Identifying Arguments 辨识论点
进阶找论点。
- 论证三件套：claim 立场 → reason 理由 → evidence 证据
- Strong argument 用 facts / numbers / examples，不是斋讲感受
- Counter-argument = 反方观点——看埋先算全面（allow phones but keep them off in lessons）
文体小知识：Claim, reason, evidence — check all three.
§课文原文 Passage
1Should schools ban mobile phones? This question always starts a heated argument. Some people say yes. Their main claim is that phones distract students. One reason is that students play games in class instead of listening. Another reason is that phones allow cheating during tests. However, others say phones are useful learning tools. Students can look up new words, and they can contact their parents after school.
2Both sides use evidence to support their views. The first group points to a survey showing that test scores fell after phones became common. The second group mentions schools where students use tablets to do research. When we read such texts, we should identify the claim first, then look for reasons and evidence. A strong argument gives facts, numbers or examples, not just feelings. Writers try to persuade us, so we must stay calm and think.
3A good reader also looks for the counter-argument, which is the opposing view. The best solution may be to allow phones but keep them off during lessons. This balances both sides. In conclusion, before you believe a claim, ask three questions: What is the reason? Where is the evidence? Is there another side? If you practise these steps, you will become a more careful thinker. Remember that “everyone does it” is not evidence at all.
§逐句中文翻译 Sentence-by-sentence translation
Should schools ban mobile phones?
学校应否禁止学生带手机？
This question always starts a heated argument.
这个问题总会引起激烈争论。
Some people say yes.
有些人赞成。
Their main claim is that phones distract students.
他们的主要主张是手机令学生分心。
One reason is that students play games in class instead of listening.
其中一个理由是学生上课时玩游戏而不听书。
Another reason is that phones allow cheating during tests.
另一个理由是手机让学生在测验时作弊。
However, others say phones are useful learning tools.
不过，也有人说手机是有用的学习工具。
Students can look up new words, and they can contact their parents after school.
学生可以查生字，放学后又可以联络父母。
Both sides use evidence to support their views.
双方都用证据支持自己的观点。
The first group points to a survey showing that test scores fell after phones became common.
第一组引用一项调查，显示手机普及后测验分数下降。
The second group mentions schools where students use tablets to do research.
第二组提到有学校让学生用平板电脑做研究。
When we read such texts, we should identify the claim first, then look for reasons and evidence.
读这类文章时，我们应先找出主张，再寻找理由和证据。
A strong argument gives facts, numbers or examples, not just feelings.
强而有力的论证会给出事实、数字或例子，而不只是感觉。
Writers try to persuade us, so we must stay calm and think.
作者试图说服我们，所以我们要保持冷静、独立思考。
A good reader also looks for the counter-argument, which is the opposing view.
好读者还会寻找反驳，也就是对立的观点。
The best solution may be to allow phones but keep them off during lessons.
最好的解决方法可能是允许带手机，但上课时要关掉。
This balances both sides.
这样就能平衡双方。
In conclusion, before you believe a claim, ask three questions:
总结来说，相信一个主张之前，先问三个问题：
What is the reason?
理由是甚么？
Where is the evidence?
证据在哪里？
Is there another side?
有没有另一面？
If you practise these steps, you will become a more careful thinker.
如果你练习这些步骤，就会成为更审慎的思考者。
Remember that “everyone does it” is not evidence at all.
记住：「人人都这样做」根本不是证据。
1重点摘要 Summary
找论点。
2生字卡 Vocabulary
Writer's main point。
Statement made。
Why。
Proof。
Opposing view。
Back up。
Convince。
Ending point。
3逐步讲解 Steps
