英語(yǔ)修辭寫(xiě)作-語(yǔ)法修辭篇 參考材料 Section 11

Section11ModesofDiscourse(6)Argumentative一OrganizationI.KeytotheExerciseWhatarethemaincharacteristicsofargumentativeessay?Whereareargumentativeessayslocatedonthespectrumofrhetoric?FindouttheanswerintheLecture.Whatisthestructureoftheargumentativeessay?Howdoes"TheNeanderthalshouldbeClassifiedasaSubspeciesofModernMan”conformtothestructuringofanargumentativeessay?FindouttheanswerintheLecture.Whatispositiveargumentandwhatisnegativeargument?Whichofthetwoismoreapplicabletoscientificpapersandwhichismoreapplicabletowritingsonsocialaffairs?FindouttheanswerintheLecture.Iseachofthefollowingparagraphsapositiveargumentoranegativeone?Ifnegative,isitasheerrefutationorsynthetizedone?Why?Thefirstparagraphisapositiveargument.Itisasheerrefutation.Thesecondparagraphisanegativeargument.ItrefutestheclassificationofthedomesticferretasawildanimalbyoftheCaliforniaDepartmentofFish&Game.Itisalsoasheerrefutation.Thethirdparagraphisanegativeargument.Itisarefutationcombinedwithsynthetization.Inthisandthefollowingparagraphs,theauthorexpressedhisproforenergytreatmentofsomediseases,buthealsoconcedesthatsomeotherdiseaseshavetobetreatedbymedicine："Wemustadmitthatthesemethodsareveryeffectiveintheexamplesthattheyprovide.ILTranslationoftheSampleTextOpen.III.SupplementarySamples1.Sample(1):Organization(A)HealthAndHealingAtYourFingertipsTheArgumentativeEssayIntroductionAlmosteverypieceofwritingisinsomesenseargumentative.Atfirstsight,someofthewritingtasksyoumaybegivenearlyoninyourtimeinCEUmayseemnottorequireyoutodoanythingotherthanregurgitateotherpeople'sopinions.Lateron,however,itwillbecomeclearthatagoodacademicessay(oranMAthesis)demandsmorethanjustthis:theconventionsofEnglishacademicdiscourse,perhapsdifferentlyfromthoseofyourownlanguage,requireyoutouseotherpeople'sideasorresearchtosupportyourowncase.ThisiswheremanystudentswhoareunfamiliarwithEnglishrhetoricoftenfail:becausetheyassumethatacademicwritingissimplyamatterofrecitingtheopinionsofothers,ratherthanarguingacase.Yourdecisionsaboutwhichinformationtoinclude,whichauthoritiestoreferto,whattoquote,howtoexplainandinterpretdata,orwhichmethodologytochooseshouldallbedrivenbyacentraldesiretoargueyourposition.Itisimportanttoremembertherefore,thatyourwritingneedstopersuadeyourreadersthatwhatyouhavetosayisrelevantandimportant.Thereis,afterall,limitedpointinpresentinganargumentinsuchanunconvincingwaythatnoonewillacceptit.Thismeansthatyouhavetodevelopcertainstrategiesand'tools'inordertoputyourpointacrosseffectively.Studyingargumentationcanhelpyoutounderstandthesecriticaltools.However,readingandtalkingaboutthequalitiesofgoodandbadargumentsisonlyonepartoftheprocess.Itisessentialtoactualdowritinginordertogetbetteratit,andthemoreacademicwritingyoudo,thebetterwriteryouarelikelytobecome.Theprocessofproducingaclearandconvincingargumenthelpsawritertomatureasathinkerandacritic.Thisisbecausewrittenargumentationfacilitatesthedevelopmentofimportantmentalskills:developingandorganisingideas,evaluatingevidence,observinglogicalconsistency,andexpressingyourselfclearlyandeconomically.Allofthesearevaluableskillsinanyfieldofacademicstudy.StructureofanArgumentativeEssayTheargumentativeessayisa'genre'ortypeofwrittentextwhichisusednowadayslargelytotrainstudentsintheskillsofargumentation.Mostofusrarelyhavetowritea'pure'argumentativeessayinreallife,buttheskillsandcomponentsoftheargumentativeessayformthebasisofmostifnotalltypesofacademicwriting.Asimpleargumentativeessaycanbedividedintocertaincomponentpartsorstages,ofwhichtherearefourwhichshouldalmostalwaysbepresent.Thesefourpartsarediscussedbelow.TheIntroductionExceptincertainliterarygenres,suchasdetectivenovels,itisunusualforthereadertobethrownstraightintothemiddleoftheaction.Inmosttypesofwriting,thefirstthingthatawriterdoesistointroducethesubjecttobedealtwith.Thepurposeofthisintroductoryparagraphistocatchthereader'sattentionandgiveanorientationtothetopic.Itwillalsousuallylead,oftenthroughaseriesofsteps,fromthemoregeneralsituationtowardthespecificissueyouplantodiscuss.Ifyouwantforexampletoaddressthetopicofinfringementsofarticle13oftheEuropeanConventionofHumanRightsinAlbania,youmightwellwanttostartwiththetopicofhumanrightsgenerally,thenfocusonhumanrightsinAlbania,beforefinallyaddressingspecificallyarticle13inAlbania.Althoughthereisnoformulaforwritingasuccessfulintroduction,thefollowingelementscommonlyappear:IntroductoryStatements9.Thefirstsentenceofyouressayneedstobeinterestingenoughtomakeyourreaderwanttokeepreading.Youmightpresentstrikingfigures,aprovocativestatementoraleadingquestion.Inanycase,youwillalsoneedtoleadyourreaderintothetopicandfocusinonthespecificareayouwillbediscussing,readyforyourthesisstatement.ThesisStatement.Thisisusuallythelastsentenceofyourfirstparagraph,anditservesasthecontrollingforceofyouressay.Thethesisstatementstatesthepositionyouarearguing,thatis,whichsideyouaregoingtodefend.ManystudentsfromCentralEuropefinditstrangetosayatthebeginningofanessaywhatconclusiontheywillreach,preferringtokeepitsecretuntiltheend.InEnglishacademicwriting,however,itisnormalandevendesirabletotellyourreaderwhatsideyouaregoingtotakeatthebeginning.PresentingyourCaseOnceyouhavelaidthegroundforthediscussionintheintroductionandoutlinedthepositionyouintendtoadopt,thebodyoftheessayisthearenainwhichyoupresentyourcaseandtrytopersuadeyourreaderthatyouareright.Awell-presentedcasewillconvincethereaderthatbecausecertainfactsaretrue,andbecausecertainbeliefsaresharedbetweenwriterandreader,thereadershouldthereforeacceptthewriter'sconclusionsasalsobeingtrue.Themostcommonwayofpresentingacaseinacademicwritingistomakeanassertionorclaimandthenprovideevidencetosupportit,usuallybutnotalwaysintheformoffactsandexamples.Itisequallypossible,however,tostartwithareviewoffactsandsamplesituations(support)andthentodrawaconclusion(claim)fromthem.Thefollowingparagraphfromanessayoncensorshipprovidesanexampleofthe'claim-support'approach:Censorship,byitsverynature,goesagainsttheprinciplesofademocraticsociety,[claim]Itisfundamentallyundemocraticbecauseitlimitsfreedomofexpressionandallowsthefewtodictatewhatthemanymay-ormaynot-view,readorlistento.[support]Forexample,removingacontroversialbookfromcirculationinapubliclibrary,forwhateverreason,cutsitsauthorofffromalargenumberofreaderswhohavenootherwaytoaccessthebook.Atthesametime,theselectgroupofindividualswhodecidetopullsomethingofftheshelfis,ineffect,tellingthegeneralpublicthatitmaynotreadthebook.