（二） 第二段的写作 此段的主题句(topic sentence)的问题。此句或主观或客观，并无拘束，只
要上下文风格统一即可。 主观：We believe that three reasons can account for this phenomenon. I believe that three reasons can account for this phenomenon. In my mind, the reasons why the overseas students are on the rise are as follows. 主观之变体（使用插入语，突显主语）： Three reasons, we believe, can account for this phenomenon. Three reasons, I believe, can account for this phenomenon. Three reasons, I firmly believe, can account for this phenomenon. Three reasons, in my mind, can account for this phenomenon. 注意:插入语的使用属于看似平淡却极富功力的技巧，可以达到很好的效 果。 客观：Several reasons can account for this phenomenon.
Directions: For this part you are allowed thirty minutes to write a composition on the topic Student Use of Computers. You should write at least 120 words and base your composition on the chart and the outline given below
写图表作文时，首先要仔细观察并分析图表，以及题中所给 出的有关信息，比如，作文题，英文提纲、英文提示、英语 关键词等。在分析图表时，要抓住与主题有关的信息，要发 现数据呈现的规律，要充分利用图表中的图形、数据等去说 明主题。但是注意不要过多地引用数据，以免造成滥用数据 的后果。另外，在写作图表作文时可以套用一些常用词汇或 表达方式，这将有助于你写出较为地道的图表作文。例如： ①As can be seen from the table (graph, form) that... ②From the above table it can be seen (concluded) that... ③A careful study of the table shows that... ④The number (percentage) is 3 times as much as that in 2000. ⑤It has decreased (fell, dropped) about twice, compared with (as compared with, as against) that of 2000. ⑥In 2001, it increased (went up, rose) from 5 to 15 percent of the total (to 15 percent, by 15 percent).
图表作文
图表的类型
图表的类型主要有下列几种：简称“三图一 表”即柱状图（Bar Graph/Chart）、线形图 (Line Graph)、饼状图(Pie Graph)和表格 (Table)，下边给出了三种图样。
图表题（ 图表题（table, bar graph, pie chart, line graph） ） 图表题的写作逻辑结构： 图表题的写作逻辑结构： Paragraph I:（1）概括描述图表：趋势描写； （2）具体描述图表：必要数据支持（细节 性）。 Paragraph II:（1）提出自己理由和观点（本段主题 句）； （2）细节性分论点（主要是原因，用于支 持自己的观点，至少两点）。 Paragraph III:（1）预测未来和提出解决方法； （2）总结全文和表达作者自己观点
（四）图表作文基本模式
(a) 段落一：According to the figures given in the diagram/picture/pie chart, we can see that ________________________ is increasing in the past __________________________, while ________________________________ is decreasing. (从整体上对事物发展的趋势作 概括) 段落二：Possible reasons for this are as follows. (问题产生的原因) On the one hand, _____________________________________________________. (原因一) On the other hand, __________________________________________________________________. (原因二) Furthermore, _________________________________________________. (原因三) 段落三： From what has been analyzed, we can draw a conclusion that ________________________________. (得出结论) As a matter of fact, with the improvements in ____________________________, the trend will go on in the future. (提出 改进的方法或措施) Therefore, ________________________________. (最后再强调观点)
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To account for this phenomenon, people have come up with various reasons as listed below. In the first place, with the drop in prices of computers, more students could afford computers, therefore they could spend much more time with computers. In the second place, the computers were applied to wider and wider use and students had to take advantage of this modern invention. Last but not the least important, the development of society pushed computers into more dormitories.
在主题句之后，可以使为常见。这里就与普通的说明文与议论文一 样了——可以由最重要的到最不重要的，也 可以由最不重要的到最重要的，也可能平行 分布，依具体情况而定，不一而足。
（三） 第三段的写作
第三段直接写结论的情况已基本没有了。如 果这篇文章讲的是一个令人担忧的问题，那 么这一段写解决办法的可能性最大。 如果这篇文章讲的是一个好的变化，那么这 一段很可能是两种情况——可能写负面的影 响或存在的问题，或者写未来趋势或发展方 向。 上述均根据具体情况而定。
（一）首段的写作
不管是graph还是table，都需要进行描述，一般放 在文章的第一部分，长度宜适中。描述数据我们要 首先看看是几个变量（A），每个变量有几个数据 （B），不妨以A*B表示。 如果只有一个变量，有三个数据，可以描述如下： From the chart we can see clearly that the average number of hours a student spends on Internet per week has increased from less than two hours in 1990 to nearly six hours in 1995, and then to nearly 20 hours in 2000.
如果是最常见的是2*3的情形，可以描述如下： From the chart, we can see clearly that in a big city in China, state owned houses declined from 75% in 1990 to 60% in 1995 and then to 20% in 2000, while private houses rose from 25% to 40% and then to 80% during the same period. 这里用了while引起从句来突显对比，是一种非常好的办法， 如果用两句话来描述，也完全可以。 如果是1*n（n>3）的情形，将头与尾描述出来即可，比较好 的方法就是在句中描述最后一个与第一个相比变化了多少。 碰到多变量、每个变量多数据的情形，大家应首先进行分类， 分成上升、下降两类，或者上升、下降、不变三类，这样问 题就迎刃而解了。
Model Composition
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Great changes have taken place in student use of computers in the university. The hours the student spent on computers per week skyrocketed from about 2 in 1990 to 20 in 2000, more than 9 times higher. This rapid increase proves that students were in closer contact with computers.