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托福独立写作怎么写拿高分

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  时长为30分钟的托福独立写作部分对考生的语言能力、思维能力和临场应变能力都面临很大的挑战。怎么写好托福独立写作呢?下面就是学习啦小编给大家整理的托福独立写作,希望对你有用!

  托福独立写作方法

  首段:借助三类方式来点题

  首先,托福独立写作开头要做到开门见山,明确托福独立写作话题和目的,可以采用以下几种方式:

  1.借助名人名言来引入观点。这种方式是很好的,可以体现考生在写作中的观点展示的丰富程度。当然,在这之前考生应该掌握比较多的名言警句。在遇到相关话题时使用。这种引入方式不限话题。

  2.讲故事的方式引入要论证的观点。这种方式对考生的要求较高,如何在能够说清楚故事的同时,一边估计故事和论点之间的契合,一边注意控制首段的字数,是考生需要面对的问题。

  3.借助现象来引出观点。这种托福独立写作开头方式常见于社会类话题中,对于话题的讨论可以不突兀、自然进行。要注意如何简明描述现象并自然推进到话题讨论。

  中间段:学会三步写作模式

  中间段落的文章结构通常如下:Transitional words + topic sentence + development。托福考试如果考生在平时能熟练运用这样的一个结构来展开作文,那么考场上就会凭借这份思维定势来帮助自己抓住每一分。中间三个段落都可以套用这种模式。

  Transitional words主要有以下三种,即表顺序:firstly, secondly, finally (last but not least);表并列:besides,in addition;表对比:in contrast, in comparison。这些衔接词会让文章看起来脉络清晰,组织严密,也就做到了评分标准中的“well-organized”一条。

  topic sentence(主题句),顾名思义,向考官展示的是考生作文的主要意旨所以它在中间段落中的作用是至关重要的。通常主题句应该注意一下几点:

  1.主题句必须是陈述句。有的考生想在写作中创新,于是采用反问句或者其他看似多样化的题目,然而这种多样性带来的后果是给考官观点不明确的印象,很自然地会影响到分数。

  2.必须表明观点。如果考生把一句无关痛痒的话放在主题句的位置上,很显然无法表明自身观点。比如像“今天是晴天”这样的话没有表明观点;然而 “今天是个好天气”就包含一种感情色彩在里面,给人一种立场明确的感觉。考生应该切记:没有反驳余地的就不可以作为主题句。

  3.态度必须坚决。但是不能极端。

  4.每段必须有主题句,理论上讲没有主题句是可以的,但是考场上不可以,没有主题就会浪费考官的时间去帮你总结主题,难以得到高分。

  development (中间段落的展开)则需要大家学习积累一些常用的段落展开方法,比如举例法、比较法、因果法等。

  尾段:明确尾段任务

  在尾段写作时要注意结尾段要强化阅卷人对文章的整体印象。《新托福考试官方指南》指出结尾段的任务主要有:讨论作者自己看法的重要性,重申作者指出的观点;以不同的措辞复述文章的主题;总结文章的主要论点。因此在结尾段我们可以采取以下思路来编写:复述文章的主旨;总结各段的论点;提建议、做预测等。但要注意:托福写作在开头段已经把观点阐释清楚,结尾段从信息上讲就成为了最不重要的段落,甚至存在没有结尾段的满分文章—言外之意是如果时间不够了,应该尽可能将中间段写完整,而不是追求结尾段的完整性。

  托福独立写作三选一题型应对技巧

  很多同学不知道三选一的文章结构应该如何处理。这里其实三选一并不复杂,只需要熟记两个注意点就可以轻松应付:一是三者都要提及;二是并没有唯一的正确结构,结构应该根据题目灵活的选择。我们来看一道例题。

  Essay Topic

  Which one isthe most important for teacher of high school?

  1. The ability to help students plan for their future;

  2. The ability to find the students who need help most and help them;

  3. Teach students how to learn outside the classroom.

  就这道题来讲,题型基本结构的选择有两种:三项能力都重要,但是第一项最重要;或者,第一项是重要的,而第二项和第三项是不重要的。其他的文章结构都是这两种的变体。我们拿第二种结构举例:

  总论点:规划未来能力最重要(vs. 发现需要帮助的同学 &教会自学)

  主体段1:学生最需要规划,而只有老师有能力提供

  主体段2:发现需要帮助的能力不重要,因为学生自己会来找

  主体段3:课外自学不重要,高中生没有课外时间

  The ability to help student with planning their future is definitely the most important capability for high school teachers.

