【clover】各类精华总结 by Misir

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1.31Misir’s Note
【语法SU&SY SO系列】
借用ETS官方范文中的comments：
【对1分文章基础语法的评价】——In addition, there are severe and persistent errors in language and sentence structure.  In the few instances where the language appears controlled, the phrasing is borrowed directly from the argument topic.
【对2分文章基础语法的评价】——There are grammatical errors (e.g., "the particular field the two anonymous winners received their prize") and imprecise word choices ("members of the university," ".or moreso the information the article contains").  For the most part, though, the writer's meaning is clear.  
【对3分文章基础语法的评价】——The writing demonstrates limited language control. There are missing words, syntax[语法] errors, and several grammatical[文法的] errors
【对4分文章基础语法的评价】——Control of language is better than adequate.  The writing is clear, focused, and free of surface errors.
【对5分文章基础语法的评价】——The essay demonstrates good control but not mastery of the elements of writing: it contains good variety in syntax, including effective use of rhetorical[修辞的] questions.  The occasional flaws do not detract from the overall strong quality of the essay.  
【对6分文章基础语法的评价】——The writing is succinct[marked by compact precise expression without wasted words <a succinct description>], graceful, and virtually error-free, distinguished by impressive diction ("kudos[名望]," "laudable[值得称赞的]," "engineered[设计的,工程监督的]," "entice[to attract artfully or adroitly or by arousing hope or desire]"), as well as syntactic sophistication.

[主谓一致]摘要
集合名词：poultry家禽
6、与后接名词或代词保持一致

1）
用half of, part of, most of, a portion of 等词引起主语时，动词通常与of后面的名词，代词保持一致。
Most of his money is spent on books.
Most of the students are taking an active part in sports.
2）
在一些短语，如 many a 或 more than one 所修饰的词作主语时，谓语动词多用单数形式。但由more than… of 作主语时，动词应与其后的名词或代词保持一致。
Many a person has read the novel. 许多人都读过这本书。
More than 60 percent of the students are from the city.百分之六十多的学生都来自这个城市。
3）a+单数名词+or two做主语，谓语动词用单数形式。one or two+复数名词，谓语动词用复数形式。如：
A word or two is missed in the sentence.
One or two words are missed in the sentence
[情态动词]摘要
2）只用be able to ：
a. 位于助动词后。
b. 情态动词后。
c. 表示过去某时刻动作时。
d. 用于句首表示条件。
e. 表示成功地做了某事时，只能用was/were able to， 不能用could。
2） 成语： may/might as well，后面接不带to 的不定式，意为"不妨"。
If that is the case, we may as well try.
Must:2) must表对现在的状态或现在正发生的事情的推测时， must 后面通常接系动词be 的原形或行为动词的进行式。
You have worked hard all day. You must be tired. 你辛苦干一整天，一定累了。（对现在情况的推测判断）
比较：
He must be staying there.他现在肯定呆在那里。
He must stay there.他必须呆在那。
3) must 表示对已发生的事情的推测时，must 要接完成式。
I didn't hear the phone. I must have been asleep.我刚才没有听到电话，我想必是睡着了。
4) must表示对过去某时正发生的事情的推测，must 后面要接不定式的完成进行式。
---Why didn't you answer my phone call?
---Well, I must have been sleeping, so I didn't hear it.
5) 否定推测用 can't。
If Tom didn't leave here until five o'clock, he can't be home yet.如果汤姆五点才离开这儿，他此时一定还未到家。
4) needn't have done sth. 本没必要做某事
I dressed very warmly for the trip, but I needn't have done so. The weather was hot.
5) would like to have done sth. 本打算做某事
I would like to have read the article, but I was very busy then.
had better have done sth表示与事实相反的结果，意为"本来最好"。
You had better have come earlier.
3) need 的被动含义：need, want, require, worth（形容词）后面接doing也可以表示被动：
need doing = need to be done
[冠词数词]摘要
*不定冠词的用法
1.泛指某一类人、事或物；这是不定冠词a/an的基本用法。
2.泛指某人或某物，但不具体说明何人或何物。
3.表示数量，有“一”的意思，但数的概念没有one强烈。
4.表示“每一”，相当于every. 例如，I go to school five days a week.
5.用在序数词前，表示“又一”。例如，I have three books. I want to buy a fourth one.
*定冠词的用法：
用在单数可数名词前表示一类人或物。例如：     
The tree is a kind of plant. 树是一种植物。     
The camel is a useful animal. 骆驼是一种有用的动物。     
The computer is an interesting tool. 电脑是一种有趣的工具。
*零冠词的用法：
在星期，月份，季节，节日前。例如：on Sunday，in March，in spring，on Women’s Day
(特例：如果月份、季节等被一个限定性定语修饰时，则要加定冠词：He joined the Army in the spring of 1982.)
在学科名称，三餐饭和球类运动名称前。
*用与不用冠词的差异
in hospital住院/in the hospital在医院里
go to sea出海/go to the sea去海边
on earth究竟/on the earth在地球上，在世上
in front of在……(外部的)前面/in the front of在……(内部的)前面
take place发生/take the place(of)代替
at table进餐/at the table在桌子旁
by sea乘船/by the sea在海边
in future从今以后，将来/in the future未来
go to school(church…)上学(做礼拜…)/go to the school(church…)到学校(教堂…)去
on horseback骑着马/on the horseback在马背上
two of us我们当中的两人/the two of us我们两人(共计两人)
out of question毫无疑问/out of the question不可能的，办不到的
next year明年/the next year 第二年
a teacher and writer一位教师兼作家(一个人)/a teacher and a writer一位教师和一位作家(两个人)

