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逻辑图的画法，简言之：先画结论，再画原因，分清串联和并联。
Argument的结论一般出现在原文的最后一句。将总结出来的结论画在逻辑图的最下方。在原文中找到导致结论的最直接原因，花在结论的上方。原文中的其他内容，如果构成因果关系，那么按照“串联”形式放在图中；如果内容之间没有因果关系，那么就按照“并联”放在图里。例如Argument-127：
The following appeared in a letter to the school board in the town of Centerville.
xxxAll students should be required to take the driver's education course at Centerville High School. In the past two years, several accidents in and around Centerville have involved teenage drivers. Since a number of parents in Centerville have complained that they are too busy to teach their teenagers to drive, some other instruction is necessary to ensure that these teenagers are safe drivers. Although there are two driving schools in Centerville, parents on a tight budget cannot afford to pay for driving instruction. Therefore an effective and mandatory program sponsored by the high school is the only solution to this serious problem.xxx
Write a response in which you discuss what questions would need to be answered in order to decide whether the recommendation and the argument on which it is based are reasonable. Be sure to explain how the answers to these questions would help to evaluate the recommendation.
根据最后一句的“therefore”可知，这句话是全文的结论，即：高中开设免费强制性驾驶课程是唯一解决方案。
第二个原因“Since a number of parents in Centerville have complained that they are too busy to teach their teenagers to drive, some other instruction is necessary to ensure that these teenagers are safe drivers”，这句话中的“since”引导一个因果关系，因此这一部分有一个“串联”，即：家长抱怨没时间亲自教孩子开车→需要课程确保孩子的安全驾驶
第三个原因：“parents on a tight budget cannot afford to pay for driving instruction”家长没钱送孩子去驾校。
上述三个原因之间没有额外的因果关系，因此三个原因之间是并联关系。但是，三个原因并联到一起，整体上和文章结论组成大串联。最终的逻辑图如下：
画完逻辑图之后，接下来就是在逻辑图中找出逻辑缺陷，并按照题目对应的写作指令列出提纲。如果是Question类写作指令，则需要列出你要提的若干问题；Evidence类，则列出需要的证据；Assumption类，需要列出文章论证过程中的各种假设；Explanation类，列出针对原文给出的额外的解释。
注意，寻找逻辑缺陷，需要从逻辑图的串联处寻找。这是因为只有因果论证的地方才可能存在逻辑缺陷。例如，如果只看上面逻辑图的第一个方框中的内容“过去两年在C发生了几期和青少年有关的交通事故”，这个内容是找不出任何的逻辑缺陷的，因为这句话陈述的是一个客观事实。但是如果把这句话放到其与结论之间构成的因果论证中：“过去两年在C发生了几期和青少年有关的交通事故→高中开设免费强制性驾驶课程是唯一解决方案”，这里就能提出很多逻辑缺陷了。再结合本题的Question类写作指令，本题的第一条提纲如下：
① 事故数量是否真的足够多以至于需要开设课程？事故是否是由青少年导致的？青少年肇事者是否是C的本地学生？
本题中的第二条因果论证：“家长抱怨没时间亲自教孩子开车→需要课程确保驾驶安全”。针对这个论证，本题第二条提纲如下：
② 家长是否真是没时间，而非将没时间当做借口？没有时间的家长的数量是否足够的多以至于需要开设课程？
本题第三条因果论证：“家长没钱送孩子去驾校→高中高中开设免费强制性驾驶课程是唯一解决方案”。针对这个论证，本题第三条提纲如下：
③ 家长是否真的没钱？有多少家长真的没钱？
最后，本文结论处提及“方案”，因此可以用“方案类错误”寻找逻辑缺陷，得到本题第四条提纲：
④ 高中开课这一方案是否可行？学校有钱吗？有老师吗？有场地吗？
即使可行，方案是否有效？学生是否能学得会并且照着做？交通事故真的会减少吗？
即使有效，这一方案是否是唯一方案？政府的资助或者社区志愿者组织加试培训是否也可以？
在GRE作文题库中，Argument共分成如下四类写作指令：Question、Evidence、Assumption和Explanation。四类指令的具体内容要求如下：
Question类：
Question类写作指令在题库xxx出现了五种表述。这五种没有本质区别，在写作时处理方式完全一致。
Write a response in which you discuss what questions would need to be answered in order to decide whether the recommendation is likely to have the predicted result. Be sure to explain how the answers to these questions would help to evaluate the recommendation.
