大家都知道托??荚嚨目荚噧?nèi)容有四部分,即口語、聽力、閱讀、寫作。很多同學(xué)在寫作方面比較薄弱,不知道怎么動筆,總是用一些簡單的詞匯。一走入考場,拿起筆,考試之前背的一些詞匯就忘記了。要想寫出高分的作文,平時就要下功夫,知己知彼方能百戰(zhàn)而不怠。在考試前就要了解好寫作的題型有哪些,把結(jié)構(gòu)先練好。下面,就讓小編為大家介紹一下托福綜合寫作題型吧!
一、托福綜合寫作題型介紹
1.絕對型
絕對型的題型一般是題目中含有最高級和絕對化的頻率詞的題,那么,針對這種類型的題目,我們又哪些策略呢?我給大家推薦的是兩種態(tài)度,四種方法。當(dāng)然,這兩種態(tài)度就是“同意”和“不同意”,當(dāng)同意的時候,我們可以采用“一邊倒”的策略,說A好處1,A好處2和A好處3,每個好處各成一個主體段,這樣文章就成型了;在同一的態(tài)度下,第二種方法就是若轉(zhuǎn)折,即前兩個主體段可以分別闡述A好處1和A好處2,第三個主體段可以進(jìn)行一個弱弱的轉(zhuǎn)折,稍微說一下B也好,這樣,既湊了字?jǐn)?shù),也向考官展現(xiàn)了自己全面的思維;在“不同意”的態(tài)度下,我們也可以按照“A好——A有缺陷——B也好”的結(jié)構(gòu)謀篇布局;也可以按照“A好——B好——C也好的結(jié)構(gòu)”進(jìn)行展開。
2.對比型
對比型的題目即為事物之間進(jìn)行比較。針對這類題型,共有兩種態(tài)度,三類寫法。在“同意”的態(tài)度下,我們可以采用A1>B1,A2>B2,A3>B3的寫法進(jìn)行寫作,即把兩個不同的事物統(tǒng)一在三個相同的維度下進(jìn)行比較;在“不同意”的態(tài)度下,我們有兩種寫法,我們依舊可以按照“A好——A有缺陷——B也好”的結(jié)構(gòu)謀篇布局;也可以按照“A好——B好——C也好的結(jié)構(gòu)”進(jìn)行展開。
3.隱藏all型
隱藏all型實質(zhì)上就是含蓄的絕對型,它在寫法上和絕對型有異曲同工之處,卻也忽悠區(qū)別。在這種提醒下,我想推薦兩種寫法,首先是“同意”的態(tài)度下,我們依舊可以繼續(xù)采用“A好處1,A好處2和A好處3”的一邊倒寫法進(jìn)行展開,如果是在“不同意”的態(tài)度下,我們可以采用“A有好處——A也有不好的地方”的邏輯順序進(jìn)行展開,當(dāng)然,也可以采用分類討論的寫法,其實分類討論的寫法是一種變了形的“讓步——轉(zhuǎn)折”,在邏輯上遵循的是一樣的規(guī)律和道理。
二、托福考試的寫作要求
1.詞匯要求:按筆者對 托福寫作 題認(rèn)真分析和多次參加 托??荚?經(jīng)驗,我認(rèn)為詞匯的要求應(yīng)該是4000—5000個積極詞匯。其中,學(xué)習(xí)詞匯三個重中之重便是:①動賓搭配;?②介賓搭配;?③修飾原則。 此乃應(yīng)對新托 福寫作詞匯要求之三大利器。
2.審題,抓關(guān)鍵詞,關(guān)鍵詞多為名詞和形容詞,重要的是一些限定詞。全文都要圍繞題目展開論述,緊緊扣題。
3.思路拓展:有的考生英語水平雖好,但常常苦于沒有思路。那針對這種情況,我們對思路擴(kuò)展提出兩種方法,能迅速有效幫助學(xué)生解決這個問題。①歸類法 + ②總括法,論證一定要體現(xiàn)嚴(yán)密的邏輯,思維不能跳躍。
4.審題原則:如何審題,決定了你是否能在有效時間內(nèi)迅速進(jìn)入狀態(tài)。對此,我們制定出審題三原則: ①定位 ②概括 ③分類,學(xué)會發(fā)散思維,不要就事論事。
5.結(jié)構(gòu)安排:清晰的結(jié)構(gòu)將使閱卷人對你留下一個好的印象。除此,你也能更加有效的安排自己的段落。三種方法助你一臂之力:1 平衡式 2 傾向式 3 一波三折式。
6.語法突破:其中必備四大語法結(jié)構(gòu)即是:①句子結(jié)構(gòu) ②從句 ③非謂語動詞 ④倒裝、強(qiáng)調(diào)、平行結(jié)構(gòu)、一致;
7.短期與長期:
短期(目標(biāo)分24分以下),靠思路/邏輯思維提分;長期(基礎(chǔ)好,目標(biāo)24分以上的)要修煉高詞匯&長難句。
8.切忌大量模板,尤其在論證過程中出現(xiàn)大量繁瑣的沒有實質(zhì)內(nèi)容的模板句。
三、托福綜合寫作評分標(biāo)準(zhǔn)
托福寫作第一部分:綜合寫作,綜合寫作的考試形式和內(nèi)容則是離中國傳統(tǒng)英語考試較遙遠(yuǎn)的。綜合寫作約25分鐘,考生先要用三分鐘時間閱讀一篇學(xué)術(shù)型文章,然后用兩分鐘聽同話題的一篇聽力,然后就讀到和聽到的內(nèi)容20分鐘寫一篇文章??荚嚨男问饺诤狭碎喿x,聽力以及寫作三個部分。因此考察學(xué)生的綜合能力,顧名思義叫做綜合寫作。應(yīng)試如果想拿到高分,往往需要兩個因素:第一,知己(實力),第二,知彼(對考試的理解)。
1.5分---滿分
ScoreTask Description
5A response at this level successfully selects the important information from the lecture and coherently and accurately presents this information in relation to the relevant information presented in the reading. The response is well organized, and occasional language errors that are present do not result in inaccurate or imprecise presentation of content or connections.
