argument课堂笔记--给学生的
GRE写作ARGUMENT作文6则高分写法思路心得分享
Despite opposition from some residents of West Roseville, the arguments in favor of merging the townships of Roseville and West Roseville are overwhelming. First, residents in both townships are confused about which authority to contact when they need a service; for example, the police department in Roseville receives many calls from residents of West Roseville. This sort of confusion would be eliminated with the merger. Second, the savings in administrative costs would be enormous, since services would no longer be duplicated: we would have only one fire chief, one tax department, one mayor, and so on. And no jobs in city government would be lost-employees could simply be reassigned. Most importantly, the merger will undoubtedly attract business investments as it did when the townships of Hamden and North Hamden merged ten years ago.
GRE阅读：课堂笔记
GRE阅读：课堂笔记第1篇：GRE阅读：课堂笔记第一阶段.整理讲过的全部内容，把讲过的全部文章都复习一遍。
1文章结构;②整理题型;③起承转折关系第二阶段.把90-94没讲过的文章都做一遍，第一遍卡时间。
做完后对文章结构、题目题型以及起成转折关系进行处理：①找出focus;②文中有几种观点，作者分别持什么评价，分出是presentation 还是argumentation;③文章二段是否有转折;④各段首句说完后是否有转折，如果无转折，这一段的意思依赖于首句;⑤文章有哪些快速阅读现象;⑥后面题目的典型题型。
阅读强调少而精!第三阶段.把no.8和no.9没做的题做一下，如果有时间也分类如上处理。
第四阶段.把95-99.4的题目做模考。
第五阶段.进入模考阶段或把no题重看一下。
目前为止，模考的题目都不理想，pp2较简单，容易产生盲目乐观的看法，不要指望模考能提高多高水平，能适应屏幕即可。
不要从世界各地搜刮新题未完，继续阅读 >第2篇：GRE阅读部分的课堂笔记【题干】：thepassageisprimarilyconcernedwith___?theprimarypurposeofth epassageisto__?whichofthefollowingstatementbestsummarizesthemainidea ofthepassage?...mainidea,primarypurpose涉及态度maincontent涉及对象【解法】：1.直选法,直接找ts改写结构--正评价,新观点,结论,解决方案..特殊语言现象--设问句;大段举例之前的理论说明或举例后的归纳;大段叙述后的转折作者正评价所在句一般为ts2.排除法,正确选项具有以下特点：①无细节②有对象③态度一致3.题干问focus的处理直接找ts,找前不找后,在1～2段的首句之间找4.驳论文argumentation主题题型的动词*：correct,criticize,refute,challenge,evaluate=critique见到这些词就可以选选项驳论文--对别人观点持负评价5.presentation型文章标志：present,descible,explain,illustrate,pointout2细节事实定位未完，继续阅读 >第3篇：GRE阅读的听课笔记快速阅读：1.意群阅读法,阅读速度一定要快,勇敢的省略,记住：看题时间要比看文时间长2.重点看文章的结构和态度,不关心内容,大胆取舍,该跳过的就跳过理论内容无用，观点涉及人物,谁在说，方法评价最重要。
九年级英语第十三单元课堂笔记
九年级英语第十三单元课堂笔记Here is a 619-word essay on the topic "Ninth Grade English Unit 13 Classroom Notes":In the ninth grade English class, we recently covered Unit 13, which focused on a variety of interesting topics and skills. Throughout this unit, I diligently took notes to ensure I fully understood the material and was prepared for any assessments. These classroom notes provide a comprehensive overview of the key concepts and lessons learned during this important unit.To begin, we started the unit by discussing the importance of effective communication and how to properly convey our thoughts and ideas to others. The teacher emphasized that strong communication skills are essential not only in the classroom, but in all aspects of life. We learned techniques for active listening, articulating our points clearly, and engaging in constructive dialogue. Through various group activities and discussions, we had the opportunity to practice these communication skills in a supportive environment.Next, we delved into the realm of persuasive writing. The teacherprovided an in-depth overview of the elements that make a persuasive argument compelling and effective. We learned how to conduct thorough research, develop a logical and well-structured thesis, and anticipate and address counterarguments. Additionally, we explored the use of rhetorical devices, such as ethos, pathos, and logos, to enhance the persuasive power of our writing. The teacher encouraged us to apply these principles as we crafted our own persuasive essays on topics of personal interest.Moving forward, the unit shifted to the study of literature, with a focus on short stories. We analyzed a diverse selection of fictional narratives, examining the plot structure, character development, and thematic elements. The teacher guided us in dissecting the underlying messages and symbolism present in these stories, challenging us to think critically and draw our own conclusions. We engaged in lively