高中英語議論文的寫作，大多有具體要點(diǎn)(即論點(diǎn)或論據(jù))的限定，所以并不需要如何地縱橫捭闔，如何地旁征博引。但是，麻雀雖小，五臟俱全，一篇100來字的議論文，同樣必須邏輯嚴(yán)密，結(jié)構(gòu)清晰，語言洗練，必須論有中心，言而有據(jù)。以下筆者試從篇章結(jié)構(gòu)、句子修辭和詞匯運(yùn)用等三個(gè)方面來談一談寫好一篇小議論文的基本方法和技巧。
一、篇章結(jié)構(gòu)
(一)先有規(guī)矩，然后才能從心所欲，不逾矩
議論文的寫作，住往從正反兩方面來論述，且都有其約定俗成的議論模式，即從“主題句一正面論述，反面論述一結(jié)論”四大塊去營造文章的基本結(jié)構(gòu)(四塊論)。例如，某題目要求論述“學(xué)校規(guī)定‘課間學(xué)生只能呆在自己的教室里'對(duì)嗎?”這一話題。如果作者認(rèn)為學(xué)校的規(guī)定不對(duì)，他就應(yīng)該在文章第一塊(段)亮出自己的觀點(diǎn)：There? is? currently? much? discussion? about? whether? students? should? stay? in? their? own? classrooms? or? not? during? break? times．Personally? I? believe? that—．而第二塊應(yīng)該從正面論述“課間不能只呆在自己的教室里”的理由。比如可以說：I? would? argue? that? break? times? are? our? only? opportunity? to? choose? what? we? want? to? do.? 第三塊則從反面觀點(diǎn)，即“課間只能呆在自己的教室里”出發(fā)，批駁對(duì)方觀點(diǎn)或進(jìn)一步闡述己方觀點(diǎn)。例如可以說：Another? reason? why? people? say? that? students? have? to? stay? in? their? own? classes? at? break? times? is? that? it? would? be? difficult? to? organize? dinners。最后一塊(段)則用不同的語言再次強(qiáng)調(diào)已方觀點(diǎn)。乍一看去，議論文“四塊論”仿佛有“八股文”的嫌疑，但“四塊論”符合人的認(rèn)知規(guī)律，所以值得多多模仿和操練。
(二)圍繞中心論述，確保論述的內(nèi)容直接為主題服務(wù)
在上例中，“學(xué)生課間時(shí)不能只呆在自己的教室里”是主題句，論述時(shí)應(yīng)該緊緊圍繞它。有的同學(xué)在寫的時(shí)候先說“學(xué)生若課間被允許到其他班級(jí)活動(dòng)，就可以交到更多的朋友”，然后又說“交到更多朋友就可以學(xué)到更多知識(shí)”，“學(xué)到更多知識(shí)就可以為社會(huì)做出更大的貢獻(xiàn)”……這種論述方式貌似環(huán)環(huán)相扣，承前啟后，實(shí)則是中心渙散的流水賬，說到最后，不僅讀者會(huì)一頭霧水，連作者自己都會(huì)忘了自己在說什么。
(三)確立并寫好論點(diǎn)，并將其置于每一段的段首
整篇文章有整篇文章的中心論點(diǎn)，每一段落有每一段落的分論點(diǎn)。選取論點(diǎn)時(shí)要問一問自己：這一論點(diǎn)是否會(huì)讓自己信服?如果—個(gè)論點(diǎn)連自己都說服不了，就要放棄它。段落論點(diǎn)的呈現(xiàn)不能羞羞答答，猶報(bào)琵琶半遮面，也不能深藏不露，讓讀者去總結(jié)和歸納，而必須在文章開篇或段落開頭就亮出來。論點(diǎn)置于篇首或段首，才能綱舉目張，也是確保不跑題的前提。以下兩個(gè)例子中，第一個(gè)結(jié)構(gòu)松散，群龍無首，令讀者不知所云；而第二個(gè)例子則中心突出，章法嚴(yán)謹(jǐn)。請(qǐng)看：
1．Firstly，it? is? very? convenient? in? daily? life．There? are? many? shops? and? supermarkets? in? a? city．I? can? buy? everything? I? need? easily? in? these? places．When? I? am? sick，I? can? easily? see? a? doctor? in? any? clinic? or? hospital．Transport? services? are? good? in? a? city．when? I? want? to? go? somewhere，I? can? take? a? bus，a? train? or? something? else．There? are? also? many? kinds? of? entertainment? in? a? city．Public? buildings(such? as? libraries)and? parks? can? easity? be? found? in? a? city，too．
