【clover】各类精华总结 by Misir

misirUID: 2684938

艺术功能

这是Pooh以前整理的关于art的资料，因为是英语表述，我感觉效果很不错。在此引用一下，谢谢Pooh先。

Perhaps the oldest definition of the function of the arts is that they provide pleasure. They offer sheer entertainment. We like stories, as in short fiction and TV specials and popular movies. We enjoy being reminded of the familiar, as in musical patterns we have heard since childhood, and we are pleased by arrangements of color, form, sound, and process that remove us from our everyday cares.

That the arts provide pleasure and escape is one formulation. Another is that they present us with insight into what is eternal and universal. Traditionally, this has been called the theory of imitation. Behind every profound work of art, this point of view proposes, is a set of principles about humanity that always prevails. A Renaissance painting of a Madonna and child, for many viewers, is somehow a revelation of transcendent spirituality; a Beethoven symphony is the last word on human endurance. Certain arrangements of color and movement satisfy us over a long period of time, like the ballet Swan Lake, for instance, or Impressionist paintings. We judge them as beautiful. Beauty, many would insist, is the very hallmark of what is truly "art."

To these may be added a third function. The arts are didactic -- they teach us. Shakespeare's Macbeth, for instance, teaches us that inordinate ambition is pernicious. Ingemar Bergman's films urge us not to miss the unspoken and the delicately nuanced. All the narrative arts, in fact, instruct us to some extent. When we watch a play that is deeply moral, we see ourselves in the characters, we recognize our own destinies in the plot, and we find the moral dilemma of the action to be representative of problems in all human relationships.

Artists clamored to attract the notice of potential patrons, setting themselves apart as distinctive individual creators. The pianist Franz Liszt, for instance, in the 1830s and 40s created a public personality as the great piano virtuoso of the era. Socialites who hired him to play at their salons were proud to tell friends that he played the piano with such intensity that repairmen had to be called in afterwards. This function of the arts can be denoted as "expressionism" -- the artist's use of a medium to express unique passion and insight. Poets such as Emily Dickinson and Theodore Roethke, painters such as the American sea painter Winslow Homer, the black folk artist Horace Pipkin, and musicians like blues artist Clarence Leadbelly used the arts to express their deepest private feelings and their vision of the universe. What they created were not works that expressed an official or institutional point of view. They elevated the personal to a level of all-consuming importance.

A second kind of expressionism also developed in the 19th century. This one was much more offensive. In societies undergoing tremendous change, artists began to use art to agitate for social change. The French painter Honore Daumier, for instance, in the 1830s used his brush and pencil to protest political oppression. In early 20th-century America, Theodore Dreiser used the novel to point out the devastating loss of place experienced by workers who fled the rural for the opportunities of the city. Photographer Sherry Levine has used grotesque images of women to protest the oppression of the female gender by American advertising, law, and social custom. This form of expressionism we can call cultural criticism. That is, artists take a stand against certain practices in the society that they consider to be unjust. They become a social conscience. Their viewers and readers are typically angered, and in response, artists often consider the intensity of their offensiveness a badge of honor. Their responsibility, in this view, is to shock. "The artist sees what his fellow citizens can't," the French critic Charles Baudelaire wrote in the 1840s. Some artists pay dearly for it. Henrik Ibsen was almost run out of town for a play that showed the willingness of a resort community to poison its visitors with contaminated water so long as the tourist dollars kept pouring in. Daumier was imprisoned for his caricatures of the King. In the early 20th century, Georges Braque, the French cubist painter, expressed his conviction that the most valuable art is deeply provocative. "Science reassures us," Braque wrote. "The arts disturb us."

艺术本质
综上所述我们不难发现，艺术其本质在于通过可感的形象准确生动地传达出人的内在精神和情感，艺术的核心内涵是完美的技术形式与精神思想的结合。

misirUID: 2684938

复习IMONG经典：
@观点迥异不是问题，AW考察的是逻辑，而对逻辑背后的价值观在“一定的水平上”是完全包容的。明确你的判断标准是什么，把这个标准拿去实施评价，说清楚这个“评价”的过程和结论，文章就能够写出来了。
@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。

misirUID: 2684938

几个好的链接：
http://blog.hjenglish.com/lijinsen/articles/1323209.html 新东方老师的BLOG

misirUID: 2684938

66语录：

例子要找精良的，一个例子就可以cover掉近六成题目才叫爽快，而且例子要深挖，永远注意一点——深度>广度>>泛度。

文章逻辑的贯穿，不仅仅要通过ideas，如果做得好，一个素材的不同角度不同层面也可以完成烘托一个topic。如果怕这样会被认为知识面单一，就太吹毛求疵了，总共六百余字，你写的再多也不过四五个浅浅的例子。AW看的是analytical，logical。rater想要的是一个acceptable insight。

