托福獨(dú)立寫作30分鐘寫不完怎么辦
托福獨(dú)立寫作來不及寫完文章會(huì)導(dǎo)致扣分。有些同學(xué)其實(shí)寫作水平并不算差，但就是寫文章速度比較慢把握不好時(shí)間經(jīng)常寫不完作文，所以得分始終難以提升。那么面對30分鐘的時(shí)間限制，考生如何提升寫作速度寫出完整作文呢?下面小編就來介紹一些實(shí)用的寫作提速備考技巧。
托福獨(dú)立寫作30分鐘寫不完怎么辦
動(dòng)筆前先列好提綱
大家可能會(huì)覺得奇怪，本來寫作時(shí)間就不太夠用了，還要花心思去列個(gè)提綱，時(shí)間豈不是更緊張?事實(shí)并非如此。有句話說得好，工欲善其事必先利其器。對于一篇作文來說，擁有明確的提綱才是關(guān)鍵所在。特別是獨(dú)立寫作這樣講究論述邏輯和文章結(jié)構(gòu)的作文題材，沒有提綱很容易導(dǎo)致跑題情況的發(fā)生，很多同學(xué)時(shí)間不夠用其實(shí)就是因?yàn)闆]有明確的大綱寫到哪里算哪里，所以才會(huì)在不知不覺間浪費(fèi)掉太多時(shí)間。考慮到獨(dú)立寫作其實(shí)對文章結(jié)構(gòu)的要求是比較簡單的，大家只需要簡單寫出自己的觀點(diǎn)，然后列出2-3個(gè)分論點(diǎn)就可以算是列好提綱了。這并不需要花費(fèi)考生很多時(shí)間，卻能讓大家對之后的文章結(jié)構(gòu)和展開有更為明確的目標(biāo)和思路，對于提升考生寫作速度是大有好處的，也能夠更好地保證文章質(zhì)量，既能提速又能提分。
備考中多做限時(shí)練習(xí)
光學(xué)會(huì)列提綱還不夠，考生還需要通過實(shí)際動(dòng)筆來訓(xùn)練自己的寫作速度。很多光靠看范文背素材無法發(fā)現(xiàn)的問題，考生在實(shí)際寫作的過程中才會(huì)體現(xiàn)出來，比如拼寫錯(cuò)誤語法錯(cuò)誤等等，這些問題一般練習(xí)時(shí)是很難看出來的，但在限時(shí)壓力之下往往立即就會(huì)顯現(xiàn)出來。而為了適應(yīng)考場上的時(shí)間壓力，大家在備考中提前開始限時(shí)訓(xùn)練也是大有好處的?？忌绻鼙M早適應(yīng)30分鐘寫完文章的時(shí)限要求，到了考試中自然就有充足把握應(yīng)對獨(dú)立寫作，也不會(huì)再被時(shí)間問題所困擾了。
先寫完開頭結(jié)尾再寫中間段
這個(gè)技巧是針對獨(dú)立寫作文體要求比較有效的一種技巧。寫作時(shí)間不夠用的考生最容易遇到的就是結(jié)尾來不及寫或是匆匆寫完的情況。這種會(huì)導(dǎo)致文章結(jié)構(gòu)不完整的情況都會(huì)造成較多扣分。為了避免在時(shí)間限制下出現(xiàn)寫不完結(jié)尾的情況，小編建議大家在寫作中可以嘗試先寫完開頭結(jié)尾，然后再填充中間段的方式。這樣做既能保證文章的完整性，對于中間段的論述也比較好把握?？忌绻X得時(shí)間較多，那么中間段可以寫得豐富一些，如果時(shí)間緊張，那么中間段只要把分論點(diǎn)寫完，具體論述適當(dāng)縮水一些問題也不會(huì)太大?？偠灾?，這種寫作方式可以讓大家把寫作的主動(dòng)權(quán)控制在自己手里，而不會(huì)因?yàn)闀r(shí)間限制而手忙腳亂了。
托福寫作范文:獨(dú)立學(xué)習(xí)還是小組學(xué)習(xí)好
Some people like to study alone while other prefer to study in a group. Which one do you think is more effective?
托福寫作模板及參考答案：
托福寫作范文參考:
Educators and researchers have never stopped the examination of the importance and relevance of collaborative learning that are encouraged by middle schools. When compared with studying alone, I personally believe that it is far more beneficial to students when working in groups for the following reasons.
First off, working in a group finishing group projects can be very conducive for students since they can help students to study more effectively and get exposure in real-world issues. If teachers categorize students and organize them in small study groups, chances are that they would solve complex issues together, like research the history of the city, examine the water quality of the local town, so on and so forth. Students can develop critical thinking skills as well as learn to collect and analyze information from multiple sources. A recent study conducted by the University of Minnesota backed up the claim that study teams, collaborative learning and group projects are far more effective in helping students to develop useful skills than traditional teacher-led teaching approach. In fact, when learning in groups, students have to do some research about the topic they are expected to discuss beforehand, which helps them to clear up some misunderstandings and boast their enthusiasm of academic exploration.
Additionally, as the saying goes: “many hands make light work”, actually it remains as relevant today as it did a century ago. Working in groups has much deeper implications beyond students’ academic experience, to be more specific, it helps to develop skills like cooperation, organization and leadership. When learning in a group, every single student gets a chance to contribute their knowledge to the group, they can learn to appreciate the work of other simultaneously. What’s more, they have to work closely with others for the same goal otherwise they might not be able to compete with other study groups. More importantly, students will get exposure to distinctive perspectives and at the same time learn how to accept different points of view and find common ground in this process. Such an educational experience will not only be helpful for their future study but also beneficial to them when they have to deal with coworkers, clients, and teammates in a professional setting in the future. Numerous studies have shown that students who have prior experience working with others enjoy a better chance to be successful in their future career.
