我总共复习AWA的时间不是很长，加起来总共是5天，但是每天上班时都在地铁上看黄金80，800 score, 总共写了3篇AA,2篇AI.拿到5.5说明我的方法还是有一定效果的，和大家分享一下经验，大家可以参考一下

首先，要注意结构的重要性，使用结构模板（我放在附件里了），不要使用废话模板，一方面是怕被判抄袭，另一方面，背废话模板是种痛苦，其实大家如果看过800 Score就会发现，它propose的template是我附的结构模板的缩写版，他的范文应证了我的结构模板的applicability.大家完全可以用他的范文，写出自己的结构模板，又不用担心被判抄袭。

之前也是看了很多论坛的经验谈，对我影响最大的是三篇，大家可以看一下

1〉作文2小时5+必看
   （给没时间准备作文的战友
   含作文详细提纲）（这个大家可以搜索一下网站）

2〉E-rater发明者写的文章，我放在附件里了

重点我copy在这里了，大家要清楚地认识到E-rater的评分标准，所谓知己知彼，百战不殆

The feature set used with e-rater V.2 include measures of grammar, usage, mechanics, style, organization, development, lexical complexity, and prompt-specific vocabulary usage.

The diagnostic feedback is based on a suite of programs (writing analysis tools) that identify the essay’s discourse structure, recognize undesirable stylistic features, and evaluate and provide feedback on errors in grammar, usage, and mechanics.

The writing analysis tools identify five main types of grammar, usage, and mechanics errors – agreement errors, verb formation errors, wrong word use, missing punctuation, and typographical errors. The approach to detecting violations of general English grammar is corpus based and statistical, and can be explained as follows.

The system is trained on a large corpus of edited text, from which it extracts and counts sequences of adjacent word and part-of-speech pairs called bigrams. The system then searches student essays for bigrams that occur much less often than would be expected based on the corpus frequencies.

The writing analysis tools also highlight aspects of style that the writer may wish to revise, such as the use of passive sentences, as well as very long or very short sentences within the essay. Another feature of undesirable style that the system detects is the presence of overly repetitious words, a property of the essay that might affect its rating of overall quality (Burstein & Wolska, 2003).

Finally, the writing analysis tools provide feedback about discourse elements present or absent in the essay (Burstein, Marcu, and Knight, 2003). The discourse analysis approach is based on a linear representation of the text. It assumes the essay can be segmented into sequences of discourse elements, which include introductory material (to provide the context or set the stage), a thesis statement (to state the writer’s position in relation

to the prompt), main ideas (to assert the author’s main message), supporting ideas (to provide evidence and support the claims in the main ideas, thesis, or conclusion), and a conclusion (to summarize the essay’s entire argument).
    

In order to identify the various discourse elements, the system was trained on a large corpus of human annotated essays (Burstein, Marcu, and Knight, 2003).

Below presents an example of an annotated essay.

A Student Essay With Annotated Discourse Elements

<Introductory Material>“You can’t always do what you want to do!,” my mother said. She scolded me for doing what I thought was best for me. It is very difficult to do something that I do not want to do.</Introductory Material> <Thesis>But now that I am mature enough to take responsibility for my actions, I understand that many times in our lives we have to do what we should do. However, making important decisions, like determining your goal for the future, should be something that you want to do and enjoy doing.</Thesis> 

<Introductory Material>I’ve seen many successful people who are doctors, artists, teachers, designers, etc.</Introductory Material> <Main Point>In my opinion they were considered successful people because they were able to find what they enjoy doing and worked hard for it.</Main Point> <Irrelevant>It is easy to determine that he/she is successful, not because it’s what others think, but because he/she have succeed in what he/she wanted to do.</Irrelevant> 

<Introductory Material>In Korea, where I grew up, many parents seem to push their children into being doctors, lawyers, engineer etc.</Introductory Material> <Main Point>Parents believe that their kids should become what they believe is right for them, but most kids have their own choice and often doesn’t choose the same career as their parent’s.</Main Point> <Support>I’ve seen a doctor who wasn’t happy at all with her job because she thought that becoming doctor is what she should do. That person later had to switch her job to what she really wanted to do since she was a little girl, which was teaching.</Support>

<Conclusion>Parents might know what’s best for their own children in daily base, but deciding a long term goal for them should be one’s own decision of what he/she likes to do and want to do

