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1、综合写作,Integrated Writing,综合写作-Integrated task based on what is read and heard。,综合写作题目内容一般是学术性的，通常涉及课堂、讲座、师生对话等教学活动。具体讲，考生先读一段资料，然后听一段与所读资料相关的讲座，写作时，考生需要联系所听资料与所读资料以复述的方式将其描述出来，但是要用不同的语言和方式，否则会被认为是剽窃。,使用语言的目的是获取所涉及学科的信息，以利于学生更好地完成在北美大学的学业。综合写作旨在考核考生通过写作来对所读到的和听到的学术信息进行交流的能力。,综合写作考试流程,1)考生用3分钟左右的时间阅读一篇
2、230300词的短文。文章内容是学术性的，主题比较单一，难度中等。结构布局具有条理性。阅读时应试者可以做笔记。由于速度不是很快，考生一般应有充分的时间归纳文章的主旨大意，既可为后面的听力部分做出一些预测，也可为听完后的写作积累素材。注意这一部分要带着耳机看阅读材料，因为三分钟结束时没有提示戴耳机的步骤，直接就开始放听力了。,综合写作考试流程,2)3分钟后阅读文章隐去，进入听力部分。屏幕上将出现老师在讲课的照片，注意不要尝试在照片上找什么线索，考生可以在耳机中听到一段讲课录音，其内容是从不同的视角对同一学术话题的讨论，长度为250300个单词，时间约为1分半钟。由此可见，听力的语速是比较快的。在
3、听录音的过程中，要凭借自己的记忆力，并通过笔记记录下听到的主要内容，以帮助答题。,综合写作考试流程,3)听力篇章结束后，考生有20分钟的时间归纳、组织和回答问题。在20分钟内完成一篇短文，ETS建议考生的写作长度是150225词;写作过程中，隐去的文章会重现，考生可以阅读、参考。此外，写作要求也会出现在屏幕上。屏幕上的时钟开始计时。考生最后要以连贯而有逻辑的方式对听力段落中的主要观点进行概括，并且解释听力段落中的这些观点是如何与阅读段落中的观点相关联的。,Note:考生在复述所听资料与所读资料的关系时，要用不同的语言和方式，不能大段摘抄原文材料，否则会被认为是剽窃。,综合写作评分要求,1）在2
4、0分钟内完成一篇短文，ETS建议考生的写作长度是150225词；2)阅卷者将根据考生所写文章内容的准确性和完整性以及遣词造句水平的高低给分;3)充分理解题目的要求，找出阅读短文以及听力材料中的主要信息，包括隐含信息，以及这两个材料中信息的相关性;,综合写作评分要求,4)对每一条主要信息，考生最好能提供一定的细节或事实来支持它;5)文章不要求应试者表达自己的观点，只要求应试者用自己的语言全面而准确地再现阅读、听力材料中的主要信息。必要的时候，可引用原文中的内容，但只能意译，不能生搬硬抄，否则会有剽窃嫌疑。,综合写作5分标准,阅读内容准确把握要点；听力内容准确把握要点以及细节；阅读与听力之间的关系
5、阐述清楚；可以容忍一些语言上的不至于影响理解的小错误。,综合写作4分标准,阅读内容准确把握要点，但若大段抄阅读内容则会扣分；听力内容准确把握要点，但如果细节遗漏（或写错）得4分；阅读与听力之间的关系阐述或有不清楚之处；语言上出现了影响理解文章的某些严重错误。,综合写作3分标准,阅读内容把握要点，但若大段照抄阅读内容则会扣分；听力内容漏掉（或写错）一个要点直接得3分；阅读与听力之间的关系阐述不清或有错；语言上出现了较多错误以至于影响理解。,综合写作2分标准,大段照抄阅读内容；听力内容有要点以及细节，但如果漏掉（或写错）两个要点得2分；阅读与听力之间的关系没有阐述清楚；阐述自己观点；语言上出现了较
6、多错误。,综合写作1分标准,写了听力和阅读内容中的只言片语。,综合写作0分标准,写的不是英文；写的不是正常人类能够看懂的字符；写的内容跟阅读和听力完全没有关系。,Jane Austen (1775-1817) is one of the most famous of all English novelists, and today her novels are more popular than ever, with several recently adapted as Hollywood movies. But we do not have many records of what she
7、 looked like. For a long time, the only accepted image of Austen was an amateur sketch of an adult Austen made by her sister Cassandra. However recently a professionally painted, full-length portrait of a teenage girl owned by a member of the Austen family has come up for sale. Although the professi
8、onal painting is not titled Jane Austen, there are good reasons to believe she is the subject.First, in 1882, several decades after Austens death, Austens family gave permission to use the portrait as an illustration in an edition of her letters. Austens family clearly recognized it as a portrait of
9、 the author. So, for over a century now, the Austen family itself has endorsed the claim that the girl in the portrait is Jane Austen.Second, the face in the portrait clearly resembles the one in Cassandras sketch, which we know depicts Austen. Though somewhat amateurish, the sketch communicates def
10、inite details about Austens face. Even though the Cassandra sketch is of an adult Jane Austen, the features are still similar to those of the teenage girl in the painting. The eyebrows, nose, mouth, and overall shape of the face are very much like those in the full-length portrait.Third, although th
11、e painting is unsigned and undated, there is evidence that it was painted when Austen was a teenager. The style links it to Ozias Humphrey, a society portrait painter who was the kind of professional the wealthy Austen family would hire. Humphrey was active in the late 1780s and early 1790s, exactly
12、 the period when JaneAusten was the age of the girl in the painting.,题材不确定,听力,电脑打字,综合写作难点,1)这种题型在国内极为少见，考生对这种题型几乎没有什么实战经验，且与此相关的参考资料相对较少，使很多刚接触新托福的考生感到无所适从;2)由于读、听两个输入环节与写这个输出环节紧密相连，无论前面哪一个环节出现了障碍，都会影响到下面的写作环节。而听力对大多数中国考生来说又都是弱项;3)尽管这种题型阅读部分难度不大，但阅读材料在写作时的再现，会导致一些写作能力差的考生照搬原文，而不能用自己的语言完成答题，最后导致分数过低。
13、,结构式笔记 Structured Notes,Summary,Comparison,Team responsible for plan/ get work done free-ride people not do muchrecognition Real contributionnot recognized attitude opporeading not move quick take long consensus many meets the other,无结构,无关系,漏观点,L,M1. Ex2. Ex3. Ex:,R,M1. Ex2. Ex3. Ex:,Reading,以词为单位,L
