三、對(duì)比法

有比較才能鑒別。比較是認(rèn)識(shí)事物的重要方法，是發(fā)現(xiàn)發(fā)明的一把鑰匙。所謂對(duì)比法，就是把正反兩方面的論點(diǎn)和論據(jù)加以剖析和對(duì)照，達(dá)到否定錯(cuò)誤觀點(diǎn)、樹立正確觀點(diǎn)的目的。很多情況下，往往只是簡(jiǎn)單的一個(gè)參照物，卻足以使人產(chǎn)生強(qiáng)烈認(rèn)同感。比如你想說明email的好處，如果不斷說它很好啊，很方便啊，很造福人類啊等等，無疑會(huì)使人厭煩。但若是拿email和letter相比，那么不用說太多，讀者自然會(huì)一目了然。

但是，提醒考生們，運(yùn)用對(duì)比法時(shí)要特別注意所選取的“對(duì)體”的正與誤，是與非，新與舊的區(qū)別要非常明顯，要有突出的互相對(duì)應(yīng)的關(guān)系；并且必須要對(duì)所論述的對(duì)象的矛盾本質(zhì)有深刻的認(rèn)識(shí)?？梢允侨藢?duì)人，也可以是物對(duì)物。

引導(dǎo)對(duì)比的方式主要有：

compared with A, B.....

Unlike A, B...

By contrast, / on the contrary,

【寫作真題】In some countries young people are encouraged to work or travel for a year between finishing high school and starting university studies .Discuss the advantages and disadvantages for young people to do this.

【名師獻(xiàn)計(jì)】The reasons for this trend may involve the recognition that a young adult who passes directly from school to university is rather restricted in terms of general knowledge and experience of the world. By contrast, those who have spent some time earning a living or traveling to other places have a broader view of life and better resources to draw on. They tend to be more independent, which is a very important factor in academic study and research as well as giving them an advantage in terms of coping with the challenges in student life.

四、類比法

所謂類比法，就是借助某個(gè)或某幾個(gè)類似的故事、實(shí)例或者作者安排的情境，進(jìn)行由此及彼的推理過程。

在使用類比法時(shí)要注意兩個(gè)要素：

（一）所選取的“類體”要同類，不能相對(duì)或相反。要和“對(duì)比法”嚴(yán)格區(qū)分開來，這樣才能達(dá)到不同的論述效果。

（二）在類比之后要剖析，要善于揭示，一語破的，一針見血。要杜絕“只羅列，不評(píng)論”的誤區(qū)。再多的論據(jù)最終只為了服從于一個(gè)結(jié)論。考生要懂得適時(shí)將話點(diǎn)破，直接給出評(píng)論和類比的結(jié)果，否則再好的論述都形同擺設(shè)。

類比法通常用于一些較抽象的論點(diǎn)，為了讓其更加清晰，所以借助一些被大家所熟知的事例來加強(qiáng)說明。既然是眾所周知，那么用于類比的事物大致有這么幾種：古今中外的史實(shí)，神話傳說、寓言，寫作者自己創(chuàng)設(shè)的情境等。如果選取的類比素材合適，無疑會(huì)讓作者的思路更好的被人理解。但如果類比所用的事物比較生僻，顯然達(dá)不到預(yù)期的效果。

因此掌握運(yùn)用好這一把寫作創(chuàng)新的鑰匙，不但可以在寫作中提高思維效力，而且還可以增強(qiáng)鑒別、選擇、判定和運(yùn)思能力。

引出類比內(nèi)容的方式主要有：

By the same token, / similarly

【寫作真題】Some people think that teaching children of different abilities together benefits everyone. But some people believe that the intelligent students should be taught separately and be given special treatment. Discuss both and give your own opinion.?

【名師獻(xiàn)計(jì)】Proponents of separate teaching argue that students with different abilities should be divided into different classrooms or even different school. They cite that in the sports world, records are always created when a sportsman is facing tough competition. They believe that, by the same token, in a classroom where clever minds meet, students can achieve their best due to peer pressure.

