托福獨(dú)立寫(xiě)作文章結(jié)構(gòu)布局高分思路講解

托福獨(dú)立寫(xiě)作重視論述邏輯，因此文章結(jié)構(gòu)是否合理將很大程度上關(guān)系到大家的作文得分。今天小編給大家?guī)?lái)了托福獨(dú)立寫(xiě)作文章結(jié)構(gòu)布局高分思路講解，希望能夠給幫助到大家，下面小編就和大家分享，來(lái)欣賞一下吧。

【實(shí)用經(jīng)驗(yàn)】托福獨(dú)立寫(xiě)作文章結(jié)構(gòu)布局高分思路講解

托福獨(dú)立寫(xiě)作總分總結(jié)構(gòu)很LOW嗎?

說(shuō)到托福寫(xiě)作的結(jié)構(gòu)，曾有考生問(wèn)過(guò)ETS官方，說(shuō)中國(guó)語(yǔ)文的作文是總分總的結(jié)構(gòu)，托福還是這么寫(xiě)會(huì)不會(huì)太低端了啊?官方給出的回答是，總分總的篇章安排不叫低端(low)，而叫經(jīng)典(classic)。我們都說(shuō)一個(gè)寫(xiě)作題目沒(méi)有標(biāo)準(zhǔn)答案的范文，但是有一個(gè)東西可以說(shuō)是形成了不成文的規(guī)定的，那就是一篇好的作文一定是有頭有尾、中間細(xì)分幾段論證的，這一點(diǎn)可以從很多官方給出的范文或是學(xué)生的高分文章中得到證實(shí)。

托福獨(dú)立寫(xiě)作到底應(yīng)該寫(xiě)4段還是5段?

另外，很多考生還存在疑問(wèn)的一點(diǎn)在于到底一篇文章是寫(xiě)四段還是五段，在小編看來(lái)，兩種結(jié)構(gòu)各有利弊所在。一般寫(xiě)4段式的同學(xué)都是因?yàn)橹黧w段只能想出兩條理由，實(shí)在是想不出第三條理由，只能以1+2+1的結(jié)構(gòu)完成文章。大家都知道一般來(lái)說(shuō)要想拿到不錯(cuò)的分?jǐn)?shù)，一篇新托福議論文需要寫(xiě)到400字左右，那么，如果主體段只寫(xiě)兩段，勢(shì)必需要考生在這兩個(gè)段落的論證細(xì)節(jié)上寫(xiě)出更多的內(nèi)容，否則字?jǐn)?shù)撐不到那么多，而這一點(diǎn)對(duì)于很多考生來(lái)說(shuō)恰恰也是很有難度的。相反地，如果寫(xiě)成5段式，貌似就需要考生能想出3條理由進(jìn)行論證，但事實(shí)是，很多考生根本想不到3點(diǎn)理由，能想出2點(diǎn)已經(jīng)是絞盡腦汁了。在這種情況下，怎么做才是最簡(jiǎn)易、最輕松的應(yīng)對(duì)辦法呢?

小編比較建議大家寫(xiě)5段式的文章，但主體段并不是上文所說(shuō)的3個(gè)理由段，而是采用2+1的模式，即兩個(gè)理由段，再加一個(gè)讓步段。關(guān)于理由段的寫(xiě)法，將在下文詳細(xì)分析，在此先重點(diǎn)解釋一下讓步段到底是什么意思?！白尣健弊置嬉馑际峭艘徊?，那么放到我們作文里，意思就是承認(rèn)一下反方的觀(guān)點(diǎn)。西方的文章不太喜歡作者全篇一味強(qiáng)調(diào)自己觀(guān)點(diǎn)的正確性，而是需要作者能適當(dāng)回應(yīng)并評(píng)價(jià)一下反方的觀(guān)點(diǎn)，這樣的文章看起來(lái)會(huì)更加有說(shuō)服力。當(dāng)然，廣大考生需要注意的是，小編這里提到的“承認(rèn)反方觀(guān)點(diǎn)”

指的是“弱弱地承認(rèn)”，承認(rèn)過(guò)后必須再削弱回去或者說(shuō)再駁斥回去，只有這樣才能更強(qiáng)調(diào)出本文觀(guān)點(diǎn)的準(zhǔn)確性，否則讀者看起來(lái)會(huì)有confusion， 也就是為什么一會(huì)兒支持自己的觀(guān)點(diǎn)，一會(huì)兒又支持反方觀(guān)點(diǎn)。

