托福的寫作怎么學(xué)練習(xí)提升
托福的寫作怎么學(xué)練習(xí)提升
在剛開始備考托福的過程中,最讓人無從入手的也許就會(huì)使托福寫作項(xiàng)目。如何學(xué)下托福寫作呢?下面就是學(xué)習(xí)啦小編給大家整理的托福寫作學(xué)習(xí)要點(diǎn)，希望對(duì)你有用!
托福寫作學(xué)習(xí)要點(diǎn)
首先，對(duì)于許多學(xué)生來說，在托福寫作中出現(xiàn)的第一個(gè)問題就是用詞不夠生動(dòng)形象。在寫作過程中，我們的用詞過于陳詞濫調(diào)，就會(huì)給考官帶來極為負(fù)面的影響。小馬網(wǎng)托福頻道建議大家平時(shí)在閱讀范文的時(shí)候，記得要摘抄和分類一些詞語(yǔ)，并學(xué)會(huì)運(yùn)用到自己的寫作中。
其次，一篇成功托福寫作對(duì)于學(xué)生的要求是在語(yǔ)句中表達(dá)清楚自己的想法，其次運(yùn)用個(gè)別特殊句式錦上添花，突破高分。所以，整篇都是簡(jiǎn)單句的羅列當(dāng)然是很難沖擊高分的，在整篇文章中需要有意識(shí)的添加一些定語(yǔ)從句，非謂語(yǔ)，雙重否定，倒裝的句子等內(nèi)容，以求創(chuàng)新。
最后，對(duì)于托福寫作來說，最為重要的就是嚴(yán)密的邏輯關(guān)系。但是，這并不是一天半日的連續(xù)所能達(dá)到的。比如，段落與段落之間如何正確達(dá)到遞進(jìn)的關(guān)系，在使用句子的時(shí)候，如何把握好并列，轉(zhuǎn)折，遞進(jìn)，因果，假設(shè)，讓步和總分等邏輯連接詞的使用，這些問題都是需要在練習(xí)和范文閱讀中不斷的摸索和體驗(yàn)。
從寫作的內(nèi)容來看，特別是獨(dú)立寫作，高中生一般欠缺思路，邏輯混亂，語(yǔ)言也以簡(jiǎn)單句為主，不太豐富，不會(huì)說理，也不會(huì)應(yīng)用修辭。這些常見問題可以通過閱讀范文，背誦經(jīng)典長(zhǎng)難句來幫助改進(jìn)，但范文永遠(yuǎn)都是范文，最終還應(yīng)通過磨練形成自己的特色，最終達(dá)到寫作時(shí)語(yǔ)言、思路、邏輯三方面都游刃有余。
作文不僅要限時(shí)練習(xí)，還要反復(fù)寫，寫完以后要請(qǐng)老師改，并根據(jù)修改意見反復(fù)改到滿意為止。句子通順、思維清晰、邏輯明確只是最低要求，還要注意使用復(fù)雜的長(zhǎng)句子，使用同義詞替換創(chuàng)造豐富的表達(dá)，提高論證的說服力。建議考生每周堅(jiān)持寫至少一篇作文，同時(shí)，在考前需要大量練習(xí)機(jī)經(jīng)中的題目。
如何審核自己的托福寫作練習(xí)
托福文章字?jǐn)?shù)
當(dāng)然，對(duì)于審核自己的托福文章的字?jǐn)?shù)，當(dāng)然不會(huì)是要求大家每次作文后一字一字的數(shù)有沒有達(dá)到標(biāo)準(zhǔn)要求。而是，在寫作時(shí)需要明一些問題，包括主題論點(diǎn)確定了么?考題有明確的分論點(diǎn)展開么?每個(gè)分論點(diǎn)中有明確的論述或是例證么?這些都是對(duì)托福作文最為基本的要求，如果這些要求都已經(jīng)達(dá)到，那字?jǐn)?shù)這個(gè)問題也自然就不用提了。
言語(yǔ)過于簡(jiǎn)單
對(duì)于初入托福寫作的學(xué)生來說，除了文章的字?jǐn)?shù)問題之外，就是其中頻頻出現(xiàn)過于簡(jiǎn)單的句型。對(duì)于一種語(yǔ)言考試來說，雖然不要求你使用高難度詞匯或語(yǔ)法，但是如果出現(xiàn)過多的簡(jiǎn)單句，也會(huì)造成評(píng)分的下降。比如，在形容詞中用了過于抽象化的詞語(yǔ)，這些詞語(yǔ)不但不能非常到位的表述想要表達(dá)的內(nèi)容。同時(shí)，也會(huì)讓閱卷人產(chǎn)生誤解，你的詞匯基礎(chǔ)真的可以么?
