托福综合写作模板总结词汇总结

1、题关破训练(TPO1-20)II.III.IV态术古济源 生艺考经 物学石业 生文化商匕匕TPOW 14 15 17 18 20 .TPO3/6/8/11/12mTPO5/13/16TPO1/7/19WTP09-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 read ing, the passage, the author, the article听力：The liste ning, the lecture, the lecturer, the professor, the speaker认为：believe, hol

2、d, 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, challe nge, doubt, disagree, refute,Is questionable但是:However, although, on the other han d, in contrast, while,增加：In crease (n&v t), boost ( boost the economy )(n&vt 使增长； 推动； 改进； 使兴旺),m

3、aximize/maximization, add to sth (global warming) Improve/improveme nt, enhan ce/e nhan ceme nt, heighte n fortify/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，力口 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/m

4、inimization, reduce/reduction, cut down, shrink(vi&vt)/shrinkageDamage,impair(vt, 损害，削弱), cause damage to, harm, hurt Destroy, destructi on, do great damage to, do harm to, rui n, catastrophic damage, the disastrous consequenee endanger (vt 危及，危害) 影响：aftermath 后果，余波 the of (an importa nt eve nt) aff

5、ect畐U词：definitely , totally (disagree with), strongly (influeneed by) 其他：Utility 用途Alter native/ substitute :an alternative to sth某事物的替代品；alternative sth备用，可替代sthsb substitute one thi ng for ano ther/ one thi ng substitute for ano ther 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,

6、 expla nati on, cause, theoryPredator, predatio n, polluti on, climate cha nge, habitat, i nsect, huma n actio nat Iong-term environmentai expense（ It exposes the fallacy of short-term in dustrial gai n at Ion g-term en viro nmen tal expe nse 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 sp

7、ecies, food cha in, the nu mber of A = A populati onnative:意含对当地生态系统重要的、必不可少的in evitable / un avoidable/ i nescapable in dispe nsable endan gered/scarce speciesgenetically diverse多样化的 ” geneticdiversity解决方案：生态保护Pesticide, assisted migrati on, gen etic modificati on措施： ways to address the decline oft

8、hree soluti ons men ti oned in the readi ng passagein an attempt to do sth, sb do sthprese nt three soluti on s/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

9、 on the predation hypothesis （观点 B）.*观点将原文的内容写全The passage and the liste ning material hold con trary opinions on salvage loggi ng The passage holds that it ben efits botha damaged forest and the economy while the liste ning argues it can cause Ion g-term en vir onmen tal damage and its econo mic be

10、n efits are also questi on able.The speaker and the author hold diverge nt attitudes toward thefuture 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

11、 （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

12、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。Fin ally, 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 explaine

13、d 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 sometypes of birds, could provide habitats for many other types . As a matterof fact, This, however, contradicts the statement in the readingthat *带有让步的反驳Second, the professor explains that won

14、t - as the readingillustrates.con tribute to .,maki ng it unn ecessary to*陈述两者关系Third, while convinced of the harmfulness of.used to birds concludedin the passage,the professor doesn think it will be a problem in thefuture, in that ., and are therefore.*带有让步的反驳First, although the writer points out t

15、hat ,.the lecture challengesthat The second reason the author gives is that (by .,becauseHowever, the professor argues thatFin ally, the speaker refuses the viewpo int in the passage that believes thatAccording to the writer,is associated withbecause ofTo rebut this idea, the professor claims that T

16、his tendency, contraryto the view in the passage,will Second, the passagesaysthatwhile the lecturer arguesthat thismay give rise to（引起，导致，发生 ） ：,which contradicts the pointmade in the passage.Fi nally, oppos ing the authors belief that in cur greater decli nes,the professor contends that even though

17、 p , they will .Thus,Mine:The speaker and the author hold diverge nt attitudes toward （Topic）.The author holds thatwhile 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。Accord ing to the writer, is associated with becauseofTo rebut this idea, the professor claims that This tendency,（by .,becausecon trary

18、 to the view in the passage, willThe sec ond reas on the author gives is thatHowever, the professor argues thatFirst, the passage supports the pollution theory because （理由 A1）, which might lead to （进 步原因 A1）。However, the speaker challenges that 理由 B1）, so 进一步原因 A1） seem implausible. On the other han

19、d, 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 read ing passage that. She argues thatFin ally, the speaker refuses the viewpo int in the passage thatShe believes that .;Fin ally, alth

20、ough the author believes 理由 A3） could be caused by （进- 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 challengesthat Second, the passage says that, while the lecturer argues thatthis ma

21、y give rise to引起，导致，发生） ,which contradicts thepoint made in the passage.in cur greater decli nes,Fin ally, oppos ing the authors belief thatthe professor contends that even though , they will .Thus,Second, the professor explains that won t -as the readingillustrates.con tribute to.,making it unn ece

22、ssary to丄针对某问题的措施类的讨论（提出反驳其无效）：The nu mber of Totteya in Florida is now decreas ing and the passage presents three solutions/measures/options to save them from ext in cti on. However, the lecturer argues that these solutio ns won t lead to satisfactory con seque nces at allFirstly/sec on dly/ Last b

23、ut not least , the professor argues/claims that 措施 1 as the reading mentions is unlikely to success/unrealistic /won t 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 mic

24、roclimate is suitable for Totteya to grow. However, the professor challe nges that TotteyaConsidering the globalwill unlikely to survive because。to o o o /warm ing and the drought of Florida, it is impossible forHowever, the professor challe nges that Totteya will un likely to survive. She claims that , thus-it is impossible for o。 to。Second, the lecture questions the option to move Totteya to north coo