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托福寫(xiě)作三大誤區(qū)盤(pán)點(diǎn)
時(shí)常會(huì)有考生抱怨已經(jīng)很努力了，可是托福寫(xiě)作的分?jǐn)?shù)總是提高不了，卻找不到緣由所在。以下是yjbys網(wǎng)小編整理的關(guān)于托福寫(xiě)作三大誤區(qū)盤(pán)點(diǎn)，看看同學(xué)們有沒(méi)有中招。
誤區(qū)一：托福寫(xiě)作字?jǐn)?shù)越多越好。
當(dāng)我們單純的看到"字?jǐn)?shù)越多越好"的時(shí)候，可以說(shuō)這是有一定的道理的，因?yàn)槿绻愕淖謹(jǐn)?shù)越多，那么就越能更好的闡明自己的觀點(diǎn)，但是很多考友特別喜歡將這種思路發(fā)揮到極致。要知道其實(shí)托福作文如果能達(dá)到350字-450字就已經(jīng)很好了，只要達(dá)到這個(gè)范圍內(nèi)基本上就不會(huì)對(duì)你的分?jǐn)?shù)產(chǎn)生任何負(fù)面的影響了。
誤區(qū)二：剛開(kāi)始寫(xiě)作文，就要限定時(shí)間。
當(dāng)我們剛剛開(kāi)始準(zhǔn)備作文的時(shí)候，我們現(xiàn)在國(guó)內(nèi)的很多考友們，有可能在真正準(zhǔn)備新托�？荚嚨淖魑闹坝锌赡軓膩�(lái)都沒(méi)有寫(xiě)過(guò)幾篇作文，因此當(dāng)面的托福考試這么多字?jǐn)?shù)的要求的時(shí)候，常常會(huì)覺(jué)得自己無(wú)所適從。因此很多人，在準(zhǔn)備不充分的情況下就限定自己一定要在規(guī)定的30分鐘時(shí)間之內(nèi)，完成托福作文。
殊不知，任何一個(gè)考試都是要循序漸進(jìn)的，作文也是如此。當(dāng)我們剛開(kāi)始準(zhǔn)備作文的時(shí)候，首先要追求的是成功率，也就是完成度，而不是時(shí)間。換句話說(shuō)，在準(zhǔn)備托福以及SAT作文的前期，首先要做的，是完成作文，也就是不管花多少時(shí)間，一定要讓自己的作文達(dá)到300字以上，而且如果自己準(zhǔn)備考試的時(shí)間比較充分的話，最好剛開(kāi)始的3-5篇作文都是不給自己限定時(shí)間，首先追求的是能把作文寫(xiě)完，然后當(dāng)我們感覺(jué)有話可說(shuō)的時(shí)候，在提升自己的新托福寫(xiě)作速度，換句話說(shuō)也就是限定自己在30分鐘之內(nèi)完成自己的獨(dú)立作文。
誤區(qū)三：不注重語(yǔ)法的準(zhǔn)確。
現(xiàn)在的很多考友是生活在用英語(yǔ)的環(huán)境之中的，比如說(shuō)現(xiàn)在有很多考友是在美國(guó)或者英國(guó)上高中的，當(dāng)然也有很多考友是在國(guó)內(nèi)純英語(yǔ)的國(guó)際學(xué)校求學(xué)，這些環(huán)境往往是全英文的環(huán)境，本來(lái)一個(gè)全英文的環(huán)境是十分有助于英語(yǔ)水平的提升的，但是實(shí)際上，純英語(yǔ)的環(huán)境對(duì)于英語(yǔ)的語(yǔ)法要求并不嚴(yán)格。
換句話說(shuō)，有可能一句話雖然有語(yǔ)病，但是由于對(duì)方能聽(tīng)懂，因此他也沒(méi)有糾正你，那么你也默認(rèn)這里是沒(méi)有問(wèn)題的。因此我們會(huì)看到很多英語(yǔ)環(huán)境之內(nèi)的考生，往往在作文的部分折戟沉沙鐵未銷(xiāo)，就是因?yàn)檫@個(gè)關(guān)鍵性的語(yǔ)法的問(wèn)題。因此，當(dāng)我們?cè)跍?zhǔn)備作文部分以及口語(yǔ)部分這些主觀題的時(shí)候，要注意在新托福寫(xiě)作考試之前一定要好好打磨一下自己的語(yǔ)法，否則后患無(wú)窮!
拓展閱讀：
托福寫(xiě)作范文：自主閱讀的重要性
Reading is a process of procuring knowledge and the ways of reading vary for students between reading on their own and reading as told by their teachers. As for me, it will be more beneficial to read books in line with students’ wishes.
For one thing, students should read what they are curious about and can find interests in, which can find wide application among college students in particular. In order to hone one’s talents and crafts with specific purpose, college students will find the more practical books to read to strengthen their competence for their future competing with other rivals in the job market. Take Steve Jobs as an example. After attending the college just for a few months, he couldn’t figure out how the college life would help him in the future except for imposing his working family enormous financial pressure.Then, he decided to drop out so he could stop taking the required classes and reading the assigned reading materials that did not interest him and began dropping in on the ones that looked interesting. Finally, the last several months for his college life turned out to be priceless later on since he took a calligraphy class and read the relative books, the knowledge of which had been applied to produce the first computer with beautiful typography. Evidently, part of Steve Job’s accomplishments can prove how essential for students to read by following their own curiosity and intuition.
For another thing, students can be more absorbed in the books that they like. To be more specific, compared with the assigned papers or articles, students’ incentive can be more stimulated by reading what they like. For instance, the prevailing notion of children’s education is that they should develop their own interests by reading what can intrigue their inquisitiveness or stimulate their imagination. Therefore, there is a voice coming out today that more freedom needs to be given to primary school students so that they can read some more interesting books like the science-fiction novels or tales and etc. Besides, too much focus on cultivating students’ academic abilities and the ignorance of developing their overall qualities will lead to the development of elites with less morality. Obviously, the benefits of reading books by students themselves and the detriment of just reading as assigned by teachers can tell us how important to give students’ rights to choose what they read.
Admittedly, reading what teachers assigned can be of also importance. In other words, teachers will be familiar with which area students should be improved to achieve better academic performance. For instance, teachers will require students to engage in extensive reading to increase students’ reading ability. However, it can not be the reason to regard reading as students wish as inferior because students can better improve their reading ability by being absorbed in what they like most.
To conclude, students should enjoy the rights to decide what they read.
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