
Although the writer's views about the relationship between "generalist" and "specialist" are unusual, they do become clear in the conclusion of the essay. Yet, these ideas are not developed in sufficient depth or with enough logical control to earn a score higher than 4.
The writing is generally error free. There are few problems in sentence structure, grammar, and usage, although the phrasing is at times imprecise and wordy. Overall, this response displays clearly adequate control of the elements of written English.

Essay Response – Score 3
To quote the saying, "Jack of all trades, master of none," would be my position on the statement. I feel specialists in all areas of knowledge lead to a higher standard of living for everyone. Specializing in different areas allows us to use each others talents to the highest level and maximize potential. As an example, if a person required brain surgery, would they rather have a brain surgeon or a general practitioner doing the work? Clearly a specialist would do the better job and give the patient a chance at a better life.

A university education starts by laying the groundwork for general knowledge but then narrows down to a specific field. General knowledge and a broad prospective are important, but if there was no focus on specific areas, our overall knowledge as a population would be seriously lessened.

Another example of specialists not being overated would be international trade. Not every nation can provide for themselves. They need to get products and ideas from other parts of the world because they are better at providing them. This allows for a growing economy if two different nations can provide each other with two different products. If one country can produce oranges better than another, it should trade the oranges for the fish that it can not produce. If generalizing was the normal thing to do and both countries tried to produce all kinds of products, the countries would probably survive, but not have the standard of living they presently have.

Reader Commentary for Essay Response – Score 3

The writer's position is clear: specialists are important and necessary. However, the position is not adequately supported with reasons or logical examples.
Paragraph 1 presents an appropriate example of the brain surgeon versus the general practitioner. However, the example of an increasingly narrow university education in paragraph 2, contains only two sentences and is seriously undeveloped. It does little to advance the writer's position.
Paragraph 3 offers yet another example, the most developed of all. Unfortunately, this example is not clearly logical. The writer tries to argue that the "specialist" country (one that is a better producer of oranges) is superior to the "generalist" country (presumably one that produces oranges as well as other products). This generalist country, the writer tells us, would be inferior to the other. This conclusion does not emerge logically from the writer's argument, and it seems to be at odds with everyday reality.
Although language is used with some imprecision throughout the essay, the writer's meaning is not obscured. The main reasons for the score of 3 are the lack of sufficient development and inappropriate use of examples.

Essay Response – Score 2

In the situation of health I feel that specialists are very important. For example if a person has heart problems, choose a heart specialist over a genral medicine Dr. However if a person is having a wide range of syptoms, perhaps choose a Dr. with a wide range of experience might be more helpful.

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

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

Reader Commentary for Essay Response – Score 2
This is a seriously flawed analysis of the issue. The response argues in favor of specialists, but neither the reasons nor the examples are persuasive. The example of not taking "a troubled child to see a theropist who specializes in marriage problems" is both simplistic and off the mark since it differentiates between two specialists, not between a generalist and a specialist.
The sentences are so poorly formed and phrased that the argument is at times hard to follow. Nevertheless, this is not a 1 essay: the writer presents a position on the issue, develops that position with some very weak analysis, and communicates some ideas clearly.

Essay Response – Score 1
I disagree with the statement about specialists, we need specialists who take individual areas and specialize. A generalists can pinpoint a problem. He or she cannot determine the magnitude of the problem. A specialist can find the root of the problem. When he or she has years working in that specific field. For example, when i got sick i went to a doctor. He did blood work, x-ray, talk to me, ect. He prescribed me a medicine. I got worst. So i decided to go another doctor. Now, i am doing great. A specialist knows the facts right away. Otherwise, it will take longer or not at all.

