新東方雷楨：托福綜合寫(xiě)作技巧

如果沒(méi)有掌握到一些實(shí)用的托福寫(xiě)作技巧，我們?cè)趯?xiě)作中就有可能像無(wú)頭蒼蠅一樣，沒(méi)有方向，費(fèi)力不討好。為了幫助大家寫(xiě)好托福作文，下面小編給大家?guī)?lái)新東方雷楨：托福綜合寫(xiě)作技巧。

新東方雷楨：托福綜合寫(xiě)作技巧

托福作文難，最難要屬綜合寫(xiě)作，據(jù)統(tǒng)計(jì)，綜合寫(xiě)作是中國(guó)學(xué)生寫(xiě)作板塊中失分最多的部分。綜合寫(xiě)作的好壞很大程度上決定著托福寫(xiě)作成績(jī)的高低。而寫(xiě)作水平的提高不是短期就能提高的，但是熟悉了解考試技巧，加之自身的英文水平，寫(xiě)出高分作文不在話下。現(xiàn)在，筆者和大家分享在教授大學(xué)聽(tīng)說(shuō)讀寫(xiě)拔高四級(jí)課程中的一些關(guān)于托福綜合寫(xiě)作技巧。

托福寫(xiě)作分為兩個(gè)部分:分別是task1綜合寫(xiě)作和task2獨(dú)立寫(xiě)作。而task1綜合寫(xiě)作考試是學(xué)生失分最嚴(yán)重的部分，其考試形式是“閱讀+聽(tīng)力+寫(xiě)作”模式，即先給考生閱讀一篇文章，然后播放一段聽(tīng)力材料，然后要求結(jié)合閱讀材料和聽(tīng)力材料，寫(xiě)作一篇200左右的文章。其中，聽(tīng)力材料和閱讀材料的話題相同，往往觀點(diǎn)相反。同學(xué)在解答過(guò)程中常見(jiàn)的問(wèn)題有：閱讀看不明白，聽(tīng)力材料沒(méi)有記住等，這些問(wèn)題最終都會(huì)影響寫(xiě)作質(zhì)量。

筆者針對(duì)理清閱讀材料的文章結(jié)構(gòu)和如何記下聽(tīng)力材料中的要點(diǎn)做簡(jiǎn)單的講解。首先，看閱讀材料要是抓住文章的主題和論點(diǎn)，通常文章包含一個(gè)主題和兩至三個(gè)分論點(diǎn)，考生需要在最短時(shí)間內(nèi)找出每段的主題句，主題句通常出現(xiàn)在段落開(kāi)始。其次，在聽(tīng)力材料中時(shí)，抓住主題和兩至三個(gè)分論點(diǎn)，務(wù)必做好聽(tīng)力筆記。要想迅速記下聽(tīng)力內(nèi)容，使用一些常用的速記方法和符號(hào)就顯得非常重要，在大學(xué)聽(tīng)說(shuō)讀寫(xiě)拔高四級(jí)課程寫(xiě)作課程中都會(huì)有詳細(xì)講解。另外，綜合寫(xiě)作須采用對(duì)比比較型的論證方法。材料中分論點(diǎn)的順序不一定和閱讀材料的分論點(diǎn)順序一致，所以在寫(xiě)作時(shí)候，要將閱讀和聽(tīng)力的分論點(diǎn)做好對(duì)應(yīng)。如第一段總體概括聽(tīng)力和閱讀的觀點(diǎn)，中間部分分為兩至三段(取決于閱讀和聽(tīng)力的分論點(diǎn)個(gè)數(shù)，一般為三個(gè)分論點(diǎn))，中間每段采用對(duì)比比較方法，即先寫(xiě)閱讀中的觀點(diǎn)再轉(zhuǎn)入聽(tīng)力中的觀點(diǎn)。而在進(jìn)行轉(zhuǎn)入時(shí)，可采用一些表示轉(zhuǎn)折關(guān)系的詞或短語(yǔ)，如…while/whereas…等，筆者從大學(xué)聽(tīng)說(shuō)讀寫(xiě)拔高四級(jí)課程寫(xiě)作課中推薦一個(gè)表示觀點(diǎn)對(duì)比的高分句型: The speaker discusses…, contradicting what is stated in the reading that….顯然，直接使用一些套句能夠使得段落寫(xiě)作更加連貫，建議大家多學(xué)習(xí)一些用來(lái)反駁觀點(diǎn)的套句，考試時(shí)直接套用，一步到位。

