【正文】 回報太傻－－如何學(xué)習(xí)北美范文 ISSUE部分 雖然有些大牛對北美范文不屑一顧，我自己讀到后二十篇也感覺模式化太強，讀得有點惡心了。但是這畢竟是北美人寫出的，里面的 語言 是地道的書面語言，對于沒有思想的同志還可以直接借鑒它的思想。我感覺對于一般民眾學(xué)北美范文還是很有幫助的，許多帖子也都反映背北美范文的用處大哦，可是見也有不少人見了北美范文就頭疼，不知道怎么學(xué)。我把自己學(xué)北美范文的一點體會分享出來，希望能給諸位正在學(xué)或者打算 學(xué)北美范文的考 G勇士們起個拋磚引玉的作用。 . v s8 R0 o$ o5 E, f+ R1 h 5 x p。 d5 j L39。 k4 ~ f 我敢說，用我這版本的北美范文可以大大節(jié)省大家學(xué)北美范文的時間，直接把握它的精華思想，精華語言和精華例子。節(jié)省大家把寶貴的時間，把精力更多地用在自己寫，自己列提綱方面。 3 {6 b$ O [ 8 g! i8 M6 b 個人感覺把一百多篇文章都背下來是不現(xiàn)實也沒必要的，但背是必不可少的，每類里面挑幾篇自己感覺最順的背 上個三五篇應(yīng)該就行了吧。其他的文章就照我下面的方法來進行，學(xué)其思想，背精華句子。 / B4 s* N3 F1 h。 J 言歸正傳：我是這樣學(xué)習(xí)北美范文 ISSUE部分的： 學(xué)之前，先把韋氏詞典電子版打開，然后建一個新的文檔做草稿，再把我的北美范文打開。 開始工作！ （藍綠色部分是模板語言， 從中可以學(xué)其如何破題以及如何表達自己的立場。大紅色部分是我感覺好的句子和短語，淺紅色是我學(xué)的生詞。） 學(xué)北美范文學(xué)什么，怎么學(xué)？ 一句話，借其思想，學(xué)其表達。 * ^ u: }( U6 q) l 看它的有的有見地的觀點，更重要的是看它怎么證明自己的觀點。 8 a7 `。 | j 。 S6 V 看它怎么開頭，如何在開頭段明確地表達自己的立場?？此谥虚g段落歌分論點如何展開?？雌涠温渲g如何銜接。 看它如何使用例子，注意其用詞用句，學(xué)它的句式，如反問句，強調(diào)句，感嘆句，倒裝句的運用，甚至揣摩其標(biāo)點符號的用法。尤其注意當(dāng)看到它精彩的名詞或動詞短語后自己要順手在一草稿文檔里敲一遍。不懂的 單詞 敲到韋氏詞典電子版里去查。 $ L% A* w! I $ p. M: i $ h g 最后，看結(jié)尾如何重申自己的觀點。 ( r: U, \ u) @( Zamp。 I39。 L 提醒：在讀完每篇后一定要在草稿里把自己覺得好的句子敲一遍，邊敲邊背才能成為自己的。這樣學(xué)幾篇下來你就能體會到它的神奇效果。 Now, I have been in America for half a year. Now looking back the experiences of preparing for GRE, I will say that my pain pays. Tommorow I will take ELPE test, so I visited Taisha again. 0 a$ H) ? @amp。 \( b4 c! Damp。 j Thanks to Taisha. . And thanks to those who replied here.: V39。 S5 I P7 C4 G$ g( w0 [8 K。 `4 g Good luck to those who will take GRE tommorow. _39。 V, U5 Y* V/ y aIn 色的指模版語言 , f 色的指好詞好句 crutches的是我學(xué)的生詞 o 色是好例子或段落 Issue 1 We can usually learn much more from people whose views we share than from people whose views contradict our own。 disagreement can cause stress and inhibit learning. Do we learn more from people whose ideas we share in mon than from those whose ideas contradict ours? The speaker claims so, for the reason that disagreement can cause stress and inhibit learning. I concede that undue discord can impede learning. Otherwise, in my view we learn far more from discourse and debate with those whose ideas we oppose than from people whose ideas are in accord with our own. Admittedly, under some circumstances disagreement with others can be counterproductive to learning. For supporting examples one need look no further than a television set. On today39。s typical television or radio talk show, disagreement usually manifests itself in meaningless rhetorical bouts and shouting matches, during which opponents vie to have their own message heard, but have little interest either in finding mon ground with or in acknowledging the merits of the opponent39。s viewpoint. Understandably, neither the batants nor the viewers learn anything meaningful. In fact, these battles only serve to reinforce the predispositions and biases of all concerned. The end result is that learning is impeded. Disagreement can also inhibit learning when two opponents disagree on fundamental assumptions needed for meaningful discourse and debate. For example, a student of paleontology learns little about the evolution of an animal species under current study by debating with an individual whose religious belief system precludes the possibility of evolution to begin with. And, economics and finance students learn little about the dynamics of a laissezfaire system by debating with a socialist whose view is that a centralized power should control all economic activity. Aside from the foregoing two provisos, however, I fundamentally disagree with the speaker39。s claim. Assuming mon ground between two rational and reasonable opponents willing to debate on intellectual merits, both opponents stand to gain much from that debate. Indeed it is primarily through such debate that human knowledge advances, whether at the personal, munity, or global level. At the personal level, by listening to their parents39。 rationale for their seemingly oppressive rules and policies teenagers can learn how certain behaviors naturally carry certain undesirable consequences. At the same time, by listening to their teenagers39。 concerns about autonomy and about peer pressures parents can learn the valuable lesson that effective parenting and control are two different things. At the munity level, through dispassionate dialogue an environmental activist can e to understand the legitimate economic concerns of those whose jobs depend on the continued profitable operation of a factory. Conversely, the latter might stand to learn much about the potential public health price to be paid by ensuring job growth and a low unemployment rate. Finally, at the global level, two nations with opposing political or economic interests can reach mutually beneficial agreements by striving to understand the other39。s legitimate concerns for its national security, its political sovereignty, the stability of its economy and currency, and so forth. In sum, unless two opponents in a debate are each willing to play on the same field and by the same rules, I concede that disagreement can impede learning. Otherwise, reasoned discourse and debate between people with opposing viewpoints is the very foundation upon which human knowledge advances. Accordingly, on balance the speaker is fundamentally correct. Issue 4 No field of study can advance significantly unless outsiders bring their knowledge and experience to that field of study. I strongly agree with the assertion that significant advances in knowledge require expertise from various fields. The world around us presents a seamless web of physical and anthropogenic forces, which interact in ways that can be understood only in the context of a variety of disciplines. Two examples that aptly illustrate this point involve the fields of cultural anthropology and astronomy. Consider how a cultural anthropologist39。s knowledge abou