托福寫(xiě)作修辭目的題——舉例論證
很多同學(xué)認(rèn)為修辭目的題是一種很高深的題目，因?yàn)樗拿直旧砭徒o人一種高深的感覺(jué)。其實(shí)修辭目的題是一種再簡(jiǎn)單不過(guò)的題目，無(wú)非就是問(wèn)我們作者為什么寫(xiě)了某些內(nèi)容。聯(lián)系一下我們的寫(xiě)作，其實(shí)你會(huì)發(fā)現(xiàn)，修辭目的題也就如此。當(dāng)我們?cè)趯?xiě)作的事實(shí)，寫(xiě)作老師教給我們的中間段的常用寫(xiě)法會(huì)有哪些呢?比如說(shuō)舉例論證，比如說(shuō)因果論證，比如說(shuō)對(duì)比論證，或者是類(lèi)比論證。寫(xiě)作老師教給我們的這些寫(xiě)作手法其實(shí)就是修辭目的題中常見(jiàn)的修辭手段，這兩者在本質(zhì)上是一樣的。今天，我們就其中一種——舉例論證來(lái)進(jìn)行詳細(xì)說(shuō)明。
托福寫(xiě)作修辭目的題——舉例論證
我們舉例子是為了什么?當(dāng)然是為了論證論點(diǎn)。當(dāng)我們?cè)趯?xiě)中間段的時(shí)候，不就是先給論點(diǎn)，然后通過(guò)例子來(lái)進(jìn)行說(shuō)明嗎?那么當(dāng)修辭目的題題目中問(wèn)到的內(nèi)容是例子的時(shí)候，即作者舉了這個(gè)例子是為了什么，我們的目標(biāo)非常明確，就是在文章中找到這個(gè)例子說(shuō)明的那個(gè)論點(diǎn)。根據(jù)西方典型的論證方式，先給論點(diǎn)，后進(jìn)行論證，我們要找的答案就在這個(gè)例子的前一句或是前幾句。切記，作者一定會(huì)給出論點(diǎn)，千萬(wàn)不要通過(guò)例子幫作者去想這個(gè)例子為了說(shuō)明什么。那么首先我如何確定題目中的內(nèi)容就是例子呢?常見(jiàn)的舉例形式會(huì)有哪些呢?在這里，我把例子分成兩種：明例和暗例。何為明例?即出現(xiàn)了直接舉例詞，如for example，for instance等。出現(xiàn)在這類(lèi)詞之后的內(nèi)容毫無(wú)疑問(wèn)一定就是例子。那么這些例子論證的論點(diǎn)是什么呢?根據(jù)這些詞的使用習(xí)慣，一般是直接出現(xiàn)在論點(diǎn)之后，那么我們就只要找到前一句話就可以了。這是明例的情況，但在真題中出現(xiàn)的頻率較低，出現(xiàn)頻率更高的是暗例。何為暗例?暗例就是出現(xiàn)了暗舉例詞或者完全沒(méi)有舉例詞。首先我們來(lái)看一下何為暗舉例詞。我把暗舉例詞定義為在特定語(yǔ)境下可以充當(dāng)舉例詞的詞。比如在TPO4的第一篇DEER POPULATIONS OF THE PUGET SOUND中，原文有這么兩句話：No doubt the numbers of deer declined still further. Recall the fate of the Columbian white-tailed deer, now in a protected status. 在第二句中有個(gè)單詞叫recall，它并不是完全意義上的舉例詞，但在這個(gè)語(yǔ)境中recall就充當(dāng)了一個(gè)舉例詞，那么后面的內(nèi)容就是一個(gè)例子，那么這個(gè)例子論證的論點(diǎn)就是它前面這句話。這類(lèi)詞會(huì)有很多，比如remember，include等。暗例中還有一種情況，就是完全沒(méi)有出現(xiàn)舉例詞。那么我如何確定舉例關(guān)系呢?其實(shí)論點(diǎn)和例子之間會(huì)存在某種形式的對(duì)應(yīng)，在做題時(shí)常用到的就是通過(guò)某個(gè)或某幾個(gè)詞上面的對(duì)應(yīng)來(lái)體現(xiàn)出這種關(guān)系。如在OG PRACTICE TEST 1第二篇THE EXPRESSION OF EMOTIONS中有這么三句話It turns out that the expression of many emotions may be universal. Smiling is apparently a universal sign of friendliness and approval. Baring the teeth in a hostile way, as noted by Charles Darwin in the nineteenth century, may be a universal sign of anger. 在這三句話中，第一句是論點(diǎn)，二三句都是例子。那么這兩個(gè)例子通過(guò)什么方式與論點(diǎn)聯(lián)系起來(lái)呢，首先，當(dāng)然是通過(guò)順序體現(xiàn)出來(lái)，但更重要的是論點(diǎn)與例子之間出現(xiàn)了詞上的對(duì)應(yīng)，這三句話中都出現(xiàn)了這個(gè)核心詞universal。以這個(gè)詞為主線，例子在悄無(wú)聲息中就與論點(diǎn)起到到對(duì)應(yīng)。
綜上所述，例子可以有舉例詞，也可以沒(méi)有舉例詞。掌握住了常見(jiàn)的舉例形式能夠幫助我們正確地完成修辭目的題中的舉例論證這種修辭目的。
托福寫(xiě)作語(yǔ)法的基本要求
語(yǔ)法規(guī)范
1. 不完整的句子
(1) If you find that writing is hard is because it is hard. One of the hardest things that people do.
