victims→the injured; the missing; the death toll; the wounded soldiers; the affected; suffering; loss; the trapped; the buried, the homeless→orphan; the old without any family members;

survivor; survival

rescuer; aid; help; rescue; relief operation; relief donation; supplies; relief cash and material; red cross; emergency aid; first aid kit; emergency shelter, food , medical care, emergency response team; evacuate

condolence; mourn

通過這種思維方式，我們還可以想出很多能體現(xiàn)“災(zāi)難“的語言。尤其是下義詞的有效使用，即可掩蓋詞匯量不大的缺陷，還可以讓文章生動，說理性強。

官方給出的高分文章也可以體現(xiàn)這一特點。

Children of poor parents are prematurely exposed to the problems of adult life eg. learning to survive on a low family income and sacrificing luxuries for essential items. These children begin to see the ‘realities’ of life in their home or social environment. Their parents own struggles serve as an example to them.（53words）

引自IELTS Scores Explained DVD

Cohesive device:

通過同意轉(zhuǎn)換和代詞的使用，該段每句話主語緊扣題目主題信息：children from poor families,

Children of poor parents；These children；Their parents

句子之間沒用使用明顯的連詞或連接短語，但通過 problems of adult life; the ‘realities’ of life; parents own struggles’凸顯該段分論點“生活艱難“另外，首句中的‘prematurely’由第二句的 ‘begin to’第三句的 ‘serve an example’對應(yīng)，使得該段的信息環(huán)環(huán)相扣，讀起來渾然一體。該段使用最突出的”cohesive device”是信息對應(yīng)。即用下義詞，反義詞等與主題句的分論點相關(guān)的各種具體形像化和相關(guān)性的詞來展開論證。這是paraphrasing的最高表現(xiàn)。也是確保“cohesion”的最佳方案。

以上是筆者對“cohesive device(銜接手段)”的一些新的認(rèn)識，并在教學(xué)中進(jìn)行了初步的嘗試。尤其是同義轉(zhuǎn)換中通過下義詞來強調(diào)文章中心論點的思維方式，讓不少學(xué)生不再畏懼無話可寫的困境。