读OG揭开满分作文面纱.doc

写在前面:这里使用的OG是双语版的 OG全称OFFICAL GUIDE 官方指南 其权威性自不必我赘述. 可是大家在写作时往往忽视OG的重要地位, 大家时常问,我的字数不够能不能拿高分,这个观点该同意还是反对, 我的文章逻辑有什么问题, 我该不该使用模版等等其实大家都可以在OG中找到答案., 甚至都可以利用OG尝试给自己的文章估分. 为什么你没发现, 只是你不够仔细, 那么就有鄙人带着大家重新读一下OG, 去发现你不曾发现的宝贵资源. 首先要读的便是大家最熟悉的P267页185题库, 你总能在这里发现与真题一样或及其相似的题目, 所以浏览全部题目,熟悉考题,把握出题范围,题材,内容,应该是读OG 写作部分做的第一件事. 然后,个人认为P267的一段可以用作我们语文课上常说的总说段. 我把它打在下面: 在作文中,考生是否同意某一观点并不重要,评分人员经过培训能够接受所有不同类型的观点.重要的是考生在议论过程中需具备的各种能力: 直接切中问题的能力, 明确主张的能力, 以及写出结构严谨,例证恰当,句子多样化且结构正确的文章的能力.这几个部分贯穿了整个OG的independent writing section. P260 最后一段讲的是关于句子复杂度的问题 P260 第二段是关于文章结构的问题. P259 P260 提到了如何展开论点的问题(example&detail),P259最下面一段英文给出的是没有例子和细节,只有词汇堆砌例证的例子. 上面的一段英文是关于累赘的首末段的, 可以看出网上大部分模版的首末段都和这段文字及其像,空洞,废话,凑字数痕迹明显,可是却没有切题,并提出自己的主张. P258 最后一段说的是字数问题.回答了很多大家非常关心的问题: 字数重不重要,字数不够能不能拿高分,字数和分数有多大的联系 (以上几点小马们自己到书中找答案吧) 了解作文要我们体现什么能力,接着来看看ETS如何评价文章中你的这些能力的使用,以及如何根据这些给你打分. P261 Independent Wring Scoring Rubric.给出了每个分值的评分标准.那么我们应该怎么看.看什么. 个人认为重点看5,4,3分的部分,因为大部分考生的基础应该属于2分的水平而据统计得23分的考生也是最多的. 所以大家应该focus on 35分的标准. 35分每个多给了4条,都是相对,我们要把每条抽出来进行比较.区分不同点.见下表5分1 effectively addresses the topic and task2 Is well organized and well developed, using clearly appropriate explanations, exemplifications, and/or details3 Displays unity, progression, and coherence4 Displays consistent facility in the use of language demonstrating syntactic variety, appropriate word choice, and idiomaticity, though it may have minor lexical or grammatical errors4分1 Addresses the topic and task well, though some points may not be fully elaborated 2 Is generally well organized and well developed, using appropriate and sufficient explanations, exemplification, and/or details3 Displays unity, progression, and coherence, though it may contain occasiona redundancy, digression, or unclear connections.4 Displays facility in the use of language, demonstrating syntactic variety and range of vocabulary, though it will probably have occasional noticeable minor errors in structure, word form, or use of idiomatic language that do not interfere with meaning.3分1 Addresses the topic and task using somewhat developed explanations,exemplifications, and/or details2 Displays unity, progression, and coherence, though connection of ideas may be occasionally obscured3 May demonstrate inconsistent facility insentence formation and word choice that may result in lack of clarity and occasionally obscure meaning.4 May display accurate but limited range of syntactic structures and vocalulary注意到不同的分数对 直接切中问题的能力, 明确主张的能力, 以及写出结构严谨,例证恰当,句子多样化且结构正确的文章的能力. 的标准都不同(红笔以标注) 最后我们该看范文了一共有15篇文章,以及对应的raters comments大家要好好利用. 我觉得大家侧重点应该是看5,4的文章,3,2,1分的部分主要看raters comments. 特别是3篇满分范文,可能是唯一的官方承认的满分范文了, 建议背下来,对积累句型,把握逻辑结构很有帮助. 其次要看raters common, rater喜欢什么样的文章,如何取悦rater.什么样叫结构合理,什么样叫论证不充分, 什么样的语法错误是非常严重的, 都是大家看的时候要注意的. 推荐1 P287 score 5 sample 1 看看rater 是如何说他为什么是满分. 2 P265 score 2 essay小马们经常和这篇文章范同样的错误only developed idea partly 重点看raters comment以上只是鄙人个人看法, 毕竟水平有限, 若有错误大家及时纠正, 以免误导大家, 有问题请留言.写在前面: 综合写作是新托福有别于旧托福的新题型, 虽然大家都觉得他的听力, 阅读都不是很难, 考试也很模式化, 模版的威力巨大, 但是满分真的就那么容易吗? 如何备考该部分, 综合写作主要考查3个能力: take-note, summarize, paraphrase(改述). 练习时要有重点, 有目的. 所以特将此讲义(大家平时可能不是很重视的讲义)分享给大家, 该讲义全面,系统的为大家分析了综合写作, 并将OG上的精华部分提炼出来, 并教大家如何写出自己的模版. 