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2019年12月14日朗阁托福写作考题回顾

来源:朗阁教育 2019-12-18 编辑:yawen 582人看过 10万人已领免费资料    雅思托福0元试学

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今天,就带大家来了解一下2019年12月14日的朗阁托福写作考题回顾,希望这篇文章能够对大家的学习有所帮助!

考试日期:

20191214

Task 1

INTEGRATED

综合写作

Lionfish泛滥,捕捉商业化的三种好处

阅读:

1. 这种鱼是许多鱼的天敌,捕捉了之后对其他海洋生物有好处。

2. 可以在水产市场售卖,降低对其他鱼类的需求。

3. 这种鱼可以食用,有很高的蛋白,肉质好吃。

听力进行反驳:

1. 会不小心捕捉到很多其他的生物,有些是很稀有的生物,反而会造成很多生物的population in danger

2. lionfish有市场时,会出现人工养殖,一旦人养的lionfish逃脱,会有更多数量的lionfish

3. lionfish确实可以提供营养,但它们以微生物为食,体内会积累有害物质并引发疾病,unsafe to eat

Task 2   INDEPENDENT  独立写作

话题类别

教育类

考题文字:

Do you agree or disagree with the following statement:

All of the university students should be asked to take at least one course about the culture of a country other than their own.

参考范文:

With much more concerns paid to specialized courses, an ignorance of worldwide culture can be seen in college students. Under such scenario, many universities decide to include courses about culture of other countries into the compulsory classes. However, in terms of the overall academic performance and patriotism, it is far from a smart move for colleges to do so.

 

First, requiring students to take such course will negatively influence their overall academic performance. The assignments and exams of a new course will take up a large proportion of students’ spare time to pour efforts, depriving them of their opportunities to prepare for and review the important knowledge in professional classes or other significant optional classes. It is common to see that a history of the world is demanded for students in most colleges in China. This history classes mainly focus on the development, representative personage and inventions in social system, technology and industry in different countries. While such key points add up to the scope of knowledge of students, the course is also highly demanding in that students are required to recite the aforementioned knowledge, which forces them to shorten their time spent on business, economics, physics theories and chemical experiments to accomplish the memorization task. Soon after the introduction of the history classes, the average grades in these schools drop by 23%.

 

Additionally, requiring students to take such course will drive students to fawn on foreign countries. Not only can the experience and lessons of other countries be learned during this new class, but the advantages over students’ own countries will be revealed through comparison among countries. If this happens, good chances are that college students with a dearth of social experience and correct values will excessively worship other cultures, history, tradition and custom, even belittling those of their motherland. A good case in point is too much respect for Japanese culture and little emphasis on our own culture. Since many college students are asked to take a course imparting tea ceremony, Japanese animation, special Japanese cuisine and elegant kimono, they are too obsessed to remember the tea culture in China and the graceful Han Chinese Clothing, some of them even avoiding talking about the time when Japanese soldiers killed millions of Chinese people.

 

Granted, it is not to say that the course about culture of other countries is totally useless. For students themselves, outlook will be expanded in this class, and the new knowledge about other cultures will be helpful during their future trips and study abroad – assisting them to get away from culture shock and conflicts. For the universities as a whole, the addition of this new course will allow the curricular system more integral and diversified, improving the reputation and competitiveness of colleges. That being said, the likely result of such force-feeding contents in the course is passive learning, which means what students will finally remember and learn is limited, not to mention what they can take advantage of. Also, the advancement of schools’ reputation and competitiveness lies in teaching faculty, teaching quality and the career development of alumni, so this course has little impact on the enrollment of universities.

 

In a nutshell, adding a course teaching foreign cultures is not a good idea for every student.

本次写作考试点评:

本次新托福考试独立写作为新题,但是总体问法重复2015110日大陆考题(题目中要求学生上的课为basic science class),属于绝对词类题目,尽可能选择不同意,并进行让步。

1. 要求学生上一门额外的文化课会影响他们的整体成绩。从一方面讲,新的课程必然会因为更多的作业和考试占用学生本来就不多的学习时间,让学生没有足够的时间和机会预习和巩固复习专业课和其他重要的选修课,影响考试成绩;另一方面,大学生的总GPA是平均成绩,如果学生其他科目的成绩都不错,但恰好不擅长新加的别国文化课,那么将会失去已经得到的成绩优势。现在很多中国的大学都要求学生们上世界历史课,内容主要是其他国家在制度、社会、科技、工业等方面的发展过程和重要代表人物或发明创造。虽然里面的知识很丰富,但是同时也要求学生要抽出大量的时间去背诵重要的时间点、人物、主要运动等等,所以很多学生会把原本分在经济学、物理理论、化学实验等等上面的时间给缩短用来背诵历史内容。很快,整个学校的学生平均成绩下降了23%

2. 要求学生上一门非本国文化的其他国家文化课有可能会让学生崇洋媚外。在学习国外文化的过程中,除了会学习到其他国家的经验教训之外,不可避免的会有一些跟自己的国家的比较而产生的优势。此时,社会经验和价值观还没有建立完整的大学生有可能会出现过度崇拜他国文化、历史、传统、习俗的情况,甚至会贬低自己的国家或是不爱国的现象也会发生。一个很好的例子就是很多中国大学生对于日本文化的推崇和对本国文化的不重视。自从很多大学生被要求上日本文化课之后,日本的茶道、各种各样的日本动漫、特色的日本料理以及温婉优雅的和服让他们非常着迷,从而出现了只知日本茶道不知祖国茶文化只知日本和服不知汉服等现象,有些女生经常穿着洛丽塔的服装穿梭于校园,甚至有一些学生因为热衷于日本文化而对日本欺辱中国人的历史避而不谈。这些无一不体现着对于自己国家历史文化的不尊重。

3. 让步:的确,学习别国的文化也是有益处的。对于学生个人来讲,多了解其他的国家可以帮助他们开阔视野,让他们学识渊博,也可以在日后他们可能的留学或者旅行过程中有所帮助帮他们避免很多文化冲突和习惯差异。对于学校来讲,加入这样的课程能够让整个课程体系更加完整和多元化,有利于学校的名誉和竞争力。但是,强制性让学生接受外国文化的内容灌输很可能造成的结果是被动学习,也就是说,学生真正记住的知识少之又少,更别提开阔视野和实际运用了。另外,学校的名誉和竞争力并非一两个特色课程就可以提升,而是在于师资力量、教学资源、毕业就业率以及校友的就业前景共同决定的,所以,这样的课程实际上对于学校的影响力的作用微乎其微。

 


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