2016年7月3日
独立写作：
People who have learned many different skills are more likely to success those who focus on learning only one skill.
连着两场都出我们老师课件里面的题，简直就是开玩笑啊!但 ETS这次真就开了这么个玩笑。来上过课的孩子，这下你!们!满!意!了!吧!
当然，没来上课孩子不用扼腕，下面上干货。
题目的中文翻译是这样：你同意还是不同意下面这个观点，已经学了多种不同技能的人，和专注于一项技能的人想比，更容易成功。有关 success的话题。擅长critical thinking的老师们，是决不甘心学生们把这个问题单边倒式去思考的。我们要看到问题背后的复杂性。
我们来定义一下成功，成功到底是什么?其实对于不同的人，不尽相同。对于一个耄耋老人，他们的成功就是第二天的早晨能自已从床上爬起来。对于宋仲基偶巴的迷妹们，人生的巅峰就是在粉丝见面会时坐在第一排吧。对于我，作为一名正在经历暑期高峰期的托福老师，正掰着手指过日子：人生的成功，就是不用经历梦魇般暑期，一周七天，从早到晚的 10小时上课。OK ，不继续一个个人群的去定义各自的成功了。我们来思考两大类人群：年青人 VS中年人。
年青人，尤其是那些刚从大学毕业的年青人，总是一副雄心勃勃的样子。他们有充沛的精力，充足的时间。未来，是充满机遇的未来。对他们而言，成功就是找一份适合自己发展的工作。他们为此必须做足准备：学英语、学社交、学习计算机技能……一个个都试图多才多艺，也只有如此，他们才能脱颖而出。
而人到中年，胸中那股火不再那么旺。看山不再是山，看水不再是水。他们是经验丰富的老司机，谈笑间带着年青人装 X，带着飞。他们的成功是什么?是给年轻人们一个典范。一个公司里，中梁砥柱的中年人们，上级下级都对其充满期待。他们已经在一些领域内拼杀多年，现如今靠什么发挥自己的最大价值?靠专注。他们已经趟过了不少雷，走了不少弯路。他们开始做减法，他们知道自己要什么。已经过了查克拉取之不竭的年龄，靠着稳妥的方法向老辈少辈证明，他们是中艰力量。他们的成功，是靠专注的在一个方向上深耕保证自己少输，于是最后就嬴了。
作文到低如何?同学们，你们应该把我们的机经解析当作一个系列教材来看，只有如此，才能功力翻倍。请翻到本周机经解析的另一篇文章“7.2独立写作考后解析”，深入学习什么叫“分情况讨论”。
综合写作：
Topic 议题：prescribed burning
Thesis 总论点
Reading： The reading points out three disadvantages of prescribed burning.
Listening： Refute the three explanations mentioned in reading passage.
Sub-point 分论点
Reading：The wildlife will be negatively affected, especially those which are young and probably unable to escape.
Listening： People will choose to conduct the prescribed burning in some special period. And during these periods animals do not reproduce. Without junior animals, the adult animals will be able to flee easily.
Sub-point 分论点
Reading： There’s carbon dioxide in the smoke released during the burring process. And the CO will aggravate pollution and green house effect. Listening：The process of growing the plants counteracts this release of carbon dioxide. Besides, the place for prescribed burning is small, and the process emits small amount of smog, which will actually be absorbed soon.
Sub-point 分论点
Reading：Prescribed burning has nothing to do with preventing forest fires in some places, thus there’s no need to spend money and energy on prescribed burning.
Listening： It’s true that this way cannot prevent another forest fire happening, but that’s because of people’s carelessness. Prescribed burnings are used to eliminate flammable substances, like branches. And even in the areas where the natural fire often happens, the fire can be controlled and put out easily, for there’s no combustion improver nearby.
Sample answer:
The reading and listening discuss about prescribed burning. The reading points out three disadvantages of prescribed burning. Whereas, the professor totally refutes the three points presented in the passage.
Firstly, the professor rebuts the reading’s first point that the wildlife will be negatively affected, especially those which are young and probably unable to escape. The professor claims that people will choose to conduct the prescribed burning in some special period. And during these periods animals do not reproduce. Without junior animals, the adult animals will be able to flee easily.
Secondly, the professor contradicts reading’s second reason that there’s carbon dioxide in the smoke released during the burring process. And the CO2 will aggravate pollution and green house effect. The professor mentions that the process of growing the plants counteracts this release of carbon dioxide. Besides, the place for prescribed burning is small, and the process emits small amount of smog, which will actually be absorbed soon.
At last, the passage points out prescribed burning has nothing to do with preventing forest fires in some places, thus there’s no need to spend money and energy on prescribed burning. However, the professor explains that tt’s true that this way can not prevent another forest fire happening, but that’s because of people’s carelessness. Prescribed burnings are used to eliminate flammable substances, like branches. And even in the areas where the natural fire often happens, the fire can be controlled and put out easily, for there’s no combustion improver nearby.
