托福综合写作模板总结词汇总结.docx

托福综合写作模板总结词汇总结.docx

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托福综合写作模板总结词汇总结

综合写作题型分类：

单话题类/双话题类

话题分类：

生物生态类/商业经济/文学艺术/化石考古/燃料能源

多样化表达：

阅读：

Thereading,thepassage,theauthor,thearticle

听力：

Thelistening,thelecture,thelecturer,theprofessor,thespeaker

认为：

believe,hold,suggest,support,pointout,advocate（提倡，主张，通常不用于反对意见）,claim

反驳：

Criticizevt.批评criticismn.（crisisn.危机）

Argue,challenge,doubt,disagree,refute,

….Isquestionable.

但是：

However,although,ontheotherhand,incontrast,while,

增加：

Increase（n&vt）,boost（boosttheeconomy）（n&vt使增长；推动；改进；使兴旺）,maximize/maximization,addtosth（globalwarming）

Improve/improvement,enhance/enhancement,heighten

fortify/fortification（vt使强化，使振作）,advance（vi&vt&n）

expansion（usedinsize,number,amount）,amplify（扩大声音、增强，加剧）,enlarge（及物&不及物，扩大；～onsth进一步说明，详述）

thrive

降低：

Decline（vi&n）,decrease,minimize/minimization,reduce/reduction,cutdown,shrink（vi&vt）/shrinkage

Damage,impair（vt,损害，削弱）,causedamageto,harm,hurt

Destroy,destruction,dogreatdamageto,doharmto,ruin,catastrophicdamage，thedisastrousconsequence，endanger（vt危及，危害）

影响：

aftermath后果，余波the~of（animportantevent）

affect

副词：

definitely，totally（disagreewith），strongly（influencedby）

其他：

Utility用途

Alternative/substitute：

analternativetosth某事物的替代品；alternativesth备用，可替代sth

sbsubstituteonethingforanother/onethingsubstituteforanother取代，替换

asubstituteforsth替代品

生物生态类：

物种数量骤降/骤增

分析原因：

假说分析

Hypothesis,explanation,cause,theory

Predator,predation,pollution,climatechange,habitat,insect,humanaction

atlong-termenvironmentalexpense（Itexposesthefallacyofshort-termindustrialgainatlong-termenvironmentalexpense这暴露了以长久的环境破坏为代价换取短期工业利益的错误。

）

分析影响：

生态问题

Ecosystem,localspecies,foodchain,thenumberofA=Apopulation

native：

意含对当地生态系统重要的、必不可少的

inevitable/unavoidable/inescapable

indispensable

endangered/scarcespecies

geneticallydiverse（多样化的）/geneticdiversity

解决方案：

生态保护

Pesticide,assistedmigration,geneticmodification

措施：

waystoaddressthedeclineof

threesolutionsmentionedinthereadingpassage

inanattempttodosth,sbdosth

presentthreesolutions/measures

模板

开头段

ØThereadingandthelisteningpresentoppositeviewsonthehypothesisofseaotterdecline（主题）.Thereadingadvocatesthepollutiontheory（观点A）whilethelisteningstressesonthepredationhypothesis（观点B）.

*观点将原文的内容写全

ØThepassageandthelisteningmaterialholdcontraryopinionsonsalvagelogging.Thepassageholdsthatitbenefitsbothadamagedforestandtheeconomywhilethelisteningarguesitcancauselong-termenvironmentaldamageanditseconomicbenefitsarealsoquestionable.

ØThespeakerandtheauthorholddivergentattitudestowardthefutureofcharitablegiving.Throughrelevantreasonsandexamples,thelecturerrefutesthepessimisticviewpointsstatedinthereadingmaterial.

主体段

First,thepassagesupportsthepollutiontheorybecause（理由A1）,whichmightleadto（进一步原因A1）。

However，thespeakerchallengesthat（理由B1），so（进一步原因A1）seemimplausible.Ontheotherhand,thisstrengthensthe（观点B）becauseif（观点下的事实、推论，即对观点的另一种表述），（观点下的进一步原因B1）

Second,thelecturedisagreeswiththeclaiminthereadingpassagethat（理由A2）and（进一步原因A2-反面*）.Shearguesthat（用观点B解释理由A2**）.（进一步原因B2），therefore（理由B2）.

*当阅读中出现反面的进一步原因/表达反驳的细节时，应该写入而非省略，否则直接写听力的对应细节显得唐突。

**观点重申，使逻辑更完整。

主体段落应该包括各自的观点和听力的反驳理由。

Finally,althoughtheauthorbelieves（理由A3）couldbecausedby（进一步原因A3）,theprofessorchallengesthat（理由A3）canbebetterexplainedby（观点B）because（理由B3）+（进一步原因B3）.

First,theprofessorpointsoutthaturbangrowth,whileharmfultosometypesofbirds,couldprovidehabitatsformanyothertypes.Asamatteroffact,……This,however,contradictsthestatementinthereadingthat……

*带有让步的反驳

Second,theprofessorexplainsthat…won’t…asthereadingillustrates.……contributeto….,makingitunnecessaryto……

*陈述两者关系

Third,whileconvincedoftheharmfulnessof….usedtobirdsconcludedinthepassage,theprofessordoesn’tthinkitwillbeaprobleminthefuture,inthat……..,andaretherefore….