托福獨(dú)立寫(xiě)作合理結(jié)構(gòu)分配建議

總結(jié)一下，筆者推薦的新托福議論文結(jié)構(gòu)為1+3(2+1)+1的模式。第一段總起全文，導(dǎo)入話(huà)題并給出本人觀(guān)點(diǎn)，主體段前兩段為理由段，想出兩條理由論證正方觀(guān)點(diǎn)，主體段第三段為讓步段，先承認(rèn)反方觀(guān)點(diǎn)的合理之處，再削弱此觀(guān)點(diǎn)，最后一段為總結(jié)段，重申本人觀(guān)點(diǎn)，再做適當(dāng)?shù)恼雇?/p>

托福寫(xiě)作模板：大一新生是否需要上課提升學(xué)習(xí)能力

題目：A university recognized that first-year students have poor study skills. It is believed that the best way to address this problem is to require all first-year students to take courses on study skills, while others don’t agree with this requirement. What is your opinion?

范文1：Argument 1 (for)

Some people may think that requiring first-year college students to take courses to improve study skills is a waste of time, but I think it is a good way to ensure that students can cope with the college’s requirements. If the students do not have the needed skills already, teaching them as a class is the most efficient method to bring students to the correct level and allow the regular classes to progress at a faster pace.

If students do not have the required study skills when they enter college, they probably are unable to learn those skills on their own. Students need to find appropriate resources for research, develop organizational skills to balance homework and test study time, and learn acceptable formats for writing papers and giving presentations. These are not naturally acquired traits. As with any other subject, it is easiest to learn these things when they are presented in a clear, logical way by a trained professor. If the skills are not taught, the student may not even know what is missing, so will never even think to find out on his or her own.

In addition to providing foundational skills, an introductory study skills class can highlight the special requirements of and opportunities available at the college. For example, my high school taught Chicago bibliography structure, and I thought I was ready for college. However, my college requires that all papers be written in APA format. I needed to learn the APA style, and a basic class would have been very useful. In addition, my college has a fantastic computer resource lab with programs for making charts and graphs with complex data. I did not even know the lab existed during my first year, something I could have learned in an orientation study course.

The result of having all students take a study skills class is clear: regular classes can progress more smoothly. The regular faculty does not have to waste time instructing on points such as APA format that should already be known to the students. The students will all be able to keep up because they are organized; class time is not wasted completing things that should already have been done. Students can finish projects using all the resources available rather than trying to solve a problem without the proper equipment.

Therefore, a college would be wise to require all first-year students to take a basic study skills course. The students can learn things they would not find out on their own, find out about resources at the college, and prepare for a smoother class experience.

to bring students to the correct level 使學(xué)生達(dá)到標(biāo)準(zhǔn)水準(zhǔn)

These are not naturally acquired traits. 這不是自然習(xí)得的特征

as with X 正如X, 和X一樣

foundational skill 基本技能

regular classes can progress more smoothly 普通課程可以進(jìn)展地更順利些

be able to keep up 能夠跟得上

范文2：Argument 2 (against)

Requiring all first-year students to take an introductory study skills class is a waste of time and money for both the college and the students. It is not fair to advanced students who have alreadyinvested the time and energy to acquire good study skills, so an alternative program should be offered.

Although at first glance a study skills class may seem like a good idea, setting up such a course is a considerable investment for the institution. If all incoming students are required to take the class, many teachers and classrooms must be available for the program. For the program to be successful, the teaching materials should be consistent, so someone needs to develop the course and train the teachers in the best way to deliver the content. This investment of time, space and money could be better spent elsewhere.

Not only is a special class expensive for the university, it is also expensive for the students. Every student can only take a few classes per term, so making one of them a study requirement means that the student has less opportunity to pursue specialized classes needed to succeed in the working world after graduation. This investment of time and money is particularly unfair if the student already has the study skills necessary to do well. In fact, such a requirement might even make more advanced students consider attending a different university because they do not want to pay for something they do not need, lowering the overall level of student at the university.

A better alternative to a study skills class would be to provide each incoming student with a handbook listing the resources available at the school. Students who need extra training could go to a study lab with tutors or go to listed internet websites or chatrooms. Students can learn at their own pace and take advantage of whatever resources they need; students who do not need help are not held back in any way. The tutors could be upper-level students who are on a work-study program, which would cost the university significantly less than paying full-time professorial stafffor a special class.

Requiring all freshmen to take a study skills class is a waste of time and money for the students and institution, so it would be better to offer alternatives that target the specific skills that individual students need to learn.

invested the time and energy to do 投入時(shí)間和精力去做

an alternative program 備選方案

at first glance 乍一看

incoming students 即將入學(xué)的學(xué)生

the overall level of student 學(xué)生的整體水平

hold back 阻止,抑制

full-time professorial staff 全職教授級(jí)職員

托福寫(xiě)作模板：如何提升演講能力

題目：

After your presentation, which way would you choose to identify your weakness and improve your presentation?

