在托福考試中，托福寫作時(shí)間考試時(shí)間如何合理分配是考生關(guān)心的問題。合理的安排時(shí)間才是拿高分的關(guān)鍵！小編整理幾個(gè)托福獨(dú)立寫作時(shí)間的分布技巧，希望能幫助大家順利備考，好好合理分配時(shí)間。

　　托福獨(dú)立寫作：考試時(shí)間如何合理分配

　　第一步：審題、確定立場(chǎng)、列出理由(最少3分鐘最多5分鐘)

　　要避免兩個(gè)極端：(只需要在草稿紙上用英文單詞或漢語(yǔ)列出各個(gè)理由，防止遺忘))用時(shí)太少，理由沒有想清楚就開始寫作，不僅造成文章邏輯結(jié)構(gòu)不清，還會(huì)引起行文中頻繁的修正，欲速則不達(dá);用時(shí)太多，不要追求一次思考就能把每一條理由及相關(guān)例證都想出來(lái)。其實(shí)想出兩條之后就可以動(dòng)筆，各個(gè)理由的例證可以寫到該段時(shí)邊思考邊寫。這一點(diǎn)你不必懷疑，只要你的思維還是正常的，一定能做到。

　　第二步：正文寫作(最少22分鐘最多26分鐘)

　　a.各段寫作時(shí)注意對(duì)段落的不同部分給予不同的重視。主題句給予最大重視，注意煉句，別說(shuō)你不想寫主題句，主題句可以使讀者和筆者本人更清晰該段落寫什么。各段中支持性細(xì)節(jié)寫作不必遵循相同的模式。

　　有n種選擇可供參考：

　　1.舉具體事例

　　2.說(shuō)對(duì)方相對(duì)缺點(diǎn)

　　3.使用數(shù)據(jù)

　　4.使用假想例子

　　5.使用類比、比喻、引用等修辭手段來(lái)論述。哪一種你最容易想出來(lái)，就用哪一種。

　　b.考前將文章開頭、結(jié)尾、例證、讓步等各種句套背熟練,并且練習(xí)和?？紩r(shí)把他們用熟，要象做完型填空一樣對(duì)待考場(chǎng)作文。別試圖在考場(chǎng)上再現(xiàn)去決定比如哪種開頭好，怎樣結(jié)尾好。

　　c.當(dāng)被告知還有5分鐘結(jié)束時(shí)，一般你已經(jīng)該寫到最后一條理由，或者已經(jīng)在做結(jié)尾，要確保文章有結(jié)尾段。(不排除將他和最后一條理由的末段結(jié)合在一起的可能性。)

　　第三步：檢查(需要1-3分鐘，有側(cè)重點(diǎn)地檢查)

　　1.時(shí)態(tài)：文章絕大部分使用的是一般現(xiàn)在時(shí);一般現(xiàn)在時(shí)第三人稱要使用單數(shù);使用過去發(fā)生的事例時(shí)用的是過去時(shí);

　　2.句法：確保每句話是完整的，有謂語(yǔ)，且簡(jiǎn)單句只有一個(gè)謂語(yǔ)。

　　3.主謂一致按此三步，持續(xù)練習(xí)5篇以上，可以確保時(shí)間問題。

　　托福獨(dú)立寫作優(yōu)秀范文之孩子帶給父母的影響

　　有的時(shí)候一個(gè)孩子帶給父母的東西會(huì)超過父母帶給孩子的，今天我們要看的一個(gè)作文題目就是關(guān)于這個(gè)的，原題目為：Parentslearn more from children than children learn fromparents，針對(duì)于這樣的托福寫作考題，我們?cè)撊绾巫鞔鹉?下面請(qǐng)看小編帶來(lái)的托福寫作范文，希望對(duì)同學(xué)們的托福寫作有幫助!

　　范文 1：

　　While children open the eyes of their parents tomany things, it is a specious claim to say that theyare the greater teachers. Children learn more fromparents than their parents could ever learn fromthem.

　　First of all, children’s brains are undeveloped sponges and more receptive to learning thantheir adult parents’. Physiologically, the adult brain is less able to learn new things and more setin its ways; you cannot teach an old dog new tricks. On the other hand, children can learn newlanguages, do better at chess and the Game of Go, because their brains are open to learningnew concepts. They can think outside the box, because “the box” has not even been built yet.

　　Second of all, children who have educated parents speaking with wide vocabularies are morelikely to be successful and to master their native tongue. A study showing that smart childrenhelp their parents be more successful would be preposterous. For example, infants and evenolder children cannot teach their parents’ vocabulary at the same rate as their parents can teachthem, despite being able to pepper their speech with the like, totally awesome slang of the day.

　　At last, we must admit that experience counts for something. There is knowledge and thenthere is wisdom that comes from having seen and done things. Children do not have the yearsof accumulated experience that their parents inevitably have. These “life lessons” are the sortof thing parents want to pass on to their children. In contrast, children are not teaching theirparents not to touch the hot pan or to look both ways before crossing the road—essential bitsof knowledge that most of us learn from our parents.

　　The nascent brains of youth are more susceptible to learning from parents and we knowthat early childhood education has a lasting impact on children, just as we know that essentiallessons are passed from parents to children not vice versa. In summation, parents are thesuperior teachers in this relationship.