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        The arguer may be right about ¡­, but he seems to neglect £¨fail£© to mention £¨take into account£© the fact that ¡­.
        As opposed to £¨Contrary to£© widely £¨commonly / generally£© held £¨accepted£© belief £¨ideas / views£©, I believe £¨argue£© that ¡­
        Although many people believe that ¡­, I doubt £¨wonder£©whether the argument bears much analysis £¨close examination£©.
        The advantages of B outweigh any benefit we gained from £¨carry more weight than those of / are much greater than£© A.
        Although it is commonly £¨widely / generally£© held £¨felt / accepted / agreed£© that ¡­, it is unlikely to be true that ¡­.
        There is an element of truth in this argument £¨statement£©, but it ignores a deeper and more basic £¨important / essential£© fact £¨reason£© that ¡­.
        It is true that £¨True, / To be sure, / Admittedly,£© ¡­, but this is not to say £¨it is unlikely / it doesn¡¯t follow / it doesn¡¯t mean / it won¡¯t be the case£© that ¡­.
        The main £¨obvious / great£© problem £¨flaw / drawback£© with £¨in£© this argument £¨view / remark£© is that it is ignorant of £¨blind to£© the basic £¨bare£© fact that ¡­.
        It would be possible £¨natural / reasonable£© to think £¨believe / take the view£© that ¡­, but it would be absurd £¨wrong£© to claim £¨argue£© that ¡­.
        In all the discussion and debate over ¡­, one important £¨basic£© fact is generally overlooked £¨neglected£©.
        There is absolutely £¨in fact£© no £¨every£© reason for us to believe £¨accept / resist / reject£© that ¡­.
        Logical £¨Valid / Sound£© as this argument seems and I wholeheartedly agree with it, it appears insignificant £¨absurd£© when ¡­ is taken into consideration£¨account£©.
        To assume £¨suggest£© that ¡­ is far from being proved £¨to miss the point£©.
        A close £¨careful£© inspection £¨examination / scrutiny£© of this argument would reveal how flimsy £¨groundless /fallacious£© it is.
        On the surface £¨At first thought£©, it £¨this£© may seem a sound £¨an attractive£© suggestion £¨solution / idea£©, but by careful weighing on the mind £¨on closer analysis / on second thought£©, we find that ¡­
        Too much emphasis placed on £¨attention paid to / importance attached to£© ¡­ may obscure £¨overlook / neglect£© other facts ¡­.
        The danger £¨problem / fact / truth / point£© is that¡­.
        What the arguer fails to understand £¨consider / mention£© is that ¡­.
        We don¡¯t have to look very far to see £¨find out£© the truth £¨validity£© of this argument £¨proposition£©.
        However just £¨logical / sound / valid£© this argument may be, it only skims the surface of the problem.
        Among the most convincing £¨important£© reasons given £¨cited / offered / identified£© by people for ¡­, one should be stressed £¨emphasized / mentioned£©.
        As far as I am concerned, however, I believe that ¡­.
        I believe that the title statement is valid because £¨of£© ¡­.
        I agree with the above statement because I believe that ¡­.
        Although I appreciate that ¡­, I cannot agree with the title statement.
        There is a public controversy nowadays over the issue of ¡­. Those who object to ¡­ argue that ¡­. But people who favor ¡­, on the other hand, argue that¡­.
        Currently £¨In recent years / In the past few years / For many years now£©, there is £¨has been£© a general £¨widespread / growing / widely held£© feeling towards £¨concern over / attitude towards / trend towards / awareness of / realization of / illusion of / belief in£©¡­.
        Now it is commonly £¨widely / generally / increasingly£© believed £¨thought / held / accepted/ felt / recognized / acknowledged£© that ¡­. But I wonder £¨doubt£© whether ¡­.
        These days we are often told that £¨often hear about£© ¡­, but is this really the case?
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½ð³æ (СÓÐÃûÆø)

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        From what has been discussed above £¨Taking into account all these factors / Judging from all evidence offered£©, we may safely draw £¨reach / come to / arrive at£© the conclusion that ¡­.
        All the evidence £¨analysis£© supports £¨justifies / confirms / warrants / points to£© a£¨n£© unshakable £¨unmistakable / sound / just£© conclusion that ¡­.
        It is high time that we placed £¨put£© great £¨special / considerable£© emphasis on the improvement £¨development / increase / promotion£© of ¡­.
        It is high time that we put an end to the deep-seated £¨unhealthy / undesirable / deplorable£© situation £¨tendency / phenomenon£© of ¡­.
        We must look £¨search / call / cry£© for an immediate action £¨method / measure£©, because the present £¨current£© situation £¨phenomenon / tendency / state / attitude£© of ¡­, if permitted £¨allowed£© to continue £¨proceed£©, will surely £¨certainly£© lead to £¨result in£© the end £¨destruction / heavy cost£© of ¡­.
        There is no easy £¨immediate / effective£© solution £¨approach / answer / remedy£© to the problem of ¡­, but ¡­ might be useful £¨helpful / beneficial£©.
        No easy method £¨solution / recipe / remedy£© can be at hand £¨found / guaranteed£© to solve £¨resolve / tackle£© the problem of ¡­, but the common £¨general / public£© recognition of £¨realization of / awareness of / commitment to£© the necessity £¨importance / significance£© of ¡­ might be the first step towards change £¨on the right way / in the right direction£©.
        Following these methods £¨suggestions£© may not guarantee the success in £¨solution to£©¡­, but the pay-off will be worth the effort.
