原創(chuàng)范文和思路詳解雅思寫作技巧

　　Some people believe that international news should be included into the subjects in secondary schools. To what extent do you agree or disagree?

　　Step1：首先確定本文的subject(主體，即topic討論的對(duì)象)-The practice of including international news into the subjects of secondary schools.

　　Step2： 構(gòu)思所有能夠想到的subject的pros and cons (優(yōu)點(diǎn)和缺點(diǎn))。

　　Pros:： 讓中學(xué)生上國際新聞這門課有什么好處呢？一般應(yīng)該馬上會(huì)想到通過觀看國際新聞，聆聽專家關(guān)于國際時(shí)事的看法可以開拓學(xué)生的眼界，并有利于提高他們透過現(xiàn)象認(rèn)識(shí)事件本質(zhì)的分析能力(即我上課講的分論點(diǎn)四大黃金原則當(dāng)中的 能力原則)。

　　關(guān)鍵詞：widen ones horizon, analysing ability

　　Cons：這種做法可能會(huì)帶來什么問題呢？首先馬上想到分論點(diǎn)四大黃金原則當(dāng)中的因小失大原則在這種青少年教育類的話題當(dāng)中一定可以得到運(yùn)用：學(xué)生的priority永遠(yuǎn)是study,而開設(shè)國際新聞?wù)n會(huì)占據(jù)課業(yè)壓力原本就很大的學(xué)生們的大量時(shí)間，影響他們的academic performance。好，反方第一個(gè)supporting idea (分論點(diǎn))有了！

　　接下來從學(xué)生和國際新聞的特點(diǎn)入手：學(xué)生年齡層較低，理解能力還不夠強(qiáng)。而國際新聞的內(nèi)容往往是紛繁復(fù)雜的國際局勢(shì)，對(duì)于受眾的閱歷，理解能力要求較高。比如你讓一個(gè)10多歲的小孩去分析美國當(dāng)年攻打伊拉克的深層次動(dòng)機(jī)對(duì)于他來說肯定是很吃力的一件事情。因此可以得出結(jié)論: 國際新聞的很多內(nèi)容超出了普通學(xué)生的理解能力范圍，不適合在中學(xué)推廣。

　　關(guān)鍵詞：complicated, beyond ones level of comprehension

　　第二個(gè)分論點(diǎn)搞定！

　　最后還需要一個(gè)反方分論點(diǎn)來構(gòu)成全文的3對(duì)1結(jié)構(gòu)，還是從國際新聞的特點(diǎn)入手：國際新聞講的事兒跟學(xué)生的生活關(guān)系不大，導(dǎo)致學(xué)生很難對(duì)其產(chǎn)生真正深入的興趣。試想，每天繁重的功課都搞得我焦頭爛額了，哪里還有興趣去探究以色列和巴勒斯坦那些事情

　　關(guān)鍵詞： be of little relevance to sth (與關(guān)系不大)， surplus (多余的事物)

　　至此supporting ideas全部搞定，接下來就是確定分論點(diǎn)的具體設(shè)置了！

　　Step3：確定全文使用3對(duì)1結(jié)構(gòu)，具體結(jié)構(gòu)如下：

　　3對(duì)1結(jié)構(gòu)(全文分為4段)

　　第一段 (開頭段/Introduction)：

　　第一句+第二句： Background Information-Introduce the topic

　　(1). What is the subject? (Paraphrase or Summarize)

　　(2). What is the public opinion on the subject? (Paraphrase)

　　第三句： Statement-State your opinion on the topic

　　第二段(讓步段)

　　第一句：過渡句(Topic Sentence)

　　第二句+第三句：分析弱勢(shì)分論點(diǎn)X1 (Theoretical Evidence/Case Evidence/Self-evident)

　　第三段(重點(diǎn)段)

　　第一句:：過渡句 (Topic Sentence)

　　第二句+第三句：強(qiáng)勢(shì)分論點(diǎn)1 + Evidence (Theoretical)

　　第四句+第五句：強(qiáng)勢(shì)分論點(diǎn)2 + Evidence (Case)

　　第六句：強(qiáng)勢(shì)分論點(diǎn)3 (Self-evident)

　　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(雅思作文最理想的字?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)容是最最顯而易見，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)最適合舉例......應(yīng)該是第二個(gè)吧:國際新聞內(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.

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