2017年SAT I Reasoning Test写作高分特训200题【命题分析＋答题攻略＋强化训练】(txt+pdf+epub+mobi电子书下载)

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2017年SAT I Reasoning Test写作高分特训200题【命题分析＋答题攻略＋强化训练】试读：

第1章　SAT I Reasoning Test写作指南

随着美国留学热愈演愈烈，俗称“美国高考”的SAT考试逐渐发展起来。SAT考试作为美国大学招收世界上包括美国本土高中生在内的标准化考试，也是获得美国大学奖学金的重要依据。在本科入学申请的过程中，几乎所有美国大学都要求提供SAT考试成绩，这也体现了SAT考试成绩对于申请留学者的重要性。

1.1　SAT考试简介

SAT考试，全称Scholastic Assessment Test（学术能力评估测试），由College Board（美国大学理事会）运营，ETS(Educational Testing Service)所监管。SAT考试分为SAT I（SAT Reasoning Test）和SAT II（SAT Subject Tests），前者主要测试考生的语文和数学推理能力，而后者侧重对考生某一专业知识的考查。SAT考试最近一次改革在2005年3月。

1.2　SATI Reasoning Test试卷结构

SAT I Reasoning Test每部分的原始分会被转换为200～800分的标准分。

1.3　SATI Reasoning Test写作部分命题分析和解题技巧

SAT I Reasoning Test的写作部分包括短文写作和多项选择题两部分。其中多项选择题均为五选一题型。

◆短文写作

短文写作通常由quotation和assignment构成。时间限制为25分钟。该部分要求回答assignment中提出的问题，考生没必要一定赞同或反对assignment前提到的quotation，而quotation也仅仅代表关于该话题的一个可能性观点。

考生应仔细阅读问题，然后在问题中的重要概念上做出标记，而这些概念和其之间的关系应是考生写作的重点。如：对于Are people more likely to be productive and successful when they ignore the opinions of others的题目，考生的写作重点就应该是be productive and successful和ignore the opinions of others之间的关系。

对于SAT I Reasoning Test的短文写作有几个方面需要注意：

1. SAT I Reasoning Test写作题材均为议论文，不要按记叙文和说明文来写

SAT I Reasoning Test的写作题材比较固定，都是给出quotation和assignment两部分，让考生选择观点并证明。注意在SAT I Reasoning Test写作中有必要尽早亮出观点，这样既向阅卷老师表明了态度，也为下面的论述确定了方向。

2．立场的选择不重要

阅卷老师并不是在寻找一个正确答案，因此不用担心观点的对错，重要的是运用简洁清晰并且恰当的例子来推理论证考生所持观点。

3．大题目具体化，模糊论题清晰化

由于SAT I Reasoning Test短文写作方向的选择性很大，因此其写作题目通常非常模糊。虽然这会使得考生不好具体论述和举例，但为考生提供了很大的选择缩小题目的空间。因此选择写作方向时，应注意把大题目具体化，做到既不跑题，又便于论述和举例。

4．提供充分例子

SAT短文写作应把重心放在举例上，所选例子一定要能支持所选观点，并且说服力强。

5．不要太过关注语法

SAT I Reasoning Test短文写作并不是十分注重语法，因此有个别小的语法错误并不影响整体分数，但应注意尽量不要出现严重语法错误或多处不完善语法现象。

◆多项选择题

多项选择题部分包括：句子改错题、句子找错题和段落改错题。

◇句子改错题

句子改错题要求判断句子画线部分在语法、措辞和表达方面是否存在一个或多个错误，如果画线部分没有错误，即选A项（该项对画线部分没做任何改动），否则就从其他选项中进行选择。例：

Wild bears, when surprised in their natural habitats can be violent, the best course of action is to avoid bears altogether.

(A) Wild bears, when surprised in their natural habitats, can be violent,

(B) Wild bears, surprising in their natural habitats, can be violent, therefore

(C) Wild bears, when surprised in their natural habitats, can be violent, however

(D) Because wild bears, when surprised in their natural habitats, can be violent,

(E) When wild bears, surprised in their natural habitats, can be violent,

分析：原句为连写句，B项和C项并未改正这个错误，而E项改变了句子原有的意思，只有D项正确。

◇句子找错题

句子找错题每道题会包含四个画线部分，分别以A, B, C, D标出，考生需要判断这四个画线部分是否有误，如果有就选出有误部分所对应的选项，否则就选句尾的E项，即“No error”。例：

