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来历：知乎
Argument方式论
本文节选自本人新书《GRE写作方式论与题库范文集》，已于22年6月出书，接待同学们关注。
GRE全科线上班炽热招生中，接待征询~
估计2022年8月上市
一、Argument的本质
一道Argument作文题目由两部分组成：原文（Prompt）和写作指令（Direction）。而Argument写作的底子使命时：依照写作指令的要求写文章评价原文。在GRE的语境中，所谓“评价”指的就是增强及削弱原文。是以，只要自己有逻辑缺点的文章才可以被评价。所以，Argument写作本质上就是一个指出原文论证的逻辑缺点，并诠释这个缺点会对文章发生若何的影响的进程。浅显来说，写Argument的时辰，考生要把自己代入到一个“杠精”的脚色中去点评原文。
二、完成一篇Argument的全进程
1. 读写作指令
2. 读原文，画出逻辑图
3. 找逻辑缺点，列出大纲
4. 撰写开首段、大旨段和结尾段
三、9类常见逻辑缺点
进修写Argument，第一步就是学会寻觅文章论证进程中出现的逻辑毛病。我们总结出Argument题目中常出现的9中逻辑缺点。留意，同学们不必融会贯通这些逻辑缺点的概念。逻辑缺点见的多了，自己在今后的审题中自但是然地就会发现文章的缺点了。
3.1 观察类毛病
假如原文中出现和“观察”有关的内容，如：survey, statistics, investigation, respondent等，那末原文在论证中极有能够出现“观察类毛病”。针对此类毛病，我们可以从受访者和观察者两方面动手分析。针对受访者，可以尝试寻觅有无以下三种能够性：
3.1.1 样本数目不敷。例如原文说“一切的受访者都暗示张禄教员的GRE课讲得很好，是以一切考生都应当报名他的课”，针对这个论证，我们可以提出质疑：假如观察样本很少，比如只观察了1名门生，那末这一小我说张禄教员课讲得好，不见得是真的好。
3.1.2样本不具有代表性。针对上面的例子，我们还可以提出质疑：假如受访者自己并没有听过张禄教员的课，那末这些样本就不具有代表性。
3.1.3以偏概全。例如原文说“一切北京的门生都感觉张禄教员课讲得好，所以全国同学都要来上他的课”，针对这个论证，我们可以质疑：北京纷歧定可以代表全国。
受访者没有说真话。针对上面的例子，我们还可以质疑：受访者有能够并没有真话实说，是以我们不能以为张禄教员的课一定讲得好。
针对换查者，可以寻觅下面能够性：
3.1.4调差进程自己并非客观公道。例如针对上面的例子，我们可以质疑：有能够观察者给门生发了红包，致使门生们说张禄教员课讲得好，但究竟能够并非如此。
3.2 毛病类比
例如原文说“A城市新建了一座高尔夫球场，使得经济有了增加，那末B城市假如也修建一座高尔夫球场，经济也会增加”，这里我们可以提出质疑：A和B两座城市能否可以类比？能够A城市有很是大的高尔夫需求，可是B城市的居民并不需要高尔夫，是以即使B建了高尔夫球场，其经济也不会增加。
3.3 时候对照
时候分歧状态分歧，是以不能用曩昔揣度未来，例如原文说“十年前我的GRE考了满分，是以今年再去考，仍然可以得满分”，这里我们可以质疑：十年前的GRE和明天的GRE考核的技术能够纷歧样，大概十年前的我和十年后的我考试才能也纷歧样。
3.4 数据毛病
3.4.1绝对数字无意义。例如原文说“有100小我说我GRE教得好，所以我教的是真好”，这里的逻辑缺点在于“100人”这个数字，在缺少参照的情况下，我们并不晓得是多还是少。假如听过我的课的人有10000人，那末100人就不能说明我教得好，反之，听过课的有101人，其中100人说好，那就是真的好。
3.4.2只要百分比，没有基数。例如“99%受访者说我的GRE教得好，所以我教的真的好”，这里的逻辑缺点在于我们并不晓得介入观察的人有几多。假如只观察了10小我，那末即使99%的满足度也不能说明我的讲授水平就是很高，相反，假如观察了10000人，那末99%的满足率就更可以说明我教的很好了。
3.5 偷换概念
例如原文说“某地域的人每年在爵士乐的文娱上花费很多，是以假如新建一家爵士乐俱乐部，那末俱乐部可以有益可图”，这里的逻辑缺点在于将“爵士乐的文娱”同等为“爵士乐俱乐部”，可是爵士乐文娱不止包括了爵士乐俱乐部，可以包括唱片、演唱会、周边等，是以爵士乐文娱花费多不代表大师会把钱花在爵士乐俱乐部。
再如，原文说“A地域实施某项政策，致使其公共物品破坏率下降，是以B地域假照实施一样政策，会使得其犯罪率下降”，这段话的逻辑缺点除了A和B之间的毛病类比之外，还有就是将“犯罪”同即是“公共物品破坏”，这也属于偷换概念。
3.6 强加因果
这类逻辑缺点，我们只需要记着一点：两者同时发生，不意味着两者之间一定有关，更不意味着两者一定有因果关系。例如原文说“曩昔十年戴头盔骑自行车的人增加了，一样的十年自行车变乱增加了，这说明大师由于戴了头盔反而下降了平安认识，所以才致使变乱增加，是以倡议制止戴头盔骑自行车”，这里同时发生的两件事是“戴头盔的人多了”和“自行车变乱多了”，可是两件工作纷歧定有因果关系，有能够戴头盔的和失事的不是同一批人，也有能够是自行车变乱的上升反过来致使大师戴了更多头盔。
3.7计划类毛病
假如原文说起“计划”或“保举”之类的内容，那末便可以从三个方面动手寻觅逻辑缺点。
3.7.1计划可行性。例如原文说“由于发生了中门生闯祸的交通变乱，是以发起当地中学起头驾驶类课程”，这里我们可以质疑：中学开驾驶课能否是可行的？比如，中学没有资金、没有教员、门生没时候来上课。
3.7.2计划有用性。还是上面的例子，即使计划可行，也一定有用，比如门生听不懂驾驶课，大概门生并不会照着课上讲的去做终极致使更多的交通变乱，
3.7.3计划唯一性。这指的是除了原文提出的计划，能否还存在其他可行的挑选。还是上面的例子，我们可以再进一步质疑：即使中学开驾驶课这个计划是可行且有用的，那末能否有其他替换计划？例如政府构造开设课程，大概社区招募自愿者起头课程。
3.8本钱收益
贸易类的题目，常常会在原文说起某件工作会增加利润。利润=支出-本钱。所以关于利润上升，我们可以别离从“支出能够会下降”以及“本钱能够会上升”以及“利润能够不会有持久稳定的上升”这三个角度来质疑。
