如何在托福独立写作中梳理自己的逻辑及组织自己的语言
如何在托福独立写作中梳理自己的逻辑及组织自己的语言?相信大家都很想知道。为了帮助大家备考托福写作，下面小编给大家带来相关内容!
如何在托福独立写作中梳理自己的逻辑及组织自己的语言
01
class
我们先来看托福写作逻辑梳理：
由于很多同学在写作的过程中受到中式思维的影响，导致写出来的作文具有很浓的中式英文。因此，我们有必要先了解中英文逻辑的差异，只有这样大家才能很好地避免中式表达。
1
中文逻辑是什么?
中文逻辑就是意境逻辑，说得通俗一点就是：前后信息是断层或缺少联系的，接收信息的人需要对这些已知信息进行脑补。
比如说，小明上课迟到了，中国老师问：“小明，你为什么迟到?” 小明若无其事的样子说：“老师，外面下雨了。” 当听到小明的回复之后，老师一般能理解他为什么会迟到，因为老师可能会这样想：这小子可能在路上躲雨，导致耽搁了上课的时间。注意老师在这里进行了自己的脑补，因为小明可能不是在路上躲雨而耽搁了上课的时间，但是老师不在意。
2
英文逻辑是什么?
而外国人遇到这种情况一定会出现黑人问号脸，“what? what are you talking about?”因为老外的逻辑是直白逻辑，即因为“爱”，所以“爱”的逻辑。这是借助一首老歌的歌名来解释外国人的逻辑，但不要误认为这是和“爱情”有关，这里只是在说前后的信息要有相同的地方。
在此，再给大家讲一个有趣的故事：有个外国人自认为自己的中文很好，所以我们为了证明他学的是假中文就给他出了一道题目：小李和小周正在讨论小陈，这时小陈出现了。小李就说：“说曹操，曹操就到”。请问谁到了?以下三个选项，你选哪个?
A, 曹操，B, 刘备，C, 小陈
老外会毫不犹豫地选A,因为他的思维很直白：说曹操，曹操就到嘛。
好，回到“小明迟到的例子”。如果小明这样解释，外教老师可能会豁然开朗：老师，由于外面下雨，我今天穿的鞋子鞋底打滑，使得我走路慢了一些，从而耽搁了上课的时间。
3
中英文的逻辑差异
中文靠脑补，英文要直白
4
托福举例
只有明白了中英差异，我们才能很好地在托福写作中清晰地意识到是否出现了中式表达。
一起来看道托福写作真题：
?Do you agree or disagree with the following statement：
?Future career success relies more on relating to other people than on studying hard at school.
先给大家补充一下背景知识：由于今天讲的是逻辑，而逻辑主要出现在文章的中间段解释部分，所以先给大家补充一下中间段的结构：主题句+解释+细节。
背景知识进一步补充：主题句结构：A can be of great benefit to B。
注意事项：A为题中已知信息，B为自己思考信息。
回到真题上面，我的观点是在学校努力学习更重要，那我的其中一个主题句就是：To begin with, studying hard at school can be of great benefit to students’ competitiveness improvement, which may conceivably give them a competitive edge in obtaining the future career success.
先找出主题句中的A和B，即：studying hard为A，competitiveness improvement为B。
5
如何用英文逻辑进行解释主题句呢?
方法：不断对B进行同义转述再倒推到A上面
因此它的逻辑是：improve competitiveness(B)的同义词是become more competitive，而more competitive的同义词是try to improve themselves，find out their weaknesses是提高自己的前提，所以也可以认为它们是同义词，然后反思自己可以发现自己的缺点，最后努力学习是一个自我反思的过程(a process of reflecting on themselves)。
02
class
语言组织：
在完成逻辑思考之后，需要把这些信息组织起来，这就考察学生的语言组织能力。一般我在课堂上会给学生一些句型来帮助他们进行有效地语言组织
如：This is because SVO, which +从句。Once/If/When+从句，SVO, doing.
因此，最终的主题句和解释是这样呈现的：To begin with, studying hard at school can be of great benefit to students’ competitiveness improvement, which may conceivably give them a competitive edge in obtaining the future career success.This is because hard work at school is a process of reflecting on oneself, which may allow those industrious students to find out their weaknesses. Once they realize their demerits, they may put all their efforts to improve themselves, ending up becoming more competitive.
