托福寫(xiě)作的分段技巧解析

為了讓大家更好的準(zhǔn)備托?？荚?，小編給大家整理一些托福寫(xiě)作小技巧，下面小編就和大家分享，來(lái)欣賞一下吧。

托福寫(xiě)作如何輕松變換句式

1.變換句子的開(kāi)頭結(jié)構(gòu)

名詞做主語(yǔ)

介詞短語(yǔ)作狀語(yǔ)

副詞作狀語(yǔ)

狀語(yǔ)從句

分詞短語(yǔ)作狀語(yǔ)

形容詞短語(yǔ)作狀語(yǔ)

主語(yǔ)從句

不定式短語(yǔ)做主語(yǔ)或狀語(yǔ)

動(dòng)名詞做主語(yǔ)

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2. 使用不同的句型結(jié)構(gòu)

Today’s education system paces too much emphasis on students’ desires rather than their needs. Accordingy, students are searching for the easy way out, and educators are wiingy conspiring with them. As opposed to this trend, I woud argue that students shoud study what is presented to them rather than what is desired by them. Not ony shoud educators determine the curricuum, but aso they shoud strive to insure that each individua student truy gains from his/her education, rather than just breezes through it.

托福寫(xiě)作的分段技巧解析

開(kāi)頭段

開(kāi)頭段主要用以下幾種方法來(lái)組織，即背景法(Background)， 爭(zhēng)議法(Controversy)，提問(wèn)法(Question)，故事法(Story)和引言法(Quotation)。

以背景法為例。背景法一般會(huì)提出一種普遍的或值得關(guān)注的現(xiàn)象作為背景 或者是由遠(yuǎn)到近，由大到小地談?wù)摼o扣論題的社會(huì)觀點(diǎn)作為背景。背景法開(kāi)頭段的結(jié)構(gòu)通常如下：背景(1-3句)+論題+反方觀點(diǎn)+(反方理由)+過(guò)度+(正方觀點(diǎn))+作者的觀點(diǎn)+作者的理由。以2007年8月11日的獨(dú)立寫(xiě)作試題為例：Technology makes people's lives more complicated. 題目涉及到了現(xiàn)今社會(huì)比較熱門(mén)的話題---科技。這樣，我們就可以以這種社會(huì)比較關(guān)注的現(xiàn)象作為我們作文的開(kāi)頭背景。因此這個(gè)題目的首段就可以這樣開(kāi)始：Technology has had tremendous impacts on every aspect of modern life. However, people are having conflicting opinions about whether it has made people's lives more complicated or not. I believe technology has by and large made our lives more convenient。第一句話就是一句緊貼社會(huì)的背景，這樣寫(xiě)不但很容易打開(kāi)考生自己的思路，抓住作文的焦點(diǎn)，還能引起考官的共鳴。

中間段落

中間段落的文章結(jié)構(gòu)通常如下：Transitional words + topic sentence + development。如果考生在平時(shí)能熟練運(yùn)用這樣的一個(gè)結(jié)構(gòu)來(lái)展開(kāi)作文，那么考場(chǎng)上就會(huì)憑借這份思維定勢(shì)來(lái)幫助自己抓住每一分。中間三個(gè)段落都可以套用這種模式。

Transitional words主要有以下三種，即表順序：firstly, secondly, finally (last but not least);表并列：besides, in addition;表對(duì)比：in contrast, in comparison。這些銜接詞會(huì)讓文章看起來(lái)脈絡(luò)清晰，組織嚴(yán)密，也就做到了評(píng)分標(biāo)準(zhǔn)中的“well-organized”一條。

主題句，顧名思義，向考官展示的是考生作文的主要意旨所以它在中間段落中的作用是至關(guān)重要的。通常主題句應(yīng)該注意一下幾點(diǎn)：

1.主題句必須是陳述句。有的考生想在寫(xiě)作中創(chuàng)新，于是采用反問(wèn)句或者其他看似多樣化的題目，然而這種多樣性帶來(lái)的后果是給考官觀點(diǎn)不明確的印象，很自然地會(huì)影響到分?jǐn)?shù)。