discussions, sharing our interpretations and perspectives with the class.Alongside the literary analysis, we also delved into the realm of grammar and language mechanics. The teacher provided comprehensive lessons on topics such as proper sentence structure, verb tenses, and punctuation rules. We completed various exercises and quizzes to reinforce our understanding of these fundamental language skills, recognizing their importance in effective written expression.Furthermore, the unit incorporated a research component, where we were tasked with exploring a specific topic of our choice and presenting our findings to the class. This research project allowed us to hone our information-gathering abilities, as well as our public speaking and presentation skills. We learned how to navigate reliable sources, synthesize relevant information, and organize our ideas in a clear and coherent manner.Throughout the unit, the teacher also emphasized the significance of cultural awareness and understanding. We discussed how language and communication can be influenced by cultural norms and perspectives. Through the analysis of various texts and media, we gained insights into the diversity of cultural experiences and the importance of approaching communication with sensitivity and respect.Finally, the unit culminated in a comprehensive assessment that tested our mastery of the concepts and skills covered. This assessment challenged us to demonstrate our knowledge through a combination of written responses, oral presentations, and practical application exercises. The teacher's feedback on this assessment helped us identify our strengths and areas for improvement, guiding us towards further growth and development.Overall, the ninth grade English Unit 13 provided a well-rounded and enriching learning experience. The diverse range of topics and skills covered have significantly enhanced my understanding of effective communication, critical analysis, and language proficiency. I am grateful for the knowledge and skills I have gained, and I look forward to applying them in my future academic and personal endeavors.。
熊明辉教授网课《法律逻辑学》第一、二章课堂笔记
《法律逻辑学课堂笔记》第一章-引论：走进逻辑学1.1逻辑学是什么？1、逻辑学含义：逻辑学是研究论证的分析与评价的科学。
2、历史：可以追溯到亚里士多德的《工具论》、古印度的《吠陀fei tuo经》、波斯的阿维森纳逻辑以及中国古代墨翟（di）以及弟子所写的《墨经》等。
3、定理：一般来说，逻辑形式是逻辑学的核心概念，演绎推理与归纳推理是逻辑学讲究的最常见的推理类型，一致性定理、有效性定理、可靠性定理和完全性定理是逻辑系统的四大定理。
4、类型：逻辑学类型的常见区分是演绎逻辑与归纳逻辑，形式逻辑与非形式逻辑，像亚里士多德逻辑、符号逻辑、命题逻辑、谓词逻辑、模拟逻辑、哲学逻辑、辩论逻辑等都是逻辑学的经典范例。
5、争论问题：逻辑学中还有许多问题至今仍存在争论，主要有“二值逻辑与排中律问题”、“严格蕴含、实质蕴涵与逻辑蕴涵”、“逻辑是经验吗？“不一致可逆以容忍吗？”以及“逻辑真理可以拒斥吗？”。
6、逻辑学是什么？（）从一般意义上来讲，逻辑(logcis)学是关于推理(reasoning)或论证(argument)的学问。
*推论：inference7、人物：*严复翻译著作：John Stuart Mill（穆勒或弥尔英国哲学家、公务员）的著作《A System of Logic》即《逻辑体系演绎与归纳》,名字为翻译成《穆勒名学》；William Stanley Jevons（耶方斯）的著作《Logic paino》为《名学浅*亚里士多德(Aristotle):他确立了逻辑学在哲学中的基础地位。
8、四大数学流派：四大数学流流派是围绕数学基础问题进行的不同探讨尔形成的四大学派为：柏拉图主义（代表为哥德尔）、逻辑主义（波特兰·罗素）、形式主义（大卫·希尔伯特）、直觉主义（L.E.J.布劳威尔）。
*形式主义者如大卫·希尔伯特，他们认为数学基于集合论和逻辑的组合，并在一定程度上把做数学的过程视为根据某些既定规则所作的本质上毫无意义的符号洗牌。
argument笔记整理
20天左右时间，其他事情不能影响1. 吸收上课内容2. 其他放弃，复习考试。
3. 背单词；issue&argument30min&45min时间不自由篇幅要求字数：550，600以上issue450以上，500左右argument成绩：verbal&quantitativeAnalytiacal Writing：output style没有技巧，实践性强标准化考试1. 重心在argument，可短期突破，满分作为努力方向；2. issue 2~3分大量复习效果不明显，4分为目标；总分4分为底线。
差别在augument身上。
4分以下根本不够！feminist 女权主义者机经，比较有道理。
认真准备高频题目issue 部分模板固定每一句话的表达长期写作形成习惯In This statement,重视逻辑借鉴范文Issue 范文看逻辑，分论点建立，论据。
语言差（表达方面匮乏）：1.Reading passage（6级，考研）单词使用，先译成中文，一个星期；2.新概念英语第四册，主要看议论文体；论据积累：1.Personal acknowledge, Persuasive. Well known stories. 先读issue题目，再记录论据：CNN,discovery, national geography. (Crisis, etc)2.Familiar to Western!(William Wallish), A beautiful mind. 肖申克的救赎，Persuit ofHappyness,3.Encarta，百度百科针对性工作：题目分类P21看题目，想论据，查Encarta网站：寄托，太傻，北美范文电子版，经验复习；20天搞定，机经，高频题；其他书籍: 写作工具箱，猴哥GRE满分教程，韦晓亮GRE写作大讲堂，网上下载，GRE写作电子书韦氏字典：（stimulate）写作用词：1.应用写作词汇，stimulate，5000左右，四六级词汇2.选词原则，get, fetch, gain, 书面语表达，positive, very, really, completely, absolutely, 少用小词作弊条件：1．北美范文不能使用3句以上；2．模板痕迹太大；讲课顺序Argument，issueArgument:Evidence, Conclusion, Assume, Not contained.一切逻辑漏洞的根源。