四、Argument四类写作指令先容
在GRE作文题库中，Argument共分红以下四类写作指令：Question、Evidence、Assumption和Explanation。四类指令的具体内容要求以下：
Question类：
Question类写作指令在题库中共出现了五种表述。这五种没有本质区分，在写作时处置方式完全分歧。
Write a response in which you discuss what questions would need to be answered in order to decide whether the recommendation is likely to have the predicted result. Be sure to explain how the answers to these questions would help to evaluate the recommendation.
写一篇文章，会商需要回答哪些题目，以决议该倡议能否能够发生预期的成果。请务必诠释这些题目标答案若何有助于评价该倡议。
Write a response in which you discuss what questions would need to be answered in order to decide whether the prediction and the argument on which it is based are reasonable. Be sure to explain how the answers to these questions would help to evaluate the prediction.
写一篇文章，会商需要回答哪些题目，以决议该猜测及其所根据的论证能否公道。请务必诠释这些题目标答案若何有助于评价该猜测。
Write a response in which you discuss what questions would need to be answered in order to decide whether the recommendation and the argument on which it is based are reasonable. Be sure to explain how the answers to these questions would help to evaluate the recommendation.
写一篇文章，会商需要回答哪些题目，以决议该倡议及其所根据的论证能否公道。请务必诠释这些题目标答案若何有助于评价该倡议。
Write a response in which you discuss what questions would need to be addressed in order to decide whether the conclusion and the argument on which it is based are reasonable. Be sure to explain how the answers to the questions would help to evaluate the conclusion.
写一篇文章，会商需要处理哪些题目，以决议结论和作为其根本的论证能否公道。请务必诠释对这些题目标回答将若何有助于评价结论。
Write a response in which you discuss what questions would need to be answered in order to decide whether the advice and the argument on which it is based are reasonable. Be sure to explain how the answers to these questions would help to evaluate the advice.
写一篇文章，会商需要回答哪些题目，以决议该倡议及其所根据的论点能否公道。请务必诠释这些题目标答案若何有助于评价该倡议。
Evidence类：
Write a response in which you discuss what specific evidence is needed to evaluate the argument and explain how the evidence would weaken or strengthen the argument.
写一篇文章，会商评价该论证需要哪些具体的证据，并诠释该证据若何削弱或增强该论点。
Assumption类：
Write a response in which you examine the stated and/or unstated assumptions of the argument. Be sure to explain how the argument depends on these assumptions and what the implications are for the argument if the assumptions prove unwarranted.
写一篇文章，在文章中，你要检查该论证的已陈说和/或未被陈说的假定。请务必诠释该论证若何依靠于这些假定，以及假如这些假定被证实是不建立的，对该论证的影响是什么。
Explanation类：
Write a response in which you discuss one or more alternative explanations that could rival the proposed explanation and explain how your explanation(s) can plausibly account for the facts presented in the argument.
