托福寫作5大常見易錯(cuò)語(yǔ)法

盤點(diǎn)托福寫作5大常見易錯(cuò)語(yǔ)法問題, 這些扣分細(xì)節(jié)你都知道嗎?下面小編就和大家分享托福寫作5大常見易錯(cuò)語(yǔ)法，希望能夠幫助到大家，來欣賞一下吧。

托福寫作5大常見易錯(cuò)語(yǔ)法

1. 托福寫作中的數(shù)量描述

托福寫作中無(wú)論是綜合寫作還是獨(dú)立寫作都常會(huì)有用到描述數(shù)量的情況，而這其中用來模糊表述一些人/很多人的詞大家可能第一時(shí)間就會(huì)想到lots of或者a lot of。然而這兩個(gè)詞其實(shí)是不太適合用在書面表達(dá)中的，可以說是更為偏向于日常用語(yǔ)或者說口語(yǔ)化的詞匯。有的同學(xué)因此聯(lián)想到了amounts of以及an amount of，然而這兩個(gè)詞卻是許多同學(xué)更容易用錯(cuò)的詞匯。因?yàn)檫@兩個(gè)詞是用來修飾不可數(shù)名詞的，比如water這樣的詞或是happiness/pain之類較為抽象的詞匯。至于人或是物品建筑等可數(shù)名詞則不能使用amount詞匯來修飾，這也是大家常會(huì)犯的一個(gè)低級(jí)錯(cuò)誤。對(duì)于可數(shù)名詞，考生使用的修飾詞一般為a number of或者numbers of。這幾個(gè)詞匯的用法細(xì)節(jié)大家一定要搞清楚。

2. between和among的區(qū)別

說到這兩個(gè)詞，高中英語(yǔ)有好好聽的同學(xué)可能都會(huì)說出兩者之間存在的區(qū)別在于前者用于兩者之間，后面一般是接著兩個(gè)人或者事的，而among則超過2個(gè)人后面要跟3個(gè)以上的人或事物。這個(gè)說法對(duì)高中階段的同學(xué)來說可能比較方便理解和記憶，但其實(shí)也并不完全正確。between強(qiáng)調(diào)的是兩者之間相互的關(guān)系，但如果并非兩者也可以使用，距離來說，the difference between threee countries也是完全可以的，3個(gè)國(guó)家兩兩之間各有不同，放在一起用between并沒有任何問題。而among其實(shí)強(qiáng)調(diào)的并非對(duì)立關(guān)系，而是群體之間的共同感，比如the opinion among the students。這兩個(gè)詞的區(qū)別還是比較復(fù)雜的，大家在托福寫作中還請(qǐng)多加留意。

3. 舉例用like還是such as?

這個(gè)問題很多考生也常會(huì)糾結(jié)，不知道應(yīng)該使用哪一個(gè)。其實(shí)如果只是為了舉例，兩者之間是完全可以互換的，因?yàn)樵谂e例的用法上兩者是一樣的，都是前面給出一個(gè)大范圍，后面給出具體細(xì)節(jié)。比如countries like China and Russia，就可以直接替換成countries such as China and Russia，這在語(yǔ)法上沒有問題。當(dāng)然，such還可以適當(dāng)提前，比如such countries as China and Russia，這也是比較常見的靈活用法?？傊瑸榱吮苊庥迷~重復(fù)，這兩個(gè)詞匯大家可以考慮互為替換詞。

4. people和persons的互換問題

描述人或者人數(shù)時(shí)，考生比較容易搞混的一個(gè)地方在于people和persons的互換。這兩個(gè)字其實(shí)在用法上是有一定區(qū)別的，雖然都是指人，但很多時(shí)候并不能互換使用。這不僅是語(yǔ)法問題，更涉及到native speaker的用詞習(xí)慣，如果考生隨意混用會(huì)給人很不地道的感覺，比如encourage many people，改成encourage many persons就很不合適，可以說是非常糟糕的表達(dá)。另外如果涉及到具體數(shù)字，可能按照大家的習(xí)慣會(huì)覺得persons比people更好，但這也是初高中英語(yǔ)的遺留問題，現(xiàn)在的西方人早就習(xí)慣了直接在people前面加數(shù)字的做法，無(wú)論是three persons還是three people都是可以的。當(dāng)然如果不是具體人數(shù)，而是many之類模糊的數(shù)字，那么用people還是比persons要更好的。

