高中英語議論文的寫作，大多有具體要點(即論點或論據)的限定，所以并不需要如何地縱橫捭闔，如何地旁征博引。但是，麻雀雖小，五臟俱全，一篇100來字的議論文，同樣必須邏輯嚴密，結構清晰，語言洗練，必須論有中心，言而有據。以下筆者試從篇章結構、句子修辭和詞匯運用等三個方面來談一談寫好一篇小議論文的基本方法和技巧。
一、篇章結構
(一)先有規(guī)矩，然后才能從心所欲，不逾矩
議論文的寫作，住往從正反兩方面來論述，且都有其約定俗成的議論模式，即從“主題句一正面論述，反面論述一結論”四大塊去營造文章的基本結構(四塊論)。例如，某題目要求論述“學校規(guī)定‘課間學生只能呆在自己的教室里'對嗎?”這一話題。如果作者認為學校的規(guī)定不對，他就應該在文章第一塊(段)亮出自己的觀點：There? is? currently? much? discussion? about? whether? students? should? stay? in? their? own? classrooms? or? not? during? break? times．Personally? I? believe? that—．而第二塊應該從正面論述“課間不能只呆在自己的教室里”的理由。比如可以說：I? would? argue? that? break? times? are? our? only? opportunity? to? choose? what? we? want? to? do.? 第三塊則從反面觀點，即“課間只能呆在自己的教室里”出發(fā)，批駁對方觀點或進一步闡述己方觀點。例如可以說：Another? reason? why? people? say? that? students? have? to? stay? in? their? own? classes? at? break? times? is? that? it? would? be? difficult? to? organize? dinners。最后一塊(段)則用不同的語言再次強調已方觀點。乍一看去，議論文“四塊論”仿佛有“八股文”的嫌疑，但“四塊論”符合人的認知規(guī)律，所以值得多多模仿和操練。
(二)圍繞中心論述，確保論述的內容直接為主題服務
在上例中，“學生課間時不能只呆在自己的教室里”是主題句，論述時應該緊緊圍繞它。有的同學在寫的時候先說“學生若課間被允許到其他班級活動，就可以交到更多的朋友”，然后又說“交到更多朋友就可以學到更多知識”，“學到更多知識就可以為社會做出更大的貢獻”……這種論述方式貌似環(huán)環(huán)相扣，承前啟后，實則是中心渙散的流水賬，說到最后，不僅讀者會一頭霧水，連作者自己都會忘了自己在說什么。
(三)確立并寫好論點，并將其置于每一段的段首
整篇文章有整篇文章的中心論點，每一段落有每一段落的分論點。選取論點時要問一問自己：這一論點是否會讓自己信服?如果—個論點連自己都說服不了，就要放棄它。段落論點的呈現不能羞羞答答，猶報琵琶半遮面，也不能深藏不露，讓讀者去總結和歸納，而必須在文章開篇或段落開頭就亮出來。論點置于篇首或段首，才能綱舉目張，也是確保不跑題的前提。以下兩個例子中，第一個結構松散，群龍無首，令讀者不知所云；而第二個例子則中心突出，章法嚴謹。請看：
1．Firstly，it? is? very? convenient? in? daily? life．There? are? many? shops? and? supermarkets? in? a? city．I? can? buy? everything? I? need? easily? in? these? places．When? I? am? sick，I? can? easily? see? a? doctor? in? any? clinic? or? hospital．Transport? services? are? good? in? a? city．when? I? want? to? go? somewhere，I? can? take? a? bus，a? train? or? something? else．There? are? also? many? kinds? of? entertainment? in? a? city．Public? buildings(such? as? libraries)and? parks? can? easity? be? found? in? a? city，too．
2．First．it? is? convenient? and? comfortable? to? live? in? a? city．To? begin? with，there? is? good? housing? in? a? city，as? all? the? houses? and? flats? are? well-equipped? with? good? facilities? and? surrounded? by? modern? amenities? such? as? places? of? entertainment，public? libraries? and? parks．
而中心句的寫法也有講究。中心句必須能高度概括所在段落的論據，它的關鍵詞應該在每—個論據中都有重復或適當體現。那種無關痛癢的敘述或說明性的句子，是不適宜用作中心句的。例如：
1．Students? always? feel? relaxed? and? happy? during? breaks．(敘述性句子)
2．Break? times? are? scheduled? for? about? 10? minutes．(說明性句子)
以下即是論述“學校規(guī)定‘課間學生只能呆在自己的班級里'對嗎?”的一篇學生習作：
Although? some? people? believe? that? students? should? stay? in? their? own? classrooms? during? break? times，I? would? like? to? argue? that? we? should? be? allowed? to? spend? break? times? in? another? class．
The? most? important? reason? for? believing? that? is? that? many? students? have? friends? in? other? classes．We? spend? all? day? in? our? own? classroom，and? break? times? are? the? only? time? we? have? to? spend? with? other? friends．It? can? become? very? tedious(令人厭倦的)to? have? to? spend? even? more? time? with? the? same? people．