2.必須表明觀點(diǎn)。如果考生把一句無(wú)關(guān)痛癢的話放在主題句的位置上，很顯然無(wú)法表明自身觀點(diǎn)。比如像“今天是晴天”這樣的話沒(méi)有表明觀點(diǎn);然而 “今天是個(gè)好天氣”就包含一種感情色彩在里面，給人一種立場(chǎng)明確的感覺(jué)?？忌鷳?yīng)該切記：沒(méi)有反駁余地的就不可以作為主題句。

3.態(tài)度必須堅(jiān)決。但是不能極端。

4.每段必須有主題句，理論上講沒(méi)有主題句是可以的，但是考場(chǎng)上不可以，沒(méi)有主題就會(huì)浪費(fèi)考官的時(shí)間去幫你總結(jié)主題，然而繁忙的考官是不會(huì)那么善良地去分析你的題目來(lái)抓取你的觀點(diǎn)的。

至于中間段落的展開(kāi)(development)則需要大家學(xué)習(xí)積累一些常用的段落展開(kāi)方法，比如舉例法、比較法、因果法等。

結(jié)尾

文章結(jié)尾段落雖然并不像開(kāi)頭和中間段落那樣重要，然而沒(méi)有結(jié)尾的文章是不完整的，不符合基本寫(xiě)作要求。所以考生在考場(chǎng)上一定要在結(jié)尾處再次聲明自己觀點(diǎn)(restatement)， 或者提出新的希望，或者提出解決問(wèn)題的方案，從而讓考官有一種善始善終的良好印象。如果考生能做到以上幾點(diǎn)，那么我們的作文構(gòu)思就是比較成功了。

托福寫(xiě)作句型的使用技巧

我們看看下邊的幾個(gè)例句：

1. Knowledge will never lie。

知之為知之，不知為不知，是智也。

這個(gè)句子使用了擬人的修辭手法，賦予了knowledge生命，形象化了知識(shí)的嚴(yán)謹(jǐn)性，同時(shí)也避免了直接翻譯的繁瑣冗長(zhǎng)。

2. That information comes very impressively to everyone in the job market。

那一信息使所有正在找工作的人為之一震。

這個(gè)句子也間接使用了擬人的手法，人性化了Information這個(gè)詞，come可以把人們接受信息的過(guò)程表達(dá)的更生動(dòng)。

3. Confidence never fails to play a significant role in your entire life。

自信在你一生中扮演極其重要的角色

這個(gè)句子中never和fail表示雙重否定，用以加強(qiáng)肯定的成分。

托福寫(xiě)作考試的講解

經(jīng)?？吹綄W(xué)生的作文整體語(yǔ)言簡(jiǎn)單，或者偏口語(yǔ)化，卻摻雜了數(shù)個(gè)SAT閱讀詞匯，讀來(lái)別扭——也就是學(xué)生粗淺地知其大概中文意思，但根據(jù)中文意思再放到寫(xiě)作里頭便出現(xiàn)了不和諧，甚至是完全錯(cuò)誤的用法。曾經(jīng)還教到過(guò)一個(gè)學(xué)生，其獨(dú)立寫(xiě)作開(kāi)頭和結(jié)尾讓我覺(jué)得回到了歷史，不僅能看出是生搬硬套，而且比較別扭。一問(wèn)，果然兩段分別改自莎士比亞《暴風(fēng)雨》選段及英譯荷馬史詩(shī)。其實(shí)，該生的語(yǔ)言天賦和功底都很好，但在追求高分的過(guò)程中走入了誤區(qū)。一個(gè)是語(yǔ)言風(fēng)格上的混合錯(cuò)誤：正式語(yǔ)言與非正式語(yǔ)言反差過(guò)大，現(xiàn)代英語(yǔ)中摻雜古英語(yǔ)或舊式英語(yǔ);另一個(gè)是詞語(yǔ)搭配錯(cuò)誤。這亦是中國(guó)學(xué)生普遍的問(wèn)題所在。

