托福寫作的例句模板整理
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托福寫作的例句模板整理
提醒:每人要有自己的模版, 下列模版僅供參考, 不可直接享用.
Integrated task:
表示陳述了某種觀點(diǎn)的：
Indicate, state, claim, believe, argue, say, hold, discuss, mention, contend, demonstrate, raise the issue, according to the professor/writer…..
表示觀點(diǎn)相反的：
Cast doubt on, refute, rebuke, refuse, question, disagree with, oppose, contradict, on the contrary, differ from
表示支持的：
Support, strengthen, agree with, reinforce, present the same idea
常用表示總結(jié)聽力和閱讀材料觀點(diǎn)不同的句子：
1. This directly contradicts what the passage indicates.
2. this entirely opposes the writer’s expectation.
3. this is where the speaker disagrees with the writer.
4. this is another part where experience contradict theory.
模版：
In the lecture, the professor states that..., which differs from the point of the reading, the passsage contends that......
As for the writer, the writer indicates that.......R1.....On the contrary, the instructor argues that L1.....+detail.
In the lecture, the speaker raises the issue that L2+detail ......., yet the reading passage belives that.......R2...
In the lecture, the professor says L3.....+detail...., and what the professor says opposes the idea of reading which holds that R3.........
In a word, what is discussed in the lecture entirely opposes the writer’s expectation.
托福寫作技巧：“Show Time”段內(nèi)舉例
舉例子對(duì)練習(xí)托福寫作的的同學(xué)并不陌生，它是提升文章說服力的必備武器，也是評(píng)分標(biāo)準(zhǔn)里"明文規(guī)定"的硬性要求。它甚至已經(jīng)成為議論文中約定俗成的一部分。然而就是這個(gè)最常見的"For example", 難倒了眾多考生同學(xué)。學(xué)生抱怨最多的是"寫不出來"，有一些同學(xué)是擴(kuò)充思路時(shí)比較局限，把中間段的立意想得過于空泛，舉例子時(shí)便找不到具象的概念;更多同學(xué)是已經(jīng)想出了很好展開的點(diǎn)，但到舉例時(shí)短短一兩句話帶過，用詞相比主題句體現(xiàn)不出內(nèi)容上的展開伸延，甚至是完全重復(fù)。
其實(shí)出現(xiàn)這樣的困難是非常正常的：我們?cè)趯忣}時(shí)首先思考的問題是題目的類型，然后根據(jù)題目的類型和內(nèi)容擴(kuò)充思路，確定中間段寫幾段、每段寫什么。這從全文結(jié)構(gòu)來看是中間段主題句(即段首句)的核心關(guān)鍵詞，一般來講都相對(duì)抽象。等到我們開始寫文章時(shí)，發(fā)現(xiàn)段內(nèi)結(jié)構(gòu)中從主題句到例子需要由抽象到具體，然而這個(gè)具體的例子在最初審題時(shí)很少和主題句同時(shí)想出來。也就是說，對(duì)于舉例子的體裁和順序的思考在寫作的時(shí)間順序中是置后的。這導(dǎo)致一些同學(xué)在舉例子時(shí)直接重復(fù)自己在主題句中寫的詞句，甚至用詞含義比主題句中寫得更寬泛。
對(duì)于這樣的問題，經(jīng)常在課堂上和學(xué)生強(qiáng)調(diào)兩點(diǎn)解決辦法：一個(gè)是Show More Than Tell, 一個(gè)是場(chǎng)景的描寫。
首先我們來看show & tell. 在中間段段內(nèi)，主題句的目的是tell,之后的語(yǔ)言更多的是show. 我們的主題句應(yīng)該做的是將topic(題目中的話題)和controlling idea(審題時(shí)想出來的擴(kuò)充思路)用簡(jiǎn)潔明了的語(yǔ)言"tell"給讀者和閱卷人。這句話是非常直接和抽象的。按照結(jié)構(gòu)的要求，之后的語(yǔ)言需要把主題句解釋出來，圍繞著主題句展開。在例子當(dāng)中，做到 "show"，展現(xiàn)出圖片式的內(nèi)容，讓閱卷人在讀后能在腦中浮現(xiàn)出場(chǎng)景。這時(shí)的段內(nèi)舉例好比一個(gè)攝影師的展覽，而不是幾行文字的堆砌。比如這樣一句話 "She is nervous." 和這樣一段話 "She sat in a dentist's waiting room, peeling the skin at the edge of her thumb, until the raw red flesh began to show. Biting the torn cuticle, she ripped it away and sucked at the warm sweetness of her own blood." 再比如，"The music was very loud," 和 "My ears were still ringing." ; "I can still hear the waterfall." 和 "The sound of the falls can still reach my ears." tell 和 show的區(qū)別是顯而易見的。在授課過程中，首先會(huì)和學(xué)生強(qiáng)調(diào)這個(gè)原則，讓學(xué)生形成一個(gè)對(duì)段內(nèi)展開邏輯的初步的概念。
而后，學(xué)生的問題就是究竟怎么show?作家Lynn Quitman Troyka針對(duì)議論文寫作提出了RENNS model. RENNS指：Reasons, Examples, Names, Numbers, and Senses. 這非常適用于托福寫作。在中間段舉例，我們可以加上這些內(nèi)容使例子更加具體生動(dòng)。
1) Reasons(Why?)
