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　獨(dú)立寫作題目

　　“Which of the following ways do you think is best for children (from 3 to 6 years of age) to prepare for school?

　　1) provide more books for children to read

　　2) read aloud to children

　　3) talk with children.”

　　寫作范文

　　尤其關(guān)注題目里對(duì)于人群的限定

　　尤其關(guān)注題目里指定的目的

　　Introduction

　　在開頭段落里，內(nèi)容的進(jìn)展要快，要少?gòu)U話：

       Children aged 3 to 6 years should get ready for their elementary school. The preparation may be done by different ways. My experience is that taking with children is more effective than reading aloud to them or giving books for them to read.

　　Body

　　論證結(jié)構(gòu)：兩個(gè)段落，每個(gè)段落都是“二選一”：

　　先比1和2

       Those people who opt for the first way may overestimate children’scognitive ability and attention span. Children at the young ages may be unable to comprehend what the books tell or to think critically. ← 回應(yīng)題目里限定的人群

       Meanwhile, the attention span of young children may be short and often too short to finish reading even a children’s book. Their attention may be diverted while they read. The defense of choosing the first option may however be that children will soon, at school, learn independently and should develop their cognition and stretch their attention span. They expect children to activate and exercise their potential ability as the preparation for the formal education. ← 回應(yīng)題目里指定的目的。

       This expectation may however not be met. ← 寫出contrast(對(duì)比)是“二選一”類型題目的論證關(guān)鍵 → Adults should not expect children to read for themselves, and should instead take charge. When parents read the stories to their children, the pace of reading may be adapted to children’scognition and attention span. Meanwhile, parents can manage children’s focus while they read for children. Also, they can explain or act out the stories or the stories’ characters so that their children may better understand what books say. This would be effective preparation, because children should possess at least some things learned before they go to school. ← 首先，建立了一個(gè)前提：不指望孩子自己(選項(xiàng)2和3的共同點(diǎn))。

　　論證結(jié)構(gòu)：兩個(gè)段落，每個(gè)段落都是“二選一”：

　　再比2和3

       At this point, external intervention, by the parents, is necessary, since children should not be left alone. ← 既是讓步也是段落之間的銜接。

       However, reading books is less good than the other way of intervention, which is talking. Books, despite their wide coverage of topics, restrain teaching, its way and content. When parents read, they need to base their teaching on what is in the book, and seldom do they go beyond the book. Also, they may control the pace and their voice yet need to stick to the reading of the book. ← 寫出contrast(對(duì)比)是“二選一”類型題目的論證關(guān)鍵 → Talking, having adistinguishing advantage, is not confined to this monotony. When parents converse with their children, there is a broader range of sources of knowledge they can use – their experiences during the childhood, stories and anecdotes, and there is also a variety of ways, including Q-and-As and role-play. 勿忘論證的關(guān)鍵點(diǎn)：人群的限定(children of 3-6 years of age)： When inspirational questions are asked and answers are given, the exchange of ideas is preliminary and critical step of the intellectual development of children within that age range. Also, since the Q-and-As are highly similar to a class, in which teachers not only read but also ask for pupils’ response, children are prepared for the elementary school. The role-play, as another possible way, enables children to be adaptable to their roles on the school campus. Since even a school campus is a miniature society where every individual has a role, it is better that children get used to the role in advance than that children just know a few books.

　　主體部分結(jié)束時(shí)，會(huì)發(fā)現(xiàn)：2比1好，3比2好。

　　Conclusion

　　充分回應(yīng)introduction即可，不要出現(xiàn)body部分的細(xì)碎內(nèi)容。

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