</Conclusion>

读完上面的内容，大家大概就会对ETS的评分标准有了一个大概的了解，其实准备起来的话，我觉得模板是必不可少的，一则可以稳定心情，不至于考试时慌张，二则可以快速勾勒出整个文章框架

大家可能觉得最难写的是AI,事实上如果用了模板（注意：不是废话模板，而是结构模板）可以让你迅速发散思维，扩充字数。（插一句，谈一下字数的重要性，为何字数重要呢？大家看了E rater的评分标准，就会发现，他的评错是按照错误语法和拼写的总数除以字数，所以说，字数越多，当然分数就会提高。）

回到主题，如何用结构模板，我的AI模板是这样写的

<Introductory Material>Which is a more ..?(The issue here is whether …. ) The speaker’s opinion is that (Repeat author’s opinion. To justify his claim, the speaker argues that …  </Introductory Material><Thesis>In my view, however, (each of these alternatives is viable in certain circumstances/ In determining whether … , one must weigh … against…) On balance, <overall TS></Thesis> My view can be greatly substantiated by the following discussions.

<Main Point>On the one hand, there is no denying that <TS1: 正说Speaker’s opinion>…</Main Point> After all, <give a condition>….<Support: Reason>The reason I’m presenting here to support my view is that…… Without……, it is almost impossible that……<Support: Evidence>To illustrate, let us look at the example of…..(Both common sense and personal experience have told us that……) </Support>
   <Conclusion>Consequently, it is pretty obvious that…… Otherwise, …<TS1>…</Conclusion>

<Main Point>Futhermore,……<TS2: 反证Speaker’s opinion eg. If .. not true, then …>
   </Main Point><Support: Reason> The reason here is not far to seek…<Support: Evidence>A good example can be found in the case of … </Support>
   <Conclusion>Hence, all the evidence above demonstrates (beyond any doubt) that…<TS2>…</Conclusion>

<Main Point>On the other hand, I disagree with author that……</Main Point><Support: Reason> I would like to point out that the author overstates ……’s relative importance, and fails to consider other critical factors. <Support: evidence>For example, …. <Conclusion> Therefore, under this circumstance, it is obvious that …<TS3></Conclusion>

In conclusion, issue of <overall TS> has aroused much controversy. While in some cases, in many cases it will not. (while it appears paradoxical to recommend that, it is not) … (Although…, it…/while A…, B…) On the basis of my above discussion, I am quite confident to arrive at the conclusion that……

（红色是要自己添进去的，绿色是结构标示，只是作illustration purpose）

大家会发现，只要结构清楚，总分总，分的部分写三段，每段也是用总分总来写，中间夹着<support by reason><support by evidence/example>, 其实是很容易写到500多字的，尤其是有了example,你的内容会显得丰富了许多。

很多nn谈到转折连词的重要性，事实上，转折连词就是E rater那篇文章中所谓的Annotated Discourse Elements identifier，所以说，我们要尽量用这些identifier让E rater看出我们写得每句话的作用来，大家会发现，我中间每段最后一句话都是以标志性副词开头，而且各不相同，这就是为了降低由于repetition而导致到得分率低（Erater那篇文章有提到），所以能用这种标志性副词就多用，我的附件里面有很多此类标志性副词，短语，大家多多使用，当然也不是滥用，呵呵呵。

至于AA，结构模板就更为有用了，

开头结尾的模板是标准的，中间三段如何写，且待我我慢慢讲来

In this argument, the author concludes/recommends that… To justify his claim, the author assumes/reasons/points out that…Additionally, the author reasons that…Furthermore, the author also assumes that …Meanwhile, the author provides evidence that….Moreover, the author cites various other examples that…(cites the example of…)While the author’s argument has some merit, it suffers from several critical flaws.

To sum up, the arguer fails to validate the conclusion/recommendation that ….To bolster it, the arguer should provide more concrete evidence to demonstrate that…In addition, the arguer should have to rule out the above mentioned possibilities that would determine the arguer’s claim. Further more/Additionally, in order to access the argument, we still need more information concerning…(To better access the accuracy of the arguer’s recommendation, it would be useful to know…) in addition, to solidify the conclusion, the author should provide concrete evidence as well to demonstrate that …（TS）

大家要记住，中间三段足够了，不用写上四段，因为根据E rater里面的描述，多过三段不会多给分，少过三段会扣分（呵呵，偶把E rater的标准给仔细研究了一番）

中间三段，每段可以采取这样的结构，底下给每个部分替代的语言

Start

1.        Concede…The author (still) commits a fallacy of “After this, therefore because of this” in assuming that A is the cause of B.