写一篇文章，会商一个或多个可以与原文提出的诠释相合作的替换诠释，并诠释你的诠释若何可以公道地诠释论证中显现的究竟。
五、四类写作指令的破题方式
5.1 Question类：
这类写作指令，实在就是要求考生针对原文的论证提出题目，而且针对题目给出能够的答案，同时要诠释清楚这些分歧的答案可以若何的削弱或增强原文。针对原文信息提题目标根基思绪，就是让自己站在一个“杠精”的角度，用疑问句的形式来“怼”原文。例如：
单词背好就能考好GRE。
假定自己出格分歧意这个论证，那末我们可以提出的用来否决上述论证的题目可所以：GRE只考单词吗？
假如依照Question类写作指令来写针对“单词背好就能考好GRE”这段论证的大旨段的话，就要写成：
作者以为单词背好就能考好GRE。可是，GRE只考单词吗？假如答案是必定的，也就是说单词是GRE的唯一考查才能，那末原文会被增强。可是，假如回答能否认的，也就是说GRE还考此外技术，如长难句、做题才能等，那末原文会被削弱。
5.2 Evidence类：
这类写作指令，要求考生可以发现原文论证中的不敷，而且提出还需要一些什么证据来填补这一不敷。同时，还需说明倘使有这类证据，原文会被增强，假如无，那末原文被削弱。大概倘使有某个证据，原文被增强，倘使有另一种证据，原文被削弱。例如：
单词背好就能考好GRE。
这个论证中的不敷在于并没有斟酌到除了GRE，此外身分也会影响GRE成就。是以，我们需要的证据是：GRE只考单词/GRE究竟考查什么技术。假如依照Evidence类写作指令写大旨段，就要写成：
作者以为单词背好就能考好GRE。可是，我们需要证听说明GRE能否只考单词。倘使有证据表白单词是GRE的唯一考核才能，那末原文被增强。反之，原文被削弱。
也可写成：
作者以为单词背好就能考好GRE。可是，我们需要晓得GRE究竟考核什么才能。倘使有证据表白单词是GRE的唯一考核才能，那末原文被增强。相反，倘使有证据表白GRE还考核此外，例如长难句、做题才能等，那末原文被削弱。
5.3 Assumption类：
所谓“假定”，指的是原文论证中所默许的条件条件。而Assumption类写作指令要求我们找出原文论证所默许的条件，而且说明当这个条件假定自己不建立的时辰，会若何削弱原文。例如：
单词背好就能考好GRE。
这个论证中，作者默许的假定就是：GRE只考单词。
假如依照Assumption类写作指令写大旨段，就要写成：
作者以为单词背好就能考好GRE。这个论证中，作者假定了GRE只考单词。可是，这个假定纷歧定建立。假如GRE不但仅考单词，还考核长难句、做题才能，那末作者的假定会被削弱，原文结论也会被颠覆。
5.4 Explanation类：
所谓“诠释”，指的是针对原文说起的某个成果给出缘由。原文凡是只会给出个体缘由，我们要做的就是提出更多的能够缘由。寻觅额外诠释的进程，就是“寻觅他因”来诠释原文结论的进程。例如：
单词背好就能考好GRE。
这个论证里，作者针对“考好GRE”这件工作给出的唯一诠释是“单词背好”。我们还可以给出很多其他缘由来诠释考好GRE这件事。
假如依照Explanation类写作指令写大旨段，就要写成：
作者针对“考好GRE”这件工作给出的唯一诠释是“单词背好”。可是，除了背好单词，还有很多其他能够的身分致使考好GRE，比如：长难句、做题才能、命运等身分。
5.5 四类写作指令之间的相互转化
针对“单词背好就能考好GRE”这个论证，我们能提出的题目、证据、假定息争释别离是：
Question：GRE只考单词吗？
Evidence：需要证听说明GRE只考单词。
Assumption：作者假定了GRE只考单词。
Explanation：除了单词，GRE还考长难句、做题才能、命运等。
从这里我们可以发现纪律：针对一篇文章，不管出的是哪一种写作指令，我们都可以先从Question动手。只要可以提出正确的“题目”，那末把这个题目改成“陈说句”，便可以获得Evidence和Assumption。而Explanation则是相当于操纵“寻觅他因”这一思绪来削弱原文时可以给出的他因。
六、逻辑图的画法
逻辑图的画法，简言之：先画结论，再画缘由，分清串联和并联。
Argument的结论一般出现在原文的最初一句。将总结出来的结论画在逻辑图的最下方。在原文中找到致使结论的最间接缘由，花在结论的上方。原文中的其他内容，假如组成因果关系，那末依照“串联”形式放在图中；假如内容之间没有因果关系，那末就依照“并联”放在图里。例如Argument-127：
The following appeared in a letter to the school board in the town of Centerville.
"All students should be required to take the driver's education course at Centerville High School. In the past two years, several accidents in and around Centerville have involved teenage drivers. Since a number of parents in Centerville have complained that they are too busy to teach their teenagers to drive, some other instruction is necessary to ensure that these teenagers are safe drivers. Although there are two driving schools in Centerville, parents on a tight budget cannot afford to pay for driving instruction. Therefore an effective and mandatory program sponsored by the high school is the only solution to this serious problem."