[Thesetwoexamplesdevelopthesupportingsentence.]Thisaction,therefore,ismoreinkeepingwithaudictate-orshipnthanademocracy,[restatementofinitialclaim]Behindthesebasicbuildingblocksofclaimandsupportlie,aswesawinthecriticalreadingsectionofthecourse,theassumptionsonwhichaclaimisbased.Assumptionsarethephilosophicalormoralviewsthatwehopeothersinoursociety,includingourreader,willshare.Forexample,adiscussionaboutthefundingofstatemedicalservicesmaybeunderpinnedbytheassumptionthatacashpricecannotbeputonahumanlife.Mostofthetime,wehopethatourreaderwillshareourassumptions,otherwisetheywillbeunlikelytoaccepttheclaimwemakebasedontheseassumptions.Ifthisisnotthecase,thenwewillneedtoarguedifferently;ourassumptionsthemselveswillthenbecomeclaimsandwillneedtobesupported.AnticipatingObjectionsTheconventionsofEnglishacademicrhetoric,unlikethoseofsomelanguages,requirethewriteratsomestagetoacknowledgetheopposingview.Acommonapproachtoessaywritingistopresentyourownviews,thenconsidercriticallytheviewsoftheopposition,thoughitisequallypossibletostartwiththeviewsyoudisagreewithandcriticiseorrejecttheminordertomakespaceforyourownposition.Itmayatfirstsightappearcontradictoryordetrimentaltoyourpositiontoshowtheothersideoftheargument,howeverthereareanumberofgoodreasonsforacknowledgingtheopposition:Ifyoudonotanticipateobjections,youaredeliberatelysuppressingtheevidenceagainstyourcase,andthislackofobjectivitywillverylikelyloseyouyourreader'ssympathy.Rememberthatyouaretryingtopersuadeyourreadertoagreewithyou,notdeceivethemintoagreeing.Yourargumentwillhavemorecredibilityifyouacknowledgetheoppositeside.Asinanysituationwhereyouaretryingtopersuadesomeoneofsomething,therewillbepeoplewhodisagreewithyou.Byanticipatingtheirobjectionsandshowinghowthoseobjectionsarelessvalidorwellgroundedthanyourownviews,orhowyourawarenessoftheseviewshasledyoutomodifyyourposition,youstrengthenyourowncase.Thepracticeofincludingtheoppositionrefinescriticalthinking,forcingyouasawritertosituateyourselfwithinanongoingdebateandrealisethatotherpointsofviewnotonlyexist,butalsohavevalidity.CommontechniquesfordealingwithobjectionsAsageneralrule,youshouldstartbyidentifyingtheopposingposition.Itisworthdoingthisasthoroughlyandfairlyasyoucan,giventhespaceavailable,becausemisrepresentingortrivialisingtheopposingviewislikelytoearnyouthesympathyofonlythemostuncriticalreader.Onceyouhavestatedtheopposingview,youwillwanttodooneormoreofthefollowing:suggestsolutionstothechallengesthattheopposingviewposestoyourargumentpointoutweaknessesorproblemsinthesupportorwarrantunderlyingtheopposingclaimmakeconcessionstotheopposingviewandsuggestacompromisepositionorsolutionThefollowingexamplefromanargumentativeessayoncensorshipillustrateshowanticipationoftheopposingargumentcanservetostrengthenyourownthesis.Afterwritingtheintroductionandthesis,severalparagraphsaredevelopedinwhichitisarguedthatcensorshipis6abadidea',perhapsforseveraldifferentreasons.Followingthis,thewritermightincludeaparagraph(ormore)onthefollowinglines,acknowledgingtheothersideoftheargumentandmakingsomeconcessions:Whilecensorshipisdangeroustoafreesociety,someoftheconcernedcitizenswhoareinfavourofcensorshipmayhavevalidpointswhentheyobjectthatchildrenshouldnotbeexposedtotelevisionviolence.[Concessionmadeandanobjectionanticipated]Indeed,oftenthereistoomuchviolenceontelevision.