禮義而受之”的人是後來“失其本心”，這樣解釋沒有強調後天教育和社會環境對人的影響，是
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由是則可以避患而有不為”從正面論證分論點。然後順承上文的事實論證，正反論證和酣暢的行
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之心，人皆有之；羞惡之心，人皆有之；恭敬之心，人皆有之；是非之心，人皆有之。”緊接著
行。第一段包括兩層，從“魚，我所欲也”到“故患有所不避也”是第一層。這一層的開頭兩句：
與《孟子》全書，尤其是《告子》全篇的思想內容相吻合。 《魚》文本身的結構和材料所揭示的中心論點應當是：人皆有“所欲有甚於生，所惡有甚於
這就是義；義是有道德的君子所必須遵循的正路。 孟子是怎樣提出和論證他的主張呢？ “魚，我所欲也，熊掌，亦我所欲也；二者不可得兼，舍魚而取熊掌者也。生，亦我所欲也，
”是古代的計量單位，六斛四鬥為一鐘，“萬鐘”指豐厚的俸祿。為什麼有人不問合不合禮義而
死關頭，人也能經受住考驗；而如果喪失了“本心”，人就會做出有損於人格的事來。放到《告
人的價值和尊嚴喪失殆盡。因為暗含了這樣的意思，因此，“如使人之所欲莫甚於生，……則凡
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Yeh and Lo (2009) also found that Digital suggestions improved L2 students’ mistake recognition tremendously. The scientists proposed an on-line corrective opinions and mistake Examination Instrument Online Annotator for L2 Writing, with which L2 writing academics marked pupils’ mistakes on the net. Fifty Taiwan school pupils ended up divided into two groups and ended up requested to jot down a brief essay on line. Writings on the experimental group ended up graded by a rater who gave electronic feed-back Together with the produced procedure, even though the control group received responses within the same rater who gave paper-primarily based mistake correction. Later on, individuals in both teams corrected one similar essay from an L2 pupil using a paper-dependent approach and participants’ corrective opinions procedures ended up evaluated with the researchers. The final results confirmed that corrective responses tactics done drastically much better with the experimental group who identified more faults and skipped a decrease variety of incorrect texts compared to Command team. In sum, the studies reviewed in this post showed us the chances and possible of utilizing technologies in L2 writing educating. Instructors have to take into account the timing for utilizing these packages or computer software with caution. Instructors can also have to find out how to suitable college students’ writings effectively and build learner autonomy with the help 代寫essay of technology.