托福寫作模板：大一新生是否需要上課提升學(xué)習(xí)能力
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托福寫作模板：大一新生是否需要上課提升學(xué)習(xí)能力
題目：A university recognized that first-year students have poor study skills. It is believed that the best way to address this problem is to require all first-year students to take courses on study skills, while others don’t agree with this requirement. What is your opinion?
范文1：Argument 1 (for)
Some people may think that requiring first-year college students to take courses to improve study skills is a waste of time, but I think it is a good way to ensure that students can cope with the college’s requirements. If the students do not have the needed skills already, teaching them as a class is the most efficient method to bring students to the correct level and allow the regular classes to progress at a faster pace.
If students do not have the required study skills when they enter college, they probably are unable to learn those skills on their own. Students need to find appropriate resources for research, develop organizational skills to balance homework and test study time, and learn acceptable formats for writing papers and giving presentations. These are not naturally acquired traits. As with any other subject, it is easiest to learn these things when they are presented in a clear, logical way by a trained professor. If the skills are not taught, the student may not even know what is missing, so will never even think to find out on his or her own.
In addition to providing foundational skills, an introductory study skills class can highlight the special requirements of and opportunities available at the college. For example, my high school taught Chicago bibliography structure, and I thought I was ready for college. However, my college requires that all papers be written in APA format. I needed to learn the APA style, and a basic class would have been very useful. In addition, my college has a fantastic computer resource lab with programs for making charts and graphs with complex data. I did not even know the lab existed during my first year, something I could have learned in an orientation study course.
The result of having all students take a study skills class is clear: regular classes can progress more smoothly. The regular faculty does not have to waste time instructing on points such as APA format that should already be known to the students. The students will all be able to keep up because they are organized; class time is not wasted completing things that should already have been done. Students can finish projects using all the resources available rather than trying to solve a problem without the proper equipment.
Therefore, a college would be wise to require all first-year students to take a basic study skills course. The students can learn things they would not find out on their own, find out about resources at the college, and prepare for a smoother class experience.
to bring students to the correct level 使學(xué)生達到標準水準
These are not naturally acquired traits. 這不是自然習(xí)得的特征
as with X 正如X, 和X一樣
foundational skill 基本技能
regular classes can progress more smoothly 普通課程可以進展地更順利些
be able to keep up 能夠跟得上
解讀如何準備托福寫作的議論文
托福寫作基本都是議論文，一定要合理選擇論點論據(jù)，這是取得高分的關(guān)鍵。練習(xí)的時候可以借鑒一下前輩的高分經(jīng)驗。下面托福培訓(xùn)班老師為大家整理了怎么準備托福寫作的議論文的相關(guān)內(nèi)容。
托福寫作中的議論文需要注意什么?我們怎樣排列我們的論據(jù)和論點?以下這篇文章將給大家介紹下，怎樣安排你的議論文會更恰當，更容易拿高分。議論文亦稱論說文，目的在于論說一種觀點。論說的過程包含對別的觀點的駁斥。托福寫作所給的條件一般包括一個問題，兩種觀點或幾種選擇，要求考生加以評論，提出自己的看法，或選擇，并說明理由。
托福培訓(xùn)班老師表示"托福"議論文的作文題特徵決定了作文寫法的基本框架，準備時應(yīng)主要練習(xí)兩種寫法，第一種是演繹法，及把自己的觀點在文章的前部直截了當?shù)財[出，然后再把論據(jù)一條一條地敘述，支持前面的觀點。論據(jù)可以合寫成一段，也可以按一個論據(jù)一個自然段的方式排列。論據(jù)寫完后，文章便可以結(jié)束，也可以再加一段，重提前面的觀點，并作進一步的闡說。第二種是歸納法，采用與演繹法相反的手段，顯逐條分析，列出論據(jù)，最后自然地得出結(jié)論，表明自己的觀點。無論何種方法，論據(jù)應(yīng)力求全面客觀，實事求是，以增強說服力?！∽h論文對語言的要求主要體現(xiàn)在三個方面：首先，要用恰當?shù)倪壿嬙~表示文章的邏輯性。第二，要注意自然段與主題句的運用，即用自然段表示出文章的邏輯性，并在每段中用主題句說明要點，給人一目了然的感覺。第三個重要方面是句型結(jié)構(gòu)，寫作時應(yīng)注意每句的重心和句與句之間的銜接，使句意一環(huán)扣一環(huán)，避免松散。
解析過去完成進行時在托福寫作的運用
托福寫作的時候不止是語法、詞匯等等方面要運用的很好，對于語態(tài)也是要非常好的運用。那么語態(tài)又可以分成很多種，今天三立在線小編就給大家來說說過去完成進行時的語態(tài)在托福寫作中的運用。
一、過去完成進行時的形式
過去完成進行時是由 had been+現(xiàn)在分詞構(gòu)成，因此無人稱變化：
I had/I’d been working they had not/hadn’t been working had you been working? had you not/hadn’t you been working?
凡不能用于進行時的動詞均不能有這種時態(tài)，但動詞want（有時還有wish）除外：
The boy was delighted with his new knife.He had been wanting one fora long time. 男孩對新小刀很高興。他早就想要一把了。
三立在線小編告訴大家需要注意：這一時態(tài)沒有被動語態(tài)，像They had been picking ap-ples（他們一直在摘蘋果）這樣的句子，最近似的被動式是Ap-ples had been picked（蘋果已摘完），實際上這兩種說法意思并不相同。
二、過去完成進行時的用法
過去完成進行時與過去完成時之間的關(guān)系，同現(xiàn)在完成進行時與現(xiàn)在完成時之間的關(guān)系相同。
1 表示動作在所說的過去某一時刻之前就已開始并持續(xù)到那一時刻或者在那一時刻之前剛剛停止時。
It was now six and he was tired because he had worked since dawn已經(jīng)6點了，他感到很累，因為他從天亮起一直工作到現(xiàn)在。
相當于： It was now six and he was tired because he had been working since dawn. 那時正是6點，他因從一大早就干活而累了。
2 用過去完成時表示的反復(fù)的動作，有時可以作為一種連續(xù)的動作用過去完成進行時表示：
he had tried five times to get her on the phone.他曾試著打了五次電話要找她。He had been trying to get her on the phone.他一直在試著打電話找她。
3 一個用過去完成時表達的單一動作和一個用過去完成進行時表達的動作不同：
By six o’clock he had repaired the engine.到6點鐘時他已經(jīng)修好發(fā)動機了。（這項工作已經(jīng)完成。）
但He had been repairing the engine（他一直在修理發(fā)動機）僅告訴我們他在前面的時間/前半小時里做什么，而并不告訴我們這項工作是否完成。
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