A? further? reason? for? allowing? student? to? choose? where? they? spend? their? break? times? is? that? it? would? stop? arguements．If? students? are? forced? to? spend? time? with? classmates? who? are? not? good? friends，they? can? annoy? each? other．This? leads? to? problems? that? have? to? be? sorted? out? by? teachers．
Teachers? argue? that? we? all? should? stay? in? our? own? classes，because? it? is? then? easier? to? know? what? is? going? on．They? say? that? it? is? difficult? to? keep? track? of? students? when? they? are? walking? round? the? corridors．However，students? could? be? given? the? chance? to? choose? a? different? classroom? to? spend? the? whole? break? time? in．That? would? mean? that? there? would? not? be? any? students? in? the? corridors．
As? I? have? explained，although? it? might? be? a? little? easier? to? manage? when? everyone? stays? in? their? own? classroom，it? would? make? break? times? happier? for? all? students? if? they? were? allowed? to? choose? where? they? spent? their? time．
這篇范文符合“四塊論”的基本模式，正反論述兼顧，結構嚴謹，中心突出。
二、句子修辭
(一)應用修辭，增強說服力
適當采用比喻、頭韻(即連續(xù)數個單詞的頭音或頭字母相同)、夸張等修辭手法，采用幽默、平行結構等寫作手法，可以把道理說得更加透徹，把觀點表達得更加鮮明，把平淡的內容表現得更加生動，從而更好地傳遞信息，增添文采，激發(fā)讀者的共鳴。例如：
1．Many? people? have? tried? a? thousand? times? before? they? achieve? their? goals．(夸張) ?
2．Only? a? madman? would? choose? to? live? in? a? modern? city．(夸張)
3．Our? life? would? be? like? soup? without? salt? or? flowers? without? sunlight．(比喻)
4．The? best? way? is? to? reduce，reuse? and? recycle．(頭韻)
5．For? children．the? Internet? is? another? way? to? waste? more? hours．(幽默)
6．If? you? want? to? earn? a? satisfactory? grade? in? the? training? program，you? must? arrive? punctually，you? must? behave? courteously，and? you? must? study? conscientiously．(平行結構)
值得注意的是，比喻等修辭格的使用及諺語等的引用關乎作者對英語文化的理解，因為它們在英語中的意義往往與我們的理解大相徑庭，很容易誤用。只有多多學習，認真分析它們的應用環(huán)境，使用起來才能錦上添花。如果沒有十分的把握，切不可生搬硬套，否則會適得其反。
(二)表達到位，才能言之成理
通常，作者對自己論述的觀點是清楚的，但在將觀點傳達給讀者時，往往因為用詞不準確，邏輯欠嚴密，或因受中國式思維的干擾而令表達不到位，結果使讀者如墮五里霧中。作者應站在讀者的立場上考慮問題，始終牢記“讀者明不明白”才是判斷寫作是否成功的最重要標準。請看以下幾個表達不到位的例句及其改正方法。
1．They? gave? me? what? I? need，but? not? what? I? want．
析：want可譯為“想要”。從漢語角度看，整個句子是流暢的，但從英語的邏輯上看，want與need的意義極易混淆，因此整個句子意義表達不到位，含糊不清?？梢愿臑椋篢hey? have? given? me? what? I? need? but? not? What? I? often? ask? for．
2．Maybe? there? are? also? some? disadvantages? of? living? in? a? city，but? I? think? they? are? less? important．I? feel? convenient? and? comfortable．
析：句子后半部分的邏輯關系未交代清楚，令人有“前言不搭后語“的感覺。可以改為：Theere? are? surely? disadvantages? of? living? in? a? city，too，but? they? are? less? important? and? tend? to? be? de-emphasized．For? the? sake? of? the? advantages? mentioned? above，I? prefer? to? live? in? a? city．
3．Different? people? have? different? choices．Some? people? like? living? in? a? city? and? some? people? like? living? in? a? village．
析：Choice的含義十分寬泛，因此與后面的like不相稱，應改為：Different? people? have? different? likes? and? dislikes．Some? like? to? live? in? a? city，others? like? to? live? in? a? village．
4．The? people，the? society? and? so? on? were? quite? different? from? now．
析：The? people，the? society依然不足以讓讀者完全理解要論述的話題，可改為：The? peopIe，the? society? and? other? aspects? of? life? were? quite? different? from? now．
5．Thieves? should? be? sentenced? for? what? they? have? done． ?
