托福寫作文章寫多少字才能拿高分
托福寫作無論是寫得太多還是太少對(duì)于評(píng)分都會(huì)產(chǎn)生負(fù)面影響。而對(duì)于托福作文具體要寫多少字才能拿到更為理想的成績(jī)很多考生其實(shí)也并不清楚。下面小編就和大家分享托福寫作文章寫多少字才能拿高分，希望能夠幫助到大家，來欣賞一下吧。
托福寫作文章寫多少字才能拿高分
托福作文包含信息才是分?jǐn)?shù)高低關(guān)鍵所在
托福寫作的字?jǐn)?shù)與成績(jī)之間存在一個(gè)調(diào)節(jié)閥：信息量。當(dāng)我們閱讀一些出自native speaker的英語文章時(shí)，會(huì)發(fā)現(xiàn)他們能夠用最精煉的語言表達(dá)出許多信息量。打個(gè)比方，他們用1句話就能表達(dá)出6個(gè)信息點(diǎn);而我們或許1句話最多也只能表達(dá)3個(gè)信息點(diǎn)。那我們就需要比他們多花一倍的筆墨去說同樣信息容量的故事。如果你的語言能力夠好，那么就會(huì)削弱字?jǐn)?shù)的影響。但遺憾的是，我們大多數(shù)人并不具備這樣的能力，因此字?jǐn)?shù)仍舊是一個(gè)不可忽視的部分。
托福作文篇幅字?jǐn)?shù)介紹
想要了解托福作文的字?jǐn)?shù)范圍，最好的途徑就是從官方發(fā)布的各類高分滿分范文中來尋找答案。根據(jù)許多托福老師的數(shù)據(jù)統(tǒng)計(jì)，小編在此給出一個(gè)結(jié)論，那就是一般而言，托福寫作比較合理的字?jǐn)?shù)范圍是：綜合寫作230到270字，;獨(dú)立寫作450字左右。如果你的作文字?jǐn)?shù)范文能夠控制在這個(gè)區(qū)間內(nèi)，那么假如文章本身的質(zhì)量也沒有太大問題，就能得到一個(gè)更為理想的分?jǐn)?shù)了。
獨(dú)立綜合寫作不同字?jǐn)?shù)要求需合理控制
雖然有了數(shù)據(jù)結(jié)果，但是實(shí)際上寫作中想要控制好字?jǐn)?shù)篇幅并非易事，小編相信很多同學(xué)都遇到過突然寫不出來或者寫得停不下來的情況。那么考生具體怎么做才能控制好自己的作文篇幅字?jǐn)?shù)呢?
先看綜合寫作，綜合寫作中是不需要表達(dá)考生自己的觀點(diǎn)和想法的，需要的是閱讀的信息、聽力的信息、閱讀與聽力的關(guān)聯(lián)，簡(jiǎn)言之就是“閱讀歸納總結(jié)，聽力力爭(zhēng)還原”?？忌皇且粋€(gè)轉(zhuǎn)述者，其中主次一定是聽力高于閱讀。綜合的閱讀會(huì)重現(xiàn)，在你敲寫作的時(shí)候會(huì)重現(xiàn)，作為一場(chǎng)語言考試，你對(duì)著屏幕搬運(yùn)體現(xiàn)了任何語言能力了嗎?沒有。而聽力卻是一遍過，它考察了你的語言能力和重要信息收集的能力，所以相比于聽力，閱讀的信息絕對(duì)不會(huì)是重點(diǎn)。總結(jié)來看，綜合寫作是轉(zhuǎn)述別人的觀點(diǎn)，從這一點(diǎn)上來說，綜合的判分是按點(diǎn)給分，只要語法和布局沒有大問題，你的信息點(diǎn)踩到多少就給你多少的分，字?jǐn)?shù)要求方面反而是其次的，考生只要能保證覆蓋到所有信息點(diǎn)，那么字?jǐn)?shù)篇幅上控制在250個(gè)字左右就可以了。
再看獨(dú)立寫作，對(duì)于大多數(shù)的考生來說，作文的字?jǐn)?shù)越多，語法錯(cuò)誤、拼寫錯(cuò)誤也會(huì)越多。雖然ETS對(duì)于語法和拼寫有一定的容錯(cuò)，但小編還是不希望大家主動(dòng)去試探語法拼寫的扣分邊緣。對(duì)于大多數(shù)主動(dòng)或被動(dòng)受訓(xùn)過的考生來說，托福獨(dú)立寫作主體段三段每一段130詞基本能夠算是展開充分了(如一開始所說的，字?jǐn)?shù)不是唯一的判斷標(biāo)準(zhǔn)，還要看你的內(nèi)容和信息量)，加上開頭段和結(jié)尾段，這才有了450字左右的說法。同時(shí)，如果我們對(duì)自己的實(shí)力沒有一個(gè)準(zhǔn)確認(rèn)知的話，多打字其實(shí)也是一種額外的消耗。
以上就是小編為大家分析的托福作文字?jǐn)?shù)篇幅和實(shí)際得分之間的關(guān)系。合理規(guī)劃自己的文章篇幅是一種很需要多加練習(xí)才能掌握的技巧，希望通過本文的內(nèi)容介紹，考生能夠更好地安排好自己的寫作篇幅，不再讓字?jǐn)?shù)問題影響自己的寫作思路。
托福寫作模板:英法戰(zhàn)爭(zhēng)
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(xué)生參與決策
托福寫作模板及范文參考：
At some universities, students take part in making decisions about the issues that affect daily life of everyone on campus, such as how many hours that the libraries should be open each day or what kinds of food should be served in the cafeteria. But at some universities, experts are hired to make this decisions, students almost never involved. Which approach do you prefer and why.
托福寫作范文參考：
We can never over emphasize the importance of campus life during which people mature intellectually and psychologically. It is a university’s unshakable responsibility to provide qualified education and various facilities. For a university to function well, there must be effective and reasonable rules regulating behaviors of both students and staffs. In my mind, it is students, but not experts, who should be responsible for the making of rules.
Admittedly, inviting professional and experienced experts to make rules is an easy solution for universities to effectively manage students and staffs. Given years of work experience, experts not only understand students’ needs and preferences, but also know well how to help students regulate behaviors, such as cultivating good habits, managing time and having healthy diets. For example, to encourage students to have enough time to sleep, experts usually require libraries to close at 10 o’clock; also, to help students keep healthy, they demand dining halls to provide nutritious food, such as organic vegetables and fruits.
However, it is actually difficult for experts to truly think from students’ perspective, so some of their rules may be not appropriate. On the contrary, students, though inexperienced, deserve the right to make rules for themselves and the opportunity to improve their abilities to manage. To begin with, it is students who study and live on campus that can enact rules flexible and reasonable enough to help students improve efficiency in both study and social activities. However, experts, as observers of students, may be unavoidably theoretical. For instance, during exam weeks, it is inconvenient to close libraries at 10 o’clock, as many students need more time and a quiet place to finish their assignments and prepare for exams, which is usually ignored by experts.
Secondly, it is also universities’ duty to help students learn self-management and leadership by giving them the right to enact rules for all students on campus. Undoubtedly, student government ought to take the responsibility to collect students’ opinions from polls, negotiate with students having different requirements, and finally introduce rules that can be respected and observed by all. Since these are rules made by students themselves, there is no reason to complain and violate. Moreover, this is a rare opportunity for members of student government to enhance leadership and management capability. Though the process will be surely time consuming and even arouse various problems, it is worthy given the huge benefits to students.
To sum up, endowing students the right to make rules for themselves is a better option for universities to accommodate students’ needs and help them grow up.
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