托福獨(dú)立寫作：三選一類話題參考范文
為了幫助大家高效備考托福，熟悉托福獨(dú)立寫作，攻克考生最害怕遇到的三選一類題目，謝謝啦小編為大家?guī)?lái)托福獨(dú)立寫作范文：三選一類話題參考范文一文，希望對(duì)大家托福備考有所幫助。更多精彩盡請(qǐng)關(guān)注學(xué)習(xí)啦!
托福獨(dú)立寫作范文：三選一類話題參考范文
在托福寫作中，很多同學(xué)最害怕遇到的就是三選一類題目。
其實(shí)三選一，無(wú)非是要選擇在這三個(gè)選項(xiàng)中你認(rèn)為最好的，所以與包含better、prefer的題目解題思想本質(zhì)上說(shuō)是一樣的，只是選項(xiàng)由兩個(gè)變成了三個(gè)。
那么讓我們回憶一下包含better的兩選一類題目應(yīng)該怎么寫。better意味著你心中更好的一個(gè)，所以是最明顯的價(jià)值判斷。我們先在兩者之中選擇出自己更喜歡的方案，在中間段前兩段用投射或拆分的方法找到它的兩個(gè)優(yōu)勢(shì)。中間段第三段，需要我們體現(xiàn)出題目當(dāng)中給我們的比較任務(wù)，所以一般以未選擇的方案的優(yōu)點(diǎn)作為主題句，再用讓步的方法把這個(gè)優(yōu)點(diǎn)再削弱掉。一篇作文的主體結(jié)構(gòu)就是這樣，再簡(jiǎn)單不過(guò)。
讓我們帶著這種思想來(lái)到三選一類題，同理，三選一也是價(jià)值判斷，通過(guò)我們的利弊分析選擇出三者之中最好的。于是選出來(lái)之后，中間段前兩段依然是寫我們選擇出的方案的優(yōu)點(diǎn)，依然用投射或拆分。在中間段第三段，我們要分別論述一下未選擇的其他兩個(gè)方案都各自有什么合理的地方，但都要分別用讓步的方式再削弱掉。
說(shuō)了這么多，相信很多沒(méi)上過(guò)課的同學(xué)，以及對(duì)課上內(nèi)容記得不是特別清楚了的同學(xué)們已經(jīng)一頭霧水。讓我們來(lái)看一篇范文，了解一下真實(shí)的三選一類題目具體的樣子。
If school has limited funding, which of the following three should school spend money on? 1)sports 2)arts 3)volunteering.
School is a place where students prepare themselves for adult lives both intellectually and emotionally. Of course, sports, arts and volunteering are the good ways to achieve the goal. But these means all deserve financial support from the school authority. When the funding is limited and only one of them can be funded, I would definitely go for sports.
First of all, this policy can bring numerous benefits to students. Everybody knows working out is good for both body and mind. During schooldays students have been used to a sedentary lifestyle, which has been linked with an increased risk of obesity and depression. But what if they are now encouraged to attend extracurricular activities like hockey, soccer, gymnastics, swimming, karate and so on? Besides being more energetic and athletic, they can also experience the joy of cooperation and competition. Plus, sports activities provide a temporary escape, enabling children to take their mind off study for a while and then go back to schoolwork refreshed. According a recent survey, kids who exercise 30 minutes a day five times a week, enjoy better overall brain health, reduced stress, increased creativity and clearer thinking.
托福寫作三選一類題目及范文：老師最重要的能力
For teenagers aged between 15 to 18, what is the most important to the teacher?
1)the ability to help students plan for future
2)the ability to recognize which student needs help and offer that help
3)the ability to encourage students to learn on their own outside of the classroom
托福寫作三選一類范文
Secondary education can be one of the most formative experiences in a person’s life. What qualities make a good high school teacher? People might go for abilities like helping with future planning or encouraging academic autonomy. I, however, believe that the most important factor is the ability to recognize students in need and the willingness to lend a hand.
