Article 文章
進階標題 + 開場 + 主體 + 結尾。
- 文章四部曲：吸睛標題 → hook 引言 → 正反主體 → 建議結尾。
- 標題用問句或對比字眼，一句帶出爭議。
- 引言用情境、數據或問題抓住讀者，不要直接入題。
文體小知識：For school magazine.
§課文原文 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.
§逐句中文翻譯 Sentence-by-sentence translation
Phones in School: Tool or Trouble?
《校園手機：工具還是麻煩？》
Should students be allowed to use smartphones during recess?
學生應該獲准在小息使用智能電話嗎？
This question has divided opinion in our school for years.
這條問題在我們學校已經爭論了好多年。
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.
午餐時間走過走廊，你會見到兩幅完全不同的畫面：有同學在 e-classroom 平台上對答案，也有同學獨自坐着，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.
我認為，手機既不是天使，亦不是魔鬼；一切視乎我們怎樣使用。
On the one hand, phones help us check the e-classroom platform, look up vocabulary and contact our parents quickly.
一方面，手機幫我們查 e-classroom 平台、查生字，並快速聯絡父母。
During the pandemic years, they were our classrooms, libraries and noticeboards all at once.
疫情那幾年，它們同時是我們的課室、圖書館與佈告板。
It would be foolish to pretend that such a useful tool has no place in school life.
假裝這麼有用的工具在校園生活沒有位置，實在太傻。
On the other hand, many students spend entire recesses scrolling short videos instead of talking to classmates.
另一方面，許多同學整個小息都只顧滑短片，而不是和同學聊天。
A recent survey in our school found that one in four students checks social media more than thirty times a day.
我們學校最近一項調查發現，四分之一的學生每日查社交媒體超過三十次。
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.
這些習慣悄悄偷走我們用來學習、運動和真正友誼的時間——還偷走另一樣東西：安靜下來與自己相處的能力。
Therefore, I believe our school should teach phone etiquette instead of simply banning phones.
所以，我認為學校應該教手機禮儀，而不是一刀切禁手機。
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.
清晰的規則，例如上堂不准用手機、吃飯不准用手機，可以保護學習時間，又不會令老師變成警察。
After all, learning self-control in school prepares us for a world that never switches off.
畢竟，在學校學會自我控制，是為了讓我們準備迎接一個永遠不會關機的世界。
1重點摘要 Summary
標題 + 開場 + 主體 + 結尾。
2生字卡 Vocabulary
文章。
標題。
開場。
主體。
結尾。
段落。
吸引。
意見。
3逐步講解 Steps
- 標題文章標題的考點是吸引與精煉並重。方法是用問句或對比製造張力，讓讀者未讀內文先想追看。以範文為例：Phones in School: Tool or Trouble?，Tool 與 Trouble 一字之差已帶出整場辯論。易錯之處是學生標題過長或平淡，例如 The Problem of Using Phones in School，資訊有了卻毫無懸念；標題宜控制在幾個字之內，並且直接點出爭議核心，這是文章的第一個得分位，值得反覆推敲。
