英語(yǔ)前重心，漢語(yǔ)后重心
先來(lái)看一個(gè)例子，一封來(lái)自學(xué)員的E-mail：
Dear Kevin,
Though I know you are busy, will you give me some minutes, I had to go to work as long as I finished the class today, so I am off duty until now because the problem of double roles made me so boring and tired ,I work in a hospital and it is also teaching hospital ,and I will be a player to attend teaching competition，too much things I have to face and even these days I had to stay up all night. will you do me a favour that tell me how to balance the problem between work and study？Latter I will email the homework to you which you gave me this afternoon .
yours truly
XXX
這是一封非常典型的中式思維的信件。中式的思維是按照自然順序展開(kāi)論述，如：按照時(shí)間先后，先說(shuō)先發(fā)生的，后說(shuō)后發(fā)生的；按照邏輯關(guān)系，則按照事物發(fā)展的先后邏輯順序展開(kāi)，先說(shuō)前提、原因、條件、方式、手段等，后說(shuō)結(jié)果。而英文則按照重點(diǎn)順序展開(kāi)論述，把重要的觀點(diǎn)、態(tài)度、結(jié)論等交代清楚，開(kāi)門見(jiàn)山，然后再展開(kāi)敘述次要信息，如理由、條件、事實(shí)、例證等等。即：英文將語(yǔ)意的中心要放在前面，然后娓娓道來(lái)，分解敘事。了解這一點(diǎn)，對(duì)于同學(xué)們展開(kāi)雅思作文的段落非常有用。
回過(guò)頭來(lái)看這封E-mail，如果一個(gè)外國(guó)人看到，肯定一頭霧水，因?yàn)樗恢滥氵@封信的重點(diǎn)是什么，因?yàn)樾偶拈_(kāi)頭大段講述個(gè)人的情況、經(jīng)歷等等，而直到最后才提出問(wèn)題。如果按照英語(yǔ)的思維，應(yīng)該開(kāi)門見(jiàn)山的向收信人提出問(wèn)題，然后再展開(kāi)細(xì)節(jié)進(jìn)行敘述。
1. 英文先結(jié)果，后原因。
因?yàn)槲覑?ài)他而不是恨他，所以我才會(huì)批評(píng)他。
I criticized him, not because I hate him but because I love him.
也許校園生活并非總像想象中的那樣，所以很多學(xué)生才會(huì)感到失落。
Many students feel lost because campus life is not always what they imagined.
2. 英文先結(jié)論，后敘事
經(jīng)過(guò)多年的努力，我們終于解決了這個(gè)難題。
We have solved the problem after many years’ hard work.
3. 英語(yǔ)先表態(tài)，后敘事
是什么導(dǎo)致了人的犯罪，我們還不能確定。
We are still not sure what causes people to commit a crime
死記硬背有很多的局限性，這一點(diǎn)我們必須承認(rèn)。
We should admit that rote learning has a number of limitations.
英語(yǔ)多替換，漢語(yǔ)多重復(fù)
由于英文重形合，所以通過(guò)各種形合手段將比較大量的信息連接在一個(gè)句子里，聯(lián)系緊密，邏輯分明。這種情況下，其代詞所指往往比較明確而不易混淆，因此，為了避免單調(diào)乏味，英文句子常常采用替換、省略等方式來(lái)變換同一個(gè)詞的表達(dá)。而中文則相反，由于漢語(yǔ)主要考意合，考隱含的邏輯貫穿全句，因此為了保持句子的“形散神不散”，就需要通過(guò)重復(fù)的手段來(lái)增強(qiáng)凝聚力，保持讀者的注意力。所以，漢語(yǔ)往往不使用同義詞等替代手段，因?yàn)槟菢訒?huì)使得精力分散。如，用代詞替代：
他討厭失敗，他一生曾戰(zhàn)勝失敗，超越失敗，并且蔑視別人的失敗。
He hated failure, he had conquered it all his life, risen above it, despised it in others.
而不會(huì)寫成：
He hated failure, he had conquered the failure all his life, risen above the failure, despised the failure in others.
再看一個(gè)用同義詞替換的例子：
低分版本：
Think about this situation. A student interviewed another student and many students about what it is like to be an only child. If the teachers in charge of the school paper did not edit names of students from the paper or facts that would give that particular student away to other students, then serious problems could be caused for the students who gave their information.
改進(jìn)版：
Think about this situation. A reporter interviewed many students about what it is like to be an only child. If the teachers in charge of the school paper did not edit names of the interviewees from the paper or facts that would give each person away to the readers, then serious problems could be caused for the students who gave their information.