If you find that writing is hard is because it is hard—one of the hardest things that people do.
(2) Stereotypes are a kind of gossip about the world. A gossip that makes us prejudge people before we ever lay eyes on them.
Stereotypes are a kind of gossip about the world, a gossip that makes us prejudge people before we ever lay eyes on them.
Stereotypes are a kind of gossip about the world that makes us prejudge people before we ever lay eyes on them.
2. 分詞短語(yǔ)作狀語(yǔ)的錯(cuò)誤
Holding her in his arms, the moon hid behind the cloud.
As soon as the moon hid behind the cloud, he held her in his arms.
3. 修飾詞錯(cuò)位
(1) Romeo received word that Juliet was dead from another messenger.
Romeo received word from another messenger that Juliet was dead.
(2) After leaving the stage, the audience’s applause called the musicians back for an encore.
After the musicians left the stage, the audience’s applause called them back for an encore.
(3) Disruptive in the classroom, a teacher may become exasperated with hyperactive children.
Disruptive in the classroom, hyperactive children may exasperate a teacher.
4. 串句
Unproductive or uncooperative workers can seriously harm an organization, for this reason, employers need to have accurate information about employee performance, but when employees have full access to their own personnel files, co-workers and even supervisors will often find it difficult to give frank criticism of underachievers or to report troublemakers.
Unproductive or uncooperative workers can seriously harm an organization; for this reason, employers need to have accurate information about employee performance. But when employees have full access to their own personnel files, co-workers and even supervisors will often find it difficult to give frank criticism of underachievers or to report troublemakers.
5. 時(shí)態(tài)錯(cuò)誤
The researchers admitted that they falsified crucial data in the study.
The researchers admitted that they had falsified crucial data in the study.
6. 代詞錯(cuò)誤
(1) Too often people either keep their feelings to themselves or take it our on others.
Too often people either keep their feelings to themselves or take them our on others.
(2) Each girl and boy must do their part to keep the home fires burning.
Each girl and boy must do her or his part to keep the home fires burning.
(3) This college has their own entrance requirements.
This college has its own entrance requirements.
(4) If one wishes to participate in the political process, you can begin by voting regularly.
If one wishes to participate in the political process, one can begin by voting regularly.
(5) The fire in the library was finally put out. For a while, they thought an unhappy employee might have started it.
The fire in the library was finally put out. For a while, the library staff thought an unhappy employee might have started it.
7. 結(jié)構(gòu)混亂
Because Hemingway’s style is simple makes his writing accessible to all readers.
Because Hemingway’s style is simple, his writing is accessible to all readers.
Hemingway’s simple style makes his writing accessible to all readers.
托福獨(dú)立寫(xiě)作獨(dú)家攻略
一、獨(dú)立寫(xiě)作命題形式
托福獨(dú)立寫(xiě)作的命題形式一般為“Do you agree or disagree with the following statement…”(你是否同意下面的論斷……)，要求考生就題目中的論斷給出自己的觀點(diǎn)，并用例證來(lái)支撐自己的觀點(diǎn)。字?jǐn)?shù)要求300字以上，考試時(shí)間為30分鐘。題目中的論斷涉及各種話題，比如成功類(lèi)話題、工作類(lèi)話題、金錢(qián)類(lèi)話題、科技類(lèi)話題等等。
二、獨(dú)立寫(xiě)作命題規(guī)律
既然托福寫(xiě)作題目允許考生選擇自己的觀點(diǎn)，說(shuō)明題目通常沒(méi)有定論。有些獨(dú)立寫(xiě)作的題目具有明顯的特征，下面小編為大家總結(jié)了三類(lèi)，并為每一類(lèi)題目提供一些寫(xiě)作技巧。
第一類(lèi)，有些寫(xiě)作題目中含有“should”或者“should not”的字眼，對(duì)于這類(lèi)題目中的觀點(diǎn)，考生既可以同意，也可以反對(duì)。例如以下這道題目“Do you agree or disagree with the following statement? Students should not take part-time jobs while they are studying in university.”，考生就可以在開(kāi)頭這樣寫(xiě)：“Whether or not students should take part-time jobs while they are studying in university has been a controversial issue.”，然后提供合適的理由進(jìn)行論證。
第二類(lèi)，有些寫(xiě)作題目中含有“best”、“most”、“all”等表示絕對(duì)語(yǔ)氣的字眼，對(duì)于這類(lèi)題目，小編建議考生選擇反對(duì)的觀點(diǎn)。因?yàn)檫@類(lèi)題目大都夸大了某些因素的重要性，否認(rèn)了其他因素的影響。例如以下這道題目“Do you agree or disagree with the following statement? The best way for parents to teach children responsibility is to have them care for animals.”考生就可以在開(kāi)頭這樣寫(xiě)：“This argument exaggerates the importance of A and denies the significance of other factors such as B, C, and D which can also contribute to sth./sb.”
