托福寫作三大誤區(qū)盤點

　　時常會有考生抱怨已經(jīng)很努力了，可是托福寫作的分數(shù)總是提高不了，卻找不到緣由所在。以下是yjbys網(wǎng)小編整理的關(guān)于托福寫作三大誤區(qū)盤點，看看同學(xué)們有沒有中招。

　　誤區(qū)一：托福寫作字數(shù)越多越好。

　　當我們單純的看到"字數(shù)越多越好"的時候，可以說這是有一定的道理的，因為如果你的字數(shù)越多，那么就越能更好的闡明自己的觀點，但是很多考友特別喜歡將這種思路發(fā)揮到極致。要知道其實托福作文如果能達到350字-450字就已經(jīng)很好了，只要達到這個范圍內(nèi)基本上就不會對你的分數(shù)產(chǎn)生任何負面的影響了。

　　誤區(qū)二：剛開始寫作文，就要限定時間。

　　當我們剛剛開始準備作文的時候，我們現(xiàn)在國內(nèi)的很多考友們，有可能在真正準備新托�？荚嚨淖魑闹�前有可能從來都沒有寫過幾篇作文，因此當面的托�？荚囘@么多字數(shù)的要求的時候，常常會覺得自己無所適從。因此很多人，在準備不充分的情況下就限定自己一定要在規(guī)定的30分鐘時間之內(nèi)，完成托福作文。

　　殊不知，任何一個考試都是要循序漸進的，作文也是如此。當我們剛開始準備作文的時候，首先要追求的是成功率，也就是完成度，而不是時間。換句話說，在準備托福以及SAT作文的前期，首先要做的，是完成作文，也就是不管花多少時間，一定要讓自己的作文達到300字以上，而且如果自己準備考試的時間比較充分的話，最好剛開始的3-5篇作文都是不給自己限定時間，首先追求的是能把作文寫完，然后當我們感覺有話可說的時候，在提升自己的新托福寫作速度，換句話說也就是限定自己在30分鐘之內(nèi)完成自己的獨立作文。

　　誤區(qū)三：不注重語法的準確。

　　現(xiàn)在的很多考友是生活在用英語的環(huán)境之中的，比如說現(xiàn)在有很多考友是在美國或者英國上高中的，當然也有很多考友是在國內(nèi)純英語的國際學(xué)校求學(xué)，這些環(huán)境往往是全英文的環(huán)境，本來一個全英文的環(huán)境是十分有助于英語水平的提升的，但是實際上，純英語的環(huán)境對于英語的語法要求并不嚴格。

　　換句話說，有可能一句話雖然有語病，但是由于對方能聽懂，因此他也沒有糾正你，那么你也默認這里是沒有問題的。因此我們會看到很多英語環(huán)境之內(nèi)的考生，往往在作文的部分折戟沉沙鐵未銷，就是因為這個關(guān)鍵性的語法的問題。因此，當我們在準備作文部分以及口語部分這些主觀題的時候，要注意在新托福寫作考試之前一定要好好打磨一下自己的語法，否則后患無窮!

　　拓展閱讀：

　　托福寫作范文：自主閱讀的重要性

　　Reading is a process of procuring knowledge and the ways of reading vary for students between reading on their own and reading as told by their teachers. As for me, it will be more beneficial to read books in line with students’ wishes.

　　For one thing, students should read what they are curious about and can find interests in, which can find wide application among college students in particular. In order to hone one’s talents and crafts with specific purpose, college students will find the more practical books to read to strengthen their competence for their future competing with other rivals in the job market. Take Steve Jobs as an example. After attending the college just for a few months, he couldn’t figure out how the college life would help him in the future except for imposing his working family enormous financial pressure.Then, he decided to drop out so he could stop taking the required classes and reading the assigned reading materials that did not interest him and began dropping in on the ones that looked interesting. Finally, the last several months for his college life turned out to be priceless later on since he took a calligraphy class and read the relative books, the knowledge of which had been applied to produce the first computer with beautiful typography. Evidently, part of Steve Job’s accomplishments can prove how essential for students to read by following their own curiosity and intuition.

　　For another thing, students can be more absorbed in the books that they like. To be more specific, compared with the assigned papers or articles, students’ incentive can be more stimulated by reading what they like. For instance, the prevailing notion of children’s education is that they should develop their own interests by reading what can intrigue their inquisitiveness or stimulate their imagination. Therefore, there is a voice coming out today that more freedom needs to be given to primary school students so that they can read some more interesting books like the science-fiction novels or tales and etc. Besides, too much focus on cultivating students’ academic abilities and the ignorance of developing their overall qualities will lead to the development of elites with less morality. Obviously, the benefits of reading books by students themselves and the detriment of just reading as assigned by teachers can tell us how important to give students’ rights to choose what they read.

　　Admittedly, reading what teachers assigned can be of also importance. In other words, teachers will be familiar with which area students should be improved to achieve better academic performance. For instance, teachers will require students to engage in extensive reading to increase students’ reading ability. However, it can not be the reason to regard reading as students wish as inferior because students can better improve their reading ability by being absorbed in what they like most.

　　To conclude, students should enjoy the rights to decide what they read.

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