五分鐘學(xué)會(huì)邏輯審題并邏輯輸出（附帶托福高能范文）

Hello同學(xué)們，我們的五分鐘學(xué)作文系列文章已經(jīng)從16年走入了17年，在新的一年里，我們依舊會(huì)為同學(xué)們送上關(guān)于方方面面關(guān)于寫作基本認(rèn)知和組織寫作技巧的詳細(xì)完整的說明和示范，希望同學(xué)們能夠持續(xù)關(guān)注陜西新通教育帶給大家的寫作分享，若有些同學(xué)覺得這些內(nèi)容不錯(cuò)，就轉(zhuǎn)發(fā)一下吧，你的同學(xué)可能也需要一些寫作上的幫助哦。

今天我們講解一下如何邏輯審題并根絕邏輯審題的結(jié)果如何組織全文對(duì)應(yīng)的審題輸出（其實(shí)議論寫作就是針對(duì)審題所做的邏輯對(duì)應(yīng)的答題），我們利用一個(gè)托福獨(dú)立寫作題目來做詳細(xì)的分析和范文演示。

題目：

All the university students should take history course no matter what field they major in. Do you agree or disagree?

審題分析：

這個(gè)題目看起來比較簡(jiǎn)單和極端，所有的大學(xué)生不論專業(yè)是什么都要上歷史課。你同意還是不同意呢？當(dāng)我們看到這個(gè)題目的時(shí)候，首先需要有這樣兩點(diǎn)邏輯思考：

為什么是所有大學(xué)生？Why all？--衍生邏輯問題：what is history？歷史到底是什么？
為什么是歷史課？Why history？--衍生邏輯問題：what is it for all？學(xué)習(xí)歷史能給所有人帶來啥？

如果基于這兩點(diǎn)問題的思考我們是比較有思路且全面的，那么寫作起來可以填充的細(xì)節(jié)也自然在這兩個(gè)大邏輯問題上可以豐盈起來。等下我們整體share范文給到大家看看是如何在行文中解決這兩個(gè)邏輯認(rèn)知的。

首段寫作認(rèn)知說明：

首段是議論中最為重要的一段，首段寫的好與壞決定了我們通篇的好與壞，正所謂好的開始是成功的一半。在首段寫作中我們強(qiáng)調(diào)以下四個(gè)方面的認(rèn)知和執(zhí)行。

Locate the Key Words in the Topic
定義、范圍、程度等的思考，想得對(duì)寫得好
Define the Key Words in Other ways
同意替換改寫話題：語用能力、審題能力
Answer the question in fully developed sentences
高分議論在于文章邏輯的可追溯性
Brief your idea in phrases
完整立意=表明觀點(diǎn)+定義主旨

只有很完成的做完了關(guān)于以上四點(diǎn)的思考和執(zhí)行分析，才能寫出一段讓讀者快速理解和跟蹤的首段。

主體段寫作認(rèn)知說明：

主題段落是針對(duì)首段的定義作出的有目的和有章法的議論展開，主體段需要跟首段以及尾段行程自然過度和具體細(xì)節(jié)展示。主體段我們強(qiáng)調(diào)以下四項(xiàng)的達(dá)成。

Follow what you've defined in the Intro
主體段和主旨觀點(diǎn)對(duì)應(yīng)，要思考定義并實(shí)時(shí)控制
End where you start
邏輯閉環(huán)論證的核心是堅(jiān)持己見并自圓其說
I-E-E or at least I-E
論證手段的多樣性決定了我們有多少正確輸出
Check and change if you are rambled
要直接不要冗長(zhǎng)晦澀

以上四項(xiàng)的達(dá)成，有一個(gè)統(tǒng)領(lǐng)的總邏輯是：主體段不是隨意擴(kuò)充和展開的，而是針對(duì)首段定義和答題的邏輯所作出的更合邏輯的精細(xì)解讀。開篇邏輯決定了展開邏輯，展開邏輯也是對(duì)應(yīng)開篇的定義去解答題目問題的。

尾段寫作認(rèn)知說明：

尾段寫作一個(gè)邏輯，用重點(diǎn)詞匯匯總主體段的主旨到達(dá)再次強(qiáng)調(diào)即可。

范文全示范：

Knowing history is important because it helps us to know who we are，being  familiar with past events gives us the wisdom to prevent repeating mistakes. Yet history is only a general term, which includes many specialized studies such as native history,foreign history,period history and even subject history like anthropology or contemporary literature. Such quantity of historical information is very difficult to be arranged and learned as a general required course in college education system and making all the historical learning into a compulsory education for all majors is aimless and unnecessary at the point of job orientation.

首段解讀了什么是歷史（歷史是一個(gè)統(tǒng)稱，它可以細(xì)分為很多分支領(lǐng)域：如國內(nèi)史、國外史、斷代史、學(xué)科史等）以及通過解讀什么是歷史明確了所有人都學(xué)歷史的難度很大；同時(shí)首段也解讀了從就業(yè)的角度上看，所有人學(xué)習(xí)歷史的不必要性。所以首段的回答題目的兩個(gè)邏輯問題就完整了，同時(shí)通過分析邏輯問題也引入到了相關(guān)的主體段細(xì)節(jié)討論。

The very essence of university education is to train specialized experts in divergent majors during the formative four-year stage. Having all majors to learn history course is academic chaotic. The limited four-year is very time precious so that the education should be major divergent and core courses focused. Just imagine one mathematics majored junior student striving against in-depth math study on the third year of his college education, he who are required to spend long time on foreign history learning may find this requirement inapplicable and time wasting as for his main research is arith oriented. Such problem is also very common to find among science students if required history courses are designed for them. After all, they are not expected to become naturalists in a modern society with highly specialized divisions.

Another important fact of university education is to help graduates find suitable works after four-year specialized learning. Jobs hunting after graduation as green hands, what can be highly valued are all the professional related courses graduates took back at school. Yet drifted history courses for all students help them nothing on finding jobs and even could worsen the situation as for irrelevant education may be regarded as incompetence. Take music majors as an example, if some of them want to be music teachers, they are tested to prove their music attainments and teaching abilities but not their understanding of the Second World War. Arranging all majors to learn history is professional unpractical.

主體兩段分別從專業(yè)劃分和就業(yè)指導(dǎo)兩個(gè)角度上對(duì)應(yīng)闡釋了不是所有專業(yè)的學(xué)生都有必要學(xué)歷史的。對(duì)應(yīng)與首段來看，歷史的龐雜是不可能在專業(yè)劃分細(xì)致的大學(xué)教育時(shí)期進(jìn)行的，這會(huì)有學(xué)術(shù)矛盾。歷史在就業(yè)指導(dǎo)上的不實(shí)用性也使得所有專業(yè)學(xué)生學(xué)習(xí)歷史是不必要的。

In conclusion, compulsory history course across all majors in university is not a rational arrangement because of the academic chaos and professional impracticability it may lead to.

最后一句話匯總我們的觀點(diǎn)：因?yàn)閷W(xué)術(shù)矛盾和職業(yè)不實(shí)用性，所有專業(yè)的學(xué)生都學(xué)歷史是不必要的。

好了同學(xué)們，通過這篇范文的示范，大家是不是了解了如果在寫作上做了最基本的邏輯問題分析并能對(duì)應(yīng)闡述清楚解釋問題的觀點(diǎn)，全文就可以流暢的組織出來啦。

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