Chapter One Article opening sentence pattern

1-1 Regarding legislation: First elicit other people’s different opinions, and then put forward your own opinions or prefer a certain opinion, suitable for controversial issues Sexual themes.

For example (e.g)

[1]. When asked about..., the vast/overwhelming majority of people say that... . But I think/view a bit differently.

[2]. When it comes to .... , some people bielive that ....... Others argue/claim that the opposite/reverse is true . There is probably some truth in both arguments/statements , but (I tend to the profer/latter ...)

[3]. Now, it is commonly/generally/widely believed/held /acknowledged that .... They claim/ believe/argue that ... But I wonder/doubt whether.....

1-2 Phenomenon method introduces the phenomenon or problem to be analyzed, and then comments .

e.g

[1]. Recently the rise in problem of/(phenomenon of) ... has caused/aroused public/popular/wide/ worldwide concern.

[2]. Recently the issue of the problem of/the phenomenon of ...has been brought into focus. ( has been brouth to public attention)

[3].Inflation/Corruption /Social inequality ... is yet another of the new and bitter truth we have to learn to face now/constantly.

1-3 Point of view method: get straight to the point and directly express your views on the issues to be discussed Views.

e.g:

[1]. Never history has the change of .. been as evident as ... Nowhere in the world/China has the issue/idea of .. benn more visible/popular than...

[2]. Now people in growing/significant numbers are beginnig/coming to realize/accept/(be aware) that...

[3]. Now there is a growing awareness/recognition ot the necessity to...Now people become increasingly aware/conscious

of the importance of ......

[4]. Perhaps it is time to have a fresh look at the attitude/idea that.......

1-4 Quotation method: First quote famous quotes or representative opinions to introduce the point of view to be discussed in the article!

e.g:

[1]. "Knowledge is power." such is the remark made by Bacon.This remark has been shared by more and more people.

< p>"Education is not complete with gradulation." Such is the opnion of a great American philosopher. Now more and more people share his opnion.

[2]."... ." How often we hear such statements/words like thoses /this .

In our own days we are used to hearing such traditional complaints as this "......".

< p>1-5 Comparative method: By comparing two different tendencies and viewpoints in the past and present, the viewpoint to be discussed in the article is elicited.

e.g:

[1]. For years, ...had been viewed as ... But people are taking a fresh look now. With the growing ... , people ....... .

[2]. People used to think that ... (In the past, ....) But people now share this new.

1-6 Story method: First tell a shorter story to arouse readers’ interest and introduce the topic of the article.

e.g:

[1]. Once in (a newspaper ) , I read of/learnt .... The phenemenon of ... has aroused public concern.

[2]. I have a friend who ... Should he .... ? Such a dilemma we are often confronted with in our daily life.

[3]. Once upon a time, there lived a man who ... This story may be (unbelievable), but it still has a realistic significance now.

1-7 question method: first use discussion or answer questions to elicit your own opinions, suitable for controversial topics.

e.g:

< p>Should/What ...... ? Options of ... vary greatly , some ... , others ...

But in my opinion , ...... .

Chapter 2 Sentence pattern for the main body of the article

Cause and result analysis

2-1-1. Basic reason: When analyzing something, use this sentence pattern to explain it Basic or multiple reasons.

e.g:

[1]. Why ... ? For one thing.. For another ...

[2]. The answer to this problem invovles many factors. For one thing... For another... Still another...

[3]. A number of factors, both physical and psychological affect .... /both individual and social contribute to ....

2-1-2 Another reason: After analyzing the basic reasons, add a secondary or more important one Use!

e.g:

[1]. Another important factor is ....

[2]. ... is also responsible for the change/problem.

[3]. Certainly, the ... is not the sole reason for .....

2-1-3 Consequences: Analyze something Possible consequences or impact.

e.g:

[1]. It will pro

duce a profound/far-reaching effect/impact on....

[2]. In involves some serious consequence for...

Compare and contrast sentences Type

2-2-1. Compare the two: Use it when comparing two things, to say that one is better than the other, or to affirm the advantages and disadvantages of one thing.

e.g:

[1]. The advantages gained from A are much greater than the advantages we gain from B.

[2]. Indeed, A carries much weight when compared with B.

[3]. There is no doubt that it has its negative effects as well as positive effects.

2-2-2. Both Identical/Similar: Used when comparing two things that have the same characteristics or have the same characteristics.

e.g:

[1]. A and B have several things in common. They are similar in that.....

[2]. A bears some sriking resemblance(s) to B.