凤凰国际英语托福综合写作模板.ppt

TOEFLiBTModelsforIntegratedWritingJackHints1.考生必须从根本上掌握英语八股文八股文的结构。阅读时，考生必须按照八股文结构，记下这些viewpoints和supportingpoints的details.2.听力时，考生要记下说话者是如何反对这些Points的。注意的是说话者的反对顺序不一定按照阅读文章的演进顺序进行。（不同的结构）如果points没有漏掉，接下来的关键就是考生如何表达说话者和阅读内容的关系了。（依靠模板）有个性的八股文有个性的八股文ContentsWordsSentencepatternsTextmodels表示反驳的词语differfrom,disagreewith,castdoubton,conflictwith,challenge表示同意的词语Support，enhance,uphold,echo,back,justify,substantiate,advance,总结听力材料总结听力材料ThespeakertalksaboutThelecturediscusses/ismainlydiscussingTheprofessormadethepointthat引出要点引出要点First/second/thirdFirst/then/anotherpointisthatOrexpressthekeypointdirectlyinatopicsentence.引出例子引出例子Forexample(instance)/oneexampleis/suchas/thatis增加例子增加例子Next/Furthermore/anotherexampleis/inaddition对比观点对比观点However/Incontrast/onthecontrary/ontheotherhand/but对材料的指称：对材料的指称：Thespeaker/lecturer/professor/listeningmaterial/lectureThewriter/narrator/readingmaterial/writing开头句ThelecturediscusseswhichdiffersfromthemainideainthereadingthatTheprofessormadethepointthat.Thereadingdoesnotdiscussthispoint.Anotherimportantpointisthat,butthereadingdoesnotdiscussthepoint.Finally,theProfessorstatedthat.Ingeneral,theProfessordiscussesproblemsofthatthereadingdoesnotinclude.开头句Accordingtothelecture,.Ontheotherhand/whilethereadingstatedthatTheprofessormadethepointthat.Onthecontrary/however/incontrast,thewriterdemonstratedanideathatThelecturesupports/illustratestheideathatThelecturecontradicts/refutes/isincontraryto/istheoppositeoftheideathat总体写作模式总体写作模式:Page110IntroductionSummaryofthespeakerspositionRelationshipofthelecturetothereadingParagraph1FirstkeypointfromthelectureExamplesfromthelectureExplanationorconnectiontothereadingParagraph2SecondkeypointfromthelectureExamplesfromthelectureExplanationorconnectiontothereadingParagraph3ThirdkeypointfromthelectureExamplesfromthelectureExplanationorconnectiontothereadingConcluding part模式分类“点对点点对点”结构结构“面对面面对面”结构结构“点对点”的结构“点对点”的结构指的是把综合写作中的阅读材料和听力材料的每一个对应点都单独提炼出来用一个段落加以阐述。这种结构的优点是可以把阅读文章和听力材料的对应关系更细致地进行说明，使文章层次感强，同时反映出考生提炼信息和对比信息的能力更高。ETS满分作文：IntroductionRelationshipbetweenreadingandlectureThelecturertalksaboutresearchconductedbyafirmthatusedthegrouptohandletheirwork.Hesaysthatthetheorystatedinthepassagewasverydifferentandsomewhatinaccuratewhencomparedtowhathappenedinreality.Main idea of lectureThe lecture talks about/discusses/makes thePoint/statesMain idea of the passageWhich differs with the mainidea in the reading/passageThat ConnectiveFirstPointofContrastFirstSomemembersgotfreerides.Thatis,somedidntworkhardbutgotrecognitionforthesuccessnonetheless.Thisalsoindicatesthatpeoplewhohardwerenotgivenrecognitiontheyshouldhavegotten.Inotherwords,werentgiventheopportunityto“shine”.Thisdirectlycontradictswhatthepassageindicates.First point in lectureFirstly,the lecturer thanksThatAccording to the lecture,The professor points out thatIn contrastThe reading passage believes