【甚解小组】【TASK 2】AW Intro 读后感 FROM 李同学

李瑞峰UID：2822482

申明：资料和部分观点(黑色中文)来源于我们组长周九的帖子
https://bbs.gter.net/thread-1226492-1-1.html

在这里我对她的总结进行学习，此贴不会公开发布，如此大规模摘抄是因为，在这里我是她的学生，行万里路，不如名师指路！
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An Introduction to the Analytical Writing Section of the GRE General Test

Task 1:
Present Your Perspective on an IssueTask 2:
Analyzean Argument
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Table of Contents

Overview of the Analytical Writing Section 3
Preparing for the Analytical Writing Section 3
Test-Taking Strategies for the Analytical Writing Section 4
How the Analytical Writing Section is Scored 4
Present Your Perspective on an Issue Task
Understanding the Issue Task 6
Understanding the Context for Writing: Purpose and Audience 6
Preparing for the Issue Task 6
Deciding Which Topic to Choose 8
The Form of Your Response 8
Sample Issue Topic 8
Strategies for this Topic 8
Essay Responses and Reader Commentary 9
Analysis of an Argument Task
Understanding the Argument Task 15
Understanding the Context for Writing: Purpose and Audience 15
Preparing for the Argument Task 16
How to Interpret Numbers, Percentages, and Statistics in Argument Topics 17
The Form of Your Response 17
Sample Argument Topic 18
Strategies for this Topic 18
Essay Responses and Reader Commentary 18
Sample Test 23
Scoring Guides 27
Score Level Descriptions 29

没撒说得

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Overview of the Analytical Writing Section
The analytical writing section is a new section of the GRE General Test introduced beginning in October 2002 that tests your critical thinking and analytical writing skills. It assesses your ability to articulate and
support complex ideas, analyze an argument, and sustain a focused and coherent discussion. It does not assess specific content knowledge.
观点：
1. articulate and support complex ideas, 咋去分析和支持这些和工科八竿子打不着的东西，就得多读，读native写给native的，我欠的就是阅读，人文的东西我很感兴趣，愿意看中文，但中文已经是人家嚼过吐给我的，以前将就吃了，以后得自己看，怕HIV呢。
2. analyze an argument,
分析评估，其实不只是批评，看后面argu的范文例子里，有个文章前面还夸了argu，并得到了rater的表扬。给我的提醒！

The analytical writing section consists of two separately-timed analytical writing tasks:
• a 45-minute "Present Your Perspective on an Issue" task
• a 30-minute "Analyze an Argument" task
You will be given a choice between two Issue topics. Each states an opinion on an issue of broad interest and asks you to discuss the issue from any perspective(s) you wish, so long as you provide relevant reasons and examples to explain and support your views.
You will not have a choice of Argument topics. The Argument task presents a different challenge from that of the Issue task: it requires you to critique a given argument by discussing how well reasoned you find it. You will need to consider the logical soundness of the argument rather than to agree or disagree with the position it presents.

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.

是攻击逻辑上的漏洞

如果是简单的赞同或者否定，就成立论文了，成ISSUE了，因此重点看逻辑上的完整，找出并进行攻击。万不可成立论文！！

Preparing for the Analytical Writing Section
Everyone—even the most practiced and confident of writers—should spend some time preparing for the analytical writing section before arriving at the test center. It is important to review the skills measured, how the section is scored, scoring guides and score level descriptions, sample topics, scored sample essay responses, and reader commentary.
ETS建议考前做到

1. the skills measured, 各种技巧，写作的，分析的
2. how the section is scored, scoring guides and score level descriptions,
3. sample topics, 题库，连ets都建议考前把题库看一遍
4. scored sample essay responses, and reader commentary 范文和评语

The topics in the analytical writing section relate to a broad range of subjects—from the fine arts and humanities to the social and physical sciences—but no topic requires specific content knowledge. In fact, each topic has been field-tested to ensure that it possesses several important characteristics, including the following:
• GRE test takers, regardless of their field of study or special interests, understood the topic and could easily discuss it.
• The topic elicited the kinds of complex thinking and persuasive writing that university faculty consider important for success in graduate school.
• The responses were varied in content and in the way the writers developed their ideas.
To help you prepare for the analytical writing section of the General Test, the GRE Program has published the entire pool of topics from which your test topics will be selected. You might find it helpful to review the Issue and Argument pools. You can view the published pools on the Web at www.gre.org/pracmats.html or you can obtain a copy by writing to GRE Program, PO Box 6000, Princeton, NJ 08541-6000.