析：使用sentence未免言過其實，應改為：Thieves? should? be? punished? for? their? wrongdoing．
(三)簡潔洗練，要言不煩
語言簡潔有力，文風干凈利落，是議論文的重要特征之一。應該指出的是，好句子并不以長短論英雄，長句未必不簡潔，短句未必不哆咳。作者在寫作時，只要力求做到“章無冗段，段無冗句，句無冗詞”，就可改變當斷不斷、拖泥帶水的現象。
1．The? Are? No? Good? Reasons? Why? Boys? and? Girls? Should? Not? Be? Treated? Equally.
析：此為一標題句，此作者濫用雙重否定，從而使句子過長。宜改為：Boys? and? Girls? Should? Be? Given? Equal? Treatment．
2．For? instance，I? knew? how? to? communicate? with? other? people? and? how? to? look? after? myself．The? most? important? thing? was? that? I? learn? to? be? independent．
析：從意義上講，look? after? myself與independent關系緊密，可以合在一起。句子可改為：For? instance，I? knew? how? to? communicate? with? others? and? how? to? look? after? myself? as? an? independent? girl．
3．Moreover，as? some? girls? study? harder? than? boys，they? may? be? even? superior．
析：moreover后若繼續(xù)用從句，就會干擾讀者的思維?？筛臑椋篗oreover，some? girls? are? very? dilgent．As? a? result，they? may? prove? superior? to? ordinary? boys．
4．What? I? mean? to? say? is? that? well-intentioned? law-makers? sometimes? make? fools? of? themselves．
析：what從句并未提供新信息，故可刪去。句子可改為：Well-intentioned? law—makers? sometimes? make? fools? of? themselves．
三、詞匯運用
(一)多用書面語，少用口頭語
相對口頭語而言，書面語更能增添文章的厚重感和讀者對文章的信任感。下列每一組句子中，第二句都使用了書面語言，用詞更加規(guī)范，因而比前一個句子略勝—籌。
1．We? still? have? the? social? problems.
The? same? social? problems? still? exist? today．
2．For? me，there? is? no? need? for? further? protection? of? woodlands.
As? far? as? I'm? concerned，further? protection? of? woodlands? is? not? needed．
3．With? the? development? of? computer? technology,? commercial? information? exchange? is? becoming? easier．
Computers? have? greatly? influenced? business? communication．
4．Everything? has? two? sides? and? this? problem? is? quite? the? same．
Everything? has? two? sides? and? this? issue? is? not? an? exception．
(二)使用連接詞
在句子間使用連接詞，能使文章脈絡更加清晰，邏輯關系更加流暢。例如：
1．The? water? was? polluted．As? a? result，the? fish? died．
2．However，others? think? we? should? have? junk? food.
3．On? the? other? hand? packaging? can? have? many? disadvantages．
4．Firstly? many? people? die? of? passive? smoking(被動吸煙)and? secondly? it? can? aggravate(使……惡化)lung? diseases．
相關的連接詞還有：On? the? contrary，all? in? all，in? short，generally，worse? still，on? the? other? hand，in? conclusion，as? a? consequence，hence，also，personally，furthermore，definitely，surely，undoubtedly，obviously，additionally，in? addition，moreover，consequently，clearly，besides，as? well，likewise，in? my? opinion，for? the? sake? of，last? but? not? the? least，to? begin? with，firstly(first)，etc．
很多時候，一些常用的句式或句子也能承上啟下，使相關的信息得到巧妙的過渡和銜接。例如：
The? main? reason? is? that…
I? can't? agree? more．
Another? thing? we? can't? forget? is? that…
There? is? every? reason? to? believe? that…
As? we? all? know…
總而言之，一篇好的議論文，總是在結構、邏輯和語言等方面略勝一籌。
?
