Some people believe that international news should be included into the subjects in secondary schools. To what extent do you agree or disagree?

　　Step1：首先確定本文的subject-The practice of including international news into the subjects of secondary schools.

　　Step2： 構思所有能夠想到的subject的pros and cons 。

　　Pros:： 讓中學生上國際資訊這門課有什么好處呢?一般應該馬上會想到通過觀看國際資訊，聆聽專家關于國際時事的看法可以開拓學生的眼界，并有利于提高他們透過現象認識事件本質的分析能力。

　　關鍵詞：widen ones horizon, analysing ability

　　Cons：這種做法可能會帶來什么問題呢?首先馬上想到分論點四大黃金原則當中的因小失大原則在這種青少年教育類的話題當中一定可以得到運用：學生的priority永遠是study,而開設國際資訊課會占據課業壓力原本就很大的學生們的大量時間，影響他們的academic performance。好，反方第一個supporting idea 有了!

　　接下來從學生和國際資訊的特點入手：學生年齡層較低，理解能力還不夠強。而國際資訊的內容往往是紛繁復雜的國際局勢，對于受眾的閱歷，理解能力要求較高。比如你讓一個10多歲的小孩去分析美國當年攻打伊拉克的深層次動機對于他來說肯定是很吃力的一件事情。因此可以得出結論: 國際資訊的很多內容超出了普通學生的理解能力范圍，不適合在中學推廣。

　　關鍵詞：complicated, beyond ones level of comprehension

　　第二個分論點搞定!

　　最后還需要一個反方分論點來構成全文的3對1結構，還是從國際資訊的特點入手：國際資訊講的事兒跟學生的生活關系不大，導致學生很難對其產生真正深入的興趣。試想，每天繁重的功課都搞得我焦頭爛額了，哪里還有興趣去探究以色列和巴勒斯坦那些事情

　　關鍵詞： be of little relevance to sth ， surplus

　　至此supporting ideas全部搞定，接下來就是確定分論點的具體設置了!

　　Step3：確定全文使用3對1結構，具體結構如下：

　　3對1結構

　　第一段 ：

　　第一句+第二句： Background Information-Introduce the topic

　　. What is the subject?

　　. What is the public opinion on the subject?

　　第三句： Statement-State your opinion on the topic

　　第二段

　　第一句：過渡句

　　第二句+第三句：分析弱勢分論點X1

　　第三段

　　第一句:：過渡句

　　第二句+第三句：強勢分論點1 + Evidence

　　第四句+第五句：強勢分論點2 + Evidence

　　第六句：強勢分論點3

　　第四段

　　第一句+第二句：主體定性/Summarize the nature of the subject

　　第三句：重申觀點/Restate your opinion on the topic

　　根據以上結構，發現正方分論點國際資訊課程有利于提高學生的分析能力，開拓眼界屬于self-evident的分論點，也就是說基本沒有必要在分論點后面進一步拓展論證國際資訊課程為什么能夠開拓學生眼界，為什么能夠提高其分析能力。

　　接下來確定3個強勢分論點的分配，如上所示，理想的情況是把3個強勢分論點設置成一個self-evident無需證明的，一個適合舉例使用case evidence 來證明，剩下一個適合theoretical evidence 來證明的。這樣 能保證寫出來的字數基本在280字左右，論證手法又不會讓人感覺重復。

　　先找三個反方分論點當中哪一個的內容是最最顯而易見，無需證明的呢?

　　我這里選擇的第三個分論點：國際資訊的內容和學生生活關系不大，難以引起他們的興趣。

　　接下來找哪個分論點最適合舉例......應該是第二個吧:國際資訊內容紛繁復雜，年幼的學生理解上會有困難。要舉一個具體例子應該不難吧?

　　那么剩下的第一個分論點：增加國際資訊課占用學生學習時間影響學習就用theoretical evidence了，要把這個道理講清楚應該不難吧?

　　至此準備工作全部完成，接下來就是按照上面3對1結構的具體設置一句一句去寫了，應該不用花很多時間就能把文章寫完了。

　　Some educationalists propose that it is necessary to include international news as part of school curriculum. The effectiveness, nevertheless, is questionable from my point of view.

　　Admittedly, the introduction of international news into curriculum in secondary schools does have certain benefits to the students. Indeed, to young people, it is evident that watching international news is beneficial to the improvement of their capability in certain fields like the broadening of their horizons and the enhancement of their analysing ability, which both help them to be equipped with a global perspective.

　　Despite the benefit, some probelms that the practice may lead to should not be overlooked. Firstly, the practice is likely to affect the students study. Indeed, it could be time-consuming for students to read or watch these news stories and the more time they spend on international news, the less time is available for study, which is their priority.Secondly, the complicated contents of international news might be beyond the students level of comprehension. For example, students might be confused with a great variety of conflicting arguments produced by different commentary experts. Last but not least, some international news actually have little relevance to the students lives and thus it is highly possible that students would regard the subject as a surplus which is of little value to them.

　　In conclusion, the introduction of international news into secondary schools has the benefit to develop the students certain capabilities. This only benefit, nevertheless, is evidently dwarfed by the more prominent problems the practice may lead to. For this reason, I reaffirm my conviction that it is not advisable to introduce international news into the subjects in secondary schools.