[虚拟语气]摘要
一、介绍：虚拟语气是英文中一特殊的语言现象，主要用于表达与事实相反或者对尚未发生的事情进行假设的陈述，常表达强烈愿望、遗憾、感慨、后悔、责备、规劝等语义。
可大致分为三类：
1、对现在事实的虚拟

基本形式：If + were /did等过去式…, …would /could /should /might + do

例句：If I were a bird, I would fly to the moon.
2、对过去事实的虚拟

基本形式：If + had done…, …would /could / should /might + have done

例句：If she had been warned earlier, she wouldn’t have broken the rules.
3、对将来事实的虚拟

基本形式：If + should do…, …would /could /should /might + do; 意思类似汉语中的“万一”
          If + were+ 不定式…, …would+ do;

         

If +(Should+) 动词原形
例句：If he should forget the date, I might teach him a good lesson.
(事实上：他不大可能忘记那个日期)

Wish的用法	真实状况	wish后
从句动作先于主句动词动作（be的过去式为were)	现在时	过去时
从句动作与主句动作同时发生（had+过去分词）	过去时	过去完成时
将来不大可能实现的愿望	将来时	would/could+动词原形

7、It is (high) time that
It is (high) time that 后面的从句谓语动词要用过去式或用should加动词原形，但should不可省略。
例句：It is time that the children went to bed.
　　　It is high time that the children should go to bed.
9、as, 或者whether…or…谓语多用be的原形，引导让步虚拟从句，这种用法通常采用倒装结构。
例句：Church as we use the word refers to all religious institutions, be they Christian, Islamivc, Buddhist, Jewish, and so on.
The business of each day, be it selling goods or shipping them, went quite smoothly.
注意1：部分动词的宾语从句中需用虚拟语气，形式为should do, 其中should常被省略。

此类动词有：insist, demand, suggest, propose, order, require, decide, ask, request, command等表示命令、建议、要求等.
例句： We all insist that we (should) not rest until we finish the work..
上面的动词如果以名词形式出现（如以表语从句，同位语从句形式出现）时，后面的that从句仍然要采用虚拟语气

例句：He gives me the suggestion that I (should) eat breakfast every morning.
注意2：在一些惯用语之后经常需要用虚拟，来表示与事实相反或者难以实现的事情

这类习语有：as if , as though, but for, otherwise, without, wish, if only, for fear that, unless, in case, lest等
例句： But for your help, I would not have arrived here in time.
注意3：在下列形容词引导的that从句中必须要用虚拟语气(should) do，但是由于 should经常被省略，所以实际上用的就是动词原形。

It is important/ necessary/ proper/ imperative/ essential/ advisable等 + that
例句：It is necessary that he (should) realize his situation.
注意4：在虚拟语气的从句中，动词'be'的过去时态一律用"were"，不用was，即在从句中be用were代替。
例句：If he were here, everything would be all right. （如果他在这儿，一切都会好的。）
注意5：如suggest, insist不表示"建议" 或"坚持要某人做某事时"，即它们用于其本意"暗示、表明"、"坚持认为"时，宾语从句用陈述语气。
例句：The guard at gate insisted that everybody obey the rules.

[倒装]摘要
4、虚拟条件句的倒装
虚拟条件句的从句部分如果含有were, should, 或had, 可将if省略，再把were, should或had 移到从句句首，实行倒装。
例句：Were they here now, they could help us.=If they were here now, they could help us.

