10月分以來(lái)參加考試的托?？忌龇趾蠖加^察到這樣一個(gè)特點(diǎn)，模板或者說(shuō)套路用的特別“扎實(shí)”的考生，換句話說(shuō)，就是用一個(gè)模板就能套所有考題的寫(xiě)作文章，能夠得到的平均分?jǐn)?shù)從20-22驟降到17-19甚至更低。比如獨(dú)立寫(xiě)作我們很多同學(xué)經(jīng)常用到的開(kāi)頭段能寫(xiě)60字左右的模板是這樣的：

Nowadays there is a heated debate about+（獨(dú)立寫(xiě)作題干中的topic）。Some people believe+ （題干中的正面選項(xiàng)）。Others believe+（題干中的反面選項(xiàng)）。But in my opinion, I believe+（題目中的正面或反面選項(xiàng)）。Here are my reasons.

這個(gè)模板看起來(lái)字?jǐn)?shù)很多，但實(shí)際上并沒(méi)有表達(dá)任何的實(shí)際內(nèi)容。我們觀察這幾個(gè)選項(xiàng)，能夠看到，除了咱們模板自己的內(nèi)容，這種文章的開(kāi)頭是把題目里面的信息抄了四遍而已。這種萬(wàn)能開(kāi)頭，看似說(shuō)了一些什么，卻其實(shí)什么都沒(méi)說(shuō)，恰好命中了官方指南里面已經(jīng)說(shuō)明的 “評(píng)分者不希望看到的無(wú)意義開(kāi)頭”。所謂無(wú)意義有兩個(gè)方面，第一是字?jǐn)?shù)很多卻沒(méi)有任何的展開(kāi)說(shuō)明，在這個(gè)模板里面，體現(xiàn)為 “僅僅把題目抄了幾遍”。無(wú)意義的第二個(gè)方面，就是這種開(kāi)頭可以 “不加思索” 地用在每一篇文章，也就是說(shuō)，不涉及任何“產(chǎn)生內(nèi)容”的“寫(xiě)作能力”。這種開(kāi)頭段是會(huì)被扣分的。當(dāng)然，確實(shí)有一個(gè)流派的考生不愛(ài)寫(xiě)開(kāi)頭段，他們只在開(kāi)頭段表達(dá)自己的立場(chǎng)。他們的寫(xiě)法是：

I do not agree/I agree with the statement that ..., for the following reasons.

或者再加一句話描述一下對(duì)立方的觀點(diǎn)

Many people believe .... However, I argue that ....

這種展示雙方觀點(diǎn)的沖突的寫(xiě)法，寫(xiě)成第二種格式已經(jīng)到頭了。對(duì)比前面的開(kāi)頭我們發(fā)現(xiàn)，第二種寫(xiě)法只要只要遣詞造句得當(dāng)，也是能在讀者的理解中囊括所有我們最開(kāi)頭那個(gè)把題目抄四遍的模板的所有信息的。換言之，開(kāi)頭那種模板扣分的原因是 “本來(lái)能夠以更少的字?jǐn)?shù)說(shuō)明白的事情寫(xiě)了更多更冗長(zhǎng)，意味著作者的寫(xiě)作能力不強(qiáng)”。

托福寫(xiě)作，甚至一般的英文essay的開(kāi)頭段都需要出現(xiàn)的內(nèi)容，如果要認(rèn)真寫(xiě)，都會(huì)包括如下的內(nèi)容↓↓↓

1. 如果題目給出的問(wèn)題比較籠統(tǒng)，那么我們需要在開(kāi)頭段把籠統(tǒng)的問(wèn)題進(jìn)行細(xì)化。

2. 如果題目給出的問(wèn)題比較明確，我們可以在開(kāi)頭段對(duì)“為什么這個(gè)問(wèn)題值得寫(xiě)一篇文章討論”這個(gè)問(wèn)題進(jìn)行一個(gè)簡(jiǎn)單的背景情況分析。

