综合写作

1反驳类

就一个反驳 完事了

The reading passage delineates the perspective that [阅读总观点] The author provides three main arguments to corroborate this theory. Conversely, the lecturer manifests skepticism towards this notion, contending that the reading's premises are unfounded and that the evidence presented is unconvincing.

Initially, the text posits that [阅读分论点1+细节]. Notwithstanding, the professor scrutinizes this assertion by elucidating that [听力逻辑细节]. (Consequently, this evidence weakens the plausibility of the reading's argument.)

Furthermore, the passage advances the hypothesis that [阅读分论点2+细节]. In juxtaposition, the lecturer undermines this validity, substantiating that [听力逻辑细节].(Therefore, what the reading suggests is incompatible with the reality described by the professor.)

Ultimately, it is purported by the reading that [阅读分论点3+细节]. Nonetheless, the speaker repudiates this stance, emphasizing that [听力逻辑细节]. (This discrepancy clearly demonstrates that the reading's conclusion is erroneous.)

重复一遍
The reading passage delineates the perspective that The author provides three main arguments to corroborate this theory. Conversely, the lecturer manifests skepticism towards this notion, contending that the reading's premises are unfounded and that the evidence presented is unconvincing.

Initially, the text posits that ****. Notwithstanding, the professor scrutinizes this assertion by elucidating that (Consequently, this evidence weakens the plausibility of the reading's argument.)

Furthermore, the passage advances the hypothesis that In juxtaposition, the lecturer undermines this validity, substantiating that .(Therefore, what the reading suggests is incompatible with the reality described by the professor.)

Ultimately, it is purported by the reading that. Nonetheless, the speaker repudiates this stance, emphasizing that. (This discrepancy clearly demonstrates that the reading's conclusion is erroneous.)

The reading passage delineates the perspective that The author provides three main arguments to collaborate this theory. Conversely, the lecturer manifests skepticism towards this notion, contending that the reading's premises are unfounded and that the evidence presented is unconvincing.

Initially, the text posits that . Notwithstanding, the professor scrutinizes this assertion by elucidating that

Furthermore, the passage advances the hypothesis that In juxtaposition, the lecturer undermines this validity, substantiating that .

Ultimately, it is purported by the reading that. Nonetheless, the speaker repudiates this stance, emphasizing that.

例子
The reading passage delineates the perspective that the brochs are used in three functions. Conversely, the lecturer manifests skepticism towards the notion, contending that the reading's premises are unfounded.

Initially, the text posits that brochs were built by ancient Scots for a defensive purpose. Notwithstanding, the professor scrutinizes this assertation by elucidating that brochs lack external windows, which makes it difficult for defenders inside to shoot arrows and keep attackers at a distance. Under this circumstance, attackers could approach brochs either to set fire or to ram the door open.

Furthermore, the passage advances the hypothesis that brochs could be warmhouses to store crops, the lecturer undermines this validity, substantiating that there are water tanks or fireplaces in some brochs. The former ones could release moisture into the air, potentially causing the stored grain to rot, and the latter ones would result in the ignition of grain dust. Therefore, what the reading suggests is incompatible with the reality described by the professor.

Ultimately, it is purported by the reading that brochs were residences for ranking chieftains. Nonetheless, the speaker repudiates this stance, emphasizing that most brochs were seperaeted from other houses, which is inconsistent with the ancient culture that chiefs' houses were typically surrounded by smaller homes of people. For another thing, clusters of brochs have been found, but it is too improbable that many leaders live close to each other.This discrepancy clearly demonstrates that the reading's conclusion is erroneous.

增加长度

1. 增加修饰词
   used in three functions- constructed to serve three distinct functions.提供 不同
2. 补全链条
   Under this circumstance-- Without the ability to fight back from above, --
3. 描述词

2解决类

The reading passage delineates the perspective that [Topic, e.g., maintaining a human presence on Venus] is unfeasible due to severe environmental impediments. Conversely, the lecturer manifests skepticism towards this pessimistic outlook, contending that feasible solutions exist to render this endeavor plausible.

Initially, the text posits that [Problem 1] constitutes an insurmountable obstacle. The author bases this claim on the fact that [Detail of Problem 1]. Notwithstanding, the professor scrutinizes this assertion by elucidating a pragmatic solution. Specifically, he/she proposes that [Solution 1], which would circumvent the issue entirely. Consequently, the reading's concern regarding [Problem 1] is effectively neutralized.

Furthermore, the passage advances the hypothesis that [Problem 2] would make the project impractical. To support this, it is mentioned that [Detail of Problem 2]. In juxtaposition, the lecturer undermines this validity, substantiating that [Solution 2] can be implemented to address this deficiency. He/she notes that [Detail of Solution 2]. Therefore, the logistical challenge cited by the reading is mitigated.

Ultimately, it is purported by the reading that [Problem 3] would preclude the success of the mission. The author argues that [Detail of Problem 3]. Nonetheless, the speaker repudiates this stance, emphasizing that [Solution 3] offers a viable alternative. By utilizing [Detail of Solution 3], the limitations described in the text are overcome.

学术讨论