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Test-Taking Strategies for the Analytical Writing Section

It is important to budget your time. Within the 45-minute time limit for the Issue task, you will need to allow sufficient time to choose one of the two topics, think about the issue you've chosen, plan a response, and compose your essay. Within the 30-minute time limit for the Argument task, you will need to allow sufficient time to analyze the argument, plan a critique, and compose your response. Although GRE readers understand the time constraints under which you write and will consider your response a "first draft," you still want it to be the best possible example of your writing that you can produce under the testing circumstances.

Save a few minutes at the end of each timed task to check for obvious errors. Although an occasional spelling or grammatical error will not affect your score, severe and persistent errors will detract from the overall effectiveness of your writing and thus lower your score.

苛刻和固执的错误会降低效力

Following the analytical writing section, you will have the opportunity to take a 10-minute break. There is a one-minute break between the other test sections. You might want to replenish your supply of scratch paper during each scheduled break.

How the Analytical Writing Section is Scored

Each response is holistically scored on a 6-point scale according to the criteria published in the GRE analytical writing scoring guides (see pages 27 and 28). Holistic scoring means that each response is judged as a whole: readers do not separate the response into component parts and award a certain number of points for a particular criterion or element such as ideas, organization, sentence structure, or language.

Instead, readers assign scores based on the overall quality of the response, considering all of its characteristics in an integrated way. Excellent organization or poor organization, for example, will be part of the readers' overall impression of the response and will therefore contribute to the score, but organization, as a distinct feature, has no specific weight.
整体印象重要，组织好，逻辑清

In general, GRE readers are college and university faculty experienced in teaching courses in which writing and critical thinking skills are important. All GRE readers have undergone careful training, passed stringent GRE qualifying tests, and demonstrated that they are able to maintain scoring accuracy.

To ensure fairness and objectivity in scoring

• responses are randomly distributed to the readers
• all identifying information about the test takers is concealed from the readers
• each response is scored by two readers
• readers do not know what other scores a response may have received
• the scoring procedure requires that each response receive identical or adjacent scores from two readers; any other score combination is adjudicated by a third GRE reader

The scores given for the two tasks are then averaged for a final reported score. The score level descriptions, presented on page 29, provide information on how to interpret the total score on the analytical writing section. The primary emphasis in scoring the analytical writing section is on critical thinking and analytical writing skills.

Your essay responses on the analytical writing section will be reviewed by ETS essay-similarity-detection software and by experienced essay readers during the scoring process. In light of the high value placed on independent intellectual activity within United States graduate schools and universities, ETS reserves the right to cancel test scores of any test taker when there is substantial evidence that an essay response includes, but is not limited to, any of the following

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• text that is substantially similar to that found in one or more other GRE essay responses;
• quoting or paraphrasing, without attribution, language or ideas that appear in published or unpublished sources;

如果要是paraphrasing的话，还不想被查出来，只能主谓宾，关键词全换。
这里看不懂了，求指导。是引用题目里的话时，要全部换掉，还是引用别的文章时？？？？

• unacknowledged use of work that has been produced through collaboration with others without citation of the contribution of others;
• essays that are submitted as work of the examinee when the ideas or words have, in fact, been borrowed from elsewhere or prepared by another person.

When one or more of the above circumstances occurs, your essay text, in ETS’s professional judgment, does not reflect the independent, analytical writing skills that this test seeks to measure. Therefore, ETS must cancel the essay score as invalid and cannot report the GRE General Test scores of which the essay score is an indispensable part.

