第四段 (結(jié)尾段)
第一句+第二句：主體定性/Summarize the nature of the subject
第三句: 重申觀點(diǎn)/Restate your opinion on the topic
根據(jù)以上結(jié)構(gòu)，發(fā)現(xiàn)正方分論點(diǎn)（即弱勢(shì)分論點(diǎn)）國(guó)際新聞?wù)n程有利于提高學(xué)生的分析能力，開拓眼界屬于self-evident（顯而易見的）的分論點(diǎn)，也就是說基本沒有必要在分論點(diǎn)后面進(jìn)一步拓展論證國(guó)際新聞?wù)n程為什么能夠開拓學(xué)生眼界，為什么能夠提高其分析能力。
接下來確定3個(gè)強(qiáng)勢(shì)分論點(diǎn)的分配，如上所示，理想的情況是把3個(gè)強(qiáng)勢(shì)分論點(diǎn)設(shè)置成一個(gè)self-evident無需證明的，一個(gè)適合舉例使用case evidence (實(shí)例論證)來證明，剩下一個(gè)適合theoretical evidence (理論論證)來證明的。這樣能保證寫出來的字?jǐn)?shù)基本在280字左右(雅思作文理想的字?jǐn)?shù))，論證手法又不會(huì)讓人感覺重復(fù)。
先找三個(gè)反方分論點(diǎn)當(dāng)中哪一個(gè)的內(nèi)容是顯而易見，無需證明的呢？
我這里選擇的第三個(gè)分論點(diǎn)：國(guó)際新聞的內(nèi)容和學(xué)生生活關(guān)系不大，難以引起他們的興趣。
接下來找哪個(gè)分論點(diǎn)適合舉例......應(yīng)該是第二個(gè)吧:國(guó)際新聞內(nèi)容紛繁復(fù)雜，年幼的學(xué)生理解上會(huì)有困難。要舉一個(gè)具體例子應(yīng)該不難吧？
那么剩下的第一個(gè)分論點(diǎn)：“增加國(guó)際新聞?wù)n占用學(xué)生學(xué)習(xí)時(shí)間影響學(xué)習(xí)”就用theoretical evidence了，要把這個(gè)道理講清楚應(yīng)該不難吧？
至此準(zhǔn)備工作全部完成，接下來就是按照上面“3對(duì)1結(jié)構(gòu)”的具體設(shè)置一句一句去寫了，應(yīng)該不用花很多時(shí)間就能把文章寫完了(我寫的時(shí)間30分鐘不到就寫完了)。
Some educationalists propose that it is necessary to include international news as part of school curriculum . The effectiveness, nevertheless, is questionable from my point of view.
Admittedly , the introduction of international news into curriculum in secondary schools does have certain benefits to the students. Indeed, to young people, it is evident that watching international news is beneficial to the improvement of their capability in certain fields like the broadening of their horizons and the enhancement of their analysing ability, which both help them to be equipped with a global perspective .
Despite the benefit, some probelms that the practice may lead to should not be overlooked . Firstly, the practice is likely to affect the students' study. Indeed, it could be time-consuming for students to read or watch these news stories and the more time they spend on international news, the less time is available for study, which is their priority. Secondly, the complicated contents of international news might be beyond the students' level of comprehension . For example, students might be confused with a great variety of conflicting arguments produced by different commentary experts. Last but not least, some international news actually have little relevance to the students' lives and thus it is highly possible that students would regard the subject as a surplus which is of little value to them.
In conclusion, the introduction of international news into secondary schools has the benefit to develop the students' certain capabilities. This only benefit, nevertheless , is evidently dwarfed by the more prominent problems the practice may lead to. For this reason, I reaffirm my conviction that it is not advisable to introduce international news into the subjects in secondary schools.
第一句+第二句：主體定性/Summarize the nature of the subject
第三句: 重申觀點(diǎn)/Restate your opinion on the topic
根據(jù)以上結(jié)構(gòu)，發(fā)現(xiàn)正方分論點(diǎn)（即弱勢(shì)分論點(diǎn)）國(guó)際新聞?wù)n程有利于提高學(xué)生的分析能力，開拓眼界屬于self-evident（顯而易見的）的分論點(diǎn)，也就是說基本沒有必要在分論點(diǎn)后面進(jìn)一步拓展論證國(guó)際新聞?wù)n程為什么能夠開拓學(xué)生眼界，為什么能夠提高其分析能力。
接下來確定3個(gè)強(qiáng)勢(shì)分論點(diǎn)的分配，如上所示，理想的情況是把3個(gè)強(qiáng)勢(shì)分論點(diǎn)設(shè)置成一個(gè)self-evident無需證明的，一個(gè)適合舉例使用case evidence (實(shí)例論證)來證明，剩下一個(gè)適合theoretical evidence (理論論證)來證明的。這樣能保證寫出來的字?jǐn)?shù)基本在280字左右(雅思作文理想的字?jǐn)?shù))，論證手法又不會(huì)讓人感覺重復(fù)。
先找三個(gè)反方分論點(diǎn)當(dāng)中哪一個(gè)的內(nèi)容是顯而易見，無需證明的呢？
我這里選擇的第三個(gè)分論點(diǎn)：國(guó)際新聞的內(nèi)容和學(xué)生生活關(guān)系不大，難以引起他們的興趣。
接下來找哪個(gè)分論點(diǎn)適合舉例......應(yīng)該是第二個(gè)吧:國(guó)際新聞內(nèi)容紛繁復(fù)雜，年幼的學(xué)生理解上會(huì)有困難。要舉一個(gè)具體例子應(yīng)該不難吧？
那么剩下的第一個(gè)分論點(diǎn)：“增加國(guó)際新聞?wù)n占用學(xué)生學(xué)習(xí)時(shí)間影響學(xué)習(xí)”就用theoretical evidence了，要把這個(gè)道理講清楚應(yīng)該不難吧？
至此準(zhǔn)備工作全部完成，接下來就是按照上面“3對(duì)1結(jié)構(gòu)”的具體設(shè)置一句一句去寫了，應(yīng)該不用花很多時(shí)間就能把文章寫完了(我寫的時(shí)間30分鐘不到就寫完了)。
Some educationalists propose that it is necessary to include international news as part of school curriculum . The effectiveness, nevertheless, is questionable from my point of view.
Admittedly , the introduction of international news into curriculum in secondary schools does have certain benefits to the students. Indeed, to young people, it is evident that watching international news is beneficial to the improvement of their capability in certain fields like the broadening of their horizons and the enhancement of their analysing ability, which both help them to be equipped with a global perspective .
Despite the benefit, some probelms that the practice may lead to should not be overlooked . Firstly, the practice is likely to affect the students' study. Indeed, it could be time-consuming for students to read or watch these news stories and the more time they spend on international news, the less time is available for study, which is their priority. Secondly, the complicated contents of international news might be beyond the students' level of comprehension . For example, students might be confused with a great variety of conflicting arguments produced by different commentary experts. Last but not least, some international news actually have little relevance to the students' lives and thus it is highly possible that students would regard the subject as a surplus which is of little value to them.
In conclusion, the introduction of international news into secondary schools has the benefit to develop the students' certain capabilities. This only benefit, nevertheless , is evidently dwarfed by the more prominent problems the practice may lead to. For this reason, I reaffirm my conviction that it is not advisable to introduce international news into the subjects in secondary schools.