Taking part-time jobs is considerably beneficial for university students.
As taking part-time jobs can enhance hands-on ability, it is considerably beneficial to university students.
2) Examples (What?)
The handbook is a good guide for using documentation.
The MGL handbook provides a good guide for documenting works cited.
3) Name (Who?)
Students can obtain practical working experience when they participate in part-time jobs in a factory.
Specific
My friend Jack who is a biology student once worked in a factory manufacturing dairy products.
4) Numbers (How many?)
Even though many members of the student congress were absent, the motion still passed.
Even though thirteen members of the student congress were absent, the motion still passed.
5) Senses (How?)
The truck was going very fast.
The truck was zooming down residential streets at 70 miles an hour.
在五個(gè)元素的點(diǎn)綴下，例子會(huì)明顯增添說服力。尤其是對(duì)于第五個(gè)Senses的講解，特別適用于不會(huì)舉例子的同學(xué)。學(xué)生大部分覺得個(gè)人經(jīng)歷相對(duì)于一般性例子更好寫一些，因?yàn)閭€(gè)人經(jīng)歷是可以自己杜撰的，數(shù)字、名字無從考察，寫起來更加自由。但是，一般性例子里很多時(shí)候沒法寫特別具體的數(shù)字和名字，學(xué)生覺得沒有元素能寫在例子中。比如一下的例子：
Topic: Do you agree or disagree with the following statement? The best way for parents to teach their children about responsibility is to have them care for an animal.
(學(xué)生原文：Disagree) Secondly, children's taking care of animals could result in alienation from their parents and friends. Children live should with the animal every day, and make them don't playing with other people and talking with other people. They pay much attention on the animal. And do not have a good relationship with their family member.
不看學(xué)生所犯的語(yǔ)言錯(cuò)誤，橫線部分的細(xì)節(jié)并沒有"細(xì)"起來，還是tell，而非show。但在給學(xué)生講解Senses的原則后并修改語(yǔ)言錯(cuò)誤后，得到改善：
(修改后)Secondly, children's taking care of animals could result in alienation from their parents and friends because children will spend most of their spare time in taking care of animals. Children will have to feed them, wash them and walk them. Also, when the pet becomes ill, they will take them to the hospital. In this case, the time for family and friends would be replaced to a large extent by staying with the animals.
其實(shí)不難看出，senses,其實(shí)真正寫的是"場(chǎng)景"。在舉例中，不論是詳細(xì)的個(gè)人經(jīng)歷，還是寬泛的一般性例子，都是不同的動(dòng)作連接起來形成的一個(gè)故事。一般性例子通常因?yàn)楸容^廣泛，難以聯(lián)想具體內(nèi)容將學(xué)生難倒。但實(shí)際上一般性例子也只是把例子中的主角的群體擴(kuò)大到一群人，然后描述出一群人所做的事情，即廣泛的現(xiàn)象，去證明主題句中的觀點(diǎn)。那么在寫一個(gè)群體做某件事時(shí)，把場(chǎng)景動(dòng)作寫出來，就找到了例子里最重要的元素。而場(chǎng)景動(dòng)作落實(shí)到語(yǔ)言上就是動(dòng)詞。例：我們生活的時(shí)代比以前更好還是更差?
The last factor that has made our age so uncomfortable is the abusive use of technology. Although it brings much convenience, it essentially changes human - we are no longer the master of tools, but instead the slaves of devices. We rush to metro station in order to catch an early train, sit in front of radioactive computers all day long in order to get our work done, and stay in air-conditioned rooms all summer without experiencing the natural changes outside thick cement walls. Several decades ago, people could still live closer to nature and make rational use of modern technology, which to me is the essence of human living experience.
以上一段就是將一系列的動(dòng)作用非常具體的動(dòng)詞，以事情發(fā)展順序展開。從場(chǎng)景動(dòng)詞的內(nèi)容上來看，都是我們?nèi)粘Ｉ钪忻刻旖?jīng)歷的，容易聯(lián)想;從例子展開的邏輯來看，具有較強(qiáng)的邏輯性和連貫性。 Senses 作為一個(gè)幫助擴(kuò)充舉例素材的工具，易于托福寫作還處在初級(jí)階段的學(xué)生理解及掌握。
在課堂中，每每聽到學(xué)生抱怨"寫不出來"時(shí)，便會(huì)向其講解Show More Than Tell的含義，并展示幾篇范文。對(duì)于一些語(yǔ)言基礎(chǔ)比較弱的同學(xué)，可以考慮領(lǐng)著他們仿寫范文，授之以魚。對(duì)于已經(jīng)練習(xí)寫作一段時(shí)間且語(yǔ)言表達(dá)能力較強(qiáng)的同學(xué)，很多在講解展示后就可以做到心領(lǐng)神會(huì)，把場(chǎng)景描寫的思維方式運(yùn)用于自己的寫作過程中，授課效果也就達(dá)到了最理想的授之以漁。相信只要多加練習(xí)，中間段舉例對(duì)于同學(xué)們就真的成為展示自己語(yǔ)言能力的Show Time了!