As the prime interest rate offered by various banks　 A

rises, the housing market suffers, despite some of

B 　 C　 D

the lowest housing prices in years. No error

E

分析：原句在语法、用法和结构方面均没有错误，因此答案选E。

◇段落改错题

段落改错题会给出一篇需要改进的短文草稿，短文后会有六个问题，考生需对这六个关于改进短文措辞、逻辑和语法的问题进行解答。

总之，写作部分的多项选择题实际上是对考生所掌握英语标准书面语的程度的考查，而非琐碎复杂的语法知识。SAT I Reasoning Test对于语法规则的考查重点与中国的语法题目有很大不同，其所追求的是最符合英语国家文化传统与语言习惯的用法，即具有准确、清晰、简洁的特点。因此SAT I Reasoning Test写作部分的多项选择题不仅考查考生判断句子正确与否的能力，而且会考到句子是否有效和简洁。

SAT I Reasoning Test写作部分的多项选择题时间比较紧迫，因此有很多人可能会做不完题目。此外，句子改错题、句子找错题和段落改错题的题型也比较新颖，很多考生并没有接触过类似题型，这就加大了答题的难度。

值得注意的是，对于句子找错题，大约有六分之一的题目并没有错误，因此应选择E项（即No Error），考生不要受固定思维的影响，费劲脑汁地想要在本没有错误的句子中挑出错误。

对于SAT I Reasoning Test写作部分的多项选择题有以下几点解题技巧可供参考：

1．读题

读题时要理解总体意思，以及画线部分与整句的关系；此外，要注意句子结构、动词和代词的使用等。

2．浏览选项

浏览选项时找出一些常见的差异部分，即动词单复数、逗号和分号、时态差异、代词单复数等，这也是考点所在。

3．抓住明显错误进行排除

首先寻找画线部分明显的语法或逻辑错误，然后查看选项，对于没有把改正这些错误的选项都给予排除。

1.4　SATI Reasoning Test短文写作评分标准

SCORE OF 6

An essay in this category demonstrates clear and consistent mastery, although it may have a few minor errors. A typical essay:

• effectively and insightfully develops a point of view on the issue and demonstrates　 outstanding critical thinking, using clearly appropriate examples, reasons, and other  evidence to support its position

• is well organized and clearly focused,  demonstrating clear coherence and smooth progression of ideas

• exhibits skillful use of language, using a  varied, accurate, and apt vocabulary

• demonstrates meaningful variety in sentence structure

• is free of most errors in grammar, usage, and mechanics

SCORE OF 5　 An essay in this category demonstrates reasonably consistent mastery, although it will have occasional errors or lapses in quality. A typical essay:

• effectively develops a point of view on the issue and demonstrates strong critical thinking, generally using appropriate examples, reasons, and other evidence to support its position

• is well organized and focused, demonstrating coherence and progression of ideas

• exhibits facility in the use of language, using appropriate vocabulary

• demonstrates variety in sentence structure

• is generally free of most errors in grammar, usage, and mechanics

SCORE OF 4　 An essay in this category demonstrates adequate mastery, although it will have lapses in quality. A typical essay:

• develops a point of view on the issue and demonstrates competent critical thinking, using adequate examples, reasons, and other evidence to support its position

• is generally organized and focused, demonstrating some coherence and progression of ideas

• exhibits adequate but inconsistent facility in the use of language, using generally appropriate vocabulary

• demonstrates some variety in sentence structure

• has some errors in grammar, usage, and mechanics

SCORE OF 3

An essay in this category demonstrates developing mastery, and is marked by ONE OR MORE of the following weaknesses:

• develops a point of view on the issue, demonstrating some critical thinking, but may do so inconsistently or use inadequate examples, reasons, or other evidence to support its position

• is limited in its organization or focus, but may demonstrate some lapses in coherence or progression of ideas

• displays developing facility in the use of language, but sometimes uses weak vocabulary or inappropriate word choice

• lacks variety or demonstrates problems in sentence structure

• contains an accumulation of errors in grammar, usage, and mechanics

SCORE OF 2

An essay in this category demonstrates little mastery, and is flawed by ONE OR MORE of the following weaknesses:

• develops a point of view on the issue that is vague or seriously limited, demonstrating weak critical thinking, providing inappropriate or insufficient examples, reasons, or other evidence to support its position

• is poorly organized and/or focused, or demonstrates serious problems with coherence or progression of ideas

• displays very little facility in the use of language, using very limited vocabulary or incorrect word choice

• demonstrates frequent problems in sentence structure

• contains errors in grammar, usage, and mechanics so serious that meaning is somewhat obscured

SCORE OF 1

An essay in this category demonstrates very little or no mastery, and is severely flawed by ONE OR MORE of the following weaknesses:

• develops no viable point of view on the issue, or provides little or no evidence to support its position

• is disorganized or unfocused, resulting in a disjointed or incoherent essay

• displays fundamental errors in vocabulary

• demonstrates severe flaws in sentence structure

• contains pervasive errors in grammar, usage, or mechanics that persistently interfere with meaning

SCORE OF 0

Essays not written on the essay assignment will receive a score of zero.