2.4分---高分
Scoreask Description
4A response at this level is generally good in selecting the important information from the lecture and in coherently and accurately presenting this information in relation to the relevant information in the reading, but it may have minor omission, inaccuracy, vagueness, or imprecision of some content from the lecture or in connection to points made in the reading. A response is also scored at this level if it has more frequent or noticeable minor language errors, as long as such usage and grammatical structures do not result in anything more than an occasional lapse of clarity or in the connection of ideas.
3.3分-中國考生平均分
ScoreTask Description
3A response at this level contains some important information from the lecture and conveys some relevant connection to the reading, but it is marked by one or more of the following:
Although the overall response is definitely oriented to the task, it conveys only vague, global, unclear, or somewhat imprecise connection of the points made in the lecture to points made in the reading.
The response may omit one major key point made in the lecture.
Some key points made in the lecture or the reading, or connections between the two, may be incomplete, inaccurate, or imprecise.
Errors of usage and/or grammar may be more frequent or may result in noticeably vague expressions or obscured meanings in conveying ideas and connections.
4.2分-以下-低分
ScoreTask Description
2A response at this level contains some relevant information from the lecture, but is marked by significant language difficulties or by significant omission or inaccuracy of important ideas from the lecture or in the connections between the lecture and the reading; a response at this level is marked by one or more of the following:
The response significantly misrepresents or completely omits the overall connection between the lecture and reading.
The response significantly omits or significantly misrepresents important points made in the lecture.
The response contains language errors or expressions that largely obscure connections or meaning at key junctures, or that would likely obscure understanding of key ideas for a reader not already familiar with the reading and the lecture.
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