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托福写作应该怎样巧妙运用习语

在托福考试中，托福写作部分一直占据着很重的分值，出色的英语作文是考生们在激烈的竞争中脱颖而出、终制胜的法宝。因此，我们不能再局限于扩大词汇量，死记硬背写作套句和范文，而要掌握一些浅显易懂的规律，写出炫亮的英语，让你的作文大放异彩。

词汇多样性：

词汇贫乏之中国学生英语作文的通病。整篇作文一个词用到底，从不作任何变化：一遇到“改变/变化”就是change，“影响”就是effect，“流行”就是popular，“认为”就是think;每逢“因为”就是because，“意识到”就是realize，“想到”就是think of，等等。其实英语词汇很丰富的，同一个意思可以由很多不同的方式表达，如：

改变：change，modify，alter，shift，fashion，transform，convert

变化：change，vary，convert，fluctuate，oscillate

保护：protect，conserve，safeguard

保存：save，preserve，conserve，keep，store

影响：effect，influence，impact，infection

流行：popular，prevalent， prevailing，current，common，universal

认为：think，believe，hold，argue，maintain，deem，opine，reckon，figure

意识到：realize，be aware of/that，be awake to，understand，it/sth. dawns on sb.

想到：think of，come up with，occur to/strike sb.，come to，remind，suggest

看作：regard …as…，look on/consider/view/see/take…as…

应该：should，ought to，it is/would be better，it is advisable to

因为：because，since，as，for，because of，owing to，thanks to，due to，as a result of，in virtue of，on account of，with，from，at，of

关于：about，on，with regard to，as regards，concerning，relating to

因此：so，therefore，thus，accordingly，consequently，hence，thereby

然而：however，nevertheless，nonetheless，whereas，though，still，yet

另外：moreover，in addition，besides，furthermore，one more thing

不同：different，difference，differ，vary from…to…，conflicting，diverse，diversified，various，a variety of

吸引人的：attractive，appealing，taking，inviting，tempting，fascinating，charming，alluring， glamorous， absorbing， enticing

闪光的英语托福作文包含四个要素：

1 完整性：句子结构完整，意义完整;

2 连贯性：句子各部分之间以及句子之间的关系紧密、协调，前后意思连贯，思想表达清楚有序;

3 简洁性：言简意赅;

4 多样性：包括词汇多样性和句子多样性。

以上四要素中，前三个要素是前提和基础，比较容易做到;多样性是对前三个要素的升华，是作文闪光点的核心和关键所在。

句子多样性

单调的句式和结构、长度相近的句子使作文呆板单调，缺乏生动性和说服力;而灵活多变的句子样式和结构则使作文语言生动，自然流畅，丰富多彩。具体包括以下几个方面：

长短句变换：简单句、并列句和复合句交替运用

长句准确生动，长于说明推理;短句简洁明快，意义明确，印象深刻，描述动作，表明主旨，总结归纳，非短句不可。既然各有所长，在写作时应根据实际需要，交替使用简单句、并列句和复合句，以达到“段间长短不一，全篇句式万千”、丰富多样的效果，给读者以及阅卷老师以永恒的新鲜感。

结构多样化：我们学过非谓语动词结构(包括不定式结构和分词结构)，无动词结构，分隔结构，比较结构，独立结构，with复合结构，特殊否定结构，it结构，平行结构，强调结构，倒装结构，等等。其中为神通广大的是非谓语动词结构，在句中或作主语、宾语，或作表语、宾语补足语，或作定语修饰名词，或作状语表示条件、原因、让步、时间、方式、目的、结果、伴随状况等，不一而足。

非谓语动词结构可以简化大部分英语从句，产生语言简练，结构丰富多样的效果，请看下列转化实例：

名词从句可转化为非谓语动词结构

1. That John won the marathon surprised us.

John’s winning the Marathon surprised us.

2. I have not decided whether I should vote for Clint.

I have not decided whether to vote for Clint.

定语从句可转化为非谓语动词结构

1. The man (who is) standing at the gate is my English teacher.

2. The car (that was) repaired yesterday by him is my mother’s.

3. The next train that arrives is from New York.

状语从句可转化为非谓语动词结构

1. After he had watered the garden, he began to mow the lawn.

Having watered the garden, he began to mow the lawn.

2. When they are heated metals expand.

(When) Heated, metals expand.

3. Because I do not know what to do next, I want to ask for your advice.

Not knowing what to do next, I want to ask for your advice.

4. I spoke slowly and clearly in order that the audience could understand me.

…in order for the audience to understand me.

