托福獨(dú)立寫作六步法高效使用機(jī)經(jīng)
托福寫作備考中，很多同學(xué)都會使用寫作機(jī)經(jīng)，而寫作機(jī)經(jīng)中最為重要的獨(dú)立寫作機(jī)經(jīng)。那么托福獨(dú)立寫作機(jī)經(jīng)應(yīng)該怎樣使用呢?今天小編給大家?guī)砹送懈＊?dú)立寫作六步法高效使用機(jī)經(jīng),希望能夠幫助到大家，一起來學(xué)習(xí)吧。
托福獨(dú)立寫作六步法高效使用機(jī)經(jīng)
第一步，題型分類
我們要對機(jī)經(jīng)里面的獨(dú)立寫作的題目按照題型進(jìn)行分類。雖然獨(dú)立寫作部分貌似考過特別多的題目，但是其實就其題型來說，主要可以分為三大類，絕對詞類，比較類和隱藏絕對詞類，那么將題目按照題型分類的好處在于，針對每一類的題目我們都可以確定一種文章框架。有了這個框架，即使寫作基礎(chǔ)不是很好的學(xué)生也不至于寫跑題，能保證一個基本的分?jǐn)?shù)。這個框架的作用其實也正如一張結(jié)婚證書，結(jié)了婚，在想亂搞，貌似就要受到一些限制了;
第二步，確定框架
根據(jù)上述的題型分類，確定每一類題目的文章框架，然后反復(fù)的練習(xí)，知道熟練掌握為止?？蚣艿暮锰幊舜_保邏輯合理且不跑題之外，它還往往是最容易入手的解題點(diǎn)。這樣能夠是同學(xué)們有話說，不至于出現(xiàn)字?jǐn)?shù)不夠的情況;
第三步，主題分類
練習(xí)好了框架之后，最少不論遇到哪一類的題目我們都能在10-15分鐘之內(nèi)，敲他個100多個字，不至于太丟面子。那么，蓋房子不能光有架子，架子里面放什么也是有講究的。很多同學(xué)在面對一套機(jī)經(jīng)20多個題目往往很無奈，盲目的想所有的都寫一遍。其實，仔細(xì)總結(jié)會發(fā)現(xiàn)，很多題目之間除了框架，理由和事例也是常?？梢怨蚕淼模@就是按照主題或者理由分類的好處，一個段子多個題目共享，無疑會事半功倍;
第四步，整理素材
對題目進(jìn)行主題分類之后，我們一定要自己總結(jié)出用的最多的理由，然后結(jié)合自己的經(jīng)歷，寫成100到200字左右的段子。之所以強(qiáng)調(diào)自己的經(jīng)歷是因為，只有記自己的東西才是最快和最牢固的。很多學(xué)生累死累活的去記憶所謂的好詞好句，其實收效真的是微乎其微的;
第五步，完成文章
至此，框架和段子都有了，沒說的，開始完成整個文章吧。根據(jù)上述的分類和高頻理由，很輕松地就可以搞定機(jī)經(jīng)里的20道題目。其實，有的時候，2個段子就可以搞定十幾道題，主要看段子的質(zhì)量如何。
第六步，通篇檢查
最后一步，切記，寫完文章之后一定要反復(fù)修改，最好是找英語水平比較好而且對考試也算了解的人改，幫助自己找出錯誤，確定哪些地方需要提高，然后，制定處改進(jìn)的方案。否則，一樣的錯誤會出現(xiàn)在所有練習(xí)的文章當(dāng)中，練習(xí)多少篇其實都沒有什么實質(zhì)性的提高。
托福考試作文獨(dú)立寫作范文：老師針對青少年學(xué)生的不同教法
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?
寫作參考:
Educators and researchers have never stopped the examination of the importance and relevance of collaborative and interactive learning that are encouraged by middle schools. When compared with boring lecturing, I, personally, believe that it is far more beneficial to students when they share their ideas and exchange opinions with each other for the following reasons.
First off, exchanging ideas with fellow classmates help students develop critical thinking, presentation skills and other kinds of soft skillsets. When discussing issues with peers, students tend to take a position on a certain issue. In this learning process, students will collect their thoughts and synthesize the concepts learned in textbook or in the lecture to support his or her points. Also, to respond to others’ comments, students have to reflect on the rationale of their own arguments and come up with persuasive reasoning. It is obvious that such activities helps students to learning more meaningfully and extensively. Furthermore, students unconsciously learn how to express themselves affirmatively and make their points clear in front of a large audience. It takes right amount of eye contacts, body language and facial expression to convey one’s idea in a convincing way and such presentation skills can be valuable asset for one’s future career.
Additionally, actively discussing issues with peers can help students to cope with different opinions. When discussing issues with peers, not only do student contribute to the class, but also they get a chance to be exposed to different ideas and perspectives. This is a very conducive experience since we are not living in a vacuum and learning how to appreciate, value and even embrace opinions that are unfamiliar to us can be very important. Furthermore, such experience can be useful in one’s future career when one also has to confront with different business solutions provided by their coworkers. A recent study conducted by Harvard Business Review shows that the one who experienced group discussions and exchanging of views in school demonstrates a higher potential to resolve possible conflicts with future coworkers and enjoys far more promising future.
In conclusion, discussion and idea exchanges should be encouraged since such activities can help students to develop critical thinking, presentation skills and other kinds of soft skillsets, also they will get students prepared on how deal with different opinions now and in future career.
托?？荚囎魑莫?dú)立寫作范文：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。
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?
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.
托福寫作范文參考一:
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.
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托福獨(dú)立寫作六步法高效使用機(jī)經(jīng)
