iBT新托福30分满分作文大赏 8页

iBT新托福30分满分作文大赏很多新托福考试的考友总是在感叹，这个世界上能拿到的好作文实在是太少了，其实很多时候不是这些作文少，而是很多考友没有努力去发掘这些作文。这不是太傻论坛就有考友分享了自己的满分作文。无老师第一时间转过来，推荐给各位考友！拿这些满分作文都该做些什么呢？1看整篇结构，要看一看这些作文的结构是怎么展开的。要仔细的读一下，这些作文每一段的写作目的，到底是支持还是反对，以及哪几段支持，哪几段反对。2看段落结构，要仔细分析在一段之中，每一句话所起到的作用。到底是主题句，还是例证。3看句型多样性，要仔细想想这些作文每一句话说话的分寸。4比对自己的写法。看每一句话的时候，脑中都要思考，这句话中文是什么意思，如果是我自己来写，我会怎么写！并且在下一篇自己的作文中替换为这些用法。5用词多样性和准确性。6如果有需要的话，再背一下是最好的了，没有输入就没有输出吗！比如：Inthiscase,computerasarepresentativeofmoderntechnologyplaysanegativeroleinlearninginformation. 这句话，我们自己很有可能写的就是，Inthiscase,computerthatisaequipment ofmoderntechnologyhaveabadeffect  inlearninginformation. 这里的差距就很十分明显了！因此，当给你美的东西，还要有一双发现美的眼睛！2011-8-2IndependentWritingDoesmoderntechnologyhelpstudentslearnmoreinformationandlearnitmorequickly? Marvelousasitlooksatfirstsight,moderntechnologydoesnothelpstudentslearninformationatagreaterspeedandwithhigherefficiencyinmostcases;oritcouldworktowardstheoppositedirectionwhichledstudentstolosetheirinitiativetolearnandexplore. Firstofall,onepropertyofmoderntechnologyislatentlyharmfultoanylearningmind–itdistracts.Onethingwefeelaboutwhenwearesearchingforinformationonlineisthattheinternet,asanoutstandingexampleofmoderntechnologyandevenregardedastheinnovatorofeducation,providesuswithnotonlyrelevantresultstomakeuseof,but alsoexternallinkstoclick.MorethanonceIturnedonmycomputertocheckschoollibraryforresources,butendedupwatchingYoutubevideos.Inthiscase,computerasarepresentativeofmoderntechnologyplaysanegativeroleinlearninginformation.Wedoacquiremoreinformationwiththeconvenienttool,yetmostofthemareirrelevantandintheendprocrastinatingwouldlowerourlearning. Also,studentswouldeasilybecomedisorientedinthehugeseaofinformation.Althoughmoderntechnologycouldequipuswitheasyaccesstoinformation,thehugeamountofresourceswouldactuallyleaveusdiscombobulated.Therefore,itisonlywepossessinformationmorequicklyratherthanwelearnitmorequickly.AnillustratingexampleismyexperiencewithaHKdigitallibrarywhichstoresalmostallthebooksIdesire.AtfirstIenjoyeddownloadingthemfromthedatabase,however,onemonthlaterIendedupwithhundredsofbooksstoredinmyhardwareyetnoneofthemfinishedoreverclicked. Furthermore,moderntechnologygivesstudentsanillusionthatinformationandrealknowledgeiseasytolearn–justbyclickingmouseorwatchingvideos.Butinfactthisformsonlythefirststeptowardsusefulinformationandeffectivelearning,aslearningofanykindrequiresfullconcentrationandinteractivethinking,whicharealmostabsentinthepocessofpopulare-learningexperience.Tosummarize,moderntechnologydoesnothelpstudentslearnmoreinformationandlearnitmorequickly,thoughitdoesmakeaccesstoinformationandresourcesmuchmoreeasily.Thepopulare-learningstilllackstheconcentration,depth,andinteractionthatarethehallmarkoftraditionalwaysofeducatingandlearning.  2011-8-10TPOIndependentwriting：我们生活的时代比父辈们年轻时生活的时代更好还是更坏？ Itseemsthatpeoplealwayshaveadesiretocompare:amIprettierthanothers?Arewelivinginabetterage?Or,asthequestiongoes,isourlifeeasierandmoreenjoyablethanitwasseveraldecadesago?Iwouldsayno,asIhavewitnessedthestruggleandparadoxofourgeneration. Firstofall,wearenowlivinginanageofrevolutionwithnoprevioushumanexperiencethatcouldbereferredto.Livinginsuchafast-changingworldwouldnotbeeasyandcomfortableatall;witheverythingkeepschanging,everyonehastomovefastinorder