託福獨立寫作題型之絕對詞問題
爲了幫助大家熟悉託福獨立寫作題型，本站小編爲大家帶來託福獨立寫作題型之絕對詞題目一文，希望對大家託福備考有所幫助。
託福獨立寫作題型之絕對詞題目
絕對詞題目： (A/D) All the university students should be required to take history courses no matter what field they study is.
這個題目的特點，就是包含了一個絕對詞:ALL。遇到這樣的題目，我們一般從反面來展開會更好寫一些。如果要求所有人都學習歷史的話：
首先，會增加一些非歷史專業學生的學習負擔，讓他們沒有精力專心學習自己的專業，可能會導致專業成績下滑，無法通過期末考試等。
其次，會增加學生的經濟負擔，因爲學校需要聘請更多的老師和投入更多的教學資源，這會導致學生的學費增加，迫使他們問家裏要錢，從而增加了家裏的經濟負擔;或者被迫去做兼職工作，分散自己的學習精力。
【舉一反三】相似類型的題目我們也可以採取這樣的套路，比如All university students should be required to take basic science courses even if it is not the field of their study. 這裏只是把history換成了basic science，但是答題的思路是一樣的。
如何團滅託福寫作中的“絕對詞”題
“Do you agree or disagree with the following statement? Visiting museums is the best way to learn about a country.”
“Do you agree or disagree with the following statement? Parents are the best teacher of their children.”
“Do you agree or disagree: it is possible to be completely honest with your friends?”
“You are helping to select a leader for a student organization or a group. Do you think a person's honesty is the most important characteristic for being a leader?”
“Do you agree or disagree: only movies that can teach us something about real life are worth watching.”
“Do you agree or disagree: the most important investment for a big company is to improve the efficiency and proficiency of employees.
通過讀題，我們可以發現，上述兩道題中，都有一個比較絕對化的詞(加粗詞)。所以，我們可以把這類寫作題目統稱爲絕對詞題。
這類題目中經常出現的特徵詞有：only，never，always，completely，all，best等等。
那麼，怎樣來構思這類題目呢?根據之前學生的課堂反饋來看，90%的學生會選擇Disagree作爲自己的主觀點，因爲大家都知道，世界上沒有絕對的東西，但辯證地看待問題，多角度地思考才能更科學更合理地解題。因此，筆者在這裏推薦如下的構思方法，即先承認合理性，再反駁絕對性。
我們拿上面一道真題來實踐一下。
Do you agree or disagree with the following statement? Parents are the best teacher of their children.
首先，我們選擇的觀點是Disagree。接着，我們要先承認合理性，即承認家長是孩子的好老師。Parents are good teachers. 注意我的用詞是good，而非best。所以，這和我disagree的主觀點並不矛盾。在此段的展開部分，我們可以寫家長自我們出生之後，就給我們許多正向的引導，比如學說話，學走路，培養正確的價值觀等。所以，家長可以稱之爲是good teacher。
但是，題目當中說家長是孩子最好的老師，未免有些太絕對。所以，接下來的主體段，我們就要反駁其絕對性。在這個環節中，我們要先找到家長作爲老師方面的一些缺點，以攻擊題目中家長的“完美性”。展開部分，我們可以寫家長的一些壞習慣，等會給孩子性格的形成造成一些負面的影響;家長在某些知識方面的缺乏會誤導孩子;家長傳統的思維方式會限制孩子思維的拓展等。
接着，我們要針對絕對詞best來反駁，題目中說家長是孩子最好的老師，我們就提出一些比家長更好的老師，即better teacher。比如，學校的老師應該在某些領域比家長更加專業，教學更加系統。
那麼，以上就是這道題完整地構思流程。將每個主體段的主題句(TOPIC SENTENCE)寫在下面， 僅供參考：
1. Admittedly，parents do play a key role in the early education on intelligence and personality.
2. However, drawbacks of parents' inculcation cannot be ignored.
3. Accordingly, better teachers should be taken into consideration.
好了，總結一下，絕對詞題的構思方法：
1. 承認合理性(讓步)
2. 指出弊端
3. 列舉反例——找尋“更好的”
這樣的方法可以用來攻克任何一道絕對詞題，用遊戲術語來說，就是團滅之(ACE)，同時這也會使你在邏輯論證上更加嚴密，更加辯證，更加合理。
託福高分寫作應避免的七類錯誤
托福考試的作文一直讓不少考生十分撓頭。從確定主題、理清思路，到劃好層次、遣詞造句，環環相扣缺一不可，因此作文永遠不是一項小工程!
雖說ETS在評判託福作文時採用的是綜合評分的方式，即以作文的整體水平判分，而不糾結於小細節。但有些同學往往會在語言方面疏漏多多，問題明顯到影響了考官整體評斷的程度，那即便你的思路和論證屬於一流，最多也只能得個二流分數，豈不可惜!
下面，我們就來談一談同學們在託福寫作中最容易犯的語言錯誤。大家可以對號入座，看看自己是不是也犯過類似的錯誤呢?