2．First．it? is? convenient? and? comfortable? to? live? in? a? city．To? begin? with，there? is? good? housing? in? a? city，as? all? the? houses? and? flats? are? well-equipped? with? good? facilities? and? surrounded? by? modern? amenities? such? as? places? of? entertainment，public? libraries? and? parks．
而中心句的寫法也有講究。中心句必須能高度概括所在段落的論據(jù)，它的關(guān)鍵詞應(yīng)該在每—個(gè)論據(jù)中都有重復(fù)或適當(dāng)體現(xiàn)。那種無關(guān)痛癢的敘述或說明性的句子，是不適宜用作中心句的。例如：
1．Students? always? feel? relaxed? and? happy? during? breaks．(敘述性句子)
2．Break? times? are? scheduled? for? about? 10? minutes．(說明性句子)
以下即是論述“學(xué)校規(guī)定‘課間學(xué)生只能呆在自己的班級(jí)里'對(duì)嗎?”的一篇學(xué)生習(xí)作：
Although? some? people? believe? that? students? should? stay? in? their? own? classrooms? during? break? times，I? would? like? to? argue? that? we? should? be? allowed? to? spend? break? times? in? another? class．
The? most? important? reason? for? believing? that? is? that? many? students? have? friends? in? other? classes．We? spend? all? day? in? our? own? classroom，and? break? times? are? the? only? time? we? have? to? spend? with? other? friends．It? can? become? very? tedious(令人厭倦的)to? have? to? spend? even? more? time? with? the? same? people．
A? further? reason? for? allowing? student? to? choose? where? they? spend? their? break? times? is? that? it? would? stop? arguements．If? students? are? forced? to? spend? time? with? classmates? who? are? not? good? friends，they? can? annoy? each? other．This? leads? to? problems? that? have? to? be? sorted? out? by? teachers．
Teachers? argue? that? we? all? should? stay? in? our? own? classes，because? it? is? then? easier? to? know? what? is? going? on．They? say? that? it? is? difficult? to? keep? track? of? students? when? they? are? walking? round? the? corridors．However，students? could? be? given? the? chance? to? choose? a? different? classroom? to? spend? the? whole? break? time? in．That? would? mean? that? there? would? not? be? any? students? in? the? corridors．
As? I? have? explained，although? it? might? be? a? little? easier? to? manage? when? everyone? stays? in? their? own? classroom，it? would? make? break? times? happier? for? all? students? if? they? were? allowed? to? choose? where? they? spent? their? time．
這篇范文符合“四塊論”的基本模式，正反論述兼顧，結(jié)構(gòu)嚴(yán)謹(jǐn)，中心突出。
二、句子修辭
(一)應(yīng)用修辭，增強(qiáng)說服力
適當(dāng)采用比喻、頭韻(即連續(xù)數(shù)個(gè)單詞的頭音或頭字母相同)、夸張等修辭手法，采用幽默、平行結(jié)構(gòu)等寫作手法，可以把道理說得更加透徹，把觀點(diǎn)表達(dá)得更加鮮明，把平淡的內(nèi)容表現(xiàn)得更加生動(dòng)，從而更好地傳遞信息，增添文采，激發(fā)讀者的共鳴。例如：
1．Many? people? have? tried? a? thousand? times? before? they? achieve? their? goals．(夸張) ?