模板痕跡太重
想要快速上手托福寫作，很多中國(guó)學(xué)生都會(huì)選擇使用模板的方式。但是，在使用的過程中，還是要提醒大家，邊練習(xí)邊收集好自己的素材和例證。太過于追求經(jīng)典范文中的內(nèi)容，對(duì)其進(jìn)行背誦，其實(shí)對(duì)于自己寫作的得分并不會(huì)帶來什么幫助。
托福寫作評(píng)分標(biāo)準(zhǔn)
綜合寫作
5分 ——A response at this level successfully selects the important information from the lecture and coherently and accurately presents this information in relation to the relevant information presented in the reading。 The response is well organized， and occasional language errors that are present do not result in inaccurate or imprecise presentation of content or connections。
4分 ——A response at this level is generally good in selecting the important information from the lecture and in coherently and accurately presenting this information in relation to the relevant information in the reading， but it may have minor omission， inaccuracy， vagueness， or imprecision of some content from the lecture or in connection to points made in the reading。 A response is also scored at this level if it has more frequent or noticeable minor language errors， as long as such usage and grammatical structures do not result in anything more than an occasional lapse of clarity or in the connection of ideas。
3分 ——A response at this level contains some important information from the lecture and conveys some relevant connection to the reading， but it is marked by one or more of the following:
1) Although the overall response is definitely oriented to the task， it conveys only vague， global， unclear， or somewhat imprecise connection of the points made in the lecture to points made in the reading。 2) The response may omit one major key point made in the lecture。
3) Some key points made in the lecture or the reading， or connections between the two， may be incomplete，inaccurate， or imprecise。
4) Errors of usage and/or grammar may be more frequent or may result in noticeably vague expressions or obscured meanings in conveying ideas and connections。
2分 ——A response at this level contains some relevant information from the lecture， but is marked by significant language difficulties or by significant omission or inaccuracy of important ideas from the lecture or in the connections between the lecture and the reading; a response at this level is marked by one or more of the following:
1) The response significantly misrepresents or completely omits the overall connection between the lecture and reading。
2) The response significantly omits or significantly misrepresents important points made in the lecture。
3) The response contains language errors or expressions that largely obscure connections or meaning at key junctures， or that would likely obscure understanding of key ideas for a reader not already familiar with the reading and the lecture。
1分 —— A response at this level is marked by one or more of the following: The response at this level is marked by one or more of the following: The response provides little or no meaningful or relevant coherent content from the lecture。
The language level of the response is so low that it is difficult to derive meaning。
0分 —— A response at this level merely copies sentences from the reading， rejects the topic or is otherwise not connected to the topic， is written in a foreign language， consists of keystroke characters， or is blank。
獨(dú)立寫作
An essay at this level largely accomplishes all of the following:
1) Addresses the topic and task well, though some points may not be fully elaborated
2) Is generally well organized and well developed, using appropriate and sufficient explanations, exemplifications, and/or details
3) Displays unity, progression, and coherence, though it may contain occasional redundancy, digression, or unclear connections
4) Displays facility in the use of language, demonstrating syntactic variety and range of vocabulary, though it will probably have occasional noticeable minor errors in structure, word form, or use of idiomatic language that do not interfere with meaning
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