The first beneficiary is underachievers. More often than not, students who fall behind suffer from a low self-esteem. It is especially true for teenagers who find it a disgrace to lose face in front of their peers. In this case, they would stay under the radar and try to bury their problems in the dark. Nobody would even notice, not to mention offering any help. However, a teacher with a perceptive mind can discover the problem before it gets worse, so that the troubled kid could get proper help. Let’s say a boy whose parents are going through a nasty divorce may show up late at school or miss the deadline for science projects. If the teacher can spot his recent anomaly and reaches out to him, the boy might open up and confide to the teacher. This is the first step on the road to recovery and an attentive teacher makes all the difference.
Moreover, this valuable quality would rub off on students as well. Instead of lecturing them about helping others, teachers set a better example by practicing what they preach. Seeing the teacher shows compassion and kindness to a kid from disadvantaged background, children are more likely to follow suit and learn to empathize. In contrast, if the teacher is always aloof, school bullies will then pick on the troubled kid. It is because when teachers don’t even bother to care, kids would pick up a wrong message that being indifferent is the best policy. What would them turn into when reaching adulthood? Self-centered. Or even worse, mean and bitter. So it takes a sharp mind to spot trouble and a warm heart to get children out of.
Sure, it is not to say other qualities are trivial. Future career planning offers students some insight into job prospects and college majors. And students would better adjust to college life if they are trained to learn on their own outside of the classroom. But I wouldn’t say such qualities assume more power than an empathetic heart. Why? High schoolers aged 15 to 18 have very vague ideas about their interests and aspiration. That’s why people even take a gap year to figure it out. So why bother planning in such early stage of life while so much remains uncovered and unexplored? As for the ability to encourage learning autonomy, let’s face it, children have been doing this all the time! Since the advent of Internet, children have been drawn to a variety of search engines and websites, which stimulate self-governed learning in a way no teacher can possibly compare to. But the ability to relate to troubled students and lead them out of the woods is in high demand and cannot be replaced.
To sum up, to benefit high school students to a greater extent, the teachers have to be able to recognize what’s going wrong and what can be done to make it right. Other characters can be good to have, but also fine to live without.
托福寫作三選一范文實(shí)例解析
三選一題型如何處理：
很多同學(xué)不知道三選一的文章結(jié)構(gòu)應(yīng)該如何處理。這里其實(shí)三選一并不復(fù)雜，只需要熟記兩個(gè)注意點(diǎn)就可以輕松應(yīng)付：一是三者都要提及;二是并沒(méi)有唯一的正確結(jié)構(gòu)，結(jié)構(gòu)應(yīng)該根據(jù)題目靈活的選擇。我們來(lái)看一道例題。
Essay Topic
Which one isthe most important for teacher of high school?
1. The ability to help students plan for their future;
2. The ability to find the students who need help most and help them;
3. Teach students how to learn outside the classroom.
就這道題來(lái)講，題型基本結(jié)構(gòu)的選擇有兩種：三項(xiàng)能力都重要，但是第一項(xiàng)最重要;或者，第一項(xiàng)是重要的，而第二項(xiàng)和第三項(xiàng)是不重要的。其他的文章結(jié)構(gòu)都是這兩種的變體。我們拿第二種結(jié)構(gòu)舉例：
總論點(diǎn)：規(guī)劃未來(lái)能力最重要(vs. 發(fā)現(xiàn)需要幫助的同學(xué) &教會(huì)自學(xué))
主體段1：學(xué)生最需要規(guī)劃，而只有老師有能力提供
主體段2：發(fā)現(xiàn)需要幫助的能力不重要，因?yàn)閷W(xué)生自己會(huì)來(lái)找
主體段3：課外自學(xué)不重要，高中生沒(méi)有課外時(shí)間
The ability to help student with planning their future is definitely the most important capability for high school teachers.