2．Only? a? madman? would? choose? to? live? in? a? modern? city．(夸張)
3．Our? life? would? be? like? soup? without? salt? or? flowers? without? sunlight．(比喻)
4．The? best? way? is? to? reduce，reuse? and? recycle．(頭韻)
5．For? children．the? Internet? is? another? way? to? waste? more? hours．(幽默)
6．If? you? want? to? earn? a? satisfactory? grade? in? the? training? program，you? must? arrive? punctually，you? must? behave? courteously，and? you? must? study? conscientiously．(平行結(jié)構(gòu))
值得注意的是，比喻等修辭格的使用及諺語等的引用關(guān)乎作者對(duì)英語文化的理解，因?yàn)樗鼈冊(cè)谟⒄Z中的意義往往與我們的理解大相徑庭，很容易誤用。只有多多學(xué)習(xí)，認(rèn)真分析它們的應(yīng)用環(huán)境，使用起來才能錦上添花。如果沒有十分的把握，切不可生搬硬套，否則會(huì)適得其反。
(二)表達(dá)到位，才能言之成理
通常，作者對(duì)自己論述的觀點(diǎn)是清楚的，但在將觀點(diǎn)傳達(dá)給讀者時(shí)，往往因?yàn)橛迷~不準(zhǔn)確，邏輯欠嚴(yán)密，或因受中國式思維的干擾而令表達(dá)不到位，結(jié)果使讀者如墮五里霧中。作者應(yīng)站在讀者的立場(chǎng)上考慮問題，始終牢記“讀者明不明白”才是判斷寫作是否成功的最重要標(biāo)準(zhǔn)。請(qǐng)看以下幾個(gè)表達(dá)不到位的例句及其改正方法。
1．They? gave? me? what? I? need，but? not? what? I? want．
析：want可譯為“想要”。從漢語角度看，整個(gè)句子是流暢的，但從英語的邏輯上看，want與need的意義極易混淆，因此整個(gè)句子意義表達(dá)不到位，含糊不清?？梢愿臑椋篢hey? have? given? me? what? I? need? but? not? What? I? often? ask? for．
2．Maybe? there? are? also? some? disadvantages? of? living? in? a? city，but? I? think? they? are? less? important．I? feel? convenient? and? comfortable．
析：句子后半部分的邏輯關(guān)系未交代清楚，令人有“前言不搭后語“的感覺?？梢愿臑椋篢heere? are? surely? disadvantages? of? living? in? a? city，too，but? they? are? less? important? and? tend? to? be? de-emphasized．For? the? sake? of? the? advantages? mentioned? above，I? prefer? to? live? in? a? city．
3．Different? people? have? different? choices．Some? people? like? living? in? a? city? and? some? people? like? living? in? a? village．
析：Choice的含義十分寬泛，因此與后面的like不相稱，應(yīng)改為：Different? people? have? different? likes? and? dislikes．Some? like? to? live? in? a? city，others? like? to? live? in? a? village．
4．The? people，the? society? and? so? on? were? quite? different? from? now．
析：The? people，the? society依然不足以讓讀者完全理解要論述的話題，可改為：The? peopIe，the? society? and? other? aspects? of? life? were? quite? different? from? now．
5．Thieves? should? be? sentenced? for? what? they? have? done． ?
析：使用sentence未免言過其實(shí)，應(yīng)改為：Thieves? should? be? punished? for? their? wrongdoing．
(三)簡(jiǎn)潔洗練，要言不煩
語言簡(jiǎn)潔有力，文風(fēng)干凈利落，是議論文的重要特征之一。應(yīng)該指出的是，好句子并不以長(zhǎng)短論英雄，長(zhǎng)句未必不簡(jiǎn)潔，短句未必不哆咳。作者在寫作時(shí)，只要力求做到“章無冗段，段無冗句，句無冗詞”，就可改變當(dāng)斷不斷、拖泥帶水的現(xiàn)象。
1．The? Are? No? Good? Reasons? Why? Boys? and? Girls? Should? Not? Be? Treated? Equally.
析：此為一標(biāo)題句，此作者濫用雙重否定，從而使句子過長(zhǎng)。宜改為：Boys? and? Girls? Should? Be? Given? Equal? Treatment．
2．For? instance，I? knew? how? to? communicate? with? other? people? and? how? to? look? after? myself．The? most? important? thing? was? that? I? learn? to? be? independent．
析：從意義上講，look? after? myself與independent關(guān)系緊密，可以合在一起。句子可改為：For? instance，I? knew? how? to? communicate? with? others? and? how? to? look? after? myself? as? an? independent? girl．
3．Moreover，as? some? girls? study? harder? than? boys，they? may? be? even? superior．
析：moreover后若繼續(xù)用從句，就會(huì)干擾讀者的思維?？筛臑椋篗oreover，some? girls? are? very? dilgent．As? a? result，they? may? prove? superior? to? ordinary? boys．
4．What? I? mean? to? say? is? that? well-intentioned? law-makers? sometimes? make? fools? of? themselves．
析：what從句并未提供新信息，故可刪去。句子可改為：Well-intentioned? law—makers? sometimes? make? fools? of? themselves．
三、詞匯運(yùn)用
(一)多用書面語，少用口頭語
相對(duì)口頭語而言，書面語更能增添文章的厚重感和讀者對(duì)文章的信任感。下列每一組句子中，第二句都使用了書面語言，用詞更加規(guī)范，因而比前一個(gè)句子略勝—籌。
1．We? still? have? the? social? problems.
