2017年5月托福寫作真題回憶及范文賞析(三)

　　綜合

　　閱讀：針對(duì)海洋生物大量死亡，提出了三種理論

　　1. 他們住在lagoon 里，跟海洋連接，有海水流進(jìn)去，后來(lái)發(fā)生地震切斷了與海洋的連接，導(dǎo)致水干了，他們就都死。

　　2. 致死的病毒導(dǎo)致的。并類比了，現(xiàn)在dolphin 的例題，他們也是病毒致死的

　　3. algal boom. 海藻瘋長(zhǎng)，小的動(dòng)物吃海藻，海藻產(chǎn)生毒素，捕食者又吃小動(dòng)物，所以都被毒死了。

　　聽(tīng)力：閱讀三種理論站不住腳

　　1. 如果水干了的話，會(huì)產(chǎn)生minerals ，但是實(shí)際上并沒(méi)有發(fā)現(xiàn)，所以閱讀的假設(shè)不成立。

　　2. 病毒也不可能。因?yàn)椴《静豢赡軐?dǎo)致大面積的生物死亡，它只會(huì)想象一個(gè)種類，不同的動(dòng)物種類差異太大。

　　3. 海藻確實(shí)可以產(chǎn)生毒素，但是問(wèn)題是有一些并不吃動(dòng)物的食草動(dòng)物，但是它們也死亡了，所以對(duì)于這一點(diǎn)，不能得到合理的解釋。

　　Sample Answer:

　　The reading lists three reason of the decline of marine organism and the professor contradicts all those theories perspectively.

　　First, the professor fights against the reason in the reading that the earthquake cut down the connection between two parts of water, which directly caused the death. She explains that the minerals would have occurred at that point if there were no water, but actually, we didn't find any mineral there. Hence, what the reading passa ge indicates are not convincing.

　　As to the deadly virus, the professor also makes it impossible for the reason that the virus couldn't kill most sea animals there; rather, they may just kill certain specie due to the huge difference between species. That is to say, even the example of dolphin mentioned in the passage cannot explain this phenomenon.

　　Third, about the algal boom. The passage insists that the small animals was infected by the virus in alga, and soon spread to the predators. However, the professor mentions a fact that those herbivore who had no chance to be infected were also killed. Therefore, the booming of alga cannot explain why those herbivore also dead in this part of ocean.(words:194)

　　獨(dú)立

　　At some universities, students take part in making decisions about the issues that affect daily life of everyone on campus, such as how many hours that the libraries should be open each day or what kinds of food should be served in the cafeteria. But at some universities, experts are hired to make these decisions, students almost never involved. Which approach do you prefer and why.

　　解題思路：

　　同意學(xué)生做決定：

　　1. 更方便學(xué)生的生活和學(xué)習(xí)

　　2. 為學(xué)校節(jié)約資金

　　3. 讓步，學(xué)生的決定也要慎重考慮。

　　Sample Answer:

　　Even though overprotective education has been opposed for most modern educational theories, some parents, even some universities authorities, still keep the students out of decision-making. As a college student, I strongly fight against those so-called protect and ask for being the master of my own school life.

　　I think the worst consequence is that students may lose their ability to make decision alone if they are not allowed to arrange their college events. College students are almost at the age over 16 and most of them are persons of full age and capacity, whose rights approved by laws. At the end of school time in their life, they have been taught how to make right decision for many years and of course, they have learned how to be responsible for their own behaviors. However, if this chance is deprived, they will feel frustrated after graduation due to the lack of certain ability to arrange their work and life, let alone being the principal of the whole working project. Since the laws have already recognized their ability, there is no reason for the school to object.

　　Apart from the capacity- building, enrollment rate is another factor that can't be ignored. According to the recent survey conducted by National Education Sector, only 30% of universities whose student unions are authorized to make the daily decision, while the number of applicants who claim that they took the decision-making program into consideration when submitting applications tops 80%. That means the amount of ideal universities cannot meet the need of those strongly-desired applicants. Therefore, letting students to make own decisions on school events is absolutely a good way for those university who want to attract more students.

　　Some may worry that decision given by students may have one or two downsides. For instance, some students might take it personally by considering their own benefit rather than public interest. However, in light of above-mentioned possibility, I suggest that the school authority to build up a supervisory mechanism, and make a rule that those important events should be publicly displayed and encourage other students to get involved in supervision. Thus, this practice will leave nothing to be worried about. Therefore, even though many jobs came together to make a school a school, but a school becomes a promised land only when students who study in it try to make themselves the owners.

　　(words:394)