自考英語常用作文模板:對(duì)立觀點(diǎn)型
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思路
第一段:引言(引山討論的主題(X),提出兩種對(duì)立的觀點(diǎn)(A和B),有時(shí)還可略提及支持這兩種觀點(diǎn)的理由)
第二段:正文(表明自己的看法,闡述自己支持某一觀點(diǎn)的理由,或/和駁斥自己反對(duì)的觀點(diǎn))
第三段:結(jié)論(總結(jié)全文,重中自己的觀點(diǎn))
這種篇章結(jié)構(gòu)的重點(diǎn)放在表達(dá)自己的觀點(diǎn)上,更能充分地闡述自己的觀點(diǎn),使自己的觀點(diǎn)更充實(shí)、更有說服力。
范例作文
Directions: For this part, you are allowed thirty minutes to write a composition on the topic Do “Lucky Numbers” Really Bring Good Luck? You should write at least 120 words and you should base your composition on the outline (given in Chinese) below:
1. 有些人認(rèn)為某些數(shù)字會(huì)帶來好運(yùn)。 2. 也有些人認(rèn)為數(shù)字與運(yùn)氣無關(guān)?! ?. 試說明你的看法。
①When asked about lucky numbers, different people will offer different opinions. Some people think that
② lucky numbers can bring good luck. They hold this view because
③they believe lucky numbers will help them fulfill their wishes - to be rich or successful.
④However, there are still many people who won't agree. They argue that
⑤ such kind of idea is only ignorant and superstitious belief. Besides,
⑥they think numbers are just numbers and each number is equal in its importance.
⑦Personally, I am on the side of the latter argument. For one thing,
⑧ numbers, including lucky numbers, are just a tool for counting, They don't have magic power. For another,
⑨whether we will have good luck or not depends on ourselves instead of lucky numbers, If we work hard and make good preparations, good luck will come to us.
⑩Therefore, lucky numbers don't bring good luck. It is our hard work and good preparations that bring us good luck.
模版
①When asked about X,different people will offer different opinions. Some people say/think/believe/take it for granted that ② , while others hold that ③ .
④As far as I am concerned/Personally, I agree with the first/second view.The reasons are as follows.First,⑤there is an element of truth that follow that but ⑥ it doesn’t follow that . Therefore, ⑦ the first view doesn’t hold water/can not bear much analysis/can not stand up to close examination.
⑧ Therefore/In conclusion, .
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