第 1 單元，第 1 課
What Is an Essay什麼是文章
這課一眼看
The essay at a glance論說文概觀
- essay文章（短文）: A group of paragraphs that develops one central claim.
- multi-paragraph essay多段式文章: An essay with more than three body paragraphs but still one thesis.
- introduction / body paragraph / conclusion: The opening paragraph, the middle paragraphs that prove the main claim, and the final paragraph.
- purpose目的: The job an essay must do: inform, explain, analyze, or persuade.
- audience讀者；對象: The reader an essay is written for.
Kinds of essays文章的類型
- rhetorical mode寫作模式；修辭模式: A pattern of thinking and organization, such as comparison or cause-effect.
- mixed-mode essay混合模式文章: An essay whose body paragraphs use different modes to serve one thesis.
- argument essay議論文: An essay that takes and defends a debatable position.
A model essay and its plan範例文章與它的規劃
- outline大綱；擬大綱: A short, numbered plan of an essay's paragraphs and points.
Qualities of a strong essay好文章的特質
- unity一致性: Every paragraph serves the thesis, and every sentence serves its paragraph.
- coherence連貫性: The ideas connect so that the reader can follow them easily.
- transition轉折語；連接詞語: A word or phrase that shows how two ideas or paragraphs are related.
- academic register學術語域: The formal, precise, and objective style expected in essays.
- hedge限定語；加上限定: A word such as may or tend to that limits how strong a claim is.
1The essay at a glance論說文概觀
AFrom five paragraphs to longer essays從五段式到多段式文章
- An essay is a group of paragraphs that develops one central claim, stated in the thesis statement. You have already practiced the five-paragraph essay: an introduction, three body paragraphs, and a conclusion. At this level, the same three-part design stretches to fit larger topics. A multi-paragraph essay may contain four, six, or even ten body paragraphs, yet it still has exactly one introduction, one thesis, and one conclusion.文章（essay）是一組共同發展一個核心主張的段落，這個主張寫在論點句（thesis statement）裡。你已經練習過五段式文章（five-paragraph essay）：一段前言段（introduction）、三段主體段（body paragraphs）和一段結論段（conclusion）。到了這個程度，同樣的三部分設計會擴展到更大的主題。多段式文章（multi-paragraph essay）可能有四段、六段，甚至十段主體段，但仍然只有一段前言、一個論點句和一段結論。
- What changes as an essay grows is not its shape but the amount of development. Each body paragraph still handles one main point, so a longer essay either covers more points or divides a large point into smaller parts. An essay on reducing food waste in school cafeterias, for instance, might give one paragraph to the causes, two paragraphs to possible solutions, and a final body paragraph to objections against those solutions.文章變長時，改變的不是形狀，而是發展的份量。每一段主體段仍然只處理一個重點，所以較長的文章要不是涵蓋更多重點，就是把一個大重點拆成幾個小部分。例如一篇談減少學校餐廳食物浪費的文章，可能用一段寫原因、兩段寫可行的解決辦法，最後一段主體段回應反對這些辦法的意見。
Essays of different sizes不同篇幅的文章
| Kind of essay文章種類 | Body paragraphs主體段數 | Approximate length大約長度 | Where you meet it在哪裡會遇到 |
|---|---|---|---|
| Timed exam essay限時考試作文 | 2 to 32 到 3 段 | 300 to 450 words300 到 450 字 | Proficiency tests and entrance exams語言能力測驗與入學考試 |
| Standard class essay一般課堂作文 | 3 to 43 到 4 段 | 500 to 800 words500 到 800 字 | Regular writing assignments平常的寫作作業 |
| Extended essay長篇文章 | 5 or more5 段以上 | 1,000 to 2,000 words1,000 到 2,000 字 | Term projects and application essays學期專題與申請用文章 |
| Research paper研究報告 | Many, often grouped into sections很多段，常分成數個章節 | 2,500 words or more2,500 字以上 | Upper-level and university courses高年級與大學課程 |
注意
A longer essay is not a padded short essay. Some students reach a word limit by repeating the thesis in every paragraph or by adding empty sentences such as Food is very important to everyone. Every extra paragraph must add a new point, new evidence, or a response to an objection. A related habit comes from the Chinese opening pattern meaning “with the progress of society”; in English, such a phrase adds words but no content.長文章不是灌水的短文章。有些學生為了湊字數，在每一段重複論點句，或加上像 Food is very important to everyone 這種空洞的句子。每多一段，都必須帶來新的重點、新的證據，或對反對意見的回應。另一個相關的習慣來自中文常見的開頭「隨著社會的進步」；放進英文裡，只會增加字數，不會增加內容。
自我檢查