托福作文寫好結(jié)尾很關(guān)鍵 需要四步
一、重申立場(chǎng)
"It is difficult for people to achieve professional success without sacrificing important aspects of a fulfilling personal life."
In conclusion, given the growing demands of career on today's professionals, a fulfilling personal life remains possible by working smarter, by setting priorities, and by making suitable career choices.
二、重申立場(chǎng)+總結(jié)理由
"Since science and technology are becoming more and more essential to modern society, schools should devote more time to teaching science and technology and less to teaching the arts and humanities."
In conclusion, schools should not devote less time to the arts and humanities. These areas of study augment and enhance learning in mathematics and science, as well as helping to preserve the richness of our entire human legacy while inspiring us to further it. Moreover, disciplines within the humanities provide methods and contexts for evaluating the morality of our technology and for determining its proper direction.
三、讓步+重申立場(chǎng)
"Job security and salary should be based on employee performance, not on years of service. Rewarding employees primarily for years of service discourages people from maintaining consistently high levels of productivity."
In the final analysis, the statement correctly identifies job performance as the single best criterion for salary and job security. However, the statement goes too far, it ignores the fact that a cost-of-living salary increase for tenured employees not only enhances loyalty and, in the end, productivity, but also is required by fairness.
四、重申立場(chǎng)+引申擴(kuò)展
引申擴(kuò)展包括：
1.展望未來問題的前景
2.強(qiáng)調(diào)重要性
3.強(qiáng)調(diào)反對(duì)派立場(chǎng)會(huì)帶來的后果
How far should a supervisor go in criticizing the performance of a subordinate? Some highly successful managers have been known to rely on verbal abuse and intimidation. Do you think that this is an effective means of communicating expectations? If not, what alternative should a manager use in dealing with someone whose work is less than satisfactory?
In conclusion, supervisors should avoid using verbal abuse and threats. These methods degrade subordinates, and they are unlikely to produce the best results in the long run. It is more respectful, and probably more effective overall, to handle cases of substandard work performance with clear, honest and supportive feedback.
托福獨(dú)立寫作高分模板
內(nèi)容可以這樣分：
開頭段：2句
內(nèi)容：開篇點(diǎn)題，也就是一開始就要說明錄音和讀的材料不一樣的地方。
比如：first of all, the lecturer said that__, which contradicts what is listed on the reading paragraph.
然后用幾句話解釋下，也就是in another word~之類的。最后結(jié)尾可有可無。字?jǐn)?shù)300字以內(nèi)就可以了，綜合寫作字?jǐn)?shù)太多反而不太好。
托福獨(dú)立寫作：
托福獨(dú)立寫作，三次每次字?jǐn)?shù)都在550字以上，最近這次是600多字，打字速度一定要練，要能很快的把自己想要表達(dá)的意思表達(dá)出來。沒必要也千萬不要背模板，可以背些好的句子，好的句子結(jié)構(gòu)，考試時(shí)就可以往上套了。但模板的話痕跡太重反而不利于發(fā)揮。
開始也最好不要在用with the development of ?？戳撕芏嗳说牧?xí)作，都是這樣，老師會(huì)審美疲勞的。我的詞匯量可能不夠，所以其實(shí)我的作文一直都屬于用詞比較簡(jiǎn)單的那種類型，這些好句子感覺瞬間把我的文章提升了一個(gè)檔次。
The speaker raises serious counterarguments against the reading paragraphs by providing drastically different evidence regarding several different conditions.
The speaker begins by stating that__ According to the reading material, __ While from the listening passage, the speaker rebuts this point and argues that __
Another argument that the speaker uses to cast doubt on the reading raised in the lecture is that __ As for the reading's concern that __ the speaker argues that __
In the end, the speaker challenges the validity of the assumption of __ The reading argues that __ but the speaker maintains that __
In conclusion, based on the discussions demonstrated above, it can be clearly seen that the contents in the reading passage are totally jeopardized by the speaker and the speaker has totally different ideas on the topics made in the reading.
托福寫作的例句模板整理相關(guān)文章：
★ 托福寫作素材整理
★ 托福寫作模板:適應(yīng)變化比擁有知識(shí)更重要
★ 托福寫作句型匯總
托福寫作的例句模板整理