一、篇章結構
(一)先有規(guī)矩，然后才能從心所欲，不逾矩
議論文的寫作，住往從正反兩方面來論述，且都有其約定俗成的議論模式，即從“主題句一正面論述，反面論述一結論”四大塊去營造文章的基本結構(四塊論)。例如，某題目要求論述“學校規(guī)定‘課間學生只能呆在自己的教室里'對嗎?”這一話題。如果作者認為學校的規(guī)定不對，他就應該在文章第一塊(段)亮出自己的觀點：There? is? currently? much? discussion? about? whether? students? should? stay? in? their? own? classrooms? or? not? during? break? times．Personally? I? believe? that—．而第二塊應該從正面論述“課間不能只呆在自己的教室里”的理由。比如可以說：I? would? argue? that? break? times? are? our? only? opportunity? to? choose? what? we? want? to? do.? 第三塊則從反面觀點，即“課間只能呆在自己的教室里”出發(fā)，批駁對方觀點或進一步闡述己方觀點。例如可以說：Another? reason? why? people? say? that? students? have? to? stay? in? their? own? classes? at? break? times? is? that? it? would? be? difficult? to? organize? dinners。最后一塊(段)則用不同的語言再次強調已方觀點。乍一看去，議論文“四塊論”仿佛有“八股文”的嫌疑，但“四塊論”符合人的認知規(guī)律，所以值得多多模仿和操練。
(二)圍繞中心論述，確保論述的內容直接為主題服務
在上例中，“學生課間時不能只呆在自己的教室里”是主題句，論述時應該緊緊圍繞它。有的同學在寫的時候先說“學生若課間被允許到其他班級活動，就可以交到更多的朋友”，然后又說“交到更多朋友就可以學到更多知識”，“學到更多知識就可以為社會做出更大的貢獻”……這種論述方式貌似環(huán)環(huán)相扣，承前啟后，實則是中心渙散的流水賬，說到最后，不僅讀者會一頭霧水，連作者自己都會忘了自己在說什么。
(三)確立并寫好論點，并將其置于每一段的段首
整篇文章有整篇文章的中心論點，每一段落有每一段落的分論點。選取論點時要問一問自己：這一論點是否會讓自己信服?如果—個論點連自己都說服不了，就要放棄它。段落論點的呈現不能羞羞答答，猶報琵琶半遮面，也不能深藏不露，讓讀者去總結和歸納，而必須在文章開篇或段落開頭就亮出來。論點置于篇首或段首，才能綱舉目張，也是確保不跑題的前提。以下兩個例子中，第一個結構松散，群龍無首，令讀者不知所云；而第二個例子則中心突出，章法嚴謹。請看：
1．Firstly，it? is? very? convenient? in? daily? life．There? are? many? shops? and? supermarkets? in? a? city．I? can? buy? everything? I? need? easily? in? these? places．When? I? am? sick，I? can? easily? see? a? doctor? in? any? clinic? or? hospital．Transport? services? are? good? in? a? city．when? I? want? to? go? somewhere，I? can? take? a? bus，a? train? or? something? else．There? are? also? many? kinds? of? entertainment? in? a? city．Public? buildings(such? as? libraries)and? parks? can? easity? be? found? in? a? city，too．
2．First．it? is? convenient? and? comfortable? to? live? in? a? city．To? begin? with，there? is? good? housing? in? a? city，as? all? the? houses? and? flats? are? well-equipped? with? good? facilities? and? surrounded? by? modern? amenities? such? as? places? of? entertainment，public? libraries? and? parks．
而中心句的寫法也有講究。中心句必須能高度概括所在段落的論據，它的關鍵詞應該在每—個論據中都有重復或適當體現。那種無關痛癢的敘述或說明性的句子，是不適宜用作中心句的。例如：
1．Students? always? feel? relaxed? and? happy? during? breaks．(敘述性句子)
2．Break? times? are? scheduled? for? about? 10? minutes．(說明性句子)
以下即是論述“學校規(guī)定‘課間學生只能呆在自己的班級里'對嗎?”的一篇學生習作：
Although? some? people? believe? that? students? should? stay? in? their? own? classrooms? during? break? times，I? would? like? to? argue? that? we? should? be? allowed? to? spend? break? times? in? another? class．
The? most? important? reason? for? believing? that? is? that? many? students? have? friends? in? other? classes．We? spend? all? day? in? our? own? classroom，and? break? times? are? the? only? time? we? have? to? spend? with? other? friends．It? can? become? very? tedious(令人厭倦的)to? have? to? spend? even? more? time? with? the? same? people．
A? further? reason? for? allowing? student? to? choose? where? they? spend? their? break? times? is? that? it? would? stop? arguements．If? students? are? forced? to? spend? time? with? classmates? who? are? not? good? friends，they? can? annoy? each? other．This? leads? to? problems? that? have? to? be? sorted? out? by? teachers．
