為了幫助大家高效備考托福，積累新托福綜合寫作模板，環(huán)球雅思小編為大家?guī)碜钚峦懈＞C合寫作模板(匯總)，希望對大家托福備考有所幫助。

　　TPO15綜合寫作屬于生物生態(tài)類，那么生物生態(tài)類的綜合寫作會從哪些方面考又需要知道哪些必備詞匯呢?

　　1. 生物生態(tài)類考察點-物種(動、植物)驟減or 劇增

　　A.分析原因：假說分析

　　B.分析影響：生態(tài)問題

　　C.解決方案：生態(tài)保護

　　2. 生物生態(tài)類必備詞匯

　　A.分析原因：假說分析

　　理論：hypothesis, explanation,cause, theory

　　動物：predator, predation, pollution, climate change, habitat…

　　植物：climate change, insect, human action

　　B.分析影響：生態(tài)問題

　　動物：ecosystem, local species, food chain

　　植物：ecosysyem, environment

　　C.解決方案：生態(tài)保護

　　動物：virus, human action

　　植物：pesticide, assisted migration, research center, genetic modification

　　1935年，有100只中美洲蔗蟾蜍被放在Gordonvale，昆士蘭州，用來對付討厭的吃甜甘蔗的甲蟲。不幸的是，沒有人預料到蔗蟾蜍的胃口如此之大(既貪吃又好色，吃得多繁殖得快);另外它的毒腺又使它成為那些不加防備的捕食者的致命一餐。憑借著這些本領再加上愛游蕩的天性，蟾蜍從此向西部蔓延。2005年初，它們已經到達距離達爾文70公里的范圍內，也就是說它們即將進入卡卡杜和Nitmiluk國家公園的生態(tài)系統(tǒng)。它們的到來對本地的青蛙、肉食有袋動物(quoll)、巨蜥，以及那些所有它們想吃或者想吃它們的任何動物來說都是個嚴重威脅。

　　Reading部分要記住的點：

　　Topic: CT measures to stop CT in AUS

　　R1: national fence

　　R2:captured & destroyed by V’

　　R3:virus

　　Listening部分要記住的點+細節(jié)：

　　L1 X stop young T & T eggs – rivers+stream one-another

　　L2 V bt destroy native frogs X tell CT from frogs

　　L3 X original habitat in SA rep+amphibians by re+pet collectors – ecological disaster – vital in America

Writing寫作要注意的三個點：

　　開頭段：表明topic +各自的立場

　　主體段：各自觀點、相互關系、聽力反駁

　　以聽力的內容為主，閱讀的內容要改寫 先全后細：先保證觀點的完整，再加細節(jié)內容

　　范文分析：

　　開頭段：表明topic+各自的立場

　　The lecturer argues againstthe 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,(聽力觀點) therefore, would allow young toads or toad eggs to travel to the other side of the fence. (反駁理由)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.(閱讀觀點)

　　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, volunteers might kill members of both species. (聽力觀點+反駁理由)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.(閱讀觀點)

　　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. (聽力觀點+反駁理由)This is indirect 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.(閱讀觀點)

　　總結：支持反對的表達

　　駁斥： refute, disagree with, cast doubts on, challenge, oppose, conflict with, deny the statement of, contradict

　　支持：support, enhance, hold, advocate,

　　轉折：in contrast, however, on the other hand, on contrary, while

　　列舉：first, second,third, first of all, secondly, also, finally, in the first place, futhermore, moreover