重慶ACT培訓學校有沒有靠譜的

重慶ACT培訓學校有沒有靠譜的？舉例論證是ACT議論文中的一種方法。通過列舉真實、可靠，有代表性的事例證明論點。通過列舉典型事例，具體有力地證明了中心論點，增強了說服力。

重慶ACT培訓學校有沒有靠譜的

啟德考培經(jīng)過多年發(fā)展，以布魯姆教育目標分類系統(tǒng)和支架體系為理念配合SA教服團隊一對一監(jiān)督跟進，效果保障，已經(jīng)逐步展現(xiàn)出了國際化教學的風格，以提高學生英語語言和學習技巧雙重能力為己任，幫助學生更好的適應國外初中、高中、本科以及研究生的學術(shù)型課程，用更留學本土化的教學思維幫助學生適應海外求學生活。

在ACT寫作改革后，話題不再局限于教育類的題目，而是更廣泛的社會類或者其他更加抽象的題目，所以可以利用舉例論證的方式增強話題的真實性。在舉例論證的時候盡量避免俗例或沒有代表性的例子，而是舉一些如名人、有代表性的事例。

例證可以分為事例和語例兩類。

事例：以當前的或者歷史的事件或人物作例證。

語例：用、學者、知名人士等的話作例證。

As machines increasingly perform all our basic tasks, society is able to produce more. The additional production adds material value to our society and frees people up from these low-skill tasks. This is in agreement with Perspective Two which claims that this industrialization leads to more prosperity. For example, in the 18th century, short-staple cotton that was grown in the Southern United States required an immense amount of labor in order to seperate the seeds from the fiber to process the cotton to make it marketable. However, in the mid-19th century, Eli Whitney, an American entrepreneur, invented the cotton gin, which allowed for automation of cotton processing. This machine replaced the need of a large work force for the process and greatly improved production. As a result of the cotton gin, short-staple cotton production skyrocketed, increasing by more than 10 times in the South while bringing prosperity to the region and setting in motion a new industrial era in America.

這一段的觀點是Society is able to produce more.作者在這里引用cotton gin的例子，來說明machine代替人類之后，明顯的produce more。運用具體的歷史事件來說明觀點。