写一篇文章，讨论需要回答哪些问题，以决定该建议是否可能产生预期的结果。请务必解释这些问题的答案如何有助于评估该建议。
Write a response in which you discuss what questions would need to be answered in order to decide whether the prediction and the argument on which it is based are reasonable. Be sure to explain how the answers to these questions would help to evaluate the prediction.
写一篇文章，讨论需要回答哪些问题，以决定该预测及其所依据的论证是否合理。请务必解释这些问题的答案如何有助于评估该预测。
Write a response in which you discuss what questions would need to be answered in order to decide whether the recommendation and the argument on which it is based are reasonable. Be sure to explain how the answers to these questions would help to evaluate the recommendation.
写一篇文章，讨论需要回答哪些问题，以决定该建议及其所依据的论证是否合理。请务必解释这些问题的答案如何有助于评估该建议。
Write a response in which you discuss what questions would need to be addressed in order to decide whether the conclusion and the argument on which it is based are reasonable. Be sure to explain how the answers to the questions would help to evaluate the conclusion.
写一篇文章，讨论需要解决哪些问题，以决定结论和作为其基础的论证是否合理。请务必解释对这些问题的回答将如何有助于评估结论。
Write a response in which you discuss what questions would need to be answered in order to decide whether the advice and the argument on which it is based are reasonable. Be sure to explain how the answers to these questions would help to evaluate the advice.
写一篇文章，讨论需要回答哪些问题，以决定该建议及其所依据的论点是否合理。请务必解释这些问题的答案如何有助于评估该建议。
Evidence类：
Write a response in which you discuss what specific evidence is needed to evaluate the argument and explain how the evidence would weaken or strengthen the argument.
写一篇文章，讨论评估该论证需要哪些具体的证据，并解释该证据如何削弱或加强该论点。
Assumption类：
Write a response in which you examine the stated and/or unstated assumptions of the argument. Be sure to explain how the argument depends on these assumptions and what the implications are for the argument if the assumptions prove unwarranted.
写一篇文章，在文章中，你要审查该论证的已陈述和/或未被陈述的假设。请务必解释该论证如何依赖于这些假设，以及如果这些假设被证明是不成立的，对该论证的影响是什么。
Explanation类：
Write a response in which you discuss one or more alternative explanations that could rival the proposed explanation and explain how your explanation(s) can plausibly account for the facts presented in the argument.
写一篇文章，讨论一个或多个可以与原文提出的解释相竞争的替代解释，并解释你的解释如何能够合理地解释论证中呈现的事实。
学习写Argument，第一步就是学会寻找文章论证过程中出现的逻辑错误。我们总结出Argument题目中常出现的9中逻辑缺陷。注意，同学们不必死记硬背这些逻辑缺陷的概念。逻辑缺陷见的多了，自己在以后的审题中自然而然地就会发现文章的缺陷了。
调查类错误
