托福寫作范文解析舉例子手法
今日看兩道意義抽象的話題，由此體會托福寫作中「會舉例子」有多么重要。下面小編給大家?guī)硗懈懽?a href='http://www.zbfsgm.com/fwn/xiaqishi/' target='_blank'>范文解析舉例子手法，來看看吧!
托福寫作范文解析舉例子手法
Question 1
Do you agree or disagree with the following statement?
Remaining happy and optimistic when you fail is more important than achieving success.
Use specific reasons and examples to support your answer.
Sample Response
閱讀提示：藍色部分不是例子，呈現(xiàn)出來是為了給大家的閱讀創(chuàng)建完整的語境。文中玫紅色的部分是舉例子的部分。另外，文章沒有完整呈現(xiàn)。
To many people, having fame or wealth is the highest ideal. However, we deal with setbacks and mediocrity most of the time. In this case, optimism is desired, and, in fact, it is more important than attaining success.
An open mind in the face of failure enables individuals to have the gut to give it another shot, and as long as we try, the likelihood of success remains. Conversely, if they surrender to the defeat, they are hardly likely to achieve anything. This happens to me on a daily basis. As a salesperson, anytrade may not be made by the first meeting with my clients. Anegotiation may take forever, and failure is highly likely. However, I maintain my faith, and as a result, I persist all the time and have made good deals. Gradually, I find it more delightful to have resilience and patience than to achieve success, which brings only transient excitement. The opposite case happened to one peer of mine who recently quit the job. As he could notcope with the constant failure properly, he never made a single successful sale.
「后文略」
Question 2
Do you agree or disagree with the following statement?
Some believe that we should keep a distance from the people we care about, because it is necessary for people to understand the importance of each other. Others think being away from people we care about can damage our relationship with them and we should spend more time with them.
Which do you prefer?
Use specific reasons and examples to support your answer.
Sample Response
閱讀提示：藍色部分不是例子，呈現(xiàn)出來是為了給大家的閱讀創(chuàng)建完整的語境。文中玫紅色的部分是舉例子的部分。另外，文章沒有完整呈現(xiàn)。
Between two individuals, keeping a distance could go either of the two following ways: the either strengthen or weaken the relationship. It is reasonable that some people prefer the intimacy between loved ones; in my case, a certain distance is necessary, however.
Staying close with each other, the two parties of a relationship—a friendship, a romantic relationship, or family—may have no secrets between each other. This may be the expectation of a good relationship of my opposite side. The opposite side may also expect that friends, lovers or family stick with each other and be the 24/7 company. They would otherwise feel insecure or even deny the relationship. However, the closeness may be stressful and annoying,counterproductiveto building a sound relationship. For example, my parents and I used to live in the same neighborhood. As they were physically close to me, they visited me often or my apartment when I was absent. Although I appreciated their doing household chores for me, I also felt uncomfortable because many of their unscheduled visits were intrusions and those regular visits were also not-so-delightful. As an adult, I would prefer privacy and random solitude to being taken detailed care of. It thus follows that we in fact would not appreciate an around-the-clock companion but prefer having no distractions.
It thus follows that keeping a distance is actually favorable to the mutual cherishment between two people. When the distance is kept, nothing is taken-for-granted, and the feeling of thathighlights the value of a friend, a lover, or family. Behind the feeling is the sense of insecurity, which however makes the friend, lover or family treasure.This is my strategy of maintaining a good status in my friendships. I deliberately keep myself available yet from a proper distance to my friends, and they thus have limited yet adequate access to me. Many of them may have the fear that they may lose me and, as a result, always keep me in mind.
「后文略」
遇到意義抽象的話題時，我們的講道理可能是蒼白無力的，我們甚至可能也無法把一個道理講出所以然?！皶e例子”才是成就寫作內(nèi)容充實、道理真切的關鍵，且不說例子的內(nèi)容在篇幅上的幫助。
托福寫作如何找思路
列舉雙觀點撐起文章結構
托福寫作的基本原則就是一定要找好寫的方向，而不是另辟蹊徑、試圖做到一鳴驚人。因為托福寫作考察的是語言的應用能力，而不是學生的思想高度。另外，如果看到一個題目，覺得某一個觀點好寫，但是只能想到一個觀點，那么就趕緊從另外一個角度展開，看能否想到兩個觀點。終極目標就是選擇的角度能夠拓展出兩個觀點，撐起兩個主體段。
列好提綱再開始填充內(nèi)容
選對破題思路非常的重要，因為只有一開始方向對了，才能往下越走越順，否則寫到最后會步履維艱。因此，在拿到題目后，不妨花個2~3分鐘時間，構思下自己的思路，再下筆也不遲?？偤眠^寫到一半，發(fā)現(xiàn)后面寫不下去了，進退兩難，最后硬著頭皮編下去，因為這樣的文章很容易跑偏，而且很難將字數(shù)寫上去。
一面倒寫法也需要反轉
除了雙觀點寫法以外，現(xiàn)在一面倒的寫法也是比較流行的，那就是自從一個角度把觀點一路拓展寫下去的方法，否定就否定到底，支持就支持到最后。這樣的寫法從寫作思路上來說是比較簡單的，但大家破題以后還需要注意留一個反轉的余地，那就是適當認可一下自己反對觀點存在的正確性，簡單來說就是雖然某某觀點有很多問題但還是有一點可取之處的。用這種方式來做一個小的反轉，能讓你的論述更具有客觀性和包容性。
【托福獨立寫作】 高分技巧之讓步式寫法用法介紹
讓步段，顧名思義，就是退了一步的段落。例如，F(xiàn)or further career success, is relate well to other people more important than studying hard at school? 選擇了同意的立場，寫完了三個同意的理由之后，可以再寫一點讓步段論述一下反方的觀點，即在學校學習好也很重要。寫讓步段的好處有很多，一是上文提及的最實際的用途---湊字數(shù)，二是從行文邏輯看，寫一段讓步段也可以展現(xiàn)考生思維的嚴密性。只要時間允許，此種一舉多得的做法為何不嘗試呢?