望大家仔细拜读, 一举攻下综合写作. (注: 次讲义不包括如何take-note 关于如何记笔记参阅此贴:如何做好听力笔记和综合写作)正文:Integrated Writing 的基本类型n转折关系nLecture驳斥ReadingnLecture 提出Reading未提及的不良方面或问题n延续关系nLecture支持ReadingnLecture解释Reading 的原因和结果n延续+转折Integrated Writing 的评分标准nThe specific ideas, explanations, and arguments in the lecture that oppose or support points in the reading. -Points in the listeningnA clear coherent structure that enables the reader to understand what points in the lecture relate to what points in the reading. -Structure of your responsenCoherent and accurate presentations of each point you make-language you use should accurately reflect ideas in the lecture and the reading. -Grammar and vocabularyWhat is the Key Points?In ReadingMain idea - 核心态度Explanation information - 主要理由阅读的文章看出基本结构和主要支持信息In Listening main idea - 核心态度explanation information - 主要理由supporting examples - 细节例子听力材料听得越多越好Practice: OG-250Key points in Reading: nTeam: certain projectnAdvantages of team worknA wider range of knowledge, expertise, skills-work more quicklynCreative solutions-spread the responsibilitynRewarding for team membersnFeel better about the work decided by themselvesnMember to shine-results are far reachingKey Points in Listening: nSome didnt contribute + Some who worked well and provide insight can not be recognized-members shinenContributors feel bad-feel betternProjects didnt move quickly (agreements)-work quickly because resourcesnInfluencers have too much influence (Never work-drop / creative-accepted) -not includednproject failed, blame all-spread responsibilityPractice: OG-282Key points in Reading: nAltruism-gain nothingnHumans: sharing food, donate organs, little rewardsnAnimals: MeerkatA sentinel alarm / alerting othersGain nothing-without food while others eatDanger-flee aloneKey Points in Listening: nMeercatneat before stand guard-gain nothing, without foodnlikely to escape, near burrow, but others danger-danger/ flee alonenalarm (cause others to move-draw attention)-alerting othersnHumannappreciation, self-worth (non-material rewards)-little rewards from donating organsPractice: Delta-378Key points in Reading: nIrrigationsources / many forms and typesnSurface irrigationnFlooding field-widely used (low cost and tradition)nFurrow irrigation-U / VnSurface-pipe irrigationnBorder irrigationnBasin irrigationKey Points in Listening: nAgriculture is in high use of water by irrigation. Afterwards can not be used for other purposes. -not includednSome irrigation more efficiently. Surface method no efficient. -not includednA lot of water to flood the field-not includednWater in ponds evaporate /down to ground-not included nBetter ones: sprinkler system/ drip oneeven distribution-However, also surface irrigation-evaporate -not included结构安排先我后他结构Introduction: Listening-ReadingDevelopment: L1 - R1 L2 - R2 L3 - R3 先他后我结构Introduction: Reading-Listening Development: R1 - L1R2 - L2R3 - L3 Writing Sample: OG-284The lecture completely refutes the passage. It is said in the lecture that, the perceived acts of altruism are nothing more than sneaky methods of gaining advantage for ones self.-LContrary to the belief in the passage that sentinels risk their lives for the cause of the whole group, the professor says that the meerkat sentinels are in fact less prone to threats. The alarm sentinels give off causes to group to move rashly which draw the predators attention towards them, thus drawing away the attention from the sentinels. -R+LThe lecture refutes the fact that these meerkats are altruistic in the sense that they gain nothing in exchange of their services. In fact, researches have shown that they have a full stomach as they perform this altruism duty and have a better chance of escaping from danger because they witness it first. -R+LProfessor also offers a different underlying motivation that causes people to believe that acts such as donating an organ or sharing food with someone in need are altruistic. She says that people gain appreciation as a results of such acts, which may be deemed by some much more important than materialistic gains.