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【Fundamental Course of Writing】
凡事一篇文章，无论第一看多么的恶心，静下心来用这20个问题问过自己，都能找到思路。然后再和几个朋友做一下brainstorming和即时辩论，保证一篇很好的提纲就能做出来
1As a writer, you can begin by asking yourself questions and then answering them. Your answers will bring your subject into focus and provide you with the material to develop your topic. Here are twenty questions or "thought starters" that present ways of observing or thinking about your topic. Each question generates the type of essay listed in parentheses after the question.
1. What does X mean? (Definition)
2. What are the various features of X? (Description)
3. What are the component parts of X? (Simple Analysis)
4. How is X made or done? (Process Analysis)
5. How should X be made or done? (Directional Analysis)
6. What is the essential function of X? (Functional Analysis)
7. What are the causes of X? (Causal Analysis) BE EACW
8. What are the consequences of X? (Causal Analysis)
9. What are the types of X? (Classification)
10. How is X like or unlike Y? (Comparison)
11. What is the present status of X? (Comparison)
12. What is the significance of X? (Interpretation)
13. What are the facts about X? (Reportage)
14. How did X happen? (Narration)
15. What kind of person is X? (Characterization/Profile)
16. What is my personal response to X? (Reflection)
17. What is my memory of X? (Reminiscence)
18. What is the value of X? (Evaluation)
19. What are the essential major points or features of X? (Summary)
20. What case can be made for or against X? (Persuasion)
1(Adapted from Jacqueline Berke's Twenty Questions for the Writer)

[追星剑特训]Chapter1.1 Terminology 关键字眼
实际上，对考查逻辑的分析性写作考试而言，识别题目的关键字至少有两点基本作用：其一，阐明和确立所进行讨论的前提，不仅是为了在文章中明确体现自己的认识，更同时是给自己明确自己的认识——免得因为对关键词的认识从一开始就模糊摇摆然后写到后半背叛前半；其二，明确了关键字，也就抓住题目的核心问题和关系所在，从关键字入手进行思考，自然是打开思路源泉的首选。请各位在文章前面把自己对题目中关键字的辨析也加以说明。*利用MW来查含义
ISSUE 17 破题In his second major book, King’s discussion of   just and unjust laws   and the responsibility of the individual is very similar to the transcendentalists’ discussion of higher law. In reference to how one can advocate breaking some laws and obeying others, King notes that there are two types of laws, just and unjust; he describes a just law as a “code that squares with the moral law” and an unjust law as a “code that is out of harmony with the moral law.” Thus, King’s opposition to the injustice of legalized segregation in the twentieth century is philosophically akin to the transcendentalists’ opposition to the Fugitive Slave Law in the nineteenth century.

[追星剑特训]Chapter1.2 More 比较级
事实上，可以猜得到，原作者的本意是强调imagination和knowledge“都重要”，“都不可少”，但是这件事到了英文就有点麻烦。我们在中文里面说“哪件衣服好？”“两件衣服都好”的时候，往往imply的是“两件衣服同样好”——在这里潜在的给出了“比较”；但是到了英文，如果说“both of them are important”，这里面挖地三尺从北京挖到阿根廷也找不出来“they are of the same importance”的含义来。前者是对彼此的独立定性，后者才涉及比较。如果按照中文的“两个都好”来写“both are good”，中文的潜台词可才没带过去。这也是一个超典型的语言背景背叛思维的例子。
而对于某些题目不打算写balance，而打算旗帜鲜明地支持某一方的文章，写起来相对更容易一些。这里面只要注意一下：如果不是一边倒而是有让步的话，注意不要让让步抢了正文的风头；如果是一边倒，那就只管去发挥好了。原则仍然是：要把contrast体现出来，把contrast做足了

[追星剑特训] Chapter1.3 1+1 得寸进尺
破题issue52. "Education encourages students to question and criticize, and therefore does little to promote social harmony."
破题的首要思路当然是对题目做出正面回应。首先作者提出Education encourages students to question and criticize这一事实性命题（注意这里不是倾向性命题，关于事实性命题和倾向性命题的关系下次专门谈），那么作为回应，必须确立自己的观点：到底我自己认为，Education是不是encourage students to question and criticize的？根据不同人的不同背景经历，立刻能够得到丰富的答案：例如，在中学或者大学度过了美好时光在专业学术上正在大展才华，因而对本校的教育很满意的人，可能就立刻回应“同意作者论点”并以自身为例；而曾饱受应试教育摧残高中摧残到考大学大学摧残到考硕士研究生外加自己颇有些愤青思想的人，可能就要趁机大骂作者胡说了；甚至更进一步的，如果有人把眼光放远些之后，例如同时考虑到各个国家之间差别及其影响时，可能就正好用上Chapter1.1里面提到过的Terminology的方法，把Education这个concept给细细梳理先——来个不同国家Education不一样，然后再确立详细的论点——不同Education做法不一样。当然还有更多的可能的态度，在此不一一列举。
    同意前半Education encourage student to question and criticize的人，对后半的看法可能截然不同。例如，有人认为，按照古训，民总是愚的好，要是都enlighten了那还了得，一个个都能对社会评三评四例如对政府政策来个冷言冷语蛊惑人心的话整个社会马上就乱掉，的确是对social harmony大大的不利——这就是一种看法。与其恰好相反的看法，则是提出question and criticize是为发展带来的契机，通过发现问题解决问题整个社会得到进步，然后整体的social harmony得到促进和提高，同时再找个历史上的某个时期教育搞得好同时社会超级和谐的例子——又是一种观点。相应的，如果用Terminology的方法把social harmony给拆掉，仍然可以写得出来。
    花样儿远不止这几种。对前面反对Education encourages的人而言，后面有可能继续反对，有可能反过来却去支持，有可能拆Terminology，甚至加上前面不同Education对应后面不同的与social harmony的关系，等等。统计学的乘法原理在这里一用，就会发现可能的论点是翻着番儿的增加。