2.        The author’s solution rests/relies/depends on the assumption that A is the cause of B..

3.        Another flaw that significantly undermines this argument is that the author neglects to indicate …(Another problem that seriously weakens the logic of this argument is that)

4.        The conclusion unjustifiably relies on the poll while the validity of the survey itself is doubtful

5.        The author unfairly assumes that…The author’s line of reasoning is that

6.        The author has been engaged in “after this, therefore because of this” analysis in presuming that A is the sole cause behind B.

Rebuttal

1.        It is absolutely/entirely possible that the other …

2.        Common sense informs me that … such as… can hardly….

3.        Actually, it is fallacious to reach any conclusion at all in the face of such limited evidence….

Conclusion

1.        Lacking a more comprehensive analysis of the causes, it is presumptuous for the author to claim that A solely determined B/ attribute B to A.

2.        Without more concrete information about…the author’s assumption that…is questionable

3.        Because the author fails to account for other interpretations, the survey would be useless in concluding that…

4.        … unless it can be shown that the sample is typical of all general group, the fact that … is groundless to claim that …

5.        Without accounting for these potential factors, the author concludes too hastily that…is the best way to achieve goals

6.        Without the comparison between K to other B, it is fallacious for the author to recommend that …

Paragraph structure identifiers.

First of all, first and foremost, to begin with, in the first/second/third/fourth place, the first and also the most glaring logic fallacy committed by the author is/

Even if I were to concede that/Even if it were the case that…, the author still commits a fallacy of….

Secondly, Furthermore,…Besides, Last but not least,

Replaceable verbs

Concludes that /reaches the conclusion that /advocates that /claims that /asserts that /alleges that

Suggests that/ recommends that

Predicts that/ anticipates that/ expects that

Argues that/ claims that/ assumes that/ asserts that/ alleges that/ reasons that

Provides/ cites/ points out/ presents

Survey/poll/ statistics/ study/ statistical evidence

Author/ arguer/ the owner of/ the loan applicant …

Support/strengthen/enhance/ bolster/ uphold/ fortify/ corroborate

Unconvincing/ unwarranted/ unreliable/ untenable/ unfounded/ groundless/ questionable/ problematic/ indefensible/ ambiguous/ flawed/ fraught

3〉实战方法：我引用截取在这里了，因为不记得是哪个nn帖子里的了，对我来说，非常有效，因为把结构打好了，至少不会有危险写不完，或者被判不完整。

引用如下：

第一步，先把第一段的废话敲好，此时基本无需动脑，但一定要手快，意在抢时间、凑字数。

第二步，略动脑筋，根据七宗罪，写好三段论的总起句。注意：此时不要展开，只写总起句即可！这样可以确保每小段论点明确，且全篇文章论据完整，结构思路清晰。

第三步，把中间段落的总起句复述一遍，完成最后一段的废话。此时一篇完整的文章已经基本成型，时间应当还剩余18-20分钟。

第四步，看看时间，可以深吸一口气，告诉自己慢慢来。把中间三段逐一展开，把魔版里面的话套进去，有时间就多写，没时间就少写，拼拼凑凑，顺利的话，用上十五分钟就可以敲满一整屏了。

第五步，检查。（至少可以剩余三分钟）

考试的时候，我就用这个方法，先不动脑筋地噼里啪啦一阵猛敲，大干体力活，凑满半屏字数，等心里有了底，再不慌不忙地慢慢干脑力活，想论点，展开
   写，最后时间非常宽松，都顺顺当当地余下三分钟检查。比起试写时的手忙脚乱论点互窜要顺利得多，感觉也很不一样，为后面的考试创造了良好的心理状态。

说了这么多，大家也该看烦了，就附上我的结构模板for AI & AA,大家连上4，5篇，应该就可以了，有基金的话，再看看基金，就万无一失了，祝大家都考得好好，有任何问题，可以随时问我。