2020考研英语词汇：argument的中文翻译解析
2020考研英语词汇：argument的中文翻译解析考研英语有许多题目组成，方便大家及时了解，下面由小编为你精心准备了“2020考研英语词汇：argument的中文翻译解析”，持续关注本站将可以持续获取更多的考试资讯!2020考研英语词汇：argument的中文翻译解析argument的中文意思名词1.[C,U]争论，争吵，争辩，辩论2.可数名词：论据，理由，论点3.不可数名词：辩论单词分析这组名词均有“争执、不和”之意。
controversy侧重指深刻的意见分歧，多指对引起广泛兴趣或非常重要的问题的辨论。
argument指辩论双方均以事实或理由来说服对方的辨论。
conflict指双方坚持已见、互不妥协，怀有敌意的争论，多暗示分歧极为严重，有时用语言无法解决，只得诉诸武力。
debate通常指经过仔细组织和计划的个人或团体之间的辩论。
dispute普通用词，侧重指长时间，言词激烈，针锋相对的争辩。
quarrel普通用词，既可指言词激烈的争吵，也可指温和的言词上的不和。
strife指因不可缓和的矛盾而引起的争吵或斗殴。
英语解释a contentious speech act; a dispute where there is strong disagreementa fact or assertion offered as evidence that something is truea discussion in which reasons are advanced for and against some proposition or proposala variable in a logical or mathematical expression whosevalue determines the dependent variable; if f(x)=y, x is the independent variablea summary of the subject or plot of a literary work or play or movie例句Indeed, she had quite a long argument with the lory, who at last turned sulky, and would only say, `I am older than you, and must know better'你瞧，爱丽丝已经同鹦鹉辩论了好长时间了，最后鹦鹉生气了，一个劲儿地说:“我比你年龄大，也就肯定比你知道得多。
七年级上册英语第三单元课堂笔记
七年级上册英语第三单元课堂笔记一、词汇学习1.1 单词在本单元中，我们学习了许多新的单词，包括名词、动词、形容词等。
比如：- bicycle 自行车- decorate 装饰- describe 描述- delicious 美味的我们可以通过课堂练习和词汇表积极地进行单词记忆和拼写练习，以提高我们的词汇量和词汇运用能力。
1.2 短语除了单词外，课堂还介绍了一些常用的英语短语，比如：- give presents 给礼物- on the tree 在树上- at the party 在派对上- have a party 举办聚会我们要多多积累这些短语，并在日常交流中灵活运用，以提高我们的口语表达能力。
1.3 句子在单元学习中，我们也学习了一些句子的构成和用法，比如：- I like decorating the Christmas tree.- She is good at making Christmas cards.- Christmas ising. Let’s have a party.我们要注意句子中词语的搭配和句子的结构，从而提高我们的句子构造和表达能力。
二、语法学习2.1 名词复数形式在本单元中，我们学习了名词的复数形式，并掌握了一些规则，比如：- 单词以s, sh, ch, x结尾的，在其后加es。
- 复数形式不规则的名词，如：child→children, foot→feet等。
我们要多做练习，熟练掌握名词的复数形式，避免在实际运用中出现错误。
2.2 形容词比较级课堂还学习了形容词的比较级形式，并掌握了一些常见的比较级构成规则，比如：- 单音节词和部分双音节词在词尾加-er。
- 多音节词在前面加more。
我们要灵活使用形容词的比较级，并在实际写作中多加练习，以提高比较级的运用能力。
2.3 物主代词在课堂中也学习了物主代词的用法，包括主格和宾格的用法，比如：- This is my book. 这是我的书。
ARGUMENT写作经典句型总结
ARGUMENT写作经典句型总结[必读]ARGUMENT写作经典句型总结以下都是我24号，也就是考前2天，花了4个小时，熬夜到2点半总结出来的～来源包括：猴哥写作满分教程，寒假新东方GRE班笔记，新东方发的蓝皮的GRE写作教程后面的PETERSON的范文～我把所有句型按照自己的理解分成了13种，由于时间很紧，难免有不合理的地方，望大家谅解～～：）我写ARGUMENT所用的所有句型都是从这个东西里挑出来的～其实我觉得最好还是自己总结比较好，印象比较深一些～因为用别人的句子其实是————每个人都按自己的理性的行为结果是集体的非理性～呵呵～容易出现拼写错误的词:Assumption, available, guarantee, account, possibility, moreover,承接Therefore/thus/hence/so/consequently/clearly/moreover/besides引导结论conclude/claim/assert/propose显示,表明show/imply/prove/indicate/illustrate/demonstrate建议recommend/suggest/advise 倡议 advocate预言,预计predict/project/forecast/expect首段开头句型:1) In this editorial/argument, the author argues that __.The author also claim that __.To support these claims the author points out that __. The author also points out that __.2) This editorial/memo recommends that __.To support this recommendation, the author points out that __.the author also points out that __ ,and that __.Finally, the manager cites that __.首段结尾句型:3) I find the editorial/argument logically unconvincing in several respects. /I find this argument specious on several grounds.4) However, the argument relies on a series of unsubstantiated assumptions, which render it unconvincing as it stands. /However, the argument/editorial relies on a number of doubtful assumptions and is therefore unconvincing.5) This argument depends on several unsubstantiated assumptions and is therefore unpersuasive as it stands.6) This argument is problematic /flawed in several critical respects.7) A careful analysis of the study reveals several problems with the editorial’s argument.8) The study suffers from certain statistical and other problems, which render the conclusion based upon it unpersuasive.9) As discussed below, the argument suffers from several critical flaws and is therefore unpersuasive as it stands.10) However, careful scrutiny of the evidence reveals that it accomplishes little toward supporting the director’s claim, as discuss ed below.11) However, close scrutiny of the manager’s argument reveals several unproven assumptions, which render it unconvincing.12) The argument suffers from several logical flaws and is therefore unconvincing as it stands.13) As discussed below, the argument suffers from several critical flaws and is therefore unpersuasive.