在新SAT寫作審題及寫作過程中，有一個很重要的概念叫“說服”。我們要想試圖“說服”考官，必須要弄懂原作者如何試圖“說服”讀者。下面是小編為大家整理收集的關(guān)于新SAT寫作的3種說服方式，希望對大家有所幫助。

　　1. Ethos(appeal to ethics) 即“信譽(yù)證明”。

　　讀者在閱讀一篇文章的時候，往往會問自己：“作者是如何知道這些事的?”“我又為什么要相信這個寫文章的人?”所以，想要成為一個有力的說服者，必須在作品中提供能夠證明其真實(shí)性和可靠性的證據(jù)，讓讀者感覺到你是“可以被信賴的”。一次親身的經(jīng)歷或者一個權(quán)威的身份都可以幫助作者“驗(yàn)明真身”。

　　我們來看一個例子：

　　SAT OG Practice Essay 1

　　More than a decade ago, [my wife] Rosalynn and I had the fortunate opportunity to camp and hike in these regions of the Arctic Refuge. During bright July days, we walked along ancient caribou trails and studied the brilliant mosaic of wildflowers, mosses, and lichens that hugged the tundra. There was a timeless quality about this great land. As the never-setting sun circled above the horizon, we watched muskox, those shaggy survivors of the Ice Age, lumber along braided rivers that meander toward the Beaufort Sea.

　　這個段落節(jié)選自美國前總統(tǒng)Jimmy Carter為“Arctic National Wildlife Refuge”所著的前言文章。如何讓讀者更好地看到Arctic Refuge的美呢?作者講述了一段故事，他用自己和妻子的親身經(jīng)歷向讀者描繪了一幅恢弘壯闊的野生風(fēng)光，讓讀者更加堅(jiān)信了這份永恒的美。

　　2. Pathos(appeal to emotion) 即“情感證明”。

　　冷冰冰的數(shù)據(jù)和高高在上的權(quán)威或許不足以俘虜讀者的心，真正讓人們心房一顫的還得靠情感上的共鳴。這就是為什么我有時在課上會跟學(xué)生舉例說，“我在你們這么大的時候怎么怎么樣”，“如果這件事發(fā)生在你身上會怎么怎么樣”等等，目的就是把對方的感情帶入進(jìn)來，無論是愛慕還是憎惡，歡愉或是哀痛。這就好比一篇蕩氣回腸的戰(zhàn)爭史詩，往往能讓我們憤慨于碌碌無為的政府，牽掛于水深火熱的百姓，惶恐于彈片橫飛的戰(zhàn)場，歡暢于企盼已久的曙光。

　　我們來看另一個例子：

　　SAT OG Practice Essay 2

　　Perhaps a more tragic recognition of reality took place when it became clear to me that the war was doing far more than devastating the hopes of the poor at home. It was sending their sons and their brothers and their husbands to fight and to die in extraordinarily high proportions relative to the rest of the population. We were taking the black young men who had been crippled by our society and sending them eight thousand miles away to guarantee liberties in Southeast Asia which they had not found in southwest Georgia and East Harlem. And so we have been repeatedly faced with the cruel irony of watching Negro and white boys on TV screens as they kill and die together for a nation that has been unable to seat them together in the same schools. And so we watch them in brutal solidarity burning the huts of a poor village, but we realize that they would hardly live on the same block in Chicago. I could not be silent in the face of such cruel manipulation of the poor.

　　這個段落節(jié)選自美國黑人民權(quán)運(yùn)動領(lǐng)袖Martin Luther King Jr. 的演講“Beyond Vietnam – A Time to Break Silence”。為了喚起人們對政法參與越南戰(zhàn)爭的不滿，馬丁路德金在本段中特意以活生生的家庭成員為切入點(diǎn)，以種族不平等的敏感話題為諷刺，同時加以大量對戰(zhàn)爭殘酷和悲痛性的描述。這些都足以激起讀者強(qiáng)烈的認(rèn)同感。

　　3. Logos(appeal to logic) 即“邏輯證明”。

　　顧名思義，這種說服方式著重的是邏輯推理，長期接觸出國考試的考生對這種方式可謂是再熟悉不過了：閱讀文章看邏輯，篇章寫作看邏輯，甚至詞匯填空和聽力理解都要借助邏輯思維。何謂有“邏輯”呢?簡單來說，就是有因必有果，有理需有據(jù)，由此能及彼，由表可及里……

　　我們再來看一個例子：

　　SAT OG Practice Essay 3

　　Early tech use has cognitive benefits as well. Although parenting experts have questioned the value of educational games—as Jim Taylor, author of Raising Generation Tech, puts it, “they’re a load of crap . . . meant to make money”—new studies have shown they can add real value. In a recent study by SRI, a nonprofit research firm, kids who played games like Samorost (solving puzzles) did 12% better on logic tests than those who did not. And at MIT’s Education Arcade, playing the empire-building game Civilization piqued students’ interest in history and was directly linked to an improvement in the quality of their history-class reports.

　　這個段落節(jié)選自Eliana Dockterman的文章“The Digital Parent Trap”。作者試圖告訴讀者盡早接觸科技對孩子們是件好事。所謂“有理必有據(jù)”，在表明態(tài)度之后，Eliana立即用SRI和MIT的調(diào)差研究來加以論證，從兩組對比中讓讀者對科技的利處一目了然。