雅思大作文邏輯講解

視頻講解|繼續(xù)分析---雅思大作文，邏輯其實(shí)很簡(jiǎn)單。2016-09-07ieltsbanana文本：Insomecountriesyoungpeopleareencouragedtoworkortravelforayearbetweenfinishinghighschoolandstartinguniversitystudies.Discusstheadvantagesanddisadvantagesforyoungpeoplewhodecidetodothis.(某事件利弊探討)Somepeoplethinkstudentswhogostraightfromhighschooltouniversityobtainlessbenefitsandcontributelessthanthosewhoworkortravelforayearbeforeuniversity.Towhatextentdoyouagreeordisagree?(一個(gè)觀點(diǎn)的探討)

Whilesomethinkhighschoolgraduatesshouldprobablytakeayearofftogotravelingorworkforaperiodoftimebeforegoingtouniversity,othersbelieveitisbetterforthemtobeginuniversityliferightafterhighschool.Discussbothviewsandgiveyouropinion.(兩個(gè)觀點(diǎn)的探討)范文二：支持goingstraighttouniversityWhile

takingagapyearbeforeattendinguniversity(動(dòng)名詞做主語(yǔ))mayseemappealingtomany,actuallyfewdecisionshaveasmuchpotentialtonegativelyinfluenceourlifetrajectory.（生命的軌跡）

駁論段：Bythetimehighschoolgraduationrollsaround,somestudentsaresoburnedout（精疲力竭）thattheycannotimaginegoingstraighttouniversity.

Theideaoftakingayearoffcouldbetheoptionformanywhowanttohavearest.Althoughitmightbetruethatafewstudentsreallymakethemostofthischoicetothink

aboutlifelateron,nottoomanyhighschoolgraduatesaregenuinelyawareofthefactthatitisnoeasytasktotakeandplanaseemingly“l(fā)azy”yearoff.

立論段一：Bytakingabreakstudentshavethepotentialdisadvantageofbeingatleastoneyearbehindothers,whichmeansayearbehindotherpeersfromthispointonwards（從此開始）—delayedgraduation,postponedcareeretc.Itisnotonlythepsychologicalstress,butthepossibilityofmissingchancesonmanyfronts,suchasjobopportunities.

立論段二：Sometimes,lifehasawayofupsettingeventhemostcarefullydesignedplanstoreturntoschool.

Occasionally,peoplemaybecomepreoccupiedwitharelationshiporfamilyconcernstosuchadegreethatreturningtouniversitynolongermakessense.Becauseagapyearbreaksthemomentumofstudents'studiesandmaymakeitarealchallengeforthemtoadjusttothedemandsofuniversitystudies,manystudentsputofftheirplansindefinitely,alwaysplanningtoreturntoschoolatabettertime,butneveractuallymanagingtodoso.

Takingayearoffmaynotnecessarilymeanabadthingbutcertainlyinvolvesdramaticchangesinone’slifecoursewithpossibledownsidesandunexpecteddevelopment.

分析：第一段：用簡(jiǎn)潔的語(yǔ)言引出討論，表明中心觀點(diǎn)：“間隔年”看似吸引人，但是卻有可能帶來(lái)不小的負(fù)面影響。第二段：駁論段：先讓步，表面學(xué)生選擇間隔年的原因，但隨即提出質(zhì)疑并引出下文討論。第三第四段：立論段：分別通過(guò)兩個(gè)分論點(diǎn)來(lái)論證學(xué)生因選擇“間隔年”而可能面臨的困難和挑戰(zhàn)。第五段：再一次表明選擇“間隔年”的學(xué)生可能難以實(shí)現(xiàn)預(yù)期的設(shè)想。并強(qiáng)調(diào)大家應(yīng)該謹(jǐn)慎選擇。

本文是杜老師原創(chuàng)9分范文，有一定難度供7+分?jǐn)?shù)段考生復(fù)習(xí)參考。

結(jié)論二：議論文文章結(jié)構(gòu)1)側(cè)重支持某一觀點(diǎn)：第一段：-針對(duì)題目所給出的討論內(nèi)容寫一到兩句文章引入句。-建議在首段表明文章支持的觀點(diǎn)，即總論點(diǎn)立論段：-以第一個(gè)分論點(diǎn)從正面論證總論點(diǎn)的成立，即提出分論點(diǎn)一，并對(duì)其進(jìn)行論證。Theadvantagesanddisadvantagesoftakingagapyearbetweenhighschoolanduniversityhasbecomeamajorquestionformany.Thereisnoclearevidencetosuggestthatthispracticeisbeneficial.Somebelieveitisandothersthinkotherwise.

Manypeoplethinkthatdoingsomethingotherthanstudyingforayearorsowillgivetheyoungpersonabroaderperspectiveonlife.

Itseemsthatyoungpeopledonotknowmuchabouthowtherealworldworks.Agapyearcanhelptoaddressthislackofknowledge.Thebreakalsogivesyoungpeopleachancetodiscoverwhattheyarereallyinterestedindoingwiththeirlives.

Sincemanyyoungpeoplefinishhighschoolwithoutaclearideaofwhattheywanttostudyorwhatjobtheywouldliketodo,theadvantageisclear.

Themaindisadvantagepeoplementionedisthattakingabreakcanleadtoalossofstudyskillspickedupbefore.However,manypeoplethinkthatitisnotsodifficulttorecalltheseskillslateron.Anotherdisadvantageisthatyoungpeoplemaynothaveenoughtimetodevelopanyrealskillsinajob.Employersareveryunlikelytogivegoodpositionstopeoplewhowillonlybewiththecompanyforarelativelyshortperiodoftime.

Overall,Ithinkthatthelimitationsandmeritsoftakingtimeawayfromstudybeforegoingtouniversitydependontheindividual.Ifthepersonknowswhatheorshewantstostudy,abreakislesslikelytoberewarding,unlessheorshecangetajobinthatfieldduringthebreak.Apersonwhoislesscertainandfeelstheneedtodeveloptheirknowledgeoftherealworldisprobablybetterofftakingtimeofffromstudying.

分析：第一段：用簡(jiǎn)潔的語(yǔ)言引出討論：人們對(duì)“間隔年”有不同的態(tài)度。第二段：論證學(xué)生從“間隔年”中可能獲得的受益。第三段：論證“間隔年”可能給學(xué)生帶來(lái)的困難和挑戰(zhàn)。第四段：總結(jié)并表明文章中心觀點(diǎn)：學(xué)生應(yīng)結(jié)合自身情況來(lái)判斷是否選擇“間隔年”。

本文是杜老師原創(chuàng)9分范文，難度適中，非常適合6-7分考生認(rèn)真學(xué)習(xí)。

結(jié)論二：議論文文章結(jié)構(gòu)1)側(cè)重支持某一觀點(diǎn)（具體分析見(jiàn)第二節(jié)課）2)側(cè)重反對(duì)某一觀點(diǎn)（具體分析見(jiàn)第二節(jié)課）

3)中立：第一段：-針對(duì)題目所給出的討論內(nèi)容寫一到兩句文章引入句。-建議在首段表明文章的批判性的中立觀點(diǎn)，即總論點(diǎn)是：一個(gè)觀點(diǎn)有利也有弊、兩個(gè)觀點(diǎn)都有一定的道理或者一個(gè)現(xiàn)象/事物既有優(yōu)缺點(diǎn)也有有