A student plans an essay with an introduction, five body paragraphs, and a conclusion. Two of the body paragraphs make the same point with different examples. What should the student change?一位學生規劃的文章有一段前言、五段主體段和一段結論。其中兩段主體段用不同的例子講同一個重點。這位學生應該怎麼修改？
看答案
Merge the two paragraphs into one, keeping the stronger examples, or rewrite one of them so that it develops a different point. The essay will then have four distinct body paragraphs, which is still a complete multi-paragraph essay.把這兩段合併成一段，保留比較有力的例子；或改寫其中一段，讓它發展另一個重點。這樣文章就有四段各自不同的主體段，仍然是一篇完整的多段式文章。
BPurpose and audience寫作目的與讀者
- Before planning, identify the essay's purpose and its audience. The purpose is the job the essay must do: inform, explain, analyze, or persuade. The audience is the reader you are writing for. In academic writing, assume an intelligent reader who is not an expert on your topic, someone who can follow careful reasoning but needs key terms defined and claims supported with examples.動筆規劃之前，先確定文章的目的（purpose）與讀者（audience）。目的是文章必須完成的任務：告知、說明、分析或說服。讀者是你寫作的對象。在學術寫作（academic writing）中，請假設讀者聰明、但不是這個主題的專家：他能跟上嚴謹的推理，但需要你替關鍵詞下定義、用例子支持主張。
- Assignment prompts usually reveal the purpose through their verbs. Describe and summarize ask you to inform; explain and account for ask you to show how or why; analyze and examine ask you to break a subject into parts; argue, evaluate, and to what extent ask you to take and defend a position.作業題目通常會用動詞透露寫作目的。describe、summarize 要你告知；explain、account for 要你說明怎麼發生或為什麼；analyze、examine 要你把主題拆成幾個部分來看；argue、evaluate、to what extent 則要你提出並捍衛一個立場。
Four common purposes四種常見的寫作目的
| Purpose目的 | Question the essay answers文章回答的問題 | Sample thesis論點句範例 | Prompt verbs題目中的動詞 |
|---|---|---|---|
| To inform告知 | What is it, or what happened?它是什麼？發生了什麼？ | A school composting program has three stages: collection, sorting, and decomposition.學校的堆肥計畫有三個階段：收集、分類與分解。 | describe, summarize, outlinedescribe、summarize、outline |
| To explain說明 | How or why does it work?它怎麼運作？為什麼？ | Community gardens succeed when clear rules are combined with shared responsibility.社區菜園要成功，需要清楚的規則加上共同的責任。 | explain, discuss, account forexplain、discuss、account for |
| To analyze分析 | What are its parts, and how do they relate?它由哪些部分組成？彼此有什麼關係？ | The success of a school sports day depends less on the events than on how the teams are formed.學校運動會成功與否，與其說取決於項目，不如說取決於隊伍怎麼組成。 | analyze, examine, compareanalyze、examine、compare |
| To persuade說服 | What should we believe or do?我們應該相信什麼、做什麼？ | High schools should replace one written exam each semester with a group project.高中應該每學期用一個小組專題取代一次筆試。 | argue, evaluate, to what extentargue、evaluate、to what extent |
注意
Many students write as if the teacher were the only reader, so they skip definitions because the teacher already knows the term. Write for a wider academic audience instead. A second problem is a mismatched purpose: a prompt that says evaluate asks for a judgment, so an essay that only describes will lose marks even if its English is excellent.很多學生寫作時好像老師是唯一的讀者，所以覺得老師已經懂就略過定義。請改為替更廣泛的學術讀者寫作。第二個問題是目的不符：題目說 evaluate 就是要你下判斷，一篇只做描述的文章即使英文很好，也會被扣分。
自我檢查
A prompt says: “Evaluate the claim that online classes are as effective as classroom teaching.” What job must the essay do, and what must it contain?題目是：“Evaluate the claim that online classes are as effective as classroom teaching.” 這篇文章必須完成什麼任務？必須包含什麼？
看答案
The purpose is to persuade by evaluating. The essay must take a clear position on how far the claim is true and support that position with reasons and evidence; describing online classes alone is not enough.目的是透過評估來說服。文章必須清楚表明這個說法在多大程度上成立，並用理由和證據支持這個立場；只描述線上課程是不夠的。
2Kinds of essays文章的類型
ARhetorical modes寫作模式
- Essays can be grouped by the kind of thinking they show. These patterns are called rhetorical modes. Each mode answers a different question about a topic and tends to use its own organization and signal words. Recognizing the modes helps you read a prompt quickly and choose a structure before you start writing.文章可以依照它展現的思考方式來分類，這些模式稱為寫作模式（rhetorical modes，又譯修辭模式）。每一種模式針對主題回答不同的問題，也各有慣用的組織方式與信號詞。認得這些模式，能幫你迅速讀懂題目，並在動筆前選好結構。
