凤凰国际英语托福综合写作模板.ppt

1、TOEFL iBT,Models for Integrated Writing Jack,Hints,1.考生必须从根本上掌握英语八股文的结构。阅读时，考生必须按照八股文结构，记下这些viewpoints和supporting points 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,Contents,Words Sentence patterns Text models,表示

2、反驳的词语,differ from , disagree with, cast doubt on, conflict with, challenge,表示同意的词语,Support， enhance, uphold, echo, back, justify, substantiate, advance,总结听力材料,The speaker talks about The lecture discusses/is mainly discussing The professor made the point that,引出要点,First/second/third First/then/anoth

3、er point is that Or express the key point directly in a topic sentence.,引出例子,For example (instance)/one example is/such as/that is,增加例子,Next/Furthermore/another example is/in addition,对比观点,However/In contrast/on the contrary/on the other hand/but,对材料的指称：,The speaker/lecturer/professor/listening mate

4、rial/lecture The writer/narrator/reading material/writing,开头句,The lecture discusseswhich differs from the main idea in the reading that The professor made the point that. The reading does not discuss this point. Another important point is that, but the reading does not discuss the point. Finally, th

5、e Professor stated that. In general, the Professor discusses problems ofthat the reading does not include.,开头句,According to the lecture, .On the other hand/while the reading stated that The professor made the point that. On the contrary/however/in contrast, the writer demonstrated an idea that The l

6、ecture supports/illustrates the idea that The lecture contradicts/refutes/is in contrary to/is the opposite of the idea that,总体写作模式: Page 110,Introduction Summary of the speakers position Relationship of the lecture to the reading Paragraph 1 First key point from the lecture Examples from the lectur

7、e Explanation or connection to the reading Paragraph 2 Second key point from the lecture Examples from the lecture Explanation or connection to the reading Paragraph 3 Third key point from the lecture Examples from the lecture Explanation or connection to the reading,Concluding part,模式分类,“点对点”结构 “面对

8、面”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：,Introduction- Relationship between reading and lecture,The lecturer talks about research conducted by a firm that used the group to handle their work. He says t

9、hat the theory stated in the passage was very different and somewhat inaccurate when compared to what happened in reality.,Main idea of lecture The lecture talks about/discusses/makes the Point/states,Main idea of the passage Which differs with the main idea in the reading/passage That,Connective,Fi

10、rst Point of Contrast First,Some members got free rides. That is, some didnt work hard but got recognition for the success nonetheless. This also indicates that people who hard were not given recognition they should have gotten. In other words, werent given the opportunity to “shine”. This directly

11、contradicts what the passage indicates.,First point in lecture Firstly, the lecturer thanks That According to the lecture, The professor points out that,In contrast,The reading passage believes that +1到2个事实,Second Point of Contrast,Second, groups were slow in progress. The passage says that groups a

12、re more responsive than individuals because of the number of people involved and aggregated resources. However, the speaker talks about how the firm found that groups were slower than individuals in decision making. Groups needed time for meetings, which are necessary procedures in decision making.

13、This is another place where experience contradicted theory.,Third Point of Contrast,Third, influential people might emerge and lead the group towards glory If the influent people are going in the right direction there would be no problem. But in cases where they go in the wrong direction, there is n

14、obody that has influence to counter the decision made. In other words, the group might turn dictatorship, with the influential party as the leader, and might become less in its thinking. They might become one-sided, and thus fail to succeed.,“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

15、。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。,Introduction- Relationship between reading and lecture,The lecturer talks about the natural process of crystallization an

16、d how the speed of cooling can influence such process, which is proved by Bowens crystallization experiment explained in the reading passage.,Points in the lecture,Natural crystallization happens when magma, which is extremely hot in its molten form deep in the earth, gradually cools off when it mov

17、es towards the surface of the earth. During the cooling process, the energy from heat is lost, and the atoms which compose the magma begin to move more slowly, forming into an orderly pattern, which turns the magma into a solid crystal structure. However, if the cooling process takes place too rapid

18、ly, then there is not enough time for the atoms to be arranged into such an orderly pattern. Therefore, crystallization cant take place. Instead, a brittle, glass-like material will form.,Points in the Reading,Norman Bowens experiment in the 1920s proved this theory. By collecting and melting elemen

19、ts in rocks, Norman created artificial magma in his laboratory. He first cooled the magma slowly, as in the natural crystallization process, and got mineral crystals. But then he suddenly replaced this normal cooling with rapid freezing, and found frozen glass materials surrounding the solid crystal

20、 structure.,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。,Model 1,The lecturer raises serious counter arguments against the reading paragraphs by providing different evidence regarding the _, the

21、_, and the _. While the author claims that _, the lecturer points out the fact that _. Therefore, it is unlikely that _. Contrary to the authors statement that _, the professor argues that _. Moreover, _. Another argument raised in the lecture is that _, and this directly contradicts what is stated

22、in the passage. The lecturer explains that _. Consequently, _. So, the contents in the passage are contradicted by the lecturer and the lecturer has totally different ideas on the points made in the passage.,Model 2,The lecture is mainly discussing _ by challenging what is stated in the reading pass

23、age that _. First of all, the lecturer thinks that _. In contrast, the reading passage believes that _. 加1或2个细节。So, the lecturer totally disagrees with the point made in the reading, Secondly, the lecturer discusses _, contradicting what is stated in the reading that _. 后面跟细节。 Finally, the lecturer

24、raises the issue that _. This point contradicts what is demonstrated in the passage, because _. The contents of the reading passage are disputed by the speaker and the speaker has totally different ideas on the topics made in the reading.,Model 3,The lecturer discusses _ which differs from the main

25、idea in the reading that _. The professor first argues that _. According to the reading material, the author claims that _, whereas the professor rebuts this point and argues that _. Then the professor goes on to maintain that _. He/She thinks that it is _ that _. With regard to the reading passage,

26、 however, the author holds the opinion that _. Therefore, the lecture goes against what is presented in the passage. In the end, the speaker states that _. This point of view/ example also casts doubt on the contents of the reading passage, which considers _.,Model 4,According to the reading materia

27、l, three reasons are given to prove the statement that _. However, in the lecture, the speaker illustrates us three distinct points to present his/her standpoint, which is opposed to what has been stated in the reading material. The author of the passage argues that _. Consequently, _. However, the

28、lecturer claims that _. As a result, _. The lecturer also challenges the authors claim that _. The lecturer contends that _. _. As for the authors argument that _, the lecturer points out that _. _. _.,Model 5,The lecturer completely refutes the passage. While it is said in the passage that _. The l

29、ecturer claims that it will not be the case. / it does not hold water. First, (听力要点1， 再写2-4句话证明，即论据细节)_. Second, (听力要点2， 再写2-4句话证明， 即这一要点的论据细节)_. This directly contradicts the reading passage. Finally, (听力要点3，再写2-4句话证明， 即这一要点的论据细节)_. This point of view/ example also casts doubt on the contents of th

30、e reading passage, which considers /suggests that_.,Model 6,The lecturer challenges the _ of _ by pointing out the reasoning fallacy in the passage and providing evidence contradictory to the authors assertions. First of all, the author assumes that _. The lecturer, however, argues that this is not n