tocatchupwiththemajority.However,peopleweremuchmorestableandcare-freewhenourgrandparentswerechildren;theydidnothavetolearnasecondlanguageinordertogetabetterjob,orreadalotinordertogetinformed.Yetinourage,thesearesupposedtobetheresponsibilityofyoungpeople. Anotherdiscomfortofourageisthatweareexperiencinginterpersonalalienation.Withthedevelopmentofcommunicationtechnology,peopleinfactbecomealienatedwithfriendsandrelativessincetheycouldbesoeasilyaccessedviaphoneoremail.Toooftenwefeelthatfewofourfriendsaretruefriends,withoutthetraditionalfeelingofmutualaffectionwhichcouldonlybecreatedbylongtimeapart.Butseveraldecadesago,peopletreasuredtheirfriendsandmaintainedrelativelycloseinterpersonalrelations,whichismuchmoreenjoyablethantheestrangementsweareexperiencing. Thelastfactorthathasmadeouragesouncomfortableistheabusiveuseoftechnology.Althoughitbringsmuchconvenience,itessentiallychangeshuman–wearenolongerthemasteroftools,butinsteadtheslavesofdevices.Werushtometrostationinordertocatchanearlytrain,sitinfrontofradioactivecomputersalldaylonginordertogetourworkdone,andstayinair-conditionedroomsallsummerwithoutexperiencingthenaturalchangesoutsidethickcementwalls.Severaldecadesago,peoplecouldstillliveclosertonatureandmakerationaluseofmoderntechnology,whichtomeistheessenceofhumanlivingexperience. However,thecomparisonbetweendifferenttimesisitselfridiculous.Thecriteriacouldnotbeeasilydetermined,andopinionsarehighlypersonal.Anyway,wehavealongerlifespan,moreadvancedmedicalfacilities,andeasiertrafficthanourgrandparentwhentheywerechildren,andweshouldtreasurethepresentexperience.Imaginationofthepastmightonlybenostalgia–ifIaskmygrandparentsthesamequestion,theymightaswellsaythatourlifeismuchbetterthanthepastgenerations.Whoknows?Aslongastheworldisstillpeaceful,lifeatanytimewouldnotbecometoodifficulttohandle. 2011/8/14Independentwriting:Mostadvertisementsmakeproductsmuchbetterthantheyreallyare. Istronglyagreetothestatementthatmostadvertisementsmakestheproductspresentedmuchbetterthantheyreallyare,andpointsbelowsupportsmyidea.  Anessentialreasonconcernsthenatureofadvertising–advertisers,inmostcases,wouldonlymakeproductsseembetterthantheyreallyare,nottheotherwayaround.Sincetheultimateaimofadvertisingistopersuadepeopleintobuyingsomething,andpeoplewouldnatuallybeattractedbysomethingthatisdesirableratherthanrepellent,advertisementsarecertainlymadetodisplayamoreattractiveimageofproducts.Therefore,customerswouldfirstbegraviatedtowardsthevirtualproductthatissomewhatdishonestlypicturedbyadvertisers,thendesiretoownit,andeventuallypurchaseit.Inthisway,thedesireofconsumersissatisfied,thepurposeofproductionachieved,andtheadvertisingprocesscompleted. Butthenormthata“good”productisadvertisedasa“better”oneisoftenchallengedorevenreversed–thatis,unscrupulousbusinessmenmakeuseofadvertisingtosellinferiorproducts,whichraisesamoralquestion.Forexample,mymotherwasonceattractedbyacommercialofaencyclopediawhichwasclaimedtobetheoneandonlycompleteversionofseveralancientChinesedocuments.Sherushedtotheshopandboughtthis“limitedversion”ataeye-poppingprice,andregardeditasoneofthemostpreciousthingsinourhouse.However,afewmonthslatershefoundthesameversionwassoldinbulkatanothershopatanunbelievablylowprice,whichannoyedherforquitealongtime.Wecanlearnfromtheexperiencethatweshouldnotalwaystrusttheadvertisementsthatareapparentlyexaggeratingproducts,andkeepalertintheswarmoftelevisioncommercials. However,thenotionthat“advertisementalwaysmakeusdisappointed”sometimesresultsfromconsumers’unrealisticexpectationofproducts.Advertisingeasilymakespeopletoimagine“perfect”productswhicharenotrealisticatall,butconsumerswouldratherkeepthisunreasonablehope.Thentheywouldbeinevitablydisappointedbytheactualproductswhichcannotbesoperfect,andattributethecausetoadvertising.Butitisactuallytheunrealisticexpectationthateclipsesanyproduct,becauseaperfectimageisabsolutelysubjectiveandcouldnotevenberealized.Forexample,IoncesignedupforagrouptourtoLantaoIslandinHongKong,beingattractedbythebeautifullandscapepicturespostedintheadvertisements.ButlateroninthejourneyIwasdisappointedbecauseactualscenerywasneverasattractiveaswhatIhadexpectedtosee.Therefore,anunrealisticexpectationistobeavoidedinmakinganybuyingdecision. Inconclusion,advertisementsdomakeproductsseemmuchbetterthantheyreallyare,asaresultofcommercialpropagandaandourunrealistichopeimposedonproducts.Abettersolutionwouldbethatbothconsumersandsellerskeepamorerealisticpointofview,andavoidunreasonablesellingorbuyingbehavior.   2011/8/15Independentwriting:Doestechnologymakechildrenlesscreativethaninthepast? Areourkidsbecominglazierandlesscreative,lessimaginablethanbeforeasaconsequenceofhighlyadvancedtechnology?Myanswerisno,andjusttheopposite,technologyhasapparentlyassistedourkidstobecomemorecreative. Firstandforemost,technologyhasprovidedchildrenwitheasyaccesstoscientificandliberalartresourceswhichistheirbestsourceofinspiration.Forexample,childrencouldnoweasilygainaccesstoacademicdatabasesthroughiPadscreen,readclassicalworksonKindle,orwatchhistoricdocumentsonInternet.Thesegreatworksareessentiallyhelpfultoarousingtheircuriosityandpreparesthemwithkeyknowledgenecessaryforanycreation.However,thesewonderfulequipmentsandfacilitiesareneverashandyinthepast,whenkidscouldonlyreachlimitedresourcesinpubliclibrariesorschools.Inthissense,technologyhasprovidedthepossibilityforchildrentobemorecreative. Second,technologyhasequippedchildrenwithprofessionalapparatuswhichcouldfinallyrealizetheirimagination.Thistakesformparticularlyascomputersoftwaresandapplications,suchasPhotoshopforcreativegraphicdesign,Overtureforeasilycomposingapieceofmusic,3DMaxforbuildingupavirtualworld,etc..Allthesoftwarewereneverashandyastheyareatpresent,andthiswouldabsolutelyprovidesourchildrenaneffectivetoolforrealizingtheircreativity. Third,technologyitselfisamarketplacewherecreativeideasareeconomicallyencouraged.SteveJobsearnedmillionsofdollarsayearforhisunparallelcreation,andMarkZuckberggainedhisreputationforthegeniussocialnetwork.Therefore,technologyhasprovidedchildrentheinternalmotivetodeveloptheircreativity. However,itisundeniablethattechnologymightmakechildrenbecomelazierandbecomfortablewithwhatisalreadyavailablebecauseeverythingaresoconvenientnowadaysandthereseemstobenowaytoimprovethem.Childrenlostinpcgamesorblindlypursuingeverysinglepieceoftechapparatusisarelevantexample.Thus,itisalwaysnecessarytokeepchildren’smindactiveinthemarvelousworldoftechnology.  Inanutshell,Istillregardchildrenasbecomingincreasinglycreativeintechnologydevelopment,althoughitmightbringminorsideeffect.Asalongaswekeepabalancedmoodonchildrenenjoyingthefruitoftechnology,theyaresuretocontributemoretoinnovationthaninthepast.  