新托福寫作范文解析之教育類話題
托福寫作考試當(dāng)中會(huì)考到哪些話題呢?教育類話題可能是其中比較常見的一類話題了吧?？忌枰崆白鲆恍┫嚓P(guān)的練習(xí)，考試中遇到此類題型時(shí)，才不會(huì)沒有思路。今天小編就為大家?guī)砹送懈懽鹘逃愒掝}的范文解析，希望可以幫助到大家。
新托福寫作范文解析之教育類話題
范文題目：
It is more important to choose to study a subject that interests you than a subject preparing you better for a job or career. Do you agree or disagree?
題目有關(guān)教育中的”課程選擇“并聯(lián)系職業(yè)規(guī)劃。需要學(xué)生從”選擇適合學(xué)生職業(yè)發(fā)展的課程“或是”選擇自己感興趣的課程“中做出選擇。
范文相關(guān)分析：
Education is one of the key words of our time, however, people's views differ greatly as to which should be the superior option of academic pursuit, to opt for courses conducing to future career or to focus on subjects that interest them. As I see it, compared with choosing subjects that can help young adults ready themselves for career challenges, to deliberately specialize in one's favorite courses is more commendable.
首段的結(jié)構(gòu)：
背景-爭(zhēng)議主題介紹(1句復(fù)雜句)+觀點(diǎn)(選擇感興趣的)
由于運(yùn)用了一句復(fù)雜句，首段內(nèi)容結(jié)構(gòu)很清晰，也在首段就體現(xiàn)了寫作者的水平。復(fù)雜句用”people's views differ as to... to do...“這種形式替代“people's views are different about...，some people...，the other people...”這種需要用多個(gè)句子，也比較模板化的形式。學(xué)生可以參考使用。其中也不乏一些比較好的詞匯，如academic pursuit學(xué)術(shù)追求，career challenges職業(yè)的挑戰(zhàn)，deliberately謹(jǐn)慎地，specialize專門從事 ，commendable很好的
Opting for the courses in which one takes considerable interest will enjoy more visible merits. First, one's study motivation can be highly stimulated provided that one can choose subjects exerting a peculiar fascination on him or her. Conversely, people might generate career burnout even if they might get profit-making jobs.
本段給出第一個(gè)論點(diǎn)，學(xué)習(xí)感興趣的課程的好處-激發(fā)學(xué)習(xí)動(dòng)機(jī)，用兩句話從正反兩個(gè)角度-激發(fā)學(xué)習(xí)動(dòng)機(jī)vs職業(yè) 倦怠-來論證。好的詞匯，比如considerable相當(dāng)大的，merit優(yōu)點(diǎn) ， study motivation學(xué)習(xí)動(dòng)機(jī)，stimulate刺激， provided that條件是，exert 施以影響，peculiar fascination特殊的魅力 ，career burnout職業(yè)倦怠，profit-making jobs高薪職業(yè).
Also, taking one's favorite subjects can fully tap his or her infinite potentials. Meanwhile, one can fully enjoy the process of learning and career life. Apart from that, it is also a sort of success if one can perfectly combine specialized knowledge with career ambition. Therefore, college students have sound reasons to select the courses that interest them.
本段給出其他論點(diǎn)，學(xué)習(xí)感興趣的課程的好處-挖掘無限潛力、享受學(xué)習(xí)和職業(yè)、將興趣和職業(yè)更好地結(jié)合?？蓞⒖加迷~有 tap his or her infinite potentials，career ambition.
Indeed, I have to concede that the acquisition of pragmatic courses might still have some benefits. Sure enough, job-related courses will help one outshine many candidates and successfully secure a decent job. That is why some people feel that education is a kind of investment and competitive courses such as engineering, science and technology can, in most cases, earn high interests. Thereby, what some people are concerned about is whether the course of their choice can lead to a profitable career. After all, career-related subjects can lay a solid foundation for climbing the career ladder.
讓步段，實(shí)用性的課程也是有好處的，幫助提升就業(yè)競(jìng)爭(zhēng)力。本段有很多好的表達(dá)方式，比如acquisition of pragmatic courses，Sure enough,help one outshine many candidates，secure a decent job，profitable career，climb the career ladder在職業(yè)上平步青云.
In closing, I re-affirm my conviction that even though choosing utilitarian subjects is never without merit, university students should still be encouraged to choose their favorite areas of study.
尾端重申觀點(diǎn)：
應(yīng)該鼓勵(lì)學(xué)生選擇感興趣的課程。
總結(jié)：可以看到，寫作者的英語功底很高，在很多表達(dá)方式上都沒有“落入俗套”，在范文中沒有出現(xiàn)某個(gè)概念是利用同一種方式重復(fù)表達(dá)的。很多詞匯都可以加入同學(xué)們的“素材庫”了。但是有一點(diǎn)，如果在內(nèi)容中加入一些更具體的例子會(huì)更好一些。
托福寫作范文：在學(xué)習(xí)的時(shí)候分心做其他事情好不好
托福獨(dú)立寫作題目：
Nowadays, students do many things like surfing the internet, listening to music when they are learning. Do you agree or disagree that doing other things impose bad effect on learning?
