國際學校：怎樣有效利用劍橋雅思寫作范文？國際學校的同學們在準備雅思寫作時，有效以及有權威性的參考資料無疑是劍橋官方出版的劍橋雅思真題系列叢書。劍橋里面的寫作文章有7分以上的高分范文，也有低分的文章供考生們參考。考官針對每篇作文都給出了詳細的評分說明，根據(jù)評分標準，從內(nèi)容，邏輯連貫，詞匯，語法四個方面分析了每篇作文得高分以及得低分的原因。那么很多同學們又會有這樣的疑問：劍橋的范文固然好，但是如何才能全面有效地利用高分范文呢?尤其是其中的一些論證邏輯以及好詞好句。針對這一問題，在本篇文章中，本文將以劍橋五中的gap year一文為例，深入為同學們解決這一難題。

　　Topic: In some countries young people are encouraged to work or travel for a year between finishing high school and starting university studies. Discuss the advantages and disadvantages for young people to do this.

　　劍橋五中的這篇gap year應該是烤鴨們很熟悉的一篇范文，文章寫得非常簡潔出彩。那么針對這一篇高分范文該如何進行有效的利用與仿寫呢?

　　首先，我們分析一下這篇文章的審題思路：

　　文章的對象是高中畢業(yè)生，兩邊對立面是高中畢業(yè)后直接上大學與高中畢業(yè)后工作或者旅游一年去上大學。從題目關鍵詞切入，優(yōu)點分析可以從很多方面進行分類討論。比如可以從工作一年的優(yōu)點與旅游一年的優(yōu)點分析，可以與直接上大學的學生對比，經(jīng)歷gap year一年的學生的優(yōu)點有哪些。可以從學生的不同情況，窮學生與富學生體驗一年gap year的好處分析，思路非常多。同理，論述缺點的時候也是一樣的思維方式。

　　其次，我們分析下這篇范文的開頭段：

　　It is quite common these days for young people in many countries to have a break from studying after graduating from high school. This trend is not restricted to rich students who have the money to travel, but is also evident among poorer students who choose to work and become economically independent for a period of time.

　　首先在思路上，文章開篇用人物分類法開頭，把學生分類為有錢在gap year旅游的學生以及家庭困難，在gap year工作的學生。其次，句式上，這個開頭一共用了兩個長句結構，一個是it is引導的句型it is quite common these days for sb. to do; 二個句型用了be restricted to+從句，but is also evident+從句的結構。通過學習這樣的開頭方式，我們在寫作文的時候在開頭部分也可以套用這樣的邏輯分類以及長句結合的開頭來仿寫一個簡潔有新意的開頭。

　　然后，我們仔細分析下文章的主體段：

　　The reasons for this trend may involve the recognition that a young adult who passes directly from school to university is rather restricted in terms of general knowledge and experience of the world. By contrast, those who have spent some time earning a living or travelling to other places, have a broader view of life and better personal resources to draw on. They tend to be more independent, which is very important factor in academic study and research, as well as giving them an advantage in terms of coping with the challenges of student life.

　　首先在思路上，文章用了一個對比論證，對比了直接上大學對知識與經(jīng)驗的缺乏，工作或旅游一年可以開闊眼界，積累人脈。然后用了因果論證，論述了這樣的好處，對未來的幫助。對比論證一直是一種比較常用的論證方法，尤其在兩邊對立面以及優(yōu)缺點分析時，用對比與因果的結合是一種有效的思路。句式上，用了三個長句結構，一個是The reasons for this trend may involve the recognition that……+who…, 一個同位語與定語的結合，可以用于原因句的開頭。二個句型用了those who…的定語從句。三個句型用了…, which…, as well as doing…, 用了非限定性從句與并列結構，可用于因果論證時寫優(yōu)點的句型。詞匯上，passes directly from …to, be rather restricted in terms of…, draw on, tend to, as well as, cope with等詞組都是值得仿寫應用的一些好詞。

　　However, there are certainly dangers in taking time off at the important age. Young adults may end up never returning to their studies or finding it difficult to readapt to an academic environment. They may think that it is better to continue in a particular job, or to do something completely different from a university course. But overall, I think this is less likely today, when academic qualifications are essential for getting a reasonable career.

　　在寫gap year缺點這段時，思路上基本以說理為主，學生很容易放棄學業(yè)。寫了這種現(xiàn)象的原因，但又結合現(xiàn)在的實際情況分析了這種可能性很少會發(fā)生在重視文憑的時代，條理清楚，也是我們在寫缺點時的一種值得仿寫的思路。本段在語言上較簡單，基本以there be與簡單句為主，此外用到了形式賓語find it difficult to do的結構。詞匯上，用take time off避免表達重復，并且使用了end up doing, readapt to等詞組。

　　后，我們來分析一下結尾段：

　　My view is that young people should be encouraged to broaden their horizons. That is the best way for them to get a clear perspective of what they are hoping to do with their lives and why. Students with such a perspective are usually the most effective and motivated ones and taking a year off may be the best way to gain this.

　　內(nèi)容上，后一段用了常規(guī)的思路，給出觀點，并且總結上文。句式上，用了被動態(tài)與從句，比如說sb should be encouraged to do, 與that is the best way for sb to do等句式。詞匯上用了broaden their horizons, get a clear perspective, take a year off等替換結構，避免單詞的重復性。

　　只有對好的范文進行有效的總結與分析，模仿其拓展思路，詞匯與句式的用法，才能有所積累，提高寫作水平。同時，對于一些低分范文，烤鴨們也要進行仔細分析，避免犯同樣的錯誤。

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