5. If we are united, we stand; if we are divided, we fail.

United, we stand; divided, we fail.Toefl

6. Though he has lived in Canada for tree years, he still cannot speak English well.

Having lived in Canada for three years, he still cannot speak English well.

托福考试作文独立写作范文：独立学习还是小组学习好

Some people like to study alone while other prefer to study in a group. Which one do you think is more effective?

写作参考:

Educators and researchers have never stopped the examination of the importance and relevance of collaborative learning that are encouraged by middle schools. When compared with studying alone, I personally believe that it is far more beneficial to students when working in groups for the following reasons.

First off, working in a group finishing group projects can be very conducive for students since they can help students to study more effectively and get exposure in real-world issues. If teachers categorize students and organize them in small study groups, chances are that they would solve complex issues together, like research the history of the city, examine the water quality of the local town, so on and so forth. Students can develop critical thinking skills as well as learn to collect and analyze information from multiple sources. A recent study conducted by the University of Minnesota backed up the claim that study teams, collaborative learning and group projects are far more effective in helping students to develop useful skills than traditional teacher-led teaching approach. In fact, when learning in groups, students have to do some research about the topic they are expected to discuss beforehand, which helps them to clear up some misunderstandings and boast their enthusiasm of academic exploration.

Additionally, as the saying goes: “many hands make light work”, actually it remains as relevant today as it did a century ago. Working in groups has much deeper implications beyond students’ academic experience, to be more specific, it helps to develop skills like cooperation, organization and leadership. When learning in a group, every single student gets a chance to contribute their knowledge to the group, they can learn to appreciate the work of other simultaneously. What’s more, they have to work closely with others for the same goal otherwise they might not be able to compete with other study groups. More importantly, students will get exposure to distinctive perspectives and at the same time learn how to accept different points of view and find common ground in this process. Such an educational experience will not only be helpful for their future study but also beneficial to them when they have to deal with coworkers, clients, and teammates in a professional setting in the future. Numerous studies have shown that students who have prior experience working with others enjoy a better chance to be successful in their future career.

In conclusion, working together in a group has far more meaningful implications than working alone since collaborative learning helps students to learn much more effectively and develop important skills that are vital for their future study and career.

托福考试作文独立写作范文：视频游戏的好坏

Some people believe that video games could inspire young students' interest and make their study more efficient rather than distracting them and a waste of time, so young students should be allowed to play video games.

范文参考:

Many parents with young children fret about the addictiveness of computer games these days. While the negative effects ranging from addiction, increased aggression and various health consequences such as strain injuries get far more media coverage than the positives, there is now a wealth of research which shows that video games can actually be put into educational use and affect the brain's development

Firstly, games that are designed to help teach and "brain training" have long and enormous popular appeal. According to an experiment conducted by the University of California, game players show improved performance in perception, attention and cognition. One of the redeeming qualities of all games, even those with violent content, is enhanced information-processing, logic-thinking and problem-solving abilities in novel contexts. In fact, while playing game, your brain is in the learning mode constantly, to move to the next level, you are vigorously improving your hand-eye coordination, enhancing split-second decision making and boosting auditory perception. Moreover, other carefully-designed studies have shown that video games improve several aspects of brain activity, including multitasking. Considering Pac-Man as an example, in that game, you must navigate your character through a spatial layout while monitoring the separate paths of four additional objects, while keeping the overall goal of clearing the small pellets in memory, as well as keep track of the remaining large pellets.

Secondly, games that convey positive social messages never fail to boost the children's confidence, encourage cooperation and teamwork. Games help children feel a sense of achievement, through those puzzles, exploration and discovery, players learn to succeed in ways that our brains actually prefer. Most games are designed to introduce a new concept and then provide players with an opportunity to master it. Children are then free to explore and utilize and achieve success with this new skill, growing in confidence all the while. Besides, many games today emphasize the cooperative aspects of game play, in which two or more players need to work together to reach a common goal. Taking a game called "World of Warcraft" as an example, children as young as 10 years old are learning to delegate responsibility, promote teamwork and steer groups of people toward a common goal. As video games themselves are not created by just one person, it is essential for the game players to pool everyone's talents together in order to require the desired product.

Admittedly, it is worth to consider the real concerns that today's parents have with video games, but it is also worthwhile to consider the benefits and positive aspects that contemporary interactive entertainment choices provide. Digital media such as computer games could inspire young children's interest, grow their intelligence and offer them a chance to escape from the mounting academic stress, as long as coupled with strong parental and teacher involvement.

From all the discussions mentioned above, we may safely draw the conclusion that today's young students should be allowed to play computer games for the tremendous benefits they bring.