我們一定要注意到，托福寫(xiě)作是應(yīng)用寫(xiě)作(practical writing)，非創(chuàng)造性寫(xiě)作(creative writing)，即考察學(xué)生的語(yǔ)言表述能力，而不是文學(xué)創(chuàng)作能力。無(wú)論是綜合寫(xiě)作還是獨(dú)立寫(xiě)作，考生追求的基本目標(biāo)是把想說(shuō)的意思用書(shū)面英語(yǔ)表達(dá)清楚，讓閱卷人讀懂和明白。從語(yǔ)言角度來(lái)說(shuō)，有兩大標(biāo)準(zhǔn)，即準(zhǔn)確性和多樣化。能夠達(dá)到詞詞準(zhǔn)確，又使用到不同的詞句來(lái)表達(dá)相同、相似的意思，從語(yǔ)言角度來(lái)說(shuō)已經(jīng)符合托?？荚嚨母叻忠?。

先來(lái)說(shuō)說(shuō)準(zhǔn)確性。譬如這樣一個(gè)句子：My writing ability increased by reading many books. 拆開(kāi)來(lái)看，每個(gè)英文單詞對(duì)應(yīng)的中文意思是對(duì)的。但存在一個(gè)問(wèn)題，ability和increase是不搭配的。任何一個(gè)單詞，都不能單純地說(shuō)用得好不好。語(yǔ)言是講究搭配的，簡(jiǎn)單常見(jiàn)的詞只要搭配合適，放置合適的語(yǔ)境，依然可以鍛造完美的句子。這個(gè)道理和穿衣混搭是一樣的。穿著漂亮不在于單品是如何大牌如何昂貴，而在于款式質(zhì)地的和諧，以及最后的上身效果。在這個(gè)句子中，increase表示增加的意思，主要表示數(shù)量的增加。盡管有時(shí)也能表示程度的增進(jìn)，但這里和ability的搭配是不正確的。一般我們說(shuō)develop one's ability，也可以說(shuō)improve one's ability. 因此，這句話得修改成My writing ability developed by reading many books. 當(dāng)然還可以修改得更地道一些。后半句想表達(dá)“閱讀”，學(xué)生一般的習(xí)慣是把“讀”和“書(shū)”全部翻譯出來(lái)。注意，寫(xiě)作是表達(dá)，不是翻譯。這么寫(xiě)固然是對(duì)的，還不夠理想。我們進(jìn)一步把句子修改成My writing ability developed by reading much. 從表達(dá)效果來(lái)講，已經(jīng)“達(dá)”了，考生想表述的意思和閱卷人讀到的意思完全吻合。當(dāng)然句子可以再繼續(xù)修改得更加豪華，本文暫不贅述。

那么，詞語(yǔ)的搭配如何檢驗(yàn)?zāi)?在各種班型的培訓(xùn)課程中，老師固然會(huì)提到一些典型搭配。但更為重要的是考生自己掌握檢驗(yàn)的方法。我個(gè)人比較推薦Oxford Learner's English Collocation Dictionary(《牛津?qū)W生英語(yǔ)搭配詞典》)，其中的語(yǔ)料來(lái)源和實(shí)用性都比較好。

關(guān)于多樣化，舉個(gè)最普遍的例子：“more and more”這個(gè)短語(yǔ)幾乎是每個(gè)中國(guó)學(xué)生都使用過(guò)的短語(yǔ)。我看到過(guò)太多學(xué)生的獨(dú)立寫(xiě)作文章，三四百字的短文里出現(xiàn)了四五次。有學(xué)生在開(kāi)頭段便使用了三次。學(xué)生重復(fù)使用該短語(yǔ)是可以理解的，一個(gè)是熟悉，再來(lái)字?jǐn)?shù)似乎上去了。其實(shí)，稍加思考便知道，如此做法反而在文章開(kāi)頭便向閱卷人暴露了弱處。因此這種不顧語(yǔ)言質(zhì)量的“湊字?jǐn)?shù)”方法是不可取的。

如何解決語(yǔ)言單一的問(wèn)題?平日積累是必不可少的。而積累的最好方法就是閱讀和仿寫(xiě)。閱讀的材料有幾大注意點(diǎn)：一、選擇現(xiàn)代英語(yǔ)，簡(jiǎn)而言之，選擇至少五十年以內(nèi)的材料。讀莎翁很好，但忌諱盲目模仿。二、題材上盡量選擇essay(散文、評(píng)論性文章、短文尤佳)。不少學(xué)生喜歡看Twilight之類(lèi)的的幻想小說(shuō)，這對(duì)培養(yǎng)閱讀興趣和語(yǔ)感很好，但對(duì)托福寫(xiě)作的幫助不直接。Twilight之類(lèi)屬于創(chuàng)造性寫(xiě)作，即文學(xué)寫(xiě)作，其語(yǔ)境和托?？荚囆枰淖h論文有很大差別，即便學(xué)到很炫的詞句，但恐無(wú)用武之地。