- Claim考点：论说文阅读的第一步是辨识 claim，即作者想说服读者相信的立场，几乎是议论文阅读的必考点。方法：向自己追问一句：作者想读者接受什么结论？能够回答这句便是 claim。例如：课文开首问 Should schools ban mobile phones?，随即点明 Their main claim is that phones distract students，手机令学生分心正是禁手机一方的立场。易错处：考生常把 claim 与 reason 混为一谈；立场是结论，理由是支持结论的论据，两者层次不同，答题时切勿颠倒次序或混写。
- Reason考点：理由是支持立场的论据，题目常要求列出两项以上并说明其功能，数量与准确同时计分。方法：捕捉 One reason is 与 Another reason is 一类讯号词，见一次记一项，逐项抄录要点。例如：课文写 One reason is that students play games in class instead of listening，另一项是 Another reason is that phones allow cheating during tests，上堂打电动与考试作弊正是两大论据。易错处：考生常把例子当作理由，或只找到一项便收笔；讯号词是路标，跟住路标行，答案才齐全。
- Evidence考点：evidence 考查对证据类型的辨识，事实、数字、调查与例子才算是证据，感受与猜测一概不算。方法：判断论据属于事实还是感受，只有事实才能担当证据，答题时宜写明类型。例如：课文引用 a survey showing that test scores fell after phones became common，一项调查显示手机普及之后考试成绩下跌，调查与数据兼备，证据力强。易错处：考生常把 I feel、everyone knows 一类主观说法当作证据引用；答题时应写明证据类型，例如调查、数字或实例，并交代出处。
- 找 claim考点：claim 的位置有规律可寻，掌握位置规律可大幅加快解题速度，这是应试策略类考点。方法：优先检查文章开头与结尾，论点多数出现于首段末句或末段首句。例如：本课第一句便是问句 Should schools ban mobile phones?，第二句立即亮出立场 Their main claim is that phones distract students，问句带出议题，紧接的一句给出立场。易错处：考生常逐句细读全文，浪费时间而不得要领；先扫首尾再补中段，遇见 should、must、believe 一类字眼更要放慢，那里多半藏着 claim。
- 反方考点：counter-argument（反方论点）是议论文结构题的常客，考验考生对文章平衡结构的认识，漏答反方便属不完整。方法：留意 However、On the other hand、others say 等转折讯号，转折之后出现的便是对立观点。例如：课文写 However, others say phones are useful learning tools. Students can look up new words，However 之后立场反转，主张手机是有用的学习工具，并以查生字为例支持。易错处：考生常漏读反方部分，以为文章只有一种声音；好的议论文必然两面兼顾，答题时指出反方论点及其例子才算完整。
- 评估强度考点：评估论证强弱是高阶题型，要求判断论据的质素而非仅仅找出论据，这是区分能力等级的关键题。方法：检查论据是否属于事实、数字或例子，凡属感受与从众心理皆属薄弱，标准必须客观。例如：课文明言 A strong argument gives facts, numbers or examples, not just feelings，强论证以事实与数字说话；反之，everyone does it 一类说法毫无证据力，只是情绪渲染。易错处：考生常以为论据说得多便有力，或被情绪化字眼动摇；评估时紧记标准：有数有例为强，诉诸感受为弱。
- 平衡方案考点：结论题常考作者如何调和两面，平衡方案反映文章的成熟度，亦常以 Best solution 形式设题。方法：找出同时吸纳正反双方关注的折衷建议，并分析它如何回应各方立场。例如：课文提出 The best solution may be to allow phones but keep them off during lessons，准许携带但上堂关机，既保留反方主张的学习用途，又回应正方对分心的忧虑。易错处：考生常以为结论必须二选一，忽略折衷方案的存在；最成熟的结论往往不是谁胜谁负，而是有条件的并存，答题时宜写出条件内容。
- 三问考点：批判性思维可以流程化，三条检验问题是议论文阅读的总纲，也常被要求作为答题框架默写。方法：相信任何 claim 之前依次追问：What is the reason? 理由何在；Where is the evidence? 证据何在；Is there another side? 有没有另一面。例如：本课结尾明言 If you practise these steps, you will become a more careful thinker，练习此三问正是提升思辨能力之路。易错处：考生常答完立场与理由便收笔，漏掉反方检查；三问齐出答案才称得上全面，习惯成自然之后，阅读速度反而不减。
5例题示范 Example
根据课文『学校应该禁手机』的辩论，写出支持禁手机的 claim + 一个 reason + 一项 evidence，再写一个 counter-argument。
- 第一步：找 claim（立场）——Phones should be banned because they distract students.
- 第二步：找 reason（理由）——Students play games in class instead of listening.
- 第三步：找 evidence（证据）——A survey shows test scores fell after phones became common.
- 第四步：找 counter-argument（反方）——Phones are useful tools for research and safety.
- 第五步：用三条问题检查——What is the reason? Where is the evidence? Is there another side?
- 答案：支持禁手机的 claim：phones distract students。Reason：学生上堂打电动、手机令考试可以作弊。Evidence：survey 显示手机普及后 test scores fell。Counter-argument：手机对 research 和安全好重要，学生放学要联络父母；a total ban treats students like small children。检查三条问题：What is the reason? Where is the evidence? Is there another side? 记住 'everyone does it' 完全不算 evidence。
6常见错误 Mistakes
78 题快测 Quick check
Q1What is an argument?
Q2What is a claim?
Q3What is evidence?
Q4What is counter-argument?
Q5What does persuade mean?
Q6What is the argument?
Q7Reason 1?
Q8What is the evidence?
8重点回顾 Recap
- 论证三件套：claim 立场 → reason 理由 → evidence 证据
- Strong argument 用 facts / numbers / examples，不是斋讲感受
- Counter-argument = 反方观点——看埋先算全面（allow phones but keep them off in lessons）
- 三条检查问题：What is the reason? Where is the evidence? Is there another side?
- 'Everyone does it' 完全不是 evidence——课文金句