关于素材的来源和选取

原则：

1、用心去做，别偷懒，别投机。聪明反被聪明误，尤其是小聪明。
2、贴近鬼子生活，这样才能产生所谓的共鸣；关于中国例子，我会单独开一个超大分析去阐述，总之，现在不推荐用。
3、与时俱进
4、清新脱俗，别老是弄爱因斯坦伽利略了，你自己是写一篇，rater是每天看几百篇，有点同情心好不
5、挖掘例子的深度以及不同层次角度


源泉：

economist（这个里面的素材是偏向字词的，真的例子不是很多）
time100（这个是我还有我推荐过的很多很多人都在用的，总共就没有多少，已经用的差不多了，要小心）
各大报刊杂志
各大奖项，如noble prize，普利策文学奖等


收集程度：

做到我那么吧，真的很推荐的
----------------------------------------------------------------------------------------------------------------------

但是我在ETS对AW的各类资料里，曾经发现过这样几个字：analytical，critical，effective，academic。
前两个自不必废话，那是AW（analytical and critical writting）里就写了的。
effective writting是米国一直开设的一门课，教的就是如何把东西写的effective，这个是写作最基本最基本的要求。
academic呢？我们都是要拿OFFER去读Master或者Ph.D的不是去唱rap的好吧，说你不academic就等于骂你了。
根据ETS和米国一贯的原则，规矩都给你写作纸上了，按照规矩来就行，没写的你随便整，于是我推出ETS对文风的定义：在analytical&critical&effective&academic writting的前提下，whatever you like is right。
再补充三点：concise、reader-centered、persuasive，此三点和上面的四点请各位在写作文的时候牢记在心

misirUID: 2684938

IMONG的关于对比，比较级的写法
https://bbs.gter.net/viewthre ... p%3Bfilter%3Ddigest

misirUID: 2684938

今天写A17写的很郁闷，因为之前看过raccoon的解说，但是忘记了具体的内容，然后，在努力的回忆中敲下这篇本想在40分钟完成的A。
现在再看raccoon的帖子，发现问题了。啊，又得重写了。。。

这个地方我再贴下文章原文
'Walnut Grove's town council has advocated switching from EZ Disposal (which has had the contract for trash collection services in Walnut Grove for the past ten years) to ABC Waste, because EZ recently raised its monthly fee from $2,000 to $2,500 a month, whereas ABC's fee is still $2,000. But the town council is mistaken; we should continue using EZ. EZ collects trash twice a week, while ABC collects only once. Moreover, EZ—which, like ABC, currently has a fleet of 20 trucks—has ordered additional trucks. Finally, EZ provides exceptional service: 80 percent of respondents to last year's town survey agreed that they were 'satisfied' with EZ's performance.'
首先有一点是非常明确的
文章的结论是：But the town council is mistaken; we should continue using EZ.
结论后面的3个证据是很明显的。但是正如我上个文章所说，关键不是看出来这个是证据，而是看出来，它们是谁的证据！！！
https://bbs.gter.net/viewthre ... type%26typeid%3D100
接着就是前面一大块。

顺藤摸瓜。。。更确切的说是，顺瓜摸藤
结果我知道了，TC（town council）错了，我们应该选EZ
那为什么说TC错了呢？前面明明有说TC为什么不选EZ的理由啊
仔细一看，hoho，发现一根藤！！！隐含前提1”EZ高价是有道理的“
突然发现，那三个证据，能对上了。
总览下全文”TC提倡找abc收垃圾，而不是之前收了10年的ez，因为ez手费太高。但是[结论]，他们错了，我们还是应该找ez。为什么呢？因为隐含前提——ez高价有道理啊。为什么有道理呢？理由1，一周收2次；理由2，车子多；理由3，客户满意率高“ 这个时候又能突然找到点亮光，你会发现作者说ABC每周收一次，EZ收两次的”言下之意“了——如果要ABC收两次的，很有可能是4000块钱一个月！！！比EZ收费高多了。