5. 托福寫作中的第二人稱you

關(guān)于托福寫作中是否要使用第二人稱you一直都是一個(gè)比較有爭(zhēng)議的問題。單純從語(yǔ)法角度來說使用you只要沒有語(yǔ)法錯(cuò)誤都是可行的。但按照一般的英語(yǔ)寫作習(xí)慣，托福寫作還是比較偏向于書面化學(xué)術(shù)化的作文要求的，而這類文章一般都會(huì)盡量避免使用第二人稱you，這樣才能讓文章更顯正式，也會(huì)給人一種比較客觀的感受。據(jù)小編所知，許多美國(guó)教授對(duì)中國(guó)考生的寫作能力比較質(zhì)疑的一點(diǎn)就是寫的論文里大量使用第二人稱，大家也需要盡早把這個(gè)習(xí)慣改正過來，不妨就從托福寫作開始也好。而第一人稱和第三人稱相對(duì)更容易被接受一些，大家可以在寫作時(shí)放心使用。

托福寫作素材：討論的好處

Benefits of a discussion

Students react to content, share challenges, teach each other, learn by stating and understanding, clarify assumptions, experiment, own new skills and ideas.

Distance education greatly extends classroom learning

Individualization of learning: Personal responses to forum topics are not limited in time or the length. Students have the freedom to continue dialogues about the topics that interested them most.

Encouragement of critical thinking: Effective forum topics are open-endedand designed to encourage students to take a position on issues. To respond to a forum topic requires organized thought and synthesis of concepts introduced in class. If a student's views were challenged, he or she typically adds carefully considered reasons to back up previous comments.

Student autonomy: Students have the flexibility to reflect on their thoughts and read the responses of others. Many students have stated that they routinely discussed the forum topics with friends, family and colleagues outside of class before putting their comments online.

Increased interaction time: A 45-hour semester places severe limits on the quality of discussions and experiences possible in a course. Often a course is the only one of its type required in a program. The instructor isthus under extreme pressure to provide extensive and meaningful learning. In a three-hour class meeting of an average class size, an equal division of time allots only 5 minutes of discussion per student. Regular forum discussion adds hours of interaction over a semester.

More democratic exchange: In any class of 25-30 students, there will bedominant personalities, and students who may feel intimidated or unmotivated to speak. Therefore discussions, even in small groups, do not allow equal time to all students. In the online forum, each student has a voice that will be heard by anyone who chooses to read his or her comments.

More time to formulate responses and opinions: Because the forum discussions occur completely online, students have the flexibility to add their input when they are prepared. Some choose to answer questions immediately, while others prefer to consider the responses of others first. Undergraduate students are often much more comfortable discussing topics online after reading the viewpoints of the more experienced students. Students are encouraged to revisit past topics during the course, as their opinions changed.

Flexibility and convenience: Students set their own schedule for the forum. A forum is available at all times of day or night to accommodate school, work, and family demands. The forum is accessible from any Internet connection via the World Wide Web, allowing students to participate even when they were sick or traveling.

Students learn about the content from another perspective.

Students experience a professional communication process. Participantsexperience personal and academic gains as result of their communication with their peers. A goal is for the students to value such professional interchange, and seek it out among their colleagues, and for electronic communication to facilitate the process.

Students find a content/expertise resource. Some professions tend to be somewhat isolated. The forum introduces to others who could serve as resources during the course, and into employment.

托福寫作素材摘抄:

Students react to content, share challenges, teach each other, learn by stating and understanding, clarify assumptions, experiment, own new skills and ideas.

學(xué)生會(huì)對(duì)內(nèi)容做出反應(yīng), 分享挑戰(zhàn),彼此教導(dǎo),通過表述和理解學(xué)習(xí),澄清假設(shè), 做實(shí)驗(yàn),并且掌握新技能和想法。

extends classroom learning: 延伸課堂學(xué)習(xí)

Individualization of learning:個(gè)性化的學(xué)習(xí)

have the freedom to continue dialogues about the topics that interested them most. 可以自由對(duì)他們最感興趣的主題繼續(xù)對(duì)話。

Encouragement of critical thinking: 鼓勵(lì)批判性思維

open-ended: 開放式的

designed to encourage students to take a position on issues

旨在鼓勵(lì)學(xué)生問題上采取立場(chǎng)

requires organized thought and synthesis of concepts introduced in class:需要組織思考和合成的概念引入類

carefully considered reasons to back up previous comments: 仔細(xì)考慮原因來支持先前的評(píng)論

have the flexibility to reflect on their thoughts and read the responses of others: 可以靈活地反思自己的想法和看別人的反應(yīng)

thus under extreme pressure to provide extensive and meaningful learning: 因此在極端的壓力下提供廣泛的和有意義的學(xué)習(xí)

dominant personalities: 占主導(dǎo)地位的性格

may feel intimidated or unmotivated to speak: 可能會(huì)感到害怕或沒有說話的動(dòng)機(jī)

do not allow equal time to all students: 不給學(xué)生同樣的時(shí)間

each student has a voice that will be heard by anyone who chooses to read his or her comments:

