Identifying Arguments 辨識論點
進階找論點。
- 論證三件套：claim 立場 → reason 理由 → evidence 證據
- Strong argument 用 facts / numbers / examples，不是齋講感受
- Counter-argument = 反方觀點——看埋先算全面（allow phones but keep them off in lessons）
文體小知識：Claim, reason, evidence — check all three.
§課文原文 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.
§逐句中文翻譯 Sentence-by-sentence translation
Should schools ban mobile phones?
學校應否禁止學生帶手機？
This question always starts a heated argument.
這個問題總會引起激烈爭論。
Some people say yes.
有些人贊成。
Their main claim is that phones distract students.
他們的主要主張是手機令學生分心。
One reason is that students play games in class instead of listening.
其中一個理由是學生上課時玩遊戲而不聽書。
Another reason is that phones allow cheating during tests.
另一個理由是手機讓學生在測驗時作弊。
However, others say phones are useful learning tools.
不過，也有人說手機是有用的學習工具。
Students can look up new words, and they can contact their parents after school.
學生可以查生字，放學後又可以聯絡父母。
Both sides use evidence to support their views.
雙方都用證據支持自己的觀點。
The first group points to a survey showing that test scores fell after phones became common.
第一組引用一項調查，顯示手機普及後測驗分數下降。
The second group mentions schools where students use tablets to do research.
第二組提到有學校讓學生用平板電腦做研究。
When we read such texts, we should identify the claim first, then look for reasons and evidence.
讀這類文章時，我們應先找出主張，再尋找理由和證據。
A strong argument gives facts, numbers or examples, not just feelings.
強而有力的論證會給出事實、數字或例子，而不只是感覺。
Writers try to persuade us, so we must stay calm and think.
作者試圖說服我們，所以我們要保持冷靜、獨立思考。
A good reader also looks for the counter-argument, which is the opposing view.
好讀者還會尋找反駁，也就是對立的觀點。
The best solution may be to allow phones but keep them off during lessons.
最好的解決方法可能是允許帶手機，但上課時要關掉。
This balances both sides.
這樣就能平衡雙方。
In conclusion, before you believe a claim, ask three questions:
總結來說，相信一個主張之前，先問三個問題：
What is the reason?
理由是甚麼？
Where is the evidence?
證據在哪裡？
Is there another side?
有沒有另一面？
If you practise these steps, you will become a more careful thinker.
如果你練習這些步驟，就會成為更審慎的思考者。
Remember that “everyone does it” is not evidence at all.
記住：「人人都這樣做」根本不是證據。
1重點摘要 Summary
找論點。
2生字卡 Vocabulary
Writer's main point。
Statement made。
Why。
Proof。
Opposing view。
Back up。
Convince。
Ending point。
3逐步講解 Steps
- Claim考點：論說文閱讀的第一步是辨識 claim，即作者想說服讀者相信的立場，幾乎是議論文閱讀的必考點。方法：向自己追問一句：作者想讀者接受什麼結論？能夠回答這句便是 claim。例如：課文開首問 Should schools ban mobile phones?，隨即點明 Their main claim is that phones distract students，手機令學生分心正是禁手機一方的立場。易錯處：考生常把 claim 與 reason 混為一談；立場是結論，理由是支持結論的論據，兩者層次不同，答題時切勿顛倒次序或混寫。
- Reason考點：理由是支持立場的論據，題目常要求列出兩項以上並說明其功能，數量與準確同時計分。方法：捕捉 One reason is 與 Another reason is 一類訊號詞，見一次記一項，逐項抄錄要點。例如：課文寫 One reason is that students play games in class instead of listening，另一項是 Another reason is that phones allow cheating during tests，上堂打電動與考試作弊正是兩大論據。易錯處：考生常把例子當作理由，或只找到一項便收筆；訊號詞是路標，跟住路標行，答案才齊全。
