Argumentation and Exposition

Exposition and ArgumentationExposition is a type of writing in common. An expository usually explains something , such as the process of making a machine ,the causes of a natural or social phenomenon , the planning of a project ,or the solution of a problem. For an object, exposition mainly deals with processes and relationships . For a historical event ,we discuss its cause and effect ,its nature, and its signifition in history.The methods which are good for paragraph development are also good for expository essays . for example:1.Illustration. It is the of example to illustrate a point. A successful illustrationpaper depends on1)A wise selection of sufficient examples which are specific and typical ,interesting and relevant2).An expert arrangement of these examples ---similar or related examples Should be grouped together and arranged climactically.2.Division and classification . when using division or classification in your writ-ing , keep in mind the following guidelines:1).choose an appropriate principle of division /classification suited to yourpurpose2).apply your principle consistently and thoroughly ,and avoid overlapping3. comparison and contrast .When you write a comparison /contrast paper, you explain or clarify for one of the three following purposes:1). To present information about something unfamiliar by comparing itwith something familiar.2). To show the superiority of one thing by comparing it with another .3). To show the reader of the similarities and differences of two things tohelp the reader understand or evaluate them.When you write a comparison/contrast paper, keep in mind the following principles of selection and development:1). Only items of the same general class can be compared/contrasted.2). A comparion/contrast essay usually follows one of these two patterns: The subject-by-subject or the point-by-point pattern.3). A comparison/contrast essay should be balanced; the two items beingcompared/contrasted are to be given equal treatment.4). The comparison/contrast should be supported by concrete andrelevant facts.5). A comparison/contrast shows similarities and differences in order tomake a particular point.4. Cause and EffectDetermining causes and effects is a complex process. When writing the y of paper , try to remember the following logical requirements:1). Do not over-simplify causes.2). Beware especially making a mistake in logic known as the fallacy ofpost hos ,ergo propter hos— Latin words meaning “after thistherefore because of this .3). Distinguish between direct and indirect caust and effects andbetween major and minor causes and effects.4). Do not omit links in a chain of causes and effects.5). Be objective and support the analysis with solid, factual evidence. 5. Definition .Definition is necessary when one uses a term that may have various denotative Or connotative meanings or shades of meaning . Definition papers consist mostly of extended or informal definitions. Keep in mind the following points: 1). A definition paper discusses abstract terms such as liberty,equality, Beauty,love,socialism,etc, the denotative and especially connotative meanings of which are often different to different people.2). A definition paper answers fully ,though often implicitly, thequestion “what is …..?”3). Definition paper follow no set pattern.4). A D.P. may be either deductive or inductive.ArgumentationAn Argumentation essay tries to make the reader agree with its point of view support it ,to persuade him to change his mind or behavior, and to approve apolicy or a course of action that it proposes.If you wish to write a good argumentative essay, you should do your best to meet the following requirements.1). A debatable point2). Sufficient evidence3). Good logic4). Clear logic5). Good use of the other three types of writing – description ,narration . and especially the various methods of exposition.6). An honest and friendly attitude。

⾃考英语写作试题及答案。

英语考试⼀：Sentence development 句⼦写作。

1）You always remain a victimYou will always remain a victim ,not only of some popular books ,but also of some people concerned.2) Such an attitude would emphasize the value of life.Such an attitude would emphasize sharply the value of life.3)”Happy Christmas “he said.“Happy Christmas “he said, smiling and picking out two flowers.4)The piano player began to sing loudly.The piano player began to sing loudly ,beating the keys with magic hands ,and nodding his head in rhythm.\5)I was very embarrassed .I didn’t know what I should do.I was very embarrassed ;I didn’t know what I should do.6)Today at school Mr Moore brought in his pet rabbit.He showed it to the class.Today at school Mr Moore brought in his pet rabbit ,and he showed it to the class.7)He is very busy preparing IELTS.He has no time to play.He is very busy preparing IELTS; therefore , He has no time to play.8)The judge had a hard time deciding___________________.The judge had a hard time deciding where painting was the best.9)The house ____is still standing.The house which Abraham Lincoln was born is still standing.10)My presentation seemed to go well.My presentation seemed to go well although I was feeling really nervous.⼆，Short answers。

《英语写作》自考试题及答案一、单选题（共14题，共20分）1.To understand the sentence, you should analyze its parts ________.A.functionallyB.widelyrgelyD.remarkablyABCD正确答案：A本题解析：A 有用途地、有功能地B 宽广地C 大大地D 突出地2.There is the appreciation of the salient historical truth ________ the aging of advanced societies has been a sudden changeA.WhichB.whatC.thatD.howABCD正确答案：C本题解析：本句中that 引导的也是同位语从句。

3.The doctors are ________ about the guidelines under which they can carry out euthanasia.A.at a stretchB.at a lossC.at randomD.at lengthABCD正确答案：B本题解析：本题考查的是短语区分。