如果原文中出现和“调查”有关的内容，如：survey, statistics, investigation, respondent等，那么原文在论证中极有可能出现“调查类错误”。针对此类错误，我们可以从受访者和调查者两方面入手分析。针对受访者，可以尝试寻找有无下列三种可能性：
样本数量不足。例如原文说“所有的受访者都表示张禄老师的GRE课讲得很好，因此所有考生都应该报名他的课”，针对这个论证，我们可以提出质疑：如果调查样本很少，比如只调查了1名学生，那么这一个人说张禄老师课讲得好，不见得是真的好。
样本不具有代表性。针对上面的例子，我们还可以提出质疑：如果受访者本身并没有听过张禄老师的课，那么这些样本就不具备代表性。
以偏概全。例如原文说“所有北京的学生都觉得张禄老师课讲得好，所以全国同学都要来上他的课”，针对这个论证，我们可以质疑：北京不一定能够代表全国。
受访者没有说实话。针对上面的例子，我们还可以质疑：受访者有可能并没有实话实说，因此我们不能认为张禄老师的课一定讲得好。
针对调查者，可以寻找下面可能性：
调差过程本身并非客观公正。例如针对上面的例子，我们可以质疑：有可能调查者给学生发了红包，导致学生们说张禄老师课讲得好，但事实可能并非如此。
错误类比
例如原文说“A城市新建了一座高尔夫球场，使得经济有了增长，那么B城市如果也修建一座高尔夫球场，经济也会增长”，这里我们可以提出质疑：A和B两座城市是否可以类比？可能A城市有非常大的高尔夫需求，但是B城市的居民并不需要高尔夫，因此即使B建了高尔夫球场，其经济也不会增长。
时间对比
时间不同状态不同，因此不能用过去推断将来，例如原文说“十年前我的GRE考了满分，因此今年再去考，依然能够得满分”，这里我们可以质疑：十年前的GRE和今天的GRE考查的技能可能不一样，或者十年前的我和十年后的我考试能力也不一样。
数据错误
绝对数字无意义。例如原文说“有100个人说我GRE教得好，所以我教的是真好”，这里的逻辑缺陷在于“100人”这个数字，在缺少参照的情况下，我们并不知道是多还是少。如果听过我的课的人有10000人，那么100人就不能说明我教得好，反之，听过课的有101人，其中100人说好，那就是真的好。
只有百分比，没有基数。例如“99%受访者说我的GRE教得好，所以我教的真的好”，这里的逻辑缺陷在于我们并不知道参与调查的人有多少。如果只调查了10个人，那么即使99%的满意度也不能说明我的教学水平就是很高，相反，如果调查了10000人，那么99%的满意率就更可以说明我教的很好了。
偷换概念
例如原文说“某地区的人每年在爵士乐的娱乐上花费很多，因此如果新建一家爵士乐俱乐部，那么俱乐部可以有利可图”，这里的逻辑缺陷在于将“爵士乐的娱乐”等同为“爵士乐俱乐部”，但是爵士乐娱乐不止包含了爵士乐俱乐部，可以包含唱片、演唱会、周边等，因此爵士乐娱乐花费多不代表大家会把钱花在爵士乐俱乐部。
再如，原文说“A地区实施某项政策，导致其公共物品破坏率降低，因此B地区如果实施同样政策，会使得其犯罪率降低”，这段话的逻辑缺陷除了A和B之间的错误类比以外，还有就是将“犯罪”等同于“公共物品破坏”，这也属于偷换概念。
强加因果
这类逻辑缺陷，我们只需要记住一点：两者同时发生，不意味着两者之间一定有关，更不意味着两者一定有因果关系。例如原文说“过去十年戴头盔骑自行车的人增加了，同样的十年自行车事故增加了，这说明大家因为戴了头盔反而降低了安全意识，所以才导致事故增加，因此建议禁止戴头盔骑自行车”，这里同时发生的两件事是“戴头盔的人多了”和“自行车事故多了”，但是两件事情不一定有因果关系，有可能戴头盔的和出事的不是同一批人，也有可能是自行车事故的上升反过来导致大家戴了更多头盔。
方案类错误
如果原文提及“方案”或“推荐”之类的内容，那么就可以从三个方面入手寻找逻辑缺陷。
方案可行性。例如原文说“因为发生了中学生肇事的交通事故，因此提议当地中学开始驾驶类课程”，这里我们可以质疑：中学开驾驶课是否是可行的？比如，中学没有资金、没有老师、学生没时间来上课。
方案有效性。还是上面的例子，即使方案可行，也未必有效，比如学生听不懂驾驶课，或者学生并不会照着课上讲的去做最终导致更多的交通事故，
方案唯一性。这指的是除了原文提出的方案，是否还存在其他可行的选择。还是上面的例子，我们可以再进一步质疑：即使中学开驾驶课这个方案是可行且有效的，那么是否有其他替代方案？例如政府组织开设课程，或者社区招募志愿者开始课程。
成本收益
商业类的题目，往往会在原文提及某件事情会增加利润。利润=收入-成本。所以关于利润上升，我们可以分别从“收入可能会下降”以及“成本可能会上升”以及“利润可能不会有长期稳定的上升”这三个角度来质疑。
开头段由两部分组成：同义改写原文+模板。
同义改写原文的基本原则是先改写原文的结论，后改写原文的原因。
改写结论常用的句式：
l According to the argument/article/letter/memo/recommendation, the author/president/manager predicts/recommends/proposes that…
（Argument题目开头往往会有诸如“The following is part of a memorandum from the president of Humana University”这类说法，于是开头段第一句就可以写成：According to the memo, the president of Humana University…）
如果原文只给了一个原因，那么同义改写原文可以写成：The author attributes A to B.
