五分钟学会逻辑审题并逻辑输出（附带托福高能范文）

Hello同学们，我们的五分钟学作文系列文章已经从16年走入了17年，在新的一年里，我们依旧会为同学们送上关于方方面面关于写作基本认知和组织写作技巧的详细完整的说明和示范，希望同学们能够持续关注陕西新通教育带给大家的写作分享，若有些同学觉得这些内容不错，就转发一下吧，你的同学可能也需要一些写作上的帮助哦。

今天我们讲解一下如何逻辑审题并根绝逻辑审题的结果如何组织全文对应的审题输出（其实议论写作就是针对审题所做的逻辑对应的答题），我们利用一个托福独立写作题目来做详细的分析和范文演示。

题目：

All the university students should take history course no matter what field they major in. Do you agree or disagree?

审题分析：

这个题目看起来比较简单和极端，所有的大学生不论专业是什么都要上历史课。你同意还是不同意呢？当我们看到这个题目的时候，首先需要有这样两点逻辑思考：

为什么是所有大学生？Why all？--衍生逻辑问题：what is history？历史到底是什么？
为什么是历史课？Why history？--衍生逻辑问题：what is it for all？学习历史能给所有人带来啥？

如果基于这两点问题的思考我们是比较有思路且全面的，那么写作起来可以填充的细节也自然在这两个大逻辑问题上可以丰盈起来。等下我们整体share范文给到大家看看是如何在行文中解决这两个逻辑认知的。

首段写作认知说明：

首段是议论中最为重要的一段，首段写的好与坏决定了我们通篇的好与坏，正所谓好的开始是成功的一半。在首段写作中我们强调以下四个方面的认知和执行。

Locate the Key Words in the Topic
定义、范围、程度等的思考，想得对写得好
Define the Key Words in Other ways
同意替换改写话题：语用能力、审题能力
Answer the question in fully developed sentences
高分议论在于文章逻辑的可追溯性
Brief your idea in phrases
完整立意=表明观点+定义主旨

只有很完成的做完了关于以上四点的思考和执行分析，才能写出一段让读者快速理解和跟踪的首段。

主体段写作认知说明：

主题段落是针对首段的定义作出的有目的和有章法的议论展开，主体段需要跟首段以及尾段行程自然过度和具体细节展示。主体段我们强调以下四项的达成。

Follow what you've defined in the Intro
主体段和主旨观点对应，要思考定义并实时控制
End where you start
逻辑闭环论证的核心是坚持己见并自圆其说
I-E-E or at least I-E
论证手段的多样性决定了我们有多少正确输出
Check and change if you are rambled
要直接不要冗长晦涩

以上四项的达成，有一个统领的总逻辑是：主体段不是随意扩充和展开的，而是针对首段定义和答题的逻辑所作出的更合逻辑的精细解读。开篇逻辑决定了展开逻辑，展开逻辑也是对应开篇的定义去解答题目问题的。

尾段写作认知说明：

尾段写作一个逻辑，用重点词汇汇总主体段的主旨到达再次强调即可。

范文全示范：

Knowing history is important because it helps us to know who we are，being  familiar with past events gives us the wisdom to prevent repeating mistakes. Yet history is only a general term, which includes many specialized studies such as native history,foreign history,period history and even subject history like anthropology or contemporary literature. Such quantity of historical information is very difficult to be arranged and learned as a general required course in college education system and making all the historical learning into a compulsory education for all majors is aimless and unnecessary at the point of job orientation.

首段解读了什么是历史（历史是一个统称，它可以细分为很多分支领域：如国内史、国外史、断代史、学科史等）以及通过解读什么是历史明确了所有人都学历史的难度很大；同时首段也解读了从就业的角度上看，所有人学习历史的不必要性。所以首段的回答题目的两个逻辑问题就完整了，同时通过分析逻辑问题也引入到了相关的主体段细节讨论。

The very essence of university education is to train specialized experts in divergent majors during the formative four-year stage. Having all majors to learn history course is academic chaotic. The limited four-year is very time precious so that the education should be major divergent and core courses focused. Just imagine one mathematics majored junior student striving against in-depth math study on the third year of his college education, he who are required to spend long time on foreign history learning may find this requirement inapplicable and time wasting as for his main research is arith oriented. Such problem is also very common to find among science students if required history courses are designed for them. After all, they are not expected to become naturalists in a modern society with highly specialized divisions.

Another important fact of university education is to help graduates find suitable works after four-year specialized learning. Jobs hunting after graduation as green hands, what can be highly valued are all the professional related courses graduates took back at school. Yet drifted history courses for all students help them nothing on finding jobs and even could worsen the situation as for irrelevant education may be regarded as incompetence. Take music majors as an example, if some of them want to be music teachers, they are tested to prove their music attainments and teaching abilities but not their understanding of the Second World War. Arranging all majors to learn history is professional unpractical.

主体两段分别从专业划分和就业指导两个角度上对应阐释了不是所有专业的学生都有必要学历史的。对应与首段来看，历史的庞杂是不可能在专业划分细致的大学教育时期进行的，这会有学术矛盾。历史在就业指导上的不实用性也使得所有专业学生学习历史是不必要的。

In conclusion, compulsory history course across all majors in university is not a rational arrangement because of the academic chaos and professional impracticability it may lead to.

最后一句话汇总我们的观点：因为学术矛盾和职业不实用性，所有专业的学生都学历史是不必要的。

好了同学们，通过这篇范文的示范，大家是不是了解了如果在写作上做了最基本的逻辑问题分析并能对应阐述清楚解释问题的观点，全文就可以流畅的组织出来啦。

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