托福獨(dú)立寫作題型之絕對(duì)詞問(wèn)題
為了幫助大家熟悉托福獨(dú)立寫作題型，學(xué)習(xí)啦小編為大家?guī)?lái)托福獨(dú)立寫作題型之絕對(duì)詞題目一文，希望對(duì)大家托福備考有所幫助。
托福獨(dú)立寫作題型之絕對(duì)詞題目
絕對(duì)詞題目： (A/D) All the university students should be required to take history courses no matter what field they study is.
這個(gè)題目的特點(diǎn)，就是包含了一個(gè)絕對(duì)詞:ALL。遇到這樣的題目，我們一般從反面來(lái)展開(kāi)會(huì)更好寫一些。如果要求所有人都學(xué)習(xí)歷史的話：
首先，會(huì)增加一些非歷史專業(yè)學(xué)生的學(xué)習(xí)負(fù)擔(dān)，讓他們沒(méi)有精力專心學(xué)習(xí)自己的專業(yè)，可能會(huì)導(dǎo)致專業(yè)成績(jī)下滑，無(wú)法通過(guò)期末考試等。
其次，會(huì)增加學(xué)生的經(jīng)濟(jì)負(fù)擔(dān)，因?yàn)閷W(xué)校需要聘請(qǐng)更多的老師和投入更多的教學(xué)資源，這會(huì)導(dǎo)致學(xué)生的學(xué)費(fèi)增加，迫使他們問(wèn)家里要錢，從而增加了家里的經(jīng)濟(jì)負(fù)擔(dān);或者被迫去做兼職工作，分散自己的學(xué)習(xí)精力。
【舉一反三】相似類型的題目我們也可以采取這樣的套路，比如All university students should be required to take basic science courses even if it is not the field of their study. 這里只是把history換成了basic science，但是答題的思路是一樣的。
如何團(tuán)滅托福寫作中的“絕對(duì)詞”題
“Do you agree or disagree with the following statement? Visiting museums is the best way to learn about a country.”
“Do you agree or disagree with the following statement? Parents are the best teacher of their children.”
“Do you agree or disagree: it is possible to be completely honest with your friends?”
“You are helping to select a leader for a student organization or a group. Do you think a person's honesty is the most important characteristic for being a leader?”
“Do you agree or disagree: only movies that can teach us something about real life are worth watching.”
“Do you agree or disagree: the most important investment for a big company is to improve the efficiency and proficiency of employees.
通過(guò)讀題，我們可以發(fā)現(xiàn)，上述兩道題中，都有一個(gè)比較絕對(duì)化的詞(加粗詞)。所以，我們可以把這類寫作題目統(tǒng)稱為絕對(duì)詞題。
這類題目中經(jīng)常出現(xiàn)的特征詞有：only，never，always，completely，all，best等等。
那么，怎樣來(lái)構(gòu)思這類題目呢?根據(jù)之前學(xué)生的課堂反饋來(lái)看，90%的學(xué)生會(huì)選擇Disagree作為自己的主觀點(diǎn)，因?yàn)榇蠹叶贾?，世界上沒(méi)有絕對(duì)的東西，但辯證地看待問(wèn)題，多角度地思考才能更科學(xué)更合理地解題。因此，筆者在這里推薦如下的構(gòu)思方法，即先承認(rèn)合理性，再反駁絕對(duì)性。
我們拿上面一道真題來(lái)實(shí)踐一下。
Do you agree or disagree with the following statement? Parents are the best teacher of their children.