[Concessionandpointofagreement]Perhapstheanswerisforallnetworkstoestablishthesameguidelinesofself-censorship.[Compromisesolutionoffered]Ifthenetworksweremoreresponsibleandtriedtoavoidmaterialthatispoorintaste,governmentalofficials,religiousgroups,andconcernedparentsmightnotfeeltheneedtobeinvolvedintheirdecisionsatall.Ofcourse,thisparagraphmight,withminoradjustments,alsocomeaftertheintroduction,beforemovingontothemainargumentsagainstcensorship.Whereyouplacethecounter-argument,howmuchspaceyoudevotetoitandhowyoudealwithitarejustsomeofthechoicesyoumakewhenwritinganeffectiveessay.iv)TheConclusionParticularlyasyouhavealreadysaidintheintroductionwhichsideyouaregoingtotake,manystudentsareoftenunsurewhattowriteintheconclusion.Theconclusionisaveryimportantpartoftheessaybecauseitsumsupthethesisandtheevidenceinfavourofit,leavingyourreaderwithaclearpictureastothepositionyouhavetakenandwhy.Itisnotadvisableatthisstagetostartintroducingnewideasthathavenotalreadybeenraisedinthebodyoftheessay.Itisalsounwisetouseyourconclusionasakindof"nowhere'swhatIthink'section.Bydoingso,youarelikelytogivetheimpressionthatanybodycanthinkwhatevertheywant.Whilethisisinprincipletrue,rememberthatyourpurposeisnotjusttotellyourreaderwhatyouthink,buttopersuadethemthatwhatyouthinkisinfactatenableandvalidpositionthattheymightalsowishtoadopt,oratleastacknowledge.Itisthusrathercounterproductiveatthisstagetosuggestthatneithersideisbetterthantheother.Commonfeaturesofaconclusiontoanargumentativeessayare:SynthesisoftheArgument:Intheconclusionyoushouldrestateandsummarisebrieflythemainpointsofyourargument.Trytoshowthereaderhowthepointsyoumadeandtheevidenceandexamplesyouusedfittogethertoproveyourargument.RestatementofThesis:Restateandstresstheimportanceofyouroriginalthesisstatementastheentireessayhasbeenspentarguingandsupportingthispoint.Somewritersfeelthatrestatingthethesisverbatimisaneffectiverhetoricaldevice,whileothersbelieveitisbettertorephraseit.ConcludingStatements:Thissectionsignalstheendoftheessayandleavesafinalimpressiononthereader.Belowaresomesuggestedapproachestowritingconcludingstatements:Discussthefutureofthesubjectatissue.Thiscanemphasisetheimportanceofyouressay.Itmayalsohelpthereadertoapplythenewinformationorseethingsmoreglobally.Giveyourreadersomethingtothinkabout,perhapsawaytouseyouressayinthe“real”world.Referbacktoyourintroductorystatementsinorderto“frame”yourpaperandbringthereaderfullcircle.Posequestions,eithertoyourreaderoringeneral,whichmayhelpyourreadergainanewperspectiveonthetopicthattheymaynothaveheldbeforereadingyourconclusion.Thisapproachmayalsobringyourmainideastogethertocreateanewmeaning.ConclusionWehaveconsideredhereparticularlythestructureoftheargumentativeessay,asitisrelativelysimpleandstraightforward,yetitcontainsmostofthefeaturesyouwillneedtoincludeinothertypesofacademicwritingyoudo.Almostalltypesofextendedwritingwillrequireanintroductionandaconclusion,andwheneveryouareinvolvedindiscussingorpresentingideasyouwillneedtomakeclaimsandsupportthem,considertheopposingsideoftheargumentandpresentreasonswhythatvieworinterpretationislessvalidthantheoneyoubelievein.TakingallofthesefactorsintoconsiderationwhenyouwriteandredraftyourworkwillenableyoutobecomeamoreeffectivewriterbothwithintheCEUcommunityandbeyond.3.Guide(3