Eight rhetorical modes八種寫作模式
| Mode模式 | Question it answers回答的問題 | Sample thesis論點句範例 | Typical signals常見信號詞 |
|---|---|---|---|
| Cause-effect因果 | Why does it happen, or what will it lead to?為什麼會發生？會帶來什麼？ | A longer lunch break would lead to calmer afternoons, fewer rushed meals, and more club activity.延長午休會讓下午更平靜、少一點匆忙的午餐，也讓社團活動更多。 | lead to, as a result, because oflead to、as a result、because of |
| Comparison比較 | How are two things alike or different?兩者有什麼相同或不同？ | E-books and printed books differ less in content than in the way readers interact with them.電子書和紙本書的差別不在內容，而在讀者和它們互動的方式。 | similarly, whereas, in contrastsimilarly、whereas、in contrast |
| Classification分類 | What types are there?有哪些類型？ | Most school clubs fall into three groups: skill-building, service, and social.大多數學校社團可分為三類：技能培養、服務與社交。 | type, category, fall intotype、category、fall into |
| Problem-solution問題解決 | What is wrong, and how can it be fixed?哪裡有問題？怎麼解決？ | Long queues at the school canteen could be shortened through pre-ordering and staggered breaks.學校餐廳的長長人龍可以靠預先點餐與錯開下課時間來縮短。 | address, propose, solveaddress、propose、solve |
| Argument議論 | Which position is best, and why?哪個立場最好？為什麼？ | Schools should let students who have mastered a unit skip its homework.學校應該讓已經精熟某單元的學生免寫該單元的作業。 | should, therefore, although criticsshould、therefore、although critics |
| Process步驟 | How is it done?怎麼做？ | Preparing for a debate tournament involves research, rehearsal, and reflection.準備辯論比賽包括研究、演練與反思。 | first, next, oncefirst、next、once |
| Definition定義 | What does it mean?它是什麼意思？ | A good teammate is defined less by talent than by reliability.好隊友的定義與其說是天分，不如說是可靠。 | refers to, is defined asrefers to、is defined as |
| Reaction回應 | How do you respond to a text, film, or event?你對一篇文章、一部影片或一件事有什麼回應？ | The documentary's quiet ending makes its message about plastic waste more powerful.這部紀錄片安靜的結尾，讓它關於塑膠垃圾的訊息更有力量。 | the author suggests, I foundthe author suggests、I found |
注意
Do not confuse the topic with the mode. Bubble tea is a topic; it could become a cause-effect essay (why it spread so widely), a comparison essay (two shops), or a process essay (how it is made). The argument essay is the mode tested most often at this level, and it needs a claim that reasonable people could disagree with, not just information.不要把主題和模式混為一談。珍珠奶茶是主題；它可以寫成因果文（為什麼流行得這麼廣）、比較文（比較兩家店）或步驟文（怎麼做）。議論文（argument essay）是這個程度最常考的模式，它需要一個理性的人可能不同意的主張，而不只是資訊。
自我檢查
Name the most likely mode for each prompt: (1) Why do many students stop playing sports after junior high? (2) Explain the steps in organizing a beach cleanup. (3) Which suits a first-time traveler better, a guided tour or independent travel?說出每個題目最可能的模式：(1) Why do many students stop playing sports after junior high? (2) Explain the steps in organizing a beach cleanup. (3) Which suits a first-time traveler better, a guided tour or independent travel?
看答案
(1) Cause-effect. (2) Process. (3) Comparison, ending in a judgment, so it also leans toward argument.(1) 因果。(2) 步驟。(3) 比較；因為最後要下判斷，所以也偏向議論。
BSingle-mode and mixed-mode essays單一模式與混合模式的文章
- Class assignments often practice one mode at a time, but academic and professional writing usually combines them. In a mixed-mode essay, the thesis sets the overall purpose, and each body paragraph uses whichever mode best serves that purpose. One paragraph may define a term, the next may explain causes, and a later one may compare two options before the writer makes a recommendation.課堂作業常常一次只練一種模式，但學術與職場寫作通常會混合使用。在混合模式文章（mixed-mode essay）裡，論點句決定整體目的，每一段主體段則選用最能達成這個目的的模式：一段可能替術語下定義，下一段說明原因，後面一段再比較兩個選項，最後作者才提出建議。
- Practicing single modes first is still worthwhile. A writer who can build a clear cause-effect paragraph and a clear comparison paragraph can later place both inside one longer essay, which is exactly what a research paper requires.先練好單一模式仍然值得。能寫出清楚的因果段落和比較段落的人，之後就能把兩者放進同一篇較長的文章，而這正是研究報告所需要的能力。