In conclusion, working together in a group has far more meaningful implications than working alone since collaborative learning helps students to learn much more effectively and develop important skills that are vital for their future study and career. (431 words, By Meng, Yan)
托福寫作范文:視頻游戲的好壞
Some people believe that video games could inspire young students' interest and make their study more efficient rather than distracting them and a waste of time, so young students should be allowed to play video games.
托福寫作模板及參考答案：
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Many parents with young children fret about the addictiveness of computer games these days. While the negative effects ranging from addiction, increased aggression and various health consequences such as strain injuries get far more media coverage than the positives, there is now a wealth of research which shows that video games can actually be put into educational use and affect the brain's development
Firstly, games that are designed to help teach and "brain training" have long and enormous popular appeal. According to an experiment conducted by the University of California, game players show improved performance in perception, attention and cognition. One of the redeeming qualities of all games, even those with violent content, is enhanced information-processing, logic-thinking and problem-solving abilities in novel contexts. In fact, while playing game, your brain is in the learning mode constantly, to move to the next level, you are vigorously improving your hand-eye coordination, enhancing split-second decision making and boosting auditory perception. Moreover, other carefully-designed studies have shown that video games improve several aspects of brain activity, including multitasking. Considering Pac-Man as an example, in that game, you must navigate your character through a spatial layout while monitoring the separate paths of four additional objects, while keeping the overall goal of clearing the small pellets in memory, as well as keep track of the remaining large pellets.
Secondly, games that convey positive social messages never fail to boost the children's confidence, encourage cooperation and teamwork. Games help children feel a sense of achievement, through those puzzles, exploration and discovery, players learn to succeed in ways that our brains actually prefer. Most games are designed to introduce a new concept and then provide players with an opportunity to master it. Children are then free to explore and utilize and achieve success with this new skill, growing in confidence all the while. Besides, many games today emphasize the cooperative aspects of game play, in which two or more players need to work together to reach a common goal. Taking a game called "World of Warcraft" as an example, children as young as 10 years old are learning to delegate responsibility, promote teamwork and steer groups of people toward a common goal. As video games themselves are not created by just one person, it is essential for the game players to pool everyone's talents together in order to require the desired product.
Admittedly, it is worth to consider the real concerns that today's parents have with video games, but it is also worthwhile to consider the benefits and positive aspects that contemporary interactive entertainment choices provide. Digital media such as computer games could inspire young children's interest, grow their intelligence and offer them a chance to escape from the mounting academic stress, as long as coupled with strong parental and teacher involvement.
From all the discussions mentioned above, we may safely draw the conclusion that today's young students should be allowed to play computer games for the tremendous benefits they bring.
托福寫作范文:經(jīng)濟(jì)危機(jī)時(shí)政府減少支出
In times of an economic crisis, in which area should governments reduce its spending? 1. Arts 2. Scientific research 3. Parks and public gardens.
托福寫作模板及參考答案：
托福寫作范文參考:
During an economic crisis, governments face difficult choices of monetary allocation with reduced budgets. In this challenging time, it is of vital importance for policy-makers to recognize the effectiveness of policy-making on certain social services or programs such as arts, scientific research and park and public gardens. If a choice has to be made, in my opinion, the government should reduce its spending on arts.
To begin with, in times of an economic crisis, it is significant for policy-makers to recognize the necessity of investing in scientific research because it exerts a far-reaching effect. If the financial crisis leads to substantial cuts in funding for scientific research by governments, it will be difficult to muster investment for a public good, like clean air, or for extremely risky initiatives, such as novel approaches to new antibiotic drugs, or in areas where the outcome is uncertain. As a matter of fact, technological innovation, biomedical breakthroughs, and tackling pressing environmental issues all require sustained scientific development, from basic discovery to final application. Investing in research is investing in the future, and it requires a long-term commitment to the accumulation of knowledge, the testing of basic principles, and the translation of these discoveries into practical applications that impact everyday life. Consequently, governments ought to attach more importance to the scientific studies so as to develop world class research base and conduct crucial scientific projects.
Furthermore, funding for parks and public gardens provides an opportunity for people to engage in physical activities, which is considerably beneficial to health. Nowadays, due to the sedentary lifestyle and unhealthy eating diet, overweight and obesity are epidemic problems across the world, and related conditions are on the rise. A primary focus of attention is providing environment where people can be physically active. Parks offer such an opportunity. In addition, health studies have shown that people who do regular exercise get a range of benefits when they are in natural settings, like parks and public gardens. These benefits include reduced risk of premature death; reduced risk of heart disease, hypertension, cancer; improved maintenance of muscle strength; weight loss and favorable redistribution of body fat; improved physical functioning. Therefore, when governments allocate fiscal spending on parks such as well-designed and well-maintained paths as well as attractive scenery, people can substantially improve their health and quality of life by doing moderate amounts of physical activity in their daily lives.
Undeniably, if governments pay more attention to investment in art, people can enrich inner world as a diverse and productive cultural environment can provide the spirit and important intangible values. However, in times of crisis, people usually lay emphasis on basic needs instead of spiritual needs. As a result, the importance of material comforts outweighs that of nourishment for the mind and it does not mean that people’s quality of life will be dramatically affected if governments cut budget on art and provide less financial support on art institutions. In a sense, it will not directly influence people’s life at least in a short term because people rarely need to satisfy their aesthetic needs everyday. Therefore, compared with scientific research and park and public gardens, art is least associated with people’s daily life and it needs less concern.
From what has been discussed above, scientific studies serve the common interest of the entire human race and doing exercise in parks and public gardens constitutes an indispensable part of daily life. It is more applicable and reasonable to cut down spending on art in the times of an economic crisis.
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