To begin with, high school students are in desperate need for guidance about their future, and teachers are the only competent candidate to provide it. I know this from my personal experience. When I was in high school, a great portion of my classmates’ only goal is to reach for the minimum requirement for graduation, and to be able to get an offer from a middle-ranged college in the US, as all 15-year-old boys are profoundly addicted to either computer games or love affairs. Because of our immature mind, we had no idea regarding the choice of universities, or the selection of a future career path. What made matters worse is that our high school teachers provided us with virtually zero guidance concerning our college applications, not because they lack of the intention, but simply because they know nothing about it. Consequently, the vast majority of our parents had to hire an outside agency that specializes in the college application process which costs tons of money. Later we realized that this is an utter mistake, for what they did was simply giving us the timeline of the application process, translating our personal statements and recommendation letters from Chinese into English, and finally mailing out all our materials to the US. All of these simple tasks could be performed by ourselves, and these misfortunes surely could have been avoided if we had the luck to meet more competent teachers, with the ability to warn students and their parents about the black-hearted agencies and lay out lucid plans for students’ future.
The capability to find the students who need assistance most and help them, on the other hand, is not that imperative. The reason for this is quite simple, since high school students would come to teachers voluntarily if they are in serious trouble. In other words, many times students don’t want to be bothered by a teacher who treats them like a baby-sitter. As for the “help” part, I firmly hold the faith that all teachers are already equipped with the willingness to solve student’s problem gladly, using their prehistoric powers, no matter how difficult the situation can be. So the willingness to help students should be the minimum standard to be qualified as a teacher.
Similarly, the skill to teach students how to learn outside the classroom is completely unnecessary. For one, most high school students have no time outside their classrooms at all, as all their spare time is already occupied by cram school or by extracurricular activities. Even in the rare circumstance that some students may have free time, parents could always play the part of their instructor on how to self-study.
本篇文章在結(jié)構(gòu)的處理上，做到了清晰、簡(jiǎn)單。第一個(gè)主體段在證明第一項(xiàng)能力是非常必要的。第二、三主體段在分別證明第二、三項(xiàng)能力是不重要的。整個(gè)段落結(jié)構(gòu)很明確。這樣會(huì)更容易獲得高分。大家要注意避免結(jié)構(gòu)過(guò)于復(fù)雜和混亂。
如何豐富整篇文章的結(jié)構(gòu)?
先說(shuō)答案：
另外一個(gè)大家經(jīng)常會(huì)有疑惑的問(wèn)題就是：我的三個(gè)主體段全部都是講故事，好像手法太單一了，會(huì)不會(huì)被扣分?如何豐富?答案是：有可能;以及，偶爾的使用純解釋型段落。眾所周知，TOEFL寫作中展開(kāi)手法有兩種，exemplification和explanation。例證顯然是二者中更簡(jiǎn)單的一個(gè)。因此，大部分同學(xué)都更傾向于使用例證。因?yàn)樗菀卓焖偕鲜?，并且大家可以通過(guò)舉例來(lái)展開(kāi)具體化的細(xì)節(jié)，從而獲得高分。但注意，如果三個(gè)主體段全部是講故事展開(kāi)，未免會(huì)有語(yǔ)言太差的嫌疑。因此，除了例證，我們文章中最好可以稍微涉及到一些說(shuō)理部分。
舉例和說(shuō)理分別的優(yōu)勢(shì)?
大家現(xiàn)在可以重新觀察一下范文三個(gè)主體段的展開(kāi)手法。三個(gè)主體段一共444字。其中第一段259字，第二段116字，第三段69字。第一段的展開(kāi)手法為例證(講故事)，第二、三段均為解釋。大家明顯感受到例證的優(yōu)勢(shì)即為能夠更輕松的展開(kāi)出有效并具體化的細(xì)節(jié)，或俗稱“好湊字”。解釋的好處為語(yǔ)言簡(jiǎn)練，表達(dá)效率高，文章的遞進(jìn)性、節(jié)奏會(huì)更緊湊。
舉例和說(shuō)理分別的劣勢(shì)?
