2.對比型

對比型的題目即為事物之間進行比較。針對這類題型，共有兩種態(tài)度，三類寫法。在“同意”的態(tài)度下，我們可以采用A1>B1，A2>B2，A3>B3的寫法進行寫作，即把兩個不同的事物統(tǒng)一在三個相同的維度下進行比較;在“不同意”的態(tài)度下，我們有兩種寫法，我們依舊可以按照“A好——A有缺陷——B也好”的結構謀篇布局;也可以按照“A好——B好——C也好的結構”進行展開。

3.隱藏all型

隱藏all型實質上就是含蓄的絕對型，它在寫法上和絕對型有異曲同工之處，卻也忽悠區(qū)別。在這種提醒下，我想推薦兩種寫法，首先是“同意”的態(tài)度下，我們依舊可以繼續(xù)采用“A好處1，A好處2和A好處3”的一邊倒寫法進行展開，如果是在“不同意”的態(tài)度下，我們可以采用“A有好處——A也有不好的地方”的邏輯順序進行展開，當然，也可以采用分類討論的寫法，其實分類討論的寫法是一種變了形的“讓步——轉折”，在邏輯上遵循的是一樣的規(guī)律和道理。

二、托福考試的寫作要求

1.詞匯要求：按筆者對 托福寫作 題認真分析和多次參加 托?？荚?經驗，我認為詞匯的要求應該是4000—5000個積極詞匯。其中，學習詞匯三個重中之重便是：①動賓搭配；?②介賓搭配；?③修飾原則。 此乃應對新托 福寫作詞匯要求之三大利器。

2.審題，抓關鍵詞，關鍵詞多為名詞和形容詞，重要的是一些限定詞。全文都要圍繞題目展開論述，緊緊扣題。

3.思路拓展：有的考生英語水平雖好，但常?？嘤跊]有思路。那針對這種情況，我們對思路擴展提出兩種方法，能迅速有效幫助學生解決這個問題。①歸類法 + ②總括法，論證一定要體現(xiàn)嚴密的邏輯，思維不能跳躍。

4.審題原則：如何審題，決定了你是否能在有效時間內迅速進入狀態(tài)。對此，我們制定出審題三原則： ①定位 ②概括 ③分類，學會發(fā)散思維，不要就事論事。

5.結構安排：清晰的結構將使閱卷人對你留下一個好的印象。除此，你也能更加有效的安排自己的段落。三種方法助你一臂之力：1 平衡式 2 傾向式 3 一波三折式。

6.語法突破：其中必備四大語法結構即是：①句子結構 ②從句 ③非謂語動詞 ④倒裝、強調、平行結構、一致;

7.短期與長期：

短期(目標分24分以下)，靠思路/邏輯思維提分;長期(基礎好，目標24分以上的)要修煉高詞匯&長難句。

8.切忌大量模板，尤其在論證過程中出現(xiàn)大量繁瑣的沒有實質內容的模板句。

三、托福綜合寫作評分標準

托福寫作第一部分:綜合寫作，綜合寫作的考試形式和內容則是離中國傳統(tǒng)英語考試較遙遠的。綜合寫作約25分鐘，考生先要用三分鐘時間閱讀一篇學術型文章，然后用兩分鐘聽同話題的一篇聽力，然后就讀到和聽到的內容20分鐘寫一篇文章?？荚嚨男问饺诤狭碎喿x，聽力以及寫作三個部分。因此考察學生的綜合能力，顧名思義叫做綜合寫作。應試如果想拿到高分，往往需要兩個因素:第一，知己(實力)，第二，知彼(對考試的理解)。

1.5分---滿分

ScoreTask Description

5A 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.

2.4分---高分

Scoreask Description

4A 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.

3.3分-中國考生平均分

ScoreTask Description

3A 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:

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.

The response may omit one major key point made in the lecture.

Some key points made in the lecture or the reading， or connections between the two， may be incomplete， inaccurate， or imprecise.

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.

4.2分-以下-低分

ScoreTask Description

2A 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:

The response significantly misrepresents or completely omits the overall connection between the lecture and reading.

The response significantly omits or significantly misrepresents important points made in the lecture.

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.

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