首先，我們選擇的觀點(diǎn)是Disagree。接著，我們要先承認(rèn)合理性，即承認(rèn)家長(zhǎng)是孩子的好老師。Parents are good teachers. 注意我的用詞是good，而非best。所以，這和我disagree的主觀點(diǎn)并不矛盾。在此段的展開(kāi)部分，我們可以寫家長(zhǎng)自我們出生之后，就給我們?cè)S多正向的引導(dǎo)，比如學(xué)說(shuō)話，學(xué)走路，培養(yǎng)正確的價(jià)值觀等。所以，家長(zhǎng)可以稱之為是good teacher。
但是，題目當(dāng)中說(shuō)家長(zhǎng)是孩子最好的老師，未免有些太絕對(duì)。所以，接下來(lái)的主體段，我們就要反駁其絕對(duì)性。在這個(gè)環(huán)節(jié)中，我們要先找到家長(zhǎng)作為老師方面的一些缺點(diǎn)，以攻擊題目中家長(zhǎng)的“完美性”。展開(kāi)部分，我們可以寫家長(zhǎng)的一些壞習(xí)慣，等會(huì)給孩子性格的形成造成一些負(fù)面的影響;家長(zhǎng)在某些知識(shí)方面的缺乏會(huì)誤導(dǎo)孩子;家長(zhǎng)傳統(tǒng)的思維方式會(huì)限制孩子思維的拓展等。
接著，我們要針對(duì)絕對(duì)詞best來(lái)反駁，題目中說(shuō)家長(zhǎng)是孩子最好的老師，我們就提出一些比家長(zhǎng)更好的老師，即better teacher。比如，學(xué)校的老師應(yīng)該在某些領(lǐng)域比家長(zhǎng)更加專業(yè)，教學(xué)更加系統(tǒng)。
那么，以上就是這道題完整地構(gòu)思流程。將每個(gè)主體段的主題句(TOPIC SENTENCE)寫在下面， 僅供參考：
1. Admittedly，parents do play a key role in the early education on intelligence and personality.
2. However, drawbacks of parents' inculcation cannot be ignored.
3. Accordingly, better teachers should be taken into consideration.
好了，總結(jié)一下，絕對(duì)詞題的構(gòu)思方法：
1. 承認(rèn)合理性(讓步)
2. 指出弊端
3. 列舉反例——找尋“更好的”
這樣的方法可以用來(lái)攻克任何一道絕對(duì)詞題，用游戲術(shù)語(yǔ)來(lái)說(shuō)，就是團(tuán)滅之(ACE)，同時(shí)這也會(huì)使你在邏輯論證上更加嚴(yán)密，更加辯證，更加合理。
托福高分寫作應(yīng)避免的七類錯(cuò)誤
托?？荚嚨淖魑囊恢弊尣簧倏忌謸项^。從確定主題、理清思路，到劃好層次、遣詞造句，環(huán)環(huán)相扣缺一不可，因此作文永遠(yuǎn)不是一項(xiàng)小工程!
雖說(shuō)ETS在評(píng)判托福作文時(shí)采用的是綜合評(píng)分的方式，即以作文的整體水平判分，而不糾結(jié)于小細(xì)節(jié)。但有些同學(xué)往往會(huì)在語(yǔ)言方面疏漏多多，問(wèn)題明顯到影響了考官整體評(píng)斷的程度，那即便你的思路和論證屬于一流，最多也只能得個(gè)二流分?jǐn)?shù)，豈不可惜!
下面，我們就來(lái)談一談同學(xué)們?cè)谕懈懽髦凶钊菀追傅恼Z(yǔ)言錯(cuò)誤。大家可以對(duì)號(hào)入座，看看自己是不是也犯過(guò)類似的錯(cuò)誤呢?
1. 用詞不當(dāng)
原：The absence of groupwork is a disaster for teenagers in modern society。
改：The absence of teamwork is a disaster for teenagers in modern society。
評(píng)：groupwork是“分組”或者“小組集體任務(wù)”的意思。這位同學(xué)原本想說(shuō)teamwork“團(tuán)隊(duì)合作”，卻用了一個(gè)看起來(lái)很像，但實(shí)際完全不同的詞，表達(dá)出來(lái)的意思就風(fēng)馬牛不相及了。
原：You will be dangerous if you keep moving without a clear view of the whole picture。
改：You will be in danger if you keep moving without a clear view of the whole picture。
評(píng)：dangerous表示所修飾的對(duì)象是“帶來(lái)危險(xiǎn)的，有危險(xiǎn)性的”，而be in danger才是“身處險(xiǎn)境”的意思。到底誰(shuí)才是威脅呢?
原：Firstly, the job, providing the opportunity for students to utilize what they learned in class, might effect their further development。
改：Firstly, the job, providing the opportunity for students to utilize what they learned in class, might affect their further development。
評(píng)：模樣長(zhǎng)得像，意思可不同了。這里想用動(dòng)詞affect表示“影響”，卻誤寫為名詞effect“效果”，一字千里啊!
