【甚解小组】【TASK N】AW Intro 读后感 FROM AOEG

wwk865UID：2993587

Overview of the Analytical Writing Section
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.
这一段看得我震经了，AW两部分写作竟然是互补的，只不过一个是自己论证，另一个是评价（而不是批评）别人的论证。难道把我们的issue总结一下就可以拿去作argu的题目，同样的argu的题库改一改扩一扩就成一篇issue了？嘿嘿，有空我去试试看。不过这是不是告诉我们在写issue的时候别写得太绝对了，别把issue写成像argu题设里的那样。。。从这个角度来看，正反两面都写到会不会更适合？

Preparing for the Analytical Writing Section
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.
为了对得起老美的一片诚意，我决定好好看题库~~

Test-Taking Strategies for the Analytical Writing Section
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.
原来语法错误还是会扣分的，赶紧回去恶补语法去了。。。

You might want to replenish your supply of scratch paper during each scheduled break.
AW还有草稿纸的？有这时间还不如多打点。。。

How the Analytical Writing Section is Scored
Holistic：ideas, organization, sentence structure, or language.
全面啊全面啊；ETS真贴心，连四个要素的易难程度都替我们排好顺序了~~

All GRE readers have undergone careful training, passed stringent GRE qualifying tests, and demonstrated that they are able to maintain scoring accuracy.
怪不得ETS不盈利，钱都用这上面了。。。

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。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.
1、Text that is substantially similar to
2、Quoting or paraphrasing, without attribution, language or ideas
3、Collaboration with others
4、borrowed from elsewhere or prepared by another person
does not reflect the independent, analytical writing skills that this test seeks to measure.
流程啊流程，雷同啊雷同。。。
Ideas不能相同，语言也不能相同，这个雷同的标准好像就是在说：我说你是雷同你就是雷同！按照这个标准难道怎么改事例都会判雷同？o(╯□╰)o
不过仔细一看发现，只要是写明出处的就可以了，吓死我了~~

Present Your Perspective on an Issue Task
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.
观点；强有力的证据——原因，事例。

•
agree absolutely with the claim, disagree completely, or agree with some parts and not others
•
question the assumptions the statement seems to be making 质疑
•
qualify any of its terms, especially if the way you define or apply a term is important to developing your perspective on the issue 定义
•
point out why the claim is valid in some situations but not in others 特殊情况
•
evaluate points of view that contrast with your own perspective 其他方面
•
develop your position with reasons that are supported by several relevant examples or by a single extended example 举例论证
理论上来说每个方面写一点就500+了，可是说起来容易，写起来难啊。。。

The Issue task is an exercise in critical thinking and persuasive writing.
再一次强调批判性思维，正反两方面都要考虑到？
What examples—either real or hypothetical—could I use to illustrate those reasons and advance my point of view?
Which examples are most compelling?
假设的例子也可以用？
Once you have decided on a position to defend, consider the perspective of others who might not agree with your position.
还要为自己的观点辩护，也就是至少要想到反方面~

Analyze an 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.

又见批判性。

The purpose of the task is to see how well equipped you are to insightfully analyze an argument written by someone else and to effectively communicate your critique in writing to an academic audience.
和issue不同，argu重在分析，而不在立论。

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. 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。
重在分析：推理和结论；评价论据；逻辑的可靠性。
而不是：提出自己的结论或观点。
ETS都不让人谈自己的结论和观点了。。。是不是因为这个所以argu雷同判得少了？

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.
一开始总结，然后再展开论述。

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.
从头到尾顺序讨论，或者围绕一个中心错误讨论都可以！

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. Put them in a good order for discussion (perhaps by numbering them).
形式不重要，关键在内容。这是不是说一条条按顺序罗列都可以呢？

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. For instance, absentee rates might have decreased because the climate was mild.
This would have to be ruled out in order for the principal’s conclusion to be valid.
只要找到其他可能的解释或是另找必要条件。。。

关键概念：
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 他因法
• 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 各个击破
•
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 in the argument反例法

For example, the weather might have been much worse this year, this year's event might have been held at an inconvenient time, the cost of the event might have gone up this year, 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."
Similarly, percentages might support or weaken a conclusion depending on what actual numbers the percentages represent.
Consider the claim that the drama club at a school deserves more funding because its membership has increased by 100 percent.
This 100 percent increase could be significant if there had been 100 members and now there are 200 members, whereas the increase would be much less significant if there had been 5 members and now there are 10.
ETS亲自动手写argu~~~

周九UID：2769406

人工置顶，重读ing