雅思大作文邏輯講解

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

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

takingagapyearbeforeattendinguniversity(動名詞做主語)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：用簡潔的語言引出討論，表明中心觀點：“間隔年”看似吸引人，但是卻有可能帶來不小的負面影響。第二段：駁論段：先讓步，表面學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：分別通過兩個分論點來論證學生因選擇“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”的學生可能難以實現(xiàn)預期的設想。并強調(diào)大家應該謹慎選擇。

本文是杜老師原創(chuàng)9分范文，有一定難度供7+分數(shù)段考生復習參考。

結論二：議論文文章結構1)側重支持某一觀點：第一段：-針對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，即總論點立論段：-以第一個分論點從正面論證總論點的成立，即提出分論點一，并對其進行論證。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：用簡潔的語言引出討論：人們對“間隔年”有不同的態(tài)度。第二段：論證學生從“間隔年”中可能獲得的受益。第三段：論證“間隔年”可能給學生帶來的困難和挑戰(zhàn)。第四段：總結并表明文章中心觀點：學生應結合自身情況來判斷是否選擇“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分考生認真學習。

結論二：議論文文章結構1)側重支持某一觀點（具體分析見第二節(jié)課）2)側重反對某一觀點（具體分析見第二節(jié)課）

3)中立：第一段：-針對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，即總論點是：一個觀點有利也有弊、兩個觀點都有一定的道理或者一個現(xiàn)象/事物既有優(yōu)缺點也有有