that+1到到2个事实个事实 SecondPointofContrastSecond,groupswereslowinprogress.Thepassagesaysthatgroupsaremoreresponsivethanindividualsbecauseofthenumberofpeopleinvolvedandaggregatedresources.However,thespeakertalksabouthowthefirmfoundthatgroupswereslowerthanindividualsindecisionmaking.Groupsneededtimeformeetings,whicharenecessaryproceduresindecisionmaking.Thisisanotherplacewhereexperiencecontradictedtheory.ThirdPointofContrastThird,influentialpeoplemightemergeandleadthegrouptowardsgloryIftheinfluentpeoplearegoingintherightdirectiontherewouldbenoproblem.Butincaseswheretheygointhewrongdirection,thereisnobodythathasinfluencetocounterthedecisionmade.Inotherwords,thegroupmightturndictatorship,withtheinfluentialpartyastheleader,andmightbecomelessinitsthinking.Theymightbecomeonesided,andthusfailtosucceed.“面对面”的结构“点对点”的结构指是最理想的结构安排模式，但有时候考生并不能准确地寻找到阅读和听力材料之间的对应点。这有可能是因为阅读和听力材料之间的对应点本身就不是很明显，或者由于考生自身的能力问题，没有完全听懂或看懂，则要写成“点对点”的结构安排模式，难度会比较大。它与“点对点”的结构安排模式的区别在于，“面对面”作文的结构并不是逐条阐述对应点，而是在总得阐明听力和阅读文章之间的关系后，分别总结听力材料或阅读材料的要点，从“面”上阐述听力和阅读材料之间的联系。IntroductionRelationshipbetweenreadingandlectureThelecturertalksaboutthenaturalprocessofcrystallizationandhowthespeedofcoolingcaninfluencesuchprocess,whichisprovedbyBowenscrystallizationexperimentexplainedinthereadingpassage.PointsinthelectureNaturalcrystallizationhappenswhenmagma,whichisextremelyhotinitsmoltenformdeepintheearth,graduallycoolsoffwhenitmovestowardsthesurfaceoftheearth.Duringthecoolingprocess,theenergyfromheatislost,andtheatomswhichcomposethemagmabegintomovemoreslowly,formingintoanorderlypattern,whichturnsthemagmaintoasolidcrystalstructure.However,ifthecoolingprocesstakesplacetoorapidly,thenthereisnotenoughtimefortheatomstobearrangedintosuchanorderlypattern.Therefore,crystallizationcanttakeplace.Instead,abrittle,glasslikematerialwillform.PointsintheReadingNormanBowensexperimentinthe1920sprovedthistheory.Bycollectingandmeltingelementsinrocks,Normancreatedartificialmagmainhislaboratory.Hefirstcooledthemagmaslowly,asinthenaturalcrystallizationprocess,andgotmineralcrystals.Butthenhesuddenlyreplacedthisnormalcoolingwithrapidfreezing,andfoundfrozenglassmaterialssurroundingthesolidcrystalstructure.对比可以看出，“点对点”和“面对面”的结构有各自的特点，但总得来说“点对点”的结构在“对比型”的新托福综合写作中要更适用一些，因为它能把矛盾点逐一呈现，更细致地体现了听力和阅读材料之间的关系。但掌握“面对面”的结构也很有必要，因为它可以适用一些听力和阅读材料之间的关系是一致、延伸或解释型的考题。Model1Thelecturerraisesseriouscounterargumentsagainstthereadingparagraphsbyprovidingdifferentevidenceregardingthe_,the_,andthe_.Whiletheauthorclaimsthat_,thelecturerpointsoutthefactthat_.Therefore,itisunlikelythat_.Contrarytotheauthorsstatementthat_,theprofessorarguesthat_.Moreover,_.Anotherargumentraisedinthelectureisthat_,andthisdirectlycontradictswhatisstatedinthepassage.Thelecturerexplainsthat_.Consequently,_.So,thecontentsinthepassagearecontradictedbythelecturerandthelecturerhastotallydifferentideasonthepointsmadeinthepassage.Model2Thelectureismainlydiscussing_bychallengingwhatisstatedinthereadingpassagethat_.Firstofall,thelecturerthinksthat_.Incontrast,thereadingpassagebelievesthat_.