解碼語篇銜接：議論文一、定義議論文是高考英語閱讀中的核心文體之一，以表達(dá)觀點(diǎn)、論證立場、說服讀者為核心目的，通過邏輯推理、事實(shí)論據(jù)和論證方法，對某一話題（如社會現(xiàn)象、學(xué)術(shù)爭議、價(jià)值觀等）展開分析或辯論。其核心是“論證”，而非單純描述或解釋。二、特點(diǎn)觀點(diǎn)明確：文章圍繞一個(gè)核心論點(diǎn)（thesisstatement）展開，通常在開頭或結(jié)尾明確提出。邏輯嚴(yán)密：結(jié)構(gòu)清晰，常用“提出問題—分析問題—解決問題”或“立論—駁論—結(jié)論”的論證框架。論據(jù)多樣：通過事實(shí)（數(shù)據(jù)、案例）、理論（名言、研究結(jié)論）、對比（正反論證）、因果（原因—結(jié)果分析）等手法支持論點(diǎn)。語言說服力強(qiáng)：常用權(quán)威引用（如“Expertssuggestthat…”）、假設(shè)推理（如“Ifwedonot…,then…”）、反問句（如“Canweignore…?”）等修辭手段。立場鮮明：作者可能支持某一觀點(diǎn)，或客觀呈現(xiàn)多方觀點(diǎn)后表明態(tài)度。三、考查形式及典型題型議論文在高考英語中主要出現(xiàn)在閱讀理解（C/D篇）中，具體考查方式如下：（1）常見位置：C篇：通常為社會議題討論（如教育公平、科技影響、文化沖突），難度中等偏高。D篇：多為學(xué)術(shù)性議論文（如心理學(xué)研究、環(huán)境政策辯論、哲學(xué)觀點(diǎn)爭論），難度最高，涉及專業(yè)術(shù)語和復(fù)雜邏輯。（2）考查重點(diǎn)：主旨大意：概括作者的核心論點(diǎn)。作者態(tài)度：識別作者對討論話題的立場（支持、反對、中立）及情感傾向（如批判、呼吁、建議）。論證邏輯：分析文章結(jié)構(gòu)（如“總—分—總”）、論據(jù)類型（事實(shí)/理論/對比）及論證方法（如舉例論證、因果論證）。細(xì)節(jié)推理：根據(jù)論證邏輯推斷隱含信息。詞義猜測：結(jié)合上下文理解論證中的關(guān)鍵詞（如“controversial”“paradox”在學(xué)術(shù)議論文中的含義）?！纠?025全國I卷閱讀C篇】Whilesafetyimprovementsmighthavebeenmadetoourstreetsinrecentyears,transportstudiesalsoshowdeclinesinpedestrian(行人)mobility,especiallyamongyoungchildren.Manyparentssaythere’stoomuchtrafficontheroadsfortheirchildrentowalksafelytoschool,sotheypackthemintothecarinstead.DutchauthorsThaliaVerkadeandMarcoteBr?mmelstroetarebotheredbyfactslikethese.IntheirnewbookMovement:HowtoTakeBackOurStreetsandTransformOurLives,theycallforarethinkofourstreetsandtheroletheyplayinourlives.Lifeoncitystreetsstartedtochangedecadesago.Wholeneighbourhoodsweredestroyedtomakewayfornewroadnetworksandkidshadtoplayelsewhere.Somecommunitiesfoughtback.Mostfamously,aCanadianjournalistwhohadmovedherfamilytoManhattanintheearly1950sledacampaigntostopthedestructionofherlocalpark.Describingheralarmatitsproposedreplacementwithanexpressway,JaneJacobscalledonhermayor(市長)tochampion“NewYorkasadecentplacetolive,andnotjustrushthrough.”SimilarcampaignsoccurredinAustraliainthelate1960sand1970saswell.Althoughthesecampaignswerewidespread,therealityisthatthemajorityofthewesterncitieswerecompletelyredesignedaroundtheneedsofthemotorcar.Thenumberofcarsonroadshasbeenincreasingrapidly.InAustraliawenowhaveovertwentymillioncarsforjustovertwenty-sixmillionpeople,amongthehighestrateofcarownershipintheworld.Weinvestalotinroadsthathelpusrushthrough,butwefailtoaccountforthetruecosts.Dowereallyrecognisewhatitcostsusasasocietywhenchildrencan’tmovesafelyaroundourcommunities?TheauthorsofMovementhaveitright:it’stimetothinkdifferentlyaboutthatstreetoutsideyourfrontdoor.