One topic, two plans: solar panels on school roofs同一個主題，兩種規劃：學校屋頂裝太陽能板
| Part部分 | Single mode (cause-effect)單一模式（因果） | Mixed modes混合模式 |
|---|---|---|
| Thesis論點句 | Installing solar panels on school roofs would have three major effects.在學校屋頂裝太陽能板會帶來三個主要影響。 | Before approving rooftop solar panels, a school should understand how the system works, what it would change, and how it compares with other energy options.在核准裝設屋頂太陽能板之前，學校應該了解系統如何運作、會帶來什麼改變，以及它和其他能源選項相比如何。 |
| Body paragraph 1主體段一 | Effect on electricity bills對電費的影響 | Process: how a rooftop system produces and stores power步驟：屋頂系統如何發電與儲電 |
| Body paragraph 2主體段二 | Effect on science teaching對自然科教學的影響 | Cause-effect: the financial and educational effects因果：財務與教育上的影響 |
| Body paragraph 3主體段三 | Effect on the school's public image對學校形象的影響 | Comparison: rooftop panels versus buying renewable power from a supplier比較：屋頂太陽能板與向供應商購買再生能源電力 |
| Conclusion結論段 | Restates the three effects重述三個影響 | Recommends a decision based on all three kinds of information根據三方面的資訊建議一個決定 |
注意
Mixing modes is not the same as mixing topics. Every paragraph in a mixed-mode essay still serves one thesis. A paragraph that drifts from solar panels to the school's uniform policy breaks the essay's focus, whatever mode it uses.混合模式不等於混合主題。混合模式文章的每一段仍然為同一個論點服務。如果有一段從太陽能板飄到學校的制服規定，不管它用什麼模式，都破壞了文章的焦點。
自我檢查
A thesis reads: “To decide whether our school should adopt a four-day week, students and parents need to understand what the schedule involves, what it would change, and how it differs from the current timetable.” Which mode would each of the three body paragraphs probably use?論點句是：“To decide whether our school should adopt a four-day week, students and parents need to understand what the schedule involves, what it would change, and how it differs from the current timetable.” 三段主體段可能各用什麼模式？
看答案
Body paragraph 1: definition or process (what the schedule involves). Body paragraph 2: cause-effect (what it would change). Body paragraph 3: comparison (how it differs from the current timetable).主體段一：定義或步驟（這個時間表包含什麼）。主體段二：因果（會帶來什麼改變）。主體段三：比較（和現行時間表有什麼不同）。
3A model essay and its plan範例文章與它的規劃
AA model multi-paragraph essay多段式範例文章
- Read the model argument essay below. Its six paragraphs are numbered [1] to [6]. Lessons 2 to 4 of this unit return to the same essay to examine its introduction, body paragraphs, and conclusion in detail.請閱讀下面的範例議論文。全文六段，編號 [1] 到 [6]。本單元第 2 到第 4 課會回到這篇文章，仔細分析它的前言段、主體段和結論段。
- Cooking as a Life Skill: Why High Schools Should Teach It. [1] On a typical weekday evening, a teenager standing in front of a convenience-store refrigerator faces a quiet decision: instant noodles, a microwave bento, or a sugary drink with a packet of crackers. Few people would describe this moment as an educational problem, yet it reveals a gap in what schools prepare young people to do. Most high schools devote years to algebra and literature, but they rarely teach students how to plan, prepare, and pay for an ordinary meal. Because cooking builds lifelong health habits, practical money skills, and a hands-on understanding of academic subjects, every high school should offer a required cooking course.〈烹飪是一項生活技能：為什麼高中應該教烹飪〉[1] 在平常的週間晚上，一個站在便利商店冷藏櫃前的青少年，面對一個安靜的決定：泡麵、微波便當，還是含糖飲料配一包餅乾。很少人會把這一刻看成教育問題，但它顯示學校在培養年輕人能力上的一個缺口。大多數高中花好幾年教代數和文學，卻很少教學生怎麼規劃、準備一頓普通的飯，並為它付錢。因為烹飪能建立終身的健康習慣、實用的理財能力，以及對學科知識的動手理解，每一所高中都應該開設必修的烹飪課。
- [2] The strongest reason for teaching cooking is that it shapes the eating habits students will carry into adulthood. Teenagers who rely on packaged food often consume far more salt, sugar, and oil than they realize, simply because these ingredients are hidden inside the wrapper. In a cooking class, by contrast, students measure the same ingredients with their own hands. When a student watches three spoonfuls of sugar disappear into a homemade sauce, the warning on a nutrition label suddenly becomes concrete. This kind of direct experience matters because habits formed in adolescence tend to last; a young adult who can prepare a simple vegetable dish in fifteen minutes depends far less on processed snacks. In other words, a cooking course teaches nutrition not as a list of rules to memorize but as a set of daily choices students can actually make.[2] 教烹飪最有力的理由，是它能塑造學生帶進成年生活的飲食習慣。依賴包裝食品的青少年，攝取的鹽、糖和油常常比自己以為的多得多，只因為這些成分藏在包裝裡。相反地，在烹飪課上，學生會親手量出同樣的成分。當學生看著三匙糖消失在自製醬汁裡，營養標示上的警告突然變得具體。這種直接經驗之所以重要，是因為青少年時期養成的習慣往往會延續下去；一個能在十五分鐘內做出簡單蔬菜料理的年輕人，對加工零食的依賴會少得多。換句話說，烹飪課教營養，不是把它當成一串要背的規則，而是當成學生每天真的能做的選擇。