Write a response in which you discuss what questions would need to be answered in order to decide whether the recommendation and the argument on which it is based are reasonable. Be sure to explain how the answers to these questions would help to evaluate the recommendation.
按照最初一句的“therefore”可知，这句话是全文的结论，即：高中开设免费强迫性驾驶课程是唯一处理计划。
以后，在前文找出使得作者得出这一结论的缘由。第一个缘由是“In the past two years, several accidents in and around Centerville have involved teenage drivers”，在C这个地方发生了几期和青少年有关的交通变乱。
第二个缘由“Since a number of parents in Centerville have complained that they are too busy to teach their teenagers to drive, some other instruction is necessary to ensure that these teenagers are safe drivers”，这句话中的“since”指导一个因果关系，是以这一部分有一个“串联”，即：家长埋怨没时候亲身教孩子开车→需要课程确保孩子的平安驾驶
第三个缘由：“parents on a tight budget cannot afford to pay for driving instruction”家长没钱送孩子去驾校。
上述三个缘由之间没有额外的因果关系，是以三个缘由之间是并联关系。可是，三个缘由并联到一路，整体上和文章结论组成大串联。终极的逻辑图以下：
七、列大纲
画完逻辑图以后，接下来就是在逻辑图中找出逻辑缺点，并依照题目对应的写作指令列出大纲。假如是Question类写作指令，则需要列出你要提的多少题目；Evidence类，则列出需要的证据；Assumption类，需要列出文章论证进程中的各类假定；Explanation类，列出针对原文给出的额外的诠释。
留意，寻觅逻辑缺点，需要从逻辑图的串联处寻觅。这是由于只要因果论证的地刚刚能够存在逻辑缺点。例如，假如只看上面逻辑图的第一个方框中的内容“曩昔两年在C发生了几期和青少年有关的交通变乱”，这个内容是找不出任何的逻辑缺点的，由于这句话陈说的是一个客观究竟。可是假如把这句话放到其与结论之间组成的因果论证中：“曩昔两年在C发生了几期和青少年有关的交通变乱→高中开设免费强迫性驾驶课程是唯一处理计划”，这里就能提出很多逻辑缺点了。再连系本题的Question类写作指令，本题的第一条大纲以下：
① 变乱数目能否真的充足多以致于需要开设课程？变乱能否是由青少年致使的？青少年闯祸者能否是C的当地门生？
本题中的第二条因果论证：“家长埋怨没时候亲身教孩子开车→需要课程确保驾驶平安”。针对这个论证，本题第二条大纲以下：
② 家长能否真是没时候，而非将没时候当做捏词？没偶然候的家长的数目能否充足的多以致于需要开设课程？
本题第三条因果论证：“家长没钱送孩子去驾校→高中高中开设免费强迫性驾驶课程是唯一处理计划”。针对这个论证，本题第三条大纲以下：
③ 家长能否真的没钱？有几多家长真的没钱？
最初，本文结论处说起“计划”，是以可以用“计划类毛病”寻觅逻辑缺点，获得本题第四条大纲：
④ 高中开课这一计划能否可行？黉舍有钱吗？有教员吗？有场地吗？
即使可行，计划能否有用？门生能否能学得会而且照着做？交通变乱真的会削减吗？
即使有用，这一计划能否是唯一计划？政府的帮助大概社区自愿者构造加试培训能否也可以？
八、开首段
开首段由两部分组成：同义改写原文+模板。
同义改写原文的根基原则是先改写原文的结论，后改写原文的缘由。
改写结论常用的句式：
l According to the argument/article/letter/memo/recommendation, the author/president/manager predicts/recommends/proposes that…
（Argument题目开首常常会有诸如“The following is part of a memorandum from the president of Humana University”这类说法，因而开首段第一句便可以写成：According to the memo, the president of Humana University…）
假如原文只给了一个缘由，那末同义改写原文可以写成：The author attributes A to B.
假如原文有多个缘由，可以用First/Second/Third或Moreover/Furthermore等词来毗连这些缘由。
模板句的结构通常为“妥协+照顾写作指令”。
妥协句子的目标是认可道原文的论证有一定的公道性。可以套用下面句型：
l Although the original intention of the author's proposal is solid
l While the author’s recommendation may be beneficial to some extent
l While this may be the case
l Although there appear to be some merits in the recommendation
l Astonishingly stimulating as this recommendation may sound
l While this argument may be tenable at first glance
照顾写作指令则按照题目标写作指令套用以下模板句子即可：
Question：
l whether or not his prediction will produce the expected results depends on the answers to the following questions
l we still need to address some questions in order to better valuate the lines of reasoning behind the author’s argument
l we still need to answer several questions to better evaluate the effectiveness of the argument
l there are a few questions that should be taken into consideration
l certain questions must be posed and answered before we can decide if the prediction is reasonable, as the strength of this prediction could fluctuate drastically depending on the answers to these questions
l there are a number of questions regarding his lines of reasoning that requires further analysis. The argument could end up being pretty convincing or invalid in the end, depending on the answers to those questions.