　　Some people believe that international news should be included into the subjects in secondary schools. To what extent do you agree or disagree?

　　Step1：首先確定本文的subject-The practice of including international news into the subjects of secondary schools.

　　Step2： 構思所有能夠想到的subject的pros and cons 。

　　Pros:： 讓中學生上國際資訊這門課有什么好處呢?一般應該馬上會想到通過觀看國際資訊，聆聽專家關于國際時事的看法可以開拓學生的眼界，并有利于提高他們透過現象認識事件本質的分析能力。

　　關鍵詞：widen ones horizon, analysing ability

　　Cons：這種做法可能會帶來什么問題呢?首先馬上想到分論點四大黃金原則當中的因小失大原則在這種青少年教育類的話題當中一定可以得到運用：學生的priority永遠是study,而開設國際資訊課會占據課業壓力原本就很大的學生們的大量時間，影響他們的academic performance。好，反方第一個supporting idea 有了!

　　接下來從學生和國際資訊的特點入手：學生年齡層較低，理解能力還不夠強。而國際資訊的內容往往是紛繁復雜的國際局勢，對于受眾的閱歷，理解能力要求較高。比如你讓一個10多歲的小孩去分析美國當年攻打伊拉克的深層次動機對于他來說肯定是很吃力的一件事情。因此可以得出結論: 國際資訊的很多內容超出了普通學生的理解能力范圍，不適合在中學推廣。

　　關鍵詞：complicated, beyond ones level of comprehension

　　第二個分論點搞定!

　　最后還需要一個反方分論點來構成全文的3對1結構，還是從國際資訊的特點入手：國際資訊講的事兒跟學生的生活關系不大，導致學生很難對其產生真正深入的興趣。試想，每天繁重的功課都搞得我焦頭爛額了，哪里還有興趣去探究以色列和巴勒斯坦那些事情

　　關鍵詞： be of little relevance to sth ， surplus

　　至此supporting ideas全部搞定，接下來就是確定分論點的具體設置了!

　　Step3：確定全文使用3對1結構，具體結構如下：

　　3對1結構

　　第一段 ：

　　第一句+第二句： Background Information-Introduce the topic

　　. What is the subject?

　　. What is the public opinion on the subject?

　　第三句： Statement-State your opinion on the topic

　　第二段

　　第一句：過渡句

　　第二句+第三句：分析弱勢分論點X1

　　第三段

　　第一句:：過渡句

　　第二句+第三句：強勢分論點1 + Evidence

　　第四句+第五句：強勢分論點2 + Evidence

　　第六句：強勢分論點3

　　第四段

　　第一句+第二句：主體定性/Summarize the nature of the subject

　　第三句：重申觀點/Restate your opinion on the topic

　　根據以上結構，發現正方分論點國際資訊課程有利于提高學生的分析能力，開拓眼界屬于self-evident的分論點，也就是說基本沒有必要在分論點后面進一步拓展論證國際資訊課程為什么能夠開拓學生眼界，為什么能夠提高其分析能力。

　　接下來確定3個強勢分論點的分配，如上所示，理想的情況是把3個強勢分論點設置成一個self-evident無需證明的，一個適合舉例使用case evidence 來證明，剩下一個適合theoretical evidence 來證明的。這樣 能保證寫出來的字數基本在280字左右，論證手法又不會讓人感覺重復。

　　先找三個反方分論點當中哪一個的內容是最最顯而易見，無需證明的呢?

　　我這里選擇的第三個分論點：國際資訊的內容和學生生活關系不大，難以引起他們的興趣。

　　接下來找哪個分論點最適合舉例......應該是第二個吧:國際資訊內容紛繁復雜，年幼的學生理解上會有困難。要舉一個具體例子應該不難吧?

　　那么剩下的第一個分論點：增加國際資訊課占用學生學習時間影響學習就用theoretical evidence了，要把這個道理講清楚應該不難吧?

　　至此準備工作全部完成，接下來就是按照上面3對1結構的具體設置一句一句去寫了，應該不用花很多時間就能把文章寫完了。

　　Some educationalists propose that it is necessary to include international news as part of school curriculum. The effectiveness, nevertheless, is questionable from my point of view.

　　Admittedly, the introduction of international news into curriculum in secondary schools does have certain benefits to the students. Indeed, to young people, it is evident that watching international news is beneficial to the improvement of their capability in certain fields like the broadening of their horizons and the enhancement of their analysing ability, which both help them to be equipped with a global perspective.

　　Despite the benefit, some probelms that the practice may lead to should not be overlooked. Firstly, the practice is likely to affect the students study. Indeed, it could be time-consuming for students to read or watch these news stories and the more time they spend on international news, the less time is available for study, which is their priority.Secondly, the complicated contents of international news might be beyond the students level of comprehension. For example, students might be confused with a great variety of conflicting arguments produced by different commentary experts. Last but not least, some international news actually have little relevance to the students lives and thus it is highly possible that students would regard the subject as a surplus which is of little value to them.

　　In conclusion, the introduction of international news into secondary schools has the benefit to develop the students certain capabilities. This only benefit, nevertheless, is evidently dwarfed by the more prominent problems the practice may lead to. For this reason, I reaffirm my conviction that it is not advisable to introduce international news into the subjects in secondary schools.