I don't know who invented the idea of dividing sentences in argumentative writing into five functions, and the sentences that undertake these five functions are called opinion sentences, explanation sentences, material sentences, analysis sentences and conclusion sentences respectively. I can't find a clear source or theoretical article about this statement on the Internet, but there are articles about this statement everywhere on the Internet. I used to scoff at this technique, skill, or skill, but when my students are not very good, you will find that these expressions are everywhere on the Internet, which has practical guiding significance for middle and lower grade students, so that in this session of argumentative teaching, my brain jumped out of the "five arguments" on its own initiative.

In the teaching of "Dedication and Happiness", I focus on training students to identify opinions, the similarities and differences between opinions and arguments, the method of combing an argumentative essay as a whole, and learning two basic argumentative methods. "Three Cabins of Spirit" applies what is learned from "Dedication and Happiness" to training the ability to sort out the framework of argumentative papers, and also trains students to taste personalized language in discussion, learn metaphorical argumentation and understand analogical argumentation. The teaching of skepticism focuses on guiding students to distinguish viewpoints, arguments and sub-arguments. Strengthen the identification of argumentation methods; Learn new ways to introduce arguments. In the above teaching, we focus on the whole article. Read through an article and study a paragraph carefully. In fact, this model can also be used for argumentative writing. So when I was studying Doubt and Learning, I felt that students had the ability to read a paragraph intensively, so I thought of the "five comments" mentioned at the beginning.

Grasping the frame structure of the article as a whole, extracting arguments and sub-arguments, distinguishing argumentation methods and explaining their functions, and dictating the argumentation ideas of the full text, I started intensive reading. I chose the sixth paragraph of the text.

Firstly, explain to students that the sentences in an argumentative essay can be divided into opinion sentences, explanation sentences, material sentences, analysis sentences and conclusion sentences according to their functions, and explain the functions of each sentence. Then, ask the students to mark the paragraph with a period and use "discuss five sentences" to identify the function of the thirteenth sentence in the sixth paragraph of the article.

(1) Doubt is not only a necessary step to distinguish truth from falsehood on the negative side, but also a basic condition for establishing new theories and obtaining new inventions on the positive side. (opinion sentence)

(2) admit that others don't discount, that is lazy. (Elaborate sentences)

This mentality is always passive and can never be learned. (Elaborate sentences)

Only the brain that often doubts and asks questions has problems, and if there are problems, it wants to find answers. (Elaborate sentences)

⑤ All knowledge will make progress through constant questioning and solving. (Elaborate sentences)

6. Many great philosophers in universities are cultivated from doubts. (opinion decoder)

⑦ Dai Zhen, a great scholar in Qing Dynasty? When I was young, I went to Zhu's university? Zhang's sentence ",he asked when" University "was written and when Zhu was alone. (material sentence)

The teacher told him that Daxue was a book of the Zhou Dynasty and Zhu was a scholar of the Song Dynasty, so he asked the Song people how they knew the author's meaning more than a thousand years ago. (material sentence)

Descartes, a great French philosopher, also said, "I doubt it, so I exist." (material sentence)

Attending his philosophy is based on suspicion and discrimination against everything. (material sentence)

? All scholars, not only for folklore, but also for the theories of scholars of past dynasties, often have doubts, often argue with the theories in the book, often judge the theories in the book, and often revise the theories in the book. Only in this way can we produce a newer and better theory. (analytical sentence)

? Throughout the ages, new inventions in science, new theories in philosophy and new styles in art have all come from this. ? If later scholars stick to the old saying of predecessors, there will be no new problems, no new inventions, all academics will stagnate and human culture will not progress. (Closing remarks)

Students identify themselves first, then communicate in groups, and finally the whole class gets to know each other. In this process, students learn to analyze every sentence. At the same time, students find that writing an argumentative essay can be carried out in the order of "discussing five sentences". So the students extracted the formula that they thought could be used in writing from this paragraph.

An opinion sentence is placed at the beginning of a paragraph, a sentence. Only in this way can we highlight the key points of Unit 2 writing.

Elaborate sentences, followed by rational analysis of opinions, 2-4 sentences, preferably 2-3 sentences from positive time and the fourth sentence from negative time, so as to form positive and negative comparative arguments.

Material sentences, a few. Best, three or four materials, including three facts and a famous quotation. Fact materials, each material can have 2~3 sentences. It is best to have two positive materials and one negative material, so as to form a positive and negative comparative argument, and these three materials should also be able to combine the principles of material selection at home and abroad.

Analytical sentences, more than 3 sentences. After each piece of material, a rebate analysis should be carried out. According to the situation, analytical sentences can be more or less, but they must be deducted from materials and opinions.

The conclusion sentence, 1~2q sentence, can be summed up in one sentence, like paragraph 6, assuming that it is a conclusion, one is positive and the other is negative.

Students also found that constructing a paragraph in this way is very rich in content. Similarly, you can use this model to build another paragraph, and the main body of an article will come out. Add an introductory part at the beginning to clearly point out the center, add one or two transitional paragraphs in the middle, and add an ending paragraph at the end of the article, and an argumentative essay of not less than 800 words will be completed.

Yes, I opposed this technique before, but now in class, students can expect it, and it seems that each of them can write a good argumentative paper. What reason do I have against this routine writing? After all, this routine still plays a role in making students write well.

Well, I conveniently assigned the students a three-unit writing task-"Talking about Honesty", and I expect students to internalize what they read into their writing practice.