總之，綜合寫(xiě)作的難點(diǎn)在于聽(tīng)力和寫(xiě)作。記住聽(tīng)力內(nèi)容需要學(xué)習(xí)速記方法，而綜合寫(xiě)作的框架考生在備考前需要了解綜合寫(xiě)作文章框架，最好能記住一些常用套句結(jié)構(gòu)，這樣一來(lái)，高分的作文就出來(lái)了，結(jié)構(gòu)有套句作為依托，內(nèi)容可以從閱讀和聽(tīng)力中提取要點(diǎn)。所以，托福綜合寫(xiě)作考試就是縮寫(xiě)(summary)和擴(kuò)寫(xiě)(paraphrase)的兩個(gè)過(guò)程，大學(xué)聽(tīng)說(shuō)讀寫(xiě)拔高四級(jí)課程中專門為托福綜合寫(xiě)作設(shè)置的summary和paraphrase的章節(jié)，足以能夠讓考生秒殺托福綜合寫(xiě)作，真正地實(shí)現(xiàn)考生英文水平和考試成績(jī)同步提高。

托福寫(xiě)作備考之過(guò)渡詞匯總

at first 起初

after a while 一會(huì)兒

after that 那以后

after that 那以后

after/before dark 天黑后/前

afterward 后來(lái)

as a young man 當(dāng)…是個(gè)年輕人的時(shí)候

as early as 早…的時(shí)候

as soon as 一…就…

at last 終于

at the age of… 在…歲的時(shí)候

before, the other day 幾天前

earlier, until now 直到現(xiàn)在

early in the morning 大清早

eventually 最終

finally 最后

immediately 立即、馬上

in no time 不一會(huì)兒

in the end 最后

lately 近來(lái)

later 后來(lái)

meanwhile=in the meantime=at the same time 在此期間、同時(shí)

next 接下來(lái)

one afternoon 一天下午

one day 有一天

one morning 一天早晨

recently 最近

since then 自從那時(shí)起

soon 不久

Soon/shortly after …之后不久

suddenly=all of a sudden 突然

then 然后

to begin/start with=in the first place 首先、第一點(diǎn)

2、表示空間的

above 在上方

across 在…的另一邊

against 靠著、抵著

around 在周圍

at the back of 在后面

at the bottom of 在底部

before 在前

behind 在后

below 在下方

close to 靠近

further on 再往前

in front of 在前面

in the front of 在前面

in the middle of 在中間

near to 在…附近

next to 與…相鄰

on the edge of 在…的邊上

on the right/left 在右/左邊

on top of 在…的頂部

opposite to 與…相對(duì)

over 垂直在上

to the right/left 朝右/左

under 垂直在下

托福作文寫(xiě)得慢怎么破

“寫(xiě)作文”這三個(gè)字不知道為什么，給我們帶來(lái)的都是噩夢(mèng)一般的感受。好像從我們小學(xué)一年級(jí)開(kāi)始，就常常被布置要寫(xiě)作文，結(jié)果到了考托福考試的時(shí)候，還是要繼續(xù)寫(xiě)作文。而且非常討厭的是，這個(gè)托福作文跟高考作文一樣，還是一個(gè)限時(shí)作文!現(xiàn)在想想，小時(shí)候?qū)懽鳂I(yè)還真是幸福，雖然也是要寫(xiě)作文，但是畢竟沒(méi)有人給我們限定在多少分鐘內(nèi)寫(xiě)完?，F(xiàn)在的托福考試還真是萬(wàn)惡啊。

