"Raters will also judge your essay based on the complexity of sentence structures and on the quality and complexity of your vocabulary. If you use very simple sentences and very basic vocabulary, you will probably not be able to express very complex ideas." [OG, P260], x/ Y# V5 x5 G$ E3 c# I
但是,不是越复杂越好。
% s2 Y6 k- H* \* a) n* \4 F 就词汇而言,关键是表达的准确性。请参看OG第287页的满分范文1,评语中有这样一句话:The writer does not use high-level vocabulary, but word choice is correct throughout.同时请参看Workbook第57页的范文,同样没有big words,也是满分。 B5 _% Q: M4 ~3 X) e) B1 r
就句式而言,关键是表意准确、流畅且能够变化。但为了达到变化或者准确表达复杂意思的目标,出现一些复杂的句式是很正常的。但一味追求复杂是没有意义的。
( e' l# ]7 q( ^, y! R, q Q: 文字是不是越正式(formal)越好?8 D+ C8 x; W4 z! x5 `0 D# `% ]$ _ |
A: 不是。Independent Writing Task并不偏好formal expressions.只要能把意思表达清楚,并把问题回答好了,就行了。参见OG第288页满分范文2,评语中这样写道:the writer consistently demonstrates command of language and English idioms, especially by using various informal expressions ("Let's assume," "we would all agree," "can make or beak," "come in very handy").
6 Y! D, J# E4 H% I6 m" @ Integrated Task) n9 _: d' v/ p/ {: a
Q: 阅读文章和听力文章中共有几种可能的关系?
( k o# |- l: n3 U# \, a1 L A: There are three kinds of connections between the reading passage and the listening passage.$ H: p+ V/ e( m: E/ O, M
a. The listening passage that challenges the points made in the reading.
- b& r6 K+ ]* r' i/ Z8 G4 o" F b. The listening passage that presents the reasons/ways the problem described in the reading passage is solvable or really not a problem at all.2 a, y) @) a' q5 @
c. The listening passage that supports the points made in the reading.* i9 ?9 }% ]. i) S1 ?* E! v
[OG, P252] [Workshop Manual, P41]+ Z" o' e- `) U0 t, ?% P
目前考的都是Contrast题目(只有一次考到了Solution,但也和Contrast差不多),预计在不久的将来也不会有太大变化。根据ETS高级专员(Assessment Specialist II)Susan Hines [Dec, 2006]的说法,目前题库中还没有出过关于support的题目("Comparison is not available now."),所以建议大家主要针对contrast题目进行训练,偶尔也可以用朗文的光盘训练一下solution的写法。4 E1 p: ?# s2 I. j( p4 q* p L
Q: 阅读文章和听力文章之间一般会有几点相关联?6 d3 S) m, o8 ^8 `
A: "Typically the main idea will be developed with three points." [OG, P252]# }& s& \1 v3 z% A. C
Q: 文章中可不可以出现自己对所谈问题的看法?
9 U9 I0 r9 Q9 B' z8 ]3 R A: "Remember that you are NOT being asked for your opinion. You ARE being asked to explain how the points in the listening relate to points in the reading." [OG, P253]( A# P& h% U3 k: x
Q: 写作的时候可不可以照搬阅读和听力中的原话?
7 D- B6 y& ^3 d) J, G L' b A: 总的来讲,照搬原文是不可以的。关键词可以不变,但是整体内容必须被paraphrase出来,特别是阅读材料里面的内容。
7 q% D6 u2 B; w4 B* {; h$ Y1 Q+ A "In English-speaking countries, you must follow the rules for citing when you use the same words of the original speaker or author. If you do not do this, it is considered a form of intellectual stealing, called plagiarism. While this may be accepted in some cultures, it is not acceptable in most English-speaking academic settings. Therefore, paraphrasing skills are important to learn." [TOEFL iBT Tips, P29]
! G8 L: w% S; ?! {5 S, J "Restatement and paraphrasing is, of course, needed." [Susan Hines, Dec., 2006]
) d" V1 I4 ~3 w Q: 5分和4分的区别在哪里?. I0 g% m) ^- P, R
A: "A response that scores at level 4 has many of the characteristics of a 5, but it does not reflect the content of the listening passage as accurately." [Workshop Manual, P45]' o) C7 ^. Q& ~2 |5 R$ C
Q: 高分(5分、4分)和3分的区别在哪里?
( t/ |. O# B2 N9 g9 L" N. y: v A: "The response may omit one major key point made in the lecture." [Workbook, P7]
" {. o9 M! r# P8 B4 j% Z" u2 o "Response generally cannot receive a score higher than 3 if they do not address all three points and usually need to address two of the points of contrast." [Workbook, P11]6 H8 U9 O& K* D( Q9 g2 U
"Responses that earn a score of 3 respond to the prompt, but they are vaguer than either 4 or 5 responses. Some details might be incorrect or altogether missing and inaccuracies increase. This combination may cause the reader to be slightly confused." [Workshop Manual, P46]
+ ?3 S) T0 s1 d1 J All Writing Tasks
3 f' b* }( ?- J- ^7 K( ~' x$ Z Q: 高分(5分和4分)和低分(1~3分)在评分程序上有什么区别?
, N3 R' E5 L1 Q3 G A: 总的来讲,高分(4和5分)的文章要符合评分标准上的所有要求才能评为高分,但是低分文章(1到3分)只要符合评分标准的某一条就可以评为低分。2 }4 a+ \6 G; s0 e# ` L3 M f' D
"In general, responses should be scored at the highest levels (4 or 5) if all the score descriptors fit the response. In contrast, a response should be scored at one of the lower levels (3, 2, or 1) if some or any of the score descriptors noticeably fit the response." [OG, P267] |