2. 搭配錯(cuò)誤
原：Nowadays, people are crazy pursuing to be excellent。
改：Nowadays, people are crazy about excellence。
評(píng)：這位同學(xué)顯然記錯(cuò)了be crazy about sth. 這個(gè)用法，寫出來(lái)的句子自然會(huì)出問(wèn)題啦。
原：Besides, public speech can effectively increase your communication skills, which facilitate your salesman career。
改：Besides, public speech can effectively improve your communication skills, which facilitate your salesman career。
評(píng)：此處是一個(gè)明顯的動(dòng)賓搭配錯(cuò)誤。“提高……技巧”應(yīng)該是improve the skills，而不是increase the skills。
3.詞性錯(cuò)位
原：I will forget my sad and pressure from the work and the study。
改：I will forget my sadness and pressure from work and study。
評(píng)：sad是形容詞，而這里明顯需要一個(gè)名詞，應(yīng)該是sadness。
原：Although making money is a priority for most people, spending time with the family is equal significant。
改：…, spending time with the family is equally significant。
評(píng)：形容詞significant前需要用副詞來(lái)修飾，所以equal應(yīng)該改成equally。
4. 時(shí)態(tài)混亂
原：Although I have no work experience when I was a teenager, I always dreamed about having a job。
改：Although I had no work experience when I was a teenager, I always dreamed about having a job。
評(píng)：過(guò)去時(shí)的句子中冒出了現(xiàn)在時(shí)，同學(xué)你太粗心了，要仔細(xì)檢查哦~
原：I would explain my view in the following paragraphs。
改：I’d like to explain… / I will explain…
評(píng)：可能是兩種說(shuō)法記混了吧，結(jié)果把時(shí)態(tài)搞錯(cuò)了……
5. 主謂不一致
原：The way we deal with the environmental problems are crucial to the prosperity of human-being。
改：The way we deal with the environmental problems is crucial to the prosperity of human-being。
評(píng)：謂語(yǔ)之前有兩個(gè)名詞時(shí)，主謂搭配的問(wèn)題就常常出現(xiàn)了。這里真正的主語(yǔ)應(yīng)該是單數(shù)名詞the way，所以與之搭配的謂語(yǔ)也應(yīng)該是單數(shù)的is。
6. 重復(fù)累贅
原：From my point of view, I think this argument is quite limited since many other ways can also help learning a foreign country。
改：From my point of view, this argument is quite limited since many other ways can also help us learn a foreign country。
評(píng)：from my point of view和I think重復(fù)啦，保留一個(gè)就好。當(dāng)然這里建議留下更“高級(jí)”的from my point of view。
原：There are the majority of people who deem that they like to spend money on things which can bring them long memory。
改：Majority of the people like to spend money on things that can be memorized for long。
評(píng)：中文句式說(shuō)的“有很多人……”，但別一看到“有”就非要用there be句型不可哦，直接擺出主謂賓就行了。
“things that can be memorized for long”，被動(dòng)語(yǔ)態(tài)明顯更地道~
7. 中式英語(yǔ)
原：Thus, one is easier to draw bosses’ attention and gain appreciation。
改：Thus, it’s easier for you to draw bosses’ attention and gain appreciation。
評(píng)：中文習(xí)慣說(shuō)“人們可以更容易地吸引老板的注意力”，而英語(yǔ)則習(xí)慣說(shuō)“It’s easier for sb. to…”同學(xué)們要注意中英表述習(xí)慣的區(qū)別哦!
托福寫作高分范文：children’s numerical skills
這篇范文的題目是：children’s numerical skills。
People appear to born to compute. The numerical skills of children develop so early and so inexorably that it is easy to imagine an internal clock of mathematical maturity guiding their growth. Not long after learning to walk and talk, they can set the table with impress accuracy---one knife, one spoon, one fork, for each of the five chairs.
Soon they are capable of nothing that they have placed five knives, spoons and forks on the table and, a bit later, that this amounts to fifteen pieces of silverware. Having thus mastered addition, they move on to subtraction. It seems almost reasonable to expect that if a child were secluded on a desert island at birth and retrieved seven years later, he or she could enter a second enter a second-grade mathematics class without any serious problems of intellectual adjustment.
Of course, the truth is not so simple. This century, the work of cognitive psychologists has illuminated the subtle forms of daily learning on which intellectual progress depends. Children were observed as they slowly grasped-----or, as the case might be, bumped into----- concepts that adults take for quantity is unchanged as water pours from a short glass into a tall thin one. Psychologists have since demonstrated that young children, asked to count the pencils in a pile, readily report the number of blue or red pencils, but must be coaxed into finding the total. Such studies have suggested that the rudiments of mathematics are mastered gradually, and with effort. They have also suggested that the very concept of abstract numbers------the idea of a oneness, a twoness, a threeness that applies to any class of objects and is a prerequisite for doing anything more mathematically demanding than setting a table-----is itself far from innate
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