托福寫(xiě)作的全面解答

本文分為三個(gè)部分：其中Independent Writing Task 9個(gè)問(wèn)題，Integrated Writing Task 6個(gè)問(wèn)題，以及牽涉全局寫(xiě)作的3個(gè)問(wèn)題。

Independent Task

Q: Independent Writing Task有沒(méi)有題庫(kù)?

A: 沒(méi)有，但是可以借鑒TWE的題庫(kù)。

"You will see topics very similar to these [TWE Topics] on the TOEFL iBT." [OG, P267]

Q: 準(zhǔn)備Independent Writing Task需不需要專(zhuān)業(yè)知識(shí)?

A: "None of the topics requires specialized knowledge. Most topics are general and are based on the common experience of people in general and students in particular." [OG, P267]

Q: 寫(xiě)作的時(shí)候，觀點(diǎn)重不重要?

A: "It does not matter whether you agree or disagree with the topic; the raters are trained to accept all varieties of opinions." [OG, P267]

"I think test takers had better simply pick one side rather than straddle the fence." [Susan Hines, Dec. 2006]

"Creativity is not necessary." [Susan Hines, Dec. 2006]

Q: 是否可以通過(guò)增加深刻的邏輯和復(fù)雜的例子來(lái)掩蓋或者彌補(bǔ)語(yǔ)言能力的不足?

A: 不可以。

"If your language is hard to follow, your sentences are overly simple, and your vocabulary is limited, you may score no higher than 3 no matter how impressive your ideas may be." [OG, P260]

而且從例子的選擇上講，并不要求使用龐大、復(fù)雜的例子，盡管這些例子可能論證力更強(qiáng)。個(gè)人經(jīng)歷就是一種很好寫(xiě)的例子。閱卷人并不依據(jù)論據(jù)的復(fù)雜性來(lái)看文章。

"Personal experiences are common." [Susan Hines, Dec. 2006]

Q: 可不可以使用前人的模板(templates)來(lái)寫(xiě)作?

A: 那要看你怎么定義"模板"這個(gè)詞。如果"模板"指的是段落結(jié)構(gòu)和文章結(jié)構(gòu)，那沒(méi)有任何問(wèn)題，比如"五段式結(jié)構(gòu)"可能會(huì)一直是TOEFL文章最好的寫(xiě)法。但如果"模板"是指背下來(lái)的，可以不加思考就可以套到任何題目上的段落內(nèi)容，那就千萬(wàn)不要這樣做。

Do not "memorize" long introductory and concluding paragraphs just to add words to your essay. Raters will not look favorably on wordy introductory and concluding paragraphs such as the following:

"The importance of the issue raised by the posed statement, namely creating a new holiday for people, cannot be underestimated as it concerns the very fabric of society. As it stands, the issue of creating a new holiday raises profound implications for the future. However, although the subject matter in general cannot be dismissed lightheartedly, the perspective of the issue as presented by the statement raises certain qualms regarding practical application."

"In conclusion, although I have accept that it is imperative that something be done about creating a new holiday for people and find the underlying thrust of the implied proposal utterly convincing, I cannot help but feel wary of taking such irrevocable steps and personally feel that a more measured approach would be more rewarding."

Likewise, raters will not look favorably on paragraphs like the following, which uses a lot of words but fail to develop any real ideas:

"At the heart of any discussion regarding an issue pertaining to creating a new holiday, it has to borne in mind that a delicate line has to be trod when dealing with such matters. The human resources involved in such matters cannot be guaranteed regardless of all the good intentions that may be lavished. While it is true that creating a new holiday might be a viable and laudable remedy, it is transparently clear that applied wrongly such a course of action could be calamitous and compound the problem rather than provide a solution." [OG, P259]

"I think you could use it as long as it is on topic." [Susan Hines, Dec. 2006]

Q: 閱卷人最主要看重文章的哪些方面?

