1、綜合寫作,Integrated Writing,綜合寫作-Integrated task based on what is read and heard。,綜合寫作題目內(nèi)容一般是學(xué)術(shù)性的，通常涉及課堂、 講座、師生對話等教學(xué)活動。具體講，考生先讀一 段資料，然后聽一段與所讀資料相關(guān)的講座，寫作 時，考生需要聯(lián)系所聽資料與所讀資料以復(fù)述的方 式將其描述出來，但是要用不同的語言和方式，否 則會被認(rèn)為是剽竊。,使用語言的目的是獲取所涉及學(xué)科的信息，以利于學(xué)生更好地完成在北美大學(xué)的學(xué)業(yè)。 綜合寫作旨在考核考生通過寫作來對所讀到的 和聽到的學(xué)術(shù)信息進(jìn)行交流的能力。,綜合寫作考試流程,1)考生用3分鐘左右

2、的時間閱讀一篇230300詞的短文。文章內(nèi)容是學(xué)術(shù)性的，主題比較單一，難度中等。結(jié)構(gòu)布局具有條理性。閱讀時應(yīng)試者可以做筆記。由于速度不是很快，考生一般應(yīng)有充分的時間歸納文章的主旨大意，既可為后面的聽力部分做出一些預(yù)測，也可為聽完后的寫作積累素材。注意這一部分要帶著耳機(jī)看閱讀材料，因為三分鐘結(jié)束時沒有提示戴耳機(jī)的步驟，直接就開始放聽力了。,綜合寫作考試流程,2)3分鐘后閱讀文章隱去，進(jìn)入聽力部分。屏幕上將出現(xiàn)老師在講課的照片，注意不要嘗試在照片上找什么線索，考生可以在耳機(jī)中聽到一段講課錄音，其內(nèi)容是從不同的視角對同一學(xué)術(shù)話題的討論，長度為250300個單詞，時間約為1分半鐘。由此可見，聽力的語速

3、是比較快的。在聽錄音的過程中，要憑借自己的記憶力，并通過筆記記錄下聽到的主要內(nèi)容，以幫助答題。,綜合寫作考試流程,3)聽力篇章結(jié)束后，考生有20分鐘的時間歸納、組織和回答問題。在20分鐘內(nèi)完成一篇短文，ETS建議考生的寫作長度是150225詞;寫作過程中，隱去的文章會重現(xiàn)，考生可以閱讀、參考。此外，寫作要求也會出現(xiàn)在屏幕上。屏幕上的時鐘開始計時?？忌詈笠赃B貫而有邏輯的方式對聽力段落中的主要觀點進(jìn)行概括，并且解釋聽力段落中的這些觀點是如何與閱讀段落中的觀點相關(guān)聯(lián)的。,Note:考生在復(fù)述所聽資料與所讀資料的關(guān)系時，要用不同的語言和方式，不能大段摘抄原文材料，否則會被認(rèn)為是剽竊。,綜合寫作評分

4、要求,1）在20分鐘內(nèi)完成一篇短文，ETS建議考生的寫作長度是150225詞； 2)閱卷者將根據(jù)考生所寫文章內(nèi)容的準(zhǔn)確性和完整性以及遣詞造句水平的高低給分; 3)充分理解題目的要求，找出閱讀短文以及聽力材料中的主要信息，包括隱含信息，以及這兩個材料中信息的相關(guān)性;,綜合寫作評分要求,4)對每一條主要信息，考生最好能提供一定的細(xì)節(jié)或事實來支持它; 5)文章不要求應(yīng)試者表達(dá)自己的觀點，只要求應(yīng)試者用自己的語言全面而準(zhǔn)確地再現(xiàn)閱讀、聽力材料中的主要信息。必要的時候，可引用原文中的內(nèi)容，但只能意譯，不能生搬硬抄，否則會有剽竊嫌疑。,綜合寫作5分標(biāo)準(zhǔn),閱讀內(nèi)容準(zhǔn)確把握要點； 聽力內(nèi)容準(zhǔn)確把握要點以及細(xì)節(jié)

5、； 閱讀與聽力之間的關(guān)系闡述清楚； 可以容忍一些語言上的不至于影響理解的小錯誤。,綜合寫作4分標(biāo)準(zhǔn),閱讀內(nèi)容準(zhǔn)確把握要點，但若大段抄閱讀內(nèi)容則會扣分； 聽力內(nèi)容準(zhǔn)確把握要點，但如果細(xì)節(jié)遺漏（或?qū)戝e）得4分； 閱讀與聽力之間的關(guān)系闡述或有不清楚之處； 語言上出現(xiàn)了影響理解文章的某些嚴(yán)重錯誤。,綜合寫作3分標(biāo)準(zhǔn),閱讀內(nèi)容把握要點，但若大段照抄閱讀內(nèi)容則會扣分； 聽力內(nèi)容漏掉（或?qū)戝e）一個要點直接得3分； 閱讀與聽力之間的關(guān)系闡述不清或有錯； 語言上出現(xiàn)了較多錯誤以至于影響理解。,綜合寫作2分標(biāo)準(zhǔn),大段照抄閱讀內(nèi)容； 聽力內(nèi)容有要點以及細(xì)節(jié)，但如果漏掉（或?qū)戝e）兩個要點得2分； 閱讀與聽力之間的關(guān)系