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[追星剑特训] Chapter1.4 Is vs should 事实与倾向
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。
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。
20#谈一下我关于IS/SHOULD问题的看法

我认为IS/SHOULD问题不能一概而论，而应该分为以下三种分别讨论。 1)        当IS问题不涉及到价值观时，IS问题和SHOULD问题无关，论证也不一样。 例：Issue 104: It is primarily through formal education that a culture tries to perpetuate the ideas it favors and discredit the ideas it fears. 应该讨论”formal education”是否是在” help a culture perpetuate the ideas it favors and discredit the ideas it fears”，以及是否仅有”formal education”这一个”primary”手段；而不应该讨论”formal education”是否应该” help a culture perpetuate the ideas it favors and discredit the ideas it fears”。另一方面，如果论题是” Formal education should help a culture perpetuate the ideas it favors and discredit the ideas it fears.”就必须论证这样做的好处和坏处。 2)        当IS问题涉及到价值观且为判断句时，如“It is right/wrong that…”实际上等同于SHOULD问题（注意，我是说论证方法等同，而不是拿SHOULD作” Beg the question”）； 例：Issue184: "It is a grave mistake to theorize before one has data." 这个命题说” to theorize before one has data”是错误的，其言外之意就是”People should not theorize before one has data”。而且，两个命题的论证方法是一样的，都是论证” to theorize before one has data”的错误性和危害性。 3)        当IS问题涉及到价值观但不是判断句时，虽不等同于SHOULD问题，但最后还是要转化为SHOULD问题讨论的。 例：Issue68: " eople make the mistake of treating experts with suspicion and mistrust, no matter how valuable their contributions might be." 应首先分析当今社会，”People make the mistake of treating experts with suspicion and mistrust, no matter how valuable their contributions might be"是否真的存在?然后再论证” treating experts with suspicion and mistrust, no matter how valuable their contributions might be”是否错误？这就转化为了问题2了。

首先，
“it is a mistake”并不是我的假定，而是你的判断：你写作文时必须，必须首先判断“theorizing before one has data”是否错误，正确或不一定，然后再根据你的观点进行论证。其次，“it is a mistake”确实可以这样分情况论证；但是，“we should not.....”也可以这样论证的。
论点：这并不一定是错误（不一定所有情况都不应该）（conditionally，有时是有时不时）
1 有时是错误（所以，我们不应该...）。例子......
2 有时不是错误（所以，我们应该...）。例子...
再次，
“It is a grave mistake to theorize before one has data”是一个判断句，其实可以改写为“If you theorize before one has data, you will make a grave mistake ”，所以它本身是个假设句，而不是事实句“You make a grave mistake of theorizing before one has data”。

[追星剑特训]Chapter1.5 Not but 选择题
*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。
*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。
*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。
破题：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."
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。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。
    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。

[追星剑特训]Chapter1.6 Conditioning 拆分
绝对化的题目的信号词有很多，例如No matter，in any, all, must, best, only等等。用拆分，指明决定因素的划分来写case by case，是对绝对化倾向题目回应的一个办法——再次提醒，不是普适的办法，有些题目未必能写。
说到case by case，就必然要说一说case by case应该怎么写。原先在讨论“一边倒”和“中庸”的时候就存在各种各样的误解，包括对case by case的误解。实际上，把一个issue题目写成case analysis是一点问题都没有的，关键要看“怎么写”成case analysis. 正确的做法应当是：明确对case进行区分和界定的这个“纲”，并且严格按照“纲”来展开分析。例如上面的No matter what the situation，如果从这里入手，肯定是提出situation不同。有的人可能写成：Thesis : Different situations different conclusions, for example when A … how ever when B的样子。而同样的内容有的人可能写成：Thesis: The conclusion depend on a specific quality of the situation. When quality=A ….. However when quality=B … 在这里：后者对situation的quality的明确，对文章有很大的提升和帮助，效果就比前者大为加强。可以看出，前者只是识别了不同的场合下的happening，而后者从开始就提出场合不同背后实质性的性质差异，然后依照这一差异进行展开。
Conditioning其实就是这样：如果说写balance写两者都必须两者都不可少比较绕的话，conditioning无疑写起来又方便又舒服。一定条件下A成立，一定条件下A不成立，前面这个分支一搭好了，务必把这个“一定条件”是“什么条件”给说清楚了，后面就只管往里填就是。找到“拆”的入手点，一下子展开到多个方面的考虑，在保证论证的基础上文章会相当的完整和充实的。个人的体会是，在看问题还不够深入的时候可能更倾向于一边倒，而当体会得更深刻，能够把握住问题背后的矛盾所在的时候，这个时候就可能更倾向写conditioning了。