l whether the author’s prediction is reasonable hinges on the answers to the following questions
l we need to ask more questions and the answers to these questions might help us settle on the ultimate decision
Evidence：
l more evidence is needed to further evaluate the lines of reasoning behind such a claim and the evidence would end up supporting or weakening the argument.
l close scrutiny reveals that the conclusion lacks critical support and therefore we need more evidence to help evaluate the argument
l However, close scrutiny of this argument reveals a great lack of critical evidence and we are therefore unable to evaluate the conclusion. As a result, further information is needed to form a better evaluation of the author’s recommendation.
l through close examination of the letter, it is evident that certain pieces of the writer’s argument lack fundamental evidence
Assumption：
l there are a few assumptions that need to be taken into further consideration
l the author’s conclusion is based on several assumptions, which, if prove unwarranted, will seriously challenge the author’s conclusion
l However, the author’s conclusion highly relies on the author’s unstated assumptions, which once proved unwarranted, would undermine the author’s conclusion and consequently nullify the proposed recommendation.
l there are a couple of assumptions that should be looked at in more depth
l it suffers from several questionable assumptions, which, if not justified, would negatively influence the soundness of this argument
Explanation：
l without ruling out several alternative explanations, the conclusion could remain, at best, problematic
l we should give consideration to other possible reasons behind the…
l we cannot easily ignore other explanations which could rival the proposed one endorsed by the author
l Reasonable though this explanation might appear, we cannot safely claim that it is the only one that can reasonably account for the facts presented in the argument. Therefore, we must thoroughly consider the following explanations, which rival the proposed one in the argument.
l the information currently available is not conclusive to qualify the proposed explanation the only one capable of elucidating the fact in the argument. Several alternative possibilities could also account for the phenomenon
l I maintain that other plausible explanations can also account for the facts presented in this argument. However, with only the current information, we are unable to decide which explanation is best. Nor is it utterly certain that one factor alone is responsible for the facts presented in the argument.
我们以Argument-127为例，其开首段可以写成：
According to the letter, the author proposes that the high school in Centerville initiate an effective and mandatory program to solve the teenagers’ driving problems. To support the argument, the author quotes the recent accidents involving teenage drivers, parents’ complaints regarding lack of time training their children and the high cost of driving schools. While the author’s recommendation may be beneficial to some extent, whether or not his prediction will produce the expected results depends on the answers to the following questions.
九、中心段
凡是来说，每条大纲的内容可以拓展成一其中心段。
写作指令分歧，中心段的写法也分歧。严酷依照写作指令的要求写中心段。
9.1 Question类中心段写法
我们先回首一下Question类的写作指令内容：
Write a response in which you discuss what questions would need to be answered in order to decide whether the recommendation is likely to have the predicted result. Be sure to explain how the answers to these questions would help to evaluate the recommendation.
写一篇文章，会商需要回答哪些题目，以决议该倡议能否能够发生预期的成果。请务必诠释这些题目标答案若何有助于评价该倡议。
这个写作指令中有两个词是最重要的：questions和evaluate。“questions”意味着我们要针对原文的论证提出题目，这件工作已经在列大纲的时辰做过了。“evaluate”指的是既要增强又要削弱，是以每个Question类的中心段，都要既论证原文被增强的情况，也要论证原文被削弱的情况。
每个Question类的中心段，都由以下几部分组成：
1. 提出题目。这个部分需要用到大纲中列出的题目。我们除了可以用一般疑问句或特别疑问句提出我们的题目之外，还可以用到以下句型：
l we still need to consider whether…/we need to know…/we still need to ask whether…/we still must question whether or not…
l whether…should be considered/whether…remains an unanswered question
l The first series of questions we need to ask is whether…/The first series of questions I am going to put forward revolve around
l A question that needs to be posed is whether or not…
l One critical question that needs to be addressed before making a decision is whether…
l we cannot be certain that…
2. 诠释为什么会提出这个题目。这个部分要求同学们把自己的思考进程展现出来，即你为什么会以为这个地方是个逻辑缺点。
3. 具体论证在何种能够性下，原文会被削弱。凡是的句型是“If XXX, 原文被削弱”。常用的暗示“削弱”的表达有：
l The author’s conclusion will be undermined/challenged/weakened/unreasonable/untenable/rejected/ungrounded/invalidated/incorrect/overturned
l The result may not be seen/realized/accomplished
l The author’s proposal/conclusion/original claim will wane/ will lack support.
