托福综合写作资料标准模板学习总结词汇知识学习总结.doc

综合写作题型分类：单话题类/双话题类话题分类：生物生态类/商业经济/文学艺术/化石考古/燃料能源多样化表达：阅读：The reading, the passage, the author, the article听力：The listening, the lecture, the lecturer, the professor, the speaker认为：believe, hold, suggest, support, point out, advocate(提倡，主张，通常不用于反对意见), claim反驳：Criticize vt. 批评 criticism n. （crisis n. 危机）Argue, challenge, doubt, disagree, refute,. Is questionable. 但是：However, although, on the other hand, in contrast, while,增加：Increase(n&vt), boost ( boost the economy )(n&vt使增长；推动；改进；使兴旺), maximize/maximization, add to sth (global warming)Improve/improvement, enhance/enhancement, heightenfortify/fortification(vt使强化，使振作), advance(vi&vt&n)expansion(used in size, number, amount), amplify(扩大声音、增强，加剧), enlarge（及物&不及物，扩大；on sth 进一步说明，详述）thrive降低：Decline(vi&n), decrease, minimize/minimization, reduce/reduction, cut down, shrink(vi&vt)/shrinkageDamage, impair(vt, 损害，削弱), cause damage to, harm, hurtDestroy, destruction, do great damage to, do harm to, ruin, catastrophic damage，the disastrous consequence，endanger（vt危及，危害）影响：aftermath 后果，余波 the of (an important event)affect 副词：definitely ，totally（disagree with），strongly（influenced by）其他：Utility 用途Alternative/ substitute：an alternative to sth 某事物的替代品； alternative sth 备用，可替代sthsb substitute one thing for another/ one thing substitute for another 取代，替换a substitute for sth 替代品 生物生态类：物种数量骤降/骤增分析原因：假说分析Hypothesis, explanation, cause, theory Predator, predation, pollution, climate change, habitat, insect, human actionat long-term environmental expense（It exposes the fallacy of short-term industrial gain at long-term environmental expense这暴露了以长久的环境破坏为代价换取短期工业利益的错误。）分析影响：生态问题Ecosystem, local species, food chain, the number of A = A populationnative：意含对当地生态系统重要的、必不可少的inevitable / unavoidable/ inescapableindispensableendangered/ scarce speciesgenetically diverse(多样化的)/ genetic diversity解决方案：生态保护Pesticide, assisted migration, genetic modification措施：ways to address the decline of three solutions mentioned in the reading passagein an attempt to do sth, sb do sthpresent three solutions/measures模板开头段 The reading and the listening present opposite views on the hypothesis of sea otter decline（主题）. The reading advocates the pollution theory （观点A）while the listening stresses on the predation hypothesis（观点B）.*观点将原文的内容写全 The passage and the listening material hold contrary opinions on salvage logging. The passage holds that it benefits both a damaged forest and the economy while the listening argues it can cause long-term environmental damage and its economic benefits are also questionable. The speaker and the author hold divergent attitudes toward the future of charitable giving. Through relevant reasons and examples, the lecturer refutes the pessimistic viewpoints stated in the reading material. 主体段First, the passage supports the pollution theory because (理由A1), which might lead to （进一步原因A1）。However，the speaker challenges that (理由B1)，so (进一步原因A1) seem implausible. On the other hand, this strengthens the (观点B) because if (观点下的事实、推论，即对观点的另一种表述)，（观点下的进一步原因B1）Second, the lecture disagrees with the claim in the reading passage that (理由A2) and (进一步原因A2-反面*). She argues that (用观点B解释理由A2*). （进一步原因B2），therefore（理由B2）. *当阅读中出现反面的进一步原因/表达反驳的细节时，应该写入而非省略，否则直接写听力的对应细节显得唐突。*观点重申，使逻辑更完整。主体段落应该包括各自的观点和听力的反驳理由。Finally, although the author believes (理由A3) could be caused by (进一步原因A3),the professor challenges that (理由A3) can be better explained by (观点B) because (理由B3)+（进一步原因B3）.First, the professor points out that urban growth, while harmful to some types of birds, could provide habitats for many other types. As a matter of fact, This, however, contradicts the statement in the reading that *带有让步的反驳Second, the professor explains that wont as the reading illustrates. contribute to ., making it unnecessary to *陈述两者关系Third, while convinced of the harmfulness of .used to birds concluded in the passage, the professor doesnt think it will be a problem in the future, in that ., and are therefore .