The reading passage focuses on the issue of……(名词，名词短语how/what/whether/why引导的从句)The professor’s lecture deals with the same issue. However, he/she holds the view that……, which contradicts the points illustrated in the reading material. And in the lecture, he/she makes three specific points to support his/her idea.

In the first place, even though the reading passage suggests that……, the professor argues in the lecture that …… This is because……, which means…… （进一步的解释）Obviously, the professor’s argument disproves its counterpart in the reading.

Furthermore, despite the statement in the reading that……, the professor believes that…… Then he/she supports this point with the fact that…… In other words,……

Finally, the professor asserts that…… whereas the author of the reading claims that…… The professor proves that this claim is indefensible by pointing out that……

In conclusion, scarcely at all the professor agrees with what is presented in the reading passage. He/She clearly identifies the weaknesses in the reading passage and convincingly shows that the central argument in the reading,…… is incorrect.

 

第二篇：托福各种题型的综合写作模板

（指称）

阅读段子： the reading material/the reading passage

阅读作者：the writer/author of the reading passage

听力段子：the listening material/lecture/talk/presentation

听力的演讲者：the speaker/lecturer/professor/instructor

转折关系信号词

‘但是’ but, however, in fact, actually, on the contrary, in/on contrast

‘虽然’ although, though, while, even if, even enough, it is true that...

‘而不是’instead, instead of

否定关系信号词

否定副词 not, never, hardly, by no means

否定名词 limit/limitation, problem

否定动词 doubt, challenge, fail to

否定形容词 wrong,false,negative,unconvincing,misleading,groudless,ungronded,unfounded, preposterous, contradictory, not proven, weak, pessimistic

因果关系信号词(引入细节）

表原因 because, since, due to; the reason why...is because

表结果 so, so that, as a matter of fact, thus

假设关系信号词 if, suppose

举例关系信号词 for example

疑问信号词 what about...?,why?

*关键名词记笔记之两大原则

1.只在阅读出现的名词一定不重要

2.在阅读和演讲中出现两次和两次以上的名词很重要

记什么？？？？？

1.数字

2.排比结构

不记什么？？？？？

1.不把专业名词记全，只需记首字母或中文发音

2.不记人名

3.当听力中出现套磁型，也就是听力中开始讲述故事情节，史诗，发展历程等不可能被驳倒的定势之时，肯定

不会考。

4.当大量出现数字时，数字不会考，考的是通过数字说明的某个观点。

怎么记

1.用大写首字母代替关键名词

2.用单词的前三四个字母记笔记

3.用发音的辅音记笔记

4.用汉语记笔记

5.用数字和符号记笔记

6.同义词记笔记

7.听完听力之后，不要停 继续记笔记 记下听到但未记住的单词 将所记的单词扩充为句子

记笔记练习三部曲

第一步，看着阅读和听力材料寻找要点。3~5篇

第二步，先寻找预读材料中的要点，

接着边听边记要点，并在需要的时候暂停录音。3~5篇

第三步，寻找阅读材料中的要点，边听边记要点，中间不停顿。5~10篇

利弊作用模板

第一段

The listening material as well as the reading passage focuses on (TOPIC).But an identical（相同的） topic does not guarantee similar response. (TOPIC) is hailed（欢呼） by.......but reviled（斥责） by...

(省略处根据听力材料，填选the author和the instructor）

第二段

For a start, the lecturer holds that....., which evidently contradicts the perspective and perception（opinion） in the reading passage.

第三段

Further, even though the reading material indicates that...., the speaker mounts a rebuttal against（disagrees with） the author by saying that...

第四段

Finally, the professor in the listening material maintains（认为） that.....By

contrast, the writer claims that...

辐射食品范文

The listening material as well as the reading passage focuses on food irradiation. But an identical topic does not guarantee similar responses. Food irradiation is hailed by the author, but reviled by the instructor.

For a start, the lecturer holds that food irradiation fails to improve food security, which evidently contradicts the perspective and perception in the reading passage. The writer in the

reading passage emphasizes that 90-99% of the pathogens and viruses in food can be killed and that food-borne disease can be prevented. Conversely, the lecturer holds that the existence of the minority of viruses will make these viruses become more resistible and formidable, make irradiated food more dangerous and even give birth to some super viruses which may trigger an increasing number of new diseases.

Further, even though the reading material indicates that the process of food irradiation can prevent food from

spoiling, the speaker mounts a rebuttal against the author by saying that food irradiation is the root of the difficulty of food maturity. This originates and results from the fact that prolonged shelf time causes unnatural development of the food. And if people purchase these irradiated food, people will suffer from these potentially hazardous food which appears to be fresh on the surface.

Finally, the professor in the listening material maintains that the total nutrition loss of the irradiated food is

considerable. By contrast, the writer claims that the total nutrition reduction is negligible. The writer admits that the nutrition lost in the irradiation process merely accounts for 10% in food nutrition. But the speaker says that various kinds of vitamins lost in the process are considerable, that 25% Vitamin-E and 10% Vitamin-C run off. What's more, the run-off in nutrition may result in the increasing vulnerability of people. And further cooking procedure on irradiated food may even aggravate the nutrition loss.

例证猜想型模板

第一段

The tug-of-war between the author of the reading passage and the professor in the listening material is on! Although the writer throws his weight behind the theory that..., the instructor frowns at this hypothesis（假设）.

