2020全国高考语文答案
Topic and Concluding Sentences
The topic ntence should always be a specific argument. It works like a mini-thesis. Students often ask how the topic ntences and the thesis are related. I always explain that the thesis in the intro paragraph covers the basic argument for each of the body paragraphs while the topic ntence is an argument that elaborates on one specific aspect of the thesis.
A topic ntence should never be a fact. A fact is something that doesn’t require any extra evidence as support. Facts can either be very specific plot details or sweeping generalities that are true whether the writer offers examples or not. The cond type tends to be more common in student papers becau students assume that if they can provide specific plot facts that fall underneath the general statement they make, then they have a good argument. Really, what they are doing is stating something relatively lf- explanatory that requires no in depth examination or discussion. It is helpful to u handouts that clarify the common mistakes students make.
Fact Topic Sentences:
职称英语成绩查询时间1.Tony struggles with his faith in Bless Me, Ultima.perfect的意思
This might work as part of an introductory paragraph, but it is not specific or argumentative enough for a thesis or a topic ntence. Sentences like the help to introduce the reader to the argument the paper address, but cannot stand on their own as cohesive arguments. They don’t offer the reader or the writer enough direction to write a focud paragraph.
2.Gabriel is a Marez; he comes from a family of vaqueros who thrive on
traveling the countryside.
法语培训班哪家好
This ntence works as a lead in for a quote if the student plans on discussing how Gabriel’s lifestyle influences his son. It could provide some context for an example so that the quote doesn’t em to float in the paragraph randomly. However, on its own it ems like a random fact that doesn’t really inspire twelve to fourteen ntences of analysis. When students start with ntences like the they tend to summarize plot, or shove examples into their paragraphs in a mish mash, unfocud fashion.
3.When Florence explains to his classmates why he has no faith, his
classmates act out destructively.
This ntence works much like the preceding one. It is purely plot bad, but works to introduce the r
矿泉水瓶手工制作eader to example and to complex analysis. Analysis does not stand on its own, it depends on the quotes it address, and tho quotes in turn need to be prented to the reader in a way that connects them smoothly to the content of the essay. Becau of this, ntences like this
work very well when ud in the body of a paragraph as a sort of tempering agent. What students should never do is u this type of ntence to begin a discussion. It’s like starting a ntence with the word “and”.
4.Tony is horrifi ed when he witness Narciso’s death.
This ntence ems random. It’s obvious that Tony feels this way about Narciso’s murder, and there is no need to prove the statement. In addition, this fact doesn’t allow for a “so what” or a thematic discussion that relates to the thesis and the prompt. Since the essay’s purpo is esntially to be a thematic discussion, facts like the lead students into writing a paragraph that has nothing to do with the assignment at hand.
5.The priest punished Florence but not Tony after both are late to
Catechism.
Again, this is a plot fact. It is also in past ten. Topic ntences must be in the literary prent ten and they must allow for ample discussion in relation to the thesis and the prompt. This might be related to an example that the student plans to discuss, but it is not clear how it relates. It has the potential to lock the writer into writing a paragraph that is not organized in a logical fashion. The way I explain this to my students is by using the grey scale metaphor. I tell them that when they make a grey scale in art they are given a long strip of paper that is divided into equal bars. They must start with white and slowly fill in shades of grey until they reach black. Their paragraphs should be written the same way. They need to begin at the beginning with a strong argument that allows for evidence and analysis, and then link their thoughts together like bars of grey until they get to their ultimate thematic so what. Beginning with a ntence like this is like beginning with a shade of grey.
Ambiguous Topic Sentences:
1.Gabriel Marez teaches Tony about the understandings of life, but also
isolates Tony from his own life.
This ntence is awkwardly worded and vague. It leads to confusion for both the writer and the reader. The writer never specifies what “understandings of life” means, nor does she explain what sh
e means by “isolates Tony from his own life”. The ntence itlf is open to interpretation. This weakens the paragraph becau the topic ntence should always be a strong decisive argument. There shouldn’t be any room for the reader to wonder what the writer is saying. At the same time, there shouldn’t be any room for the writer to wonder what he/she is saying. When I e ntences like this they tend to accompany paragraphs that are just as ambiguous. They tend to skip all over the place in terms of thematic content and quote choice. Topic ntences
that allow for so much room often create paragraphs that lack organization and cohesion.