Teachers? argue? that? we? all? should? stay? in? our? own? classes，because? it? is? then? easier? to? know? what? is? going? on．They? say? that? it? is? difficult? to? keep? track? of? students? when? they? are? walking? round? the? corridors．However，students? could? be? given? the? chance? to? choose? a? different? classroom? to? spend? the? whole? break? time? in．That? would? mean? that? there? would? not? be? any? students? in? the? corridors．
As? I? have? explained，although? it? might? be? a? little? easier? to? manage? when? everyone? stays? in? their? own? classroom，it? would? make? break? times? happier? for? all? students? if? they? were? allowed? to? choose? where? they? spent? their? time．
這篇范文符合“四塊論”的基本模式，正反論述兼顧，結構嚴謹，中心突出。
二、句子修辭
(一)應用修辭，增強說服力
適當采用比喻、頭韻(即連續(xù)數個單詞的頭音或頭字母相同)、夸張等修辭手法，采用幽默、平行結構等寫作手法，可以把道理說得更加透徹，把觀點表達得更加鮮明，把平淡的內容表現得更加生動，從而更好地傳遞信息，增添文采，激發(fā)讀者的共鳴。例如：
1．Many? people? have? tried? a? thousand? times? before? they? achieve? their? goals．(夸張) ?
2．Only? a? madman? would? choose? to? live? in? a? modern? city．(夸張)
3．Our? life? would? be? like? soup? without? salt? or? flowers? without? sunlight．(比喻)
4．The? best? way? is? to? reduce，reuse? and? recycle．(頭韻)
5．For? children．the? Internet? is? another? way? to? waste? more? hours．(幽默)
6．If? you? want? to? earn? a? satisfactory? grade? in? the? training? program，you? must? arrive? punctually，you? must? behave? courteously，and? you? must? study? conscientiously．(平行結構)
值得注意的是，比喻等修辭格的使用及諺語等的引用關乎作者對英語文化的理解，因為它們在英語中的意義往往與我們的理解大相徑庭，很容易誤用。只有多多學習，認真分析它們的應用環(huán)境，使用起來才能錦上添花。如果沒有十分的把握，切不可生搬硬套，否則會適得其反。
(二)表達到位，才能言之成理
通常，作者對自己論述的觀點是清楚的，但在將觀點傳達給讀者時，往往因為用詞不準確，邏輯欠嚴密，或因受中國式思維的干擾而令表達不到位，結果使讀者如墮五里霧中。作者應站在讀者的立場上考慮問題，始終牢記“讀者明不明白”才是判斷寫作是否成功的最重要標準。請看以下幾個表達不到位的例句及其改正方法。
1．They? gave? me? what? I? need，but? not? what? I? want．
析：want可譯為“想要”。從漢語角度看，整個句子是流暢的，但從英語的邏輯上看，want與need的意義極易混淆，因此整個句子意義表達不到位，含糊不清?？梢愿臑椋篢hey? have? given? me? what? I? need? but? not? What? I? often? ask? for．
2．Maybe? there? are? also? some? disadvantages? of? living? in? a? city，but? I? think? they? are? less? important．I? feel? convenient? and? comfortable．
析：句子后半部分的邏輯關系未交代清楚，令人有“前言不搭后語“的感覺。可以改為：Theere? are? surely? disadvantages? of? living? in? a? city，too，but? they? are? less? important? and? tend? to? be? de-emphasized．For? the? sake? of? the? advantages? mentioned? above，I? prefer? to? live? in? a? city．
3．Different? people? have? different? choices．Some? people? like? living? in? a? city? and? some? people? like? living? in? a? village．
析：Choice的含義十分寬泛，因此與后面的like不相稱，應改為：Different? people? have? different? likes? and? dislikes．Some? like? to? live? in? a? city，others? like? to? live? in? a? village．
4．The? people，the? society? and? so? on? were? quite? different? from? now．
析：The? people，the? society依然不足以讓讀者完全理解要論述的話題，可改為：The? peopIe，the? society? and? other? aspects? of? life? were? quite? different? from? now．
5．Thieves? should? be? sentenced? for? what? they? have? done． ?