本文是一篇議論文，圍繞“城市街道設(shè)計(jì)應(yīng)以汽車為中心”這一現(xiàn)象展開批判，指出其導(dǎo)致兒童步行能力下降、社區(qū)活力喪失等社會問題，并通過歷史案例（如簡·雅各布斯抗?fàn)庍\(yùn)動）和現(xiàn)狀數(shù)據(jù)（如澳大利亞高汽車保有量），呼吁重新思考街道的“生活屬性”，主張將街道從“交通通道”還原為“社區(qū)公共空間”，以恢復(fù)行人的安全流動性與社會互動。文章采用“現(xiàn)象批判—?dú)v史溯源—現(xiàn)狀分析—解決方案”的遞進(jìn)結(jié)構(gòu)，通過具體案例與數(shù)據(jù)，將“街道設(shè)計(jì)”問題上升至“社會成本”與“社區(qū)活力”的層面，最終呼吁以“人”為本的規(guī)劃理念，實(shí)現(xiàn)從“汽車優(yōu)先”到“行人優(yōu)先”的觀念轉(zhuǎn)變?？键c(diǎn)：信息檢索、內(nèi)容提煉與概括、邏輯推理、標(biāo)題判斷28.Whatphenomenondoestheauthorpointoutinparagraph1?A.Carsoftengetstuckontheroad. B.Trafficaccidentsoccurfrequently.C.Peoplewalklessanddrivemore. D.Pedestriansfailtofollowtherules.根據(jù)開頭提到的“transportstudiesalsoshowdeclinesinpedestrianmobility,especiallyamongyoungchildren.Manyparentssaythere’stoomuchtrafficontheroadsfortheirchildrentowalksafelytoschool,sotheypackthemintothecarinstead.”（交通研究表明，行人的流動性有所下降，尤其是兒童。許多家長說，路上的交通太多了，孩子們無法安全地步行上學(xué)，所以他們把孩子塞進(jìn)車?yán)?。）可知，人們走路少了，開車多了。故選C。29.WhatweretheCanadianjournalistandothercampaignerstryingtodo?A.Keeptheircitieslivable. B.Promoteculturaldiversity.C.Helptheneedyfamilies. D.Makeexpresswaysaccessible.根據(jù)第三段中的“JaneJacobscalledonhermayor(市長)tochampion‘NewYorkasadecentplacetolive,andnotjustrushthrough.’”可知，JaneJacobs呼吁市長捍衛(wèi)“紐約作為一個(gè)宜居的地方，而不僅僅是一個(gè)匆匆而過的地方?！?，由此可知，她和其他活動家試圖保持城市的宜居性。livable是adecentplacetolive的同義替換。故選A。30.WhatcanbeinferredaboutthecampaignsinAustraliainthelate1960sand1970s?A.Theyboostedthesalesofcars. B.Theyturnedoutlargelyineffective.C.Theywongovernmentsupport. D.Theyadvocatedbuildingnewparks.第四段現(xiàn)狀：“多數(shù)西方城市仍圍繞汽車需求重建”（majority...redesignedaroundmotorcar）數(shù)據(jù)佐證：澳大利亞汽車保有量極高（2000萬輛車/2600萬人）；邏輯反推：若運(yùn)動成功→汽車不應(yīng)主導(dǎo)城市→但現(xiàn)實(shí)相反→運(yùn)動未達(dá)預(yù)期效果。故選B。31.Whatcanbeasuitabletitleforthetext?A.WhytheRush? B.What’sNext?C.WheretoStay? D.WhotoBlame?首段引出當(dāng)今的交通現(xiàn)象，行人少了，汽車多了，引出速度快但安全堪憂的汽車出行方式。第二段提出兩位作家對這種現(xiàn)象的思考。第三、四段介紹反對“因修建道路而犧牲社區(qū)”的抗議活動及其結(jié)果——城市規(guī)劃仍以汽車的需求為中心，追求快速的出行方式。最后一段呼應(yīng)第一段做出總結(jié)，不能因?yàn)樽非笏俣榷艞壈踩瑧?yīng)重新思考街道的意義。所以，文章整體在批判城市規(guī)劃中過度追求快速的交通而忽略安全、宜居的生活環(huán)境，A項(xiàng)WhytheRush?以反問形式點(diǎn)明主旨。故選A?！