第一個(gè)低分版本里面用了大量重復(fù)的單詞“student”，非?？菰锓ξ?，而改進(jìn)版將“student”用了“reporter”、“the interviewees”、“each person”、“readers”等詞來(lái)替代，句子用詞富于變化，自然生動(dòng)得多了。因此，在平時(shí)的雅思學(xué)習(xí)過(guò)程中，要注意積累同義詞、反義詞的積累，這樣才能在寫作中游刃有余，取得高分。
先來(lái)看一個(gè)例子，一封來(lái)自學(xué)員的E-mail：
Dear Kevin,
Though I know you are busy, will you give me some minutes, I had to go to work as long as I finished the class today, so I am off duty until now because the problem of double roles made me so boring and tired ,I work in a hospital and it is also teaching hospital ,and I will be a player to attend teaching competition，too much things I have to face and even these days I had to stay up all night. will you do me a favour that tell me how to balance the problem between work and study？Latter I will email the homework to you which you gave me this afternoon .
yours truly
XXX
這是一封非常典型的中式思維的信件。中式的思維是按照自然順序展開(kāi)論述，如：按照時(shí)間先后，先說(shuō)先發(fā)生的，后說(shuō)后發(fā)生的；按照邏輯關(guān)系，則按照事物發(fā)展的先后邏輯順序展開(kāi)，先說(shuō)前提、原因、條件、方式、手段等，后說(shuō)結(jié)果。而英文則按照重點(diǎn)順序展開(kāi)論述，把重要的觀點(diǎn)、態(tài)度、結(jié)論等交代清楚，開(kāi)門見(jiàn)山，然后再展開(kāi)敘述次要信息，如理由、條件、事實(shí)、例證等等。即：英文將語(yǔ)意的中心要放在前面，然后娓娓道來(lái)，分解敘事。了解這一點(diǎn)，對(duì)于同學(xué)們展開(kāi)雅思作文的段落非常有用。
回過(guò)頭來(lái)看這封E-mail，如果一個(gè)外國(guó)人看到，肯定一頭霧水，因?yàn)樗恢滥氵@封信的重點(diǎn)是什么，因?yàn)樾偶拈_(kāi)頭大段講述個(gè)人的情況、經(jīng)歷等等，而直到最后才提出問(wèn)題。如果按照英語(yǔ)的思維，應(yīng)該開(kāi)門見(jiàn)山的向收信人提出問(wèn)題，然后再展開(kāi)細(xì)節(jié)進(jìn)行敘述。
1. 英文先結(jié)果，后原因。
因?yàn)槲覑?ài)他而不是恨他，所以我才會(huì)批評(píng)他。
I criticized him, not because I hate him but because I love him.
也許校園生活并非總像想象中的那樣，所以很多學(xué)生才會(huì)感到失落。
Many students feel lost because campus life is not always what they imagined.
2. 英文先結(jié)論，后敘事
經(jīng)過(guò)多年的努力，我們終于解決了這個(gè)難題。
We have solved the problem after many years’ hard work.
3. 英語(yǔ)先表態(tài)，后敘事
是什么導(dǎo)致了人的犯罪，我們還不能確定。
We are still not sure what causes people to commit a crime
死記硬背有很多的局限性，這一點(diǎn)我們必須承認(rèn)。
We should admit that rote learning has a number of limitations.
英語(yǔ)多替換，漢語(yǔ)多重復(fù)
由于英文重形合，所以通過(guò)各種形合手段將比較大量的信息連接在一個(gè)句子里，聯(lián)系緊密，邏輯分明。這種情況下，其代詞所指往往比較明確而不易混淆，因此，為了避免單調(diào)乏味，英文句子常常采用替換、省略等方式來(lái)變換同一個(gè)詞的表達(dá)。而中文則相反，由于漢語(yǔ)主要考意合，考隱含的邏輯貫穿全句，因此為了保持句子的“形散神不散”，就需要通過(guò)重復(fù)的手段來(lái)增強(qiáng)凝聚力，保持讀者的注意力。所以，漢語(yǔ)往往不使用同義詞等替代手段，因?yàn)槟菢訒?huì)使得精力分散。如，用代詞替代：
他討厭失敗，他一生曾戰(zhàn)勝失敗，超越失敗，并且蔑視別人的失敗。
He hated failure, he had conquered it all his life, risen above it, despised it in others.
而不會(huì)寫成：
He hated failure, he had conquered the failure all his life, risen above the failure, despised the failure in others.
再看一個(gè)用同義詞替換的例子：
低分版本：
Think about this situation. A student interviewed another student and many students about what it is like to be an only child. If the teachers in charge of the school paper did not edit names of students from the paper or facts that would give that particular student away to other students, then serious problems could be caused for the students who gave their information.
改進(jìn)版：
Think about this situation. A reporter interviewed many students about what it is like to be an only child. If the teachers in charge of the school paper did not edit names of the interviewees from the paper or facts that would give each person away to the readers, then serious problems could be caused for the students who gave their information.
第一個(gè)低分版本里面用了大量重復(fù)的單詞“student”，非?？菰锓ξ?，而改進(jìn)版將“student”用了“reporter”、“the interviewees”、“each person”、“readers”等詞來(lái)替代，句子用詞富于變化，自然生動(dòng)得多了。因此，在平時(shí)的雅思學(xué)習(xí)過(guò)程中，要注意積累同義詞、反義詞的積累，這樣才能在寫作中游刃有余，取得高分。