提升托福寫作語言水平應(yīng)從3個角度入手

托福寫作中語言水平(language use)是一個重要的評分標準，畢竟托?？荚囀钦Z言能力測試，今天小編和大家分享提升托福寫作語言水平應(yīng)從3個角度入手,希望能幫助到大家，來欣賞一下吧。

提升托福寫作語言水平應(yīng)從3個角度入手

托福寫作詞匯地道比復雜更重要

詞匯層面是同學們最糾結(jié)的痛點，背的往往用不上，寫出來的都是簡單詞。其實詞匯并沒有高低貴賤之說，只有恰當?shù)氐琅c否。但很多時候，“恰當”“地道”更難把握。

比如“不利于教學進程”的表達，大部分同學會用“exert negative effects on the process of education”;但在一定的語境下，stagnate(停滯)這個詞要比exert negative effects更有畫面感，更能吸引讀者的閱讀興趣。同樣，想表達“不利于彼此的關(guān)系”，用“undermine mutual relationship”比“do harm to relationship between each other”更簡潔。想表達“越來越多”的時候并不總是“more and more”，形容詞“increasing/gradual”也可以。還有“according to how urge and important the task is”可以用priority這個詞來表達，即“according to the priority of different tasks”。

想做到熟練恰當運用這些詞匯的話，和平時大量的精讀以及課外英文小說閱讀習慣的養(yǎng)成密不可分。讀寫不分家，所以為了實實在在能提高寫作部分的詞匯量，一方面建議同學們平時做閱讀不要僅僅為了檢測方法論的可行性，可以選擇喜歡的文章進行精讀;同時筆記本上及時記下那些用得恰當?shù)膭釉~、形容詞。另一方面，通過寫作部分范文的精讀，積累詞匯和短語甚至句型。

詞匯的用法一定要結(jié)合具體的語境，“do sb. good”中的每個詞匯都很簡單，但是并非不如conducive/beneficial。

托福寫作句式如何體現(xiàn)多樣化?

句子多樣性并非是指大量的長難句、倒裝句等各種，往往我們中國考生在追求長難的時候，評分者更希望考生的句子可讀性強(legible)。何為可讀?并不是詞匯句式簡單到小學生都能看懂，而是在內(nèi)容豐富且邏輯漸進的基礎(chǔ)上，長短結(jié)合，會靈活使用簡單句、并列句和從句。

OG中有這樣一個片段：

Baseball is the great American sport. And, it is thought of as a summer pastime. So as soon as the weather turns warm, all the neighborhood kids find a field to toss a ball around. And soon they form teams and play each other. But all summer, they always find time to listen to pro games on the radio. And they watch them on TV.

對這樣一個以大量并列連接詞前置句首的片段進行了細微地修改，變成如下版本：

Baseball, the great American sport, is thought of as a summer pastime. As soon as the weather turns warm, the neighborhood kids find a field to toss a ball around. Soon, they form teams and play each other, but all summer, they always find time to listen to pro games on the radio and watch them on TV.

詞匯本身并沒有變化，句式豐富性增強了，語言風格更恰當?shù)氐馈?/p>

托福寫作語法錯誤在練習中糾正

語法也是語言部分考察的重點，少量的語法錯誤不影響得分。這部分同學們可以認真閱讀OG中的language use部分，解釋清晰例子詳細，非常完整介紹了語法部分的評分角度。大家往往容易錯的比如并列結(jié)構(gòu)錯誤、詞性不清楚(副詞當連接詞使用)、句子成分殘缺等，一定要在平時的練習中改正過來。否則考場上，即便認真檢查，多半也是檢查不出問題，覺得自己的文章簡直完美。

托福寫作模板:英法戰(zhàn)爭

The war between Britain and France

In the late eighteenth century, battles raged in almost every corner of Europe, as well as in the Middle East, south Africa ,the West Indies, and Latin America. In reality, however, there was only one major war during this time, the war between Britain and France. All other battles were ancillary to this larger conflict, and were often at least partially related to its antagonist’ goals and strategies. France sought total domination of Europe . this goal was obstructed by British independence and Britain’s efforts throughout the continent to thwart Napoleon; through treaties. Britain built coalitions (not dissimilar in concept to today’s NATO) guaranteeing British participation in all major European conflicts. These two antagonists were poorly matched, insofar as they had very unequal strengths; France was predominant on land, Britain at sea. The French knew that, short of defeating the British navy, their only hope of victory was to close all the ports of Europe to British ships. Accordingly, France set out to overcome Britain by extending its military domination from Moscow t Lisbon, from Jutland to Calabria. All of this entailed tremendous risk, because France did not have the military resources to control this much territory and still protect itself and maintain order at home.

French strategists calculated that a navy of 150 ships would provide the force necessary to defeat the British navy. Such a force would give France a three-to-two advantage over Britain. This advantage was deemed necessary because of Britain’s superior sea skills and technology because of Britain’s superior sea skills and technology, and also because Britain would be fighting a defensive war, allowing it to win with fewer forces. Napoleon never lost substantial impediment to his control of Europe. As his force neared that goal, Napoleon grew increasingly impatient and began planning an immediate attack.

托福寫作模板:學習問題

托福寫作模板及范文參考：

Some people think that they can learn better by themselves than with a teacher. Others think that it is always better to have a teacher. Which do you prefer? Use specific reasons to develop your essay.

托福寫作范文參考：

Most of us can learn how to do something simple on our own with just a set of instructions. However， to learn about something more complex， it's always best to have a teacher. Teachers bring with them varied and useful backgrounds. They've been trained to teach individuals in different ways depending on their style.

For instance， some students learn better by discussing a topic. Others learn more by writing about it. Teachers can help students learn in the way that's best for each student. A textbook or a manual can only give you one way of learning something. Plus they're only as helpful as your ability to understand them. A good teacher can adapt her teaching to your needs.

Teachers help you focus on what you're learning. If you're learning something by yourself， it's easy to become distracted and go on to other activities. Teachers keep your attention on the subject. They also approach a subject logically， taking it one step at a time. On your own， it's tempting to skip parts of the learning process you think you don't need. That can hinder your ability to really understand the subject.

Learning a subject on your own is a very narrow way of learning. You can only use the information you get from the textbook. With a teacher， you get the information in the written materials as well as the teacher's own knowledge of the topic. Teachers can also provide extra materials to broaden the scope of what you're learning.

There's nothing wrong with studying on your own， and a learner can always benefit from some quiet study. For the best possible learning， though， a good teacher is the biggest help you can have.