如何在托福獨立寫作中梳理自己的邏輯及組織自己的語言
如何在托福獨立寫作中梳理自己的邏輯及組織自己的語言?相信大家都很想知道。為了幫助大家備考托福寫作，下面小編給大家?guī)硐嚓P(guān)內(nèi)容!
如何在托福獨立寫作中梳理自己的邏輯及組織自己的語言
01
class
我們先來看托福寫作邏輯梳理：
由于很多同學(xué)在寫作的過程中受到中式思維的影響，導(dǎo)致寫出來的作文具有很濃的中式英文。因此，我們有必要先了解中英文邏輯的差異，只有這樣大家才能很好地避免中式表達。
1
中文邏輯是什么?
中文邏輯就是意境邏輯，說得通俗一點就是：前后信息是斷層或缺少聯(lián)系的，接收信息的人需要對這些已知信息進行腦補。
比如說，小明上課遲到了，中國老師問：“小明，你為什么遲到?” 小明若無其事的樣子說：“老師，外面下雨了?！?當聽到小明的回復(fù)之后，老師一般能理解他為什么會遲到，因為老師可能會這樣想：這小子可能在路上躲雨，導(dǎo)致耽擱了上課的時間。注意老師在這里進行了自己的腦補，因為小明可能不是在路上躲雨而耽擱了上課的時間，但是老師不在意。
2
英文邏輯是什么?
而外國人遇到這種情況一定會出現(xiàn)黑人問號臉，“what? what are you talking about?”因為老外的邏輯是直白邏輯，即因為“愛”，所以“愛”的邏輯。這是借助一首老歌的歌名來解釋外國人的邏輯，但不要誤認為這是和“愛情”有關(guān)，這里只是在說前后的信息要有相同的地方。
在此，再給大家講一個有趣的故事：有個外國人自認為自己的中文很好，所以我們?yōu)榱俗C明他學(xué)的是假中文就給他出了一道題目：小李和小周正在討論小陳，這時小陳出現(xiàn)了。小李就說：“說曹操，曹操就到”。請問誰到了?以下三個選項，你選哪個?
A, 曹操，B, 劉備，C, 小陳
老外會毫不猶豫地選A,因為他的思維很直白：說曹操，曹操就到嘛。
好，回到“小明遲到的例子”。如果小明這樣解釋，外教老師可能會豁然開朗：老師，由于外面下雨，我今天穿的鞋子鞋底打滑，使得我走路慢了一些，從而耽擱了上課的時間。
3
中英文的邏輯差異
中文靠腦補，英文要直白
4
托福舉例
只有明白了中英差異，我們才能很好地在托福寫作中清晰地意識到是否出現(xiàn)了中式表達。
一起來看道托福寫作真題：
?Do you agree or disagree with the following statement：
?Future career success relies more on relating to other people than on studying hard at school.
先給大家補充一下背景知識：由于今天講的是邏輯，而邏輯主要出現(xiàn)在文章的中間段解釋部分，所以先給大家補充一下中間段的結(jié)構(gòu)：主題句+解釋+細節(jié)。
背景知識進一步補充：主題句結(jié)構(gòu)：A can be of great benefit to B。
注意事項：A為題中已知信息，B為自己思考信息。
回到真題上面，我的觀點是在學(xué)校努力學(xué)習(xí)更重要，那我的其中一個主題句就是：To begin with, studying hard at school can be of great benefit to students’ competitiveness improvement, which may conceivably give them a competitive edge in obtaining the future career success.
先找出主題句中的A和B，即：studying hard為A，competitiveness improvement為B。
5
如何用英文邏輯進行解釋主題句呢?
方法：不斷對B進行同義轉(zhuǎn)述再倒推到A上面
因此它的邏輯是：improve competitiveness(B)的同義詞是become more competitive，而more competitive的同義詞是try to improve themselves，find out their weaknesses是提高自己的前提，所以也可以認為它們是同義詞，然后反思自己可以發(fā)現(xiàn)自己的缺點，最后努力學(xué)習(xí)是一個自我反思的過程(a process of reflecting on themselves)。
02
class
語言組織：
在完成邏輯思考之后，需要把這些信息組織起來，這就考察學(xué)生的語言組織能力。一般我在課堂上會給學(xué)生一些句型來幫助他們進行有效地語言組織
如：This is because SVO, which +從句。Once/If/When+從句，SVO, doing.