Reader Commentary for Essay Response – Score 1

This response presents a fundamentally deficient discussion of the issue.
The first sentence states the writer's position in support of specialists, but that position is not followed by a coherent argument. Some of the ideas seem contradictory (e.g., "generalists can pinpoint a problem") and the example is confusing. If the essay explained that the first (unsuccessful) doctor was a generalist and the second (successful) doctor was a specialist, the example would be useful. However, as written, the example is unclear and even misleading. The concluding statement only adds to the confusion.
Since most of the sentences are short and choppy, the ideas they try to communicate are also choppy. The writer needs to provide transitional phrases and ideas to bring logical cohesion to this response. Also, basic errors in usage and grammar are pervasive, but it is primarily the lack of a coherent argument that makes this response a 1.

ringtailbunnyUID: 2579853

我发现二战同学的作业布置实在多了~值得借鉴！
（暗自庆幸又从前辈那偷来一堆）
楼主有你verbal的作业贴吗？我想参考参考~~:lol

七七夕夕UID: 2753801

26# ringtailbunny 作业挺多的，都顾不上verbal了，只是背单词。。。
不过估计以后都用这个贴的:)

七七夕夕UID: 2753801

续上

Argument Task

Your task is to discuss the logical soundness of the author's case by critically examining the line of reasoning and the use of evidence.

In reading the argument, you should pay special attention to
•what is offered as evidence, support, or proof
•what is explicitly stated, claimed, or concluded
•what is assumed or supposed, perhaps without justification or proof
•what is not stated, but necessarily follows from what is stated
•structure of the argument—the way in which these elements are linked together to form a line of reasoning（that is, you should recognize the separate, sometimes implicit steps in the thinking process and consider whether the movement from each one to the next is logically sound. In tracing this line, look for transition words and phrases that suggest that the author is attempting to make a logical connection (e.g., however, thus, therefore, evidently, hence, in conclusion)）

An important part of performing well on the Argument task is remembering what you are not being asked to do.
•  You are not being asked to discuss whether the statements in the argument are true or accurate（survey？）; instead, you are being asked whether conclusions and inferences are validly drawn from the statements.
•  You are not being asked to agree or disagree with the position stated; instead, you are being asked to comment on the thinking that underlies the position stated.
•  You are not being asked to express your own views on the subject being discussed (as you were in the Issue task); instead, you are being asked to evaluate the logical soundness of an argument of another writer.

You will not need to see that the principal has committed the post hoc, ergo propter hoc fallacy; you will simply need to see that there are other possible explanations for the improved attendance,to offer some common-sense examples, and perhaps to suggest what would be necessary to verify the conclusion.

you should be familiar with the directions for the Argument task and with certain key concepts, including the following:
•alternative explanation—a possible competing version of what might have caused the events in question; an alternative explanation undercuts or qualifies the original explanation because it too can account for the observed facts
•analysis—the process of breaking something (e.g., an argument) down into its component parts in order to understand how they work together to make up the whole; also a presentation, usually in writing, of the results of this process
•argument—a claim or a set of claims with reasons and evidence offered as support; a line of reasoning meant to demonstrate the truth or falsehood of something
•assumption—a belief, often unstated or unexamined, that someone must hold in order to maintain a particular position; something that is taken for granted but that must be true in order for the conclusion to be true
•conclusion—the end point reached by a line of reasoning, valid if the reasoning is sound; the resulting assertion
•counterexample—an example, real or hypothetical, that refutes or disproves a statement（You are not being asked to discuss whether the statements in the argument are true or accurate ？？）in the argument

you should
•carefully read the argument—you might want to read it over more than once
•identify as many of its claims, conclusions, and underlying assumptions as possible
•think of as many alternative explanations and counterexamples as you can
•think of what additional evidence might weaken or lend support to the claims
•ask yourself what changes in the argument would make the reasoning more sound

a writer can earn a high score by analyzing and developing several points in a critique or by identifying a central flaw in the argument and developing that critique extensively.

You might want to organize your critique around the organization of the argument itself, discussing the argument line by line. Or you might want to first point out a central questionable assumption and then move on to discuss related flaws in the argument's line of reasoning. Similarly, you might want to use examples if they help illustrate an important point in your critique or move your discussion forward.