[追星剑特训 Chapter1.7 Supreme 练习]
issue108. "In many countries it is now possible to turn on the television and view government at work. Watching these proceedings can help people understand the issues that affect their lives. The more kinds of government proceedings --- trials, debates, meetings, etc --- that are televised, the more society will benefit."
issue110. "When we concern ourselves with the study of history, we become storytellers. Because we can never know the past directly but must construct it by interpreting evidence, exploring history is more of a creative enterprise than it is an objective pursuit. All historians are storytellers."
issue114. "Humanity has made little real progress over the past century or so. Technological innovations have taken place, but the overall condition of humanity is no better. War, violence, and poverty are still with us. Technology cannot change the condition of humanity."
issue199. "Truly innovative ideas do not arise from groups of people, but from individuals. When groups try to be creative, the members force each other to compromise and, as a result, creative ideas tend to be weakened and made more conventional. Most original ideas arise from individuals working alone."
翻遍了244道题也就这4道，作为244的零头，能够啰嗦到这个程度——题干居然有3句话。可别看晕了。今天的题目叫做Supreme，就是说这几道题，超级长。相比一句话或两句话题干的题目而言，逻辑关系增加，关键字增加，破解难度也增加——得想办法给捋顺了才行。

misirUID: 2684938

66大人的经典语录【Argument】


1.你的论述必须有合理的分析
所谓说理性文字：让读者知道你们做出这个结论的心理过程，他们才能follow你，才能信服你，而不是直接下定义

2.你们找的反驳性例子，必须足够合理Critical strike
所谓符合常识...这不是严格的逻辑
应该说，ARGUMENT的断定性语言不能用反例来打败
你必须说清楚的是：1.反例出现以后对命题的关键性影响 2.反例是普遍性的
关于如何让反例合理
这里有一篇文章，可以看看https://bbs.gter.net/viewthread.php?tid=927873&highlight=

3就是restate[to state again or in another way]
这是一个非常重要的技巧
关于这个，你们可以看看这个https://bbs.gter.net/thread-976493-1-1.html
对比1，2，13，14楼 第二段 明显经过收尾restate，辩驳有力了许多

4 少说废话
尤其是很多人喜欢开头重复一下作者原来的话然后才开始辩驳.这个是根本完全没必要的
rater每天批几百份卷子，题目他比你熟悉多了
开头直接拿出的应当是你们的目的,而不是作者的原话，或者原话的改写
你只需要明确的说出原文的问题就行了
TS句绝对不能restate 是绝对！
有空的话，我是建议去把这个读一下
https://bbs.gter.net/viewthread.php?tid=939802&highlight=
2楼，我改了大概15篇A 它们的错误有很多共性 主要看看我的评语就好

Finally, 其实我想给你们说的就是...
90%的人，I的得分都比A高
千万不要小看A
这玩意和I的要求完全不是一个档次
其实I只要能够完成550字，语法不出大问题，4分肯定到手
A同样的水准，大概只能拿2 如果逻辑很烂的话

misirUID: 2684938

IMONG给大家几个关键词
American Education：

------ GUIDING IDEALS
access to education: as many people as possible

universal literacy: producing a society that is 100 percent literate

equal opportunity: provide comparable educational programs to everyone, regardless of race, handicap, or social standing

local control: no national ministry of education.（There is a United Stutes Department of Education, but it has no power over individual schools）

parental involvement: parental involvement in children's education

analysis and synthesis: About the assumptions Americans make about the basic nature of knowledge and learning. The assumption is that only a certain part of all that is potentially knowable is already known. Learning is an enterprise of exploration, experimentation, analysis, and synthesis.

well-rounded people: seeks to turn out "well-rounded people"

ISSUES FACING AMERICAN SCHOOLS

financial support

the quality of education and its assessment

quality of textbooks (esp. for primary and secondary schools)

about separation of church and state.... which is, in schools, whether schools should require, encourage or allow students to pray to a supreme being during school day.

whether particular books, usually famous novels containing profane or sex related language be assigned in classes or available in libraries (for secondary school)

whether religious symbols should be used in school activities related to national holidays, especially Christmas, that have religious origins

what students should be taught about the origin of mankind, specifically, whether they should be taught the theory that mankind evolved from lower animals or the theory that mankind was created by a supreme being

what measures can appropriately be taken to bring about racial integration or racial alance in public schools.

what is the proper balance between general, or liberal, education and vocational training, or vocational oriented education

whether female secondary school students should be allowed to participate on athletic teams that are traditionally all male （晕倒）

ADVANTAGES AND DISADVANTAGES

Formal education for a relatively large portion of the population , but the quality of that education is no as high as it might be if the system were more selective.