1) reviewing the recording on your own;

2) inviting your colleagues or classmates to make suggestions for improvement.

范文1：For Choice 1

To improve my performance after giving a presentation, it is best to review a recording of it by myself. This process lets me observe all aspects of the presentation, evaluate changes at my own pace, and avoid being defensive.

First, a video recording gives significantly more information than just relying on comments made by colleagues or classmates. I can analyze and improve on even small points that others may not have noticed or found worth mentioning. For example, a couple years ago, I gave a presentation that I had extensively prepared for. It had strong organization and flow. Classmates raved about the content, but mentioned that I looked scared. I was confused, because I had felt confident. However, I noticed in the video later that I was continually fingering my notes. For my next presentation, I placed the notes within view but did not hold them, rendering my appearance more professional.

Another reason I prefer watching a recording is my pace of learning. I can focus on the points I want to redo, replaying the material as often as I want, confirming even tiny details. In fact, I can even take long breaks to think about what I see or to try out alternate delivery styles. I do not have to inconvenience my friends by asking them for feedback or taking up their time. If others are involved in the evaluation process, I feel much more rushed because I do not want to bother people who have agreed to help me.

Finally, reviewing a recording by myself eliminates a serious problem that hinders progress: my pride. I do not like to admit it, but I often get defensive about feedback and want to explain why certain things happened. I feel resentful about negative comments rather than see them as stepping stones towards improvement. It is a natural tendency, but it definitely hinders my ability to assimilate outside feedback. Furthermore, friends try to be polite, so they may not mention minorpoints that I might have improved because they don’t want to seem too critical. Emotions get in the way of a thorough critique.

To improve my future performance, I find it best to review videos of my presentations by myself. I can evaluate all aspects of the presentation, take as much time as I need, and avoid the inevitable problem of emotional involvement swaying the critique.

at my own pace 按照自己的步伐走

rave about the content 對(duì)內(nèi)容贊不絕口

place the notes within view 把筆記放在眼前,把筆記放在視線(xiàn)范圍內(nèi)

inconvenience my friends 麻煩我的朋友

take up their time 占用他們的時(shí)間

see them as stepping stones towards improvement 把它們看作是邁向進(jìn)步的墊腳石

get in the way 妨礙,阻礙

范文2：For Choice 2

It is essential to get the feedback of people in the audience to learn about mistakes and improve on a presentation. Spectator critiques help identify the big picture and reveal points that you can’tsee in an honest, unbiased way.

No matter how impartial you want to be, a self-evaluation is biased. It incorporates points that are not relevant to the performance you gave. For example, you may think you did excellent given your limited practice time or great amount of stress, but your audience is unaware of these factors. The viewers only evaluate what they see, which is a far more accurate measure of a presentation. A self-evaluation may also ignore issues that were “just accidents.” However, such points may reallybe important detractors that need to be addressed.

People in the audience also provide insight into the big picture. They only have time to note specific glaring details or outstanding highlights. Otherwise, their feedback gives you the overallimpression of the performance, which is something intangible and essential to the presentation’ssuccess. If you compare the feedback of several observers, you can isolate the main patterns. As a result, you can understand the most important parts that need changed. If you only refer to a video on your own, you may get caught up changing minor details rather than addressing the key elements that are needed to alter the overall flow or lasting effect.

Finally, classmates or colleagues may identify things you take for granted such as mannerisms, repeated words, or even problems with visual aids. One example is a teacher who gave a presentation using an old slide projector that kept jamming. The teacher apologized when that happened and kept going with the lecture. He had no idea how distracting it was, to the point that students remembered joking about which slide would get stuck next better than they remembered the content. The teacher, however, was so used to fixing the projector that he barely noticed it. The feedback showed him the value of replacing his visual aids with newer equipment, an issue he had never considered was important.

Since an audience gives you honest evaluations of the overall impression of a presentation and identifies points you may not see on your own, it is important to get feedback from people in the audience in order to improve your presentations.

spectator critiques 旁觀(guān)者的評(píng)論

in an honest, unbiased way 以誠(chéng)實(shí)、公正的方式

a far more accurate measure of a presentation 對(duì)報(bào)告或展示一種更為準(zhǔn)確的評(píng)價(jià)

provide insight into the big picture 洞察全局

glaring details 明顯的細(xì)節(jié)

outstanding highlights 突出的亮點(diǎn)

visual aids 視覺(jué)輔助