託福寫作結構如何安排
託福寫作部分，想要拿到高分，對於結構的安排也是不容忽視的。結構的合理性，才能夠讓我們的作文思路更加清晰。那麼具體的應該如何安排好相應的結構呢?下面小編爲大家整理了詳細的內容，供大家參考。
首先由明線入手的思路可以不太講究結構，這點的評論請看後文;然而由暗線着手的議論卻必須注意結構，因爲暗線採用的是和題目本身關係不大的視角，寫得好是一氣呵成發人深省，寫得不慎重就會失之毫釐，謬之千里，走題走到天邊去。
接上文，仍以題目做示範。筆者第二次擬提綱，以理暗渡，就不能像第一次一樣只寫論點，而得把首段，論點，甚至每段在整篇文章中的作用也一併寫出，才能避免下筆時走題。
首段：民以食爲天，食物在人類生活中的重要性不可言喻，就連食物的準備方式也可能極大影響人類文化，進而影響個人生活質量(引入社會心理學，設置暗線，爲全文奠定基調)以現代生活實況分析，食品速食化導致人類生活質量下降的趨向比較明顯。
第一論證段：(身體健康層面)飲食文化改變，傳統有益健康而消耗時間的料理方式被擯棄，垃圾食品大行其市，天人合一，順應生理規律的文化被斷絕。(注：這裏因爲不是從營養，而是從生物規律論述對身體的影響，所以前文所論的paradox此處可不考慮)
第二論證段：從速食流行原因論證人類行爲文化改變， 高節奏的高壓生活必然促使身體早衰(身體與心理健康兩個層面綜合)
第三論證段：(心理健康層面)行爲高速化也會導致對情感的無法顧及甚至冷漠，人類情感文化變化，並且朝不利方向。
結尾(這在提綱裏其實可有可無，提綱畢竟只是具體化的思路，並不是成文。依照文章具體的論證手法，內容，結尾可以個有千秋，只要把握住一條，符合全文主旨，就可以了，提綱裏就算寫了，很多時候也是無用功)
用題目分析到這裏，文章連雛形都已經出來了，可是究竟什麼是結構呢?
回到“文章是被記錄下來的表達”這個原則。結構既然是寫作的必須注意事項，就必然幫助表達。對於一篇議論，作者必須大量旁徵博引才能令人信服得表述自己的觀點，這其中牽扯着概念的重要性順序-----用來證明全文立場的概念是論點，是最重要的概念;用來證明論點的概念是佐證，是次等重要的概念。
所謂結構，最基本的用途是將文章所有用入的概念分段，一個論點與它的所有佐證爲一段，不能佐證證明的是第二論點，卻在第一論點的段落。-------這就是所謂的unity.
結構的第二用途仍然是幫助表達，從邏輯思路方面。好的議論能抓住人心，令人信服，首先必須讓人能看懂作者的思路，讓你說明在學習場所安裝電視有無弊端，你卻一會說電視節目的差異，一會說學生的素質如何，讀者不知所云，自然不會被你說服。每個段落和論題的聯繫。作者本人知道並沒有用，必須表現出來。說完節目差異加一句“不同節目對學生的利弊不同，不可一概而論”，講過學生素質補充“素質差的學生羣體使學習場所吵雜，安不安電視影響都不大”，將論點間，論點和論題間緊密結合起來，保證文章思路流暢，明白易懂，就是結構中過渡句的功效，使得行文達到ETS要求的progression和coherence。
具體把結構落實在IBT獨立作文上，就是兩點。
1.會分段。要清楚自己的行文思路，知道自己有幾個論點。首段表明論點，廢話不要講。論證一段一個論點，不可以交叉。一個論段裏要有論點句，其它所有句子都爲論證這個點，廢話不要講。尾段總結論點共性，映證首段觀點，廢話不要講……
2.會過渡。要記住必須過渡。要明白你爲什麼過渡-----如果這個過渡不證明論點和論題間的關係，而證明論點間的關係，要確定這個新論點也能證明論題。你的過渡不是爲自己的文章過渡，而是幫讀者的思維過渡，引領他們走進新的思維，所以必須確認過渡的方向，你是否正帶着你的讀者而離開你的論題。
從這兩點觀測，筆者在前文提到的明線(支持論題)貫穿的思路在擬提綱時不需要注意結構，就好解釋了。因爲明線的論點註定不會跑題，不用太在意過渡問題，只要分段恰當就可以了，而這點，下筆時留神就足夠了。
託福獨立寫作的常見問題與應對技巧
託福獨立寫作題目相對而言比較多，經典文庫中共計185個，但是每年ETS也會研發出新題，即使是在老題的基礎做些許的改動，母題的數量也使得“將所有題目寫一遍”這一任務變成mission impossible，而且即使做到了，也是一件投資回報率極低的行爲，就算考試的時候出現了原題，估計也不可能回憶所有之前寫的細節內容。所以針對獨立寫作部分的備考我們要更多的總結規律，通過總結來節省備考時間。TOEFL獨立寫作常見FAQ整理如下：
三選一題型如何處理
很多同學不知道三選一的文章結構應該如何處理。這裏其實三選一併不復雜，只需要熟記兩個注意點就可以輕鬆應付：一是三者都要提及;二是並沒有唯一的正確結構，結構應該根據題目靈活的選擇。我們來看一道例題。
Essay Topic
Which one isthe most important for teacher of high school?
1. The ability to help Students plan for their future;
2. The ability to find the students who need help most and help them;
3. Teach students how to learn outside the classroom.
就這道題來講，題型基本結構的選擇有兩種：三項能力都重要，但是第一項最重要;或者，第一項是重要的，而第二項和第三項是不重要的。其他的文章結構都是這兩種的變體。我們拿第二種結構舉例：
總論點：規劃未來能力最重要(vs. 發現需要幫助的同學 &教會自學)
主體段1：學生最需要規劃，而只有老師有能力提供
主體段2：發現需要幫助的能力不重要，因爲學生自己會來找
主體段3：課外自學不重要，高中生沒有課外時間
The ability to help student with planning their future is definitely the most important capability for high school teachers.