14、,R,M: hyd FC promis/ alteradvanhyd ava/renewEx: 多gas/solve pollu Ex: H2Oprodu no CO2￥/ Ex: effici/ 少 ener,M:1.Ex: 2.Ex:3.Ex:,Reading,够用即可,以词为单位,观点是重点,L,R,M: hyd FC promis/ alteradvanhyd available/renewEx: plentigas/solve pollu Ex: H2Oprodu no CO2economi/ Ex: effici/ less energy,M:1.Ex: 2.Ex:3.Ex:,例子
15、和解释是重点,尽可能详细,以词为单位,Listening,L,R,M: hyd FC promis/ alteradvanhyd available/renewEx: plentigas/solve pollu Ex: waterprodu no CO2economi/ Ex: effici/ less energy,M: hyd not solut to pollutnot easily avail Ex: liquor statedifficult storecooling not practinot solve probl-cars produ hydpollut Ex: coal/oi
16、l burn pollut factorypollut expensiEx: made of pexpen effortreplanot success,综合写作听力,用缩写表示名词概念、动词、部分形容词用符号替代逻辑关系结构：1、2、3因果：转折增加或减少大于或小于,The sea otter is a small mammal that lives in waters along the western coast of North America from California to Alaska. When some sea otter populations off the Alas
17、kan coast started rapidly declining a few years ago, it caused much concern because sea otters play an important ecological role in the coastal ecosystem. Experts started investigating the cause of the decline and quickly realized that there were two possible explanations: environmental pollution or
18、 attacks by predators. Initially, the pollution hypothesis seemed the more likely of the two.The first reason why pollution seemed the more likely cause was that there were known sources of it along the Alaskan coast, such as oil rigs and other sources of industrial chemical pollution. Water samples
19、 from the area revealed increased levels of chemicals that could decrease the otters resistance to life-threatening infections and thus could indirectly cause their deaths.Second, other sea mammals such as seals and sea lions along the Alaskan coast were also declining, indicating that whatever had
20、endangered the otters was affecting other sea mammals as well. This fact again pointed to environmental pollution, since it usually affects the entire ecosystem rather than a single species. Only widely occurring predators, such as the orca (a large predatory whale), could have the same effect, but
21、orcas prefer to hunt much larger prey, such as other whales.Third, scientists believed that the pollution hypothesis could also explain the uneven pattern of otter decline: at some Alaskan locations the otter populations declined greatly, while at others they remained stable. Some experts explained
22、these observations by suggesting that ocean currents or other environmental factors may have created uneven concentrations of pollutants along the coast.,Well, ongoing investigations have revealed that predation is the most likely cause of sea otter decline after all. Well, ongoing investigations ha
23、ve revealed that predation is the most likely cause of sea otter decline after all.First, the pollution theory is weakened by the fact that no one can really find any dead sea others washing off on Alaskan beaches. Thats not what you would expect if infections caused by pollution started killing a l
24、ot of otters. On the other hand, the fact that its so hard to find dead otters is consistent with the predator hypothesis. If an otter is killed by a predator, its eaten immediately so it cant wash up on shore.Second, although orcas may prefer to hunt whales, whales have essentially disappeared from
25、 the area because of human hunters. That means that orcas have had to change their diet to survive and since only smaller sea mammals are now available, orcas have probably started hunting those. So it probably is the orcas that are causing the decline of all the smaller sea mammals mentioned in the
26、 passage - the seals, the sea lions and the sea otters.And third, the uneven pattern of otter decline is better explained by the orca predation theory than by the pollution theory. What happens to otters seems to depend on whether the location where they live is accessible to orcas or not. In those
27、locations that orcas can access easily, the number of sea otters has declined greatly. However, because orcas are so large, they cant access shallow or rocky locations. And shallow and rocky locations are precisely the types of locations where sea otter populations have not declined.,The lecturer an