4. 指出原文在何种情况下会被增强。常用的暗示“增强”的表达有：
l The author’s conclusion will be supported/strengthened/shored up/ more convincing/bolstered
l The author’s conclusion/prediction will have a sturdier foundation
注：Question类的中心段，每个段落中削弱和增强的部分，没有明白前后顺序。可以先论证原文被削弱的情况，也可以先论证原文被增强的情况。同时，由于增强和削弱之间就是简单的转折关系，是以假如先论证了削弱，那末只需要写一句简单的“Otherwise, it is shored up”便可以起到增强感化，增强部分并不需要具体展开。假如先论证增强，也是一样。
以Argument-127为例，其第一其中心段的构想进程及参考范文以下。
Argument-127的第一其中心段，用到的是第一条大纲（本题大纲的具体思考进程，请回首XXX）：变乱数目能否真的充足多以致于需要开设课程？变乱能否是由青少年致使的？青少年闯祸者能否是C的当地门生？
该段落的具体内容：
版本1：
1To begin with, 2by citing the recent accidents involving teenage drivers, the author claims that it is necessary for local high school to sponsor a program to solve the driving issue. 3However, we still need to ask whether the accidents were serious enough to take an immediate measure. 4To be more specific, how many exactly are the accidents, and who should be responsible for them? 5If it turns out that the accidents were not serious enough, or most of them were not caused by local teenagers, then the author’s conclusion will be weakened. 6Otherwise, it is shored up.
1. “to begin with”用来表现段落顺序。后续段落可以用second/furthermore/finally等词毗连。
2. “by citing…solve the driving issue”，引述原文。此部分的功用相当于认可原文论证有其一定的公道性。这个部分可以不写，参考版本2。
3. “However…who should be responsible for them”参考大纲内容，提出题目。
4. “To be more specific”当一段中需要处置很多题目时，可以先提出一个笼统的题目，然后用to be more specific之类的短语引出加倍具体的题目。这么做可以表现考生对于题目思考的深入水平。
5. “If it turns out that…”具体说明原文被削弱的情况。
6. “Otherwise, it is shored up.”由于前一句已经具体说了然原文被削弱的情况，是以最初一句可以很简短的做一个转折，来说明原文被增强的情况。
版本2：
The first series of questions I am going to put forward revolves around the severity of the accidents involving teenage drivers. To be specific, I need to know the exact number of accidents and who should be responsible for them. It is possible that the accidents were not serious enough and most of them were not caused by local teenagers. If either of the aforementioned scenarios turns out to be true, the author’s conclusion will be weakened. Otherwise, it is bolstered.
请看下面这个段落写的能否正确。
To begin with, by citing the recent accidents involving teenage drivers, the author claims that it is necessary for local high school to sponsor a program to solve the driving issue. However, the severity of the accidents could be slight and most of them may be caused by people other than local teenagers. Thus, the author’s conclusion is weakened.
这个段落犯了Argument作文的一个“大忌”，那就是把Argument写成了“驳论文”。“杠精”大概“找茬”是Argument写作中最重要的一环，可是要留意，Argument本质上是写文章“评价”原文。既然是“批评”，就不能带着原文一定错的有色眼镜去看原文。而应当是很是客观地论证各类能够性，而这些能够性会若何地增强或削弱原文。
9.2 Assumption类中心段写法
我们先回首一下Assumption类的写作指令内容：
Write a response in which you examine the stated and/or unstated assumptions of the argument. Be sure to explain how the argument depends on these assumptions and what the implications are for the argument if the assumptions prove unwarranted.
写一篇文章，在文章中，你要检查该论证的已陈说和/或未被陈说的假定。请务必诠释该论证若何依靠于这些假定，以及假如这些假定被证实是不建立的，对该论证的影响是什么。
这个写作指令中最重要的词是“assumptions”和“unwarranted”。Assumption类的中心段本质上就是“指出假定-否决假定-否决结论”的进程。
每个Assumption类的中心段，都由以下几部分组成：
1. 指出原文中的条件假定。这个部分需要用到大纲中列出的假定。假如你的大纲是依照Question类的要求来列的，那末可以依照第XX部分将其改写为Assumption。凡是我们会操纵以下句型指出原文的条件假定：
l The author assumes that…
l The writer makes the assumption that…
l The validity of the argument may be impaired by a dubious assumption that…
l Whether the author’s suggestion is advisable highly depends on the soundness of the assumption that…
l It is worthwhile examining the soundness of the assumption that…
l We should be cautious about the assumption that…
2. 指出这个假定一定建立，而且给出具体诠释。这个部分需要展现思考原文逻辑缺点的进程，而且说明清楚这些逻辑缺点是若何使得原文假定无效的。
3. 给出总结，当假定不建立的时辰，原文会被削弱。这里的句型可以参考XX部分。
以Argument-127为例，第二其中心段假如依照Assumption类写作指令来写，其构想进程及参考范文以下。
Argument-127的第二其中心段，其大纲内容是：家长能否真是没时候，而非将没时候当做捏词？没偶然候的家长的数目能否充足的多以致于需要开设课程？家长能否真的没钱？有几多家长真的没钱？
固然，这个大纲是依照Question类的要求写的。将其转酿成Assumption类的大纲以下：
作者假定了家长真的没时候、没时候的家长占了大大都、家长确切没钱、没钱的家长占了大都。
是以，假如家长们只是把没钱没时候当做捏词，大概没钱没时候的家长实在并没有很多，那末原文的假定就会被辩驳，因此作者的结论也就不建立了。
该段的具体内容：
In addition, by stating parents’ complaining concerning lack of time and money, 1the author assumes that they are telling the truth. 2However, this assumption is potentially problematic, 3because we are unaware of the intention of their complaints. It is likely that the parents simply use their business as an excuse for they are reluctant to teach their children. Also, it is possible that only a small portion of the parents have a limited budget. 4If either of the possibilities are true, the author’s assumption will be invalidated, and 5the conclusion is unwarranted.