五、解釋說明法

解釋說明法，是其中一條有力的擴(kuò)展補(bǔ)充方式，它可以將之前某一個(gè)不夠清晰的想法加以闡述，說明及解釋，讓考官心中有數(shù)的同時(shí)，也讓文章字?jǐn)?shù)更加充實(shí)。

但提醒考生們?cè)谑褂脮r(shí)要注意兩條要素：

（一）一味改寫之前的句子。這類考生已經(jīng)為字?jǐn)?shù)愁白了頭，儼然有點(diǎn)“不擇手段”的意思。以為解釋就是重寫，只是改動(dòng)幾個(gè)單詞。換位思考，若你看到某篇文章總是出現(xiàn)極其相似的句式，更糟糕的是意思還完全一樣，會(huì)不會(huì)有種被糊弄的感覺？

（二）一再的句意重復(fù)。這類現(xiàn)象尤為普遍。許多考官對(duì)中國考生的文章甚為頭疼。看似寫了許多，但細(xì)看來卻永遠(yuǎn)在說同一句話。往往一句簡(jiǎn)單的意思翻來覆去偏要講3遍，卻始終得不到新鮮的信息來有力支持。這樣的文章寫來何意？要記?。嚎脊俨皇?歲孩子，不是任何東西都需要解釋的。

因此，解釋說明法只適用于一些個(gè)人覺得意思不是特別明確的句子之后，用更加簡(jiǎn)明的方式去補(bǔ)充說明主題句的意思或原因，并且要從整個(gè)句式上發(fā)生大幅度改變，目的是將某句闡述的更加清楚。此法只作為補(bǔ)充的方式，不可在同一篇文章中使用過多。

用于解釋的引導(dǎo)方式主要有：

In other words, / That is to say,

..... , which means that....

讓我們來看一個(gè)例子：

【寫作真題】Some people say that online learning is the most effective and convenient way to learn. Others say that online learning will never be as effective as learning at a real school in person. Discuss both these views and give your own opinion.

【名師獻(xiàn)計(jì)】While there are a couple of drawbacks with online learning ,there are many more advantages. One of the most significant issues is the pace of learning. Students can learn without distractions at their own pace. This means that students can really focus on the courses and, as a result, achieve better results.

六、假設(shè)法

所謂假設(shè)，通常是指在現(xiàn)存的事實(shí)和理論的基礎(chǔ)上，對(duì)某些事物的存在或與其相關(guān)的規(guī)律所做的推測(cè)性的解說或虛擬性的預(yù)設(shè)。

因此，假設(shè)的重要價(jià)值毋庸質(zhì)疑。創(chuàng)造出一個(gè)虛擬的情境，在此情境中進(jìn)一步論述說明，反而會(huì)讓之前的論點(diǎn)或主題變的更準(zhǔn)確，更具說服力。無論這個(gè)假設(shè)的場(chǎng)景是順著主題，還是反向思考，都有其獨(dú)特的意義和價(jià)值。

同樣，假設(shè)法和解釋說明法都不適合頻繁出現(xiàn)，只應(yīng)作為輔助方式。我們?cè)趯懽鲿r(shí)要時(shí)刻注意文章的多樣性和廣度，不能只局限于某一種方式，應(yīng)體現(xiàn)出不同的擴(kuò)展能力，這樣才能達(dá)到考官所要求的“多樣性”。

引導(dǎo)假設(shè)的表達(dá)方式有：

If......., / Providing that.....

下面再看一例：

【寫作真題】Some people believe that students who go directly from high school to university benefit less than those who take a job or travel in the real world before they enter the university. What’s your opinion?

【名師獻(xiàn)計(jì)】In the first place, students will be less hesitant in deciding what to major in as a university student after a period of work or travel in the real world. If they have worked one or two years, students may get to know what kind of knowledge or skills they need in order to have a decent job in the competitive society. Thus they know what they need to learn before entering university.