What matters is not the form the response takes, but how insightfully you analyze the argument and how articulately you communicate your analysis to academic readers within the context of the task.
－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－
Hospital statistics regarding people who go to the emergency room after roller skating accidents indicate the need for more protective equipment. Within this group of people, 75 percent of those who had accidents in streets or parking lots were not wearing any protective clothing (helmets, knee pads, etc.) or any light-reflecting material (clip-on lights, glow-in-the-dark wrist pads, etc.). Clearly, these statistics indicate that by investing in high-quality protective gear and reflective equipment, roller skaters will greatly reduce their risk of being severely injured in an accident.

Hospital statistics：people who go to the emergency room after roller skating accidents（4）
                                those who had accidents in streets or parking lots（3）
                                 75 percent  were not wearing（2） any protective clothing (helmets, knee pads, etc.) or any light-reflecting material （1）(clip-on lights, glow-in-the-dark wrist pads, etc.)
－－－－－－－by investing in high-quality （5）protective gear and reflective equipment－－－－－－roller skaters will greatly reduce their risk of being severely injured（4） in an accident

Essay Response * – Score 6

The notion that protective gear reduces the injuries suffered in accidents seems at first glance to be an obvious conclusion.（at first glance是一个大概印象，但从常识上看来是对的，省略掉下面要驳斥的点，如reflective equipment，severe injuries，不与本文的驳斥相矛盾） After all, it is the intent of these products to either provent accidents from occuring in the first place or to reduce the injuries suffered by the wearer should an accident occur（退步）. However, the conclusion that investing in high quality protective gear greatly reduces the risk of being severely injured in an accident may mask other (and potentially more significant) causes of injuries and may inspire people to over invest financially and psychologically in protective gear.（可能引起的后果）

（1）First of all, as mentioned in the argument, there are two distinct kinds of gear - preventative gear (such as light reflecting material) and protective gear (such as helmets)（统计忽视分类）. Preventative gear is intended to warn others, presumably for the most part motorists, of the presence of the roller skater. It works only if the "other" is a responsible and caring individual who will afford the skater the necessary space and attention.Protective gear is intended to reduce the effect of any accident, whether it is caused by an other, the skater or some force of nature. Protective gear does little, if anything, to prevent accidents but is presumed to reduce the injuries that occur in an accident. The statistics on injuries suffered by skaters would be more interesting if the skaters were grouped into those wearing no gear at all, those wearing protective gear only, those wearing preventative gear only and those wearing both. These statistics could provide skaters with a clearer understanding of which kinds of gear are more beneficial.

（2）The argument above is weakened by the fact that it does not take into account the inherent differences between （内在潜在差别分析，差别倾向性）skaters who wear gear and those who do not. If is at least likely that those who wear gear may be generally more responsible and/or safety conscious individuals. The skaters who wear gear may be less likely to cause accidents through careless or dangerous behavior. It may, in fact, be their natural caution and repsonsibility that keeps them out of the emergency room rather than the gear itself.（3）Also, the statistic above is based entirely on those who are skating in streets and parking lots which are relatively dangerous places to skate in the first place. People who are generally more safety conscious (and therefore more likely to wear gear) may choose to skate in safer areas such as parks or back yards.（特定倾向性）

（4）The statistic also goes not differentiate between severity of injuries（忽视分级）. The conclusion that safety gear prevents severe injuries suggests that it is presumed that people come to the emergency room only with severe injuries. This is certainly not the case. Also, given that （常识可能性）skating is a recreational activity that may be primarily engaged in during evenings and weekends (when doctors' offices are closed), skater with less severe injuries may be especially likely to come to the emergency room for treatment.

（5）Finally, there is absolutely no evidence provided that high quality (and presumably more expensive) gear is any more beneficial than other kinds of gear. For example,（counterexample） a simple white t-shirt may provide the same preventative benefit as a higher quality, more expensive, shirt designed only for skating. Before skaters are encouraged to invest heavily in gear, a more complete understanding of the benefit provided by individual pieces of gear would be helpful.