6、沒有闡述清楚； 闡述自己觀點； 語言上出現(xiàn)了較多錯誤。,綜合寫作1分標(biāo)準(zhǔn),寫了聽力和閱讀內(nèi)容中的只言片語。,綜合寫作0分標(biāo)準(zhǔn),寫的不是英文； 寫的不是正常人類能夠看懂的字符； 寫的內(nèi)容跟閱讀和聽力完全沒有關(guān)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

7、 many records of what she 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 sa

8、le. Although the professional 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 reco

9、gnized it as a portrait of 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,

10、the sketch communicates definite 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

11、portrait. Third, although the 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 17

12、80s and early 1790s, exactly the period when JaneAusten was the age of the girl in the painting.,題材不確定,聽力,電腦打字,綜合寫作難點,1)這種題型在國內(nèi)極為少見，考生對這種題型幾乎沒有什么實戰(zhàn)經(jīng)驗，且與此相關(guān)的參考資料相對較少，使很多剛接觸新托福的考生感到無所適從; 2)由于讀、聽兩個輸入環(huán)節(jié)與寫這個輸出環(huán)節(jié)緊密相連，無論前面哪一個環(huán)節(jié)出現(xiàn)了障礙，都會影響到下面的寫作環(huán)節(jié)。而聽力對大多數(shù)中國考生來說又都是弱項; 3)盡管這種題型閱讀部分難度不大，但閱讀材料在寫作時的再現(xiàn)，會導(dǎo)致一些寫作能力差的

13、考生照搬原文，而不能用自己的語言完成答題，最后導(dǎo)致分?jǐn)?shù)過低。,結(jié)構(gòu)式筆記 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,無結(jié)構(gòu),無關(guān)系,漏觀點,L,M 1. Ex 2. Ex 3. Ex:,R,

14、M 1. Ex 2. Ex 3. Ex:,Reading,以詞為單位,L,R,M: hyd FC promis/ alter advan hyd ava/renew Ex: 多gas/ solve pollu Ex: H2Oprodu no CO2 ￥/ Ex: effici/ 少 ener,M: 1. Ex: 2. Ex: 3. Ex:,Reading,夠用即可,以詞為單位,觀點是重點,L,R,M: hyd FC promis/ alter advan hyd available/renew Ex: plentigas/ solve pollu Ex: H2Oprodu no CO2 eco

15、nomi/ Ex: effici/ less energy,M: 1. Ex: 2. Ex: 3. Ex:,例子和解釋是重點,盡可能詳細(xì),以詞為單位,Listening,L,R,M: hyd FC promis/ alter advan hyd available/renew Ex: plentigas/ solve pollu Ex: waterprodu no CO2 economi/ Ex: effici/ less energy,M: hyd not solut to pollut not easily avail Ex: liquor statedifficult storecool

16、ing not practi not solve probl-cars produ hydpollut Ex: coal/oil burn pollut factorypollut expensi Ex: made of pexpen effortreplanot success,綜合寫作聽力,用縮寫表示名詞概念、動詞、部分形容詞 用符號替代邏輯關(guān)系 結(jié)構(gòu)：1、2、3 因果： 轉(zhuǎn)折 增加或減少 大于或小于,The sea otter is a small mammal that lives in waters along the western coast of North America f

17、rom California to Alaska. When some sea otter populations off the Alaskan 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

18、 that there were two possible explanations: environmental pollution or 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

19、 rigs and other sources of industrial chemical pollution. Water samples 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 al

20、ong the Alaskan coast were also declining, indicating that whatever had 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

21、 as the orca (a large predatory whale), could have the same effect, but 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 declin

22、ed greatly, while at others they remained stable. Some experts explained 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 lik

23、ely cause of sea otter decline after all. Well, ongoing investigations have 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 w

24、hat you would expect if infections caused by pollution started killing a lot 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, althoug

25、h orcas may prefer to hunt whales, whales have essentially disappeared from 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 t

26、hat are causing the decline of all the smaller sea mammals mentioned in the 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 w

27、hether the location where they live is accessible to orcas or not. In those 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

28、 of locations where sea otter populations have not declined.,The lecturer and 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 wash

29、ed up the coast suggests that their decline is not caused by sea pollution but 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 arg

30、ues that orcas are likely factors in the disappearance of sea otters, because 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

31、 only explanation for the decline of small sea mammals.,Finally, according to 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 prev

32、alent further validates the predation theory. However, the reading passage points out that changeable environmental factors better explains the varying pattern of sea otter decline. Therefore, the lecturer completely argues against the reading passage.,綜合寫作模式,A完全反駁 B完全贊同 C原因措施,表示反駁類的單詞,differ to ,di

33、sagree with, cast doubt on, conflict with, challenge，refute，confute，contradict，controvert，combat，talkback，re-examine，disprove,表示認(rèn)為，提出的單詞,point out，present，state，think，believe，emphasize，demonstrate，assert，claim，stress，,閱讀 Reading Passage Reading material Writer Author,聽力 Listening Professor Lecturer

34、Arguer Teacher Instructor,模版一,The lecture is mainly discussing _, _ and _ by _, challenging 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 r

35、eading.,Second, the speaker discusses _, Contradicting what is stated in the reading that _.,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 s

36、peaker has totally different ideas on the topics made in the reading.,模版二,The speaker in the lecture principally argues that _（聽力中心大意，一句話歸納）, 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 passage and forwards alternative e