):ArgumentationHowtoWriteanArgumentativeEssayin9EasyStepsItgoesbymanynames—theresearchproject,thepersuasiveessay,thetermpaper-butallmeanthesamething:you'rewritinganargument.Beforeyouwrenchinagony,knowthatasmartapproachandplanningphase(liketheoneyou'reinrightnow)canmaketheprocessofwritinganargumentapproachable,evenenjoyable.Thefollowing9stepswillhelpguideyouthroughthewritingprocess.Chooseyourtopic-carefully.Checkyourideasagainstthefollowingthreecriteriabeforefinalizingyourtopic:Yourtopicmustbearguable.Thephrase“everything'sanargument”isnotquitetrue——mostthingsare,butnoteverything.Takethecommonhighschooleditorialtopicof"cliquesarebad"：it'sacommonopinion,sure,butwhoreallydisagrees?Yourtopicneedstobedebatable;therehastobeaclearopposingargumentthatotherssupport.Askyourself:whowouldopposeme?Why?Yourtopicmustbecontemporaryandrelevant.Argumentsdonotexistinavacuum;theyarisebecausepeopleofvariedbeliefsinteractwithoneanothereveryday(orjustbumpheads).Youressay,evenifitisaboutthepast,shouldconnecttovaluesandideasofthepresent.Looktocurrenteventsorissuesforinspiration-what'sgoingonintheworldthat'sinspiringdiscussionand/ordisagreement?Askyourself:doesmytopicmattertopeoplerightnow?Why?Yourtopicmusthavevaluetoyou.Giventhehoursyou'llneedtoinvestinthepaper,yourtopicneedstobemorethan“interesting”;ithastobeknowledgeyouwanttopursueforyourownpersonalbenefit,notjustagrade.Howeverfascinatingcloningmaybe,forexample,ifyou'renotinterestedinscienceorethics—twofundamentalsub-issuesofthecloningdebate——youressaywillbeachoretowrite.Chooseatopicyoucareaboutandareinvestedin.You'11writebetterandresearchdeeperbecauseofyourpersonalinvestment.Narrowandfocusyourtopic.Manypopulartopics,suchasabortionoreuthanasia,aretoobroadforeven100-to200books,letaloneyour3-to5essay.Focusonaspecificaspectofyourtopic:aspecificmethod(eg,alate-termabortionprocedure),aspecificpolicy(e.g.,NoChildLeftBehind),oraspecificperspective(e.g.，evangelicalChristiansandtheenvironment).Doingsonotonlymakesyourtopic(andlife)manageable,itshouldhelpyoudevelopveryspecificsearchtermswhenyougotogatherevidence.Analyzeyouraudience.Reviewyourassignmentsheettocheckwhetheryou'vebeenassignedaspecificaudiencetoaddressinyourresponse.Ifnoaudienceisassigned,youcanassumeyouraudienceisyourteacher,aknowledgeableandexperiencedreaderinthesubjectarea.Butdon'tskipthisstepjustyet.Yourunderstandingofyouraudience一yes,evenyourteacher-isintegralindeterminingthedevelopmentandorganizationofyourargument,aswellasthestylistictechniquesyoucanutilizeinyourwriting.Forexample,ifyouarewritingtoyourinstructor,considerwhathe/sheexpectsfromstudentsonsuchanassignment-aformaltone,largeamountsofevidenceintegratedintothepaper,analysisoftheseideas,right?Ontheotherhand,ifyou'rewritingforanaudienceofpeers,you'llwanttoleanheavilyonyourconnectionwiththem:usepersonalpronouns(‘T'or"we")，expresssympathyorunderstandingfortheirfeelings,andaddresssharedconcerns.Researchwisely.Googleisquickandeasy;everybodyusesit.Sodoesyourprofessor,whoisratherjustifiedinhis/herskepticismofwebsitecredibility—lotsofthereadilyaccessibledataviaGoogleisinaccurateandrisky.Makesureyouronlinesourcesarefromestablishededucational/professionalsites(likeeNotes).Alsouseyourlibrary5ssubject-specificdatabasestofindprofessionaljournalscoveringyourtopic.Withanarrowandfocusedtopic,searchingshouldbeabreeze.Andusethe“snowbaH“researchtechnique:onceyoufindahelpfulsource,lookatitsreferences/bibliographytogetnewleadsonevidenceforyourpaper.Wash.Rinse.Repeat.Utilizeavarietyofevidencetypes.Statisticscanbesexy,buttheycan'tdoalltheworkforyou.Inadditiontoquantitativeresearch,utilizeexpertopinions-intheformofquotationsorparaphrases-andhistoricalexamplestoprovidevariedandinsightfulsupport.Anddon'tbeafraidtoexamineasometimesoverlookedsource:you.Includeyourownpersonalexperienceorobservationsiftheyhelpilluminatethetopicforyouraudience.Expressyourjudgment,notyouropinion.Inmiddleschooltheycallit“persuasion”;incollegetheycallit“argumentation“一sowhat'sthedifference?Expectation.Yourinstructorislessinterestedinwhatsideyoutakethaninhowyoutakethatside,howyouanalyzetheissueandorganizeyourresponse.Forgetaboutwhetheryou'rerightandsomeoneelseiswrong;writingagoodpaperisnotacompetition.Instead,focusonyour“l(fā)ineofargument”—howyoudevelopyourpaperbymeetingyouraudience5sneeds,integratingsolidevidence,anddemonstratingasolidunderstandingofthetopic.Steps7and8willhelpyougetthere.Digdeeper.Ameaningfultopicwilltapintounderlyingvaluesandissuesofmodernsociety.Lookforthethemesorbigideasofyourissue.Forexample,considerwhetherornotcitiesshouldlimitorbannationalchainstoresfromexpandingintheirrespectivecommunities.Ononehand,yes,apapermightaddressthepositivesandnegativesofWal-MartorSubway.Yetanexcellentargumentwillalsodiscussthebiggerconflictsatplay:munityidentity,jobcreationvs.environmentaldamage.Seeingthe"bigpicture“addsdepthtoyourargument.Complexifyyourargument.Thereareseveralrhetorical“moves”orpatternswriterscanutilizetoenhancetheirargumentanddemonstratecriticalthinkingabouttheirtopic.Hereareshortsummariesofsixofthem:Causeandeffect:discusswhathasledtoyourtopicbecominganissueandwhytheissueisaffectingpeople.Qualification:"qualification“heremeanstolimityourpositiontospecificcontextsorsituations,a"yes,but...”perspective.Qualifyingnotonlycandemonstratethatyouunderstandthecomplexityofanissuebutcanshowyouhaveauniqueperspectiveonit.Examinationoftheopposingargument:knowthyenemy.Analyzingotherperspectivesonyourtopichasthreekeyadvantages:youdemonstrateabroadunderstandingoftheissue;youcanstrengthenyourpositionbycomparingittoothers;andyou'vegivenyourselfplentymoretowriteabout.Concedealittle,asnecessary:it'sperfectlyokaytoadmityourpositionisnotperfect;infact,breakingdownwhatworksandwhatdoesn'taboutyourtopiccanenhanceyouranalysis.Anticipatingandalleviatingyourreader'sconcernscanbeincrediblypersuasive.Proposeasolution:alogicalandfeasiblesolutiontoyourissueprovidesauthorityandcredibility,anditcanmakeforastrongconclusion.Examinetheimplications:whateffectwillthisissuehaveonindividualsand/ortheworld?Discussingwhatliesaheadforyourtopicalsomakesforastrongapproachtoaconclusion.Note：thereisno“correct”strategyabouthowtointegratethesetechniquesintoyourwriting,noristhereadesiredamountorlimittohowmanycanbeused.Useyourbestjudgment.Revise,revise,revise.Talkischeap—andsoarepaperslitteredwithcliches,illogicalarguments,andgrammarmistakes.Findapeerwhodisagreeswithyourpositionandhavehim/herreadyourpaper.Discussyourideas,yourapproaches,andyourwritingstylewiththisnaysayer;takethefeedbackandadviceseriously.Readyourpaperoutloudtoyourselfduringlaterrevisions.Besuretocheckifyou'vecitedyoursourcescorrectly.Editforgrammarandspellingonlyafteryouarecomfortablewithwhatyou'veyouwrittenandhowyou'vewrittenit.4.Guide(4):Argumentation(D)PersuasiveEssaysTheycoulddoitbecausetheybelievedtheycould.Vergil,Roman70-19BCEInpersuasiveorargumentativewriting,wetrytoconvinceotherstoagreewithourfacts,shareourvalues,acceptourargumentandconclusions,andadoptourwayofthinking.OyaOzagac,September2004Throwoutthebottlesandboxesofdrugsinyourhouse.Anewtheorysuggeststhatmedicinecouldbebadforyourhealth,whichshouldatleastcomeasgoodnewstopeoplewhocannotaffordtobuyexpensivemedicine.However,itisablowtothemedicineindustry,andanevenbiggerblowtoourconfidenceintheprogressofscience.Thisnewtheoryarguesthathealingisatourfingertips:wecanbehealthybydoingReikionaregularbasis.Supportersofmedicaltreatmentarguethatmedicineshouldbetrustedsinceitiseffectiveandscientificallyproven.TheysaythatthereisnoneedforspiritualmethodssuchasReiki,Yoga,TaiChi.Thesewasteourtime,somethingwhichisquitepreciousinourmaterialworld.Thereismedicinethatcankillourpain,x-raysthatshowusourfracturedbonesorMRIthatscansourbrainfortumors.Wemustadmitthatthesemethodsareveryeffectiveintheexamplesthattheyprovide.However,therearesome"everydaycomplaints"suchasbackpains,headaches,insomnia,whicharetreatedcurrentlywithmedicine.Whenyouhaveaheadache,youtakeanAspirin,orVermidon,whenyoucannotsleep,youtakeXanaxwithoutthinkingofthesideeffectsofthese.Whenyouusethesep川sforalongperiod,youbecomeaddictedtothem;youcannotsleepwithoutthem.Wepayhugeamountsofmoneyandbecomeaddictedinsteadofgettingbetter.Howaboutasaferandmoreeconomicalwayofhealing?WhendoingReikitoyourself,youdonotneedanythingexceptyourenergysoitisveryeconomical.Asforitshistory,itwasdiscoveredinJapanintheearly1900sanditspopularityhasspreadparticularlythroughoutAmericaandWesternEurope.Inquantumphysics,energyisrecognizedasthefundamentalsubstanceofwhichtheuniverseiscomposed.Reikidependsontheenergywithinourbodies.Itisasimpleandeffectivewayofrestoringtheenergyflow.Therearenosideeffectsanditisscientificallyexplained.OpponentsofalternativehealingmethodsalsoclaimthatseriousillnessessuchasHIV/AIDSandcancercannotbetreatedwithoutdrugs.Theythinksobecausethesepatientsspendtherestoftheirlivesinthehospitaltakingmedicine.HowcanReikimakethesepeoplehealthyagain?Itisveryunfortunatethatthesepatientshavetoliveinthehospitallosingtheirhairbecauseofchemotherapy,losingweightbecauseofthesideeffectsofthemedicinetheytake.Actually,itiscommonknowledgethatexceptforwhenthecancerisdiagnosedatanearlystage,drugsalsocannottreatAIDSorcancer.Mostofthemedicinethesepatientsusearetoeasetheirpainandtheirsufferingsbecauseofthemedicaltreatmenttheyundergo.Insteadofdrugswhichareexpensiveandhavemanysideeffects,youcanuseyourElementstowardbuildingagoodpersuasiveessayincludeestablishingfactstosupportanargumentclarifyingrelevantvaluesforyouraudience(perspective)prioritizing,editing,and/orsequencingthefactsandvaluesinimportancetobuildtheargumentformingandstatingconclusions"persuading”youraudiencethatyourconclusionsarebasedupontheagreed-uponfactsandsharedvalueshavingtheconfidencetocommunicateyour“persuasion”inwritingHerearesomestrategiestocompleteapersuasivewritin