纠?024全國甲卷閱讀D篇】“Ididn’tliketheending,”Isaidtomyfavoritecollegeprofessor.Itwasmyjunioryearofundergraduate,andIwasdoinganindependentstudyonVictorianliterature.IhadjustfinishedreadingTheMillontheFlossbyGeorgeEliot,andIwasheartbrokenwiththeending.Prof.Gracie,withallhispatience,askedmetothinkaboutitbeyondwhetherIlikeditornot.HesuggestedIthinkaboutthedifferencebetweenendingsthatIwantedforthecharactersandendingsthatwererightforthecharacters,endingsthatsatisfiedthestoryeveniftheydidn’thaveatraditionallypositiveoutcome.Ofcourse,IwouldhavepreferredadifferentendingforTomandMaggieTulliver,buttheendingtheygotdidmakethemostsenseforthem.Thiswasanahamomentforme,andIneverthoughtaboutendingsthesamewayagain.Fromthenon,ifIwantedtoreadanendingguaranteedtobehappy,I’dpickupaloveromance.IfIwantedanendingIcouldn’tguess,I’dpickupamystery(懸疑小說).OnewhereIkindofknewwhatwasgoingtohappen,historicalfiction.Choosingwhattoreadbecameeasier.Butwritingtheend—that’shard.It’shardforwritersbecauseendingscarrysomuchweightwithreaders.Youhavetobalancecreatinganendingthat’sunpredictable,butdoesn’tseemtocomefromnowhere,onethatfitswhat’srightforthecharacters.That’swhythisissue(期)ofWriter’sDigestaimstohelpyoufigureouthowtowritethebestendingforwhateverkindofwritingyou’redoing.Ifit’sshortstories,PeterMountfordbreaksdownsixtechniquesyoucantrytoseewhichonehelpsyoustickthelanding.ElizabethSimsanalyzesthefinalchaptersoffivegreatnovelstoseewhatkeypointstheyincludeandhowyoucanadaptthemforyourwork.Thisissuewon’ttellyouwhatyourendingshouldbe—that’suptoyouandthestoryyou’retelling—butitmightprovidewhatyouneedtogetthere.本文通過作者與教授探討文學(xué)結(jié)局的個(gè)人經(jīng)歷，引出對“故事結(jié)局合理性”的深刻思考，提出核心觀點(diǎn)：優(yōu)質(zhì)的故事結(jié)局應(yīng)超越讀者主觀喜好，立足角色發(fā)展邏輯與文學(xué)類型特質(zhì)。文章進(jìn)一步指出寫作端面臨的挑戰(zhàn)——平衡結(jié)局的不可預(yù)測性與內(nèi)在合理性，最終通過介紹《作家文摘》本期內(nèi)容，強(qiáng)調(diào)其為寫作者提供類型化寫作技巧與經(jīng)典案例分析，助力構(gòu)建既符合故事內(nèi)核又具藝術(shù)張力的結(jié)局。文章遵循“現(xiàn)象觀察—類型分析—創(chuàng)作困境—解決方案”的遞進(jìn)邏輯，以個(gè)人敘事引發(fā)理論探討，最終回歸實(shí)踐指導(dǎo)，形成從讀者體驗(yàn)到創(chuàng)作者方法的完整閉環(huán)，既傳遞文學(xué)價(jià)值觀，又提供可操作的寫作策略。考點(diǎn)：信息檢索、內(nèi)容提煉與概括、寫作意圖判斷32.WhydidtheauthorgotoProf.Gracie?A.Todiscussanovel. B.Tosubmitabookreport.C.Toargueforawriter. D.Toaskforareadinglist.根據(jù)文章第一段“IhadjustfinishedreadingTheMillontheFlossbyGeorgeEliot,andIwasheartbrokenwiththeending.Prof.Gracie,withallhispatience,askedmetothinkaboutitbeyondwhetherIlikeditornot.（我剛剛讀完GeorgeEliot的《磨坊》，對這本書的結(jié)局感到傷心，于是便去找了格雷西教授，他很耐心地讓我思考這個(gè)結(jié)局，而不是只考慮我是否喜歡這個(gè)結(jié)尾。）”可知，作者去找格雷西教授是為了探討一部小說。故選A。33.WhatdidtheauthorrealizeafterseeingProf.Gracie?A.Writingisamatterofpersonalpreferences.B.Readersareoftencarriedawaybycharacters.C.Eachtypeofliteraturehasitsuniqueending.D.Astorywhichbeginswellwillendwell.根據(jù)文章第二段內(nèi)容尤其是第一句話“Thiswasanahamomentforme,andIneverthoughtaboutendingsthesamewayagain.（這對我來說是一個(gè)頓悟的時(shí)刻。我沒有再以同樣的方式去