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新托福综合写作范文模板
The reading passage states that the archaeology in Britain faces a variety of challenges. The professor, however, claims the guidelines,which were established in 1990, have changed the whole situation a lot.
The reading mentions that many construction projects destroyed the valuable ancient artifacts. It declares that the increasing population in Britain has posed a threat to the artifacts. The professor believes people can adopt several approaches to protect these priceless artifacts. She says that the construction sites should be examined by the archaeologists before any construction activities and then a plan could be made up to protect them.
The reading then argues that there is no adequate financial support for archaeological research in Britain. It also states that the financial support, which is influenced by the unstable government priority, is fluky. Nevertheless, the professor counters by saying companies, which are responsible for the construction sites, should pay for the archaeological work done on the sites, so archaeologists finally can do a lot of work wit...
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A response at this level successfully selects the important information from the lecture and coherently and accurately presents this information in relation to the relevant information presented in the reading. The response is well organized, and occasional language errors that are present do not result in inaccurate or imprecise presentation of content or connections.
1.selects the important information from the lecture and coherently and accurately presents this information in relation to the relevant information presented in the reading
2.well organized
3.occasional language errors
要点 1：selects the important information from the lecture and coherently and accurately presents this information in relation to the relevant information presented in the reading.
标准解读:
这是TOEFL综合写作的核心要点。托福综合写作不允许考生表达自己的观点，而要求考生根据读到和听到的信息，写出一篇文章描述听力是如何反驳或支持了阅读的内容。 (中国大陆地区迄今为止考查的都是“反驳”关系)。因此在综合写作里，首先要“听懂”并且“正确提炼”听力的要点， 其次还要正确地将听力的要点与阅读的要点做好对应。
形象地说，如果阅读里的要点是A，B，C三个，听力所对应的则应该是A-(A否)，B-(B否)，C-(C否)。
最后，提醒考生注意：在有些题目中，听力并没有按照阅读的要点排序进行反驳。 例如阅读的要点是A,B,C,而听力反驳的顺序变为C否，A否，B否。这种情况下，各位考生也必须做好match(匹配)。即便听出了A-，B-，C-，但是进行了错误的matching也会丢失分数。
要点 2：well organized
标准解读:
这里的组织既包含行文的组织要系统、有逻辑性，也包含了上文中讲到的要精确地把听力要点和阅读要点进行“matching”(匹配)的含义。
要点 3：occasional language errors
标准解读:
托福作文允许有错误存在。most一词表明一篇满分文章需要避免绝大部分的语法...
2016年7月16日的托福考试已经结束了，有哪些高分作文范文呢?出国留学网托福栏目为大家提供托2016年7月16日托福综合写作范文，希望对大家备考托福有所帮助哦!
2016年7月16日托福综合写作范文
2016年7月16日托福写作范文
Both the reading and listening are discussing 3 reasons that can explain why gulf sturgeon jump out of water. While the passage believes so, the lecturer casts doubt on the writer’s view from the 3 aspects below.
Firstly, in the reading passage, they are jumping for flying insects. On the contrary, the professor says that they are fully fed in gulf of Mexico in winter, so they do not eat anything in Florida in summer. Moreover, they are seeking food under the sea rather than in the air.
Secondly, the professor opposes reading’s idea that they are jumping to get rid of parasites. He states that it is impossible because the parasites are in their bodies. In addition, some fish like sturgeon with parasites will not jump.
Finally, the professor disapproves the reading’s idea that they are jumping for aggression. Many tourists have been hurt by sturgeon. However, the professor claims that it is not convincing because they also jump while there are no ships.
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7月10日托福综合写作范文Sample answer
The listening refutes the three functions raised in the reading to explain the existence of the eye in microbes.
First, the reading holds that the eye is used for following preys. Since the microbes’ preys are usually transparent, which means their movement will cause the oscillation of light, the eye can enable the microbes to detect those and follow the prey.. However, the listening points out that there are researches proving that other closely related microbes, which have no eyes, can also follow their prey successfully. Therefore, their eyes must be for other purposes.
Second, the reading believes that the eye is used to sense the sunlight. One part of the energy source of microbes is the sun, so with the eye sensing the intensity of sunlight they can find a better place to absorb the solar energy. On the contrary, in the listening, the eye can not sense sunlight, otherwise, it will not confirm with the law of evolution. Scientists find that they are becoming less and less dependent on sunlight for energy. Compared with their ancestors, the sea-dwelling microorganism is with a much more complex eye.
Third, the reading suggests that the eye has aiming function which help microbes target the prey more accurately when they send forth somethin...
04-24
4月22日托福综合写作真题：
阅读文章讨论了3个导致帝国覆灭的原因。但是听力觉得这三个原因都站不住脚。
首先，阅读文章说那些战败的城邦会反抗帝国，这导致了帝国的崩溃。但是教授说了，一旦帝国攻占了那些城邦，就会拆除城里的城墙。没有这些保护性的城墙，战败城邦的反抗就是徒劳的。
其次，有关阅读文章提到的雨水稀少导致帝国破灭，教授说，雨水少的确是事实。但是帝国有灌溉系统，能把水从很远的地方引来。能满足人们的需求。所以不是因为干旱导致的帝国灭亡。
最后，不公平的贸易的确存在，也的确激起了一些不满。但是教授指出，帝国有能力建立新的贸易关系。所以，即便是与以前的贸易伙伴关系破灭，新的贸易伙伴也能弥补损失。帝国不会由于这个原因就消失了。
参考范文：
The reading passage discusses three reasons that may lead to the downfall of an empire. However, the professor finds these reasons groundless.
First, the reading material argues that resistance from defeated city-states may lead to the downfall of the empire. However, the professor immediately points out that after those city-states was defeated, their defensive walls were torn down. Without protective walls, their resistance was in vain.
Second, about the scarce rainfall, the professor says that although it’s true that sometimes the empire would suffer from periods of drought, their irrigation system could help bring water from very far away which could meet the needs of the empire therefore the empire did not disappear because of the little rainfall.
Third, it is true that there existed unfair trade which indeed aroused some estrangement. However, the professor claims that the empire had the ability to establish new trading contacts which could mak up for the costs resulted from the breakup of former business relationships.
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