用 AI 寫作業，該禁止還是開放
生成式 AI 工具愈來愈普及，有些學生會用它來查資料、整理重點，甚至直接完成作業，學校與老師對此的看法也不一致。請以此為主題，寫一篇英文作文，文分兩段。第一段說明學生使用 AI 完成作業的情形及背後的原因；第二段說明你認為學校應該禁止還是開放學生使用 AI，提出一項你認為合理的使用原則，並說明理由。
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頂標範文與技術分析
這是同一題的頂標等級範文，標色的地方是值得學起來的進階文法句型或用字。
In recent years, generative AI tools such as ChatGPT have become an indispensable part of students' academic lives. Walk into any high school classroom today, and you will find students relying on these tools not merely to look up information but to summarize textbooks, draft essays, or even complete entire assignments within minutes. Several factors account for this growing dependence. First and foremost is the sheer convenience AI offers: what used to take hours of flipping through reference books can now be accomplished with a few typed prompts. Second, the mounting academic pressure students face—piles of homework, frequent exams, and extracurricular obligations—leaves many feeling they have no choice but to seek shortcuts. Finally, since there is currently no consistent, school-wide policy regulating AI use, students are left to decide for themselves how far is too far, and many simply take the path of least resistance. As for whether schools should ban or embrace this technology, I believe that outright prohibition would be both impractical and short-sighted, given how deeply AI has already woven itself into daily learning. Rather than forbidding it, schools should establish a clear, reasonable principle: AI may be used as a tool for brainstorming, organizing, and proofreading, but never as a substitute for a student's own thinking or final output. In other words, students could use AI to generate an outline or check grammar, but the actual arguments, analysis, and writing must originate from them. Were this principle strictly enforced, two benefits would follow. Not only would students still reap the efficiency AI provides, but they would also be compelled to engage critically with the material, thereby preserving the very purpose of education—cultivating independent thought. After all, it is not technology itself but the manner in which we use it that determines whether it empowers or replaces genuine learning.
技巧說明（6）
這是「祈使句 + and + 子句」的句型，文法上等同於條件句 If you walk into any classroom today, you will find...，但用祈使句開頭讓語氣更生動、更具畫面感，常見於高分作文的開頭或舉例段落，能瞬間拉近與讀者的距離。相較於平鋪直敘寫 Students in classrooms today rely on these tools，這種寫法更有敘事感、更吸引閱卷老師注意。學生可以在舉例或描述現象時套用此句型，例如寫環保主題時可以說：Look around any convenience store, and you will see countless disposable containers being thrown away every day。使用時要注意祈使句動詞用原形，且後面用 and 連接結果子句，不能用逗號直接接句子造成連接詞誤用。
這是 not merely A but (also) B 的平行結構，用來強調後半部 B 的程度遠超過 A，等於中文「不只是...甚至...」的語氣，比單純用 and 連接更能呈現層層遞進的效果。範文中 A（look up information）跟 B（summarize, draft, complete assignments）之間用對等的不定詞片語排列，形成工整的平行結構，展現句構掌控力。學生在強調某現象程度加劇時可套用，例如：Teenagers today not merely use social media to connect with friends but to build entire personal brands。要注意 A 與 B 前後的詞性、時態必須一致，才能維持平行結構的美感與文法正確性。
Given 在此作為介系詞使用，後面接 how 引導的名詞子句，整體相當於 because AI has already woven itself deeply into daily learning，但用 Given 開頭能讓句子更精簡、更書面化，是學測頂標作文常見的進階連接方式，可以避免一直用 because、since 等基礎連接詞顯得單調。此外 weave oneself into 這個片語也是精準用字的展現，比單純說 AI has become part of... 更生動、更有畫面感。學生可以在提出論點理由時直接套用這個句型，例如：Given how competitive the job market has become, students should start building practical skills early。使用時要注意 Given 後面若接子句，常搭配 how/that 引導，若接名詞則直接加名詞片語即可，兩種用法都要熟悉。
這是與現在事實相反的假設語氣倒裝句，原本的句型是 If this principle were strictly enforced, two benefits would follow，但將 If 省略並把 were 提到主詞前，形成倒裝，是學測作文中非常加分的高階句型，展現學生對虛擬語氣的熟練掌握。比起平鋪直敘的 If 子句，倒裝句更精鍊、更顯文筆成熟，也是閱卷老師特別容易給予高分的亮點句型之一。學生可以在提出政策或建議並預測效果時使用，例如寫教育類作文可以寫：Were students given more autonomy in choosing their courses, their motivation to learn would increase significantly。要特別注意只有 if 子句中含有 were, had, should 時才能做此倒裝，且倒裝後不可再加 if。
這是 not only A but also B 的倒裝句型，由於 Not only 放在句首，後面的子句必須進行主詞助動詞倒裝（would students），這是學生常常忽略的文法細節，能正確使用代表對倒裝規則有紮實的理解。此句型比單純用 and 連接兩個優點更有層次感，能清楚凸顯「不僅...而且...」的遞進語氣，讓論述更具說服力。學生可以在列舉某項政策或行為的雙重好處時套用，例如：Not only does regular exercise improve physical health, but it also reduces stress and boosts concentration。使用時務必記得 Not only 置於句首時，其後子句一定要倒裝，但 but also 後面的子句則不須倒裝，這是常見的考點。
cultivate 是比 develop 或 make 更精準、更書面化的動詞，原意是「耕耘、栽培」，用於抽象概念如思考能力、習慣、興趣時特別生動且具學術感，是學測作文中展現字彙深度的常見選字。相較於簡單寫 develop independent thinking，使用 cultivate 能讓整句話讀起來更有文采，也更貼近英文母語者在正式文章中的用字習慣。學生可以把這個字廣泛套用在各種「培養能力/習慣/態度」的語境中，例如：Reading widely from a young age helps cultivate a lifelong love of learning。建議平時整理替代詞彙時，把 cultivate、foster、nurture 這類字歸類在一起，依語境選用，能有效提升作文用字的精緻度。
範文由 WriteUp 依學測評分規準產生，供練習參考，不是大考中心公布的佳作。