The system's decentralization serves to insulate educational institutions from national political entanglements and give citizens some voice in what happens in their local schools, and also, makes it relatively easy for an outspoken and committed minority in a given community to embroil local schools in controversy, and furthur, makes it possible for particular schools to maintain low standards if they wish or feel compelled to do so.

Well-rounded people stand a better chance of becoming "good citizens" since they have a general familiarity with many topics and can keep themselves informed about matters of public policy, yet might not be as well equipped to begin working in specific occupations because they have not learned as much  in school about specific areas of endeavor as have students whose systems permitted earlier and more intensive specialization.

misirUID: 2684938

【Fundamental Course of Writtng】基础写作每日一讲（5）Writing With Computers
1.remember to save your files often and make a[url=] backup[/url][s1] copy of the file, even when you've carefully saved it. Disks can fail and not open, and files can be deleted or lost.
2.freewriting
If freewriting or brainstorming is a useful invention strategy for you, do either invention strategy on a computer using word processing software. You can then cut and paste parts of those planning notes into a draft as needed. Some writers find that they can freewrite more easily by turning down the computer screen, so they cannot see what they type[长见识了。。。]. You may also want to create separate files for different topics discovered while freewriting
3.planning visually[思维导图确实是一种很好的方法，有一本小书是专门介绍它的~]
Use a drawing or painting program to do some visual planning. To do some clustering, put a topic word or phrase in a circle in the middle of the page and then surround that circle with clusters of related ideas (also in circles). Use lines to connect these ideas to the main idea or to other sub-ideas. To try branching, another visual planning strategy, put the main idea at the top of the page and then list sub-ideas underneath the main idea with related points for each sub-idea branching off.
4.hit the return key[敲回车键的说法。。。] after each sentence so that each looks like a separate paragraph。
5. Some word processing programs include a thesaurus which is useful for looking up synonyms for words you've been using too much or for finding more specific words than the ones you have used.[有谁知道他所说的这种文字编辑器吗？？？挺想要一个的~]

【Fundamental Course of Writtng】基础写作每日一讲（6）主题句
What：In an argumentative paper, you are making a claim about a topic and justifying this claim with reasons and evidence. This claim could be an opinion, a policy proposal, an evaluation, a cause-and-effect statement, or an interpretation. However, this claim must be a statement that people could possibly disagree with, because the goal of your paper is to convince your audience that your claim is true based on your presentation of your reasons and evidence.
How：Dos:表明立场，具体，并且中心明确，表明自己的观点和结论，出现在开头段的末尾，同时提示读者作者的行文思路．
Don’ts:不要说废话，说空话，说大话，不要出现第一人称，不要含糊不清，不要说一些老掉牙的例子

[s1]a copy of computer data (as a file or the contents of a hard drive)

honjourenUID: 2757778

语法部分帮助很大,基础还要在巩固一下,谢谢分享

misirUID: 2684938

0204 Misir’s Note

0910AW SPECTACULAR 之【SU & SY SO】第六期——从句
*引导原因状语从句的从属连词有：
because, as, since, now(that),seeing that, considering that, in that等。
*比较：because, since, as和for
1）　because语势最强，用来说明人所不知的原因，回答why提出的问题。当原因是显而易见的或已为人们所知，就用as或 since。
　 I didn't go, because I was afraid.
　 Since /As the weather is so bad, we have to delay our journey.
2）　由because引导的从句如果放在句末，且前面有逗号，则可以用for来代替。但如果不是说明直接原因，而是多种情况加以推断，就只能用for。
　 He is absent today, because / for he is ill.
　 He must be ill, for he is absent today.
*引导目的状语从句的连词有：so that, in order that, for fear that, lest等，从句常使用may, might, can, could, would等情态动词
*引导条件状语从句的连词和词组有if, unless, as(so) long as, on condition that, in case, provided(providing) that, supposing等。
As long as you have the right equipment, you can use a telephone line to transmit computer data.
if 引导的条件句有真实条件句和非真实条件句两种。非真实条件句已在虚拟语气中阐述。
unless = if not.　
　 Let's go out for a walk unless you are too tired.
　 If you are not too tied, let's go out for a walk.

0910AW SPECTACULAR 之【SU & SY SO】第七期——名词
*

名称　 　总称(谓语用复数）　一个人　　两个人

the                    a/an　　　　two

中国人　　the Chinese　　 a Chinese　 two Chinese 瑞士人　　the Swiss            a Swiss　　   two Swiss 日本人　　the Japanese　　a Japanese　 two Japanese

法国人　　the French　 a Frenchman　 two Frenchmen 英国人　　the English　　an Englishman　 two Englishmen

