托福滿(mǎn)分作文的三大寫(xiě)作技巧
托�？荚囍校懈�(xiě)作是最考核考生英語(yǔ)水平及能力的部分。在托福寫(xiě)作部分拿下高分已然不易，寫(xiě)一篇托福滿(mǎn)分作文著實(shí)不易。但是，考生掌握了扎實(shí)的基礎(chǔ)，在輔以一定的寫(xiě)作技巧，托福滿(mǎn)分作文也觸手可得。
要在托福寫(xiě)作中拿到滿(mǎn)分，考生老老實(shí)實(shí)的拿基礎(chǔ)去拼是不行的。對(duì)于基礎(chǔ)較好的考生來(lái)說(shuō)，此時(shí)，技巧才是利劍。那么，如何寫(xiě)一篇托福滿(mǎn)分作文呢?
1、壓縮審題時(shí)間
對(duì)于寫(xiě)作部分，一般考生都會(huì)花個(gè)好幾分鐘來(lái)仔細(xì)審題，做個(gè)構(gòu)思。但是，托福考試的獨(dú)立寫(xiě)作，實(shí)際上相當(dāng)于是開(kāi)卷考試了。首先題庫(kù)公開(kāi)，它的題型和題材都不會(huì)超出題庫(kù)的范圍，考生可以在題庫(kù)中找到類(lèi)似的題目，加之機(jī)經(jīng)的強(qiáng)大力量，使得托福獨(dú)立寫(xiě)作真的成了開(kāi)卷考試。既然是開(kāi)卷考試，那么考生在平時(shí)的備考中，就應(yīng)練一練各類(lèi)型的寫(xiě)作題，使自己對(duì)任何一種考試話題都很熟悉，這樣在考試過(guò)程中，考生就能壓縮一下審題時(shí)間，盡量在1分鐘內(nèi)完成。那些完成不熟悉的話題，一下子考生是很難寫(xiě)出滿(mǎn)分的作文的。滿(mǎn)分不是臨場(chǎng)發(fā)揮出來(lái)的，而是準(zhǔn)備出來(lái)的，機(jī)會(huì)總是留給有準(zhǔn)備的人。
2、提煉自己的模板
考生平時(shí)會(huì)練習(xí)很多寫(xiě)作，從中提煉自己的寫(xiě)作模板，那么在真正考試中，作文不過(guò)是信手拈來(lái)。假設(shè)你的文章字?jǐn)?shù)是500字，那么你大概要寫(xiě)50至60個(gè)句子。把這50至60個(gè)句子，排成編號(hào)，從第1個(gè)到第50個(gè)，也就是從文章的第一句話到最后一句話，你都知道要寫(xiě)什么，并且知道怎么寫(xiě)，甚至每個(gè)句子你都掌握了2～3個(gè)漂亮的句式，這樣你還擔(dān)心自己拿不到高分嗎?考生有一個(gè)自己的模板，能更迅速的在托福寫(xiě)作中完成一篇0瑕疵的作文。
3、壓縮題庫(kù)
托福寫(xiě)作的題庫(kù)中，有很多題目，考生針對(duì)每一個(gè)題目準(zhǔn)備一篇范文是不可能的。對(duì)此，考生可以壓縮題庫(kù)，將工作量縮小。壓縮題庫(kù)，考生可以通過(guò)將題目分類(lèi)，對(duì)每一類(lèi)題目一一思考，并動(dòng)手寫(xiě)一寫(xiě);或者將題庫(kù)中可以互相轉(zhuǎn)化的文章放棄，只通過(guò)一篇練習(xí)便可。簡(jiǎn)單來(lái)說(shuō)，對(duì)每一類(lèi)作文，考生都必須聯(lián)系過(guò)，接觸過(guò)，研究過(guò)，那么才能在考試中處變不驚。
總之，一篇托福寫(xiě)作滿(mǎn)分不是依靠機(jī)遇的，而是完全憑借考生充足的準(zhǔn)備。扎實(shí)的基礎(chǔ)加上充分的準(zhǔn)備，那才配得上是滿(mǎn)分作文的眷顧。
拓展閱讀：TOEFL滿(mǎn)分作文范文
01
Does modern technology help students learn more information and learn it more quickly? (題目)
Marvelous as it looks at first sight, modern technology does not help students learn information at a greater speed and with higher efficiency in most cases; or it could work towards the opposite direction which led students to lose their initiative to learn and explore.
02
First of all, one property of modern technology is latently harmful to any learning mind – it distracts. One thing we feel about when we are searching for information online is that the internet, as an outstanding example of modern technology and even regarded as the innovator of education, provides us with not only relevant results to make use of, but also external links to click. More than once I turned on my computer to check school library for resources, but ended up watching YouTube videos. In this case, computer as a representative of modern technology plays a negative role in learning information. We do acquire more information with the convenient tool, yet most of them are irrelevant and in the end procrastinating would lower our learning.
03
Also, students would easily become disoriented in the huge sea of information. Although modern technology could equip us with easy access to information, the huge amount of resources would actually leave us discombobulated. Therefore, it is only we possess information more quickly rather than we learn it more quickly. An illustrating example is my experience with a HK digital library which stores almost all the books I desire. At first I enjoyed downloading them from the database, however, one month later I ended up with hundreds of books stored in my hardware yet none of them finished or ever clicked.
04
Furthermore, modern technology gives students an illusion that information and real knowledge is easy to learn – just by clicking mouse or watching videos. But in fact this forms only the first step towards useful information and effective learning, as learning of any kind requires full concentration and interactive thinking, which are almost absent in the process of popular e-learning experience.
05
To summarize, modern technology does not help students learn more information and learn it more quickly, though it does make access to information and resources much more easily. The popular e-learning still lacks the concentration, depth, and interaction that are the hallmark of traditional ways of educating and learning.
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