一旦當(dāng)我們開(kāi)始寫(xiě)作文的時(shí)候，我們一下就被‘托福作文’這個(gè)東西給鎮(zhèn)住了!別說(shuō)寫(xiě)出一篇高質(zhì)量作文了，哪怕就是寫(xiě)出一篇300字的作文，大部分人也是要2個(gè)小時(shí)左右的時(shí)間。因此橫亙?cè)谖覀兠媲暗牡谝粋€(gè)問(wèn)題，就變成了如何在30分鐘時(shí)間之內(nèi)寫(xiě)出一篇作文了。

我們之前都曾經(jīng)聽(tīng)過(guò)一句話，叫做“兩點(diǎn)之間，直線最短”，是的，我們都聽(tīng)過(guò)。不過(guò)請(qǐng)注意，這里說(shuō)的是“兩點(diǎn)之間，直線最短”，而不是“兩點(diǎn)之間，方法最短”。換句話說(shuō)，我們需要從現(xiàn)在的寫(xiě)1篇文章2小時(shí)的時(shí)間，轉(zhuǎn)變到寫(xiě)1篇文章30分鐘的時(shí)間，而不是通過(guò)某一個(gè)方法，讓我們讀過(guò)之后，1小時(shí)之內(nèi)或者1天之內(nèi)就可以把寫(xiě)作文的時(shí)間大幅的減少。

其實(shí)對(duì)于托福作文來(lái)說(shuō)，要提醒小伙伴們，就是其實(shí)不外乎四個(gè)字“熟能生巧”。但是互相我們寫(xiě)作文的過(guò)程，其實(shí)2個(gè)部分最為消耗我們的時(shí)間，第一個(gè)就是構(gòu)思的過(guò)程，第二個(gè)就是想一句話怎么表達(dá)的過(guò)程。這兩個(gè)部分是最為消耗時(shí)間的。因此，其實(shí)縮減寫(xiě)作文時(shí)間的過(guò)程，就是減少這兩個(gè)部分所消耗的時(shí)間。

構(gòu)思過(guò)程

首先說(shuō)第一個(gè)部分，構(gòu)思的過(guò)程。其實(shí)想必絕大多數(shù)上過(guò)輔導(dǎo)班的考友們都知道托福作文就是傳統(tǒng)的，龍頭鳳尾豬肚子，這樣的寫(xiě)作方式。第一段表明自己的觀點(diǎn)，然后接下來(lái)每一段一開(kāi)始給出分論點(diǎn)，最后一段進(jìn)行總結(jié)，就這么簡(jiǎn)單。

但是在實(shí)際寫(xiě)作的過(guò)程中，我們卻發(fā)現(xiàn)，總是想不到理由。

但是實(shí)際上，這是我們想的方向不對(duì)，總是在向很宏觀的想。這里的訣竅就是向細(xì)分領(lǐng)域想!當(dāng)我們總是在想建筑對(duì)社會(huì)很好的時(shí)候，我們就是會(huì)很想象到理由以及例子，但是如果我們想得很細(xì)的時(shí)候，就發(fā)現(xiàn)好說(shuō)了，比如我們可以說(shuō)趙州橋，既有實(shí)用價(jià)值，也有觀賞價(jià)值。這就言之有物了!這是第一，減少構(gòu)思的過(guò)程的時(shí)間，靠細(xì)分領(lǐng)域。

