托福作文高分結(jié)尾都這樣寫
托福作文結(jié)尾段的意義絕不僅限于對上文的總結(jié)。它同時也是你利用考場上僅存的幾分鐘再去多搶點分兒的最后機會。永遠不要讓你的結(jié)尾段成為開頭和主體段句子的機械重復(fù)。為了幫助大家寫好結(jié)尾段，下面小編給大家?guī)硗懈Ｗ魑母叻纸Y(jié)尾都這樣寫。
托福作文高分結(jié)尾都這樣寫
結(jié)束全文的五種方式：
A、領(lǐng)導(dǎo)式 Bossy Style
領(lǐng)導(dǎo)就是領(lǐng)導(dǎo)，一拿起話筒就特有“范兒”。托福作文的領(lǐng)導(dǎo)式結(jié)尾一般都是回顧主體段的觀點.偶爾高興了還會再小展望一下未來。
比如Kaplan中這個關(guān)于“班級規(guī)模到底應(yīng)該多大合適”的結(jié)尾段就是純粹的領(lǐng)導(dǎo)式(但是請注意它沒有照搬上文的詞句，而是paraphrase和summary，這一點請要當“領(lǐng)導(dǎo)”的朋友們切記):
Reducing class size is not just a matter of relieving(減輕)pressure. It will enhance what a student learns and even the person they learn it from can learn from this process. (The End)
很大牌吧?兩句話就結(jié)束全文，根本不給你反駁的機會。
再看這個處級干部:
In conclusion, university education should not be made free. I believe in that because the colleges need the money to make them better. If the universities are free, taxes will be raised and people will have to pay for things they might not use.
此外，領(lǐng)導(dǎo)式結(jié)尾中還有一種極度囂張的形式，已經(jīng)接近給讀者最后通牒，所以這樣的結(jié)尾也可以稱為“大爺式”。
比如Princeton Review中的這個結(jié)尾段，就是典型的mogul style:
In conclusion, I have shown that it's better for teachers to encourage their students to question things. Without curiosity there can be no education.
領(lǐng)導(dǎo)式結(jié)尾非常適合作“一邊倒”作文的結(jié)尾段，不過要注意這種寫法除了轉(zhuǎn)述上文外，最好能再深入寫一點相關(guān)的引申，這樣顯得結(jié)尾更充實。
B、家長式 Tender-loving-care Style
家長式結(jié)尾也同樣帶有較強的概括性，但語氣比領(lǐng)導(dǎo)式濕馨很多.有堅實的群眾基礎(chǔ)，讓考官接受起來不會有屈辱感。
比如下面這個Education類結(jié)尾:
For those reasons, we can safely conclude that classmates are too important a factor to ignore and they have more important influence than teachers on students' success at school.
是不是?完全以理服人。
句句都是暖人心的話。由于家長式結(jié)尾特有的溫情一面，它既適合一邊倒的結(jié)束語，也適合作折中式的結(jié)尾。不過需要注意:家長也畢竟還是有決策權(quán)的，不能完全讓孩子(你的讀者)去自己選擇.所以家長式結(jié)尾還是要有明顯傾向性的.只不過是用比較容易接受的方式說出來而已了。
C、憤青式 The beat generation style
看名宇就很好理解，對話題冷眼看待.有一種自命清高的書生氣。但如果確實語言功底不錯，而且確信能把自己不同流合污的價值取向表達清晰，用這種結(jié)尾倒真是相當不俗的。多給大家看個例子:
Needless to say, both sources are important to us. But in my opinion, knowledge from experience is even more important because without experience, it's almost impossible to understand knowledge from books'or to understand how to apply this knowledge in real life.
這種結(jié)尾通常是先用Apparently, ../Clearly, .../Needless to say,…/It goes without saying that...等表達在結(jié)尾段首對辯論話題表示不屑，然后再用However,…/But.../Yet.../Nevertheless, ... / Still,…這類詞匯引出一兩句表明自己態(tài)度的結(jié)束語。
與家長式的“可正可反.不同，憤青式特別適合一邊倒的高分作文結(jié)尾段。但注意寫好它的關(guān)鍵并不是激動地發(fā)泄對社會的不滿.而是有論證依據(jù)的、建立在充分說理基礎(chǔ)上的表達改變現(xiàn)狀的合理愿望。
D、小秘式 Gold-Digger Style
這種結(jié)尾的特色就是.順著說“，比較適合已經(jīng)放棄了努力去改變社會的幻想、等著社會來改變自己的考生。
比如下面這個高分范文結(jié)尾段:
I would like to say that I personally agree with the statement that music tells us something about a culture, and with my example I wanted to illustrate how much of the culture of a country it is
possible to learn about just listening to its music.