托福獨(dú)立寫作范文：
While I prefer to put away my cellphone when doing homework, I can see how some students could benefit from having a cellphone around. I think it is fine for students to use cellphones while studying as long as they can stay focused.
One reason is that many students are accustomed to studying with music. They find that certain types of music puts them into a “study mode,” and that music can make the monotony of studying more bearable. My friend, for example, has a hard time sitting in one place unless she plays classical music. Normally she is very high-energy and distractible, but while listening to classical music, she calms down and becomes highly focused. For students like her, a cellphone is a highly useful study aid. It allows her to bring her music with her anywhere, so she is not limited to just studying in her room where her stereo is.
Another reason is that students sometimes need to use the internet to do research or check assignments, but it is not always possible or desirable for them to carry a laptop around. In these situations, a cellphone is a good substitute. I remember one time when I had to complete a history assignment while on a family vacation. There wasn’t access to the internet where we were going, so my laptop would have been useless for research. Instead, I used my cellphone’s 3G connection to do research and wrote the assignment by hand. The vacation was much more relaxing because I didn’t have to lug my heavy laptop and charger around, and I still finished the assignment on time.
Some will point out that cellphones can potentially distract students from their work. This is true, but in my experience they are far less distracting than laptops, which students use quite frequently for schoolwork. Cellphones have much smaller screens and generally take more effort to use, so students are less likely to waste time on them reading blogs or playing games. It simply isn’t as satisfying to procrastinate on a cellphone—laptops are much better for that. Plus, if you’re writing a paper on your laptop, your web browser is just a couple of clicks away. If you’re writing by hand with a cellphone next to you, it’s a bit less easy to put down your pencil, pick up your phone, unlock it, and open a browser.
While I don’t personally use cellphones while studying unless absolutely necessary, I think that they can be helpful for a lot of students. It’s true that cellphones can be distracting, but they’re less damaging to productivity than laptops, so I think it’s hard to argue that students shouldn’t use them.
托福寫作范文：三個(gè)月和九個(gè)月的教育哪個(gè)對(duì)小孩更好
獨(dú)立寫作范文題目
Independent Writing:
Which is better for children’ education: 9-month study and 3-month break or 3-month study and 1-month break? (2014.7.26NA / 2015.10.10ML)
Nowadays, topic regarding how to balance study time and break time has aroused a wide discussion among teachers and even parents. While some parents think that 9-month study and 3-month break might make students more easily concentrate on their academic life due to more consecutive time spent in school, I disagree. In my opinion, 3-moth study along with 1-month break would be better for students.
Admittedly, 9-month study time seems to be helpful for students. Since students would spend 9 month in a stretch, they might be more focusing on their study. Days after days, students are immersed with their coursework, discuss their problems in class and do their homework after class; Meanwhile, they would be less likely to be disturbed by some casual entertainment. Both of them contribute to students’ devotion to study. However, if viewing it from a different angle, after students spend long time on study, three-month vacation is waiting for them. It is supposed that they would consider this vacation as a total outlet after study, and they would play extravagantly without control. Consequently, what they have learned might leave behind, and this would not be helpful for their study in the next phrase. To avoid this, 3-month study with 1-moth break would be a better option.
To begin with, 3-month study time is beneficial for students. In other words, this kind of schedule is helpful for students to adjust between coursework and rest. In normal middle school, students are asked to study in a quarter of time where teachers choose appropriate course materials so that they will not be too hard for students to study. In physics class, teachers would focus more on Newton’s theories in the quarter, but they might neglect the content related to Einstein because these theories might be too abstract for high school to understand. Meanwhile, even if students have some problems during these three-month study, they would use the one-month time to review them. They could organize their own study at home by making study plan, such as focusing on Chinese passages in the morning and trying to solve math problems in the afternoon. Or they could sign up for some online courses that concentrate on the same course contents, which could help students make up for the knowledge they are not familiar with and understand how teachers solve these difficult problems. In either way, students could have selected content to study in a relatively short time, and they could find ways to review problems if they encounter some misunderstanding.
In addition, 3-month study is beneficial for teachers as well. That is to say, teachers would dynamically update their knowledge based on feedback according to students from the previous quarter. According to the recent study released from Pennsylvania State University, most teachers in local high school would review their syllabus after every quarter is finished. They would ask students to evaluate the difficulty level of each subject; if students consider the course content is too hard to master, teachers might be required to replace the harder part with a simpler one. Thanks to their feedbacks, for those who have not received satisfied performance in the previous quarter, they will not feel frustrated with these simpler contents and keep on studying.
To sum up, based on the reasons I list above, though longer consecutive months sound reasonable, students might suffer from too much pressure. As a result, three-moth study would be more appropriate for both student and teachers.
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