新SAT写作高分突破—新航道英语学习丛书 mobi 下载 网盘 caj lrf pdf txt 阿里云

本书面向2016年改革后的新SAT考试，由美籍名师团队打造，旨在通过全程导向写作教学法，帮助考生逐步掌握新SAT essay考试的精髓。为了帮助中国学生逐步掌握必要的术语和词汇并达到美国大学对新生在读写方面的要求，本书完全采用美国高中毕业生能读懂的英语写成。全书的内容可分为三部分：*部分是新SAT写作介绍，分别从“作文命题”、“作文评分”和“实例分析”3个部分细致分析了新SAT essay的设题方向和评分标准。第二部分用6个Chapter全面模拟了SAT

essay的写作过程。由读到写，一步步引导学生从阅读、到分析、再到写作，实际体验SAT作文考试的全过程。章节中的每个lesson都配有同步练习，帮助学生复习、巩固所学内容。第三部分收录了6篇精选essay

prompt，并提供了高品质范文。范文经资深语言专家打造、润色，逻辑合理，语言地道，是研习SAT essay的绝佳途径。

目录 

如何使用本书/1

新SAT写作介绍/2

Chapter 1Read for

Analyzing

Lesson 1Identify

the Author’s Argument 16

Lesson 2Identify

Claims while Reading 30

Lesson 3Identify

Evidence while Reading 41

Lesson 4 Notice

Special Features while Reading 55

Chapter 2Lay a

Solid Foundation in Your Introduction

Lesson 1Find the

Focus for Your Analysis 68

Lesson 2Organize

Your Introduction 74

Chapter 3Build

Strong Body Paragraphs

Lesson 1Make Topic

Sentences 79

Lesson 2Select

Supporting Details: Evidence in the Text 85

Lesson 3Organize a

Supporting Paragraph 90

Chapter 4Impress

Your Readers with an Unf***ettable Conclusion

Lesson 1What Makes

a Good Conclusion 96

Chapter 5Use the

Strategies You Learned

Lesson 1Read the

Passage for the Purpose of Analyzing 102

Lesson 2Make a

Topic Sentence Outline 115

Lesson 3Make a

Draft Essay from a Topic Sentence Outline 119

Chapter 6Raise

Your Scores Through Final Touches

Lesson 1Polish

Your Topic Sentences 125

Lesson 2Ensure

that Your Introduction Follows the Format 130

Lesson 3Relate

Evidence to Topic Sentences 133

Lesson 4Check

Sentence Structure and Conventi*** 138

Extra Essay Prompts

for Practice 146

Answer Keys 171

Model Essays in Resp***e to

Extra Essay Prompts for Practice 19

（美）Chunan Chen

美国教育专家、语言学家。东北师范大学英语硕士，美国西东大学教育专家（EdS)，持有新泽西州、纽约州及纽约市教师资格证书，先后受聘于美国厄普萨拉大学和乔治赫氏综合学校，并长期兼任某国际权威考试机构英语作文评卷员。在语言学领域造诣颇深，早在1982年获邀加入英国语言学会，后以英国语言学会会员的身份赴柏林出席第14届国际语言学家***。

先后在中国和美国执教共50年，坚信教育无国界，教过的学生数以万计，其中不少已成为杰出的专家、学者、教授、工程师，可谓桃李满天下。他*的愿望是在有生之年，继续成为中美两国之间文化教育的桥梁，促进两国青年学子的跨文化交流。 

（美）BrettDerringer

英语硕士。在美国有15年教学经验。现任职于美国新泽西州乔治赫氏综合学校，资深语言教学专家。

（美）KristineLaBue

英语学士。在美国有20年教学经验。现任职于美国新泽西州乔治赫氏综合学校，资深语言教学专家。

（美）AndrewDisque

心理学硕士，美国教育专家。在美国有15年教学经验。现任职于美国新泽西州威廉戴维斯中学，资深心理学教学专家。

（美）JianliWu

教育学研究生毕业，英语特级教师。长期任教于美国大西洋开普社区大学。在中美两国有30余年的教育管理与教学经验，在英语学习和教学方面著述颇丰。

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Chapter 1

　　Read for Analyzing

　　Just as all writers write for a purpose, the same concept holds true for readers. Why do people read? Generally speaking, people read to get information, to entertain themselves, to ***yze the author’s viewpoint within a text and/or to determine whether or not the means the author used to deliver his argument were effectively conveyed. When you take the New SAT Writing Test, you will be asked to read an argumentative/persuasive essay first. The sole purpose of reading the assigned essay is to make a rhetorical ***ysis. In othe***ords, your job is not to agree or disagree with the argument, but to ***yze the author’s methods. In order to become an ***ytical reader you must first learn to identify the parts of an argumentative essay. When you have fully mastered the structure and the purpose of the argumentative essay, you will then begin to be able to assess how successfully it was written.