调查,统计的准确性:14) Many ___ were actually excluded from the survey.15) The result of the survey lacks validity/credibility/reliability and therefore could not lend strong support to the arguer’s claim/propose.16) The result of the survey lacks validity/credibility because/as the sample is too limited.17) The survey does not provide complete information concerning the effect ___18) The number reported ___ does not necessarily reflect the number actually ___19) The statistics comparing __ might be distorted in one or more respects20) These statistics were based only on data from __.21) The cited statistics about __ might be unreliable in other respects as well.22) It is unfair to conclude from one survey suggesting that __23) Moreover, a single survey taken just prior to __ is sustainable.24) Although the number of __ is relatively high, the per __(capita) number might be relatively low.A与B之间的关系(主要是因果关系):25) A bears some relation to B./(Establish) a casual relationship between A and B26) No evidence was given to substantiate the claim that A contribute to B27) The fact that A does not necessarily follow that B28) The mere fact that A proves nothing about B.29) The inference rests on the assumption (A) that B is unconvincing.A与B 的进行比较(类比,类推)的问题:30) Are the two towns/companies comparable at every aspect?31) The comparison between A and B is incomplete, hence/consequently we can hardly evaluate that ___32) The argument is unconvincing because it is based on a false analogy.33) Without showing that all other conditions in the two areas have been essentially the same, the author cannot convince me that __作者忽视其他原因的问题:34) The arguer ignores other possible factors that may also leads/contribute to_. Perhaps _ Or perhaps __ More over, perhaps __35) There is a good chance that ___/It is entirely/highly possible that___36) The arguer fails to take into account / rule out the possibilitythat ___, thus/hence/therefore we can not evaluate the overall effect of ___37) The author overlooks the possibility that (only a small portion of )__38) The author also ignores the possibility that __作者偷换概念,错误等同的问题:39) The arguer does not differentiate between ___ and ___作者提供信息不完全,或所给论据不支持论点的问题:40) The arguer does not provide/offer any information concerning the ___./No information concerning ___ is provided.41) However, this evidence provides little credible support for the argument’s/editorial’s conclusion/assertion.42) The evidence involving __ does not adequately show that __43) A reduction/increase in the A rate does not necessarily indicate a reduction/increase in overall A rate.44) For the majority of __ it is probably more important to __.Thus, I cannot accept the author’s sweeping recommendation for all __作者假设前提谬误问题:45) The assumption that ___ is unfounded/unwarranted/suspicious/unreliable/unconvincing/groundless/suspect able.46) No evidence could indicate that ___47) The author unfairly/fallaciously/falsely assumes that ___48) The number of ___(physicians) does not necessarily indicate the quality of ___(health care)/leads to the result that___.49) Credibility of the evidence and feasibility of the conclusion is open to doubt50) The author’s assumption that __ is unsupported.作让步假设,推出谬误类句型:51) Granted that A /even is A is true, there is no guarantee that/it does not necessarily follow that ___. /Even though, it is true that __52) Eve n if A was responsible for B, the editorial’s claim that __ is unwarranted.53) Even assuming __, the author unfairly infers that __其他论述段结尾句:54) In short, without ruling out other possible explanations for the difference between __/(scenarios), the author cannot safely/reasonably conclude that/(reasonably rely on these statistics to support the claim that) __55) In short, without evidence that all other conditions that might affect __, the author’s claim that __ is dubious at best.