3. 在對(duì)題目的大話題進(jìn)行解讀以后，Some people think... Other people think這種對(duì)雙方觀點(diǎn)的說(shuō)明的句子不是不能寫(xiě)。但是如果寫(xiě)，必須有一定的簡(jiǎn)單的解釋說(shuō)明，說(shuō)明每方觀點(diǎn)的為什么同意的大概理由。展開(kāi)尺度大概就是論證段的開(kāi)頭句尺度，千萬(wàn)不能多寫(xiě)，因?yàn)槲覀円汛罅康恼撟C留給我們的開(kāi)頭段。在這里介紹雙方的觀點(diǎn)的目的是為了吸引讀者注意力，或者給讀者進(jìn)行一些論證的預(yù)熱。告訴他，咱們的文章接下來(lái)會(huì)在這個(gè)大的方向上進(jìn)行詳細(xì)的論證。

4. 當(dāng)然，并不是所有的文章都需要介紹雙方觀點(diǎn)。但是所有的文章都必須在開(kāi)頭段都必須出現(xiàn)我們的文章的立場(chǎng)。這里面的立場(chǎng)就可以，在我們對(duì)題目中提出的問(wèn)題進(jìn)行解讀了以后（使用1中或者2中的策略，取決于題目的問(wèn)題是不是足夠詳細(xì)），順帶著寫(xiě)下去，I believe that ....

下面我們看幾個(gè)開(kāi)頭段示例：

2016-9-3. What is the most useful action for people to help environment in their local communities?

-Plant trees and create parks;

-Persuade local shops to stop providing plastic bags for consumers;

-Increase access to public transportation (such as buses and trains), and reduce the automobiles on roads.

開(kāi)頭段:

Many people who work in Beijing today drive between home and work, as illustrated by the huge traffic jams during rush hours. The private cars have become the major culprit of the environmental problems that we have here in Beijing. Not only are they emitting polluting gases, but they also occupy too much space, which would otherwise be used to create public parks or gardens, as parking lots. Therefore, I think, to help improve the environment of the local community, we should increase access to the public transportation to reduce traffic on the roads and the pollution in the air. The other two options, planting trees and creating parks, or persuading local shops to stop providing plastic bags for consumers, are either partially effective orcompletely irrelevant to the problem.

觀察到help environment 比較籠統(tǒng)，所以這里開(kāi)門(mén)見(jiàn)山先提出詳細(xì)的我們論證中需要出現(xiàn)的問(wèn)題（使用了1中的“定義問(wèn)題”的寫(xiě)作手法）。其中第一句話是時(shí)代和地點(diǎn)大背景，第二句話開(kāi)始是對(duì)環(huán)境問(wèn)題的簡(jiǎn)要描述。從Therefore 開(kāi)始是我們的觀點(diǎn)，里面大概說(shuō)了一下，在我們定義的環(huán)境問(wèn)題下，幾個(gè)選項(xiàng)分別有什么程度的有效性。注意，我們并沒(méi)有做大概的展開(kāi)，而是僅僅對(duì)他們簡(jiǎn)單進(jìn)行了評(píng)價(jià)，因?yàn)檎撟C的大頭在后面。

******

2016-10-16. Many schools require young children (aged 5-11) to work together in a small group instead of working alone to learn many activities. Do you think this is a good idea?

開(kāi)頭段:

There is something particularly interesting to know about China. The kids who were born after the year of 2000 often are the only child in their families. As a result, when they grew up, they did not usually have the chance to work with others. What they did most was just play, rest, and study alone. Therefore, if the schools require the young students to work together, the students will have the precious opportunity to start to practice team working, which is the essential skill when they grow up and want to seek for a satisfying job.

這篇文章提出的問(wèn)題比較詳細(xì)了，所以我們直接細(xì)化問(wèn)題到中國(guó)目前的獨(dú)生子女現(xiàn)狀（用到了2中的“背景情況設(shè)定”寫(xiě)法）。在接下來(lái)的論證段中，我們就有了具體的舉例的落腳點(diǎn)，就不怕沒(méi)有細(xì)節(jié)可以寫(xiě)了。

******

2016-3-11. Do you agree or disagree with the following statement? Students do readings by their own personality is as important as, or more important than readings assigned by teachers.