第2章　SAT I Reasoning Test短文写作高分特训50篇

SAT I Reasoning Test短文写作要求考生就assignment中提出的问题进行回答，并用例子对自己所持观点进行推理论证。注意考生并没必要赞同或反对assignment前提到的quotation，而quotation也仅仅代表关于该话题的一个可能性观点。本章根据短文写作所提问题类型的不同将其划分为：开放类题目、比较类题目和判断类题目。　 提前了解SAT I Reasoning Test短文写作的题目要求有助于考生对题目的理解，也可起到节省时间的效果，SAT I Reasoning Tess短文写作指导如下：

The essay gives you an opportunity to show how effectively you can develop and express ideas. You should, therefore, take care to develop your point of view, present your ideas logically and clearly, and use language precisely.

Your essay must be written on the lines provided on your answer sheet—you will receive no other paper on which to write. You will have enough space if you write on every line, avoid wide margins, and keep your handwriting to a reasonable size. Remember that people who are not familiar with your handwriting will read what you write. Try to write or print so that what you are writing is legible to those readers.

Important Reminders:

·A pencil is required for the essay. An essay written in ink will receive a score of zero.

·Do not write your essay in your test book. You will receive credit only for what you write on your answer sheet.

·An off-topic essay will receive a score of zero.

·If your essay does not reflect your original and individual work, your test scores maybe canceled.

You have twenty-five minutes to write an essay on the topic assigned below.

◆开放类题目

1．如何判断某项事业是否值得为之奋斗？

Think carefully about the issue presented in the following excerpt and the assignment below.

Assignment: How should one decide when a cause is worth fighting for? Plan and write an essay in which you develop your point of view on, this issue. Support your position with reasoning and examples taken from your reading, studies, experience, or observations.【参考范文】

More than two hundred years ago, Immanuel Kant formulated his “Categorical Imperative,” as a means of creating an objective and rational theory of morality. His Categorical Imperative states that any act must be motivated by a principle which one would will to become universal, that is, applicable to all moral agents, or else it is irrational. In other words, if you do intentionally something that you wouldn’t want everyone else to do, too, then you are immoral and irrational. This principle is an excellent basis for determining what causes are worth fighting for. We should fight for those causes that do not just benefit us individually, but that would benefit us even if they were applied universally throughout the world.

For instance, fighting to fool a jury into believing that you did not drive while intoxicated, while knowing full well that you did, is not a moral cause. If everyone did this, we would have people driving drunk with impunity, threatening our loved ones with their immoral and dangerous behavior. On a larger scale, the militaristic policies of the United States in the last four years are immoral not only because they lead directly to the killing of innocent people, but because if every country held such policies, the world would end violently. Trying to solve all of our problems through force rather than reason and persuasion leads to a world of terror and violence.

One excellent example of a man who well chose a cause to fight for is Atticus Finch in To Kill a Mockingbird. He had very little to gain on a personal level by defending Tom Robinson, a black man accused of raping a white woman. Many in town believed that it was immoral for a man to defend someone accused of such a terrible crime, let alone a black man. But these people would scarcely have wanted to be treated the same way if they were accused, so their cause violates the categorical imperative, and is therefore immoral. Atticus, on the other hand, chose to treat the accused man as he would want to be treated under those circumstances. He represents true justice, blind to race and social status.

Many people choose their causes based on what would help them or their group. Gun advocates think only of what they would do if they were attacked, and not how terrible a world full of guns is. Religious fundamentalists think that only those who share their beliefs are worthwhile, and that unbelievers have lower status. Viewing such “causes” from the attitude of the categorical imperative shows how grossly immoral they really are.

If everyone were allowed to have deadly weapons, and everyone were justified in killing those who challenged their beliefs, the world would descend into violence. We see this at its worst when militarily powerful governments are controlled by religious fundamentalists. Such governments invariably claim that they are killing others in the name of great principles, like democracy or freedom or religious purity, but reason shows us that the true “causes” for which these governments kill are in fact immoral.【文海拾贝】

(1) Immanuel Kant伊曼努尔康德（德国哲学家）

(2) Categorical Imperative绝对命令（康德的伦理学原则）

(3) intentionally adv. 故意地，有意地

(4) intoxicated adj. 喝醉的；极度兴奋的

(5) impunity n. 不受惩罚；免罚

(6) militaristic adj. 军国主义的

(7) fundamentalist n. 基要主义者；信奉正统派基督教的人

(8) grossly adv. 很；非常

2．每位受过教育的人都应问的一个重要问题什么？

Think carefully about the issue presented in the following excerpt and the assignment below.