Test takers whose scores are cancelled will forfeit their test fees and must pay to take the entire GRE General Test again at a future administration. No record of the score cancellations, or the reason for cancellation, will appear on their future score reports sent to colleges and universities.

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Present Your Perspective on an Issue Task

Understanding the Issue Task

The "Present Your Perspective on an Issue" task assesses your ability to think critically about a topic of general interest and to clearly express your thoughts about it in writing. Each topic, presented in quotation marks, makes a claim about an issue that test takers can discuss from various perspectives and apply to many different situations or conditions. 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.

对于issue task 中的各种claim, 要从various的角度考虑，开始的时候我认为是从多种情况讨论，是否成立，现在通过看范文和再读intro，感觉是从多种角度中选取一个对于自己，最能有力论证的角度，即使只有一个，也是可以的，就像范文里那个4分特教的作文，只从一个方面考虑，但这种例举也得到了rater的赞赏。
感觉有点小分歧，即：要从多个角度来立论，把自己关于这个Issue的想法从全面的角度写出来，涉及存在，本质，应用等。

The Issue task allows considerable latitude 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

同意，不同意，部分同意部分不同意

• 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

define the term，以保证后来论证过程中讨论的东西是自己前面提到的东西，不要自己偷换概念了还不知道，比如research，最好能限定在一定范围内，这样在五六百字的论证过程中才能更有效的推理。

• point out why the claim is valid in some situations but not in others

成立，都是在某些条件范围的，要讨论，把条件讲明。

• evaluate points of view that contrast with your own perspective

逻辑论证，关键的套话，都不能少。

• develop your position with reasons that are supported by several relevant examples or by a single extended example

如果有一个很恰当的例子，那就说这一个，说得透透的，如果没有及其对口的，那就多举几个小例吧。
The GRE readers scoring your response are not looking for a "right" answer—in fact, there is no correct position to take. Instead, the readers are evaluating the skill with which you articulate and develop an argument to support your position on the issue.

Understanding the Context for Writing: Purpose and Audience

The Issue task is an exercise in critical thinking and persuasive writing. The purpose of this task is to determine how well you can develop a compelling argument supporting your own perspective on an issue and to effectively communicate that argument in writing to an academic audience. Your audience consists of college and university faculty who are trained as GRE readers to apply the scoring criteria identified in the scoring guide for “Present Your Perspective on an Issue" (see page 27).

文体

To get a clearer idea of how GRE readers apply the Issue scoring criteria to actual responses, you should review scored sample Issue essay responses and readers' commentaries. The sample responses, particularly at the 5 and 6 score levels, will show you a variety of successful strategies for organizing, developing, and communicating a persuasive argument. The readers' commentaries discuss specific aspects of analysis and writing, such as the use of examples, development and support, organization, language fluency, and word choice. For each response, the commentary points out aspects that are particularly persuasive as well as any that detract from the overall effectiveness of the essay.
the use of examples, 例子的运用，一个好例子能加好多分，那个特教的例子让我记忆深刻呀，连rater都说文章define the terms也不成功，语言也就算还行，但一个好的例子就把文章一下提高到了4分。 鉴于人家task pools已经给我们了，考前完全可以给每类issue好好几个例子。对于找例子，我觉得应该从native speaker的文章中去寻觅，因为不同的文化背景，会让同一个例子，有不同程度的persuasive效果。


从sparknote里抄的
Compelling Word Choice. Here’s a suggested list of some words that you may want to use as you write your GRE essays. These words can be effective and impressive-sounding synonyms for words you probably already know.
Use . . .         Instead of . . .
albeit (adv.)         even if
connote (v.)         mean
conversely (adv.)         but
corroborate (v.)         support or strengthen
depict (v.)         show
dire (adj.)         urgent
emblematic (adj.)         an example of, symbolic
hence (adv.)         so
heretofore (adv.)         until now
highlight (v.)         show
implication (n.)         suggestion
majestic (adj.)         great
paramount (adj.)         important
symbolize (v.)         demonstrate



Preparing for the Issue Task

Because the Issue task is meant to assess the persuasive writing skills that you have developed throughout your education, it has been designed neither to require any particular course of study nor to advantage students with a particular type of training.

