在11月12日的
2016年11月12日托福综合写作考题回忆
Lemur 的数量减少的对策
| Reading | Listening |
| 填补forest 的fragment | 要花很多人力物力很多钱，而且lemur 很少去edge 因为外面有predator |
| Check seaport 和airport 防止不合法的运lemur | 很多地方把lemur 当成一种食物不可能check 到所有的地方，还是会秘密的进行 |
| 把lemur 放到动物园和实验室保护起来 | Lemur 对食物很挑，有种特殊的物种需要吃成比例的水果，如果所有不同饮食的物种都放在一起，就很难养了。 |
2016年11月12日托福综合写作范文：sample answer:
The reading passage points out three countermeasures to prevent the decreasing number of Lemur. The professor’s lecture deals with the same issue. However, he thinks that the strategies mentioned by author are unfeasible, which contradicts what the reading states.
First, in terms of filling up the fragment of forest, the professor argues in the lecture that such practice would cost a huge amount of manpower and resources. Additionally, professor indicates that lemur seldom goes to the edge since there are a lot of predators outside.
Moreover, professor cast doubt on the measure of checking airport and seaport to prevent illegal lemur sales. Then professor proves that this claim is indefensible by pointing out that lemurs are served as a kind of food in many regions and it is impossible to check all these places where illegal sales still exist secretly.
Finally, the professor asserts that it is unrealistic to keep lemur in the zoo or laboratory. Then he supports this point with the fact that lemurs are food snob who need certain proportion of fruits per day. In other words, it is difficult to put them together with other diet species. (191words)
Some students like classes where teachers lecture (do all of the talking) in class. Other students prefer classes where the students do some of the talking. Which type of class do you prefer? Give specific reasons and details to support your choice.
2016年11月12日托福独立写作题目：
有些学生喜欢老师讲课。 另有些人喜欢学生讲一些。 你喜欢哪一种?
『分析』
先进行比较：各有各的好处：
• 只有教师一个人讲课的课堂：在保证教师质量的前提下，可以对某一专题进行更深入地分析;对学生的素质要求低一些;
• 学生参与交谈的课堂：对学生的素质要求高一些;不适合学习深奥(profound)的课题;至于选择，要看是什么样的科目。
2016年11月12日托福独立写作范文
There are basically two types of classes in university, classes, i.e., where teachers lecture and where the students do some of the talking. Both teaching and learning approaches are valuable and have their own relative merits.
Classes that are dominated by teachers' lectures may benefits students in several ways. First of all, lectures can communicate the intrinsic interest of the subject matter. The speaker can convey personal enthusiasm in a way that no book or other media can. Enthusiasm stimulates interest, and it is an undeniable fact that interested, stimulated people tend to learn more. Moreover, lectures in university settings can provide students with role models of scholars in action. The professor's way of approaching knowledge can be demonstrated for students to emulate. Furthermore, lectures can organize material in a special way. They may provide a faster, simpler method of presenting information to an audience with its own special needs. Lectures are particularly useful for students who read poorly or who are unable to organize print material.
On the other hand, lecture approaches also have some relevant weaknesses. For example, the lecture often puts students in a passive rather than an active role. As is often the case, passivity can hinder learning. At the same time, most lectures assume that all students are learning at the same pace and at the same level of understanding, which is hardly ever true. Especially, Lectures place the burden of organizing and synthesizing content solely on the lecturer. They are not well suited to higher levels of learning such as application, analysis, and synthesis. Lectures require an effective speaker who can vary tone, pitch, and pace of delivery. Lecturers must be verbally fluent, a skill that is not stressed nor learned in many Ph.D. programs and is usually distributed unevenly among people. Lectures are therefore sometimes not well suited to complex, detailed, or abstract material.
In summary, Lecturing is probably the oldest teaching method and remains the most common form of instruction, despite the fact that some research has shown that lecturing is ineffective, especially if not combined with some alternative style of teaching. In fact, Lecturing is very appropriate for some goals and very inappropriate for others. And at the same time, the counterpart — the approach that allows students to participate discussions is equally non-universal. Therefore, I can hardly simply say that I prefer either approach. I think the choice should depend on circumstances including various factors such as the subject that is to learn, the depth that needs to explore, the quality that the lecturer or the discussing group have.