1. “the author assumes that they are telling the truth”指出作者的假定。
2. “However, this assumption is potentially problematic”用转折句辩驳作者假定。
3. “because we…a limited budget”罗列各类能够性使得作者的假定不能建立。
4. “If either…assumption will be invalidated”说明假定被颠覆。
5. “the conclusion is unwarranted”终极作者的结论也被颠覆。
9.3 Evidence类中心段写法
我们先回首一下Evidence类的写作指令内容：
Write a response in which you discuss what specific evidence is needed to evaluate the argument and explain how the evidence would weaken or strengthen the argument.
写一篇文章，会商评价该论证需要哪些具体的证据，并诠释该证据若何削弱或增强该论点。
这个写作指令中最重要的词是“evidence”和“weaken or strengthen”。“evidence”要求我们为了可以评价原文，供给所需的证据。“weaken or strengthen”则要求我们既要给出可以削弱原文的证据，也要给出可以增强原文的证据。
每个Evidence类的中心段，都由以下几个部分组成：
1. 指出需要哪些证据。这个需要用到大纲中所罗列的证据，常用的句型有：
l We need evidence to ascertain/verify that…
l An accurate evaluation of … requires additional information.
l Evidence revealing…is critically needed to assist the evaluation of the author’s assertion that …
2. 给出可以削弱/增强原文的证据。可以用到以下句型（关于增强和削弱的表达，拜见XXX）：
If new/additional evidence/discovery/information indicates/reveals/shows that…, the conclusion will be challenged/supported.
New evidence revealing…would help support/undermine the conclusion.
注：和Question类写作指令类似，Evidence类每其中心段也要既包括削弱也包括增强，增强和削弱的前后顺序没有明白要求。
以Argument-127为例，第三其中心段假如依照Evidence类写作指令来写，其构想进程及参考范文以下。
Argument-127的第三其中心段，其大纲内容是：高中开课这一计划能否可行？黉舍有钱吗？有教员吗？有场地吗？即使可行，计划能否有用？门生能否能学得会而且照着做？交通变乱真的会削减吗？即使有用，这一计划能否是唯一计划？政府的帮助大概社区自愿者构造加试培训能否也可以？
固然，这个大纲是依照Question类的要求写的。将其转酿成Evidence类的大纲以下：
需要证据表白高中开设驾驶课程是可行的、有用的以及唯一的。
该段的具体内容：
Finally, even if the accidents are serious enough and parents’ complaints are real, 1we still need further evidence to verify the feasibility of the proposed driving program. 2If additional evidence shows that this program provokes a discontent among parents and children that they refuse to accept such a mandatory program, or the high school simply cannot afford such a program, then it is unlikely for the school to carry out the proposal. Granted that new evidence emerges supporting the feasibility of the proposal, we still need to evaluate the efficacy of the program. 3If new information proves that the number of driving accidents will not decline after implementing the proposed recommendation, the author’s proposal will be challenged. Finally, the efficacy of the proposed program cannot rule out other alternative method to improve the security of teenage drivers. 4If it shows that other means, such as government-sponsored driving courses are available to the local teenagers, then the author cannot come to the conclusion that his idea is the only solution to the driving problems. 5That said, any revealing that there are no other ways to help students drive better could bolster the author’s recommendation.
1. “we still need further evidence…driving program”指出我们所需要的证据。
2. “If additional evidence shows that…carry out the proposal”从计划的可行性角度来给出证据削弱原文。
3. “If new information…challenged.”从计划的有用性角度来给出证据削弱原文。
4. “If it shows…driving problems”从计划的唯一性角度来给出证据削弱原文。
5. “That said…bolster the author’s recommendation.”转折句，给出可以增强原文的证据。注：这个段落在论证时包括了不止一个证据，是以不需要每个证据都把增强和削弱都说一遍。本段的设想是前两个证据只说削弱，最初一个证据既有削弱又有增强。
9.4 Explanation类中心段写法
我们先回首一下Explanation类的写作指令内容：
Write a response in which you discuss one or more alternative explanations that could rival the proposed explanation and explain how your explanation(s) can plausibly account for the facts presented in the argument.