很欣慰，我两个同学中的一个找到了这个前提。但是，这个并不是我们要网的最大的鱼！
那哪条才是最大的鱼呢？？？
继续往上摸藤。
“TC提倡找abc收垃圾，而不是之前收了10年的ez，因为ez手费太高。但是[结论]，他们错了，我们还是应该找ez。为什么呢？因为隐含前提——ez高价有道理啊。”
大家发现没有，要整个逻辑链成立，还有个前提，而且是个大前提！！！
那就是“TC之所以要提倡ABC收垃圾，而不是EZ，仅仅是因为EZ的收费高，而没有其他原因！！！”这个就是最大的问题根节所在。
重新理下这个题目。
TC做了个决定，选EZ而不选ABC，就是因为EZ价格高[隐含前提1]。但是TC错了，我们应该选EZ。为什么说他们错呢？因为EZ收费价格高是合理的[隐含前提2]。证据1，2，3。

这个时候，大家发现，所谓的证据里面的逻辑问题，相对于前面的两个隐含的前提来说，就是细枝末节的问题了。根本不值得用3段这么长的篇幅来说了！！！

那应该怎么说？想来说到这里，问题找到了，大家也应该比较会攻击了。
首先，作者的结论基于一个没有被证实的前提1——TC仅仅因为EZ价格高而不选他。完全有可能有别的更重要的原因。比如EZ就是个传统的依靠填埋进行垃圾处理的公司，对环境的污染很大。而ABC是新的垃圾处理公司，经过他们处理的垃圾很多能分离出很多循环再利用，能为我们整个社会节省很多的资源，并且垃圾发酵出来CH4还能给城市提供能源。

其次，作者的结论基于另一个没有被证实的前提2——EZ的高价是有道理的。没有任何证据表明，当EZ收费在2000快的前几年，他就不能提供这样的服务。或者说，即便他需要改进的服务，也不一定确实需要我们每个月多支出给他500块，也许200元是个更合理的价钱呢？

最后，支持EZ高价是reasonable的证据是有瑕疵的。然后简单说下那3个证据的问题，就可以了。
——by raccoon

misirUID: 2684938

关于arrument的忠告

1.只顾堆彻大量实例,不注重实例的更深层细节表达.

2.多个实例之间没有逻辑关系可言

3 整个段落绝大部分篇幅全是实例,没有最基本的论证,甚至连ts都没有.

这个问题才是最要命的
我们不是为了举例子而举例子
而是为了使对于逻辑错误的论证更加生动具体有说服力
说到底,例子还是为说理服务的.
没有说理光有例子,这是舍本求末.
--by iq28

关于ISSUE的忠告：

AW考我们什么?作为GRE,一种逻辑考试,的一个子部分,AW显然是更加倾向于测试我们的逻辑思维能力,包括深度和结构组织的合理性.
AW中,尤其是Issue中赢得高分的利器,就是文章的思路布局.

完全赞成,完全反对这两种思路,虽然比较有利于挖掘出比较有深度的分论点,但他们都有各自的缺陷.
首先这两种布局都是属于单向思维,不容易展示出逻辑思维的多向性;其次过分强调某件事情的好处而忽视其明显的缺点未免显得过于naive了一点.

基于这两点考虑,平衡思路虽然在有限篇幅内相对较难挖掘出某个方向上很有深度的分论点,但比较容易兼顾到某个事物的各个方面,从而展示出你逻辑的全面性.如果分论点之间结构处理得当,更可以秀出你逻辑思维的条理性.

不过现在大家这么流行使用平衡思路,真的是经过自己对于所有思路的利弊综合思考么?还是前人告诉自己,大部分人都用了这种思路,所以你也就随大流跟着用了?

现在的平衡观念文章已经逐渐变了味道,绝大部分人的平衡思路文章布局,就是前半部分赞同(反对),然后中间忽然来一句'However, blablabla'接着后半部分反对(赞同).这样的布局,根本无法体现出平衡思路的优势,更像是半篇赞同思路和半篇反对思路的文章的生硬拼凑,即无法展示出思维方向的多样性,而且每个方向的挖掘深度还极其浅薄,试问这样的文章凭什么来拿高分?

个人觉得相比于一边倒的思路的取胜点,即思维的深度,平衡观念的取胜点,也就是分论点之间的复杂而又清晰逻辑关系show,是更加容易训练出来的,因为对于一个问题看法的深度是需要在生活中一点一点慢慢熏陶出来的.GRE的考生要的应该是短期高效的训练方法,所以从布局上下手训练应该是更加合理可行的方法.
--by iq28

misirUID: 2684938

来自其他网站：

Here is a brief outline I followed for the argument task:
--------------------------------
Spotting the logical flaws:
--------------------------------

1. Survey -->
-Is it Reliable?
-Is it Representative?
-Is there sufficient sampling?
-Is generalisation fair?
-What can be done to improve the survey?