表達(dá)過(guò)程

接下來(lái)就是表達(dá)的過(guò)程。其實(shí)對(duì)于表達(dá)的過(guò)程來(lái)說(shuō)，我們也知道一句話，叫做日啖荔枝三百顆，不辭長(zhǎng)作嶺南人。應(yīng)該是熟讀唐詩(shī)三百首，不辭長(zhǎng)作嶺南人。應(yīng)該是不會(huì)作來(lái)，也會(huì)吟。換句話說(shuō)，也就是要第一熟悉這門語(yǔ)言，然后多使用這門語(yǔ)言。

這其實(shí)就可以靠多做中譯英的翻譯，就會(huì)有所改進(jìn)，并且將我們自己的作文按照對(duì)方地道的原文進(jìn)行修改，這樣的方法，通過(guò)大量的進(jìn)行中譯英的轉(zhuǎn)換，來(lái)增加我們的熟練度，這樣就可以逐步削減我們的思考怎樣表達(dá)的時(shí)間。

托福寫(xiě)作范文：學(xué)生是否需要起早去上學(xué)

托福獨(dú)立寫(xiě)作范文

Some people think it is the best approach for students to learn if school start the day at a early time in the morning. But someone think the school should start the day at late time. Which one do you prefer? Use specific reasons and detailed examples to support your answer.

題目大意：學(xué)生是否需要起早去上學(xué)。老師建議大家選擇反對(duì)，即認(rèn)為孩子可以晚點(diǎn)去上學(xué)，因?yàn)橐环矫婵梢员ＷC孩子的休息，從而提高課堂效率，另一方面避免孩子遭遇早高峰，有助于保證好的心情，從而減少對(duì)學(xué)習(xí)的干擾。

托福寫(xiě)作模板及參考答案：

Many schools are planning to postpone the first class in the morning for less lateness and better educating quality. However, the schedule of late classes will cultivate students’ indolence, and pose many other negative effects. As a result, starting class late would not effectively reduce the rate of lateness and cannot secure the educating efficacy.

Firstly, early classes in the morning will force the students to keep a disciplined life style. In order to attend the first class, students have to get up early in the morning. This habit brings many benefits. For example, young people will live a much healthier life. Keeping the schedule in mind, they would no longer dally at night before sleep, and save their time in the morning. Then, they can have a good rest in the evening and keep themselves energetic at daytime. Besides, they could also shape many of their excellent characteristics, like self-discipline or persistence. Leaving the cozy bed requires a powerful willpower when we start a new day, and doing this every day asks for a strong self-control. Both of these virtues are keys to success. And one of the well-known, Kobe Bryant, is a beneficiary of starting his day early in the morning. He once gave his secret to become the MVP in the basketball playground. It was his getting up early in the 4 AM that contributes him. In conclusion, both physical and psychological benefits can be gained by the disciplined life style led by the early classes.

In addition, early start in the morning also leaves more extracurricular time for students. Earlier starting class generally results in earlier off-class. More spare time after class enables students to conduct other activities, such as further exploring in study, deepening their interests or doing some other activities. Those activities would help students to improve themselves. In spare time, students can do some practical experiments to apply knowledge into practice, which allow them to have in-depth understanding in knowledge learnt in class. Students would be also capable of learning instrument, painting or doing sports with abundant of time after class. Those extracurricular activities help students to achieve complete development. Obviously, earlier start in the morning means a longer day, providing more spare time for students to enrich their life and promote themselves in learning.

Late classes, to a degree, may lower the absence rate at the beginning. This is because that students do not need to be hurry in the morning, especially for those who cannot get up early. In the long run, however, the original purpose cannot be realized effectively. The allowance of starting class later would indulge the bad habits of procrastination. Some students will tend to put off all tasks late at night, if they do not need to get up early. Staying up later would in turn make students get up later. This is a vicious circle. As a result, students’ biological clock will be re-adjusted, making it harder for them to get up on time. Therefore, the absence rate would be decreased again.

In summary, compared to making classes late in the morning, starting the day early would bring many benefits in learning. Students would be able to maintain a healthy life physically and mentally, and to explore in study, all of which contribute to a higher quality of learning.

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