The argument for safety gear based on emergency room statistics could provide important information and potentially saves lives（先肯定）. Before conclusions about the amount and kinds of investments that should be made in gear are reached, however, （转折总结）a more complete understanding of the benefits are needed. After all, a false confidence in ineffective gear could be just as dangerous as no gear at all.

Reader Commentary for Essay Response – Score 6

This outstanding response demonstrates the writer's insightful analytical skills. The introduction, which notes that adopting the topic's fallacious reasoning could ". . . inspire people to over invest financially and psychologically in protective gear," is followed by a comprehensive examination of each of the argument's root flaws. Specifically, the writer exposes several points that undermine the argument:
•that preventive and protective gear are not the same
•that skaters who wear gear may be less prone to accidents because they are, by nature, more
responsible and cautious
•that the statistics do not differentiate by the severity of the injuries
•that gear may not need to be high-quality to be beneficial
The discussion is smoothly and logically organized, and each point is thoroughly and cogently developed. In addition, the writing is succinct, economical, and generally error-free. Sentences are varied and complex, and diction is expressive and precise.
In sum, this response exemplifies the very top of the 6 range described in the scoring guide. If the writer had been less eloquent or provided fewer reasons to refute the argument, the paper could still have received a 6.


Essay Response – Score 5
The argument presented is limited but useful. It indicates a possible relationship between a high percentage of accidents and a lack of protective equipment. The statistics cited compel a further investigation of the usefulness of protective gear in preventing or mitigating roller-skating related injuries. However, the conclusion that protective gear and reflective equipment would "greatly reduce.risk of being severely injured" is premature. Data is lacking with reference to thetotal population of skaters and the relative levels of experience, skill and physical coordination of that population. It is entirely possible that further research would indicate that most serious injury is averted by the skater's ability to react quickly and skillfully in emergency situations.

Another area of investigation necessary before conclusions can be reached is identification of the types of injuries that occur and the various causes of those injuries. The article fails to identify the most prevalent types of roller-skating related injuries. It also fails to correlate the absence of protective gear and reflective equipment to those injuries. For example, if the majority of injuries are skin abrasions and closed-head injuries, then a case can be made for the usefulness of protective clothing mentioned. Likewise, if injuries are caused by collision with vehicles (e.g. bicycles, cars) or pedestrians, then light-reflective equipment might mitigate the occurences. However, if the primary types of injuries are soft-tissue injuries such as torn ligaments and muscles, back injuries and the like, then a greater case could be made for training and experience as preventative measures.

Reader Commentary for Essay Response – Score 5
This strong response gets right to the work of critiquing the argument, observing that it "indicates a possible relationship" but that its conclusion "is premature." It raises three central questions that, if answered, might undermine the soundness of the argument:
What are the characteristics of the total population of skaters?
What is the usefulness of protective or reflective gear in preventing or mitigating roller skating- related injuries?
What are the types of injuries sustained and their causes?
The writer develops each of these questions by considering possible answers that would either strengthen or weaken the argument. The paper does not analyze the argument as insightfully or develop the critique as fully as required for a 6 paper, but the clear organization, strong control of language, and substantial degree of development warrant more than a score of 4.

Essay Response – Score 4
Although the argument stated above discusses the importance of safety equipment as significant part of avoiding injury, the statistics quoted are vague and inconclusive. Simply because 75 percent of the people involved in roller-skating accidents are not wearing the stated equipment does not automatically implicate the lack of equipment as the cause of injury. The term "accidents" may imply a great variety of injuries. The types of injuries one could incur by not wearing the types of equipment stated above are minor head injuries; skin abrasions or possibly bone fracture of a select few areas such as knees, elbows, hands, etc. (which are in fact most vulnerable to this sport); and/or injuries due to practising the sport during low light times of the day. During any physically demanding activity or sport people are subjected to a wide variety of injuries which cannot be avoided with protective clothing or light-reflective materials. These injuries include inner trauma (e.g., heart-attack); exhaustion; strained muscles, ligaments, or tendons; etc. Perhaps the numbers and percentages of people injured during roller-skating, even without protective equipment, would decrease greatly if people participating in the sport had proper training, good physical health, warm- up properly before beginning (stretching), as well as take other measures to prevent possible injury, such as common-sense, by refraining from performing the activity after proper lighting has ceased and knowing your personal limitations as an individual and athlete. The statistics used in the above reasoning are lacking in proper direction considering their assertions and therefore must be further examined and modified so that proper conclusions can be reached.