第三類(lèi)，這類(lèi)題目通常是將A和B兩種事物進(jìn)行比較，題目中含有“more…than…”或者“better”的字眼，對(duì)于這類(lèi)題目，考生可以采取讓步式的寫(xiě)法。例如以下這道題目“Do you agree or disagree with the following statement? It’s better to spend money on pleasant things such as vacations than to save money for the future.”考生可以在開(kāi)頭這樣寫(xiě)：“Although A/B has some benefits for…, I still believe that B/A will exert more significant influence on…”
三、獨(dú)立寫(xiě)作常見(jiàn)問(wèn)題及對(duì)策
在新托福寫(xiě)作考試中，很多考生看到題目頭腦會(huì)一片空白，不知道從何入手。要想解決這個(gè)問(wèn)題，考生可以將歷年托福獨(dú)立寫(xiě)作備考資料進(jìn)行歸類(lèi)，總結(jié)出每類(lèi)話題的寫(xiě)作思路以及通用論據(jù)。例如以下幾個(gè)題目：Do you agree or disagree with the following statement? 1)People are now easier to become educated than in the past. 2)Nowadays it’s easier to maintain health than the past. 3)It is easier for parents to raise their children than 50 years ago. 如果考生同意上述觀點(diǎn)，我們就可以把 “各方面意識(shí)的提高”作為一個(gè)通用論據(jù)，也可以把“經(jīng)濟(jì)發(fā)展以及收入的提高”作為通用論據(jù)。總之，雖然寫(xiě)作話題多種多樣，但是總結(jié)起來(lái)不外乎那么幾類(lèi)。只要考生善于歸納、勤于思考，就能解決寫(xiě)作“無(wú)話可說(shuō)”的問(wèn)題。
托福優(yōu)秀范文：童年期重要嗎
題目：
Do you agree or disagree with the following statement?
A person’s childhood years (the time from birth to twelve years of age) are the most important years of a person’s life.
范文：
Childhood build the very foundation of an individual development. Although many theorists emphasize the importance of environs, family background, and community atmosphere to which an individual is exposure during the adolescence period, childhood times have been figuratively described by such neurologist as Freud as the seeds in which all genes are ingrained or embedded. Environs are the soil in which the seed grows. Mark Twain, the greatest American novelist, is said to write in Vienna of images that he began storing at age four. The childhood sunny delights naturally shaped Mark Twain’s metaphor. The Mississippi river, the boat, the prairie, the woods in autumn dress, the motionless hanging hawk in the sky, the oaks, and the rustles of the fallen leaves in his childhood all created the novels and thus the novelist, whom the course of human events has never ever had before and the one who will be able to match him in the talent of writing has not yet loomed. Perhaps the unique childhood cannot be duplicated.
Childhood time lists itself at the top of importance to personal development because it is in the childhood that human beings form the rudimentary language skills that develop in the course of growing into one of the most important abilities to live and learn. Child behavior researchers claim that at the age of about two years old human beings begin to speak, and this is the very start point of childhood. In the following five years child language ability grows at a tremendous speed. At seven years old, children have already had the basic language skills in presentation, discourse, and self-expression. In a certain sense, at the childhood time, human beings foster or forge the verbal communication competence. In fact, many linguists also claim that childhood is the best time to learn a foreign language.
Childhood is the most important period also because during this period children shape the competence to observe and perceive natural and society. The ability to perceive is the first step for human beings to learn or cognize. Language follows. Childhood time also implants the personality, characteristics, and interest, although all of these possibly yield to the changes and challenges in the post-childhood environment.
In fact, the importance of childhood time to the development of an individual human being has not yet fully unfolded. If we study this topic with insights and details, the restriction of 250 words in an essay seems to be too narrow.
托福寫(xiě)作修辭目的題——舉例論證相關(guān)文章：
托福寫(xiě)作修辭目的題——舉例論證