托福獨立寫作讓步段寫法講解
但是，讓步段寫作也需要遵循一定的原則?？忌趯懽鲿r，應當按照三部曲進行：1)寫出一個反方觀點 2)進行一定程度的削弱 3)重申自己的觀點。
1. 寫出反方觀點
這一步大多數(shù)同學都做得不錯，但是在提出反方觀點之前，可再加上一些連接詞，例如admittedly, nevertheless等等。還拿之前拿到題目做例子，F(xiàn)or further career success, is relate well to other people more important than studying hard at school? 總觀點是同意，讓步段寫學習好也挺重要的。第一步引出反方觀點時，應寫：Admittedly, acquiring an excellent GPA is one significant proof of your ability, for "study" is one of the major tasks that students are supposed to fulfill in school.
2. 進行一定程度的削弱
這是大多數(shù)同學會忽略的一步。很多同學在寫讓步段的時候，喜歡跳過第二步，直接重申自己的觀點，然而這樣的寫法會顯得邏輯上牽強，行文也顯得生硬。因此，在提出反方觀點時要進行一定的削弱。例如在寫完上文那句話之后，應加上：However, the outstanding scores only prove the intelligence of the student, while the EQ, largely reflected by how well you relate with others, plays an utmost significant role in the future career success.
3. 重申自己的觀點
這一步非常重要，因為讓步段的提出僅僅是小插曲，重要的還是自己的觀點。切不可寫了讓步段，就忘了自己的立場，那樣就是得不償失了。因此，在寫完上面兩句話之后，需要再加上一句，therefore, I still hold the opinion that relate well with others is more important than acquiring high scores in school.
在讓步段的寫作當中，尤其需要注意兩點：1是第二步的削弱過程，這樣可使文章看起來不那么唐突，更為流暢。2是另外還需注意字數(shù)的控制，讓步段切不可寫得超過之前的論述段的長度，否則就有觀點不明確的嫌疑了。
托福寫作范文：教育與學習
Students aged 13-18 are taught different subjects by different teachers while younger students are taught by only one teacher all day long. Some people suggest it would benefit younger students to be taught by different teachers. Do you agree with this view? Why or why not? (2017年7月15日托福獨立寫作真題)
Introduction
As far as I am concerned, the method proposed by some people that students aged under 12 should be taught by different teachers offers a better solution to these children’s education. [開頭段直接表立場，言簡意賅]
Body paragraph 1
[中心句，開門見山]→There is one major insidious[形容詞，潛在的]problem with the traditional method – one teacher in charge of all the subjects.[含蓄虛擬，假設隱含在主語]→Being taught by only one teacher would initiate[及物動詞，發(fā)起]boredom in children, [非限定語從句]→who are more boredom-prone[形容詞，易感到無聊的] than others. From 6 to 12 years old, as children continue to grow, they are becoming increasingly interested in coming into contact with others. Different classmates of the same or opposite gender are perfect targets for these young students to mix or play with; their teacher, [同位語從句]→an adult they see throughout each school day, also ought to be someone of a novelty. [假設論證]→If all the subjects are taught by only one teacher, dislike or even aversion[可數(shù)名詞，厭惡的人或東西] towards him or her would gradually arise in some students. A small proportion would simply dislike this teacher’s physical appearance while others may likely have an emotional aversion to the teacher’s teaching style.
Body paragraph 2
To address the aforementioned problem,←[不定式作目的狀語從句] hiring new teachers to bring freshness to these kids would be an effective solution. ←[就上段的問題提出解決方案，中心句] 【內(nèi)容詳見真經(jīng)6】
Conclusion
As is stated above, being taught by only one teacher has a serious weakness, and this problem can be addressed by letting different teachers take charge of different subjects. ←[并列句，重申觀點] Apparently, these teachers can provide different specialized [及物或不及物動詞，使專門化]training for different subjects, thereby laying a solid foundation for the primary education. [總結上文論點收尾]
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