托福綜合寫作經(jīng)典模板范例
引導(dǎo)語：下面小編為大家?guī)硗懈＞C合寫作經(jīng)典模板范例，希望能夠幫助到您，謝謝您的閱讀，祝您閱讀愉快。
經(jīng)典模板范例一
The lecture and the reading discuss ( ). The lecturer puts forward 3 pioints and effectively contradicts the opinions of the reading.
First of all, the reading says that ( ). In contrast, the lecture claims that ( ). By this way, the lecture contradicts the first opinion of the reading.
Second, the reading claims that ( ), while according to the lecture, this is not the case. The lecturer says that ( ). By casting doubt on an important peice of evidence of the reading, the lecture contradicts the second claim of the reading.
Finally, the reading states that ( ), while the lecture claims that ( ). Thus the lecture refutes the last claim of the reading.
經(jīng)典模板范例二
The lecture apparently refutes the points illustrated in the reading material. According to the professor, ________________.On the contrary, the reading contends an opposite stand that_____.
The first point the professor uses to cast doubt on the reading is that___________, which differs from the statement in the reading that_____.
Another evidence the speaker adopts to contradict the passage is________. However, the reading states that_________.
In the conclusion, the point made in the lecture contrasts with what is presented in the reading. As the professor claims, ________whereas the reading material holds that________.
經(jīng)典模板范例三
The reading passage contends that… (詳細(xì)的寫) The listening material completely refutes the reading passage . It is pointed in the listening that ……(寫出main idea 就行)
First, the point, stated in the reading passage, is that … In contrast, the listening passage holds the opposite opinion and believes that ……
Second, the reading passage contends that …… But the speaker in the listening says that …
Third, the author, in the reading passage, believes that …… However, the lecturer in the listening argues that ……
經(jīng)典模板范例四
The lecture apparently disproves what is argued in the reading material. According to the passage, the formation of a mountain range could have three possible explanations: underground hotspot, plate squeezing, or the ice place. However, the professor in the lecture asserts that a closer scrutiny of this argument would reveal how flimsy it is. He then represents several evidences to demonstrate his statement.
To begin with, supposition given by the author states that … But the professor claims that the reading passage fails to take into account that if the mountain is really formed by hotspot, then we should find at least one hotspot nearby, however noun was found. Therefore, the assertion of the author seems too absurd on the basis of this fundamental truth.
Furthermore, the passage assumes that …The professor, however, suggests that this assumption may not be merited by the evidence. Say, if the mountain is really formed by plate squeezing, then by now it should looks seriously erosion, and less tall and sharp. This contradiction is obvious here when the mountain in fact is younger and taller than they should be. On account of these point the professor explicitly refutes the reading passage.
Last but not the least, the passage may be right about the emergence of a certain valley, but one critical fact is left out of the consideration. Pointed out by the professor, the truth is that the valley are formed along the rivers, however the mountain should have been existed before the frozen of water happened. That is to say, the mountain cannot be formed by ice. Based on above-mentioned grave problems, the assertion of the author turned out to be a preposterous idea.
In conclusion, taking account of the arguments offered above, the lecture clearly identifies the defects of the reading material and forcefully showed that the explanations given by the author are utter nonsense.
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