- 引言引言的考點是開篇三句之內抓住讀者。方法有二：提出問題，或呈現驚人對比。以範文為例，首段描繪走廊兩幅畫面，一邊有學生在 e-classroom 討論功課，一邊有學生獨自盯住短片，畫面對比之後才拋出問題。易錯之處是學生開篇即講大道理，或直接宣告立場，缺乏吸引讀者的過程；引言的任務是製造閱讀動機，畫面與問題永遠比口號有效，開篇的畫面感是議論文的加分位。
- 主體主體段考點是論證平衡與例證具體。方法採用一段一論點、一論點一例子的結構，正反兩面並重。以範文為例：正面論點列舉查功課、查生字、聯絡父母三項用途；反面引用校本調查，指出四分一學生每日檢查社交媒體超過三十次。易錯之處是學生只寫單邊意見，或例子空泛；數據與具體情境是議論文的硬通貨，沒有數據便引用觀察所得，務求每個論點都有實據支持。
- 結尾結尾的考點是總結之餘提出可行建議，切忌騎牆。方法是重申立場，再給出具體方案。以範文為例，作者建議 teach phone etiquette instead of simply banning phones，並提出上課時間禁用手機等明確規則，方案清晰可執行。易錯之處是學生結尾只寫希望大家好好思考一類空話，或前文支持後文反對，立場搖擺；評卷重視結論的明確性與建設性，含糊收結必被扣分，結尾宜落到具體做法。
- 連接詞連接詞是文章結構的外顯標記，考點在於用得準而非用得多。方法按功能選用：In my opinion 表立場，On the one hand 與 On the other hand 呈正反，Therefore 導結論。以範文為例，四類連接詞全部出場，段落銜接自然流暢。易錯之處是學生堆砌 However、Moreover 卻不考慮邏輯關係，連接詞與內容脫節；每用一個連接詞，須自問前後兩句是否真有此種關係，名實相符才是好連接。
- 立場句立場句的考點是清晰而有記憶點。方法是用比喻或對照句式把立場壓縮成一句。以範文為例：Phones are neither angels nor demons; everything depends on how we use them，天使與魔鬼的比喻既表明不偏不倚，又點出關鍵在於用法，一句立場令人過目不忘。易錯之處是學生立場含糊，寫成手機有好有壞便算；議論文的立場句須同時交代判斷與理由方向，比喻是加分技巧，考前宜為常見話題預備一句。
- 升華收結結尾最後一句若能由個案升華至普遍道理，文章立見高度。方法是由校園推及人生。以範文為例：Learning self-control in school prepares us for a world that never switches off，把手機議題提升至自我管理的生命課題，餘韻悠長。易錯之處是學生結尾重複首段內容，毫無推進；升華不是另起新論點，而是把已有論點放大其意義，一句即可，切忌說教過長，否則高度未見而累贅先至。
5例題示範 Example
範文《Phones in School: Tool or Trouble?》怎樣做到「標題吸睛、引言 hook、正反論證、建議收結」這個文章結構？
- 第一步：標題用對比問句「Tool or Trouble?」，三個字帶出爭議，吸引讀者追看。
- 第二步：引言用情境 hook——走廊兩幅畫面（用 e-classroom 討論功課 vs 獨自盯住短片），再帶出問題。
- 第三步：主體正反並重——正面：查功課、查生字、聯絡父母；反面：引用校本調查「四分之一的學生每日查看社交媒體超過三十次」做數據例子。
- 第四步：用連接詞行文——「In my opinion」「On the one hand」「On the other hand」「Therefore」，立場清晰、段落銜接流暢。
- 第五步：結尾不騎牆——提出具體建議（教 phone etiquette、訂清晰規則），最後一句升華主旨。
- 答案：這篇範文示範文章四部結構。標題「Tool or Trouble?」用對比問句吸睛；引言描繪走廊兩幅對比畫面做 hook。主體正反並重：正面列舉查功課、查生字、聯絡家長的用途；反面引用校本調查——四分之一學生每日查看社交媒體超過三十次。作者立場清晰——手機「neither angels nor demons」，關鍵在於怎樣用；結尾提出具體建議：教手機禮儀、訂明上堂和晚飯不准用，而不是一刀切禁用。結構完整、論證有據，是 DSE 文章的好榜樣。
6常見錯誤 Mistakes
76 題快測 Quick check
Q1文章結構？
Q2開場點寫？
Q3主體分？
Q4結尾？
Q5標題？
Q6語氣？
8重點回顧 Recap
- 文章四部曲：吸睛標題 → hook 引言 → 正反主體 → 建議結尾。
- 標題用問句或對比字眼，一句帶出爭議。
- 引言用情境、數據或問題抓住讀者，不要直接入題。
- 主體每段一個論點加一個例子，正反兩面都要講。
- 結尾要有立場和具體建議，不要騎牆或者流於空談。