我们和美国people就不在一个education背景下。。。所以，a particular type of training是必须的。。。

Many college textbooks on composition offer advice on persuasive writing that you might find useful, but even this advice might be more technical and specialized than you need for the Issue task. 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. Suppose, for instance, that an Issue

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topic asks you to consider whether it is important for government to provide financial support for art museums. If your position is that government should fund art museums, you might support your position by discussing the reasons art is important and explain that museums are public places where art is available to anyone. On the other hand, if your position is that government should not support museums, you might point out that, given limited governmental funds, art museums are not as deserving of governmental funding as are other, more socially important, institutions. Or, if you are in favor of government funding for art museums only under certain conditions, you might focus on the artistic criteria, cultural concerns, or political conditions
that you think should determine how—or whether—art museums receive government funds. It is not your position that matters so much as the critical thinking skills you display in developing your position.
解释了思考过程：

情况1：If your position is -------------, you might support your position by discussing the reasons --------------------explain that----------------.
if your position is that ---------------------, you might point out that, given-------------, ----------are -------------.

同意，不同意，都可以采取如上思考，先表明立场，英语文章很少会出现立场不明的情况，可能和事老型的文章不符合他们的性格习惯，之后，by 和 given引导出了你之所以选择这样立场的原因，我觉得很多文章（我自己的和好多其他同学的）都止于提供原因，而且写了很多很有说服力，(有的时候都有柯南的感觉，一下子感觉发现了真相)，但这样的response是不符合ets的期望哒，思考提示中，原因只用介词短短引导下，重头戏是explain that，和 are，就是为什么这个原因导致了这个结果，也就是柯南每次在找到凶手之后，解释的那番话，如果只是说凶手就是xxx，然后都没说怎木就是他呢，估计再也不会有人看柯南了，这个过程，就是ets所说的development and support。无论多好的原因没有合理的development和support，都无法达到issue 要求的critically thinking。
但感觉这种方式不太符合我们的写作习惯，至少不符合我的写作习惯。。。如此完美的原因已经呈现在眼前，其他多余的话都是画蛇添足，只可意会不可言传。。。改正这种习惯需要注意再注意，5分的那篇issue，我觉得立足点普通，文章语言也只能算流畅，但却得到5分，原因应该在于它中规中矩的进行了development和support，非常符合critically thinking的要求。
情况2： if you are in favor of ---------------only under certain conditions, you might focus on the ------------conditions that you think should determine how—or whether-----.
这种思考过程，就是部分同意部分不同意，所以在表面如此立场后，就要说明什么情况下是同意的，什么情况下市不同意，据此例，在分情况后，具体论述了下此情况下该事件的面目。
哦，小兰。。。。。。。。

An excellent way to prepare for the Issue task is to practice writing on some of the published topics. There is no "best" approach: some people prefer to start practicing without regard to the 45-minute time limit; others prefer to take a "timed test" first and practice within the time limit. No matter which approach you take when you practice the Issue task, you should review the task directions, then
• carefully read the claim made in the topic and make sure you understand the issue involved; if it seems unclear, discuss it with a friend or teacher

审题，题不明白，还写个什么劲儿呀
（这两天看到了几篇经验贴，感觉很大一部分功夫都在审题这儿）
• think about the issue in relation to your own ideas and experiences, to events you have read about or observed, and to people you have known; this is the knowledge base from which you will develop compelling reasons and examples in your argument that reinforce, negate, or qualify the claim in some way
时时刻刻都在说reasons and examples, 不仅要有reason还要有解释reason的examples，切记切记~~~
reinforce, negate or qualify,同意不同意，分情况，这三个词用得真好哇

• decide what position on the issue you want to take and defend—remember you are free to agree or disagree completely or to agree with some parts or some applications but not others
部分同意，哪有绝对的事可言，当让抽象类的另当别论了。
• decide what compelling evidence (reasons and examples) you can use to support your position
evidence是什么，reasons和examples
果然是柯南，不是小兰。。