例證在TOEFL寫作中并無(wú)太明顯的劣勢(shì)。解釋的劣勢(shì)就比較明顯了。同樣的一個(gè)分論點(diǎn)，有的同學(xué)用例證可以很輕松寫到200字，而解釋只能說(shuō)到100字。有的同學(xué)可能有個(gè)刻板印象：講故事的語(yǔ)言通常比較簡(jiǎn)單，句式單一，因此不容易得高分。注意，講故事語(yǔ)言和句式也是可以復(fù)雜的;或者大家可以選擇簡(jiǎn)單但地道的表達(dá)，可同樣可以獲得滿分。
答題戰(zhàn)略、以及舉例和說(shuō)理的優(yōu)劣小結(jié)：
因此我們以后考場(chǎng)上的答題戰(zhàn)略很簡(jiǎn)單。第一段為例證段落。目的為使勁湊字，盡量直接寫滿200字。第二、三段可以選擇簡(jiǎn)短的小故事或者解釋性段落，分別寫到60～100字左右。這樣主體段已經(jīng)達(dá)到至少320字，再加上開(kāi)頭結(jié)尾段，可以輕松滿足350字的字?jǐn)?shù)要求。
托福寫作解析 常犯的6個(gè)語(yǔ)法錯(cuò)誤
1、托福寫作比較對(duì)象的對(duì)等
在比較結(jié)構(gòu)中，注意前后比較事物要對(duì)等。常用that和those來(lái)指代“比較結(jié)構(gòu)”里先前提到的名詞。
比如：The merits of serious movies far outweigh funny movies.
應(yīng)改為：The merits of serious movies far outweigh those of funny movies.(those指代的是前半句的比較對(duì)象merits)
2、托福寫作句子不完整
不完整句子指的是句子當(dāng)中缺少主語(yǔ)或謂語(yǔ)等，無(wú)法形成一個(gè)完整的句子。
比如：A movie that inspires deep emotions.(只有名詞加定語(yǔ)從句，不是完整的句子)
應(yīng)改為：She went to see “The Silver Star”, a movie that inspires deep emotions.
3、托福寫作句子不間斷
不間斷句子指的是用逗號(hào)來(lái)連接兩個(gè)完整的句子。
比如：There is increasingly widespread reliance on electronic mail, some people still resist using it, especially those who prefer handwritten letters.
應(yīng)改為：Although there is increasingly widespread reliance on electronic mail, some people still resist using it, especially those who prefer handwritten letters.(根據(jù)兩句之間的關(guān)系，加入連詞)
4、托福寫作句子主謂不一致
主謂不一致指的是句子中主語(yǔ)與謂語(yǔ)沒(méi)有保持?jǐn)?shù)的一致。
比如：Many students thinks tomorrow is a holiday.
應(yīng)改為：Many students think tomorrow is a holiday.
再比如：The use of cell phones during concerts are not allowed.
應(yīng)改為：The use of cell phones during concerts is not allowed.
5、托福寫作可數(shù)名詞完整
可數(shù)名詞“裸奔”指的是可數(shù)名詞之前沒(méi)有冠詞，也沒(méi)有變?yōu)閺?fù)數(shù)形式。
比如：Even expert or scholar specializing in a certain field might cover a vast spectrum of knowledge in order to succeed.
應(yīng)改為：Even experts or scholars specializing in a certain field might cover a vast spectrum of knowledge in order to succeed.(可數(shù)名詞變復(fù)數(shù)形式)
6、托福寫作but和however用法
but和however都表示轉(zhuǎn)折，但是but是連詞，而however是副詞，也就是說(shuō)however是不能來(lái)連接兩個(gè)獨(dú)立分句的。
比如：Printed books are limited in space, however, space is not an issue for electronic ones.
應(yīng)改為：Printed books are limited in space. However, space is not an issue for electronic ones. (用句號(hào)將原句分成兩個(gè)獨(dú)立分句)
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