A.不休息地，连续地; B.不知所措，茫然，不了解; C.任意的，随便的; D.最后，终于。

句意：医生们不了解执行安乐死的准则。

4.The cloth had a natural look which perfectly ________ the image Laura sought.A.turned outB.set downC.thought overD.coincided withABCD正确答案：D本题解析：A 关闭B 制定、放下D 与…相同、与…相符5.If an earthquake occurred，some of the one-storey houses ________.A.might be left standB.might leave to be standingC.might be left to standD.might be left standingABCD正确答案：D本题解析：be left...：被置于...的境地。

八种英文写作手法具体English Answer:1. Narration: The chronological recounting of events through the use of descriptive language and dialogue.2. Description: The vivid portrayal of a person, place, thing, or event using sensory details and figurative language.3. Exposition: The explanation and clarification of a topic or concept through the use of facts, examples, and evidence.4. Argumentation: The logical presentation of a claim or thesis, supported by evidence and reasoning.5. Persuasion: The attempt to convince the reader to adopt a specific point of view or take a particular action.6. Comparison and Contrast: The examination of similarities and differences between two or more subjects.7. Analogy: The comparison of two different things to highlight a common feature or principle.8. Metaphor: The implicit comparison of two unlikethings to create a vivid image or convey a hidden meaning.中文回答：1. 记叙文，通过使用描述性语言和对话来按时间顺序记述事件。

我心目中的傍样英语作文模板In my mind, a quintessential English essay template is akin to a map leading through the labyrinth of ideas, each turn revealing a new facet of expression. It's not merely a scaffold to support thoughts but a vessel to navigate the depths of contemplation. Crafting such a template is akin to sculpting marble—each stroke, each indentation, a deliberate act to unveil the essence of communication.At its core lies the introduction, the gateway to the realm of discourse. Here, brevity is key, yet it must possess a magnetic charm, enticing the reader to venture further. It should beckon like a distant lighthouse, guiding ships through tumultuous seas of ambiguity towards the shores of clarity.Following this, the body paragraphs unfold like chapters in a novel, each one a miniature universe unto itself. Here, ideas interlace like vines in a dense forest, weaving a tapestry of argumentation and exposition. It's a delicate dance between logic and rhetoric, where each sentence is abrushstroke on the canvas of understanding.But what truly distinguishes an exceptional template is its versatility. Like a chameleon adapting to its surroundings, it can accommodate a myriad of topics and styles with effortless grace. Whether expounding on the intricacies of quantum physics or waxing poetic about the beauty of a rose, it remains steadfast, a stalwart companion in the journeyof expression.Yet, amidst this symphony of words, one must not forget the denouement—the conclusion. Here, the disparate threads of thought converge, like tributaries flowing into a mighty river. It's a moment of synthesis, where ideas coalesceinto a harmonious whole, leaving the reader with a sense of fulfillment, if not enlightenment.In essence, my ideal English essay template is a testamentto the power of language—a tool to dissect thecomplexities of the human experience and distill them into crystalline clarity. It's a journey of discovery, both for the writer and the reader, traversing landscapes of thoughtand emotion with equal fervor. And like any great work of art, it transcends its medium, leaving an indelible mark on the soul of its beholder.。

英文回答：In the realm of debate or argumentation, the formulation and presentation of statements and defenses assume paramount importance in advocating and substantiating a particular position. Crafting a statement necessitates the articulate and resolute exposition of one's standpoint, supplemented by a cogent rationale and substantiating evidence. The statement must adhere to principles of logic, possess persuasive qualities, and be tailored to the specific audience. Anticipating potential counterarguments and preemptively addressing them in the initial statement is an imperative demonstration of thorough preparation andprehensive grasp of the pertinent issue. Furthermore, a well-structured statement demands delivery with conviction andposure,manding the audience's attention and establishing the foundation for subsequent deliberation or discourse. Ultimately, a robust andpelling statement lays the groundwork for a successful argument or defense.在辩论或辩论领域，陈述和辩护的提出和提出对倡导和证明某一特定立场至关重要。