如果原文有多个原因，可以用First/Second/Third或Moreover/Furthermore等词来连接这些原因。
模板句的结构一般是“让步+照应写作指令”。
让步句子的目的是承认道原文的论证有一定的合理性。可以套用下面句型：
l Although the original intention of the author's proposal is solid
l While the author’s recommendation may be beneficial to some extent
l While this may be the case
l Although there appear to be some merits in the recommendation
l Astonishingly stimulating as this recommendation may sound
l While this argument may be tenable at first glance
照应写作指令则根据题目的写作指令套用下列模板句子即可：
Question：
l whether or not his prediction will produce the expected results depends on the answers to the following questions
l we still need to address some questions in order to better valuate the lines of reasoning behind the author’s argument
l we still need to answer several questions to better evaluate the effectiveness of the argument
l there are a few questions that should be taken into consideration
l certain questions must be posed and answered before we can decide if the prediction is reasonable, as the strength of this prediction could fluctuate drastically depending on the answers to these questions
l there are a number of questions regarding his lines of reasoning that requires further analysis. The argument could end up being pretty convincing or invalid in the end, depending on the answers to those questions.
l whether the author’s prediction is reasonable hinges on the answers to the following questions
l we need to ask more questions and the answers to these questions might help us settle on the ultimate decision
Evidence：
l more evidence is needed to further evaluate the lines of reasoning behind such a claim and the evidence would end up supporting or weakening the argument.
l close scrutiny reveals that the conclusion lacks critical support and therefore we need more evidence to help evaluate the argument
l However, close scrutiny of this argument reveals a great lack of critical evidence and we are therefore unable to evaluate the conclusion. As a result, further information is needed to form a better evaluation of the author’s recommendation.
l through close examination of the letter, it is evident that certain pieces of the writer’s argument lack fundamental evidence
Assumption：
l there are a few assumptions that need to be taken into further consideration
l the author’s conclusion is based on several assumptions, which, if prove unwarranted, will seriously challenge the author’s conclusion
l However, the author’s conclusion highly relies on the author’s unstated assumptions, which once proved unwarranted, would undermine the author’s conclusion and consequently nullify the proposed recommendation.
l there are a couple of assumptions that should be looked at in more depth
l it suffers from several questionable assumptions, which, if not justified, would negatively influence the soundness of this argument
Explanation：
l without ruling out several alternative explanations, the conclusion could remain, at best, problematic
l we should give consideration to other possible reasons behind the…
l we cannot easily ignore other explanations which could rival the proposed one endorsed by the author
l Reasonable though this explanation might appear, we cannot safely claim that it is the only one that can reasonably account for the facts presented in the argument. Therefore, we must thoroughly consider the following explanations, which rival the proposed one in the argument.
l the information currently available is not conclusive to qualify the proposed explanation the only one capable of elucidating the fact in the argument. Several alternative possibilities could also account for the phenomenon
l I maintain that other plausible explanations can also account for the facts presented in this argument. However, with only the current information, we are unable to decide which explanation is best. Nor is it utterly certain that one factor alone is responsible for the facts presented in the argument.
我们以Argument-127为例，其开头段可以写成：
According to the letter, the author proposes that the high school in Centerville initiate an effective and mandatory program to solve the teenagers’ driving problems. To support the argument, the author quotes the recent accidents involving teenage drivers, parents’ complaints regarding lack of time training their children and the high cost of driving schools. While the author’s recommendation may be beneficial to some extent, whether or not his prediction will produce the expected results depends on the answers to the following questions.
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