0910AW SPECTACULAR之【同主题写作】第八期 ISSUE221 以史为镜,可知兴替 [复制链接]

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发表于 2009-6-21 20:33:02 |只看该作者 |倒序浏览

【0910AW SPECTACULAR 同主题写作第八期】
本期为大家介绍的ISSUE依然是篇公认的难题：

ISSUE221 - "The chief benefit of the study of history is to break down the illusion that people in one period of time are significantly different from people who lived at any other time in history."

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【写在前面的话】

很多同学在看到这个题的第一眼就会被镇住，因为很难解释清楚它要我们论述的东西到底是个什么，尤其是对历史知识和功用几乎没有任何认识的非历史相关专业大学生来说，“在某个时代的人和生活在其他时代的人是有显著差别的”这个说法可能就过于抽象难以理解了。

其次题目中提到了一个illusion，这说明所有的论述应当是围绕这个illusion来写，写你的态度，写你的认识，写你的解释。但是到底什么才是illusion?虽然后面的从句中已经稍微解释了一下，但是还是有不少同学直接就傻眼了。

更重要的是，题目的illusion这个词，掩藏了一个很大的陷阱，很多同学浑然不知，直接一头就撞了进去，还自我感觉良好。这个稍后的破题当中会给大家指出。

此外要在整篇文章当中描述清楚你自己对illusion的态度和对history这种及其抽象的东西的理解，也对中国学生贫乏的句子和词汇功底提出了极大的挑战。

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【破题步奏】
1.题目形式分析
这个题目是单一的陈述句式，意思已经在语句中表达的很清楚了，单纯从字面上理解应该问题不大。比较值得注意的是题目里的态度实际上是对history的那个break down illusion功能的正面评价。因此在写作时，除了要对illusion到底是什么有着清醒的认识以外，对history的作用也必须拿出自己的看法来，否则就无法支持你对"break down"的态度了。

2.取出题目关键词
本题中值得深入思考的关键词有这么两个："chief", "break down"。
特别注意：至于that后面的东西，都是解释illusion的，可以写一下，但是千万别把它们给写成重点了。这个题目不是要你们解释什么是illusion，而是要你们解释history对illusion的作用，重点在benefit of history，而不是illusion，否则就是写偏了。

3.分析关键词之间的矛盾关系
对于history的首要功能的矛盾，到底这个break down是不是最chief的呢？关于这个话题，同学们可以考虑从历史的作用对于illusion的其他方面的作用来考虑，比如你如果能够说明历史实际上是支持illusion比较多的或者根本达不到break down的作用，那么自然这个chief就不成立了。当然你也可以直接写支持这个题目的说法，毕竟对于这个矛盾关系，题目已经直接表明了立场，同学们完全可以照着它的立场深入发展一下，也是可以写成一篇好文的。

4.特别注意
可能看到这里，有很多同学就已经开始迷惑了，为什么关键词我没有把history和illusion拿出来，毕竟看起来名词是更加明显的一个东西。这正是这个题目最大的陷阱所在。

实际上，history没有拿出来是因为这个题，一方面本身就只能限定在history的领域当中，因此history更加类似一个套子，而不是分析矛盾关系的破题点，如果一定要从history当中来找破题点的话，这个到底能找对与否先不说，找对了也会由于范围限定的过广而导致论述混乱。另一方面就是这个题目要求我们写的，仅仅是history的function而已，完全没有必要对history这个单一的词进行分析。我们写ISSUE的时候一定要灵活，面对过于大的话题比如这个题，往往不好找到清楚的逻辑论述顺序的时候就要主动去缩小题目的范围；而面对一些对特定的情况的ISSUE，感觉范围过小不好写的时候，也可以稍微想的广一些，最好能拿出一些段落从更加高的层次来俯视性的论述这个话题。

