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2016年托福寫(xiě)作評(píng)分標(biāo)準(zhǔn)
新托福由四部分組成，分別是閱讀(Reading)、聽(tīng)力(Listening)、口試(Speaking)、寫(xiě)作(Writing)。每部分滿分30分，整個(gè)試題滿分120分。以下是yjbys網(wǎng)小編整理的關(guān)于托福寫(xiě)作評(píng)分標(biāo)準(zhǔn)，供大家備考。
托福寫(xiě)作評(píng)分標(biāo)準(zhǔn)1：well organized and well developed
邏輯條理清楚，發(fā)展充分。每次作者在講寫(xiě)作時(shí)總是把它和閱讀相對(duì)照。各位考生要想拿到獨(dú)立寫(xiě)作滿分必須真正理解“八股文”的結(jié)構(gòu)，千萬(wàn)不要寫(xiě)中國(guó)式的“八股文”，而應(yīng)寫(xiě)出“美式八股文”。
托福寫(xiě)作評(píng)分標(biāo)準(zhǔn)2：uses specific details and examples to support you view
托福寫(xiě)作經(jīng)驗(yàn)揭秘評(píng)分標(biāo)準(zhǔn)
考生的論據(jù)一定要具體、明確，且對(duì)論點(diǎn)有支持作用，而不能空洞和泛泛而談。
托�？荚嚜�(dú)立寫(xiě)作評(píng)分標(biāo)準(zhǔn)3：effectively addresses the writing topic and task.
要求考生有效地闡明主題，考生千萬(wàn)不要跑題。從筆者的教學(xué)經(jīng)驗(yàn)看，考生全部跑題現(xiàn)象較少，但是局部跑題現(xiàn)象十分嚴(yán)重，這也是考生不能輕取高分的緣故。
托福寫(xiě)作獨(dú)立寫(xiě)作評(píng)分標(biāo)準(zhǔn)4：displays language facility by demonstrating syntactic variety, word choice and idiom.(通過(guò)譴詞造句和習(xí)慣表達(dá)來(lái)展示語(yǔ)言的熟練程度)
這一點(diǎn)是各位考生經(jīng)常忽視,迷惘和不清楚的一點(diǎn)。新托福作文占總分120 分的30分。我們對(duì)大家的要求是在作文上花的時(shí)間既要少又要拿高分，至少28分。凡是想拿到28分甚至滿分以上的同學(xué)一定要注意此項(xiàng)評(píng)分標(biāo)準(zhǔn)。能用first千萬(wàn)不要用firstly，能用finally千萬(wàn)不要用last but not least.不少同學(xué)花了很多功夫背這一外國(guó)人都不用的詞組，能用常用的詞千萬(wàn)不要用偏詞，同時(shí)我們要熟練掌握ETS喜歡的5大語(yǔ)法結(jié)構(gòu)和2種從句。
拓展閱讀：托福寫(xiě)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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