The? same? social? problems? still? exist? today．
2．For? me，there? is? no? need? for? further? protection? of? woodlands.
As? far? as? I'm? concerned，further? protection? of? woodlands? is? not? needed．
3．With? the? development? of? computer? technology,? commercial? information? exchange? is? becoming? easier．
Computers? have? greatly? influenced? business? communication．
4．Everything? has? two? sides? and? this? problem? is? quite? the? same．
Everything? has? two? sides? and? this? issue? is? not? an? exception．
(二)使用連接詞
在句子間使用連接詞，能使文章脈絡(luò)更加清晰，邏輯關(guān)系更加流暢。例如：
1．The? water? was? polluted．As? a? result，the? fish? died．
2．However，others? think? we? should? have? junk? food.
3．On? the? other? hand? packaging? can? have? many? disadvantages．
4．Firstly? many? people? die? of? passive? smoking(被動(dòng)吸煙)and? secondly? it? can? aggravate(使……惡化)lung? diseases．
相關(guān)的連接詞還有：On? the? contrary，all? in? all，in? short，generally，worse? still，on? the? other? hand，in? conclusion，as? a? consequence，hence，also，personally，furthermore，definitely，surely，undoubtedly，obviously，additionally，in? addition，moreover，consequently，clearly，besides，as? well，likewise，in? my? opinion，for? the? sake? of，last? but? not? the? least，to? begin? with，firstly(first)，etc．
很多時(shí)候，一些常用的句式或句子也能承上啟下，使相關(guān)的信息得到巧妙的過渡和銜接。例如：
The? main? reason? is? that…
I? can't? agree? more．
Another? thing? we? can't? forget? is? that…
There? is? every? reason? to? believe? that…
As? we? all? know…
總而言之，一篇好的議論文，總是在結(jié)構(gòu)、邏輯和語言等方面略勝一籌。
?
一、篇章結(jié)構(gòu)
(一)先有規(guī)矩，然后才能從心所欲，不逾矩
議論文的寫作，住往從正反兩方面來論述，且都有其約定俗成的議論模式，即從“主題句一正面論述，反面論述一結(jié)論”四大塊去營造文章的基本結(jié)構(gòu)(四塊論)。例如，某題目要求論述“學(xué)校規(guī)定‘課間學(xué)生只能呆在自己的教室里'對(duì)嗎?”這一話題。如果作者認(rèn)為學(xué)校的規(guī)定不對(duì)，他就應(yīng)該在文章第一塊(段)亮出自己的觀點(diǎn)：There? is? currently? much? discussion? about? whether? students? should? stay? in? their? own? classrooms? or? not? during? break? times．Personally? I? believe? that—．而第二塊應(yīng)該從正面論述“課間不能只呆在自己的教室里”的理由。比如可以說：I? would? argue? that? break? times? are? our? only? opportunity? to? choose? what? we? want? to? do.? 第三塊則從反面觀點(diǎn)，即“課間只能呆在自己的教室里”出發(fā)，批駁對(duì)方觀點(diǎn)或進(jìn)一步闡述己方觀點(diǎn)。例如可以說：Another? reason? why? people? say? that? students? have? to? stay? in? their? own? classes? at? break? times? is? that? it? would? be? difficult? to? organize? dinners。最后一塊(段)則用不同的語言再次強(qiáng)調(diào)已方觀點(diǎn)。乍一看去，議論文“四塊論”仿佛有“八股文”的嫌疑，但“四塊論”符合人的認(rèn)知規(guī)律，所以值得多多模仿和操練。
(二)圍繞中心論述，確保論述的內(nèi)容直接為主題服務(wù)
在上例中，“學(xué)生課間時(shí)不能只呆在自己的教室里”是主題句，論述時(shí)應(yīng)該緊緊圍繞它。有的同學(xué)在寫的時(shí)候先說“學(xué)生若課間被允許到其他班級(jí)活動(dòng)，就可以交到更多的朋友”，然后又說“交到更多朋友就可以學(xué)到更多知識(shí)”，“學(xué)到更多知識(shí)就可以為社會(huì)做出更大的貢獻(xiàn)”……這種論述方式貌似環(huán)環(huán)相扣，承前啟后，實(shí)則是中心渙散的流水賬，說到最后，不僅讀者會(huì)一頭霧水，連作者自己都會(huì)忘了自己在說什么。
(三)確立并寫好論點(diǎn)，并將其置于每一段的段首
整篇文章有整篇文章的中心論點(diǎn)，每一段落有每一段落的分論點(diǎn)。選取論點(diǎn)時(shí)要問一問自己：這一論點(diǎn)是否會(huì)讓自己信服?如果—個(gè)論點(diǎn)連自己都說服不了，就要放棄它。段落論點(diǎn)的呈現(xiàn)不能羞羞答答，猶報(bào)琵琶半遮面，也不能深藏不露，讓讀者去總結(jié)和歸納，而必須在文章開篇或段落開頭就亮出來。論點(diǎn)置于篇首或段首，才能綱舉目張，也是確保不跑題的前提。以下兩個(gè)例子中，第一個(gè)結(jié)構(gòu)松散，群龍無首，令讀者不知所云；而第二個(gè)例子則中心突出，章法嚴(yán)謹(jǐn)。請(qǐng)看：
