Article 文章
进阶标题 + 开场 + 主体 + 结尾。
- 文章四部曲：吸睛标题 → hook 引言 → 正反主体 → 建议结尾。
- 标题用问句或对比字眼，一句带出争议。
- 引言用情境、数据或问题抓住读者，不要直接入题。
文体小知识：For school magazine.
§课文原文 Passage
1Phones in School: Tool or Trouble? Should students be allowed to use smartphones during recess? This question has divided opinion in our school for years. Walking through the corridors at lunchtime, you will see two very different pictures: students comparing homework answers on the e-classroom platform, and students sitting alone, eyes fixed on short videos.
2In my opinion, phones are neither angels nor demons; everything depends on how we use them. On the one hand, phones help us check the e-classroom platform, look up vocabulary and contact our parents quickly. During the pandemic years, they were our classrooms, libraries and noticeboards all at once. It would be foolish to pretend that such a useful tool has no place in school life.
3On the other hand, many students spend entire recesses scrolling short videos instead of talking to classmates. A recent survey in our school found that one in four students checks social media more than thirty times a day. Such habits quietly steal the time we need for study, sport and real friendship — and they steal something else too: the ability to sit still with our own thoughts.
4Therefore, I believe our school should teach phone etiquette instead of simply banning phones. Clear rules, such as no phones during lessons and no phones at the dinner table, would protect learning time without turning teachers into police officers. After all, learning self-control in school prepares us for a world that never switches off.
§逐句中文翻译 Sentence-by-sentence translation
Phones in School: Tool or Trouble?
《校园手机：工具还是麻烦？》
Should students be allowed to use smartphones during recess?
学生应该获准在小息使用智能电话吗？
This question has divided opinion in our school for years.
这条问题在我们学校已经争论了好多年。
Walking through the corridors at lunchtime, you will see two very different pictures: students comparing homework answers on the e-classroom platform, and students sitting alone, eyes fixed on short videos.
午餐时间走过走廊，你会见到两幅完全不同的画面：有同学在 e-classroom 平台上对答案，也有同学独自坐着，眼睛定定地盯着短片。
In my opinion, phones are neither angels nor demons; everything depends on how we use them.
我认为，手机既不是天使，亦不是魔鬼；一切视乎我们怎样使用。
On the one hand, phones help us check the e-classroom platform, look up vocabulary and contact our parents quickly.
一方面，手机帮我们查 e-classroom 平台、查生字，并快速联络父母。
During the pandemic years, they were our classrooms, libraries and noticeboards all at once.
疫情那几年，它们同时是我们的课室、图书馆与布告板。
It would be foolish to pretend that such a useful tool has no place in school life.
假装这么有用的工具在校园生活没有位置，实在太傻。
On the other hand, many students spend entire recesses scrolling short videos instead of talking to classmates.
另一方面，许多同学整个小息都只顾滑短片，而不是和同学聊天。
A recent survey in our school found that one in four students checks social media more than thirty times a day.
我们学校最近一项调查发现，四分之一的学生每日查社交媒体超过三十次。
Such habits quietly steal the time we need for study, sport and real friendship — and they steal something else too: the ability to sit still with our own thoughts.
这些习惯悄悄偷走我们用来学习、运动和真正友谊的时间——还偷走另一样东西：安静下来与自己相处的能力。
Therefore, I believe our school should teach phone etiquette instead of simply banning phones.
所以，我认为学校应该教手机礼仪，而不是一刀切禁手机。
Clear rules, such as no phones during lessons and no phones at the dinner table, would protect learning time without turning teachers into police officers.
清晰的规则，例如上堂不准用手机、吃饭不准用手机，可以保护学习时间，又不会令老师变成警察。
After all, learning self-control in school prepares us for a world that never switches off.