Reader Commentary for Essay Response – Score 4
This adequate response targets the argument's vague and inconclusive "statistics." The essay identifies and critiques the illogical reasoning that results from the misguided use of the argument's statistics:
•that non-use of equipment may be "automatically" assumed to be the cause of injury
•that "accidents" may refer to minor injuries
•that injuries may result from other causes — skating in the dark, failure to train or warm-up properly, failure to recognize one's physical limitations
The writer competently grasps the weaknesses of the argument. The ideas are clear and connected, but the response lacks transitional phrases. Development, too, is only adequate. Control of language is better than adequate. The writer achieves both control and clarity and ably conforms to the conventions of written English. Overall, though, this 4 response lacks the more thorough development that would warrant a score of 5.

Essay Response – Score 3
The arguement is well presented and supported, but not completely well reasoned. It is clear and concisely written. The content is logically and smoothly presented. Statistics cited are used to develop support for the recommendation, that roller skaters who invest in protective gear and reflective equipment can reduce their risk of severe, accidental injuries. Examples of the types of protective equipment are described for the reader. Unfortunately, the author of the argement fails to note that merely by purchasing gear and reflective equipment that the skater will be protected. This is, of course, falacious if the skater fails to use the equipment, or uses it incorrectly or inappropriately. It is also an unnecessary assumption that a skater need purchase high-quality gear for the same degree of effectiveness to be achieved. The argument could be improved by taking these issues into consideration, and making recommendations for education and safety awareness to skaters.
Reader Commentary for Essay Response – Score 3
The first half of this generally well-written but limited response merely describes the argument. The second half of the paper identifies two assumptions of the argument:
•that people who purchase protective gear will use the gear
•that high-quality gear is more effective than other gear
These points are sufficient to constitute some analysis and thus warrant a score of 3. However, neither of these analytic points is developed sufficiently to merit a score of 4.

Essay Response – Score 2
To reduce the accidents from roller skating we should consider about it causes and effects concurrently to find the best solution. Basically the roller-skating players are children, they had less experiences to protect themselves from any kind of dangerous. Therefore, it should be a responsible of adult to take care them. Adult should recommend their child to wear any protective clothing, set the rules and look after them while they are playing.
In the past roller-skating is limited in the skate yard but when it became popular people normally play it on the street way) Therefore the number of accidents from roller-skating is increased. The skate manufacturer should have a responsibility in producing a protective clothing. They should promote and sell them together with skates. The government or state should set the regulation of playing skate on the street way like they did with the bicycle.
To prevent this kind of accident is the best solution but it needs a coorperation among us to have a concious mind to beware and realize its dangerous.
Reader Commentary for Essay Response – Score 2
This seriously flawed response, rather than critiquing the argument, suggests ways for adults and skate manufacturers to ensure that children wear protective clothing. In essence, the writer is uncritically accepting the argument.
The response exhibits serious and frequent problems in sentence structure and language use. Errors—word choice, verb tenses, subject-verb agreement, punctuation—are numerous and sometimes interfere with meaning, e.g., ". . . it needs a cooperation among us to have a concious mind to beware and realize its dangerous."
This essay earns a 2 because it demonstrates both serious linguistic weaknesses and failure to construct a critique based on logical analysis.