再比如這個關(guān)子“教育重要還是讓小朋友多玩兒重要“的結(jié)尾:
I agree that formal education at an early age offers children benefits at all levels and therefore is more important than letting them play. After all, kids can always play after school but learning
at school stimulates(激發(fā))their brain growth and puts them in competitive social settings, which is indeed irreplaceable experience for such a critical stage of life.
(irreplaceable這個詞用得很妙——不可替代的.嘴這么甜的小秘一定人見人愛吧?)
上面講的四類結(jié)尾是托福作文考試中最常用的四種結(jié)尾手法。但請注意:如果你的作文主體用的是“折中式”寫法.那么在結(jié)尾通常還是要重點傾向于其中的某一方，而不是雙方各同意50%,否則你的結(jié)尾將轉(zhuǎn)化成下面這種類型:
E 、和稀泥式 Goodie-Goodie Style
這種文章在結(jié)尾還是不表明任何一種態(tài)度傾向，完全是“大團圓”。請看下面關(guān)于“遠程教育好還是到教室上課好”的結(jié)尾段實例:
下面ETS 0.G.中的滿分范文結(jié)尾段更是“和”中高手:
The time to live Independently depends on the person himself. He must decide whether they're ready to leave their parents to have an independent life or not. The decision will vary from one
person to another. A person should judge that he's capable of fulfilling his needs without being dependent on his parents; this indicates that he's ready for his independent life. Otherwise he
might need to stay longer with his parents.
先用3句繞口令似的句子，最后提出到底應(yīng)該何時開始獨立取決于孩子自身的判斷能力。depends on往往是“和稀泥’式的標志詞。
托福作文花式拿高分
花式“1”——模板花
官方或者傳言并沒有在這個北美考試中拒絕模板寫法，那么我們就要合理有效地利用這個機會給自己創(chuàng)造高分。有了模板另一個問題就會隨之而來，如果千篇一律怎么辦?
去模板化是唯一方法!我們舉例說明”O(jiān)ncontemporary society，theleadership serves as a catalyst for our future success.” 這本身是一個比較模板化的句子，如果最高級別是5級，這個句子我們也就可以拿到3級，這種句子在市面比較泛濫。那么需要我們?nèi)ツ０寤嵘渥訖n次，隨便改一下雖然做不是最好，但是可以稍微掩人耳目，對于著急考試的孩子們是一個技巧性方法 “Withthe advent of the technologically advanced society, the leadership which servesas a catalyst for our future success has become an inevitable demand of timesfor several decades.”變化的句子擴充了with，而且讓leadership充當了先行詞將原有短句轉(zhuǎn)化成為一個定語從句顯得豐滿。
花式“2”——字數(shù)花
北美考試高分作文對于字數(shù)要求還是比較高的，不要被考卷上獨立寫作300字以上的要求蒙蔽，300多字絕對不足以讓你拿到25分甚至23分你可能都拿不到。因此，平時我對學(xué)生的要求30分鐘必須敲出400+的字數(shù)，寫不出來就再寫、不停寫，必須達到這個字數(shù)要求，這是一個保住22分的基準線。綜合寫作按照要求即可，180-225字的范圍要求寫出210-220字，寫多了也是廢話。一般來說綜合寫作的模板占據(jù)了一定篇幅，而且綜合寫作時間短，不要超字數(shù)，寫清楚閱讀與聽力的對應(yīng)點即可，滿足以上要求就有高分。
花式“3”——段落花
托?？荚嚨亩温溥€是比較講究格局性，字數(shù)均衡的段落是比較容易得高分的。盡量不要出現(xiàn)首末段字數(shù)過短，中間段字數(shù)過高的問題。這也是留學(xué)以后遇到美國導(dǎo)師跟我提起過的一個問題，寫正式文章也不要出現(xiàn)這種巨大的字數(shù)差異，在他們看來這是很奇怪的表達方式。所以400+的字數(shù)分配到5段式的獨立寫作中首末段比中間段少一點點就好。此外，讓步段(整體第四段)最好抽出時間寫，如果考試時候?qū)嵲跊]有時間就pass掉吧。
花式“4”——素材花
400+的獨立寫作對于大多數(shù)同學(xué)是無法完成的，為什么?因為思考寫什么就要占據(jù)不少時間。那么你為什么要占據(jù)那么多時間去思考寫什么?為什么不在進考場前想明白要寫什么?你會問我怎么想，那么我告訴你：首先，TPO49道獨立寫作請分類，在考前請把每個類型的文章思路整理明白，準備3個分論點。其次，請把你想出的論點再次歸類，哪些問題可以歸總到一個內(nèi)容里面。進入考場前你的腦子里面是幾個類型的論點，不是49篇文章，這樣的復(fù)習(xí)會讓你有效的在1分鐘內(nèi)搞定要寫的論點是什么。擠時間，400+絕對不是夢!