毕竟，在学校学会自我控制，是为了让我们准备迎接一个永远不会关机的世界。
1重点摘要 Summary
标题 + 开场 + 主体 + 结尾。
2生字卡 Vocabulary
文章。
标题。
开场。
主体。
结尾。
段落。
吸引。
意见。
3逐步讲解 Steps
- 标题文章标题的考点是吸引与精炼并重。方法是用问句或对比制造张力，让读者未读内文先想追看。以范文为例：Phones in School: Tool or Trouble?，Tool 与 Trouble 一字之差已带出整场辩论。易错之处是学生标题过长或平淡，例如 The Problem of Using Phones in School，资讯有了却毫无悬念；标题宜控制在几个字之内，并且直接点出争议核心，这是文章的第一个得分位，值得反复推敲。
- 引言引言的考点是开篇三句之内抓住读者。方法有二：提出问题，或呈现惊人对比。以范文为例，首段描绘走廊两幅画面，一边有学生在 e-classroom 讨论功课，一边有学生独自盯住短片，画面对比之后才抛出问题。易错之处是学生开篇即讲大道理，或直接宣告立场，缺乏吸引读者的过程；引言的任务是制造阅读动机，画面与问题永远比口号有效，开篇的画面感是议论文的加分位。
- 主体主体段考点是论证平衡与例证具体。方法采用一段一论点、一论点一例子的结构，正反两面并重。以范文为例：正面论点列举查功课、查生字、联络父母三项用途；反面引用校本调查，指出四分一学生每日检查社交媒体超过三十次。易错之处是学生只写单边意见，或例子空泛；数据与具体情境是议论文的硬通货，没有数据便引用观察所得，务求每个论点都有实据支持。
- 结尾结尾的考点是总结之余提出可行建议，切忌骑墙。方法是重申立场，再给出具体方案。以范文为例，作者建议 teach phone etiquette instead of simply banning phones，并提出上课时间禁用手机等明确规则，方案清晰可执行。易错之处是学生结尾只写希望大家好好思考一类空话，或前文支持后文反对，立场摇摆；评卷重视结论的明确性与建设性，含糊收结必被扣分，结尾宜落到具体做法。
- 连接词连接词是文章结构的外显标记，考点在于用得准而非用得多。方法按功能选用：In my opinion 表立场，On the one hand 与 On the other hand 呈正反，Therefore 导结论。以范文为例，四类连接词全部出场，段落衔接自然流畅。易错之处是学生堆砌 However、Moreover 却不考虑逻辑关系，连接词与内容脱节；每用一个连接词，须自问前后两句是否真有此种关系，名实相符才是好连接。
- 立场句立场句的考点是清晰而有记忆点。方法是用比喻或对照句式把立场压缩成一句。以范文为例：Phones are neither angels nor demons; everything depends on how we use them，天使与魔鬼的比喻既表明不偏不倚，又点出关键在于用法，一句立场令人过目不忘。易错之处是学生立场含糊，写成手机有好有坏便算；议论文的立场句须同时交代判断与理由方向，比喻是加分技巧，考前宜为常见话题预备一句。
- 升华收结结尾最后一句若能由个案升华至普遍道理，文章立见高度。方法是由校园推及人生。以范文为例：Learning self-control in school prepares us for a world that never switches off，把手机议题提升至自我管理的生命课题，余韵悠长。易错之处是学生结尾重复首段内容，毫无推进；升华不是另起新论点，而是把已有论点放大其意义，一句即可，切忌说教过长，否则高度未见而累赘先至。
5例题示范 Example
范文《Phones in School: Tool or Trouble?》怎样做到「标题吸睛、引言 hook、正反论证、建议收结」这个文章结构？
- 第一步：标题用对比问句「Tool or Trouble?」，三个字带出争议，吸引读者追看。
- 第二步：引言用情境 hook——走廊两幅画面（用 e-classroom 讨论功课 vs 独自盯住短片），再带出问题。
- 第三步：主体正反并重——正面：查功课、查生字、联络父母；反面：引用校本调查「四分之一的学生每日查看社交媒体超过三十次」做数据例子。
- 第四步：用连接词行文——「In my opinion」「On the one hand」「On the other hand」「Therefore」，立场清晰、段落衔接流畅。
- 第五步：结尾不骑墙——提出具体建议（教 phone etiquette、订清晰规则），最后一句升华主旨。
- 答案：这篇范文示范文章四部结构。标题「Tool or Trouble?」用对比问句吸睛；引言描绘走廊两幅对比画面做 hook。主体正反并重：正面列举查功课、查生字、联络家长的用途；反面引用校本调查——四分之一学生每日查看社交媒体超过三十次。作者立场清晰——手机「neither angels nor demons」，关键在于怎样用；结尾提出具体建议：教手机礼仪、订明上堂和晚饭不准用，而不是一刀切禁用。结构完整、论证有据，是 DSE 文章的好榜样。
6常见错误 Mistakes
76 题快测 Quick check
Q1文章结构？
Q2开场点写？
Q3主体分？
Q4结尾？
Q5标题？
Q6语气？
8重点回顾 Recap
- 文章四部曲：吸睛标题 → hook 引言 → 正反主体 → 建议结尾。
- 标题用问句或对比字眼，一句带出争议。
- 引言用情境、数据或问题抓住读者，不要直接入题。
- 主体每段一个论点加一个例子，正反两面都要讲。
- 结尾要有立场和具体建议，不要骑墙或者流于空谈。