First, grasp the arguments, arguments and arguments of the article, understand the relationship between the central argument and the sub-arguments, master the two basic forms of arguments, and identify and understand the commonly used argumentation methods.

Second, grasp the structure of the article and clarify the author's thinking.

Third, grasp the accuracy, vividness, generalization and image of argumentative language.

In the senior high school entrance examination, the focus of argumentative reading ability is mainly:

1. Be able to identify, judge, refine and summarize arguments;

2. Be able to understand the types of analysis and argumentation;

3. Be able to identify and understand common argumentation methods;

4。 Clarify and divide the structural level of the article;

5. Analyze and summarize the ideological content of articles and paragraphs;

6. Appreciate and understand the meaning of words and sentences;

7. Appreciate and understand accurate, vivid, general and vivid language.

First, the analysis of ideas and structure

Knowledge overview

The outline stipulates that junior high school students should "understand the thinking of the article" when reading argumentative essays.

Specifically, the knowledge and ability training points are:

1. Clarify the author's ideas, grasp the structure of the article, and grasp the full text as a whole;

2. Be able to correctly divide the level of argumentative writing and summarize the meaning.

View direction

1) How to clarify the author's thoughts, grasp the structure of argumentative papers and grasp the whole text?

Any article is a whole composed of several paragraphs or sentences. How do paragraphs or sentences connect and combine into a whole? This is a common problem to be considered when reading, and understanding these problems is to analyze the ideas of the article. In this regard, Mr. Ye Shengtao has an incisive exposition: "To read the whole article, we must understand the author's thinking. Thought has a path, sentence by sentence, paragraph by paragraph. The author of a good article is not going anywhere on this road. Reading an article depends on how it started and how it was written. Follow it and understand why it goes this way. For example, argumentative essays ask questions at the beginning, and then focus on one aspect of food from several aspects. Only a little is said in other aspects. Why do you want this arrangement? It must be meaningful. You should understand this when you read it. Further details, how to connect the second sentence with the first sentence, how to connect the third sentence with the second sentence, what is the relationship between the second paragraph and the first paragraph, what is the relationship between the third paragraph and the second paragraph, etc., must be made clear. " When we read an argumentative essay, we should follow Mr. Ye's instructions. Understanding the structural characteristics of argumentative essays can help us better grasp the structure of argumentative essays and grasp the articles as a whole. The basic structure of an argumentative essay is to ask questions (introduction)-analyze questions (thesis)-solve problems (conclusion). Can be divided into two categories:

1. "Horizontal". In argumentation, the relationship between several levels and paragraphs of the article is developed side by side, which is the "horizontal" structure. There are three basic types of "horizontal" structure: ① "general theory-sub-theory-general theory" type, which first puts forward arguments, then expounds them from several aspects, and finally summarizes them, such as "Ideal Ladder"; (2) "general theory-divided theory" type, first put forward the argument, and then discuss it from several aspects, such as "On the Surprise of Friends"; (3) In the form of "divided theory-general theory", the problems to be discussed are analyzed in several aspects, and then the conclusions are summarized comprehensively.

2. "vertical". In the discussion, all levels of the article are in-depth and progressive, and the order of each level has strict requirements and cannot be changed at will. This is the "vertical" structure. There are two kinds of "vertical" structure: ① "layer by layer" structure, in which arguments are put forward first, then deepened and elaborated layer by layer, such as from 30,000 to 10,000; (2) the "transition" type, such as "reading the biography of Meng Changjun".

2) How to divide the level of argumentative writing?

There are two basic methods: one is divided according to the general structure of "putting forward problems-analyzing problems-solving problems". For example, Three to Ten Thousand has eight paragraphs, which can be divided into three layers. The first and second paragraphs are the first floor. Starting with the question of whether there is a shortcut to learning, after preliminary analysis and reasoning, the thesis is put forward: learning should be accumulated bit by bit, step by step, and it is not advisable to rush. The third to seventh paragraphs are the second layer, quoting ancient stories and discussing them closely with the content of the stories, which leads to the argument that "learning should be modest and prudent, and the role of teachers should be emphasized". The eighth paragraph is the third layer, which puts forward hope: face up to the problems existing in learning, take the story from three to ten thousand as an example, and draw inferences from others to learn better.

The other is to divide the levels according to different angles of the article. For example, The Ideal Ladder has eight paragraphs and can be divided into three layers. The first to third paragraphs put forward the central argument that "struggle is the ladder to realize the ideal". The fourth to seventh paragraphs are the main part, divided into three sub-levels, and discussed from three aspects: ① "The ideal ladder belongs to those who work hard", ② "The ideal ladder belongs to those who cherish time" and ③ "The ideal ladder belongs to those who face difficulties". The last paragraph closely follows the center and summarizes the full text: "Struggle is a lever to change reality and a solid ladder for hundreds of millions of people to climb the peak of the four modernizations."

Typical problem analysis

(1) Doubt is not only a necessary step to distinguish truth from falsehood on the negative side, but also a basic condition to construct new theories and enlighten new inventions on the positive side. It is ideological laziness to admit what others say without thinking or discount. (3) Such a brain is always passive and can never learn. (4) Only the brain that often doubts and asks questions has problems, and only when there are problems does it seek answers. ⑤ In the process of constantly questioning and solving, all knowledge will rise. ⑥ Many great thinkers and philosophers in universities are cultivated from doubts. 7. Dai Zhen, a great scholar in Qing Dynasty, read Zhu's "University Chapters and Sentences" when he was a child and asked when "University" was written and when Zhu was born. The teacher told him that "Da Xue" was a book of Zhou Dynasty, and Zhu was a great scholar of Song Dynasty. He asked how the Song people more than 1000 years ago knew what the author meant. All scholars, not only for folklore, but also for the theories of scholars of past dynasties, 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 newer and better theories be produced. New inventions in science, new theories in philosophy and new styles in art are all produced in this way. ⑾ If later scholars stick to the old sayings of predecessors, there will be no new problems, no new inventions, all academics will stagnate and human culture will not progress.

