SAT寫作素材論據(jù)之馬太效應(yīng).

　　很多同學(xué)在SAT寫作備考的時(shí)候都會(huì)準(zhǔn)備一些萬(wàn)能論據(jù)，然后在寫作的過(guò)程中直接套進(jìn)去，但是如果跟寫作主體完全不掛鉤的話肯定是不能用的，下面澳際小編就為大家解析下SAT寫作素材論據(jù)之馬太效應(yīng)的運(yùn)用技巧。

　　SAT 寫作素材使用說(shuō)明：

　　第一步：瀏覽所有素材名單和簡(jiǎn)單的中文介紹，按照自己的偏向喜好挑選4-6個(gè)人物。特別要注明的是，希望本書能幫助考生們開啟靈感的閥門，如果在瀏覽的過(guò)程中想到更多的例子，建議自行進(jìn)行整理。

　　第二步：對(duì)于所挑選人物，仔細(xì)閱讀英文介紹部分，按照主題把其中相關(guān)內(nèi)容單獨(dú)整理出來(lái)。思考例子和某一類SAT題目的聯(lián)系。(要注意的是：例子的整理不是以人或者事件為單位，而是以主題作為劃定標(biāo)準(zhǔn)。)當(dāng)然前提是大家要對(duì)SAT題目有基本的了解。

　　第三步：每個(gè)主題的論據(jù)都整理全面后，就可以開始按照典型題目去寫段落，剛開始可以找一些相對(duì)來(lái)說(shuō)簡(jiǎn)單的題目進(jìn)行練習(xí)。注意：SAT寫作如果出現(xiàn)語(yǔ)言雷同，會(huì)被判為剽竊，被取消考試成績(jī)。所以請(qǐng)一定不要直接整句或者大段地照抄本書內(nèi)容。當(dāng)然，這一點(diǎn)也同樣適用于任何公開出版物以及網(wǎng)絡(luò)資料。

　　論據(jù)之馬太效應(yīng)詳解

　　著名的馬太效應(yīng)出自《圣經(jīng)》，由社會(huì)學(xué)家Robert Merton首次提出，其基本內(nèi)容是有優(yōu)勢(shì)的一方會(huì)越來(lái)越有優(yōu)勢(shì)，而較弱的一方會(huì)越來(lái)越弱。從另一方面講，人每獲得一點(diǎn)成功，都會(huì)產(chǎn)生累積優(yōu)勢(shì)，使之擁有更大的機(jī)會(huì)獲得更卓越的成就。馬太效應(yīng)也是造就了社會(huì)貧富差距的原因之一。

　　The phenomenon where “the rich get richer and the poor get poorer” is called the Matthew fect. Literally, Matthew fect rers to the cumulative advantage of economical capital, but its typical usage is related to social status and fame. First introduced by sociologist Robert Merton, Matthew fect took its name from a famous line in the Gospel of Matthew, “For unto every one that hath shall be given, and he shall have abundance: but from him that hath not shall be taken even that which he hath.” (注: hath== have)

　　Robert Merton’s original thesis was on scientific research, where famous scientists tend to get more attention than unknown scientists. The so-called Matthew fect are especially obvious when amore and a less famous scientist together make a similar discovery. In such cases, Merton argued that the more well-known scientist received a higher share of the credit for the discovery. He stated “Eminent scientists get proportionately great credit for their contributions to science while relatively unknown scientists tend to get disproportionately little credit for comparable contributions.”

　　An analogy of Matthew fect on research is psychologist Stanovich’s discovery called Matthew fect in education. Stanovich applied the general version of Matthew fect on education and stated a theory on new knowledge acquisition, which was, “early success in acquiring reading skills usually leads to later successes in reading as the reader reads more material. However, the failing to learn to read bore the third or fourth grade in school may cause a lifelong problem in learning new knowledge.” The reason behind such phenomenon is that when children fall behind in reading, he or she would read less, increasing the gap between them and their peers.

　　以上內(nèi)就是天大小編為大家?guī)?lái)的SAT寫作素材論據(jù)之馬太效應(yīng)的運(yùn)用技巧，希望對(duì)大家有所幫助，在SAT寫作中，一位的套用模板和萬(wàn)能例子是不現(xiàn)實(shí)的，需要結(jié)合話題，并且思考相應(yīng)的邏輯關(guān)系，熟練的使用到作文中。