总结,结论用语:56) In the absence of/Lacking data concerning that total amount of ___, the credibility of the result of the survey is skeptical /unfounded/groundless/open to doubt.57) Unless the arguer can provide substantial/valid/solid/concrete evidence concerning ___, the conclusion can not be properly/safely drawn,58) In sum, the author’s evidence accomplishes little toward supporting the author’s argument for __59) To evaluate the conclusion more efficiently/to make the conclusion more convincing/to justify this claim, the author must provide supporting evidence.60) In short, without evidence that all other conditions that might affect ___, the author’s claim that ___ is dubious at best.61) In sum, the editorial relies on a series of dubious assumptions, which render it wholly unpersuasive.62) To strengthen it(the argument) the author must show that __, and that __63) To (further) bolster the editorial’s claims the author must provide cle ar evidence that reason A , and not some other phenomenon, was in fact responsible for (a increase/decline in __)其他有用句型:64) Yet common sense informs me that ___65) The base amount of donations/the increase is not available.66) A is a good indication of B67) To support these claims the author points out that ___68) 1. The major/main flaw/problem with the argument is that ___. 2. Another flaw that weakens the logic of the argument is that ___. 3.Before I come to my conclusion, it is necessary to point out that ___69) 1. To begin with, the author has failed to convince me that __2. Moreover3. Even if4. Even assuming __。
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•In this argument, the author, namely, the vice president of Nature’s Way which mainly sells the health food or health-related products, concludes that their next store should be opened in Plainsville where it is said that most people are concerned about health. To
support/substantiate/stre ngthen his point, the
author points out/president points out that their stores, the early experience has indicated, made more profits in those areas where people lead a health-concerned life. Further, he cites some other seemingly persuasive evidence that the local fitness clubs which had been closed several years ago have
more members than before and that some of the training programs recruited full members. Besides, the local sportswear merchants also sell well. Finally, the president even infers that they may have more potential clients who may come out of those pupils who joined a local health plan.However, these alone do not constitute a
logical argument in favor of its conclusion and fail to provide convincing support, making this argument sound and invulnerable.
1 Survey—
Xx%----such a percentage makes up how many people concerned in the survey?--- the relative and absolute number
Respondents---the
relation/difference between respondents and subject in the conclusion
Randomly---credibility or truth of the survey
2 sufficient conditions
A----B
Whether A is reasonable? If not, the assertion is obviously false.
If is, the A is not the only condition leading to the result B./the A is not the sufficient condition leading
to the result B.
3 cause and effect
What is the cause?
What is the effect?
What is the relation between them?---the time sequence? The correlation?---list other reasons---the analysis of the inner and outer cause of B KEY POINT---the cause for, the result of, since, as, for, because of…
4 changing scope
1.Distinguish the
difference in the
definition of A and
B.(definition,
feature, function) 2.General to
Specific---the
feature of Specific
object
3.Specific to
general---offer more
data/analysis/statis
tics of the general
features; analyze the different features in the regions of the
general
4.Average---not for every item。