UNIT 7 Text A Thinking, a neglected artI.Teaching Objectives1. Understand the audio materials of this unit.2. Grasp the key words , phrases and structure.3. Master the skills of writing and reading in this unit.1) Developing an argumentative passage with viewpoint+reasons2) Identifying false logic in reading materials.II. Teaching Content1. Lead-in Activities2. Text Organization3. Skill Learning in Writing and Reading4 .Language Points (key words, phrases and difficult sentences)5. Grammar Focus ( “what if …pattern” and “It is + v-ed that …pattern” )6 .Guided Practice ( exercises, oral practice and group work )III. Teaching Process1. Warm-up Questions/Activity1) General Introduction:Your brain is the greatest “personal computer” you‟l l ever have. Consider the huge variety of activities it‟s capable of: observing, learning, dreaming, wondering, feeling, imagining, comparing, calculating, creating, remembering (and forgetting!). But how often do you think about thinking? The three texts in this unit invite you to do just that. While the author of the first article argues that we don‟t value thinking and thinkers highly enough, the second offers some ideas for teaching children or ourselves to think more critically, creatively and effectively.2) Introduce the discussion questions:—How would you define thinking?—When was the last time you "took some time to think" ?—How often is the case that when a friend asks you "what are you thinking?" and you answer "nothing" ?3) Break Ss into groups; and have them discuss for about five minutes; and after the group presentation, sum up the discussion and get down to the text.2. Text OganizationThis text can be divided into 3 parts:Part I (Para 1-3) Introduction: Americans education system is in deep trouble because Americans neglect the art of thinking.Part II (Para 4-10) Details: Many examples show that society has a great prejudice against thinking, which affects the children‟s attitudes towards study.Part III ( Para 11-12) Conclusion.: Americans should revive interest in the art of thinking in order to solve the problems of schools and nation.3. Skill Learning in Writing and Reading1) Writing Skill: There are four types of writing—description , narration , argumentation and exposition.This text is a piece of argumentative writing and follows usual patterns of an argumentation or meet the following requirements:viewpoint+reasonsTrain Ss the ability of developing a passage with viewpoint+reasons. Ask Ss to write a viewpoint+reasons paragraph on one of the topics suggested on P204, making a reference to the sample paragraph on this page.2) Reading skill: Identifying false logicNot everything you read is true, and not every writer‟s arguments make sense.One common mistake in logic is proce eding from a false‟s assumption: basing an argument on a statement that is unsupported, a matter of opinion or simply untrue. Sometimes writers may not realize that their assumptions are false; other times they use false assumptions deliberately, because t hey want to promote an idea or make a point, and don‟t really care how they do it!You may , of course, agree with the authors‟ aims and opinions, even though their arguments are false. But it‟s only by questioning a writer‟s arguments that we can formula te our own viewpoint, come to our own conclusions, choose to agree or disagree. This kind of intraction with the ideas in a text is crucial to real comprehension.nguage Points1) But possibly the problem lies not in our institutions as in our attitudes.institution n. a long established custom, law, or system of a particular societyeg: the institution of marriageDrinking tea at 4 p.m. is a popular British institution.They adopted western culture, institutions, and even clothing.2 ) It is sad that although most of us claim that we believe in education, we place no value onintellectual activity .(para2)believe in : have faith in; trust ineg: Christians believe in God and Jesus.Do you believe in ghosts?I never believed in the heresy that the earth would come to an end on Aug 18,1999. It was sheer nonsense.3) We Americans are a charitable and humane people.(para4)paraphrase—We Americans are a kind and giving people.4) But what have we done to promote the art of thinking? (para4)the art of thinking : the skill of thinkingart : n. a skill or ability that can be learned by practice, esp. contrasted with scientific techniqueeg: the art of appearing confident at interviews; the art of letter-writing5) Certainly we make no room for thought in our daily lives. (para4)paraphrase—Certainly we are too busy with our daily lives to spare time for thought.make room for : find space/time foreg: There are two more people coming. Can you make room for them to sit down?Will you clear out the bookshelf to make room for the newly-bought books?6) I need some time to myself.(para4)paraphrase— I want to have some time to be left alone(all) to oneself: (all) alone; without any other people presenteg: With my parents away I've got the house to myself.When he dines in a restaurant. Mark likes to have a table all to himself.7)What if a teenager were to say...? (para4)paraphrase—What would happen if a young child should say?what if : what will/would be the outcome if; suppose thateg: What if he doesn't agree?What if I get stuck in traffic and miss the plane?8 ) His parents would immediately start looking in the Yellow Pages for a psychiatrist. (para4)paraphrase—His parents would think the boy had mental problems and immediately begin to look in the telephone directory for the number of a psychiatrist9 ) when his friends catch him in the act of reading a book .(para5)paraphrase—when his friends unexpectedly find him reading a bookcatch sb. doing sth. : find sb. doing sth. that they should not be doing10) a person who should know better. (para5)paraphrase—a person who ought to have the experience and maturity to be able to act sensibly (i.e. not to feel guilty when doing readings thinking)know better (than to do sth.) : be wise and sensible enough (hot to do sth.)eg: She is only six, but she knows better than to run out into the traffic.I'm surprised at you behaving so badly you ought to know better.11) I found myself feeling vaguely guilty whenever I sneak off to the library to read.