1．Firstly，it? is? very? convenient? in? daily? life．There? are? many? shops? and? supermarkets? in? a? city．I? can? buy? everything? I? need? easily? in? these? places．When? I? am? sick，I? can? easily? see? a? doctor? in? any? clinic? or? hospital．Transport? services? are? good? in? a? city．when? I? want? to? go? somewhere，I? can? take? a? bus，a? train? or? something? else．There? are? also? many? kinds? of? entertainment? in? a? city．Public? buildings(such? as? libraries)and? parks? can? easity? be? found? in? a? city，too．
2．First．it? is? convenient? and? comfortable? to? live? in? a? city．To? begin? with，there? is? good? housing? in? a? city，as? all? the? houses? and? flats? are? well-equipped? with? good? facilities? and? surrounded? by? modern? amenities? such? as? places? of? entertainment，public? libraries? and? parks．
而中心句的寫法也有講究。中心句必須能高度概括所在段落的論據(jù)，它的關(guān)鍵詞應(yīng)該在每—個(gè)論據(jù)中都有重復(fù)或適當(dāng)體現(xiàn)。那種無關(guān)痛癢的敘述或說明性的句子，是不適宜用作中心句的。例如：
1．Students? always? feel? relaxed? and? happy? during? breaks．(敘述性句子)
2．Break? times? are? scheduled? for? about? 10? minutes．(說明性句子)
以下即是論述“學(xué)校規(guī)定‘課間學(xué)生只能呆在自己的班級(jí)里'對(duì)嗎?”的一篇學(xué)生習(xí)作：
Although? some? people? believe? that? students? should? stay? in? their? own? classrooms? during? break? times，I? would? like? to? argue? that? we? should? be? allowed? to? spend? break? times? in? another? class．
The? most? important? reason? for? believing? that? is? that? many? students? have? friends? in? other? classes．We? spend? all? day? in? our? own? classroom，and? break? times? are? the? only? time? we? have? to? spend? with? other? friends．It? can? become? very? tedious(令人厭倦的)to? have? to? spend? even? more? time? with? the? same? people．
A? further? reason? for? allowing? student? to? choose? where? they? spend? their? break? times? is? that? it? would? stop? arguements．If? students? are? forced? to? spend? time? with? classmates? who? are? not? good? friends，they? can? annoy? each? other．This? leads? to? problems? that? have? to? be? sorted? out? by? teachers．
Teachers? argue? that? we? all? should? stay? in? our? own? classes，because? it? is? then? easier? to? know? what? is? going? on．They? say? that? it? is? difficult? to? keep? track? of? students? when? they? are? walking? round? the? corridors．However，students? could? be? given? the? chance? to? choose? a? different? classroom? to? spend? the? whole? break? time? in．That? would? mean? that? there? would? not? be? any? students? in? the? corridors．
As? I? have? explained，although? it? might? be? a? little? easier? to? manage? when? everyone? stays? in? their? own? classroom，it? would? make? break? times? happier? for? all? students? if? they? were? allowed? to? choose? where? they? spent? their? time．
這篇范文符合“四塊論”的基本模式，正反論述兼顧，結(jié)構(gòu)嚴(yán)謹(jǐn)，中心突出。
二、句子修辭
(一)應(yīng)用修辭，增強(qiáng)說服力
適當(dāng)采用比喻、頭韻(即連續(xù)數(shù)個(gè)單詞的頭音或頭字母相同)、夸張等修辭手法，采用幽默、平行結(jié)構(gòu)等寫作手法，可以把道理說得更加透徹，把觀點(diǎn)表達(dá)得更加鮮明，把平淡的內(nèi)容表現(xiàn)得更加生動(dòng)，從而更好地傳遞信息，增添文采，激發(fā)讀者的共鳴。例如：
1．Many? people? have? tried? a? thousand? times? before? they? achieve? their? goals．(夸張) ?
