新托?？荚囍袑?xiě)作部分有時(shí)憂(yōu)愁，有時(shí)歡喜，很多考生在寫(xiě)作方面是比較擅長(zhǎng)的，因?yàn)楸容^喜歡，而且準(zhǔn)備得也好，所以分值也就高，但是有些考生基礎(chǔ)不好點(diǎn)所以分?jǐn)?shù)也就低些，但是只要有準(zhǔn)備有方法還是可以提高的。
The Integrated Writing Task
You will read a passage about an academic topic for three minutes, and then you will hear a short lecture related to the topic. Then you will be asked to summarize the points in the listening passage and explain how they relate to specific points in the reading passage。
This task gives you the opportunity to demonstrate your ability to show that you can communicate in writing about academic information you have read and listened to。
As you read:
A. Take notes on your scratch paper。
B. Look for the main idea of the reading passage. The main idea often has to do with some policy or practice or some position on an issue. Or it may have to do with proposing some overall hypothesis about the way some process or procedure works or should work or how some natural phenomenon is believed to work。
C. See how this main idea is evaluated or developed. Usually it will be developed in one of two ways:
(1) Arguments or explanations are presented that support the main position; for example, why there are good reasons to believe that some policy or practice will be beneficial or prove useful or advisable or perhaps why it has been a good thing in the past。
(2) Arguments or explanations or problems are brought up concerning why some policy or practice or position or hypothesis will not or does not work or will not be useful or advisable。
D. You do not need to memorize the reading passage. It will reappear on your computer screen when it is time to write。
E. Note points in the passage that either support the main idea or provide reasons to doubt the main idea. Typically the main idea will be developed with three points。
As you listen:
A. Take notes on your scratch paper。
B. Listen for information, examples, or explanations that make points in the reading passage seem wrong or less convincing or even untrue. For instance, in the example just given, the reading passage says that working in teams is a good thing because it gives individuals a chance to stand out. But the lecture says that often everyone gets equal credit for the work of a team, even if some people do not do any work at all. The reading says that work proceeds quickly on a team because there are more people involved, and each person brings his or her expertise. But the lecture completely contradicts this claim by stating that it may take a long time for the group to reach consensus. The lecture brings up the idea that the whole team can be blamed for a failure when the fault lies with only a few team members. This casts doubt on the claim in the reading that teams can take risks and be creative because no one individual is held accountable。
專(zhuān)家詳解綜合寫(xiě)作：
根據(jù)官方的說(shuō)法，新托福寫(xiě)作中的“綜合任務(wù)”考試的形式比較特殊，要求考生先用3分鐘閱讀一段學(xué)術(shù)文章，然后再聽(tīng)一段和閱讀文章內(nèi)容相關(guān)的聽(tīng)力文章，最后在20分鐘內(nèi)將兩片文章之間的關(guān)系用書(shū)面寫(xiě)作的方式表達(dá)出來(lái)。
這個(gè)寫(xiě)作任務(wù)的考試目的事實(shí)上對(duì)考生日后在國(guó)外大學(xué)的學(xué)術(shù)生活很有幫助：考生看到的書(shū)本中的內(nèi)容和教授上課的解釋之間是什么關(guān)系呢?支持?相悖?考生要學(xué)會(huì)分辨和表達(dá)。所以，不能單純的為了應(yīng)考而準(zhǔn)備托?？荚嚕瑧?yīng)該將其視為出國(guó)深造的“前站”。
在閱讀和聽(tīng)力過(guò)程中，考生都能得到一張草稿紙供記筆記使用。事實(shí)上，合理高效的筆記方法確實(shí)是在最后“寫(xiě)”的過(guò)程中能否寫(xiě)的全面，寫(xiě)的正確的最關(guān)鍵因素之一。但是，記筆記是有技巧的。一般來(lái)說(shuō)，閱讀文章會(huì)有一個(gè)中心思想和由此中心思想延伸出的三個(gè)“點(diǎn)”。而這三個(gè)點(diǎn)，又是考生將會(huì)在之后的聽(tīng)力中聽(tīng)到的將會(huì)被支持或者駁斥的。
但是在閱讀文章中的三個(gè)點(diǎn)，有時(shí)是出現(xiàn)在段落第一句，有時(shí)是隱藏在文章內(nèi)容中，需要考生迅速作出判斷，將這三個(gè)點(diǎn)盡快提煉出來(lái)。而備考技巧充分的考生，將懂得如何在稍后的聽(tīng)力筆記中將講話者如何支持或駁斥的這三個(gè)點(diǎn)的筆記結(jié)合在閱讀筆記中，在提筆開(kāi)始寫(xiě)之前，已經(jīng)搭建好了文章的框架，而不用額外的時(shí)間再去打?qū)懽魑恼碌牟莞濉?BR> 在遇到困難的時(shí)候還是多得想辦法，多總結(jié)一些內(nèi)容，學(xué)習(xí)技巧類(lèi)型。多看看備考資料，做一些托福機(jī)經(jīng)。