Assignment: What is one great question that every educated person should ask? Write an essay in which you indicate what this question should be and explain the reasons for your choice. You may draw inspiration and support from literature, the arts, history, politics, science and technology, current events, or your experience or observation.【参考范文】

A well-educated person is known more for the questions he or she asks than for the questions he or she can answer. One great question that I think every educated person should ask is whether the news they read and hear is based on objective facts or subjective views. Within moments, any important news story, will be studied, filmed, and disseminated for an entire world to see. Televisions broadcast this information for global audiences and, instantaneously, a world opinion is formed. But does this presentation resemble more closely an objective analysis or a “spun” interpretation of an image-conscious presenter?

Most people think of “news” as the factual story of what is going on in the world. Few would say that the news is a script produced by businessmen seeking ratings and profits, although this is an uncontroversial fact that’s hard to deny. Most people either accept what they see in the media as facts or cynically dismiss everything they hear as propaganda. Hiding somewhere in between these two extremes is perspective, the ability to independently judge what is factual and, from that, to create a unique and personal view.

We are continually bombarded with flashy images, scandalous revelations, and sound bites devoid of context. Journalists interpret and explain the news for us, encouraging us to sit quietly rather than think. An educated person must view this programming with a skeptical eye. Every story is tainted by subjectivity, no matter how distant the producer. The educated viewer, however, must be disciplined enough to recognize how the corporate media “spins” the news. By analyzing the differences among storytellers, the viewer can better understand what is real and what is merely opinion.

Information can be potent. Truthful information, in particular, has the power to unite or fracture, to enlighten or confirm previously held beliefs. Unfortunately, truth is slippery, easily lost in the swirling winds of global communication. Educated people must pursue the truth by asking questions and resisting the urge to accept every image flashed before them. Education teaches us to analyze situations from multiple angles whenever possible. Those who have embraced the moral value of critical thinking will apply that ideal to the world around them, treating every bit of news only as a piece of information open to debate and intense analysis.【文海拾贝】

(1) disseminate v. 宣传，传播；散布

(2) instantaneously adv. 即刻；突如其来地

(3) resemble v. 类似，像

(4) uncontroversial adj. 非争论性的；不会引起争论的

(5) cynically adv. 爱嘲笑地；冷笑地

(6) propaganda n. 宣传

(7) be bombarded with被轰炸；被连续发送

(8) sound bites（新闻采访的）原声摘要播出

(9) devoid of没有；缺乏

(10) potent adj. 有效的；强有力的；有说服力的

(11) fracture v. 使破裂

3．自由意味着消除对行为的制约亦或是需要制造或加强某种制约？

Think carefully about the issue presented in the following excerpt and the assignment below.

Assignment: Does freedom require eliminating restraints on behavior, or does it require creating or strengthening certain restraints? Write an essay in which you answer this question and discuss your point of view on this issue. Support your position logically with examples from literature, the arts, history, politics, science and technology, current events, or your experience or observation.【参考范文】

In the United States today, the issue of freedom is being discussed as a matter of both foreign and domestic policy. Should we export our freedoms and our democracy to other countries? Should we give up some of our freedoms to make sure that we are safe from terrorism? What is freedom anyway, and what is it worth? Actually, real freedom isn’t just the right to do whatever we want, and we don’t get it just by conquering other people. Freedom is the ability to control our selfish instincts so that we can stop being controlled by them. Ironically, freedom requires constraints.

The reason we are trying to export democracy to Iraq today, some say, is because we will be safer if the Middle East embraces some of our values. But we can’t jam our values down their throats, especially values like freedom of choice and speech. Also, we haven’t shown that we are restrained enough to be worthy of those freedoms ourselves. Some mercenary contractors have shot up Iraqi civilians because they felt a slight threat. Similarly, our administration does not seem to be able to hold back from any fight because it is filled with people who need to be perceived as tough. But they aren’t free because they are still controlled by their fear, and therefore they are prisoners.

In his book, “Night,” Elie Wiesel talks about being in a concentration camp in Nazi Germany where he was deprived of almost all of his freedoms. He is whipped for just talking to a girl, is forced to do hard labor and sees people all around him being led to the gas chambers. It was in these horrible conditions that Elie discovered that his most important freedom was his freedom of thought that the Nazis couldn’t take away from him. While his body was imprisoned, he found the freedom of his soul.

