托福獨立寫作文章結(jié)構(gòu)布局高分思路講解

1、托福獨立寫作文章結(jié)構(gòu)布局高分思路講解 【實用經(jīng)驗】托福獨立寫作*結(jié)構(gòu)布局高分思路講解托福獨立寫作總分總結(jié)構(gòu)很low嗎?說到托福寫作的結(jié)構(gòu)，曾有考生問過ets官方，說中國語文的作文是總分總的結(jié)構(gòu)，托福還是這么寫會不會太低端了啊?官方給出的回答是，總分總的篇章安排不叫低端(low)，而叫經(jīng)典(classic)。我們都說一個寫作題目沒有標(biāo)準答案的范文，但是有一個東西可以說是形成了不成文的規(guī)定的，那就是一篇好的作文一定是有頭有尾、中間細分幾段論證的，這一點可以從很多官方給出的范文或是學(xué)生的高分*中得到證實。托福獨立寫作到底應(yīng)該寫4段還是5段?另外，很多考生還存在疑問的一點在于到底一篇*是寫四段還是五段

2、，在看來，兩種結(jié)構(gòu)各有利弊所在。一般寫4段式的同學(xué)都是因為主體段只能想出兩條理由，實在是想不出第三條理由，只能以1+2+1的結(jié)構(gòu)完成*。大家都知道一般來說要想拿到不錯的分數(shù)，一篇新托福議論文需要寫到400字左右，那么，如果主體段只寫兩段，勢必需要考生在這兩個段落的論證細節(jié)上寫出更多的內(nèi)容，否則字數(shù)撐不到那么多，而這一點對于很多考生來說恰恰也是很有難度的。相反地，如果寫成5段式，貌似就需要考生能想出3條理由進行論證，但事實是，很多考生根本想不到3點理由，能想出2點已經(jīng)是絞盡腦汁了。在這種情況下，怎么做才是最簡易、最輕松的應(yīng)對辦法呢?比較建議大家寫5段式的*，但主體段并不是上文所說的3個理由段，而

3、是采用2+1的模式，即兩個理由段，再加一個讓步段。關(guān)于理由段的寫法，將在下文詳細分析，在此先重點解釋一下讓步段到底是什么意思?！白尣健弊置嬉馑际峭艘徊?，那么放到我們作文里，意思就是承認一下反方的觀點。西方的*不太喜歡作者全篇一味強調(diào)自己觀點的正確性，而是需要作者能適當(dāng)回應(yīng)并評價一下反方的觀點，這樣的*看起來會更加有說服力。當(dāng)然，廣大考生需要注意的是，這里提到的“承認反方觀點”指的是“弱弱地承認”，承認過后必須再削弱回去或者說再駁斥回去，只有這樣才能更強調(diào)出*觀點的準確性，否則讀者看起來會有confusion， 也就是為什么一會兒支持自己的觀點，一會兒又支持反方觀點。托福獨立寫作合理結(jié)構(gòu)分配建議

4、總結(jié)一下，筆者推薦的新托福議論文結(jié)構(gòu)為1+3(2+1)+1的模式。第一段總起全文，導(dǎo)入話題并給出本人觀點，主體段前兩段為理由段，想出兩條理由論證正方觀點，主體段第三段為讓步段，先承認反方觀點的合理之處，再削弱此觀點，最后一段為總結(jié)段，重申本人觀點，再做適當(dāng)?shù)恼雇?。托福寫作模板：大一新生是否需要上課提升學(xué)習(xí)能力題目：a university recognized that first-year students have poor study skills. it is believed that the best way to address this problem is to requir

5、e all first-year students to take courses on study skills, while others dont agree with this requirement. what is your opinion?范文1：argument 1 (for)some people may think that requiring first-year college students to take courses to improve study skills is a waste of time, but i think it is a good way

6、 to ensure that students can cope with the colleges requirements. if the students do not have the needed skills already, teaching them as a class is the most efficient method to bring students to the correct level and allow the regular classes to progress at a faster pace.if students do not have the

7、 required study skills when they enter college, they probably are unable to learn those skills on their own. students need to find appropriate resources for research, develop organizational skills to balance homework and test study time, and learn acceptable formats for writing papers and giving pre

8、sentations. these are not naturally acquired traits. as with any other subject, it is easiest to learn these things when they are presented in a clear, logical way by a trained professor. if the skills are not taught, the student may not even know what is missing, so will never even think to find ou

9、t on his or her own.in addition to providing foundational skills, an introductory study skills class can highlight the special requirements of and opportunities available at the college. for example, my high school taught chicago bibliography structure, and i thought i was ready for college. however

10、, my college requires that all papers be written in apa format. i needed to learn the apa style, and a basic class would have been very useful. in addition, my college has a fantastic computer resource lab with programs for making charts and graphs with complex data. i did not even know the lab exis

11、ted during my first year, something i could have learned in an orientation study course.the result of having all students take a study skills class is clear: regular classes can progress more smoothly. the regular faculty does not have to waste time instructing on points such as apa format that shou

12、ld already be known to the students. the students will all be able to keep up because they are organized; class time is not wasted completing things that should already have been done. students can finish projects using all the resources available rather than trying to solve a problem without the pr

13、oper equipment.therefore, a college would be wise to require all first-year students to take a basic study skills course. the students can learn things they would not find out on their own, find out about resources at the college, and prepare for a smoother class experience.to bring students to the