- [3] Cooking lessons also give students financial skills that few other courses provide. Planning a week of meals requires students to compare prices, estimate quantities, and stay within a fixed budget. A teacher might, for example, give each group 500 NT dollars and ask it to feed four people for two days. Most groups quickly discover that rice, eggs, tofu, and seasonal vegetables stretch much further than four takeout boxes. Such an exercise turns budgeting from a distant adult concern into a problem students solve with real numbers. As a result, graduates who leave home for university or work are better prepared to live independently without running out of money before the end of each month.[3] 烹飪課也給學生其他課程很少提供的理財能力。規劃一週的餐點，需要學生比較價格、估算份量，並守住固定的預算。例如，老師可以給每一組新台幣 500 元，要他們讓四個人吃兩天。大多數小組很快就發現，米、蛋、豆腐和當季蔬菜，能撐的時間比四個外帶餐盒久得多。這樣的練習把編列預算從遙遠的大人煩惱，變成學生用真實數字解決的問題。因此，離家去上大學或工作的畢業生，更有能力獨立生活，而不會每到月底就把錢花光。
- [4] Beyond health and money, a kitchen can serve as a laboratory for the subjects students already study. Doubling a recipe is a lesson in ratios, and converting grams into cups requires careful unit conversion. Chemistry appears every time an egg white stiffens under a whisk or bread dough rises as yeast releases gas. Even language skills are involved, since students must follow written instructions precisely and explain their methods to classmates. Learning these concepts through a finished dish gives students a concrete reason to understand them, which may make the knowledge more memorable than a page of textbook exercises.[4] 除了健康與金錢，廚房還可以當作學生已經在學的科目的實驗室。把食譜份量加倍是一堂比例課，把公克換算成杯則需要仔細的單位換算。每當蛋白在打蛋器下變硬，或酵母釋放氣體讓麵團膨脹，化學就出現了。連語文能力都派得上用場，因為學生必須精確地照著書面說明操作，並向同學解釋自己的做法。透過一道完成的菜來學這些概念，給了學生理解它們的具體理由，這可能讓知識比一頁課本練習更容易記住。
- [5] Critics might argue that school timetables are already crowded and that equipping kitchens would be too expensive. These concerns are understandable, since schools must make difficult choices about time and money. However, a cooking course does not require a professional kitchen. A classroom with portable induction cookers, basic utensils, and a sink can support most beginner lessons at a fraction of the cost. Moreover, the course need not replace an existing subject; it can be taught as a one-semester module linked to health education and mathematics, so the time it uses also reinforces other parts of the curriculum.[5] 批評者可能會說，學校的課表已經很滿，而且建置廚房太昂貴。這些顧慮可以理解，因為學校必須在時間和金錢上做困難的取捨。然而，烹飪課並不需要專業廚房。一間有可攜式電磁爐、基本器具和水槽的教室，就能以一小部分的成本支援大多數入門課程。此外，這門課不必取代現有科目；它可以設計成和健康教育、數學連結的一學期單元，讓它佔用的時間同時強化課程的其他部分。
- [6] Ultimately, the question is not whether students will eat but whether they will know how to feed themselves well. A required cooking course connects nutrition, budgeting, and academic knowledge in a single practical activity that students will repeat for the rest of their lives. Schools that make room for it will send graduates into adulthood with more than a diploma: they will carry a skill that protects both their health and their wallets every day. The next time a teenager stands in front of that refrigerator, the better choice should feel not like a sacrifice but like something they already know how to make.[6] 說到底，問題不在於學生會不會吃飯，而在於他們知不知道怎麼好好照顧自己的三餐。一門必修的烹飪課，把營養、預算和學科知識連結在同一個實用的活動裡，而這個活動學生往後一輩子都會重複。願意替這門課騰出空間的學校，送進成年生活的畢業生帶走的不只是一張文憑：他們會帶著一項每天都保護自己健康與荷包的技能。下一次青少年站在那個冷藏櫃前，比較好的選擇應該不像犧牲，而像一道他們本來就會做的菜。
The model essay, part by part範例文章的各部分
| Paragraph段落 | Sentences句子 | Part部分 | What it does作用 |
|---|---|---|---|