加1或2个细节。So,thelecturertotallydisagreeswiththepointmadeinthereading,Secondly,thelecturerdiscusses_,contradictingwhatisstatedinthereadingthat_.后面跟细节。Finally,thelecturerraisestheissuethat_.Thispointcontradictswhatisdemonstratedinthepassage,because_.Thecontentsofthereadingpassagearedisputedbythespeakerandthespeakerhastotallydifferentideasonthetopicsmadeinthereading.Model3Thelecturerdiscusses_whichdiffersfromthemainideainthereadingthat_.Theprofessorfirstarguesthat_.Accordingtothereadingmaterial,theauthorclaimsthat_,whereastheprofessorrebutsthispointandarguesthat_.Thentheprofessorgoesontomaintainthat_.He/Shethinksthatitis_that_.Withregardtothereadingpassage,however,theauthorholdstheopinionthat_.Therefore,thelecturegoesagainstwhatispresentedinthepassage.Intheend,thespeakerstatesthat_.Thispointofview/examplealsocastsdoubtonthecontentsofthereadingpassage,whichconsiders_.Model4Accordingtothereadingmaterial,threereasonsaregiventoprovethestatementthat_.However,inthelecture,thespeakerillustratesusthreedistinctpointstopresenthis/herstandpoint,whichisopposedtowhathasbeenstatedinthereadingmaterial.Theauthorofthepassagearguesthat_.Consequently,_.However,thelecturerclaimsthat_.Asaresult,_.Thelectureralsochallengestheauthorsclaimthat_.Thelecturercontendsthat_._.Asfortheauthorsargumentthat_,thelecturerpointsoutthat_._._.Model5Thelecturercompletelyrefutesthepassage.Whileitissaidinthepassagethat_.Thelecturerclaimsthatitwillnotbethecase./itdoesnotholdwater.First,(听力要点1，再写24句话证明，即论据细节)_.Second,(听力要点2，再写24句话证明，即这一要点的论据细节)_.Thisdirectlycontradictsthereadingpassage.Finally,(听力要点3，再写24句话证明，即这一要点的论据细节)_.Thispointofview/examplealsocastsdoubtonthecontentsofthereadingpassage,whichconsiders/suggeststhat_.Model6Thelecturerchallengesthe_of_bypointingoutthereasoningfallacyinthepassageandprovidingevidencecontradictorytotheauthorsassertions.Firstofall,theauthorassumesthat_.Thelecturer,however,arguesthatthisisnotnecessarilythecase.Forinstance,_.If_,wehavegoodreasonstodoubtthevalidityofthe_.Since_,_.Contrarytotheassertioninthepassagethat_,thelecturerclaimsthat_._.Consequently,_.Intheend,theauthorofthereadingmaterialhasmentionedthat_.Nevertheless,inthelecturetheprofessorclaimsthat_._.形成自己的模板ParagraphOneThelecturerdiscusses_,whichdiffersfromthemainideainthereadingthat_.PassageTwoFirstofall,thelecturerthinksthat_.Incontrast,thereadingpassagebelievesthat_.(oneortwoexamples).So,thelecturertotallydisagreeswiththepointmadeinthereading.PassageThreeSecondly,thelecturerarguesthat_.Accordingtothereadingmaterial,theauthorclaimsthat_,whereastheprofessor/lecturerrebutsthispointandarguesthat_.PassageFourIntheend,thelecturer/professorgoesontoclaimthat_.Thispointofviewalsocastsdoubtsonthecontentsofthereadingpassage,whichsuggests/statesthat_.