2015年託福滿分作文備考技巧：如何減少扣分點
無論是綜合還是獨立，想拿高分不準備是不行的。那麼，託福寫作中如何寫出近滿分的作文?這就要按照ETS的要求，一步一步將該呈現的內容呈現到位了。
第一，概括和組織。
閲讀文章一般結構清晰，觀點明確，學生往往能一眼看出哪個是中心句，哪個是舉例：這種情況很淺顯，學生只需要挑出中心句，然後稍微換上幾個同義詞，或是改動一下句子結構，閲讀的主要觀點便出來了，而且也不是抄襲閲讀的。另外，在中心句不是很明顯的時候，學生則需要分析給的幾句話，或者是從後文的例子與解釋中，去對應觀點句裏的關鍵詞，這樣就能鎖定文章的主要觀點了。
第二，自制模板。
綜合寫作模版好使，但不見得這個模版是適合你的。有些模版措辭複雜，句式宂長，而使用了這些模版的人，往往是為了將就模版，限制了自己的發揮：每每寫的文章，200個單詞裏面，自創的，只有50個左右。也就是説，除了模版給出來的套話，實際涉及閲讀和聽力觀點和信息的文字，非常的少，內容非常單薄，自然分數不會高過25。
要用模版的話，就用自己的模版。用自己平時説話的`自然方式來表的，形成了自己的思維方式，用起來肯定是相當自然的。怎麼形成自己的模版呢?用至少20道題練手：看自己是習慣先總結聽力觀點，然後與閲讀觀點一一對應去寫，還是聽力觀點和閲讀觀點分成兩部分去概括，然後再集中論述他們的關係;有了框架，就到實質了。論述的時候，一般的學生都只是一句大話帶過，而沒有將足夠的證據或細節擺上。
這個是我們應該杜絕的。只有簡練到位地論述了，才能體現出閲讀和聽力觀點的關係來。論述就應該：1. 合理使用閲讀和聽力的例子，但不是照抄，而要概括;2. 注意例子和觀點的對應，切忌張冠李戴。3. 閲讀聽力缺一不可，要兩條腿走路。
第三，檢查。
文章寫完後，一定要留出至少3分鐘來檢查。尤其是託福(課程)寫作中的基礎拼寫，時態，以及單複數搭配是否有錯，及時更改。
【滿分佳作範文及解析】
【提綱示例】
Agree
1. colorful childhood.
2. responsibility &patience.
3. prevent mental illness.
範文示例
With the gradually raised standard of living, nowadays an increasing number of families raise animal pets,which has evoked a heated discussion among the public. Some claim that raising pets is a sheer waste of time, while others contend that children can actually benefit in important ways from taking care of pets. As for me, I am inclined to support the latter for the following reasons.
To begin with, animal pets can become loyal companions for children,enriching their childhood and embedding in them beautiful memories. By spending time with pets, children can develop close and profound relationships with them, and in turn these cute and cuddly animals can provide for their little masters such wonderful memories that can be cherished for life. I still remember vividly my childhood friend, an adorable cat named Lily. Back that time the most satisfying moment for me was to play with Lily after school. Even the smallest ball of knitting wool could easily draw Lily’s attention, and she would chase the ball I held for minutes. Whenever she became tired or bored, she would always come to me, purring and rubbing her furry little head against my leg. Without Lily my childhood would have never become this colorful. And I believe the same applies to many other children as well. Raising animal pets can indeed help children attain a memorable and desirable childhood.
Moreover, taking care of animal pets is an effective way to help children foster patience and sense of responsibility, which are of great significance for their future development. Owning an animal pet is a major commitment, which means that once the children become a little master, they are obliged to commit a series of complicated duties to ensure the well-being of their pets. For example, they have to prepare the suitable amount of food to feed the pets in time, clean up the mess their pets have made including faeces, and spend regular time to play with the pets every day. In this way, these children can gradually learn to be caring and responsible. Some may even say that owning a pet means no less hardship than raising a child, and I learned this from my own experience with Lily. By taking care of Lily, I have also thoroughly understood the hardships my parents undergone to bring myself up, which taught me to respect my parents more and gave me a deeper understanding of responsibility and patience. Taking care of animal pets can indeed help children march on the path towards maturity.
In addition,animal pets can be psychologically beneficial to children as well. To be more detailed, unlike parents or teachers, pets are never critical and never give orders. They are always loving and their mere presence at home can help provide a sense of security in children. Besides, having an ever-present pet can help ease separation anxiety in children when parents are not around ; having a little pet to be taken care of can teach a child provide love and affection; having the love and companionship of a loyal pet can make a child feel important and help him or her develop a positive self-image. Needless to say, animal pets can indeed guarantee children a mentally healthy development.
