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托福写作怎么练习?

发布时间:2021-03-17 关(guan)键词:托福写作

摘要:综合写作考查我们对阅读材料和听力材料的复述能力。对于阅读材料,虽然在写作的时候阅读材料会呈现在屏幕上,但是我们在获取其中的信息时,不可能完全照搬照抄,应该利用自己的语言把核心意思复述出来。对于听力的内容更是如此,教授说的话,我们不可能原封不动,一字不落地写出来,只能用自己的语言进行复述。所以,对于综合写作,考生们的练习内容就是复述。下面,利用TPO 15的综合写作练习题中的一段进行示范。

  托福写作(zuo)(zuo)考(kao)试中的(de)综合写作(zuo)(zuo)任务要求考(kao)生(sheng)阅读(du)一(yi)(yi)篇短文(wen)(wen),接着(zhe)听一(yi)(yi)篇和(he)阅读(du)材料(liao)相关(guan)的(de)讲座,然后,根据所读(du)和(he)所听,写出一(yi)(yi)篇150-225字的(de)短文(wen)(wen)。下面针对这(zhei)个内容,为(wei)考(kao)生(sheng)们提供一(yi)(yi)些(xie)练习建议。

  综合(he)写作(zuo)(zuo)考查我们(men)对(dui)阅读(du)材料和听(ting)力材料的(de)(de)(de)复述(shu)能(neng)力。对(dui)于(yu)阅读(du)材料,虽然(ran)在写作(zuo)(zuo)的(de)(de)(de)时候阅读(du)材料会呈(cheng)现(xian)在屏幕上(shang),但是我们(men)在获(huo)取其中(zhong)(zhong)的(de)(de)(de)信息时,不可能(neng)完全(quan)照(zhao)(zhao)搬照(zhao)(zhao)抄,应该利用自己的(de)(de)(de)语言把(ba)核心(xin)意(yi)思复述(shu)出来(lai)。对(dui)于(yu)听(ting)力的(de)(de)(de)内(nei)容(rong)更是如此(ci),教授说(shuo)的(de)(de)(de)话,我们(men)不可能(neng)原封不动,一字不落地写出来(lai),只能(neng)用自己的(de)(de)(de)语言进行复述(shu)。所以,对(dui)于(yu)综合(he)写作(zuo)(zuo),考生(sheng)们(men)的(de)(de)(de)练习内(nei)容(rong)就是复述(shu)。下面,利用TPO 15的(de)(de)(de)综合(he)写作(zuo)(zuo)练习题(ti)中(zhong)(zhong)的(de)(de)(de)一段进行示范。

  【TPO 15阅读材料第二段原文】

  One way to prevent the spread of the toad would be to build a national fence. A fence that blocks the advance of the toads will prevent them from moving into those parts of Australia that they have not yet colonized. This approach has been used before: a national fence was erected in the early part of the twentieth century to prevent the spread of rabbits, another animal species that was introduced in Australia from abroad and had a harmful impact on its native ecosystems.

  这段材料该如何复述呢?我们可以按照下面的步骤进行:

  ① 提炼主要逻辑:

  national fence → prevent → not go to the unoccupied area;

  ② 用中文复述上述逻辑:

  护栏阻止cane toads进入未占(zhan)领地区(qu);

  ③ 将上述中文复述翻译成英文:

  The author suggests building a fence to stop the toads, and they cannot go to the unoccupied areas.

  大家请看,通过(guo)这样的3个步(bu)骤,我们最终呈现到作文(wen)里(li)的内容,既(ji)可(ke)以避免照搬照抄占用了(le)过(guo)多的篇(pian)幅,又能把该段的主要意思表述清(qing)楚。

  那么针对听力材(cai)料(liao)该如何处理?我(wo)们(men)也可以按照(zhao)这3个步(bu)骤来进行:

  【TPO 15听力材料第二段原文】

  First of all, a national fence probably won’t stop the spread of the toad. That’s because young toads and toad eggs are found in rivers and streams. No matter where the fence is located, at some point there will be rivers or streams flowing from one side to the other. These waterways will be able to carry the young toads and their eggs to the other side. Since it’s only necessary for a few young toads or eggs to get through the fence in order to establish population on the other side, the fence is unlikely to be effective.

  ① 提炼主要逻辑:

  young toads and eggs in streams and rivers → flowing → carry to other side → through to establish population → not effective

  ② 用中文复述上述逻辑:

  幼(you)体和卵在(zai)溪流和河流里,水的流动把他们带到(dao)另一端,建立种群(qun)。所(suo)以(yi)护栏无效(xiao)。

  ③ 将上述中文复述翻译成英文:

  The professor holds that the young toads and toad eggs are in flowing waterways, like streams and rivers. These little animals would be carried through the fence by the flowing water to establish population at the other side of the fence. Thus, the fence would be not effective.

  最后(hou),我(wo)们把上述的(de)英文复(fu)述内容组装起来,利用一个对比关系词连接(jie),综合(he)写作的(de)一个段落就(jiu)完成了(le):

  At first, in the passage, the author suggests building a fence to stop the toad, and they cannot go to the unoccupied areas. By contrast, the professor in the lecture holds that the young toads and toad eggs are in flowing waterways, like streams and rivers. These little animals would be carried through the fence by the flowing water to establish population at the other side of the fence. Thus, the fence would not be effective.

  综(zong)上所(suo)述,考(kao)生们在练习(xi)(xi)(xi)综(zong)合写作的时候,就可(ke)(ke)以(yi)按照这三个(ge)环节来练习(xi)(xi)(xi):段落(luo)逻辑提炼(lian)→中文复述→英文复述,可(ke)(ke)以(yi)分段练习(xi)(xi)(xi),也可(ke)(ke)以(yi)整篇练习(xi)(xi)(xi)。

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