德国人　　the Germans　　a Germans　　two Germans

澳大利亚人Australians　　 an Australian　two Australians 俄国人　　the Russians　　a Russian　　 two Russians 意大利人　the Italians　　 an Italian　       two Italians 希腊人　　the Greek    　　a Greek　　 two Greeks 美国人　　the Americans　an American　 two Americans 印度人　　the Indians　　 an Indian　　 two Indians 加拿大人　the Canadians　a Canadian　 two Canadians 瑞典人　　the Swedish　　a Swede　 　two Swedes

*1．容易误用为复数的不可数名词：(这些名词一般不能用作复数，谓语动词用单数)
　　advice 建议，忠告 living 生活，生计
　　equipment 装备，设备 progress 前进，发展
　　furniture 家具，设备 scenery 风景，景色
　　information 通知；信息 machinery 机器，机械
　　knowledge 知识，学问 traffic 交通流量
　　baggage / luggage 行李，皮箱 trouble 烦恼，麻烦
　　cash 现金 thunder 雷声，轰隆声
　　apparatus 仪器 weather 天气，处境
　　clothing 衣服 work 工作，劳动
　　paper 纸，钞票 luck 运气，幸运
　　technology 工艺，技术 jewelry 珠宝
　　2． 复数形式的名词用于单数概念，其谓语动词用单数。(这些名词一般为表示学科或疾病的名词)
　　economics 经济学 measles 麻疹
　　physics 物理学 mumps 腮腺炎
　　mathematics 数学 rickets 软骨病，佝偻病
　　dynamics 动力学 news 新闻
　　The United States 美国 The New York Times 纽约时报
*War and peace是一对概念，看作一个主题
　ham and eggs n.火腿蛋 steam and bread
　law and order治安，法律和秩序

bread and butter生计，谋生手段
　apple pie and ice cream

folk and knife
　wheel and axle 轮轴

needle and thread
　love and hate

egg and rice 蛋炒饭
14. a pair of + 由两部分物体构成的名词(如：shoes, scissors, glasses, jeans, pants, trousers)作主语时，谓语动词用单数。　My new pair of pants is being altered. 我的一条短裤正在修改。
15. 当主语被one ( a ) and a half 修饰时，谓语动词用单数。
　　One and a half apples is left on the plate.
16. 当主语由 a series of…， a portion of …， a species of …， a kind of …， a sequence of …， a chain of…， a piece of … 加名词(单数或复数)构成时， 谓语用单数。
　　A series of lectures on psychology is said to be given by Mr. Li.
　　A large portion of her poems was published after her death.
*“黑人英雄爱吃土豆和西红柿”，里面的黑人（negro）英雄（hero）土豆（potato）西红柿（tomato）复数都加es

0910AW SPECTACULAR 之【SU & SY SO】第八期——代词
*说明：在复合句中，如果主句和从句主语相同，代词主语要用在从句中，名词主语用在主句中，例如：When he arrived, John went straight to the bank.约翰一到就直接去银行了。
*指代车或国家，船舶的名词，含感情色彩时常用she
注意： 在下列情况中，第一人称放在前面。
a. 在承认错误，承担责任时，It was I and John that made her angry.是我和约翰惹她生气了。
b. 在长辈对晚辈，长官对下属说话时，如长官为第一人称， 如：I and you try to finish it.
c. 并列主语只有第一人称和第三人称时，
d. 当其他人称代词或名词被定语从句修饰时
*3.7 反身代词
2）做宾语
a. 有些动词需有反身代词
absent, bathe, amuse, blame, dry, cut, enjoy, hurt, introduce, behave
b. 用于及物动词+宾语+介词
take pride in, be annoyed with, help oneself to sth.
I could not dress (myself) up at that time.那个时候我不能打扮我自己。
注：有些动词后不跟反身代词，get up, sit-down, stand up, wake up 等。
3） 作表语； 同位语
be oneself: I am not myself today.我今天不舒服。
The thing itself is not important.事情本身并不重要。
4） 在不强调的情况下，but, except, for 等介词后宾语用反身代词或人称代词宾格均可。如：
No one but myself (me) is hurt.
注意：
a. 反身代词本身不能单独作主语。
(错) Myself drove the car.
(对) I myself drove the car.我自己开车。
b. 但在and, or, nor 连接的并列主语中，第二个主语可用反身代词，特别是myself 作主语。
Charles and myself saw it.
*
all 的主谓一致：all的单复数由它所修饰或指代的名词的单复数决定。
All goes well.一切进展得很好。
all 通常不与可数名词单数连用，如：不说 all the book，而说 the whole book。
但all可与表时间的可数名词单数连用，如 all day，all night， all the year； 但习惯上不说 all hour，all century。
all还可以与一些特殊的单数名词连用，如 all China，all the city，all my life， all the way
*neither 与nor
d.如前句是否定式从句，则主句用neither，而不用 nor。
If you don't do it，neither should I.如果你不干，我也不干。
e. 如后连续有几个否定句式，则用nor，不用neither。
He can't sing，nor dance，nor skate.