　　Lesson 1Identify the Author’s Argument

　　The author’s argument, also known as the central idea of the essay, is a one or two-sentence declaration of what the author believes. The prompt itself can be a valuable resource: many times it reveals clues regarding the author’s argument. Once it is established, the rest of the text is the author’s attempt to convince the reader that the argument is sound and true. Through a set of claims ***ed with evidence, the autho***ill use certain rhetorical strategies and persuasive elements to sway the reader’s opinion to his side. We will talk about these terms in greater detail in later chapters.

　　Why do we need to identify the author’s argument? There are two reas***. One, when you write your ***ysis, you need to *** that you understand what the assigned passage is all about. Two, when you start to write your resp***e, you need to give a lead, or a little background knowledge about the passage being discussed, and a link to your own thesis statement, which is about how the author effectively uses rhetorical strategies and persuasive elements to make that argument convincing.

　　Usually the author’s argument can be found in the introductory paragraph of the essay. However, the introduction is not always the first paragraph. Many times an autho***ill include a paragraph or two, known as a “good beginning” and preceding the introductory paragraph, to give the reader some background information about the topic or to hook the reader’s attention to it.

　　While the author’s argument must be located in the introduction, its position within the paragraph is relatively fluid. Usually, but not always, the autho***ill put his or her argument in the most eye-catching position, the first sentence or the last sentence of the paragraph. Sometimes, the autho***ill pose the argument in the middle. However, a skilled ***ytical reader, especially helped by clues in the writing prompt or in the title, should be able to identify the author’s argument, regardless of its location.

　　Let’s take a look at some examples.

　　Example 1

　　Directi***: As you read the passage below, c***ider how Mike Benedykciuk uses:

　　evidence, such as facts or examples, to *** his claims

　　reasoning to develop ideas and to connect claims and evidence

　　stylistic or persuasive elements, such as word choice or appeals to emotion, to add power to the ideas expressed

　　Adapted from “The Blue Line: College Athletes Should be Paid” by Mike Benedykciuk, published on The Daily Free Press, 22 July 2015

　　A poll conducted by ESPN’s SportsNation in September 2013 indicated a majority of voters are against college athletes being paid. For a long while, I agreed with that way of thinking. However, my opinion has since been swayed. The argument that the NCAA continues to maintain is that these men and women are not employees, but rather they are “student-athletes.” I am a student, not a student-athlete. I believe I speak for almost every college student by saying that our days are long and filled with many challenges. C***ider the life of a student-athlete, though. The average Division I football player dedicates over 43 hours pe***eek to his sport, meaning that he spends more than a typical American work-week training and playing football, in addition to his classwork.

　　While college athletes may not exactly be employees, they are more than just students. Thei***ork, which generates exorbitant amounts of money year in and year out, deserves compensation. In the 2013-14 season, the NBA grossed $4.79 billion in revenues. The average professional basketball player earns about $24.7 million over his 4.8-year career. The 2013 NCAA men’s basketball tournament accumulated $1.15 billion in ad revenue, $200 million more than the NBA Playoffs that same year. Despite the staggering profit numbers they generated, tournament participants did not receive one cent for their efforts. The University of Alabama reported income of over $143 billion in 2014. Although that profit margin was greater than all 30 NHL teams and 25 of the 30 NBA teams, not one of Alabama’s players received a dollar.

　　According to the NCAA website, there are over 460,000 male and female student-athletes who participate in 23 different sports across the United States. Implying that all 460,000 of them should receive some sort of weekly paycheck is ludicrous. But the NCAA must adapt to its ever-changing environment if it wants to stay at the head of the collegiate sports table. Let high-profile athletes such as Johnny Manziel, Marcus Mariota or Jahlil Okafor make a quick buck signing some jerseys. Partition the billion dollars in ad money received during March Madness so that players can get something in return for thei***ork.

　　The NCAA currently resides in a state of pure hypocrisy. It preaches that its main goal is to educate student-athletes, yet it continues to generate record-breaking revenues from players that must miss their classes in order to play basketball on national television. It amazes me that the NCAA, a nonprofit ***anization, can accumulate over $11 billion in annual revenues ― more than both the NHL and NBA ― and not give any of it to its “student athletes.” With such insane amounts of money being tossed around, it seems wrong that college athletes are strictly prohibited from generating a profit.

　　The coun***rgument always raised by opponents of paying compensation is that they receive scholarships and an education. A college education from a top-notch university such as Duke is an immeasurable resource. However, participating in sports at these universities c***iderably diminishes the value of any given athlete’s education. Deep playoff runs in both March Madness and the College Football Playoff take students out of classes, thus limiting the time they spend in class. Recall the scandal that recently came out of the University of North Carolina, Chapel Hill. Students filed a lawsuit against the University and the NCAA because they did not receive an adequate education and