1. 用詞不當
原：The absence of groupwork is a disaster for teenagers in modern society。
改：The absence of teamwork is a disaster for teenagers in modern society。
評：groupwork是“分組”或者“小組集體任務”的意思。這位同學原本想說teamwork“團隊合作”，卻用了一個看起來很像，但實際完全不同的詞，表達出來的意思就風馬牛不相及了。
原：You will be dangerous if you keep moving without a clear view of the whole picture。
改：You will be in danger if you keep moving without a clear view of the whole picture。
評：dangerous表示所修飾的對象是“帶來危險的，有危險性的”，而be in danger纔是“身處險境”的意思。到底誰纔是威脅呢?
原：Firstly, the job, providing the opportunity for students to utilize what they learned in class, might effect their further development。
改：Firstly, the job, providing the opportunity for students to utilize what they learned in class, might affect their further development。
評：模樣長得像，意思可不同了。這裏想用動詞affect表示“影響”，卻誤寫爲名詞effect“效果”，一字千里啊!
2. 搭配錯誤
原：Nowadays, people are crazy pursuing to be excellent。
改：Nowadays, people are crazy about excellence。
評：這位同學顯然記錯了be crazy about sth. 這個用法，寫出來的句子自然會出問題啦。
原：Besides, public speech can effectively increase your communication skills, which facilitate your salesman career。
改：Besides, public speech can effectively improve your communication skills, which facilitate your salesman career。
評：此處是一個明顯的動賓搭配錯誤。“提高……技巧”應該是improve the skills，而不是increase the skills。
3.詞性錯位
原：I will forget my sad and pressure from the work and the study。
改：I will forget my sadness and pressure from work and study。
評：sad是形容詞，而這裏明顯需要一個名詞，應該是sadness。
原：Although making money is a priority for most people, spending time with the family is equal significant。
改：…, spending time with the family is equally significant。
評：形容詞significant前需要用副詞來修飾，所以equal應該改成equally。
4. 時態混亂
原：Although I have no work experience when I was a teenager, I always dreamed about having a job。
改：Although I had no work experience when I was a teenager, I always dreamed about having a job。
評：過去時的句子中冒出了現在時，同學你太粗心了，要仔細檢查哦~
原：I would explain my view in the following paragraphs。
改：I’d like to explain… / I will explain…
評：可能是兩種說法記混了吧，結果把時態搞錯了……
5. 主謂不一致
原：The way we deal with the environmental problems are crucial to the prosperity of human-being。
改：The way we deal with the environmental problems is crucial to the prosperity of human-being。
評：謂語之前有兩個名詞時，主謂搭配的問題就常常出現了。這裏真正的主語應該是單數名詞the way，所以與之搭配的謂語也應該是單數的is。
6. 重複累贅
原：From my point of view, I think this argument is quite limited since many other ways can also help learning a foreign country。
改：From my point of view, this argument is quite limited since many other ways can also help us learn a foreign country。
評：from my point of view和I think重複啦，保留一個就好。當然這裏建議留下更“高級”的from my point of view。
原：There are the majority of people who deem that they like to spend money on things which can bring them long memory。
改：Majority of the people like to spend money on things that can be memorized for long。
評：中文句式說的“有很多人……”，但別一看到“有”就非要用there be句型不可哦，直接擺出主謂賓就行了。
“things that can be memorized for long”，被動語態明顯更地道~
7. 中式英語
原：Thus, one is easier to draw bosses’ attention and gain appreciation。
改：Thus, it’s easier for you to draw bosses’ attention and gain appreciation。
評：中文習慣說“人們可以更容易地吸引老闆的注意力”，而英語則習慣說“It’s easier for sb. to…”同學們要注意中英表述習慣的區別哦!
託福寫作高分範文：children’s numerical skills
這篇範文的題目是：children’s numerical skills。
People appear to born to compute. The numerical skills of children develop so early and so inexorably that it is easy to imagine an internal clock of mathematical maturity guiding their growth. Not long after learning to walk and talk, they can set the table with impress accuracy---one knife, one spoon, one fork, for each of the five chairs.
Soon they are capable of nothing that they have placed five knives, spoons and forks on the table and, a bit later, that this amounts to fifteen pieces of silverware. Having thus mastered addition, they move on to subtraction. It seems almost reasonable to expect that if a child were secluded on a desert island at birth and retrieved seven years later, he or she could enter a second enter a second-grade mathematics class without any serious problems of intellectual adjustment.
Of course, the truth is not so simple. This century, the work of cognitive psychologists has illuminated the subtle forms of daily learning on which intellectual progress depends. Children were observed as they slowly grasped-----or, as the case might be, bumped into----- concepts that adults take for quantity is unchanged as water pours from a short glass into a tall thin one. Psychologists have since demonstrated that young children, asked to count the pencils in a pile, readily report the number of blue or red pencils, but must be coaxed into finding the total. Such studies have suggested that the rudiments of mathematics are mastered gradually, and with effort. They have also suggested that the very concept of abstract numbers------the idea of a oneness, a twoness, a threeness that applies to any class of objects and is a prerequisite for doing anything more mathematically demanding than setting a table-----is itself far from innate