A: Your ability

to respond directly to the question;

to take a clear position; and

to write an essay characterized by (1) good organization, (2) proper use of supporting examples, (3) sentence variety, and (4) correct sentence structures.

[Workshop Manual, P26]

Q: 5分和4分最大的區(qū)別在哪里?

A: "Those that receive a score of 4 also have clear, well-written essays, but there are more flaws and the ideas are less developed." [Teacher's Manual]

Q: 詞匯和句式是不是越復(fù)雜越好?

A: 詞匯和句式需要一定的復(fù)雜性。

"Raters will also judge your essay based on the complexity of sentence structures and on the quality and complexity of your vocabulary. If you use very simple sentences and very basic vocabulary, you will probably not be able to express very complex ideas." [OG, P260]

但是，不是越復(fù)雜越好。

就詞匯而言，關(guān)鍵是表達(dá)的準(zhǔn)確性。請(qǐng)參看OG第287頁(yè)的滿分范文1，評(píng)語(yǔ)中有這樣一句話：The writer does not use high-level vocabulary, but word choice is correct throughout.同時(shí)請(qǐng)參看Workbook第57頁(yè)的范文，同樣沒(méi)有big words，也是滿分。

就句式而言，關(guān)鍵是表意準(zhǔn)確、流暢且能夠變化。但為了達(dá)到變化或者準(zhǔn)確表達(dá)復(fù)雜意思的目標(biāo)，出現(xiàn)一些復(fù)雜的句式是很正常的。但一味追求復(fù)雜是沒(méi)有意義的。

Q: 文字是不是越正式(formal)越好?

A: 不是。Independent Writing Task并不偏好formal expressions.只要能把意思表達(dá)清楚，并把問(wèn)題回答好了，就行了。參見(jiàn)OG第288頁(yè)滿分范文2，評(píng)語(yǔ)中這樣寫(xiě)道：the writer consistently demonstrates command of language and English idioms, especially by using various informal expressions ("Let's assume," "we would all agree," "can make or beak," "come in very handy").

Integrated Task

Q: 閱讀文章和聽(tīng)力文章中共有幾種可能的關(guān)系?

A: There are three kinds of connections between the reading passage and the listening passage.

a. The listening passage that challenges the points made in the reading.

b. The listening passage that presents the reasons/ways the problem described in the reading passage is solvable or really not a problem at all.

c. The listening passage that supports the points made in the reading.

[OG, P252] [Workshop Manual, P41]

目前考的都是Contrast題目(只有一次考到了Solution，但也和Contrast差不多)，預(yù)計(jì)在不久的將來(lái)也不會(huì)有太大變化。根據(jù)ETS高級(jí)專(zhuān)員(Assessment Specialist II)Susan Hines [Dec, 2006]的說(shuō)法，目前題庫(kù)中還沒(méi)有出過(guò)關(guān)于support的題目("Comparison is not available now.")，所以建議大家主要針對(duì)contrast題目進(jìn)行訓(xùn)練，偶爾也可以用朗文的光盤(pán)訓(xùn)練一下solution的寫(xiě)法。

Q: 閱讀文章和聽(tīng)力文章之間一般會(huì)有幾點(diǎn)相關(guān)聯(lián)?

A: "Typically the main idea will be developed with three points." [OG, P252]

Q: 文章中可不可以出現(xiàn)自己對(duì)所談問(wèn)題的看法?

A: "Remember that you are NOT being asked for your opinion. You ARE being asked to explain how the points in the listening relate to points in the reading." [OG, P253]

Q: 寫(xiě)作的時(shí)候可不可以照搬閱讀和聽(tīng)力中的原話?

A: 總的來(lái)講，照搬原文是不可以的。關(guān)鍵詞可以不變，但是整體內(nèi)容必須被paraphrase出來(lái)，特別是閱讀材料里面的內(nèi)容。

"In English-speaking countries, you must follow the rules for citing when you use the same words of the original speaker or author. If you do not do this, it is considered a form of intellectual stealing, called plagiarism. While this may be accepted in some cultures, it is not acceptable in most English-speaking academic settings. Therefore, paraphrasing skills are important to learn." [TOEFL iBT Tips, P29]

"Restatement and paraphrasing is, of course, needed." [Susan Hines, Dec., 2006]

Q: 5分和4分的區(qū)別在哪里?