而不拿出illusion和illusion以后的关键词的原因上面已经解释的很清楚了，题目的重点不在于这个词，因此绝对不能把它拿来做矛盾分析。举个反例吧，如果分析这些词的话，我们可以得出两个矛盾：1.illusion到底存在不？2.illusion是否会让人感觉到significantly different. 显然这两个矛盾都和题目本身的意思差了十万八千里，如果要写，也仅仅能作为延伸性的评论而已。

因此我们可以看出，关键词的确定，对分析一篇issue而言，非常的重要。

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如果阁下想通过自己的努力和思考来搞定这篇文章，我建议下面的部分先全部跳过，等写完你的文章以后，再回过头来看，会有更多启发
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【分析history的系统】
（首先声明，这下面的东西，都是我在备考096G AW的时候个人的一些想法，不保证完全正确和有效，拿出来的目的仅仅是抛砖引玉。）

History study相关的分析一共有这么几个(由浅入深)：

1.最浅层的莫过于是找到片段性的历史事件 find separate temporal montage from documents and remains
2.尝试把片段性的事件通过合理的想象发展来复原 recover the real historic occurrences
3.然后通过观察分析，找到其中的微妙变化 observe and analyze those different incidents
4.接下来分析为什么会出现这些变化 sammarize these incidents and draw conclusion
5.通过分析深层的变化规律来找到内在一致性 reveal human consistency and inherent conformity from those events
6.最后利用其中的2，3，4点来 draw a lesson or experience and then further guide future

那么，这个题目所涉及到的分析点，大概就是1+2，3，5，6。
因此我们大可以分4个BODY段来写出我们的看法（这是我个人的观点，倾向于支持题目的论述，仅供参考）：

1.对提纲的第1+2点进行论述：历史通过文字，口述或者遗迹当中的片段，复原了过去曾经发生过的而生活在现代的我们无法亲身体会的大部分事情，人类藉由历史更加了解过去。
2.对提纲的第3点进行论述：人类在不断的进步和进化，和远古时期的人类相比，现代的人类必然有着极大的不同，无论是在思维，行为，衣食住行，甚至身体的结构上，都变化了很多。
3.对提纲的第5点进行论述：然而，这些变化并不说明特定时代的人类和所有其他时代的人类都截然不同，一代代的传承只会使人类和他们的祖先，后代的联系更加紧密，毕竟细节的不同并不能代表整体的差异。
4.对提纲的第6点进行论述（延伸性评论）：通过历史人们能了解到进化的根源，能够在这一代就更好的指引后代进化的方向，使他们可以拥有一个更好的未来。事实上，我们现在和祖先的不同，很大程度上是由于祖先指引和干涉了人类的进化方向的结果。

此外，在这里我强烈建议大家自己搭建一个类似的对HISTORY的由浅入深的详细分析（我给出的仅仅是提纲性的逻辑点），这样当以后遇到类似的历史类型题目的时候，只需要分析它到底涉及到以上几点当中的哪些，再综合你写出的详细分析，自然一篇文章的理论论证部分就已经全部出来了，剩下的仅仅是插入一些过渡词句和示例而已，一篇好文就诞生了。
当然，如果同学们觉得我这个提纲不合你的口味，当然可以自己再研究深入一些写一个新的，更适合你的提纲要点出来，重复上面的步奏以后，可以说你对历史类的一大堆题目，就已经全部搞定了。

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【相关参考资料】
（切记这些资料都来源于网络，而且有着很悠久的历史，可以说已经被很多考生用过了，千万不要照搬上面的文字，谨防雷同探测器）

首先为大家强烈推荐的是POOH的百宝箱历史类：https://bbs.gter.net/forum.php?mod=viewthread&tid=201801&extra=page%3D1%26amp%3Bfilter%3Dtype%26amp%3Btypeid%3D34
一篇历史类的小文，把一些提纲性的东西分析的很透彻，可以参考建立自己的历史理解的知识体系。

一些HISTORY的相关网络资料，由前版主staralways整理https://bbs.gter.net/forum.php?mod=viewthread&tid=248198&fpage=1&highlight=

此外还有一篇小文：

Can individuals change history?