2．Only? a? madman? would? choose? to? live? in? a? modern? city．(夸張)
3．Our? life? would? be? like? soup? without? salt? or? flowers? without? sunlight．(比喻)
4．The? best? way? is? to? reduce，reuse? and? recycle．(頭韻)
5．For? children．the? Internet? is? another? way? to? waste? more? hours．(幽默)
6．If? you? want? to? earn? a? satisfactory? grade? in? the? training? program，you? must? arrive? punctually，you? must? behave? courteously，and? you? must? study? conscientiously．(平行結(jié)構(gòu))
值得注意的是，比喻等修辭格的使用及諺語等的引用關(guān)乎作者對(duì)英語文化的理解，因?yàn)樗鼈冊(cè)谟⒄Z中的意義往往與我們的理解大相徑庭，很容易誤用。只有多多學(xué)習(xí)，認(rèn)真分析它們的應(yīng)用環(huán)境，使用起來才能錦上添花。如果沒有十分的把握，切不可生搬硬套，否則會(huì)適得其反。
(二)表達(dá)到位，才能言之成理
通常，作者對(duì)自己論述的觀點(diǎn)是清楚的，但在將觀點(diǎn)傳達(dá)給讀者時(shí)，往往因?yàn)橛迷~不準(zhǔn)確，邏輯欠嚴(yán)密，或因受中國式思維的干擾而令表達(dá)不到位，結(jié)果使讀者如墮五里霧中。作者應(yīng)站在讀者的立場(chǎng)上考慮問題，始終牢記“讀者明不明白”才是判斷寫作是否成功的最重要標(biāo)準(zhǔn)。請(qǐng)看以下幾個(gè)表達(dá)不到位的例句及其改正方法。
1．They? gave? me? what? I? need，but? not? what? I? want．
析：want可譯為“想要”。從漢語角度看，整個(gè)句子是流暢的，但從英語的邏輯上看，want與need的意義極易混淆，因此整個(gè)句子意義表達(dá)不到位，含糊不清?？梢愿臑椋篢hey? have? given? me? what? I? need? but? not? What? I? often? ask? for．
2．Maybe? there? are? also? some? disadvantages? of? living? in? a? city，but? I? think? they? are? less? important．I? feel? convenient? and? comfortable．
析：句子后半部分的邏輯關(guān)系未交代清楚，令人有“前言不搭后語“的感覺?？梢愿臑椋篢heere? are? surely? disadvantages? of? living? in? a? city，too，but? they? are? less? important? and? tend? to? be? de-emphasized．For? the? sake? of? the? advantages? mentioned? above，I? prefer? to? live? in? a? city．
3．Different? people? have? different? choices．Some? people? like? living? in? a? city? and? some? people? like? living? in? a? village．
析：Choice的含義十分寬泛，因此與后面的like不相稱，應(yīng)改為：Different? people? have? different? likes? and? dislikes．Some? like? to? live? in? a? city，others? like? to? live? in? a? village．
4．The? people，the? society? and? so? on? were? quite? different? from? now．
析：The? people，the? society依然不足以讓讀者完全理解要論述的話題，可改為：The? peopIe，the? society? and? other? aspects? of? life? were? quite? different? from? now．
5．Thieves? should? be? sentenced? for? what? they? have? done． ?