*带有让步的反驳First, although the writer points out that . , the lecture challenges that .The second reason the author gives is that (by . , because ). However, the professor argues that Finally, the speaker refuses the viewpoint in the passage that ; She believes that .;According to the writer, . is associated with. because of . To rebut this idea, the professor claims that . This tendency, contrary to the view in the passage, will .Second, the passage says that , while the lecturer argues that this may give rise to(引起，导致，发生) ., which contradicts the point made in the passage. Finally, opposing the authors belief that . incur greater declines, the professor contends that even though p, they will . Thus, . Mine: The speaker and the author hold divergent attitudes toward (Topic). The author holds that while the speaker argues主体段阅读详写时，首句单独写阅读观点而不写成从句。 According to the writer, . is associated with. because of . To rebut this idea, the professor claims that . This tendency, contrary to the view in the passage, will . The second reason the author gives is that (by . , because ). However, the professor argues that First, the passage supports the pollution theory because (理由A1), which might lead to （进一步原因A1）。However，the speaker challenges that (理由B1)，so (进一步原因A1) seem implausible. On the other hand, this strengthens the (观点B) because if (观点下的事实、推论，即对观点的另一种表述)，（观点下的进一步原因B1）主体段阅读不详写时，首句可将阅读的观点写成从句阐述听力观点的从句。 Second, the lecture disagrees with the claim in the reading passage that. She argues that Finally, the speaker refuses the viewpoint in the passage that ; She believes that .; Finally, although the author believes (理由A3) could be caused by (进一步原因A3),the professor challenges that (理由A3) can be better explained by (观点B) because (理由B3)+（进一步原因B3）. First, although the writer points out that . , the lecture challenges that . Second, the passage says that , while the lecturer argues that this may give rise to(引起，导致，发生) , which contradicts the point made in the passage. Finally, opposing the authors belief that . incur greater declines, the professor contends that even though , they will . Thus, . Second, the professor explains that wont as the reading illustrates. contribute to ., making it unnecessary to l 针对某问题的措施类的讨论（提出反驳其无效）： The number of Totteya in Florida is now decreasing and the passage presents three solutions/measures/options to save them from extinction. However, the lecturer argues that these solutions wont lead to satisfactory consequences at all. Firstly/secondly/ Last but not least , the professor argues/claims that 措施1 as the reading mentions is unlikely to success/unrealistic /wont be a good method （either）. She takes Black Locus as an example. The first option the author comes up with is to reestablish Totteya in its originated place, where the wet and cool microclimate is suitable for Totteya to grow. However, the professor challenges that Totteya will unlikely to survive because。Considering the global warming and the drought of Florida, it is impossible for。to。/ However, the professor challenges that Totteya will unlikely to survive. She claims that , thus it is impossible for。to。 Second, the lecture questions the option to move Totteya to north cool place as the reading presents. She points out that this action may cause unpredictable outcome to the local ecosystems where the Totteya is planted. As a matter of fact, people once tried this for the protection of another endangered trees. However, the tree expanded so quickly and kill many native plants that are also scarce. Finally, to refute the idea of preserving Totteya in research centers, the lecturer argues that Totteya in research centers will not survive diseases. She says that Totteya in nature condition can survive a disease because their population is large so that they can keep genetically diverse(多样化的)/ genetic diversity. However, Totteya cant be preserved with large amount in research centers, which means they will lack the capability to resist desease in the long term.