托福写作范文：The Historical Significance of American Revolution
The ways of history are so intricate and the motivations of human actions so complex that it is always hazardous to attempt to represent events covering a number of years, a multiplicity of persons, and distant localities as the expression of one intellectual or social movement; yet the historical process which culminated in the ascent of Thomas Jefferson to the presidency can be regarded as the outstanding example not only of the birth of a new way of life but of nationalism as a new way of life. The American Revolution represents the link between the seventeenth century, in which modern England became conscious of itself, and the awakening of modern Europe at the end of the eighteenth century. It may seem strange that the march of history should have had to cross the Atlantic Ocean, but only in the North American colonies could a struggle for civic liberty lead also to the foundation of a new nation. Here, in the popular rising against a “tyrannical” government, the fruits were more than the securing of a freer constitution. They included the growth of a nation born in liberty by the will of the people, not from the roots of common descent, a geographic entity, or the ambitions of king or dynasty. With the American nation, for the first time, a nation was born, not in the dim past of history but before the eyes of the whole world.
托福写作范文：Children’s numerical skills
People appear to born to compute. The numerical skills of children develop so early and so inexorably that it is easy to imagine an internal clock of mathematical maturity guiding their growth. Not long after learning to walk and talk, they can set the table with impress accuracy---one knife, one spoon, one fork, for each of the five chairs.
Soon they are capable of nothing that they have placed five knives, spoons and forks on the table and, a bit later, that this amounts to fifteen pieces of silverware. Having thus mastered addition, they move on to subtraction. It seems almost reasonable to expect that if a child were secluded on a desert island at birth and retrieved seven years later, he or she could enter a second enter a second-grade mathematics class without any serious problems of intellectual adjustment.
Of course, the truth is not so simple. This century, the work of cognitive psychologists has illuminated the subtle forms of daily learning on which intellectual progress depends. Children were observed as they slowly grasped-----or, as the case might be, bumped into----- concepts that adults take for quantity is unchanged as water pours from a short glass into a tall thin one. Psychologists have since demonstrated that young children, asked to count the pencils in a pile, readily report the number of blue or red pencils, but must be coaxed into finding the total. Such studies have suggested that the rudiments of mathematics are mastered gradually, and with effort. They have also suggested that the very concept of abstract numbers------the idea of a oneness, a twoness, a threeness that applies to any class of objects and is a prerequisite for doing anything more mathematically demanding than setting a table-----is itself far from innate.
托福写作范文：Modern American Universities
Before the 1850’s, the United States had a number of small colleges, most of them dating from colonial days. They were small, church connected institutions whose primary concern was to shape the moral character of their students.
Throughout Europe, institutions of higher learning had developed, bearing the ancient name of university. In German university was concerned primarily with creating and spreading knowledge, not morals. Between mid-century and the end of the 1800’s, more than nine thousand young Americans, dissatisfied with their training at home, went to Germany for advanced study. Some of them return to become presidents of venerable colleges-----Harvard, Yale, Columbia---and transform them into modern universities. The new presidents broke all ties with the churches and brought in a new kind of faculty. Professors were hired for their knowledge of a subject, not because they were of the proper faith and had a strong arm for disciplining students. The new principle was that a university was to create knowledge as well as pass it on, and this called for a faculty composed of teacher-scholars. Drilling and learning by rote were replaced by the German method of lecturing, in which the professor’s own research was presented in class. Graduate training leading to the Ph.D., an ancient German degree signifying the highest level of advanced scholarly attainment, was introduced. With the establishment of the seminar system, graduate student learned to question, analyze, and conduct their own research.
At the same time, the new university greatly expanded in size and course offerings, breaking completely out of the old, constricted curriculum of mathematics, classics, rhetoric, and music. The president of Harvard pioneered the elective system, by which students were able to choose their own course of study. The notion of major fields of study emerged. The new goal was to make the university relevant to the real pursuits of the world. Paying close heed to the practical needs of society, the new universities trained men and women to work at its tasks, with engineering students being the most characteristic of the new regime. Students were also trained as economists, architects, agriculturalists, social welfare workers, and teachers.
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