        Obviously £¨Clearly / No doubt£©, if we ignore £¨are blind to£© the problem, there is every chance that ¡­.
        Unless there is a common realization of £¨general commitment to£© ¡­, it is very likely £¨the chances are good£© that ¡­.
        There is little doubt £¨no denying£© that serious £¨special / adequate / immediate / further£© attention must be called £¨paid / devoted£© to the problem of ¡­.
        It is necessary £¨essential / fundamental£© that effective £¨quick / proper£© actions £¨steps /measures / remedies£© should be taken to prevent £¨correct /check / end / fight£© the situation £¨tendency / phenomenon£©.
        It is hoped £¨suggested / recommended£© that great £¨continuous / persistent / sustained / corporate£© efforts should be made to control £¨check/ halt / promote£© the growth £¨increase / rise£© of ¡­.
        It is hoped that great efforts should be directed to £¨expended on / focused on£© finding £¨developing / improving£© ¡­.
        It remains to be seen whether ¡­, but the prospect £¨outlook£© is not quite encouraging £¨that rosy£©.
        Anyhow, wider £¨more£© education £¨publicity£© should be given to the possible £¨potential / grave /serious / pernicious£© consequences £¨effects£© of ¡­.
        To reverse £¨check / control£© the trend £¨tendency£© is not a light task £¨an easy job£©, and it requires £¨demands / involves / entails£© a different state of mind towards £¨attitude towards / outlook on£© ¡­.
        For these reasons, I strongly recommend that ¡­.
        For the reasons given above, I feel that ¡­.
3Â¥2006-05-21 10:36:14
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        Although the popular belief is that ¡­, a current £¨new / recent£© study £¨survey / poll / investigation£© indicates £¨shows / demonstrates£© that ¡­.
        Common sense tells us that ¡­.
        The increase £¨change / failure / success£© in ¡­ mainly £¨largely / partly£© results from £¨arises from / is because of£© ¡­.
        The increase £¨change / failure / success£© in ¡­ is due to £¨owing to / attributable to£© the fact that ¡­.
        Many people would claim that ¡­.
        One may attribute £¨ascribe / owe£© the increase £¨decrease / change £© to ¡­, but ¡­ is not by itself an adequate explanation.
        One of the reasons given for ¡­ is that ¡­.
        What is also worth noticing is that ¡­.
        There are many £¨different / several /a number of / a variety of£©causes £¨reasons£© for this dramatic £¨marked / significant£© growth £¨change / decline / increase£© in ¡­. First, ¡­. Second, ¡­. Finally, ¡­.
        There is no evidence to suggest that¡­.
        Why are £¨is / do / did£© ¡­? For one thing, ¡­. For another, ¡­.
        Another reason why I dispute the above statement is that ¡­.
        It gives rise to £¨leads to / brings /creates£© a host of problems £¨consequences£©.
        There are numerous reasons why ¡­, and I shall here explore only a few of the most important ones.
        It will exert £¨have / produce£© profound £¨far-reaching / remarkable / considerable / beneficial / favorable / undesirable / disastrous£© effect £¨influence£© on ¡­.
        A multitude of factors could account for £¨contribute to / lead to / result in / influence£© the change £¨increase / decrease / success / failure / development£© in ¡­.
        In 2000, it increased £¨rose / jumped / shot up£© from 5 to 10 percent of the total £¨to 15 percent / by 15 percent£©.
        By comparison with 2002, it decreased £¨dropped / fell£© from 10 to 5 percent £¨to 15 percent / by 15 percent£©.
        It accounts for 15 percent of the total.
        There were 100 traffic accidents in April, an increase of 5 percent in a five-month period.
        By 2002, only £¨less than / more than / almost / about / over/ as many as£© three quarters £¨40 percent of / one out of five / one in four£© college population £¨graduates / housewives£© as against £¨as compared with£© last year £¨2002£© preferred to £¨liked£© ¡­.
        With the development £¨improvement / rise / growth / general recognition / acknowledgement / realization£© of ¡­, vast changes await this country¡¯s society.
        Now people in growing £¨ever-increasing / significant£© numbers are beginning £¨coming / getting£© to believe £¨realize / recognize / understand / accept / see / be aware£© that ¡­.
        According to a£¨n£© recent £¨new / official£© study £¨survey / report / poll£©, ¡­.
        History £¨Our society£© is filled £¨abounds£© with the examples of ¡­.
        The story £¨case / instance / situation£© is not rare £¨isolated / unique£©, it is one of many examples £¨typical of dozens£©.
        A £¨one£© recent £¨new / general / nationwide£© study £¨survey / poll / investigation£© conducted £¨taken£© at a university by £¨officials / scientists / experts£© indicates £¨reveals / suggests / shows / proves / demonstrates£© that ¡­.
        According to £¨As can be seen in / As is shown in£© the figures £¨statistics / findings / data / graph / table£© released £¨provided£© by the government £¨an institute£©, it can be learned £¨seen / predicted£© that ¡­.
        There is £¨no£© good £¨every / little / sufficient / considerable / strong£© evidence £¨proof£© to
        Personal experience £¨Examples I heard / read of£© leads me to conclude that ¡­.
        We must admit the undeniable fact that ¡­.
        No one can deny £¨ignore / doubt / overlook / obscure / brush aside£© the fact that ¡­.
        Experience £¨Evidence£© suggests £¨shows£© that ¡­.
        Take for example ¡­ who £¨that£© ¡­.
        The same is true of ¡­.
        As the saying goes, ¡°¡­.
2Â¥2006-05-21 10:35:30
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