-R+LWriting Sample: OG-255The lecturer talks about research conducted by a firm that used the group system to handle their work. He says that the theory stated in the passage was very different and somewhat inaccurate when compared to what happened for real. -L+RFirst, some members got free rides. That is some didnt work hard but got recognition for the success nonetheless. This also indicates that people who worked hard was not given recognition they should have got. In other words, they werent give the opportunity to shine . This directly contradicts what the passage indicates. -L+RSecond, groups were slow in progress. The passage says that groups are more responsive than individuals because of the number of people involved and their aggregated resources. However, the speaker talks about how the firm found out that groups were slower than individuals in decision making. Groups needed more time for meetings, which are necessary procedures in decision making. This was another part where experience contradicted theory. -L+RThird, influential people might emerge, and lead the group towards glory or failure. If the influent people are going in the right direction there would be no problem. But in cases where they go in the wrong direction, there is nobody that has enough influence to counter the decision made. In other words, the group might turn into a dictatorship, with the influential party as the leader, and might be less flexible in thinking. They might become one-sided, and this fails to succeed. -L常用词n听力材料：Lecture, Listening material, listeningn阅读材料：Reading, passage, reading passagen讲话人：Lecturer, professor, speakern文章作者：authorn陈述：state, indicate, believe, suggest, discuss, talk about, make the point that, sayn驳斥： refute, disagree with, cast doubt on, challenge, oppose, conflict with, deny the statement of, contradictn支持：support, enhance, uphold, justifyn转折：in contrast, however, on the other hand, butn列举：first, second, third, first of all, secondly, also, finally句子转化练习The lecturerTotallydisagrees withthe viewmade in the reading.The speakercompletelyDeniesthe ideamade in the passage.The professorentirelyChallengesthe statementmade by the author.Thisdirectly contradictswhat the passageindicates., whichdirectly denieswhat the authorstates.Thisdirectly challengeswhat the reading passagebelieves.In the lecture,the speakerhas totally differentideas on the topicmade in the reading.In the lecturethe professorhas completely different ideas on the topicmade in the passageIn the listeningthe lecturerhas entirely different ideas on the topicmade in the reading passage万能套用句：n先他后我 - 其间以转折词过渡nReadingPoint, but ListeningPoint.nContrary to Reading Points, Listening Pointsn先我后他 - 其间以驳斥动词过渡nListeningPoint, which oppose ReadingPointnListeningPoint. This opposes ReadingPoint万能套用句的转化先他后我Reading Points 表达转折词Listening Points 表达The reading passage contends that，but; howeverthe lecturer argues that .According to the reading passage, ; on the other handthe professor in the listening argues thatIn the reading passage, the author believes that ; in contrastthe lecturer holds the opposite opinion and believe thatContrary to the point in the reading that, The speaker states thatDifferent from the opinion in the reading that The professor in the lecture argues that先我后他Listening Points 表达驳斥v + Reading points 表达In the listening, the professor says thatThis directly contradicts what the reading passage indicates, because the speaker in the listening argues thatThis point disagrees with statement demonstrated in the reading thatAccording to the lectu