hurongchildUID: 2595535

好东西啊~~

misirUID: 2684938

还有很多单词就在我们生活中
很多品牌，你会感叹他们取名的艺术
乐百氏（饮料），robust，意思是健康的   | 喝了他的水和奶，人就能健康。多好的意思
佳能（复印机），canon，意思是真经，圣典 | 用他复印出来的东西都是可以如真经一般。 不就是在夸他复印质量好么？
惠尔普（洗衣机），whirlpool，意思是旋涡 | 靠滚筒洗衣机做大的他，不就用他品牌告诉别人他的洗衣机里有旋涡么？
捷安特（自行车），giant，意思是巨人 | 很有理想啊，要做自行车业内的巨人
方正（排版，电脑），founder，意思是奠基人，创始人 | 很牛啊，好象他的确是汉字排版届的元勋
真维斯（服装），jeanswest，意思是 牛仔裤+西方
西铁城（手表），citizen，公民市民
……太多了，说都说不完
总之单词就在你身边，想记随时都可以。
-------------------来自浣熊raccoon...

misirUID: 2684938

鉴于本人对A还未知其要领，所以，今天特看了66的A写作，文摘如下~
【heaven in flowers汇总贴】-- 带你认识不一样的Argument
*开头的最大的作用应该在于帮助写作的时候理清文章的脉络，一个好的开头应该就是一个文章的缩影，应该给阅卷的老师三个直观的印象：1. 这些逻辑点确实是来自于文章的抽象2. 这个学生抓的逻辑点都是正确的。3.从这些逻辑点的顺序当中可以猜测到该生的正文论证顺序。
*什么是让步？按照我浅薄的个人理解，让步应该是一种：以对方的观点为基础，推导出深层的逻辑谬误，或者直接归谬否定原命题的辩证的论证方式。所以我们必须明确的两点就是：
1让步必须建立在你要批驳者的观点上，对于argument来说，就是作者的观点上。二次让步一般来说是不合逻辑的，因为第二次让步的东西，实际上是你第一次让步后得出的结论，而不是作者本来的意思。
2让步的作用是为了找出更加隐晦，更加深层的逻辑谬误，或者直接归谬否定。对于argument来说，就是从外表错误推断到本质错误的一个过程。
*这个步骤中很重要的一步就是“常识”，符合常识的，即为合理推断，无关常识的，为一般推断，不符合常识的，为脑残推断。所谓的“论据不足”，根本上讲就是因为这些论据不足以填满我们常识中需要形成固定结果的条件，因此它才不足。写ARGUMENT的时候怎么说明这种不足就成了很重要的话题。


在IMONG的帖子里：
*参见scoreitnow给出的对于thesis的说明：
1 thesis is the most important sentence in an essay.（argument里面没找到thesis时候给出的）
2Is this your thesis? The purpose of a thesis is to organize, predict, control, and define your essay. （issue里面scoreitnow对找到的thesis做出的反馈信息，个人认为这句话值得记住！）
*这样想来，也难怪pp3说明文件里面有这样的文字了：
[Do not spend a lot of time summarizing the argument unless you think it will effectively develop your critique.  Readers know which Argument topic you were assigned.]
我认为，开头画上一个段落4到6句话来summarize基本上没有积极的效果，还不如省省力气好好组织深入后面的内容，这种summary性质的文字撑死了一两句话
人家commentary的重心都在identifying flaws in the argument / target on central flaws… 花那么大力气写一个垃圾开头没什么意义

honjourenUID: 2757778

继续尾随你.....................

misirUID: 2684938

今日看了一些精华帖子
文摘如下~
从GRE AWA考试的本质上入手，首先请读者牢牢记住一点——“GRE AWA是逻辑作文测试，不是语言能力作文测试”，也就是说语言不及逻辑性在作文中的体现重要。因此，两类作文重点都是在逻辑性的组织和表达上。但是它们考查的侧重点是不同的，ISSUE是就一个论题“自由”阐述自己的观点，有对错吗？记住，没有对错！！！而ARGUMENT是“明确”默认的告诉你这个短文的论述中有逻辑推理和论证错误，于是面对着考生，ARGUMENT只是一个活脱脱的“靶子”，挥舞着双手得意的叫嚣着：“向我开炮！！！”

读者和考生朋友千万记住下面的重要原则：
在ISSUE作文中永远不要关心自己的论证是否在逻辑和内容层面上具有多大的说服力，而应该把重心永远放在自我理由，论据和结论的逻辑组织和有效表达上。

再明确一下，即使你认为自己的论点荒谬无耻至极，与你的思潮信仰，学术内涵，伦理道德背道而驰，只要你认为这里切入有益于你的快速入手和作文展开，论证有理有据，那么这个论点就是个“好论点”，那阅卷者就没有怀疑的理由，即“一切由你说了算！”

misirUID: 2684938

速度不是由秒表上的时间支配，而是由我们心中的生物钟支配
这句话说得很好。。。

honjourenUID: 2757778

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