To begin with, high school students are in desperate need for guidance about their future, and teachers are the only competent candidate to provide it. I know this from my personal experience. When I was in high school, a great portion of my classmates’ only goal is to reach for the minimum requirement for graduation, and to be able to get an offer from a middle-ranged college in the US, as all 15-year-old boys are profoundly addicted to either computer games or love affairs. Because of our immature mind, we had no idea regarding the choice of universities, or the selection of a future career path. What made matters worse is that our high school teachers provided us with virtually zero guidance concerning our college applications, not because they lack of the intention, but simply because they know nothing about it. Consequently, the vast majority of our parents had to hire an outside agency that specializes in the college application process which costs tons of money. Later we realized that this is an utter mistake, for what they did was simply giving us the timeline of the application process, translating our personal statements and recommendation letters from Chinese into English, and finally mailing out all our materials to the US. All of these simple tasks could be performed by ourselves, and these misfortunes surely could have been avoided if we had the luck to meet more competent teachers, with the ability to warn students and their parents about the black-hearted agencies and lay out lucid plans for students’ future.
The capability to find the students who need assistance most and help them, on the other hand, is not that imperative. The reason for this is quite simple, since high school students would come to teachers voluntarily if they are in serious trouble. In other words, many times students don’t want to be bothered by a teacher who treats them like a baby-sitter. As for the “help” part, I firmly hold the faith that all teachers are already equipped with the willingness to solve student’s problem gladly, using their prehistoric powers, no matter how difficult the situation can be. So the willingness to help students should be the minimum standard to be qualified as a teacher.
Similarly, the skill to teach students how to learn outside the classroom is completely unnecessary. For one, most high school students have no time outside their classrooms at all, as all their spare time is already occupied by cram school or by extracurricular activities. Even in the rare circumstance that some students may have free time, parents could always play the part of their instructor on how to self-study.
本篇文章在結構的處理上，做到了清晰、簡單。第一個主體段在證明第一項能力是非常必要的。第二、三主體段在分別證明第二、三項能力是不重要的。整個段落結構很明確。這樣會更容易獲得高分。大家要注意避免結構過於複雜和混亂。
如何豐富整篇文章的結構?