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编辑推荐

◆全美籍教育专家团队打造，彰显专业学术品质 

◆手把手全程导向写作教学，真实展现SAT作文考试的全过程 

◆3步成文，谋篇布局，笔下生花 

◆17套同步练习，随讲随练，即时巩固 

◆6套全真模拟及范文，全面展示论证技巧、妙语表达 

前言

2016新SAT改革元年即将来到，想必大家对涉及SAT考试内容的8大变革措施已经有所了解，这些变化包括：在上下文中考词汇、生僻单词的考查大幅减少；掌握证据，在某些题目中找出答案所对应的原文证据；essay 部分改为选考，要求学生分析一篇文章，解释作者所运用的论证策略；数学部分将会集中于三个方面：代数的核心知识、解决问题和分析数据的能力以及高等数学的入门准备知识；阅读与语法考查基于现实情境；加大历史、社会研究与科学等方面的分析能力的考查；阅读选文中加入美国建国文献或者由其引发的重大全球对话；错误答案不再扣分。其中改变的部分非写作莫属，几乎将原来的写作考试完全***，彻底重建。SAT写作考试不仅由必考变选考，形式也由原来的选择题加作文变为阅读、分析与作文。内容由原来的写argumentative essay（议论型论文）改为写***ytical

essay（分析型论文）。“纸上得来终觉浅，绝知此事要躬行。”新的SAT作文考试考查的不只是考生的写作能力，甚至还对考生的精读能力提出了挑战。阅读要重点读什么？文章赏析又从哪里着手？写作时如何避免点评不到位的问题？又如何避免千遍一律的I think句型？要想在写作考试中获得高分，这些问题是考生逃避不开的困局。

为此，我们根据美国College Board 新SAT 指南中有关作文考试的要求和中国学生的实际情况，为有志于参加SAT 考试并取得高分的中国学生量身定做了这本辅导教材。与其他写作教材不同的是,《新SAT 写作高分突破》采用美国流行的Process Approach（过程导向写作教学），

一步一步引导学生从阅读、到分析、再到写作，实际体验SAT作文考试的全过程，“在游泳中学会游泳。”

具体来说，本书的特色有：

1. 美籍名师编写，专业学术品质。整个作者团队来自于美国本土，由具有多年教学经验的教育专家组成。为了帮助中国学生逐步掌握那些必要的术语和词汇并达到美国大学对新生在读写方面的要求，本书完全用美国高中毕业生能读懂的英语写成。语言地道、美式思维纯正，既接近美国真实的高中课堂场景，又保证了其专业的学术品质。

2. 编排合理，分类细化。本书的结构是按照新SAT essay的写作过程来设置的，即由读到写， 一步一步引导学生从阅读、到分析、再到写作，实际体验SAT作文考试的全过程。 一方面，它是辅导教材，特别适合SAT 强化训练班的教学。每一篇、每一课，老师一边讲解，一边示范，学生跟着老师练，然后自己练，达到熟能生巧的效果。同时有能力的同学也可以把它作为自学教材，自己制定学习计划，完成阅读和写作训练，终写出高品质的SAT 作文。

3. 随讲随练，同步练习助提高。书中每个lesson都配有同步练习，帮助考生复习、巩固所学到的分析文章、提炼论点和开篇布局的方法。全书共包含17套练习，覆盖全面，并配有详细的答案解析，考生如果能真正吸收每个lesson的要点，认真完成这些练习，必将获得巨大的进步。

4. 精益求精，高品质范文共分享。书中收录了6篇精选essay prompt，并提供了高品质范文。考生可***完成写作，之后对比范文，发现自己的闪光点和有待改进之处。范文经资深语言专家打造、润色，逻辑合理，语言地道，是研习SAT essay的绝佳途径。

本书是美国教育专家、语言学家陈春安领衔的团队继《新SAT速战速决》之后的又一力作，语言浅显易懂、地道，体系完整，编排合理，非常接近真实的美国高中课堂。它既可以作为课上的辅导教材，又可以用做课外的自学材料。大家如果能对本书善加利用，必定能有所收获。

新的一年即将来临，新的机遇就在你们面前，希望大家保持勇往直前的勇气，采取科学实际的备考方法，早日实现留学美国的梦想！祝福你们！

编者

2015年

11

月

书籍介绍

本书面向2016年改革后的新SAT考试，由美籍名师团队打造，旨在通过全程导向写作教学法，帮助考生逐步掌握新SAT essay考试的精髓。为了帮助中国学生逐步掌握必要的术语和词汇并达到美国大学对新生在读写方面的要求，本书完全采用美国高中毕业生能读懂的英语写成。全书的内容可分为三部分：第一部分是新SAT写作介绍，分别从“作文命题”、“作文评分”和“实例分析”3个部分细致分析了新SAT essay的设题方向和评分标准。第二部分用6个Chapter全面模拟了SAT essay的写作过程。由读到写，一步步引导学生从阅读、到分析、再到写作，实际体验SAT作文考试的全过程。章节中的每个lesson都配有同步练习，帮助学生复习、巩固所学内容。第三部分收录了6篇精选essay prompt，并提供了高品质范文。范文经资深语言专家打造、润色，逻辑合理，语言地道，是研习SAT essay的绝佳途径。