2.Narciso has a huge influence on Tony’s life, teaches him many and
changes him into a sophisticated young man. valuable things
Many students who are trying to avoid writing vague topic ntences assume that a long ntence equals a specific argument. As a result, they take a short, vague ntence and add adjectives that don’t really do anything except mask the ambiguity of the argument for an inexperienced writer. It is true that Narciso influences Tony, and the writer was correct in addressing that as part of his topic ntence. He was also correct in giving his paragraph direction. He lets the reader know that part of the “so what” is that Narciso’s influence inspires Tony to grow into a “sophisticated young man”. The
problem is in the word “things”. That leaves way too much room for young writers to throw in examples that don’t really relate to any specific point. I encourage students to put in a word for “thing(s)” so as to ensure that they are giving themlves clear direction. This ntence would probably work
for the reader as long as the writer remembers to discuss specific lessons in the paragraph, but high school writers often forget what they need to do if they don’t make it clear in a topic ntence. That results in a paragraph with
a lot of plot but little analysis.
3.Tony’s friends have a big influence on him.
This paragraph begins by going in the right direction, but that beginning is too vague to allow for the writer to focus in on a specific lesson and quotes that relate directly to that lesson. This ntence gives young writers too much “wiggle room”. The topic ntence needs to be very clear about what lesson or what types of lessons Tony learns from each character. That helps the writer to find quotes that all clearly connect to one another and to the lesson they plan to discuss in their analysis.
4. Gabriel teaches Tony not to forget his roots.
curieThis needs to be more specific. What does Gabriel teach Tony about heritage. The topic ntence also contains slang. Slang is not allowed in formal essays.
I tell students that they can identify slang by asking themlves if the word they u can be taken literally and still make n in the paragraph. If this student means roots like the roots of a plant then the word works fine. Otherwi he/she needs to choo more specific and formal diction.
2009年12月
5. Gabriel’s wisdom helps Tony choo the right path to follow.考试培训机构
This would be okay if the cond ntence specifies what wisdom Gabriel offers his son. That’s part of the art of essay writing that isn’t formulaic. A topic ntence can be two ntences if they work well together. The problem with this is that students have a tendency to cling to the “rule” that there is only one way to do things. They get a formula (which is good while they are learning to structure an ess ay) and then can’t let go of it becau they assume that there is only one way to write an essay. They forget that the point of the formula in the first place is to give them the direction they need to prove a point effectively. They get so obsd with the formula that they forget why they u it.
Awkward/Wordy Topic Sentences:
1.The theme of being skeptical of one’s beliefs to achieve greater knowledge about faith conveys through the episode that involves the performance of the school’s nativity play.
2. Tony learns from Florence how to get the most out of faith by showing him that every religion is not perfect and believing in something is having faith
3. Gabriel Marez, Tony’s father, advis Tony many values through his own imbalance.
4. Gabriel Marez teaches Tony the lesson of violence and drinking.
5. Florence, one of Tony’s Catechism classmates, teaches Tony one of the major challenges that they face, and that is justice.战争与和平英文版
Strong Topic Sentences:
Florence teaches Tony that faith has nothing to do with organized religion Narciso teaches Tony that a man must defend his personal values.
Gabriel Marez is instrumental in teaching Tony to be independent and to grow in to a strong, principled young man.
killing
Florence is crucial in teaching Tony to question the beliefs that he has followed all his life and to arch for answers that fulfill him.
Narciso teaches Tony the valuable lesson of good judgment, and although he is only recognized as “the town drunk”, he has a deep underlying t of morals (Anaya 20).
Florence teaches Tony many lessons about religion even though Florence is not religious.
Becau of Narciso, Tony learns to care for tho in need and to lflessly put others before himlf.
Tony learns to cherish his family, to defend his honor, and to make wi decisions from his father, Gabriel Marez.
Narciso gives Tony the inspiration to be strong and courageous enough to stand firm in the face of evil.