  To begin with, high school students are in desperate need for guidance about their future, and teachers are the only competent candidate to provide it. I know this from my personal experience. When I was in high school, a great portion of my classmates’ only goal is to reach for the minimum requirement for graduation, and to be able to get an offer from a middle-ranged college in the US, as all 15-year-old boys are profoundly addicted to either computer games or love affairs. Because of our immature mind, we had no idea regarding the choice of universities, or the selection of a future career path. What made matters worse is that our high school teachers provided us with virtually zero guidance concerning our college applications, not because they lack of the intention, but simply because they know nothing about it. Consequently, the vast majority of our parents had to hire an outside agency that specializes in the college application process which costs tons of money. Later we realized that this is an utter mistake, for what they did was simply giving us the timeline of the application process, translating our personal statements and recommendation letters from Chinese into English, and finally mailing out all our materials to the US. All of these simple tasks could be performed by ourselves, and these misfortunes surely could have been avoided if we had the luck to meet more competent teachers, with the ability to warn students and their parents about the black-hearted agencies and lay out lucid plans for students’ future.

  The capability to find the students who need assistance most and help them, on the other hand, is not that imperative. The reason for this is quite simple, since high school students would come to teachers voluntarily if they are in serious trouble. In other words, many times students don’t want to be bothered by a teacher who treats them like a baby-sitter. As for the “help” part, I firmly hold the faith that all teachers are already equipped with the willingness to solve student’s problem gladly, using their prehistoric powers, no matter how difficult the situation can be. So the willingness to help students should be the minimum standard to be qualified as a teacher.

  Similarly, the skill to teach students how to learn outside the classroom is completely unnecessary. For one, most high school students have no time outside their classrooms at all, as all their spare time is already occupied by cram school or by extracurricular activities. Even in the rare circumstance that some students may have free time, parents could always play the part of their instructor on how to self-study.

  托福独立写作的构思技巧

  1.熟悉可能涉及的话题

  托福写作的topics从写作模式上分可分为:

  解释现象类:(如解释一下为什么现代人的寿命比以前的长)

  对立观点类:

  给出两个对立的事物或者一个事物对立的两个方面,要求考生支持一方并进行说明。或给出两个对立事物或一个事物对立的两个方面,要求考生说明二者为什么不同或比较它们的优缺点,并给出理由(Some people like different friends. Other likes similar friends. Compare the advantages of these two kinds of friends. Which kind of friend do you prefer? Explain why.)

  从内容上可分为:

  学习类:(如自学还是跟老师学,学广还是学精)

  工作类:(如在大公司还是小公司)

  生活类:(如食品烹饪便捷是否提高生活质量,如喜欢在家里吃饭还是在餐厅吃饭)

  电视电影类:(如电视电影疏远了家人的情感,你是否同意)

  消费类:(如花在娱乐上,还是事业上)

  环境类:(如政府投入环保的力度是否应该大于投入经济发展的力度)

  古老建筑类:(如是否应该保留老建筑)

  成功类:(如成功的衡量标准是金钱和荣耀,你的看法如何)

  性格类:(如聪明的朋友比幽默的朋友重要,你是否同意)

  2.形成自己的答案资源库

  熟悉了写作题目之后,就要准备自己的答案资源库了。

  自己的资源库要包括:同一类题目的通用观点,有针对性的例证(不一定都要背名人典故,可以从自身取材,自给自足)。这些内容都是要自己去深思,需要有人点拨,才能形成一个清晰的构架和写作流程的。羊毛出在羊身上,来源于彼,还原于彼。

  3.线性思维,总——分——总

  在新托福独立写作中,用这总分总种思维最容易获得高分,所以你要在平时的练习中一定要注意写作的结构。托福作文应该写成三个层次,也就是我们确立了中心思想后应该找到三条理由来支持。

  托福作文五段论:第一段为中心思想段;二、三、四段为支持段落;最后一段为总结段落。其实这个东西并不是绝对的,有自己的思想内容来决定,因此八股文的形式还是要隐晦些。

  4.模仿几个拽句子

  拽句子不用很多,点缀其中,添彩即可。模仿的句子来源,可以是阅读中的复杂句式,先分析长句子的语义功能:它在文章中起了什么作用,是总结,是过渡,是举例,还是因果?那么我在用到总结的语句时,是不是能偷天换日地用上这样的句式?用上几次之后,这些句子就会变得简单熟悉了。


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