Remember that this is a task in critical thinking and persuasive writing. Therefore, you might find it helpful to explore the complexity of a claim in one of the topics by asking yourself the following questions:
以下是写Issue要命的东西，就靠它
• What, precisely, is the central is？
• Do I agree with all or with any part of the claim? Why or why not?
• Does the claim make certain assumptions? If so, are they reasonable?
• Is the claim valid only under certain conditions? If so, what are they?
• Do I need to explain how I interpret certain terms or concepts used in the claim?
narrow down general words，防偷换概念

• If I take a certain position on the issue, what reasons support my position?
• What examples—either real or hypothetical—could I use to illustrate those reasons and advance my point of view? Which examples are most compelling?
上下内容不仅对issue有指导意义，对argu也是指路明灯哇！

上面说的是如何建立自己的argument，下面将的是如何捍卫，感觉对analyze ets 的argu也很有帮助嘛，比如，ets的argu说了什么事儿（central issue）,它同意不同意，它做了if then了吗（通常argu都在这儿给提供了好几天挑错的素材），它的论述在各个情况下都成立吗（当然不，要不怎木找茬呀），它在讨论中有没有偷换概念呢（通常都有），支持论据的理由充分吗（不充分），举例compelling吗（一般都是调查研究，一律被打成不 compelling at all）。
下面说我们审视argu的时候，有原因可以去攻击题目的position吗（当然有），
它本该如何acknowledge or defend自己的argu呢，这不就是作文书里说的可实行的合理化建议。

Once you have decided on a position to defend, consider the perspective of others who might not agree with your position. Ask yourself:
• What reasons might someone use to refute or undermine my position?
• How should I acknowledge or defend against those views in my essay?
那就得多角度分析，考虑全面
To plan your response, you might want to summarize your position and make brief notes about how you will support the position you're going to take. When you've done this, look over your notes and decide how you will organize your response. Then write a response developing your position on the issue. Even if you don't write a full response, you should find it helpful to practice with a few of the Issue topics and to sketch out your possible responses. After you have practiced with some of the topics, try writing responses to some of the topics within the 45-minute time limit so that you have a good idea of how to use your time in the actual test.
It would probably be helpful to get some feedback on your response from an instructor who teaches critical thinking or writing or to trade papers on the same topic with other students and discuss one another's responses in relation to the scoring guide. Try to determine how each paper meets or misses the criteria for
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each score point in the guide. Comparing your own response to the scoring guide will help you see how and where you might need to improve.
Deciding Which Issue Topic to Choose
Remember that the General Test will contain two Issue topics from the published pool; you must choose one of these two. Because the 45-minute timing begins when you first see the two topics, you should not spend too much time making a decision. Instead, try to choose fairly quickly the issue that you feel better prepared to discuss.
看了ets预设你已经prepared过了，让我彻底断了裸考的念想。。。

Before making a choice, read each topic carefully. Then decide on which topic you could develop a more effective and well-reasoned argument. In making this decision, you might ask yourself:
• Which topic do I find more interesting or engaging?
• Which topic more closely relates to my own academic studies or other experiences?
• On which topic can I more clearly
explain and defend my perspective?
• On which topic can I more readily think of strong reasons and examples to support my position?
Your answers to these questions should help you make your choice.
The Form of Your Response
You are free to organize and develop your response in any way that you think will effectively communicate your ideas about the issue. Your response may, but need not, incorporate particular writing strategies learned in English composition or writing-intensive college courses. GRE readers will not be looking for a particular developmental strategy or mode of writing; in fact, when GRE readers are trained, they review hundreds of Issue responses that, although highly diverse in content and form, display similar levels of critical thinking and persuasive writing. 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. Look at the sample Issue responses, particularly at the 5 and 6 score levels, to see how other writers have successfully developed and organized their arguments.
You should use as many or as few paragraphs as you consider appropriate for your argument—for example, you will probably need to create a new paragraph whenever your discussion shifts to a new cluster of ideas.
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.
Sample Issue Topic
“In our time, specialists of all kinds are highly overrated. We need more generalists—people who can provide broad perspectives."
Strategies for this Topic
This claim raises several related questions: What does it mean to be a generalist or a specialist, and what value do they have for society?（上文说的define a term） Does society actually need more generalists, and are specialists, in fact, “highly overrated?”(if之后then成功了木？)