| [1][1] | 11 | Hook引子 | A scenario: a teenager choosing dinner in a convenience store情境：一個青少年在便利商店挑晚餐 |
| [1][1] | 2-32-3 | Background information背景資訊 | Names the gap: schools teach algebra but not everyday meals點出缺口：學校教代數，卻不教日常三餐 |
| [1][1] | 44 | Thesis statement論點句 | Position (a required course) plus three reasons in order立場（必修課）加上依序排列的三個理由 |
| [2][2] | 1 / 2-4 / 5-61／2-4／5-6 | Body 1: topic sentence / support / analysis主體段一：主題句／支持／分析 | Health habits; hidden ingredients and measuring by hand; why habits last健康習慣；隱藏的成分與親手量；為什麼習慣會延續 |
| [3][3] | 1 / 2-4 / 5-61／2-4／5-6 | Body 2: topic sentence / support / analysis主體段二：主題句／支持／分析 | Money skills; a budget task; what students gain for independent life理財能力；預算任務；學生獨立生活的收穫 |
| [4][4] | 1 / 2-4 / 51／2-4／5 | Body 3: topic sentence / support / analysis主體段三：主題句／支持／分析 | Academic subjects; math, chemistry, language; why learning sticks學科知識；數學、化學、語文；為什麼學得牢 |
| [5][5] | 1 / 2 / 3-51／2／3-5 | Counterargument / concession / refutation反方論點／讓步／反駁 | Time and cost; the concern is fair; cheap equipment and a linked module時間與成本；顧慮合理；便宜的設備與跨科單元 |
| [6][6] | 1-41-4 | Conclusion結論段 | Restates the thesis, synthesizes the reasons, and echoes the hook重述論點、綜合理由，並呼應引子 |
注意
Notice three features of the plan. The thesis names three reasons, and body paragraphs [2] to [4] follow the same order. The opposing view gets its own paragraph just before the conclusion, where the writer can answer it after the main case is complete. And the conclusion returns to the refrigerator from the hook, so the essay ends where it began, but with a new meaning.請注意這份規劃的三個特點。論點句列出三個理由，主體段 [2] 到 [4] 依照相同順序。反方意見獨立成一段，放在結論前面，讓作者在主要論證完成後再回應。結論段則回到引子裡的冷藏櫃，讓文章在起點結束，但多了一層新的意義。
自我檢查
Which paragraph of the model essay does not support the thesis directly but still strengthens the essay, and how does it do so?範例文章中，哪一段沒有直接支持論點，卻仍然讓文章更有說服力？它是怎麼做到的？
看答案
Paragraph [5]. It presents the opposing view (time and cost), admits that the concern is reasonable, and then refutes it. Answering a likely objection makes the writer's position more convincing.第 [5] 段。它提出反方意見（時間與成本），承認這個顧慮合理，然後加以反駁。回應可能出現的反對意見，讓作者的立場更有說服力。
BOutlining a multi-paragraph essay擬多段式文章的大綱
- An outline is the skeleton of an essay. In the standard format, Roman numerals (I, II, III) mark paragraphs, capital letters (A, B, C) mark the main supporting points inside a paragraph, and Arabic numerals (1, 2, 3) mark smaller details. Write the thesis in full, but keep the other entries short, usually phrases rather than full sentences.大綱（outline）是文章的骨架。標準格式用羅馬數字（I、II、III）標示段落，大寫字母（A、B、C）標示段落中的主要支持重點，阿拉伯數字（1、2、3）標示較小的細節。論點句要完整寫出，其他項目則保持簡短，通常寫片語而不是完整句子。
- For a multi-paragraph essay, the outline also shows balance. If one Roman numeral has five capital letters under it and another has only one, the second paragraph probably needs more support, or the first paragraph should be divided in two.對多段式文章來說，大綱也能顯示各段是否平衡。如果某個羅馬數字底下有五個大寫字母，另一個卻只有一個，第二段可能需要更多支持，或第一段應該拆成兩段。
Outline of the model essay範例文章的大綱
| Label標號 | Entry內容 |
|---|---|
| I.I. | Introduction: hook (the convenience-store refrigerator); background (algebra but no meals); thesis (health habits, money skills, academic subjects)前言段：引子（便利商店冷藏櫃）；背景（教代數不教三餐）；論點句（健康習慣、理財能力、學科知識） |
| II.II. | Health habits that last into adulthood延續到成年的健康習慣 |
| II. A / BII. A／B | Hidden salt, sugar, and oil in packaged food / measuring ingredients by hand包裝食品中隱藏的鹽、糖、油／親手量取食材 |
| III.III. | Practical money skills實用的理財能力 |
| III. A / BIII. A／B | Comparing prices and planning quantities / the 500-dollar group task比較價格與規劃份量／500 元小組任務 |
| IV.IV. | A laboratory for academic subjects學科知識的實驗室 |
| IV. A / B / CIV. A／B／C | Math: ratios and conversion / chemistry: eggs and yeast / language: instructions and explanations數學：比例與換算／化學：蛋與酵母／語文：說明與解釋 |
| V.V. | Counterargument: crowded timetables and high costs反方論點：課表擁擠、成本高 |
| V. A / BV. A／B | Refutation: portable equipment / a module linked to existing subjects反駁：可攜式設備／與現有科目連結的單元 |