每個(gè)學(xué)生的聲音都將被選擇讀他的評(píng)論的人停到

have the flexibility to add their input : 靈活地加入他們的想法

the viewpoints of the more experienced students: 的觀點(diǎn)更有經(jīng)驗(yàn)的學(xué)生

set their own schedule: 設(shè)定自己的時(shí)間表

accommodate school, work, and family demands: 適應(yīng)學(xué)校、工作和家庭的需求

is accessible from any Internet connection via the World Wide Web: 可以從任何網(wǎng)絡(luò)連接接入萬(wàn)維網(wǎng)

experience personal and academic gains:更有經(jīng)驗(yàn)的學(xué)生的觀點(diǎn)

communication with their peers: 與同齡人溝通

value such professional interchange: 很看重這樣的專業(yè)交流

seek it out among their colleagues: 找出來他們的同事

use electronic communication to facilitate the process： 通過電子通信來促進(jìn)這個(gè)過程

tend to be somewhat isolated:往往是一些孤立的

serve as resources during the course: 在課堂中作為資源

托福寫作適用題目：

Some believe that teachers (for students from age 14-18) should focus on lecturing and asking students to take notes during lectures. Others believe that teachers should get students involved in discussion and encourage them to exchange ideas in class. Which way of teaching do you think is more effective for students’ learning?

托福寫作范文：應(yīng)該接受家人還是政府的幫助

A/D: People can solve important problems in their daily life on their own or with the help from families; The help from the government is not necessary.

題目解析

題目大意：人們可以自己或通過家人的幫助來解決生活中的重大問題，所以政府的幫助是沒有必要的。波波建議此題目選擇不同意，即認(rèn)為政府的幫助還是很有必要的，思考分論點(diǎn)的方向使用拆分，對(duì)題目中的抽象名詞 important problems 拆分具體化為環(huán)境問題和教育問題，然后分別展開。

托福獨(dú)立寫作題目：

Some teachers are just lecturing(speaking) on the class and students only take notes; some other teachers make their class time on discussion and projection and students sharing their ideas with their classmates. Which one do you prefer?

托福獨(dú)立寫作題目：

Do you agree or disagree with the following statement? People can solve important problems in daily life on their own or with the help from families, so the help from government is not necessary.

托福寫作模板及參考答案：

托福寫作范文參考一:

2016年11月13日托福獨(dú)立寫作范文：

In a society that changes as amazingly as ours, the role played by government in our daily life has been brought under the spotlight of mass media. Consequently, the general public and sociologists are wondering whether people can solve important problems individually or with the governmental support. Towards such a long running tug-of-war, I am inclined to claim that the help from government is necessary in the process of resolving important problems, especially in the aspects of protecting environment and addressing the disparity of educational resources.

In the first instance, consider the environmental issues. As is common sense, the deteriorating natural environment is so severe and complicated that the solution of such a problem is far beyond the reach of any individuals or families. The serious air pollution in China is a good case in point. Despite the fact that people can take some actions such as wearing masks or taking the public transportation to relieve the haze occurring frequently in the major cities of China in some degree, the problem cannot be radically solved. To illustrate, the major cause responsible for the smoggy weather is nothing but the emission of waste gas such as dust and smog from an appalling number of heavy-pollution factories. In this case, it is the government that can get rid of the fundamental cause by shutting down these plants and enacting laws or regulations to restrict their production, which can’t be achieved by any individuals.

In the second instance, the same logic goes to the educational problems. As is known to all, many school-age children in rural and remote areas are not able to receive education in school due to the lack of educational resources. According to a survey conducted by the Education Ministry in China in 2015, approximately 3 million kids in the Southwest of China didn’t have the chance to get educated on account of lacking in tables, textbooks and even spacious classrooms. When confronted with the issue mentioned above, what individuals or families can do is quite limited. Undoubtedly, only the government has the adequate financial resources and power to allocate educational resources to those places. For example, the government of China builds nearly 10,000 primary schools called Hope School in the distant places, which alleviates the disparity in educational resources between different regions to a large extent.

Judging from what has been discussed above, we can draw the conclusion that although the ability of individual or families is becoming stronger and greater than before, the help from government is of great necessity in the course of solving significant problems, especially those in the areas of education and environment.