There are several basic positions you could take on this issue: Yes, society needs more generalists and places too high a value on specialists. No, the opposite is true. Or, it depends on various factors. Or, both groups are important in today’s culture; neither is overvalued. Your analysis might draw examples from a
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particular society or country, from one or more areas of society, or from various situations. It might focus on the role of generalists and specialists in relation to communications, transportation, politics, information, or technology. Any of these approaches is valid, so long as you use relevant reasons and examples to support your position.
可以narrow down ‘society’, 我不会想到narrow down society，之后从很大的概念上讲generalist 和
specialist对整个社会的作用，但现在，如果确定到中国电力领域的情况，整个论证过程就可以更cogent，不会被rater认为有中途偷换概念之嫌，而且很可能，我为了论证方便，频繁更换society的范围。
the role of the generalists and specialists这个到容易想到，但应该也不会细化到communications, transportation, politics, information or technology.
越读intro，越让我觉得issue和argument的真滴是assess the ability of critical thinking and persuasive writing skills. 不是看你有没有真知灼见，而是看你会不会logically的阐述证明自己的观点。这也就让我想到一个问题，论证一个命题，让它在某些条件下成立，远远要比一个命题，在任何情况下都成立，要容易得多。再有，issue task里面的topic，是不存在公理的，所以也就不可能在很笼统的情况下证明哪儿哪儿都对。Thus，把每个topic都仔细限定下范围，会不会让我滴issue更sound呢？
Before you stake out a position, take a few moments to reread the claim. To analyze it, consider questions such as these:
• What are the main differences between specialists and generalists? What are the strong points of each?
比较两个东西，它们的区别是什么？主要区别呢？

• Do these differences always hold in various professions or situations? Could there be some specialists, for example, who also need to have very broad knowledge and general abilities to perform their work well?
这些区别在某些情况下，有交集么？
• How do generalists and specialists function in your field?
联系实际
• What value do you think society places on specialists and generalists? Are specialists overvalued in some situations, and not in others?
讨论另一个关键词，value~

• Does society really need more generalists than it has? If so, what needs would they serve?
if,then中的then能成立木？如果成立，在什么情况下成立
Now you can organize your thoughts into two groups:
• Reasons and examples to support the claim
• Reasons and examples to support an opposing point of view
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.
以上所有，感觉ets都在建议，要选一个对自己有利的角度去判断，但很多人都有选择impossible task的情节，越是不好做，越要试试，这个需要注意哇。
此外，还有一项，就是众多人推荐的两边平衡写法，但看完ets的说明，我觉得平衡写法更难，因为需要一个比现有stated claim更详细，复杂的claim。但我觉得很多文章，并没有在论述一个more limited or more complex claim，依然还是对原有claim进行评说。ets当然知道这个claim可以两边说了，不用我们再废话了。。。
Essay Responses and Reader Commentary
Essay Response * – Score 6
In this era of 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 in which there are both specialists and generalists.
原来这句的模板就打这儿来的。。。我都见过好多这么写的了，从雅思托福到gre。。。poor rater。。。这篇文章就是两面说的文章，特意注意了下，它真的limited claim啦，
是一个科技飞速发展的现代西方社会，en~我相信，要是个非洲土著部落，情况肯定大大的不同，所以分类分的还是很有效的
（Reason）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. (Example) 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." (Reason)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 early physicists to learn and understand the few laws and ideas

周九UID：2769406

这样看。。。感觉好混乱呀。。。。可以把你的读后感整理出来。。。

李瑞峰UID：2822482

4# 周九
这个编辑器咋搞的。。。。。。。。。太混乱了