28、d the reading passage suggest two competing theories, the predation theory vs. the pollution theory, to explain why the sea otter population is in rapid decline.,The professor reasons that the absence of dead sea otters washed up the coast suggests that their decline is not caused by sea pollution b
29、ut rather by sea predators who consume their bodies after killing them. However, the reading passage attributes the death of sea otters to pollution, which is totally different from the lecture.,Furthermore, the lecturer argues that orcas are likely factors in the disappearance of sea otters, becaus
30、e the scarcity of whales, their usual prey, has left them with no other choice but to start hunting smaller mammals like the otters for food. And this directly contradicts the reading passage that the pollution theory as the only explanation for the decline of small sea mammals.,Finally, according t
31、o the lecturer, the uneven pattern of sea otter decline corresponds to the distribution of the orcas; she argues that the fact that their population has declined the least where it is shallow or rocky and orcas are most prevalent further validates the predation theory. However, the reading passage p
32、oints out that changeable environmental factors better explains the varying pattern of sea otter decline.Therefore, the lecturer completely argues against the reading passage.,综合写作模式,A完全反驳B完全赞同C原因措施,表示反驳类的单词,differ to ,disagree with, cast doubt on, conflict with, challenge，refute，confute，contradict，
33、controvert，combat，talkback，re-examine，disprove,表示认为，提出的单词,point out，present，state，think，believe，emphasize，demonstrate，assert，claim，stress，,阅读ReadingPassageReading materialWriterAuthor,听力Listening ProfessorLecturerArguerTeacherInstructor,模版一,The lecture is mainly discussing _, _ and _ by _, challengi
34、ng what are stated in the reading passage that _, _ and _.,First of all, the speaker thinks that _. In contrast, the reading passage believes that _. So, the lectures totally disagree with the view made in the reading.,Second, the speaker discusses _, Contradicting what is stated in the reading that
35、 _.,Finally, the speakers raises the issue that _. This point disagrees with the point that _ demonstrated in the reading.,So, the contents in the reading passage are totally jeopardized by the speaker and the speaker has totally different ideas on the topics made in the reading.,模版二,The speaker in
36、the lecture principally argues that _（听力中心大意，一句话归纳）, which contradict the main statement in the reading, thus refuting the reading passage totally. In order to substantiate his contention as well as to jeopardize the reading passage, the speaker later reexams the supporting detailsin the reading pas
37、sage and forwards alternative explanations.,In terms of _（听力第一个分论点）, the speaker argues that _（进行解释说明）, challenging the notion in the reading that _（阅读第一个分论点）,Referring to_（听力第二个分论点）, the speaker, believes that _（进行解释说明）. In contrast, the reading passage _（阅读第二个分论点）,Finally, the speaker raises the i
38、ssue that_（听力第三个分论点）, which was simply noted as _（阅读第三个分论点）in the reading.,To sum up, based on thorough analysis of the whole situation (the nature of the reasons in the reading, the speaker disagrees with the reading passage completely.,模版三,In the lecture, the professor made several points about_（听
39、力中心大意，一句话归纳）, while the reading states that_（阅读中心大意，一句话归纳）,The first point that the professor used to cast doubt on the reading is that_（听力第一个分论点）According to the professor_（对前面那句话进行稍微解释）However, the reading notes that_（阅读第一个分论点）,The second point that the professor challenged the reading is that_（听力
40、第二个分论点） Also, _（对前面进行补充说明） On the contrary, the reading contends that _（阅读第二个分论点）,Finally, the professor argued that_（听力第三个分论点）In other words,_（进行解释说明） This contradicts the point in the reading that_（阅读第三个分论点）,In short, the points asserted by the professor are different from what the reading says. The professor demonstrated that _（对听力文章进行总结）,