MOST HISTORY books treat historical change as the accomplishment of great men (and an occasional woman). According to this view, the movers and shakers in history are the Napoleons, Lincolns and FDRs of the world.

This view is also applied to revolutions. George Washington, Robespierre, Lenin--these men shaped history, and the actions of the masses of people in these revolutions were merely events scripted by their leaders.

The only difference between the treatment of Washington and Lenin as great men is that Washington, as a leader of the American Revolution, gets a plus sign in front of his name, whereas Lenin, a leader of a working-class revolution, gets a minus sign.

The opposite, though less popular, view is that history follows a path which no individual can influence--"great men" are merely agents for its realization. According to this view, individuals and their actions are purely products of historical conditions.

Had there been no Napoleon Bonaparte, another figure would have played the same role, because historical conditions in the period of the early 18th century demanded a "Napoleon." "We cannot make history," wrote Bismarck, taking this to its extreme. "We must wait while it is being made."

The first view serves as an ideological justification for the rule by a minority--"great" kings, presidents and leaders have special qualities that give them the ability to rule whereas the rest of the "herd" must follow. But the second view can also serve as a means to justify brutal exploitation and suffering. How can you fault a ruler whose actions are historically determined and therefore beyond his control?

Both of these ideas are mistaken, though they contain elements of truth. There are, for example, a few cases where different scientists working independently of each other made the same discovery--historical conditions were ripe for it.

Individuals do indeed make history. But they cannot influence society or history in any direction they so choose. Individuals cannot exert their will independently of the social conditions in which they find themselves. "Individuals can influence the fate of society," wrote the Russian Marxist George Plekhanov, "by virtue of definite traits in their nature. Their influence is sometimes very considerable, but the possibility of its being exercised and its extent are determined by society’s organization and the alignment of its forces.

"An individual’s character is a ‘factor’ in social development," concludes Plekhanov, "only where, when and to the extent that social relations permit it to be."

Many examples come to mind. It may, for example, have been possible for a philosopher in ancient Greece to dream of circumnavigating the globe, but the technology and knowledge for such a voyage did not exist until the 15th century.

An early Christian may have dreamed of a society free of exploitation where wealth is shared, but only with the development of modern capitalism have the material conditions been created which make such a world possible.

For ideas expressed by groups or individuals to become a material force that can affect the outcome of history, therefore, there must be both the objective conditions and the subjective conditions. To put it crudely: if there is not enough food to go around, then my dream of feeding everyone is not realizable. But if there is enough food to go around--and capitalist production has now made that a reality--there still must be the subjective conditions to make a world free of hunger possible.

There must be a level of consciousness and organization among a sufficient number of people to transform social relations and create a new system of production and distribution. In this scenario, the role of individuals can be decisive at certain key moments--but only if they are a link in a chain of other factors. I’ll come back to this in my next article.

文章转自：http://www.socialistworker.org/2 ... MakingHistory.shtml。

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【写完本题以后的一些思考和延伸性训练】
请尝试用自己建立的HISTORY 理论体系来分析一下几个题目并列出提纲（由CMJ提供）：

110"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."

48"The study of history places too much emphasis on individuals. The most significant events and trends in history were made possible not by the famous few, but by groups of people whose identities have long been forgotten."

125"The past is no predictor of the future."

54"History teaches us only one thing: knowing about the past cannot help people to make important decisions today."

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本次同主题互改规则：

凡在此帖参加同主题的版友，习作贴的统一格式为

0910AW 同主题写作第八期 ISSUE221 by xxx
例如：0910AW 同主题写作第六期 ISSUE221 by irvine666

在版面发完习作之后，来本贴发布一下自己的习作链接
本贴互改顺序为：前一个改后一个（只包括作业链接楼层）在汇总楼里将进行统计和读错
针对于第一个参与的同学没有人改，我将会亲自去改
同时，出于对6这个数字的偏好，第6篇文章（注意不是第六楼）我也会去修改。

其余链接大家互改
对于最后的一个链接稍后公布修改办法。