(para5)feel vaguely guilty :feel somewhat guilty for an unclear reasonvaguely :ad. slightly; not preciselyeg: I was feeling vaguely lost.There was something vaguely familiar about him.sneak off/away to: leave secretly foreg: How did he sneak off in the middle of the lecture without the knowledge of the professor?13.)… refuse to take their studies seriously…(para5)paraphrase—Do not think their studies are important and worth serious attention14) If Americans ever become convinced of the importance of thought…(para11)be/become convinced of/that : feel/become certain that sth. is true; be made certain by persuasioneg: She was convinced of my innocence.No matter how far away Bob was, his parents were convinced that he would come back to see them on their fiftieth wedding ceremony.15) I‟ll wash the dishes tonight because I know you want to catch up on your thinking. (para11)catch up on :spend time doing (sth. which has been left undone or neglected); do(sth.) so that one is no longer behindeg: Don't bother me this afternoon. I have some work to catch up on.Kevin promised me that he would help me catch up on my homework.They went to the office to catch up on their reports.16) …because regardless of what some advertisers have led us to believe,…(para12)regardless of: in spite of; without worrying abouteg: The plan for a new office building went ahead regardless of local opposition.Anyone can enter for the competition regardless of age, race, and profession.5. Grammar Focus1) The“what if …”patternProcedures:A)Explain to Ss that “what if …”pattern is used in spoken language to ask what will happen,usually when an unpleasant or frightening situation happens;Examples:What if we run out of fresh water?What if you were ten years younger?What if the world goes without electric power?B)Ask Ss to drill this pattern in pairs y making sentences of their own;C)For more practice, do Structure Exercise VIII attached to the text,2) The “It is + V-ed that…”patternProcedures:A)Explain to Ss that in the “It is + V-ed that…”pattern, …it‟ is the formal subject while the“that” clause the real subject. As the subject clause is long, it is placed at the end of the sentence to achieve sentence balance. This pattern is often found with verbs such as believe, think, consider, announce, arrange, recommend, stress, decide, claim, etc.Examples:It is generally agreed that the American education system is in deep trouble.It was reported that there had been an earthquake registered 7.5 on the Richter scale in that region.It is commonly believed that exercising does good to one‟s health.It is expected that the monitor will take the lead.B)Ask them to translate the examples into Chinese.6. Guided Practice ( exercises, oral practice and group work)1) SummaryA) Ask several students to retell the text by using their own words.B) Talk about the main idea or theme of the text.2) ExerciseEX. II , p196-197(Comprehension of the Text)EX. III, IV,,V, p197-198 (Vocabulary Revision)EX.VI, VII, p199-200 ( Word Building: suffix –ity , -able, prefix un-)EX.VIII, p201 (“What if …”pattern)7. After-class Assignments1)EX.IX, X, P201-202 ( Translation)2) EX.XI, p202 ( Cloze)3) Writing ( Write an argumentative paragraph, giving reasons for your viewpoint, p204)Text B How to Teach Your Children to Think Language Points1. the ability…has never been more important (para1)paraphrase—the ability…has become all the more important2. But how many of us devote any time to nurturing habits of serious, critical though in ourchildren…? (para1)paraphrase—But how many of us spend any time helping our children form habits of serious, critical thinking…?nurture: vt. Care for; help developExample:It is important to nurture children‟s emotional well-being as well as their physical health.3. But how many of us devote any time to nurturing habits of serious, critical though in ourchildren—or in ourselves, for that matter? (para1)(or)…for t hat matter: used to emphasize that a statement one has made is also in another situation, for another, etc.Example:Ben never touched beer, or any kind of alcohol for that matter.4. How can we help kids sharpen their minds for a highly competitive future? (para1)sharpen their minds: make them quicker at thinking and noticing things5. Most people mistake quick answers for intelligence. (para2)paraphrase—Most people think wrongly that the ability to make quick answers is intelligencemistake…for…: identify (sth./sb) wrongly as (sth. or else)Example:You mustn‟t mistake lack of formal education for lack of wisdom.6. Nothing could be more unture. (para2)paraphrase—This is completely contrary to fact.The pattern “cannot/could not…more” is used in informal English to indicate the highest degree of a state or condition7 …often have deeper insights than their “brighter” counterparts (para2)their “brighter” counterparts: those of their peers who are considered brighter8. You‟d be surprised at the thoughts that bubble up.(para3)paraphrase—You‟d be surprised by the number of ideas they come up with.9. Thow out questions. Challenge the kids‟ imaginations(para5)paraphrase—Ask the kids questions. Make them think and bring their imagination into play.10. A formal curriculum isn‟t necessary. (para6)paraphrase—There is no need to arrange formally a regular time for instruction.11. Look at all sides. (para9)paraphrase—View thing from different perspectives; observe from every angle.12. The PMI method is easy enough to recreate at home. (para11)paraphrase—. The PMI method is very easy to practice in a home environment.recreate:vt. reproduce; bring back into existence13. It‟s fun to let all family members take turns proposing questions…(para11)take turns proposing questions: ask questions one after another。