Essay Response – Score 1
the protective equipment do help to reduce the risk of being severyly injuryed in an accident since there are 75% Of those who had accidents in streets or parking lots were not wearing any protectivel clothing. such as hemlets, kenn pads, etc. or any light-reflecting materials such as clip-on lights, glow-in-the-dark wrist pads ets. if they do have protective eqipment that only a quarter accident may happen, also that can greatly reduce their risk ofbeing severyly injuryed in an accident, that can save some lives and a lot of energy and money for the treatment. the protective equipment do help to reduce the risk of being severyly injuryed in an accident since there are 75% Of those who had accidents in streets or parking lots were not wearing any protectivel clothing. such as hemlets, kenn pads, etc. or any light-reflecting materials such as clip-on lights, glow-in-the-dark wrist pads ets. if they do have protective eqipment that only a quarter accident may happen, also that can greatly reduce their risk ofbeing severyly injuryed in an accident, that can save some lives and a lot of energy and money for the treatment. the protective equipment do help to reduce the risk of being severyly injuryed in an accident since there are 75% Of those who had accidents in streets or parking lots were not wearing any protectivel clothing. such as hemlets, kenn pads, etc. or any light- reflecting materials such as clip-on lights, glow-in-the-dark wrist pads ets. if they do have protective eqipment that only a quarter accident may happen, also that can greatly reduce their risk ofbeing severyly injuryed in an accident, that can save some lives and a lot of energy and money for the treatment.
Reader Commentary for Essay Response – Score 1
This fundamentally deficient response uncritically accepts the reasoning of the topic: "the protective equipment do help to reduce the risk of being severyly injuryed in an accident." There is no evidence, though, that the writer is able to understand or analyze the argument; what follows, except for a few additional words, merely copies the topic. This two-sentence response is repeated —verbatim—two more times. Language and usage are equally problematic. The few words that have been added, in combination with the words of the topic, results in incoherence. In sum, this essay fits all of the scoring guide descriptors for a 1.

issue:
•        consider the complexities and implications of the issue
•        organize, develop, and express your ideas about the issue
•        support your ideas with relevant reasons and examples
•        control the elements of standard written English

argument:
•        identify and analyze important features of the argument
•        organize, develop, and express your critique of the argument
•        support you critique with relevant reasons and examples
•        control the elements of standard written English

七七夕夕UID: 2753801

1006G 【clover】备考日志 by 七七夕夕（5）

fundamental course of writing  个人总结(3)

文章的主题句说明你的观点和你将要论证的论点。

审题－－－通过背景阅读的积累提出关键问题－－－审视这个问题相关的证据－－－确定自己的立场

一个很好的试探性的论点将会有利于你对信息搜索的集中，所以，在这个过程中可以首先确定一个初步立场，然后根据论据的指引继续完善立场，直到你确定自己的立场。
主题句要清晰，有力，而且容易找到。（主题句必须出现在开头段的最后！）

主题句组成：
观点（可以是意见，方针建议，评价，因果陈述或者是解释）
支持观点的理由或者证据
你将要呈现理由和证据的顺序

好的主题句的特点：
1。应该是具有激发作用的，可辩驳的，有人不同意的观点。它提出立场，并且留下讨论的余地。
2。处理一个能够按照规定的方案完全说清楚的一个主题。
3。是具体而且有重点的。（避免every，all等，说具体时间具体地点具体事情）
4。清楚的声明依靠证据的结论。（如果后面写的证据跟你的初步结论相悖，则改变论点）
5。为读者提供一个阅读你文章的引路地图。
6。对相反观点有预期，并予以驳斥。
7。避免模糊的字眼。（如‘it seems’）
8。避免用第一人称。（“I believe”,"In my opinion"）
9. 不要说人人都知道的废话，要有可质疑性，论点值得辩论和探索。（So what? or Who cares? test）

公式：
Specific topic + Attitude/Angle/Argument = Thesis
What you plan to argue + How you plan to argue it = Thesis

检验主题句合格的标准：
1。吸引读者思考
2。避免出现so what问题
3。避免绝对的论调
4。主题句是否引导了下文的分论点或者段主题？
5。主题句是否可以充分地被展开论述？