| VI.VI. | Conclusion: restated thesis; one shared practical activity; return to the refrigerator結論段：重述論點；一個共同的實用活動；回到冷藏櫃 |
注意
Two mistakes are common. Some outlines are only a list of topics (health, money, school) with no thesis, so the writer still does not know what to argue. Others mix forms, such as a noun phrase for II, a full sentence for III, and a question for IV. Keep entries at the same level in the same grammatical form. In timed exams, many students skip the outline to save time; five minutes of outlining usually saves more time than it costs.常見的錯誤有兩種。有些大綱只是一串主題（健康、金錢、學校），沒有論點句，所以作者還是不知道要主張什麼。有些則形式混雜，例如 II 用名詞片語、III 用完整句子、IV 用問句。同一層級的項目要用相同的文法形式。限時考試時，很多學生為了省時間而跳過大綱；但花五分鐘擬大綱，省下的時間通常比花掉的多。
自我檢查
Where in the outline does each detail belong? (1) Converting grams into cups. (2) Schools may not have money for full kitchens. (3) Seasonal vegetables are cheaper than takeout.下面每個細節在大綱的哪個位置？(1) Converting grams into cups. (2) Schools may not have money for full kitchens. (3) Seasonal vegetables are cheaper than takeout.
看答案
(1) IV. A (math). (2) V (the counterargument about cost). (3) III. B (the group budget task), or III. A (comparing prices).(1) IV. A（數學）。(2) V（關於成本的反方論點）。(3) III. B（小組預算任務），或 III. A（比較價格）。
4Qualities of a strong essay好文章的特質
AUnity and coherence across an essay整篇文章的一致性與連貫性
- Unity means that every paragraph serves the thesis and every sentence inside a paragraph serves its topic sentence. Coherence means that the reader can follow the path from one idea to the next without effort. In a single paragraph you build coherence with sentence order and linking words; across a whole essay you also need a logical paragraph order, transitions between paragraphs, and consistent key terms.一致性（unity）是指每一段都為論點服務，段落裡的每一句也都為該段的主題句服務。連貫性（coherence）是指讀者可以不費力地從一個想法跟到下一個想法。在單一段落裡，你靠句子順序和連接詞建立連貫性；在整篇文章裡，還需要合理的段落順序、段落之間的轉折語（transitions），以及一致的關鍵詞。
Tools for essay-level coherence建立文章層級連貫性的工具
| Tool工具 | How it works怎麼運作 | Example from the model essay範例文章中的例子 |
|---|---|---|
| Logical order合理的順序 | Paragraphs follow the order promised in the thesis段落依照論點句承諾的順序 | Health, then money, then academic subjects先健康、再金錢、再學科 |
| Transitional opening轉折開頭 | A word or phrase at the start of a paragraph shows its relation to the last one段首的字或片語顯示這一段和上一段的關係 | Cooking lessons also give students …Cooking lessons also give students … |
| Bridging phrase銜接片語 | A short reference to earlier points leads into a new one簡短提到前面的重點，再帶出新的重點 | Beyond health and money, a kitchen can serve as …Beyond health and money, a kitchen can serve as … |
| Repeated key terms重複關鍵詞 | The central term stays the same so the reader does not lose track核心術語保持一致，讀者才不會跟丟 | cooking course appears in paragraphs 1, 2, 5, and 6cooking course 出現在第 1、2、5、6 段 |
| Reference chains指涉鏈 | Pronouns and summary nouns point back to earlier ideas代名詞與概括名詞指回前面的想法 | a cooking course … the course … such an exercisea cooking course … the course … such an exercise |
注意
Mechanical transitions such as Firstly, Secondly, Thirdly, Lastly show order but not meaning, so use them sparingly in longer essays. Also watch for two transitions that Taiwanese students often misuse: Besides at the start of every paragraph (it sounds informal and adds an afterthought), and On the other hand used to mean also. On the other hand signals a contrast, so it cannot introduce a second reason on the same side.Firstly、Secondly、Thirdly、Lastly 這類機械式的轉折語只顯示順序，不顯示意義，在長文章中要少用。另外要注意台灣學生常誤用的兩個轉折語：每一段開頭都用 Besides（聽起來不正式，像是事後補充），以及把 On the other hand 當成「另外」。On the other hand 表示對比，不能用來帶出同一方的第二個理由。
自我檢查
Which sentence would break the unity of body paragraph [3] if it were added? (a) Comparing unit prices lets students practice percentages. (b) Many famous chefs began cooking as small children. (c) Leftovers can be planned into the next day's meals to save money.如果把下面哪一句加進主體段 [3]，會破壞一致性？(a) Comparing unit prices lets students practice percentages. (b) Many famous chefs began cooking as small children. (c) Leftovers can be planned into the next day's meals to save money.