写一篇文章，会商一个或多个可以与原文提出的诠释相合作的替换诠释，并诠释你的诠释若何可以公道地诠释论证中显现的究竟。
这个写作指令中最重要的词是“alternative explanations”。实在Explanation类写作指令的要求很是简单，本质就是针对原文要诠释的工作给出一些额外的诠释，而且停止具体论证。留意，Explanation类的文章在写作进程中，并不需要去辩驳原文给的诠释，我们只需要自作掩饰，诠释清楚自己的诠释可以若何诠释原文的究竟或现象。
Explanation类的中心段，首要由两部分组成：
1. 指出原文诠释不唯一。常用的句型有：
l The author ascribes B to A. However, A does not sufficiently indicate…
l While…, it is doubtful that A is the only factor responsible.
l Although it is reasonable to believe that…, there are several alternative explanations that could challenge the author’s one and can also plausibly account for the facts presented in the argument.
2. 给出其他诠释，并自作掩饰。首要内容就是“A致使了B”，而且具体说明A是若何致使B的。常用的暗示“A致使B”这类因果关系的表达有：
l A result in/contribute to/bring about/call forth/give rise to/have a hand in/is conducive to B
l A cause/provoke/generate/galvanize/trigger/precipitate/accelerate/expedite B
l B result from/originate in/derive from/lie in/spring from/stem from/arise out of/descend from A
l B is ascribed to/is attributed to/ is traceable to/is rooted in A
以Argument-077为例，我们看一下Explanation类文章的写作进程是怎样的。
The following is a letter to the editor of an environmental magazine.
"Two studies of amphibians in Xanadu National Park confirm a significant decline in the numbers of amphibians. In 1975 there were seven species of amphibians in the park, and there were abundant numbers of each species. However, in 2002 only four species of amphibians were observed in the park, and the numbers of each species were drastically reduced. One proposed explanation is that the decline was caused by the introduction of trout into the park's waters, which began in 1975. (Trout are known to eat amphibian eggs.)"
Write a response in which you discuss one or more alternative explanations that could rival the proposed explanation and explain how your explanation(s) can plausibly account for the facts presented in the argument.
逻辑图：
大纲：
Explanation类的大纲，只要罗列出原文之外的诠释即可。
1. 报酬身分。情况净化、人类捕杀、人类占据栖息地致使两栖动物削减。
2. 自然身分。天气变化、沾染疾病致使两栖动物削减。
3. 生物身分。鲑鱼之外的其他天敌、遗传变异等身分致使两栖动物削减。
第一其中心段示例：
1It is reasonable to believe that the introduction of trout is responsible for the decline in the amphibians because the two events happened simultaneously, and trout is known to be the predator of amphibians. 2However, there are several alternative explanations that could challenge the author’s one and can also plausibly account for the facts presented in the argument. 3The first is anthropogenic factors. 4To be specific, environment pollution due to nearby economic development could contribute to the decline in amphibians. This is because amphibians are known to live in fresh waters and sensitive to the quality of water. Once pollutant, such as waste water containing heavy metals, enters amphibians’ habitat, the population of amphibians might begin to decline.
1. “It is reasonable… of amphibians.”先认可作者给出的诠释有其公道性。
2. “However… the argument.”指出原文诠释不唯一。
3. “The first is anthropogenic factors.”给出自己的诠释。
4. “To be specific… begin to decline.”具体说明自己的诠释可以若何致使原文所述的两栖动物的削减。
10、结尾段
Argument的结尾段完全可以套用模板。
首先，结尾段可以用下表达开首：
To summarize
To conclude/To draw a conclusion
In conclusion
In a nutshell
All in all
In short
To sum everything up
四种写作指令有各自的结尾段模板句型。
Question：
l While the author’s recommendation may be valid to some extent, there are a number of questions regarding his lines of reasoning that require further analysis. The argument could end up being pretty convincing or invalid in the end, depending on the answers to those questions.
l While I fully understand the reasoning behind the argument, I withhold my approval of the recommendation until he/she can provide clear answers to the aforementioned questions.
Evidence：
l We need further proof to form a better evaluation of the argument. Only after weighing all of the evidence which serves to weaken the argument as well as those supporting the argument, can we come to a decision about the soundness of this argument.
Assumption：
l If any of the assumptions mentioned raise doubt, the author's argument construction and conclusion will be questioned. Therefore, it is suggested that the author be able to take into account the above-mentioned assumptions, so that the final proposal can be more effective.
l While the author’s conclusion appears appealing, the questionable assumptions discussed above may deprive it of its feasibility.
Explanation (A=原文的诠释，B=需要去诠释的现象)：
l While A could lead to B, this could be due to other reasons, such as… Instead of jumping to the conclusion that B is solely based on A, the author could benefit by considering the other possible explanations above.
l While A may plausibly account for B, I remain open to different explanations that also help to illustrate the facts presented in this argument. Unless the author offers clarification, I remain doubtful that his/her explanation is the only possibility.
原文地址：https://zhuanlan.zhihu.com/p/393154098
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发表于 2023-2-12 18:39:35