先說答案：另外一個大家經常會有疑惑的問題就是：我的三個主體段全部都是講故事，好像手法太單一了，會不會被扣分?如何豐富?答案是：有可能;以及，偶爾的使用純解釋型段落。衆所周知，TOEFL寫作中展開手法有兩種，exemplification和explanation。例證顯然是二者中更簡單的一個。因此，大部分同學都更傾向於使用例證。因爲它更容易快速上手，並且大家可以通過舉例來展開具體化的細節，從而獲得高分。但注意，如果三個主體段全部是講故事展開，未免會有語言太差的嫌疑。因此，除了例證，我們文章中最好可以稍微涉及到一些說理部分。
舉例和說理分別的優勢?
大家現在可以重新觀察一下範文三個主體段的展開手法。三個主體段一共444字。其中第一段259字，第二段116字，第三段69字。第一段的展開手法爲例證(講故事)，第二、三段均爲解釋。大家明顯感受到例證的優勢即爲能夠更輕鬆的展開出有效並具體化的細節，或俗稱“好湊字”。解釋的好處爲語言簡練，表達效率高，文章的遞進性、節奏會更緊湊。
舉例和說理分別的劣勢?
例證在TOEFL寫作中並無太明顯的劣勢。解釋的劣勢就比較明顯了。同樣的一個分論點，有的同學用例證可以很輕鬆寫到200字，而解釋只能說到100字。有的同學可能有個刻板印象：講故事的語言通常比較簡單，句式單一，因此不容易得高分。注意，講故事語言和句式也是可以複雜的;或者大家可以選擇簡單但地道的表達，可同樣可以獲得滿分。
答題戰略、以及舉例和說理的優劣小結
因此我們以後考場上的答題戰略很簡單。第一段爲例證段落。目的爲使勁湊字，儘量直接寫滿200字。第二、三段可以選擇簡短的小故事或者解釋性段落，分別寫到60～100字左右。這樣主體段已經達到至少320字，再加上開頭結尾段，可以輕鬆滿足350字的字數要求。
如何練好說理?
說理對語言和句式的要求要明顯高於例證。因此一定要有紮實的基本功的支持才能夠寫出漂亮的說理段落。關於句式的練法，可以參考強化班上的句型基本構成以及句型轉化練習。
如何練好例證?
例證的套路大家都很熟悉。很多同學的問題出在沒思路上。比如，一道題目問說：我們的閒錢應該拿去旅遊好，還是存到銀行好?有同學說，存起來更好，因爲可以未雨綢繆。這是一個很好的分論點，那麼如何以例證的方式來展開呢?有同學說可以使用反證法：我有一個朋友Foosen，他就不存錢，後來他就死的很慘。用此例來強調存錢的必要性。大部分同學都能夠想到這一步，問題會處在如何用故事來展開死的很慘，以及什麼事情導致Foosen死的很慘。我們來看一篇來自萬煒老師的範文：
To begin with, as a young man living in a big city, I need to start saving up from now on, because there are a lot of things in the future costing tons of money. Take my good friend Foosen for example. He is an optimistic guy who prefers to seize the day. He can spend all his salary within just two days either on luxuries or on trips. Before he was even 22, he already went around the whole Africa. Unfortunately, not everything goes according to plan. Last year during his trip to South Africa, he accidentally broke his leg and had to go through surgery. However, since he could not cover the expense, he had to call everybody to borrow money. It took so long for him to collect the money that the surgery was delayed. As a result, the recovery period for him was 2 months longer than everyone else’s. Now, this example might be a particular instance, and it is out of his expectation. Nonetheless, in today’ssociety, even the potential spending within our expectation is already quite worrying. For instance, in Beijing, if I wish to purchase a 30-squaremeter apartment, it would cost me over 3 million yuan; if I want to invite, say, 20 friends to my wedding, I would have to pay over 200,000 yuan; not to mention if I have a child and want to support his education, it would cost at least 50,000 yuan per year just for him to go to kindergarten. It aches mejust to look at these horrifying numbers. If I don’t save up for my future, there would be no future. (275 words)
故事描述了主人公Foosen，由於是樂天派並且堅持活在當下，進而展開月光、全世界各地旅遊;到之後有一次意外摔斷腿，需要做手術，但沒有存錢，從而導致恢復期比普通人長了兩個月。大部分的同學就是這些故事的“細節”想不到，或者沒思路。如何解決?很簡單，就是多看。因爲講故事並沒有一個明顯的模式或公式可以使用。According to a Personalized Education: Schooling for Tomorrow published by OECD in 2006, “Brains have the ability to generate rulesfrom examples. All that is needed, therefore, are the right examples – lotsand lots of them.”其實就是我們中學老師總的說的那句話，“量的積累產生質的飛躍。”大家想練好例證，只需要找到優秀的講故事型範文，仿寫10篇左右，自然會掌握規律。關於仿寫的方法，大家可以關注我的公衆號”Foosen資料庫”進一步瞭解。
託福寫作範文：中學生應該在上大學前花時間工作旅行嗎
Students should spend at least one year working or travelling before they go to the university.