2.Can you spot the writer making any unsubstantiated未经证实的；无事实根据的 assumption?
Is this assumption leading to another? If so, contest BOTH of them!

3. Is the writer comparing two things/locations/conditions etc?
Is the comparison justified? Does the writer extend one similarity to another similarity? If so oppose it!
For eg: New York and Cairo are cities, hence they both must have the same weather.
First similarity --> Cities, leading to another unjustified similarity -->weather.

4. Is the writer making causal claims? Are they justified? Or are they unjustified, and could be merely due to proximity in time frames of occurence.

5. Is the writer making assumptions of similarities in
- Background
- Time frames ; Past, Current and Future events
- Different locations

6. Is the writer misinterpreting a statement, or sticking to an idiosyncratic definition of a universal truth/ abstract idea which can have alternative interpretations?

7. Is the writer assuming that truth can be determined by putting it to vote?

8. Can there be other explanations for a particular event?
- Alternative influences?
- Alternative Interpretations and definitions?
- Other explanations?

9. Is the writer making a false claim? Is he/she disregarding alternative options,
alternative means to the same end etc? Is the writer claiming that what he/she recommends is the ONLY /MOST effective solution to a particular problem?
Can there be alternative solutions to the same problem?

10. Writer's recommendations:
Are they necessary?
Are they sufficient?
Is there an alternative?

11. Can the opposite of what is being claimed happen?


-------------------------------------------------
There may be overlaps in this scheme, but if you remember this even hazily you can easily spot *all* the flaws in *any* argument! It often helps you in real life too, when politicians make very impressive albeit bogus speeches or when researchers claim they have found a cure, or when lawyers make untenable arguments. Remember that, logic is not a gift but a careful cultivation of the mind!

misirUID: 2684938

读awintro的摘要：

关于ISSUE的忠告：
【Your task is to present a compelling case for your own position on the issue. 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】
【The Issue task allows considerable [url=]latitude[/url][s1] in the way you respond to the claim. Although it is important that you address the central issue, you are free to take any approach you wish. For example, you might
•
agree absolutely with the claim, disagree completely, or agree with some parts and not others
绝对赞同或者绝对反对，或者赞同部分
•
question the assumptions the statement seems to be making
质疑陈述中的假设
•
qualify any of its terms, especially if the way you define or apply a term is important to developing your perspective on the issue
限定术语，特别是对你发展自己论点有用的
•
point out why the claim is valid in some situations but not in others
指明为什么这种说法在一些情况下有效而在其他情况无效
•
evaluate points of view that contrast with your own perspective
评价与你意见相左的观点
•
develop your position with reasons that are supported by several relevant examples or by a single extended example
用一些相关的例子或者一个深入的例子来支持你的观点】
判分的依据：the skill with which you articulate and develop an argument to support your position on the issue.
判分点：the use of examples, development and support, organization, language fluency, and word choice.
考生需掌握的：you should be able to use reasons, evidence, and examples to support your position on an issue
注意：It is not your position that matters so much as the critical thinking skills you display in developing your position.
【you might find it helpful to explore the complexity of a claim in one of the topics by asking yourself the following questions:
•
What, precisely, is the central issue?
中心争论是什么？
•
Do I agree with all or with any part of the claim? Why or why not?
我完全同意还是同意部分？为什么？
•
Does the claim make certain assumptions? If so, are they reasonable?
这个陈述做了假设了吗？如果是，这些假设合理吗？
•
Is the claim valid only under certain conditions? If so, what are they?
这个陈述只在特定的情况下有效吗？如果是，那么是哪些情况？
•
Do I need to explain how I interpret certain terms or concepts used in the claim?
我需要解释我是怎么理解题中特定的术语或者概念吗?
•
If I take a certain position on the issue, what reasons support my position?
我提出了自己的立场，有哪些理由支持我的观点呢？
•
What examples—either real or hypothetical—could I use to illustrate those reasons and advance my point of view? Which examples are most compelling?
我应该使用什么例子（不论是真实的还是假想的）来论证我的观点呢？哪些最有说服力呢？
•
What reasons might someone use to refute or undermine my position?
别人会用什么理由来反驳我的观点呢？
•