2011-08-20Doyouagreeordisagreewiththefollowingstatement?Theteachersshouldbepaidaccordingtohowwellthestudentsperform. Teachersshouldinpartberesponsibleofthestudents’schoolperformance,yetIdisagreetothestatementthattheteachersshouldbepaidaccordingtothestudents’performanceonseveralgrounds. Thestatementitselfunderliesaseriousmistake–theverypurposeofteachingandschooling,andeducationonabiggerscale,isbetterperformanceofallstudents.Commonsenseinformsmethateducation,andteachers’responsibilityinparticular,shouldbeintendedtobuildingupstudents’confidenceinexploringanddiscoveringunknownrespectsaswellasspecificskillsrequiredtoaccomplishthat.Suchstandardisoftenbroadandabstractincontrasttothenarrownessandrigidityofthecriterion–students’performance.Ifteachers’salaryisdeterminedbythestudents’performance,thishintwoulddestroythelong-termfunctionofschoolingandeducationsincethesystemisshort-sightedlytargetedatimprovingstudents’performance. Anotherthingtobeworriedaboutthestatementisthat,ifactuallycarriedout,bothteachersandstudentswouldbecastintotheirrationalpursuitforperformancethusresultsinseriousproblems.Forexample,ateacherevaluatedinthiswayisimmediatelyforcedtomakethedecision:topushherclasstowardthebestperformanceoratleastbetterthantheworst-performingclass,andshowpreferencetostudentswhoperformwell.Suchmeasuresmightbeincentivesforabettergrade,buttheteacherandthestudentswouldlosetheiroriginalmotivationinschoolingasperformancebecomestheoneandonlypurpose.Also,consequentcompetitionamongstudentswouldplaceheavypressureoneverystudent,andtheoneswhodonotperformwellwouldbeneglectedbytheteacherandfallintoupset.Consideringallthedisastrouseffectsuchmeasurecouldincur,itisobviousthatteachersshouldnotbepaidonthebasisofstudents’performance.  Amorerealisticandrationalcriteriontovalueteachers’work(andthereforedecidetheirsalary)shouldincludefactorssuchascomprehensivedevelopmentsofstudents,teachers’owncapacitytocultivateandeducate,andparents’feedback.Yetmydisagreementdoesnotsuggestthatstudents’performanceshouldbeabandonedbutratherincludedalongwithotherindispensablefactorsinevaluatingteachers’work,sinceschoolreportisstillamongmostparents’topconcernsandstudentshavetouseitasanchorwhenapplyingforfurtherstudies.Also,itisreasonablethatteacherswhocanenhancestudents’performanceshouldbepaidbetter,asthemeasurewouldmoderatelymotivateteacherstoworkhard. Inanutshell,Iobjecttotheideathattheteachersshouldbepaidonthebasisofthestudents’performance,butshouldinsteadbeevaluatedonamedleyofcomprehensivequatativeswhichagreeswiththepurposeofeducationandschoolingaswellasencouragestheirefforttowardmoresatisfyinglearningexperience.  2011-8-8IntegratedWritingThelecturerstatesthat,althoughthecommonlyacceptedthreetheoriesofbirds’navigationsoundsconvincing,itsuffersfromseveralflawsonvariousgrounds,asispresentedbelow. Thefirstproblemwiththenavigationtheorypresentedinthetextisthelackofsubstantialevidence.Asisstatedinthelecture,manybirdscouldstillnavigateatnight;thereforetheycouldnotnavigatebyusingthesunascompass,sincethereisnosunlightatnightfortheirreference.Andstarsdonothelpeither,asthereisonlyonebirdspeciesthatisknowntonavigatebyusingstars.Thereforethesunandthestarcouldnotbebirds’compasses. Thesecondflawconcernsbirds’abilitytorecognizetopographicalcues.Theycanrememberacertainjourney,butonlyaftertheirprevioustravelsviathesameroute.Thephenomenonthatbirdsthatgetlostcouldeasilyfindtheirwayhomeservesasacrucialexample.Onthecontrary,thetheorypresentedinthetestisquestionable.  Furthermore,althoughbirdscansensetheearth’smagneticfield,thetextignoresacrucialfactthatbirdscouldonlydistinguishnorthandsouth.Whattheycouldnotperformistofindanindefinitedestinationhiddenincomplexlandscape,whicheventroublesmoderngeographicaltechnology,bytheirsimplecensoringsystem.Therefore,birds’abilitytosensemagneticfieldcouldnotbetheexplanationfortheirnavigationability.