A: "A response that scores at level 4 has many of the characteristics of a 5, but it does not reflect the content of the listening passage as accurately." [Workshop Manual, P45]

Q: 高分(5分、4分)和3分的區(qū)別在哪里?

A: "The response may omit one major key point made in the lecture." [Workbook, P7]

"Response generally cannot receive a score higher than 3 if they do not address all three points and usually need to address two of the points of contrast." [Workbook, P11]

"Responses that earn a score of 3 respond to the prompt, but they are vaguer than either 4 or 5 responses. Some details might be incorrect or altogether missing and inaccuracies increase. This combination may cause the reader to be slightly confused." [Workshop Manual, P46]

All Writing Tasks

Q: 高分(5分和4分)和低分(1~3分)在評(píng)分程序上有什么區(qū)別?

A: 總的來(lái)講，高分(4和5分)的文章要符合評(píng)分標(biāo)準(zhǔn)上的所有要求才能評(píng)為高分，但是低分文章(1到3分)只要符合評(píng)分標(biāo)準(zhǔn)的某一條就可以評(píng)為低分。

"In general, responses should be scored at the highest levels (4 or 5) if all the score descriptors fit the response. In contrast, a response should be scored at one of the lower levels (3, 2, or 1) if some or any of the score descriptors noticeably fit the response." [OG, P267]

Q: 拼寫(xiě)錯(cuò)誤和語(yǔ)言問(wèn)題要不要緊?

A: 關(guān)于這一點(diǎn)，我們要一分為二來(lái)看。一方面，我們沒(méi)必要吹毛求疵;閱卷人知道這是first draft并且是under timed condition，只要看得懂，不構(gòu)成理解障礙，就沒(méi)太大問(wèn)題(minor flaw)。另一方面，語(yǔ)法和拼寫(xiě)還是重要的，一旦這些小錯(cuò)誤導(dǎo)致閱卷人覺(jué)得難以理解，就會(huì)構(gòu)成重大問(wèn)題(major flaw)。

把"dependence"寫(xiě)成"dependency"沒(méi)太大問(wèn)題;偶爾把"becomes independent"寫(xiě)成了"becomes independency"是個(gè)可以看到的錯(cuò)誤，但還是問(wèn)題不大;偶爾寫(xiě)出"They prefer to be depended on their parents."這樣的奇怪句子也會(huì)得到閱卷人的寬恕。

"Occasional language errors will not count against you as long as they do not cause you to misrepresent the meaning of points from the reading and the lecture." [OG, P253]

"If your essay includes a few minor lexical and grammar errors, you can still get a high score. However, if you make a lot of grammar errors and if those errors make it hard to understand your meaning, you will get a lower score." [OG, P260]

Q: 字?jǐn)?shù)是不是很重要?

A: 首先，字?jǐn)?shù)沒(méi)有上限。

其次，目前字?jǐn)?shù)會(huì)比以前更有意義，因?yàn)榭荚囉杏?jì)數(shù)器專(zhuān)門(mén)動(dòng)態(tài)顯示字?jǐn)?shù)，為的是讓考生對(duì)自己的字?jǐn)?shù)做到心里有數(shù)。而且兩篇文章都有了推薦字?jǐn)?shù)。所以，我的建議是超過(guò)這個(gè)建議字?jǐn)?shù)，雖然不用超過(guò)太多。(Integrated Task超過(guò)150，Independent Task超過(guò)300)

最后，關(guān)鍵是內(nèi)容，而不是數(shù)量。不要為了求字?jǐn)?shù)而導(dǎo)致文章很啰嗦。

"Suggested length is between 150 to 225 words. You will not be penalized if you write more, so long as what you write answers the question." [OG, P253]

"An effective response is typically about 300 words long. If you write fewer than 300 words, you may still receive a top score, but experience has shown that shorter responses typically do not demonstrate the development of ideas needed to earn a score of 5. There is no maximun word limit. You may write as much as you wish in the time alloted." [OG, P258]

"The length is not considered."