開(kāi)頭段:

As young students go college, they will face an entirely new situation that they have never experienced in their previous educational institutions. In college education, rather than listen to the instructors' lecturing alone, most students will have to acquire new pieces of knowledge by reading intensively. As a result, the books that the students choose to read will have a great impact on the quality of such acquisition.

But how do they know what books to pick up? Some people argue that the professor should assign readings to students because, as experts in their fields, the professors will always give students the best books available. But other people contend that it is only when the students are highly motivated that they will have the best learning result, and such motivation can be achieved by allowing students to choose the books to read according to their own personality. However, I do not think the two views are contradicting. I believe that the former is as important as the latter, for the following reasons.

這個(gè)開(kāi)頭段中，我們使用了更復(fù)雜的結(jié)構(gòu)。開(kāi)頭段寫(xiě)了兩段（開(kāi)頭段可以寫(xiě)兩段，這個(gè)大家都沒(méi)疑問(wèn)吧？這么長(zhǎng)的開(kāi)頭如果寫(xiě)成一段，不論是讀者還是考官，讀起來(lái)都會(huì)感覺(jué)眼睛不適的）。

開(kāi)頭段第一段仍然使用了我們前面的1和2的寫(xiě)作技巧，對(duì)論證的社會(huì)大背景進(jìn)行限定（進(jìn)入大學(xué)），然后說(shuō)明了“這個(gè)問(wèn)題為什么值得拿出來(lái)討論（讀什么書(shū)決定了我們的獲得的知識(shí)的質(zhì)量）”。然后這里我們沒(méi)有強(qiáng)硬采取3中的“雙方觀點(diǎn)解讀”。而是靈活了一下采用了“兩個(gè)選項(xiàng)的特點(diǎn)分析”。在開(kāi)頭段僅進(jìn)行分析而不進(jìn)行論證是一個(gè)比較討巧的方式。因?yàn)槲覀兛梢栽诘搅司唧w的論證段中，不再有太多的鋪墊壓力。同時(shí)開(kāi)頭段可以內(nèi)容比較豐富，不會(huì)顯得全文“頭輕腳重”。到了論證段以后，也可以減小鋪墊的壓力，對(duì)開(kāi)頭已經(jīng)展開(kāi)過(guò)的內(nèi)容進(jìn)行一個(gè)快速的總結(jié)型復(fù)述，進(jìn)入論證過(guò)程。

這篇文章經(jīng)過(guò)特點(diǎn)展開(kāi)后，我們發(fā)現(xiàn)兩者其實(shí)哪個(gè)選項(xiàng)都沒(méi)有對(duì)另一個(gè)選項(xiàng)有“壓倒性”的優(yōu)勢(shì)。這里我們就順勢(shì)而為，寫(xiě)成“平衡展開(kāi)”型的中立觀點(diǎn)（“as important as”）。這時(shí)我們需要說(shuō)清楚的是兩者分別在什么條件下能夠相輔相成使學(xué)生在學(xué)校的學(xué)習(xí)能夠更有效果。中立觀點(diǎn)最不能寫(xiě)的就是兩個(gè)觀點(diǎn)“各說(shuō)各話”，最終導(dǎo)致全文失去了coherence，變成了一篇不知所云的拼貼文，或者讓人感覺(jué)到是兩篇文章的開(kāi)頭段。平衡展開(kāi)（中立立場(chǎng)）是一個(gè)比較復(fù)雜的話題，今后有機(jī)會(huì)會(huì)在其他文章中單獨(dú)說(shuō)明。

同學(xué)們可以試著在這幾個(gè)開(kāi)頭段之下，試著找出開(kāi)頭段已經(jīng)暗示給讀者的各段立場(chǎng)，寫(xiě)出兩個(gè)分論點(diǎn)（第一題有三個(gè)分論點(diǎn)）。感覺(jué)一下是不是這樣的開(kāi)頭以后，論證段的展開(kāi)會(huì)更有聚焦更好寫(xiě)了？

這幾個(gè)開(kāi)頭段，如果格式熟練以后，大概寫(xiě)作用時(shí)會(huì)在6-10分鐘左右。同學(xué)們可以根據(jù)這個(gè)時(shí)間估算自己論證段幾個(gè)論點(diǎn)大概各需要多久寫(xiě)完。