14、correct level 使學(xué)生達到標(biāo)準水準these are not naturally acquired traits. 這不是自然習(xí)得的特征as with x 正如x, 和x一樣foundational skill 基本技能regular classes can progress more smoothly 普通課程可以進展地更順利些be able to keep up 能夠跟得上范文2：argument 2 (against)requiring all first-year students to take an introductory study skills class is

15、a waste of time and money for both the college and the students. it is not fair to advanced students who have alreadyinvested the time and energy to acquire good study skills, so an alternative program should be offered.although at first glance a study skills class may seem like a good idea, setting

16、 up such a course is a considerable investment for the institution. if all incoming students are required to take the class, many teachers and classrooms must be available for the program. for the program to be successful, the teaching materials should be consistent, so someone needs to develop the

17、course and train the teachers in the best way to deliver the content. this investment of time, space and money could be better spent elsewhere.not only is a special class expensive for the university, it is also expensive for the students. every student can only take a few classes per term, so makin

18、g one of them a study requirement means that the student has less opportunity to pursue specialized classes needed to succeed in the working world after graduation. this investment of time and money is particularly unfair if the student already has the study skills necessary to do well. in fact, suc

19、h a requirement might even make more advanced students consider attending a different university because they do not want to pay for something they do not need, lowering the overall level of student at the university.a better alternative to a study skills class would be to provide each incoming stud

20、ent with a handbook listing the resources available at the school. students who need extra training could go to a study lab with tutors or go to listed internet websites or chatrooms. students can learn at their own pace and take advantage of whatever resources they need; students who do not need he

21、lp are not held back in any way. the tutors could be upper-level students who are on a work-study program, which would cost the university significantly less than paying full-time professorial stafffor a special class.requiring all freshmen to take a study skills class is a waste of time and money f

22、or the students and institution, so it would be better to offer alternatives that target the specific skills that individual students need to learn.invested the time and energy to do 投入時間和精力去做an alternative program 備選方案at first glance 乍一看incoming students 即將入學(xué)的學(xué)生the overall level of student 學(xué)生的整體水平h

23、old back 阻止,抑制full-time professorial staff 全職教授級職員托福寫作模板：如何提升演講能力題目：after your presentation, which way would you choose to identify your weakness and improve your presentation?1) reviewing the recording on your own;2) inviting your colleagues or classmates to make suggestions for improvement.范文1：for

24、 choice 1to improve my performance after giving a presentation, it is best to review a recording of it by myself. this process lets me observe all aspects of the presentation, evaluate changes at my own pace, and avoid being defensive.first, a video recording gives significantly more information tha

25、n just relying on comments made by colleagues or classmates. i can analyze and improve on even small points that others may not have noticed or found worth mentioning. for example, a couple years ago, i gave a presentation that i had extensively prepared for. it had strong organization and flow. cla

26、ssmates raved about the content, but mentioned that i looked scared. i was confused, because i had felt confident. however, i noticed in the video later that i was continually fingering my notes. for my next presentation, i placed the notes within view but did not hold them, rendering my appearance

27、more professional.another reason i prefer watching a recording is my pace of learning. i can focus on the points i want to redo, replaying the material as often as i want, confirming even tiny details. in fact, i can even take long breaks to think about what i see or to try out alternate delivery st

28、yles. i do not have to inconvenience my friends by asking them for feedback or taking up their time. if others are involved in the evaluation process, i feel much more rushed because i do not want to bother people who have agreed to help me.finally, reviewing a recording by myself eliminates a serio

29、us problem that hinders progress: my pride. i do not like to admit it, but i often get defensive about feedback and want to explain why certain things happened. i feel resentful about negative comments rather than see them as stepping stones towards improvement. it is a natural tendency, but it defi

30、nitely hinders my ability to assimilate outside feedback. furthermore, friends try to be polite, so they may not mention minorpoints that i might have improved because they dont want to seem too critical. emotions get in the way of a thorough critique.to improve my future performance, i find it best

31、 to review videos of my presentations by myself. i can evaluate all aspects of the presentation, take as much time as i need, and avoid the inevitable problem of emotional involvement swaying the critique.at my own pace 按照自己的步伐走rave about the content 對內(nèi)容贊不絕口place the notes within view 把筆記放在眼前,把筆記放在視

32、線范圍內(nèi)inconvenience my friends 麻煩我的朋友take up their time 占用他們的時間see them as stepping stones towards improvement 把它們看作是邁向進步的墊腳石get in the way 妨礙,阻礙范文2：for choice 2it is essential to get the feedback of people in the audience to learn about mistakes and improve on a presentation. spectator critiques help

33、 identify the big picture and reveal points that you cantsee in an honest, unbiased way.no matter how impartial you want to be, a self-evaluation is biased. it incorporates points that are not relevant to the performance you gave. for example, you may think you did excellent given your limited pract

34、ice time or great amount of stress, but your audience is unaware of these factors. the viewers only evaluate what they see, which is a far more accurate measure of a presentation. a self-evaluation may also ignore issues that were “just accidents.” however, such points may reallybe important detract

35、ors that need to be addressed.people in the audience also provide insight into the big picture. they only have time to note specific glaring details or outstanding highlights. otherwise, their feedback gives you the overallimpression of the performance, which is something intangible and essential to

36、 the presentationssuccess. if you compare the feedback of several observers, you can isolate the main patterns. as a result, you can understand the most important parts that need changed. if you only refer to a video on your own, you may get caught up changing minor details rather than addressing the key elements that are needed to alter