析：使用sentence未免言過其實，應改為：Thieves? should? be? punished? for? their? wrongdoing．
(三)簡潔洗練，要言不煩
語言簡潔有力，文風干凈利落，是議論文的重要特征之一。應該指出的是，好句子并不以長短論英雄，長句未必不簡潔，短句未必不哆咳。作者在寫作時，只要力求做到“章無冗段，段無冗句，句無冗詞”，就可改變當斷不斷、拖泥帶水的現象。
1．The? Are? No? Good? Reasons? Why? Boys? and? Girls? Should? Not? Be? Treated? Equally.
析：此為一標題句，此作者濫用雙重否定，從而使句子過長。宜改為：Boys? and? Girls? Should? Be? Given? Equal? Treatment．
2．For? instance，I? knew? how? to? communicate? with? other? people? and? how? to? look? after? myself．The? most? important? thing? was? that? I? learn? to? be? independent．
析：從意義上講，look? after? myself與independent關系緊密，可以合在一起。句子可改為：For? instance，I? knew? how? to? communicate? with? others? and? how? to? look? after? myself? as? an? independent? girl．
3．Moreover，as? some? girls? study? harder? than? boys，they? may? be? even? superior．
析：moreover后若繼續(xù)用從句，就會干擾讀者的思維?？筛臑椋篗oreover，some? girls? are? very? dilgent．As? a? result，they? may? prove? superior? to? ordinary? boys．
4．What? I? mean? to? say? is? that? well-intentioned? law-makers? sometimes? make? fools? of? themselves．
析：what從句并未提供新信息，故可刪去。句子可改為：Well-intentioned? law—makers? sometimes? make? fools? of? themselves．
三、詞匯運用
(一)多用書面語，少用口頭語
相對口頭語而言，書面語更能增添文章的厚重感和讀者對文章的信任感。下列每一組句子中，第二句都使用了書面語言，用詞更加規(guī)范，因而比前一個句子略勝—籌。
1．We? still? have? the? social? problems.
The? same? social? problems? still? exist? today．
2．For? me，there? is? no? need? for? further? protection? of? woodlands.
As? far? as? I'm? concerned，further? protection? of? woodlands? is? not? needed．
3．With? the? development? of? computer? technology,? commercial? information? exchange? is? becoming? easier．
Computers? have? greatly? influenced? business? communication．
4．Everything? has? two? sides? and? this? problem? is? quite? the? same．
Everything? has? two? sides? and? this? issue? is? not? an? exception．
(二)使用連接詞
在句子間使用連接詞，能使文章脈絡更加清晰，邏輯關系更加流暢。例如：
1．The? water? was? polluted．As? a? result，the? fish? died．
2．However，others? think? we? should? have? junk? food.
3．On? the? other? hand? packaging? can? have? many? disadvantages．
4．Firstly? many? people? die? of? passive? smoking(被動吸煙)and? secondly? it? can? aggravate(使……惡化)lung? diseases．
相關的連接詞還有：On? the? contrary，all? in? all，in? short，generally，worse? still，on? the? other? hand，in? conclusion，as? a? consequence，hence，also，personally，furthermore，definitely，surely，undoubtedly，obviously，additionally，in? addition，moreover，consequently，clearly，besides，as? well，likewise，in? my? opinion，for? the? sake? of，last? but? not? the? least，to? begin? with，firstly(first)，etc．
很多時候，一些常用的句式或句子也能承上啟下，使相關的信息得到巧妙的過渡和銜接。例如：
The? main? reason? is? that…
I? can't? agree? more．
Another? thing? we? can't? forget? is? that…
There? is? every? reason? to? believe? that…
As? we? all? know…
總而言之，一篇好的議論文，總是在結構、邏輯和語言等方面略勝一籌。
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