看答案
Sentence (b). Paragraph [3] is about money skills; the childhood of famous chefs has nothing to do with budgeting. Sentences (a) and (c) both connect to spending and saving.(b)。第 [3] 段談的是理財能力；名廚的童年和編列預算無關。(a) 和 (c) 都和花錢、省錢有關。
BAcademic register學術語域
- Academic register is the style expected in essays: formal, precise, and objective. In practice, this means avoiding contractions (can't, it's), slang, and direct address to the reader with you; choosing exact nouns and verbs instead of vague ones; and keeping emotional exaggeration out of your claims. Personal experience can appear as an example, but the essay's argument should not depend on how you feel.學術語域（academic register）是文章寫作要求的風格：正式（formal）、精確而客觀。實際上，這代表避免縮約形（contractions，如 can't、it's）、俚語，以及用 you 直接對讀者說話；選擇精確的名詞和動詞，而不是空泛的字；也不要在主張中誇大情緒。個人經驗可以當作例子，但文章的論證不應該建立在你的感覺上。
- Academic writers also hedge: they use words such as may, tend to, often, and is likely to when the evidence supports a claim but does not prove it absolutely. Hedging is not weakness; it shows that the writer knows the limits of the evidence. The opposite mistake, hedging every sentence, makes the writer sound unsure of everything.學術寫作者也會加上限定（hedge）：當證據支持某個主張、卻不足以絕對證明時，會用 may、tend to、often、is likely to 這類字。加上限定不是示弱，而是顯示作者清楚證據的界線。相反的錯誤是每一句都加限定，會讓作者聽起來對什麼都沒把握。
From informal to academic從非正式到學術
| Informal非正式 | Academic學術 | What changed改了什麼 |
|---|---|---|
| Kids can't cook these days.Kids can't cook these days. | Many teenagers lack basic cooking skills.Many teenagers lack basic cooking skills. | No contraction; precise noun; vague time phrase removed去掉縮約形；名詞更精確；刪掉模糊的時間片語 |
| You'll save tons of money.You'll save tons of money. | Students can reduce their food spending considerably.Students can reduce their food spending considerably. | No you; slang replaced with a precise verb and adverb不用 you；用精確的動詞和副詞取代俚語 |
| Junk food is totally killing our health.Junk food is totally killing our health. | A diet high in processed food may harm long-term health.A diet high in processed food may harm long-term health. | Exaggeration removed; claim hedged with may去掉誇張；用 may 加上限定 |
| So basically, cooking is a good thing.So basically, cooking is a good thing. | Cooking therefore offers clear practical benefits.Cooking therefore offers clear practical benefits. | Filler words removed; vague thing replaced刪掉贅字；取代空泛的 thing |
| Lots of lab stuff is super pricey.Lots of lab stuff is super pricey. | Laboratory equipment is often expensive.Laboratory equipment is often expensive. | Slang and vague stuff replaced; full word laboratory取代俚語和空泛的 stuff；用完整的 laboratory |
注意
Three habits from Chinese often appear in student essays. In my opinion, I think repeats the same idea twice, following a Chinese pattern meaning “I personally think”; choose one. Nowadays, with the development of technology is a cliché opening; start with your actual topic instead. And very and so are overused as intensifiers; replace very important with essential or crucial.學生文章裡常出現三個來自中文的習慣。In my opinion, I think 把同一個意思說了兩次，是照「我個人認為」直譯；兩者擇一即可。Nowadays, with the development of technology 是陳腔濫調的開頭，請直接從真正的主題寫起。very 和 so 被過度用來加強語氣；把 very important 換成 essential 或 crucial。
自我檢查
Rewrite in academic register: “You gotta admit that cooking classes are super useful, right?”改寫成學術語域：“You gotta admit that cooking classes are super useful, right?”
看答案
Sample answer: Cooking classes offer considerable practical value. (The rewrite removes you, the slang gotta and super, and the tag question, and it turns the sentence into a direct claim.)參考答案：Cooking classes offer considerable practical value.（去掉 you、俚語 gotta 和 super，以及附加問句，並把句子改成直接的主張。）
這課的重點字
- essay文章（短文）
- multi-paragraph essay多段式文章
- five-paragraph essay五段式文章
- introduction前言段；引言
- body paragraph主體段
- conclusion結論段
- purpose目的
- audience讀者；對象