【題目大意】： 中學生是否應該在上大學之前拿出至少一年去工作或旅行。主觀點可以同意，因爲一讓學生放鬆，二可以讓學生學到新的技能。
題目：Do you agree or disagree with the following statement:
Students should take at least a year to work or travel before beginning college.
Do you agree or disagree with the following statement: After high school, students should have at least one year to work or travel. It's better than attending university straight away.
託福寫作模板及參考答案：
託福獨立寫作範文一
The prevailing notion is that high school students are under huge pressure. Then appears a controversy whether students should have one year to engage in other things before they attend their university. After weighing the pros and cons, I am favor of the opinion that having a gap year can produce many benefits.
First off, students can benefit a lot from traveling. As everyone knows, to maintain strong competitiveness, high school students are required to accomplish a wide range of either required or optional curriculums at school and the rights to develop their own interests have been deprived relentlessly, which has proven to be a detriment of their growth. Instead of pursuing their bachelor degree without pause in the college, traveling can help them regain chances to cultivate and perfect their personalities and release pressure. For instance, many more college graduates are reported to be indifferent to the society and show no mercy on those in need, part of which owes a lot to the fact that schools lay more emphasis on cultivating students’ academic abilities and downplay the importance of developing their overall qualities. Traveling to those places in poverty can give students a sight of those impoverished families to call on the sense of responsibility. Besides, by paying a visit to some places of interest like the Great Wall or the pyramid in Egypt, students can approach the greatness of diverse culture. What’s more, the direct access to the natural world can appease students’ inner uproar. Accordingly, a gap year can be a great asset for high school graduates.
Secondly, by taking part-time jobs, not only can students accumulate sufficient social experience but also earn some money to reduce financial stress on their families. Though economy in China keeps growing at a rate of almost 9 percent in the recent, average citizens still suffer huge pressure especially when the slump of stock market took a heavy toll on them and the majority of stock investors withdrew their money and reinvest to the real estate, further increasing pressure on the ordinary because of the increasing prices of housing. For most families from small cities and rural areas, college tuition still appears to be a great burden on them and by taking part-time jobs, students can earn some wages to relieve financial pressure, such as serving as a restaurant attendant that enables students to better develop their communication techniques and learn more about how to meet the demands of consumers or working as a salesman that will be an entirely different experience from high schools and can lead to the cultivation of the ability of presenting customers the advantages of products. Obviously, a gap year means a lot to high school graduates.
Admittedly, there is another voice that high school students are supposed to start their campus life immediately after graduation from high schools. To be more specific, maintaining high-efficiency study can lead students to be better acclimated to their college life. Instead of going to college soon, a gap year may disrupt their study schedule and weaken their learning skills. It appears to be sensible, however; the ultimate goal of attending a university is to seek a decent job and gaining social experience in advance makes students more conscious of which kind of area they are more interested in in the near future such as the serving industry or high-tech fields.
In conclusion, high school graduates had better live a different life temporarily before they go to college. (582 words)