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
•Although newspapers at the time claimed ……, the most significant cause/explanation/reason, etc. is ……
•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
Although Turner himself may have believed X, the real causes were Y and Z.
4.Good versus bad reasons:
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
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：
· What should the audience/reader do/feel/believe?  
· Who are the major players on both/each side and how did they contribute to?  
· Which are the most important?
· What was the impact of?  
· Can I compare? How is X like or unlike Y?  
· What if?  Can I predict?  
· How could we solve/improve/design/deal with?
· Is there a better solution to?
· How can you defend?
· What changes would you recommend to?  
· Was it effective, justified, defensible, warranted?
· Why did this happen?   Why did it succeed?  Why did it fail?
· What should be? What are/would be the possible outcomes of?  
· What are the problems related to?
· What were the motives behind?  
· Why are the opponents protesting?  
· What is my personal response to?
· What case can I make for?  
· What is the significance of?
· Where will the next move(s) occur?  
· How is this debate likely to affect?
· What is the value or, what is/are the potential benefit(s) of?
· What are three/four/five reasons for us to believe?

Thesis Brainstorming:
读到主题地时候寻找：
有没有有趣地对比，比较或者模式在信息中出现
有没有让你感到惊讶的东西
有没有让你有疑问的观点
有没有让你绝对不同意或者绝对同意的专家观点

example:(weak & strong)
I would like to become a chef when I finish school
Although both chefs and cooks can prepare fine meals, chefs differ from cooks in education, professional commitment, and artistry.

I enjoy white water rafting.
A first water rafting experience can challenge the body and spirit and transform an adolescent into an adult

Men are chauvinists.
Our American family structure encourages men to repress their true feelings, leaving them open to physical, psychological, and relationship difficulties.

Steroid abuse
Steroids, even those legally available, are addictive and should be banned from sports.

Hip hop is the best thing that has happened to music in twenty years
Though many people dismiss hip hop as offensive, hip hop music offers urban youth an important opportunity for artistic expression, and allows them to articulate the poetry of the street.

Many people object to today's violent horror movies.
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.

ringtailbunnyUID: 2579853

嗯，楼主加油。
我发现我看到的大多数的论调都是和我本人的逻辑相符的。不过今天连续两次看到有关TS的我都不大能理解，特别是看到你举出的例子后。
问句的类型我很喜欢，不过后面的examples我个人以为有点问题。据个例子说明

Men are chauvinists.
Our American family structure encourages men to repress their true feelings, leaving them open to physical, psychological, and relationship difficulties.

我觉得这两句话说的内容完全不同，不能等价看。作为TS而不是一般的句子啊。
因为第二句是第一句的具体化 American,这就决定了你换完这个主题句后你的论述范围将变小。如果你的文章要论证的是广义的man的话是不能这样写TS的吧。我个人比较倾向主题句短小一点，能清晰的表达观点即可，目的是为了方便读者理清思路。复杂的具体的句子都放在后面的论述部分（突然意识到这其实是我写辩论立论稿的行文习惯，不过两者在逻辑上是相通的吧）。
今天看到的有几篇帖子都说TS要长要复杂，但这样不是就不能起到明确的限定后面的论述内容和帮助读者理解的作用了吗？
在几个地方问了都还没得到回复，不胜惶恐再问一遍。

七七夕夕UID: 2753801

30# ringtailbunny
Men are chauvinists.
Our American family structure encourages men to repress their true feelings, leaving them open to physical, psychological, and relationship difficulties.
个人觉得第二个句子比较TS。
第一个句子过于大，在一篇数百字的essay里很难把它说清楚，而且对整个文章的内容并没有预示，看了之后，也不知道文章到底要写哪些东西。毕竟，men也很多种，chauvinists也有很多表现方式，光把这个说清楚都至少几百字。
第二个句子很好，交待了背景（American family），以及观点（encourages men to repress their true feelings），以及要论述的内容（physical, psychological, and relationship），基本就是一篇文章的缩影了，而且让人有看下去的愿望，想要知道为什么通过那些方面有作者的观点。