托福獨(dú)立寫(xiě)作高分邏輯詞匯集錦
在OG給出的托福獨(dú)立寫(xiě)作評(píng)分標(biāo)準(zhǔn)中，邏輯被重點(diǎn)強(qiáng)調(diào)。用好邏輯詞會(huì)使得自己的思路表達(dá)得很明確，內(nèi)容結(jié)構(gòu)很清晰。小站君給大家整理了一些托福寫(xiě)作高分邏輯詞匯，希望對(duì)大家的托福寫(xiě)作備考有所助力。
托福獨(dú)立寫(xiě)作高分邏輯詞匯集錦
在OG給出的托福獨(dú)立寫(xiě)作評(píng)分標(biāo)準(zhǔn)中，邏輯被重點(diǎn)強(qiáng)調(diào)：
“An essay at this level largely accomplishes all of the following:
1. Effectively addresses the topic and task.
2. Well organized and well developed, using clearly appropriate explanations, exemplifications, and /or details.
3. Displays unity, progression, and coherence.
4. Displays consistent facility in the use of language, demonstrating syntactic variety, appropriate word choice, and idiomaticity, though it may have minor lexical or grammatical errors.”
1.增補(bǔ)(Addition)
in addition， furthermore， again， also， besides， moreover， what`s more， similarly， next， finally.
2.比較(Comparison)
in the same way， likewise， similarly， equally， in comparison， just as
3.對(duì)照(Contrast)
whereas， in contrast， on the other hand， instead， however，nevertheless， unlike， even though， on the contrary， while
4.因果(Cause and effect)
because， because of， for， since， due to， owing to， thanks to， as a result(of)， accordingly， hence， so， thus
5.強(qiáng)調(diào)(Emphasis)
certainly， above all， indeed， of course， surely， actually， as a matter of fact， chiefly， especially， primarily， in particular， undoubtedly， absolutely， most imprtant
6.讓步(Concession)
although， though， after all， in spite of， nevertheless， still， provided， while it is true...
7.例證(Exemplification)
for example， for instance， that is， namely， such as， in other words， in this case， by way of illustration.
8.總結(jié)(Conclusion)
to sum up， to conclude， in a word， in short， in brief， all in all， in all， to put it in a nutshell， in summary
9.推斷(Inference)
therefore， as a result(of)， consequently， accordingly， so， otherwise
10.時(shí)間和空間(Time and space)
afterward， after， first， later， then， soon， outside， near， beyond， above， below， on the right(left)， in the middle， opposite， in front of
托福寫(xiě)作范文：Archaeology
Archaeology is a source of history, not just a bumble auxiliary discipline. Archaeological data are historical documents in their own right, not mere illustrations to written texts, Just as much as any other historian, an archaeologist studies and tries to reconstitute the process that has created the human world in which we live - and us ourselves in so far as we are each creatures of our age and social environment. Archaeological data are all changes in the material world resulting from human action or, more succinctly, the fossilized results of human behavior. The sum total of these constitutes what may be called the archaeological record. This record exhibits certain peculiarities and deficiencies the consequences of which produce a rather superficial contrast between archaeological history and the more familiar kind based upon written records.
Not all human behavior fossilizes. The words I utter and you hear as vibrations in the air are certainly human changes in the material world and may be of great historical significance. Yet they leave no sort of trace in the archaeological records unless they are captured by a Dictaphone or written down by a clerk. The movement of troops on the battlefield may "change the course of history," but this is equally ephemeral from the archaeologist’s standpoint. What are perhaps worse, most organic materials are perishable. Everything made of wood, hide, wool, linen, grass, hair, and similar materials will decay and vanish in dust in a few years or centuries, save under very exceptional conditions. In a relatively brief period the archaeological record is reduce to mere scraps of stone, bone, glass, metal, and earthenware. Still modern archaeology, by applying appropriate techniques and comparative methods, aided by a few lucky finds from peat-bogs, deserts, and frozen soils, is able to fill up a good deal of the gap.
托福寫(xiě)作范文：Types of Speech
Standard usage includes those words and expressions understood, used, and accepted by a majority of the speakers of a language in any situation regardless of the level of formality. As such, these words and expressions are well defined and listed in standard dictionaries. Colloquialisms, on the other hand, are familiar words and idioms that are understood by almost all speakers of a language and used in informal speech or writing, but not considered appropriate for more formal situations. Almost all idiomatic expressions are colloquial language. Slang, however, refers to words and expressions understood by a large number of speakers but not accepted as good, formal usage by the majority. Colloquial expressions and even slang may be found in standard dictionaries but will be so identified. Both colloquial usage and slang are more common in speech than in writing.
Colloquial speech often passes into standard speech. Some slang also passes into standard speech, but other slang expressions enjoy momentary popularity followed by obscurity. In some cases, the majority never accepts certain slang phrases but nevertheless retains them in their collective memories. Every generation seems to require its own set of words to describe familiar objects and events. It has been pointed out by a number of linguists that three cultural conditions are necessary for the creation of a large body of slang expressions. First, the introduction and acceptance of new objects and situations in the society; second, a diverse population with a large number of subgroups; third, association among the subgroups and the majority population.
Finally, it is worth noting that the terms "standard" "colloquial" and "slang" exist only as abstract labels for scholars who study language. Only a tiny number of the speakers of any language will be aware that they are using colloquial or slang expressions. Most speakers of English will, during appropriate situations, select and use all three types of expressions.
托福綜合寫(xiě)作萬(wàn)能模板
The speaker is mainly discussing _____, which differs from the main idea in the reading that____.
First of all, the speaker thinks that (the first point offered in the listening). By contrast, the reading materials believes that(the first main point appeared in reading). From the speaker, (the specific reasons or example to support the first point offered by the speaker).
Also, the speaker raises the issue that (the second point offered in lecture), which contradicts what is stated in the reading that(the second point and some concrete reasons or examples). The speaker tells us that (the second point and some concrete reasons or examples).
In addition, the speaker rebuts the reading material by emphasizing that (the third point provided in the lecture). This point completely opposes the viewpoint that (the third appeared in reading). In order to illustrate his/her point, the speaker provides us the instance/reason that (the reasons or example to support the third point of lecture).
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