10月分以來參加考試的托?？忌龇趾蠖加^察到這樣一個特點，模板或者說套路用的特別“扎實”的考生，換句話說，就是用一個模板就能套所有考題的寫作文章，能夠得到的平均分數從20-22驟降到17-19甚至更低。比如獨立寫作我們很多同學經常用到的開頭段能寫60字左右的模板是這樣的：

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

這個模板看起來字數很多，但實際上并沒有表達任何的實際內容。我們觀察這幾個選項，能夠看到，除了咱們模板自己的內容，這種文章的開頭是把題目里面的信息抄了四遍而已。這種萬能開頭，看似說了一些什么，卻其實什么都沒說，恰好命中了官方指南里面已經說明的 “評分者不希望看到的無意義開頭”。所謂無意義有兩個方面，第一是字數很多卻沒有任何的展開說明，在這個模板里面，體現為 “僅僅把題目抄了幾遍”。無意義的第二個方面，就是這種開頭可以 “不加思索” 地用在每一篇文章，也就是說，不涉及任何“產生內容”的“寫作能力”。這種開頭段是會被扣分的。當然，確實有一個流派的考生不愛寫開頭段，他們只在開頭段表達自己的立場。他們的寫法是：

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立方的觀點

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

這種展示雙方觀點的沖突的寫法，寫成第二種格式已經到頭了。對比前面的開頭我們發(fā)現，第二種寫法只要只要遣詞造句得當，也是能在讀者的理解中囊括所有我們最開頭那個把題目抄四遍的模板的所有信息的。換言之，開頭那種模板扣分的原因是 “本來能夠以更少的字數說明白的事情寫了更多更冗長，意味著作者的寫作能力不強”。

托福寫作，甚至一般的英文essay的開頭段都需要出現的內容，如果要認真寫，都會包括如下的內容↓↓↓

1. 如果題目給出的問題比較籠統(tǒng)，那么我們需要在開頭段把籠統(tǒng)的問題進行細化。

2. 如果題目給出的問題比較明確，我們可以在開頭段對“為什么這個問題值得寫一篇文章討論”這個問題進行一個簡單的背景情況分析。

3. 在對題目的大話題進行解讀以后，Some people think... Other people think這種對雙方觀點的說明的句子不是不能寫。但是如果寫，必須有一定的簡單的解釋說明，說明每方觀點的為什么同意的大概理由。展開尺度大概就是論證段的開頭句尺度，千萬不能多寫，因為我們要把大量的論證留給我們的開頭段。在這里介紹雙方的觀點的目的是為了吸引讀者注意力，或者給讀者進行一些論證的預熱。告訴他，咱們的文章接下來會在這個大的方向上進行詳細的論證。

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

下面我們看幾個開頭段示例：

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)，所以這里開門見山先提出詳細的我們論證中需要出現的問題（使用了1中的“定義問題”的寫作手法）。其中第一句話是時代和地點大背景，第二句話開始是對環(huán)境問題的簡要描述。從Therefore 開始是我們的觀點，里面大概說了一下，在我們定義的環(huán)境問題下，幾個選項分別有什么程度的有效性。注意，我們并沒有做大概的展開，而是僅僅對他們簡單進行了評價，因為論證的大頭在后面。

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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.

這篇文章提出的問題比較詳細了，所以我們直接細化問題到中國目前的獨生子女現狀（用到了2中的“背景情況設定”寫法）。在接下來的論證段中，我們就有了具體的舉例的落腳點，就不怕沒有細節(jié)可以寫了。

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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.

這個開頭段中，我們使用了更復雜的結構。開頭段寫了兩段（開頭段可以寫兩段，這個大家都沒疑問吧？這么長的開頭如果寫成一段，不論是讀者還是考官，讀起來都會感覺眼睛不適的）。

開頭段第一段仍然使用了我們前面的1和2的寫作技巧，對論證的社會大背景進行限定（進入大學），然后說明了“這個問題為什么值得拿出來討論（讀什么書決定了我們的獲得的知識的質量）”。然后這里我們沒有強硬采取3中的“雙方觀點解讀”。而是靈活了一下采用了“兩個選項的特點分析”。在開頭段僅進行分析而不進行論證是一個比較討巧的方式。因為我們可以在到了具體的論證段中，不再有太多的鋪墊壓力。同時開頭段可以內容比較豐富，不會顯得全文“頭輕腳重”。到了論證段以后，也可以減小鋪墊的壓力，對開頭已經展開過的內容進行一個快速的總結型復述，進入論證過程。

這篇文章經過特點展開后，我們發(fā)現兩者其實哪個選項都沒有對另一個選項有“壓倒性”的優(yōu)勢。這里我們就順勢而為，寫成“平衡展開”型的中立觀點（“as important as”）。這時我們需要說清楚的是兩者分別在什么條件下能夠相輔相成使學生在學校的學習能夠更有效果。中立觀點最不能寫的就是兩個觀點“各說各話”，最終導致全文失去了coherence，變成了一篇不知所云的拼貼文，或者讓人感覺到是兩篇文章的開頭段。平衡展開（中立立場）是一個比較復雜的話題，今后有機會會在其他文章中單獨說明。

同學們可以試著在這幾個開頭段之下，試著找出開頭段已經暗示給讀者的各段立場，寫出兩個分論點（第一題有三個分論點）。感覺一下是不是這樣的開頭以后，論證段的展開會更有聚焦更好寫了？

這幾個開頭段，如果格式熟練以后，大概寫作用時會在6-10分鐘左右。同學們可以根據這個時間估算自己論證段幾個論點大概各需要多久寫完。