1. What do these four sentences have to do with the first sentence? In these four sentences, it can be divided into several levels. /

2. What is the relationship between three sentences and the first sentence? In these three sentences, it can be divided into several levels. .

3. What are the two sentences discussed?

2. Read the following and answer the questions.

(1) Learn to learn. If you want to learn, you must ask first. If you want to ask, you must doubt first. Doubt is finding problems, asking questions is asking questions, and when the problems are solved, you gain knowledge.

(2) Many people (A) at all times and all over the world are people who have doubts about reading and are good at asking questions. During the Qianlong period of the Qing Dynasty, there was a scholar named Dai Zhen. When he was a child, he asked the teacher questions one after another. Because he always asks questions last, is diligent in thinking and dares to ask questions, he has made great achievements in his studies. On the road of people seeking knowledge, doubt is like a seed of knowledge. Without it, knowledge will never blossom and bear the fruit of wisdom. (b) And: Without the doubt of geocentric theory, there would be no Copernican Heliocentrism. Balzac, a great French writer, said: "The key to all science is undoubtedly a question mark, and the wisdom of life probably lies in asking why everything happened."

However, it should be pointed out that any effective doubt must be based on a large number of actual materials. For example, Darwin's challenge to the theory of species invariance is by no means a temporary discovery, but the result of his five-year journey around the world, collecting a large number of animal and plant specimens and concentrating on observation. Without a wealth of information, Darwin would never raise valuable doubts.

Doubt is expensive because you dare to think, imagine, innovate and discover the truth. Let's hold the key to the question mark and open the door to the treasure house of knowledge! C

(1) The most suitable item to fill in the article (a) is ().

A. Thinker B scientist C scholar D writer

(2) The most appropriate way to fill in the blanks is ()

A. Because the theory of species invariance was doubted by Darwin, the theory of evolution was founded.

Darwin founded the theory of evolution because he doubted the theory of species invariance.

C. Without doubts about the theory of species invariance, there would be no creation of Darwin's theory of evolution.

D. Without the doubt of "species invariance", how can Darwin's "evolution theory" be established?

(3) The central point of this article is ()

A. Dare to doubt B. Doubt is the seed of learning.

C. Materials are the basis of doubt D. Learning is expensive and suspicious.

(4) For the division of the structure level of the essay, the correct one is ().

A.①/②③/④⑤ B.①/②③④/⑤

C.①②/③/④⑤·D.①②/③④/⑤

Second, grasp the central argument and sub-argument.

Knowledge overview

"Outline" stipulates that when reading a modern article, you should be able to understand the author's attitude or viewpoint from the content of the article, which is to grasp the central argument of the article and write an argumentative essay. Specifically, the knowledge and ability training points are:

1. can distinguish, judge, refine and summarize the arguments of the article.

2. Understand the relationship between the central argument and the sub-argument.

View direction

1) How to find the central argument from the article?

Argument is the author's view or opinion on the issue under discussion. It should be a clear judgment, a complete statement of the author's point of view and a formally complete sentence. Specifically, there are several ways to find the central argument:

1. Find the central argument according to the position. Some articles put forward the central argument at the beginning, such as "talking about backbone" and straight to the point that "we China people have backbone"; Some articles put forward central arguments in the middle part, such as "from 30 thousand to 10 thousand"; Some articles summarize the central argument after discussion step by step, such as On Basic Truth; There are also articles, the title of which is the central argument, such as "Continue to maintain the style of hard struggle".

2. Find the central argument by analyzing the topic. Explanatory argumentative essays always expound and demonstrate a reason, viewpoint or problem according to a specific purpose or requirement, centering on what it is and how to do it. To read such an argumentative essay, we must first make clear what the author is saying, and then sort out the levels step by step to find out the author's views and opinions on the issues discussed, so as to grasp the central argument. For example, if you read the article On Basic Truth, you can grasp the topic and continue reading, while reading and thinking about the author's views on basic truth. At the end of the article, you come to the conclusion: "The word' basic' is basically useful, but not everywhere."

3. Find the argument by analyzing the argument. We know that the relationship between arguments is proof and proven, and we can find arguments by analyzing what arguments prove. For example, in the article "Talking about Bone", three examples are given: Wen Tianyang refused to reduce the yuan; Don't eat the food; Wen Yiduo was angry with the Kuomintang pistol. What are these three factual arguments to prove? It is to prove that "we China people have backbone", which is the central argument of the article. It should be noted that some articles do not focus on the central argument and cannot be found directly in the article. This requires reading the text carefully and understanding its content, so as to sum up the central argument. For example, the central argument of From Three Years Old to Long Live can be summarized as: learning should be accumulated bit by bit, step by step, and not rushed.

2) What is the relationship between the central argument and the sub-argument?

An article often has several sentences expressing arguments, among which the main point is the central point of the article, and the point that can dominate the whole article is the sub-point of the article. The relationship between central argument and secondary argument is the relationship between command and controlled. For the central argument, the sub-argument can be regarded as its theory. For example, in commemoration of Bethune, the central argument is to praise and call on the whole party to learn from Bethune, and the sub-arguments are to praise Bethune's spirit of internationalism, Comrade Bethune's selfless dedication and Bethune's spirit of improving his medical skills. These spirits are the concrete embodiment of the spirit of * * *.