因此，最終的主題句和解釋是這樣呈現(xiàn)的：To begin with, studying hard at school can be of great benefit to students’ competitiveness improvement, which may conceivably give them a competitive edge in obtaining the future career success.This is because hard work at school is a process of reflecting on oneself, which may allow those industrious students to find out their weaknesses. Once they realize their demerits, they may put all their efforts to improve themselves, ending up becoming more competitive.
托福寫作范文：The Historical Significance of American Revolution
The ways of history are so intricate and the motivations of human actions so complex that it is always hazardous to attempt to represent events covering a number of years, a multiplicity of persons, and distant localities as the expression of one intellectual or social movement; yet the historical process which culminated in the ascent of Thomas Jefferson to the presidency can be regarded as the outstanding example not only of the birth of a new way of life but of nationalism as a new way of life. The American Revolution represents the link between the seventeenth century, in which modern England became conscious of itself, and the awakening of modern Europe at the end of the eighteenth century. It may seem strange that the march of history should have had to cross the Atlantic Ocean, but only in the North American colonies could a struggle for civic liberty lead also to the foundation of a new nation. Here, in the popular rising against a “tyrannical” government, the fruits were more than the securing of a freer constitution. They included the growth of a nation born in liberty by the will of the people, not from the roots of common descent, a geographic entity, or the ambitions of king or dynasty. With the American nation, for the first time, a nation was born, not in the dim past of history but before the eyes of the whole world.
托福寫作范文：Children’s numerical skills
People appear to born to compute. The numerical skills of children develop so early and so inexorably that it is easy to imagine an internal clock of mathematical maturity guiding their growth. Not long after learning to walk and talk, they can set the table with impress accuracy---one knife, one spoon, one fork, for each of the five chairs.
Soon they are capable of nothing that they have placed five knives, spoons and forks on the table and, a bit later, that this amounts to fifteen pieces of silverware. Having thus mastered addition, they move on to subtraction. It seems almost reasonable to expect that if a child were secluded on a desert island at birth and retrieved seven years later, he or she could enter a second enter a second-grade mathematics class without any serious problems of intellectual adjustment.
Of course, the truth is not so simple. This century, the work of cognitive psychologists has illuminated the subtle forms of daily learning on which intellectual progress depends. Children were observed as they slowly grasped-----or, as the case might be, bumped into----- concepts that adults take for quantity is unchanged as water pours from a short glass into a tall thin one. Psychologists have since demonstrated that young children, asked to count the pencils in a pile, readily report the number of blue or red pencils, but must be coaxed into finding the total. Such studies have suggested that the rudiments of mathematics are mastered gradually, and with effort. They have also suggested that the very concept of abstract numbers------the idea of a oneness, a twoness, a threeness that applies to any class of objects and is a prerequisite for doing anything more mathematically demanding than setting a table-----is itself far from innate.
托福寫作范文：Modern American Universities
Before the 1850’s, the United States had a number of small colleges, most of them dating from colonial days. They were small, church connected institutions whose primary concern was to shape the moral character of their students.
Throughout Europe, institutions of higher learning had developed, bearing the ancient name of university. In German university was concerned primarily with creating and spreading knowledge, not morals. Between mid-century and the end of the 1800’s, more than nine thousand young Americans, dissatisfied with their training at home, went to Germany for advanced study. Some of them return to become presidents of venerable colleges-----Harvard, Yale, Columbia---and transform them into modern universities. The new presidents broke all ties with the churches and brought in a new kind of faculty. Professors were hired for their knowledge of a subject, not because they were of the proper faith and had a strong arm for disciplining students. The new principle was that a university was to create knowledge as well as pass it on, and this called for a faculty composed of teacher-scholars. Drilling and learning by rote were replaced by the German method of lecturing, in which the professor’s own research was presented in class. Graduate training leading to the Ph.D., an ancient German degree signifying the highest level of advanced scholarly attainment, was introduced. With the establishment of the seminar system, graduate student learned to question, analyze, and conduct their own research.
At the same time, the new university greatly expanded in size and course offerings, breaking completely out of the old, constricted curriculum of mathematics, classics, rhetoric, and music. The president of Harvard pioneered the elective system, by which students were able to choose their own course of study. The notion of major fields of study emerged. The new goal was to make the university relevant to the real pursuits of the world. Paying close heed to the practical needs of society, the new universities trained men and women to work at its tasks, with engineering students being the most characteristic of the new regime. Students were also trained as economists, architects, agriculturalists, social welfare workers, and teachers.
如何在托福獨立寫作中梳理自己的邏輯及組織自己的語言相關(guān)文章：