17 议论文：主张、证据与反方限制

建议位置：高2·上；原创能力递进，不等同于学校实际学期/人教版单元。只训练书面英语。每个编号计一道练习；编号内小项不重复计数。

学习目标

• 区分观点、事实、解释和价值判断
• 评价证据范围是否足以支持结论
• 理解让步、反驳与作者态度
• 在“社会、经济与劳动”语境中区分常用词义、搭配并完成新的书面迁移。

核心讲解

1. 四层证据图

主张是作者要读者接受的观点；证据是数据/观察/实例；推理解释证据为何支持主张；限定说明主张不适用于何处。例子能说明一种可能，不自动证明普遍趋势。个人经验真实也可能缺乏代表性。

2. 注意反方是谁说的

Some argue… / Critics suggest… 常引出别人的意见。作者可能先承认合理部分，再用 however 转入自己的判断。态度不等于赞成/反对二选一；cautiously supportive（谨慎支持）与 unreservedly enthusiastic（毫无保留热情）差别大。

3. 评价而非挑错游戏

问“证据还缺什么”：样本是否具有代表性？是否有比较组？观察期够不够？测量的是态度还是实际行为？不要因为证据有限就断言研究无用；结论强度与证据强度匹配才是关键。

主题词汇拓展：社会、经济与劳动

下面的词条按本课情境扩展意义与搭配，不是课标完整词表。先把词分成“人/物、行动、性质/关系”三组；同一中文词不保证英语可互换。每条搭配示范本课采用的义项。读完语境再做新增的两项迁移题；能认出词义但不能在句中正确使用时，仍应保留为待复习项。

本课词汇与搭配

阅读材料

Original reading: A Deadline with a Little Room

A deadline can help students plan, but it can also conceal differences in the time they have available. A pupil with a long commute or regular caring responsibilities may face constraints that a classmate does not. Some schools are therefore considering a small number of deadline extensions that students can request without giving a detailed personal explanation.

In one pilot, volunteers could extend two assignments by up to forty-eight hours. Most reported feeling less pressure. Supporters described this as evidence that flexibility improves learning. That conclusion goes beyond the data: the survey asked about stress, not what students had learned, and those who volunteered may have been especially interested in the idea.

Opponents worry that flexible deadlines make planning impossible. This concern should not be dismissed. Teachers need to coordinate marking, and students need clear expectations. Yet a rule allowing two short extensions is not the same as a rule allowing every task to arrive whenever a student chooses.

The sensible question is not whether deadlines are good or bad in general. It is which form of flexibility helps which students without creating unmanageable costs for others. Schools could compare completion rates and the quality of work in similar classes over a term, while also recording the extra work required of teachers. A small, carefully evaluated trial would tell us more than either an enthusiastic slogan or an immediate ban.

主题词汇语境：社会、经济与劳动

A shorter working week may sound attractive, but an argument about it should distinguish wages, productivity and well-being. A policy that works for one profession may affect shift workers differently. Employers, employees and consumers are all stakeholders, yet their priorities need not coincide. A useful evaluation examines actual outcomes and implementation costs, rather than assuming that higher revenue means every worker receives a higher income or that any added expense makes a policy worthless.

例题解析

例 “A survey of 20 club members found that 18 liked the change” 支持“多数受访成员喜欢变化”，不支持“全市90%学生成绩提高”。人群、指标、因果全被偷换。

本篇示范 作者赞成保留试验机会，而不是立即全面推广或彻底否定。最后提出比较不同群体及跟踪真实使用，是对证据缺口的回应。

练习

1. Which statement best captures the author’s position? A. Keep existing rules until every teacher supports a change. B. Base future policy mainly on volunteers’ reports of lower stress. C. Adopt extensions because the survey establishes a learning gain. D. Test limited flexibility while examining its effects carefully.

2. 作者为什么提到通勤和家庭责任？

3. 研究里 “felt less pressure” 与 “learned more” 为什么不能视作同一个结果？

4. Which would most strengthen the case that flexibility improves completion? A. Survey volunteers report feeling less pressure when deadlines are flexible. B. More students say that they prefer flexible deadlines to fixed ones. C. Comparable classes show higher on-time completion over a term. D. Teachers report that flexible deadlines are easier to manage.

5. 找出文章一次让步，并解释其作用。

6. 用60—80词给校长写一段立场：是否试行有限延期？须含主张、一条文本证据、一个限制和一个可检验下一步；不写称呼/结尾。

7. 【主题词汇·辨义】解释revenue/profit、salary/income、stakeholder/shareholder的区别；shareholder虽未列入表，请仅理解为“股东”对照。

8. 【主题词汇·迁移】写一段35—50词评论：某政策让企业营收上升，但不能因此确定每位员工受益。用revenue、income和stakeholder。