First, parallel type
Parallelism is the most commonly used structural mode in argumentative writing, that is, the general argument is revealed at the beginning, and then the general argument is discussed in parallel from several aspects, that is to say, the main part of the article is composed of several parallel arguments. The juxtaposition of several sub-arguments is often placed at the beginning of each paragraph, which acts as the general sentence and the central sentence of the paragraph, forming parallelism and strengthening the organization of the composition. Using this structural model, the key is to understand a general argument from different aspects and decompose several sub-arguments that can explain the general argument in parallel.
Second, progress.
Progressive structural model refers to following the internal relations of objective things and demonstrating the central argument layer by layer from the outside to the inside. There are many ways to form progression: from phenomenon to essence; From possible to inevitable; From experience to problems, to solutions to problems; From "what" to "why" and then to "how" ... the progressive structural model can make the analysis of the problem step by step like peeling bamboo shoots. Like coordinate type, progressive type also needs to decompose the central argument into several sub-arguments. The difference is that the relationship between these arguments is no longer parallel, but progressive from shallow to deep and from simple to complex.
Third, contrast.
The structural model of contrast refers to demonstrating the central argument through comparison. Contrastive items can be positive and negative, present and past, this thing and that thing, different stages of development of the same thing, etc. Contrastive demonstration mode can make the viewpoint more distinct in comparison. In the process of concrete argumentation, we can compare two things, or we can compare one thing with another, and highlight the correctness of one of them through the comparison of two aspects.
If I ask you, when did children have logical thinking? You might say two or three years old, because at that