花式“5”——用詞、句型花
前面說的再好也是架子，用詞和句型是硬道理。我想問問你的心里是否明白這些句子該怎么準確寫出——定語從句(關(guān)系代詞、關(guān)系副詞)、名詞性從句(主從、表從…)、狀語從句(條件、地點、結(jié)果、目的…)、虛擬語氣、被動語態(tài)、倒裝句、強調(diào)句、非謂語…之類之類一大堆你都會寫嗎?不會?那高分與你無緣。我是個強迫癥患者，我的每一篇文章都會精修，十幾遍是少的，修的是什么?句型!每個段落要力求使用的每個句型都不一樣，每個詞不重復(fù)出現(xiàn)兩遍以上。在一個段落中做到這一點你與高分就更進一步。
托福寫作范文：玩游戲的意義
托福寫作真題題目：
Do you agree or disagree with the following statement? Playing games teaches us about life. Use specific reasons and examples to support your answers.
托福寫作范文：
Some think that games teach us about life. Others think that life is simply a grand game that one must learn to play. In any case games are part of the lives of every human, whatever culture. Although the rules to games may be different, and the reasons for playing certain games diverse, it is indisputable that playing games teaches us about life.
First of all, playing games teaches us about teamwork. Most games demand more than one participant, and several require that one work in unison with one or more other people on a team. When one is member of a team, one learns to put the team first rather than personal success. For instance, I played right fullback on an intramural soccer team at Oxford University. Without the work of myself and teammates at the back, clearing balls and passing up to the wings, our speedy strikers could not score. Conversely, without the speed and scoring ability of our strikers, no matter how solid we played on defense, we could not win the game. Soccer, then, demands that the entire team work in unison, performing discreet tasks that further a team goal, rather than an individual one. Playing soccer helped me to learn about teamwork, and this knowledge has spilled over into my life in other ways. At my job, I constantly have to work with people. Working with people in my occupation is similar to playing soccer. Team goals become more important than personal ones, and learning to support each other during work time comes easily, as I had already learned these skills on the pitch.
Playing games also teaches us about preparation, which is vital both on the field and off of it. When I was twelve years old, I learned a valuable lesson about preparation from my basketball coach. After a particularly uninspired practice, my coach gathered us around. He said, “You play like you practice. And your sloppy practice will appear during the game.” He was right. At our next game, we fumbled our passes, became frustrated with each other, and lost the game. My teammates and I resolved to focus harder in practice, and steadily our play in games improved. My coach’s adage “you play like you practice” translates directly into life. Without specific preparation in work or at home, we rarely succeed. Preparation is paramount to success, and I learned this on the basketball court.
In summary, by teaching us about teamwork and preparation, games have direct relevance to life. For me, these lessons came on the sports field; for others they may come by participating in a variety of games, athletic or not. Games are a vital part of life, and they have many skills to impact that are applicable after the game is over.
托福寫作范文：學(xué)習(xí)歷史還是科學(xué)
托福寫作真題題目：
Do you agree or disagree with the following statement? It is more important for students to study history and literature than it is for them to study science and mathematics. Use specific reasons and examples to support your opinion.
托福寫作范文：
While I was in middle school, I was told by my mathematics teacher, “ If you understand science and mathematics, you can make it anywhere in the world.” This is still true today. History and literature are very important, and need to be studied. However, if I have to choose between the two, I infer that it is more important to study science and mathematics since they are more practical. In fact it is easier to secure a job with skills in science and mathematics. Also, experts in science and mathematics have higher social statuses, and make more money.
The primary reason for studying science and mathematics is that those who do so land jobs more easily than shoes who study history and literature. Jobs are always available in fields such as medicine, engineering, and other professions that make it a requisite to have a science or mathematics background. Students who study history or literature can find jobs, but most of the jobs are either teaching or writing and seldom well-paying. For example, one friend of mine with a degree in history from a prestigious university was offered a job of teaching in a community college for 7,000 dollars a year whereas another friend of mine with a degree in chemistry from a good university got a job in company which paid him 14,000 dollars a year.
The second reason why it is more important to study science and mathematics is that scientists and mathematicians are valued more than experts in history and literature. For example, when asked what they do, experts in history and literature may receive little attention when they provide the information. In contrast, a scientist may excite a lot of interest among those who listen to his or her introduction. The reason for such a differential treatment is not personal, but is indicative of a social trend: scientists and mathematicians in general enjoy more social prestige than those who study history and literature.
The third reason for such a choice is that scientists and mathematicians generally make more money than people in other professions. Like the differential attention that they may receive, the two groups of people are assigned different values money wise. A doctor, a chemist, or a person in one of these fields often has a much higher salary than a professor of literature or an expert in history. Moreover, scientists and mathematicians generally have more projects to work on and therefore make even more money.
Our society places a great value on science and mathematics, so it is important to learn skills in these fields. With a science or mathematics background, one will secure a high-paying job, enjoy much social prestige, and receive a hefty salary. Such being the case, who would choose to study anything other than science and mathematics?
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