*带有让步的反驳

First,althoughthewriterpointsoutthat……..,thelecturechallengesthat…….

Thesecondreasontheauthorgivesisthat……（by…..,because……）.However,theprofessorarguesthat……

Finally,thespeakerrefusestheviewpointinthepassagethat……;Shebelievesthat…..;

Accordingtothewriter,……..isassociatedwith……..becauseof……….Torebutthisidea,theprofessorclaimsthat…….Thistendency,contrarytotheviewinthepassage,will…….

Second,thepassagesaysthat……,whilethelecturerarguesthatthismaygiveriseto（引起，导致，发生）……..,whichcontradictsthepointmadeinthepassage.

Finally,opposingtheauthor'sbeliefthat…….incurgreaterdeclines,theprofessorcontendsthateventhoughp……,theywill…….Thus,…...

Mine:

✧Thespeakerandtheauthorholddivergentattitudestoward（Topic）.Theauthorholdsthat……whilethespeakerargues……

主体段阅读详写时，首句单独写阅读观点而不写成从句。

✧Accordingtothewriter,……..isassociatedwith……..becauseof……….Torebutthisidea,theprofessorclaimsthat…….Thistendency,contrarytotheviewinthepassage,will…….

✧Thesecondreasontheauthorgivesisthat……（by…..,because……）.However,theprofessorarguesthat……

✧First,thepassagesupportsthepollutiontheorybecause（理由A1）,whichmightleadto（进一步原因A1）。

However，thespeakerchallengesthat（理由B1），so（进一步原因A1）seemimplausible.Ontheotherhand,thisstrengthensthe（观点B）becauseif（观点下的事实、推论，即对观点的另一种表述），（观点下的进一步原因B1）

主体段阅读不详写时，首句可将阅读的观点写成从句阐述听力观点的从句。

✧Second,thelecturedisagreeswiththeclaiminthereadingpassagethat.Shearguesthat

✧Finally,thespeakerrefusestheviewpointinthepassagethat……;Shebelievesthat…..;

✧Finally,althoughtheauthorbelieves（理由A3）couldbecausedby（进一步原因A3）,theprofessorchallengesthat（理由A3）canbebetterexplainedby（观点B）because（理由B3）+（进一步原因B3）.

✧First,althoughthewriterpointsoutthat……..,thelecturechallengesthat…….

✧Second,thepassagesaysthat……,whilethelecturerarguesthatthismaygiveriseto（引起，导致，发生）……,whichcontradictsthepointmadeinthepassage.

✧Finally,opposingtheauthor'sbeliefthat…….incurgreaterdeclines,theprofessorcontendsthateventhough……,theywill…….Thus,…...

✧Second,theprofessorexplainsthat…won’t…asthereadingillustrates.……contributeto….,makingitunnecessaryto……

针对某问题的措施类的讨论（提出——反驳其无效）：

✧ThenumberofTotteyainFloridaisnowdecreasingandthepassagepresentsthreesolutions/measures/optionstosavethemfromextinction.However,thelecturerarguesthatthesesolutionswon’tleadtosatisfactoryconsequencesatall.

✧Firstly/secondly/Lastbutnotleast,theprofessorargues/claimsthat措施1asthereadingmentionsisunlikelytosuccess/unrealistic/won’tbeagoodmethod（either）.

✧ShetakesBlackLocusasanexample.

✧ThefirstoptiontheauthorcomesupwithistoreestablishTotteyainitsoriginatedplace,wherethewetandcoolmicroclimateissuitableforTotteyatogrow.However,theprofessorchallengesthatTotteyawillunlikelytosurvivebecause。

。

。

。

。

。

ConsideringtheglobalwarmingandthedroughtofFlorida,itisimpossiblefor。

。

。

to。

。

。

/However,theprofessorchallengesthatTotteyawillunlikelytosurvive.Sheclaimsthat……,thusitisimpossiblefor。

。

。

to。

。

。

✧Second,thelecturequestionstheoptiontomoveTotteyatonorthcoolplaceasthereadingpresents.ShepointsoutthatthisactionmaycauseunpredictableoutcometothelocalecosystemswheretheTotteyaisplanted.Asamatteroffact,peopleoncetriedthisfortheprotectionofanotherendangeredtrees.However,thetreeexpandedsoquicklyandkillmanynativeplantsthatarealsoscarce.

✧Finally,torefutetheideaofpreservingTotteyainresearchcenters,thelecturerarguesthatTotteyainresearchcenterswillnotsurvivediseases.ShesaysthatTotteyainnatureconditioncansurviveadiseasebecausetheirpopulationislargesothattheycankeepgeneticallydiverse（多样化的）/geneticdiversity.However,Totteyacan'tbepreservedwithlargeamountinresearchcenters,whichmeanstheywilllackthecapabilitytoresistdeseaseinthelongterm.