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Do you agree or disagree with the following statement? Teachers should be paid according to how much their students learn. Use specific reasons and examples to support your answer.
考生拿到这个题目的第一步就是大概确定一下自己的观点。大多数学生都会想到反对面更好写一点。然后经过头脑风暴，大家可以很轻易地得出几个分论点，比如：学生能力不一致、评价学生学到多少很费事等等。那么我们就以“评价学生学到多少很费事”这段文字为例，进行讨论和展开：
关于“段落中心句”
段落分论点很容易想，但是要使论证得到阅卷人的信服却不是一件容易的事情。论证段第一步经常是表明支撑自己观点的分论点，但前面说到的写长难句，并不代表“段落中心句”也应该写的很“曲折”，很“修饰”;而与之相反，要直接明确地表明考生的立场，如：It is very difficult and low efficient to decide how much students have learnt. 但要注意一点，独立写作评分标准当中有用词造句一项，因此大家可以把一些用到烂大街的difficult，decide之类的单词“华丽变身”一下，再把句型稍加调整，加一点修饰部分，就可得到如下“段落中心句”：To start with, the low efficiency in standardizing the evaluation methods of teachers’ incomes would be another formidable obstacle.
关于“段落论证”
那么接下来我们要做的就是：把脑海中想到的分论点“效率低“，按照“因果推理法”成功推出“老师薪酬不该由学生学到的多少决定”。那么我们就开始思考，为什么效率就让这么做不行了呢?Bang!!! 想到如下：
评测学生学到多少非常困难
——为什么呢?——
老师带的学生太多
要评测所有学生的学习效果太费事
—— 为什么呢?——
即使完成了一批学生的评测
但毕业之后，又要开始繁琐的评测过程，劳民伤财
——那又怎么样呢?——
按照学生学到的多少给老师薪酬不合理
因此，我们不难发现：上述分析过程中的 “为什么呢”(why，原因状语从句) 和 “那又怎么样呢”(so what，结果状语从句) 构成了段落的 “因果链” 。而“因果推理法”就是对段落“因果链”的拓展和论证。
关于“论证语言”
在“论证语言”方面，考生不要一成不变地采取主动句型;多采用副词或者并列副词去修饰形容词或动词性成分等。同时，避免一个单词用到底，最好可以做到用词多样化;这样做的话，既给人一种词汇量比较好的印象，也可以使文章看起来更生动：像下面的范文里面，process/procedure之类的同义词。按照上面的 “因果链” ，我们得到下面作为大家参考的论证段的“因果推理法”论证部分(注意红色部分的“地道”表达)：
Social improvement leads us to carry out a plan or policy in a more strict way, based on the regulations and rules thoroughly researched, not to mention the ones related to education that plays a pivotal role in a nation’s development. The academic variability of students’ performances negatively influences the standardizing processes of teachers’ payment system that cannot lay its foundation on an unstable source. In fact, there are always many students, sometimes up to hundreds, being instructed by a teacher, so it becomes very difficult and low-efficient to measure to what extent every student has learned. Moreover, even if the measuring procedures have been successfully accomplished, considering the fact that students graduate from an educational institution in a few years, mainly ranging from three to six, it means that the assessment criteria should be reformulated.
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