2016托福考试即将来临，上海新东方小编为大家整理汇总了托福备考关于阅读，写作，口语，听力等文章资料，想要大幅度提高托福考试分数的可以点击上海新东方官网，本篇主要介绍【2016托福写作技巧—29分的托福写作模板】

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【汇总】2015新学期托福备考-听力|口语|阅读|写作|词汇

【汇总】托福写作技巧-托福考试写作词汇-托福考试写作段落技巧

2015托福备考计划-2015考托福攻略-2015托福考试时间表

点击查看【汇总】2016托福写作技巧：写作干货集中营（完善版）　

摘要：给大家分享托福写作模板，一个万能托福写作模板，也是某人用了之后得了29分的托福写作模板。那么，其实在托福写作考试中有一个高分托福写作模板，意义还是非常之大，不容忽视，还是有可取借鉴之处第。

　大家在复习29分的托福写作模板的时候，还需要注意一些技巧：

　　1.托福写作中，多写字绝对是加分的。打字要快，喜欢写各种复杂句式。

　　2. 不用什么高深词汇，都是日常单词和用语，重要在用词自然，流畅，准确~

　　托福综合写作模板：举例

　　1、The lecturer and the reading passage hold completely different views toward the practice of　salvage logging, which is the removal of dead trees from a forest after a fire or a storm.

　　First, the lecturer states that removing dead trees is not good for the health of a forest because it　deprives it of the nutrients necessary for future tree growth, which dead trees release into the soil　as they decompose. In contrast, the reading passage states that removing old trees provides more　space in which new generations of fresh trees can grow more healthily.

　　Second, the lecturer argues that some insects and birds that inhabit dead trees are beneficial for　tree growth, so salvage logging may cause unwanted damage to the forest in the long run. The　reading, however, points out that some of these insects are harmful to trees; thus, because clearing　the forest of dead trees also destroys the habitat of these harmful insects, it ensures the healthy　recovery of a forest after a fire.

　　Finally, with regard to economic impact, the lecturer argues against salvage logging because the　dead trees can only be salvaged at a very high cost, and the employment associated with salvage　logging is often temporary and taken by non-native residents. On the other hand, the reading　argues that this practice provides many industries with the wood necessary to sustain their　production and offer employment opportunities to local people.

　　本篇作文可以借鉴的模板是：

　　The lecturer and the reading passage hold completely different views toward _______________,which is_________________________.

　　First, the lecturer states that ________________________. In contrast, the reading passage states　that ___________________________.

　　Second, the lecturer argues that __________________________. The reading, however, mentions__________________. It points out that_______________________.

　　Finally, with regard to______________, the lecturer argues against ________________

　　because___________________. On the other hand, the reading argues　that_______________________.

　　2、

　　The lecturer argues against the three measures mentioned in the reading passage to reduce the　population of the cane toad, a species introduced to the Australian continent.

　　The lecturer argues that the first measure, a national fence, would not prevent the flow of streams　or rivers and, therefore, would allow young toads or toad eggs to travel to the other side of the　fence. The reading passage, however, argues that such a fence would effectively cut off the route　that animals use to establish colonies and expand in population.

　　Regarding the second measure, recruiting a large group of volunteers, the lecturer explains that　volunteers often have difficulty distinguishing between cane toads and native frogs, an endangered　species; therefore, they might kill members of both species. The reading passage gives the

　　opposite view: Organizing a large group of volunteers to join an extermination campaign would　speed the destruction of cane toads.

　　Finally, the lecturer objects to the third measure—using an infectious virus. She points out that a　virus intended to eliminate Australia ’ s cane toad population could be transmitted through animal　transportation to other continents where cane toads are an essential part of the ecosystem. This is　in direct contradiction with the claim in the reading passage that an infectious virus could be developed to stop the reproduction of cane toads without harming other species.

　　本篇作文可以借鉴的模板是：

　　The lecturer argues against the three measures mentioned in the reading passage to_____________________.

　　The lecturer argues that the first measure, _______________________.The reading passage,however, argues that such a ______would ______________.

　　Regarding the second measure,__________, the lecturer explains that ________________. The　reading passage gives the opposite view: ___________________.

　　Finally, the lecturer objects to the third measure—_______________. She points out that__________________. This is in direct contradiction with the claim in the reading passage that　_____________________.

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