How should I acknowledge or defend against those views in my essay?
我应该怎样为我的观点辩驳呢？】
Reader所关注的：
【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.】
You will probably need to create a new paragraph whenever your discussion shifts to a new cluster of ideas.
The cogency of your ideas about the issue and the clarity and skill with which you communicate those ideas to academic readers.
对于立场的建议：
【If you find one view clearly more persuasive than the other, consider developing an argument from that perspective. As you build your argument, keep in mind the other points, which you could argue against.
If both groups have compelling points, consider developing a position supporting, not the stated claim, but a more limited or more complex claim. Then you can use reasons and examples from both sides to justify your position.当你有双方面的论据时，可以考虑提出一个更加受限的或者更加复杂的观点，而不是题中所给的观点】

[s1]freedom of action or choice <students are allowed considerable latitude in choosing courses>

misirUID: 2684938

关于ARGUMENT的忠告：读题需注意：In reading the argument, you should pay special attention to
•
what is offered as evidence, support, or proof
哪些被作为证据、支持或者证明？
•
what is explicitly stated, claimed, or concluded
哪些被清晰地陈述、声明或者下结论？
•
what is assumed or supposed, perhaps without justification or proof
哪些假设是未被证明的或没有证据的？
• what is not stated, but necessarily follows from what is stated
哪些是没有说明的隐含假设？
In addition, you should consider the structure of the argument—the way in which these elements are linked together to form a line of reasoning;
寻找逻辑链！！

请牢记你在A写作中的任务！！！

1、You are not being asked to discuss whether the statements in the argument are true or accurate; instead, you are being asked whether conclusions and inferences are validly drawn from the statements.

不是要你去讨论这个陈述是否是正确的还是准确的，是要你去讨论这个结论和推论是否能由这个陈述中有效推出；

2、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.

不是要你去同意或者反对给出的观点，是要你对观点后面的论证给出评价；

3、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 and, in doing so, to demonstrate the critical thinking, perceptive reading, and analytical writing skills that university faculty consider important for success in graduate school.

不是要你对讨论的对象表达自己的观点（这是ISSUE的任务），是要你对另一个作者的论证的逻辑性给出你的评价。

Reader 所关注的：

The readers' commentaries discuss specific aspects of analytical writing, such as cogency of ideas, development and support, organization, syntactic variety, and facility with language.

考生必须掌握的概念：

【you should be familiar with the directions for the Argument task and with certain key concepts, including the following:
• alternative explanation他因—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说明 the observed facts
• analysis分析—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（笛卡尔的理论）
• argument争论—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假设—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提到了被当做理所当然的假设
• conclusion结论—the end point reached by a line of reasoning, valid if the reasoning is sound; the resulting assertion
• counterexample反例—an example, real or hypothetical, that refutes or disproves a statement 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

关于A中的数据、比例、统计问题！！

Remember that any numbers, percentages, or statistics in Argument topics are used only as evidence in support of a conclusion, and you should always consider whether they actually support the conclusion.

这些都是用来支持结论的，所以你要做的不是数学问题，而考虑这些是否有效地支持了结论！！

举个很好的例子：

For example, an argument might claim that a certain community event is less popular this year than it was last year because only 100 people attended this year in comparison with 150 last year, a 33 percent decline in attendance.

It is important to remember that you are not being asked to do a mathematical task with the numbers, percentages, or statistics. Instead you should evaluate these as evidence that is intended to support the conclusion.

In the example above, the conclusion is that a community event has become less popular. You should ask yourself: does the difference between 100 people and 150 people support that conclusion? Note that, in this case, there are other possible explanations; for example, ①天气the weather might have been much worse this year,②时机this year's event might have been held at an inconvenient time, ③费用the cost of the event might have gone up this year, ④其他or there might have been another popular event this year at the same time. Each of these could explain the difference in attendance, and thus would weaken the conclusion that the event was "less popular."很佩服他举反例的能力。。。

Reader所关注的：

Readers will see, for example, some essays at the 6 score level that begin by briefly summarizing the argument and then explicitly stating and developing the main points of the critique. The readers know that 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.
注意：

(remember, however, that, in terms of your ability to perform the Argument task effectively, it is your critical thinking and analytical writing, not your ability to come up with examples, that is being ssessed)

最后一点：【不论是ISSUE还是ARGUMENT】
You may want to take a few minutes to think about the issue you have chosen and to plan a response before you begin writing. Be sure to develop your ideas fully and organize them coherently, but leave time to read what you have written and make any revisions that you think are necessary

misirUID: 2684938

Your conclusion should be the best part of your paper.