第二段

For a start, the lecturer holds that..., which evidently contradicts the perspective and perception in the reading passage.

The tug-of-war between the author of the reading passage and the professor in the listening material is on! Although the writer throws his weight behind the theory that there were no people living in Amazon Basin, the instructor frowns at this hypothesis.

For a start, the lecturer holds that the earth in Amazon Basin isn't hard and infertile, which evidently contradicts the perspective and perception in the reading passage. There was a kind of

decomposition material on hard clay and people who lived in Amazon basin burn the corps and used its ash as fertilizer which can allow their crops to grow even in the hardest conditions. On the contrary, the author of the passage says the ground beneath Amazon Basin is a combination of acid clay that harms the root structures of plants and minerals that stop roots from digging into the earth.

Further, even though the reading material indicates that hardly can people find concrete evidence of

large-scaled human settlement in Amazon Basin/(被动）

In the basin concrete evidence of large-scaled human settlement can hardly be found by people, the lecturer mounts a rebuttal against the author by saying that the reason why there are no ruins in the basins is because most structures were made of wood and recently discovered evidence of a network of roads. The scientists using satellite imagery found that the roads lead outward from a central point, suggest that ancient road system linked multiple cities together.

从句版本TP

The fact that the Amazon Basin is not suitable for large-scaled human dwelling can be attributed to the unstable source of protein.

名词性版本TP

The impossibility of large-scaled human settlement in the basin can be attributed to the unstable source of protein.

Finally, the professor in the listening material maintains that the impossibility of large-scaled human settlement in the basin can be

attributed to the unstable source of protein. By contrast, the writer claims that....(阅读细节）.

原因型模板

第一段

1.The listening material as well as the reading passage focuses on the cause(s) of TOPIC,{ namely,....（填原因名词化格式）}.But an identical topic does not guarantee similar responses.

2.The authenticity of this cause(these causes) is hailed by...,but reviled by.... （省略处根据听力材料，选填the author和 the instructor)

practice

The listening material as well as the reading passage focuses on the causes of colony collapse disorder, namely, malnutrition, infection caused by mites and infection triggered by fungus.

The reading as well as the listening both focuses on the causes of the Little Ice Age, namely, the unusual change in the Gulf Stream, the increased amount

of volcanic activity and human depopulation. But an identical topic does not guarantee similar responses. The authenticity of these causes is hailed by the author, but reviled by the instructor.

For a start, the lecturer holds that the Gulf Stream can hardly result in the Little Ice Age, which evidently contradicts the perspective and perception in the reading passage. The writer claims that the Gulf Stream was 10% slower during the Little Ice Age, and that this change greatly altered

the global climate. However, the speaker says that the Gulf Stream can only exert its influence in Europe and North America. But the Gulf Stream can't be held responsible for the cooling happened in South America. Also, it is impossible for the Gulf Stream, a contributor of cooling in local areas, to trigger the Little Ice Age, a worldwide event.

Further, even though the reading material indicates that a greater amount of volcanic activity sparks off the formation of the Little Ice Age, the

speaker mounts a rebuttal against the author by doubting the authenticity of volcanic activity. Suppose volcanic ash blocked the sky and prevented people from sunlight, records or reports that elaborate these events must be traceable. But the truth is that these are no records or reports. When the existence of volcanic activity still remains questionable, the speaker refuses to further discuss volcanic activity's unclear effect on global temperature.

Finally, the professor in the listening

material maintains that depopulation is not significant enough to touch off the Little Ice Age. By contrast, the writer claims that human depopulation leads to reforestation, and that reforestation can be held accountable for absorbing carbon dioxide, for slowing the greenhouse effect and for cooling the earth. But the speaker says that reforestation is never the fruit of depopulation, since people still cut down trees for firewood and the other utilizations. Also, even forests enjoyed a revival in some region, these reviving forests were of relatively small amount

and were powerless to make a difference.

解决问题型

第一段

The listening material as well as the reading passage focuses on the efficient and effective ways to address（处理） (问题名词化格式）. But an identical topic does not guarantee similar responses. These proposed（建议） methods are hailed by the author, but reviled by the instructor.

第二段

For a start, the lecturer holds that.....,which evidently contradicts the perspective and perception in the reading passage.

第三段

Finally,

The listening material as well as the reading passage focuses on the efficient and effective ways to address the methods to transport construction material of Egyptian pyramids. But an identical topic does not guarantee similar responses. These proposed methods are hailed by the author, but reviled by the instructor.

For a start,the lecturer holds that to build a ramp to transport those construction materials is not realistic, which evidently contradicits the perspective and perception in the reading passage.

However,the passage writer maintains that the ancient Egyptian use mound to create a ramp can easily to move those construction materials. However, the speaker casts doubt on the author's viewpoint, saying the ramp

that could carry the heavy construction materials must be 1.5 kilometers in length and 100 meter in height, and that building this

and ramp is time-consuming

energy-saving.

At last, the professor holds the idea that they cannot prove that ancient Egyptian used limestone and concrete to build the pyramids even though they found some foamy materials./Finally, the professor in the listening material maintains that they never

found something about foam-related substances that can hypothesis that ancient

Egyptian did not use limestone, but concrete which is light and handy for up-down transportation as the building materials. The writer further explains/ elaborates that ancient Egyptian did not use limestone, but concrete to construct the pyramids, and that the discovered foam-related substances prove/attest to the correctness of his theory.