- Evidence考點：evidence 考查對證據類型的辨識，事實、數字、調查與例子才算是證據，感受與猜測一概不算。方法：判斷論據屬於事實還是感受，只有事實才能擔當證據，答題時宜寫明類型。例如：課文引用 a survey showing that test scores fell after phones became common，一項調查顯示手機普及之後考試成績下跌，調查與數據兼備，證據力強。易錯處：考生常把 I feel、everyone knows 一類主觀說法當作證據引用；答題時應寫明證據類型，例如調查、數字或實例，並交代出處。
- 找 claim考點：claim 的位置有規律可尋，掌握位置規律可大幅加快解題速度，這是應試策略類考點。方法：優先檢查文章開頭與結尾，論點多數出現於首段末句或末段首句。例如：本課第一句便是問句 Should schools ban mobile phones?，第二句立即亮出立場 Their main claim is that phones distract students，問句帶出議題，緊接的一句給出立場。易錯處：考生常逐句細讀全文，浪費時間而不得要領；先掃首尾再補中段，遇見 should、must、believe 一類字眼更要放慢，那裏多半藏着 claim。
- 反方考點：counter-argument（反方論點）是議論文結構題的常客，考驗考生對文章平衡結構的認識，漏答反方便屬不完整。方法：留意 However、On the other hand、others say 等轉折訊號，轉折之後出現的便是對立觀點。例如：課文寫 However, others say phones are useful learning tools. Students can look up new words，However 之後立場反轉，主張手機是有用的學習工具，並以查生字為例支持。易錯處：考生常漏讀反方部分，以為文章只有一種聲音；好的議論文必然兩面兼顧，答題時指出反方論點及其例子才算完整。
- 評估強度考點：評估論證強弱是高階題型，要求判斷論據的質素而非僅僅找出論據，這是區分能力等級的關鍵題。方法：檢查論據是否屬於事實、數字或例子，凡屬感受與從眾心理皆屬薄弱，標準必須客觀。例如：課文明言 A strong argument gives facts, numbers or examples, not just feelings，強論證以事實與數字說話；反之，everyone does it 一類說法毫無證據力，只是情緒渲染。易錯處：考生常以為論據說得多便有力，或被情緒化字眼動搖；評估時緊記標準：有數有例為強，訴諸感受為弱。
- 平衡方案考點：結論題常考作者如何調和兩面，平衡方案反映文章的成熟度，亦常以 Best solution 形式設題。方法：找出同時吸納正反雙方關注的折衷建議，並分析它如何回應各方立場。例如：課文提出 The best solution may be to allow phones but keep them off during lessons，准許攜帶但上堂關機，既保留反方主張的學習用途，又回應正方對分心的憂慮。易錯處：考生常以為結論必須二選一，忽略折衷方案的存在；最成熟的結論往往不是誰勝誰負，而是有條件的並存，答題時宜寫出條件內容。
- 三問考點：批判性思維可以流程化，三條檢驗問題是議論文閱讀的總綱，也常被要求作為答題框架默寫。方法：相信任何 claim 之前依次追問：What is the reason? 理由何在；Where is the evidence? 證據何在；Is there another side? 有沒有另一面。例如：本課結尾明言 If you practise these steps, you will become a more careful thinker，練習此三問正是提升思辨能力之路。易錯處：考生常答完立場與理由便收筆，漏掉反方檢查；三問齊出答案才稱得上全面，習慣成自然之後，閱讀速度反而不減。
5例題示範 Example
根據課文『學校應該禁手機』的辯論，寫出支持禁手機的 claim + 一個 reason + 一項 evidence，再寫一個 counter-argument。
- 第一步：找 claim（立場）——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（證據）——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：用三條問題檢查——What is the reason? Where is the evidence? Is there another side?
- 答案：支持禁手機的 claim：phones distract students。Reason：學生上堂打電動、手機令考試可以作弊。Evidence：survey 顯示手機普及後 test scores fell。Counter-argument：手機對 research 和安全好重要，學生放學要聯絡父母；a total ban treats students like small children。檢查三條問題：What is the reason? Where is the evidence? Is there another side? 記住 'everyone does it' 完全不算 evidence。
6常見錯誤 Mistakes
78 題快測 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重點回顧 Recap
- 論證三件套：claim 立場 → reason 理由 → evidence 證據
- Strong argument 用 facts / numbers / examples，不是齋講感受
- Counter-argument = 反方觀點——看埋先算全面（allow phones but keep them off in lessons）
- 三條檢查問題：What is the reason? Where is the evidence? Is there another side?
- 'Everyone does it' 完全不是 evidence——課文金句