析：使用sentence未免言過其實(shí)，應(yīng)改為：Thieves? should? be? punished? for? their? wrongdoing．
(三)簡(jiǎn)潔洗練，要言不煩
語言簡(jiǎn)潔有力，文風(fēng)干凈利落，是議論文的重要特征之一。應(yīng)該指出的是，好句子并不以長(zhǎng)短論英雄，長(zhǎng)句未必不簡(jiǎn)潔，短句未必不哆咳。作者在寫作時(shí)，只要力求做到“章無冗段，段無冗句，句無冗詞”，就可改變當(dāng)斷不斷、拖泥帶水的現(xiàn)象。
1．The? Are? No? Good? Reasons? Why? Boys? and? Girls? Should? Not? Be? Treated? Equally.
析：此為一標(biāo)題句，此作者濫用雙重否定，從而使句子過長(zhǎng)。宜改為：Boys? and? Girls? Should? Be? Given? Equal? Treatment．
2．For? instance，I? knew? how? to? communicate? with? other? people? and? how? to? look? after? myself．The? most? important? thing? was? that? I? learn? to? be? independent．
析：從意義上講，look? after? myself與independent關(guān)系緊密，可以合在一起。句子可改為：For? instance，I? knew? how? to? communicate? with? others? and? how? to? look? after? myself? as? an? independent? girl．
3．Moreover，as? some? girls? study? harder? than? boys，they? may? be? even? superior．
析：moreover后若繼續(xù)用從句，就會(huì)干擾讀者的思維?？筛臑椋篗oreover，some? girls? are? very? dilgent．As? a? result，they? may? prove? superior? to? ordinary? boys．
4．What? I? mean? to? say? is? that? well-intentioned? law-makers? sometimes? make? fools? of? themselves．
析：what從句并未提供新信息，故可刪去。句子可改為：Well-intentioned? law—makers? sometimes? make? fools? of? themselves．
三、詞匯運(yùn)用
(一)多用書面語，少用口頭語
相對(duì)口頭語而言，書面語更能增添文章的厚重感和讀者對(duì)文章的信任感。下列每一組句子中，第二句都使用了書面語言，用詞更加規(guī)范，因而比前一個(gè)句子略勝—籌。
1．We? still? have? the? social? problems.
The? same? social? problems? still? exist? today．
2．For? me，there? is? no? need? for? further? protection? of? woodlands.
As? far? as? I'm? concerned，further? protection? of? woodlands? is? not? needed．
3．With? the? development? of? computer? technology,? commercial? information? exchange? is? becoming? easier．
Computers? have? greatly? influenced? business? communication．
4．Everything? has? two? sides? and? this? problem? is? quite? the? same．
Everything? has? two? sides? and? this? issue? is? not? an? exception．
(二)使用連接詞
在句子間使用連接詞，能使文章脈絡(luò)更加清晰，邏輯關(guān)系更加流暢。例如：
1．The? water? was? polluted．As? a? result，the? fish? died．
2．However，others? think? we? should? have? junk? food.
3．On? the? other? hand? packaging? can? have? many? disadvantages．
4．Firstly? many? people? die? of? passive? smoking(被動(dòng)吸煙)and? secondly? it? can? aggravate(使……惡化)lung? diseases．
相關(guān)的連接詞還有：On? the? contrary，all? in? all，in? short，generally，worse? still，on? the? other? hand，in? conclusion，as? a? consequence，hence，also，personally，furthermore，definitely，surely，undoubtedly，obviously，additionally，in? addition，moreover，consequently，clearly，besides，as? well，likewise，in? my? opinion，for? the? sake? of，last? but? not? the? least，to? begin? with，firstly(first)，etc．
很多時(shí)候，一些常用的句式或句子也能承上啟下，使相關(guān)的信息得到巧妙的過渡和銜接。例如：
The? main? reason? is? that…
I? can't? agree? more．
Another? thing? we? can't? forget? is? that…
There? is? every? reason? to? believe? that…
As? we? all? know…
總而言之，一篇好的議論文，總是在結(jié)構(gòu)、邏輯和語言等方面略勝一籌。
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