A conclusion should

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

Suggestions

• Answer the question "So What?"
  （强调文章的重要性）
• Redirect your readers
• Give your reader something to think about, perhaps a way to use your paper in the "real" world. If your introduction went from general to specific, make your conclusion go from specific to general. Think globally. （结尾最后从具体再回到一般）Propose a course of action, a solution to an issue, or questions for further study.
• Synthesize,（综合全面的观点） don't summarize
• Create a new meaning
• Point to broader implications.

Strategies

Echoing the introduction: （呼应开头）
Challenging the reader:（挑战读者的思维）
Looking to the future:（展望未来）
Posing questions:（提出问题）
Strategies to Avoid·
Beginning with an unnecessary, overused phrase such as "in conclusion," "in summary," or "in closing." Although these phrases can work in speeches, they come across as wooden and trite in writing.（很重要！）
·
Stating the thesis for the very first time in the conclusion.
·
Introducing a new idea or subtopic in your conclusion.
·
Ending with a rephrased thesis statement without any substantive changes.
·
Making sentimental, emotional appeals (out of character with the rest of an analytical paper).
·
Including evidence (quotations, statistics, etc.) that should be in the body of the paper.
[关于thesis]
A thesis statement is a sentence (or sentences) that expresses the main ideas of your paper and answers the question or questions posed by your paper. It offers your readers a quick and easy to follow summary of what the paper will be discussing and what you as a writer are setting out to tell them. The kind of thesis that your paper will have will depend on the purpose of your writing.
这里注意段落基本的三要素：
l
一个独立的观点－和Thesis密切相关
l
一个合理的逻辑顺序
l
没有无关细节
一、段落的组成结构：
１．The topic sentence:
有两个作用：首先它实际上是你本段话题的Thesis,起到和全文的Thesis一样的作用。其次，它是全文的Thesis的进一步的推广和具体化；一般来说，TS总是在文章的开头的第一或者第二句话，很少可以见到在文章的最后出现，并且最好不要这样使用！
２．Supporting evidence/analysis:
由论据和论证组成，为了合理的论证观点TS.必须在论据和论证之间找到一个平衡！
３．The conclusion(observation):
结论句总是在文章的最后一句或者倒数第二句！结论句除了总结上文的论述，还要在此总结上做好向下一个分论点的过度。
（１）
USE ORIENTING WORDS AND PHRASES：
Here are a few orienting words and phrases you can use to introduce familiar concepts and to make your readers comfortable by touching base with things they already know:
·
of course
·
as you know
·
until now
·
obviously
·
normally
·
previously
·
everyone is familiar with
·
remember that

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

ALSO			HOWEVER				ALTHOUGH
INCIDENTALLY			THEREFORE				BESIDES
LIKEWISE			THUS				MEANWHILE
MOREOVER			USUALLY				FURTHERMORE
NEXT			WHATEVER				GENERALLY
YET			ACCORDINGLY				NEVERTHELESS
INSTEAD			IN CONTRAST				FOR EXAMPLE
FIRST		SECONDLY
FINALLY		NOW
ONCE		WHEN
ULTIMATELY		EVENTUALLY
LASTLY		LATER
MEANWHILE		PREVIOUSLY
THEN		SOON
FORMERLY		SOMETIMES
TO BEGIN WITH		ON THE OTHER HAND
IN BRIEF		IN GENERAL
IN SUMMARY		MORE SPECIFICALLY
INSTEAD OF		IN ADDITION TO
IN OTHER WORDS		ANOTHER WAY TO
FOR THE SAME REASON		NO MATTER WHAT
SUCH A		THAT'S WHAT (WHY)
IN FACT		WHAT'S MORE
IN THE SAME WAY		ON THE CONTRARY
CONVERSELY		AS A RESULT
SUMMING UP		IF SO / NOT
ESPECIALLY	AS MUCH AS			EVEN IF/THOUGH
INCREASINGLY	BY FAR			SO...THAT
MORE IMPORTANTLY	HIGHLY			ONLY
PARTICULARLY	IN FACT			VERY
SIGNIFICANTLY	QUITE			SUCH
MOST	UNIQUE			AT ALL
ABOVE ALL	INDEED			IN ANY CASE