When people hold protests for freedoms, like the Civil Rights marchers in the 60s or the Women’s Rights suffragettes, they are not simply trying to assert their rights. They are also trying to show that they are constrained enough to be worthy of their rights. Civil Rights marchers were well-known for their noble restraint from violence, which helped them to rise above those ignorant citizens who wanted to hasten or kill them to prevent them from achieving equality. Through intelligent restraint, both the Civil Rights and the Women’s Rights movements have made great strides.

We can’t live in freedom if we are controlled by our selfishness and our fears of others who are different from us. Freedom isn’t about conquering others, it is about conquering our own worst qualities. Because if we don’t, then they will conquer us.【文海拾贝】

(1) instinct n. 本能；天性

(2) constraint n. 约束；局促；强制

(3) restrain v. 抑制；约束；制止

(4) mercenary adj. 雇佣的；唯利是图的

(5) gas chamber毒气室

(6) suffragette n. 妇女参政权论者

4．规则的一个特殊“例外”是什么？

Think carefully about the issue presented in the following excerpt and the assignment below.

Assignment: What is one particularly interesting "exception" to a rule? Write an essay in which you answer this question and discuss your point of view on this issue. Support your position logically with examples from literature, the arts, history, politics, science and technology, current events, or your experience or observation.【参考范文】

One particularly interesting exception to a rule is the orbit of Mercury.

For hundreds of years, Sir Isaac Newton’s laws of motion and gravity stood as a testament to the power of mathematics to describe the universe. Newton’s equations showed that the moon did not revolve around the earth because the gods willed it to, or because of the abstract perfection of a circular orbit. Rather, it circled the earth because doing so obeyed a simple mathematical formula: Newton’s Universal Law of Gravitation. It was a singular achievement in the history of science. The equation was not only elegant, but enormously powerful. It was used to predict the existence of two new planets before they were even seen: Neptune and Pluto. Astronomers actually began to doubt the power of the Universal Law of Gravitation when they noticed that Uranus was not behaving the way the equation said it should. Its orbit was wobblier than Newton’s law predicted. Could the law be incorrect? A few careful scientists noticed that the law could still be correct if another planet, further from, the sun, were tugging at Uranus. Indeed, astronomers looked carefully and found a planet they called Neptune. As even further confirmation of Newton’s law, irregularities in Neptune’s orbit led astronomers to find Pluto exerting yet another tiny gravitational tug at the edge of the solar system. It seemed that Newton’s equation could do no wrong. But it was wrong. When astronomers began to notice irregularities in Mercury’s orbit, they surmised, naturally, that another planet must be near the sun tugging at Mercury. They even went so far as to call the undiscovered planet Vulcan. But even the most careful observations revealed no such planet. How could this equation, so powerful and elegant, be wrong? It turned out that Newton’s equation broke down a bit as gravitational force became great, as it did near the sun. It wasn’t until the 20th century that Einstein’s theory of General Relativity tweaked Newton’s equation to make it explain the precession of Mercury’s orbit. The value of Mercury’s orbit, in fact, lies not so much in its ability to “prove” Einstein’s theory as in its ability to disprove Newton’s. It was the exception to a very powerful rule. It seems to suggest that, in science, nothing is truly sacred; everything must be examined. If one of the most powerful and elegant equations in all of science—one that had been “proven” time and again by rigorous experiment—could turn out to be wrong (albeit only by a tiny bit, in most ordinary circumstances), how much can we trust our own beloved “truths” about our universe? So many of us believe we know at least a few things that are “absolutely true.” But can we say that we are more insightful, intelligent, or rigorous than Isaac Newton? Perhaps we should be more like the scientists, and look for the holes in our theories.【文海拾贝】

(1) Mercury n. 水星

(2) laws of motion and gravity运动定律和万有引力

(3) testament n. 确实的证明；誓约；遗嘱

(4) circular adj. 循环的；圆形的；间接的

(5) Neptune n. 海王星；海神

(6) Pluto n. 冥王星；冥王

(7) Uranus n. 天王星

(8) wobbly adj. 不稳定的；摆动的；歪斜的

(9) tug v. 用力拉；竞争；努力做

(10) Vulcan n. 祝融星

(11) General Relativity广义相对论；一般相对论

(12) rigorous adj. 严格的，严厉的；严密的

5．什么促使人们发生改变？

Think carefully about the issue presented in the following excerpt and the assignment below.

Assignment: What motivates people to change? Plan and write an essay in which you develop your point of view on this issue. Support your position with reasoning and examples taken from your reading, studies, experience, or observations.【参考范文】

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