托福寫作高分句型：雙重否定句

時(shí)間：2020-06-20 10:30:43 楚薇0由分享

大家在準(zhǔn)備托福寫作的時(shí)候要多多學(xué)習(xí)一些高分的句型表達(dá)，雙重否定就是其中一種，下面小編給大家?guī)硗懈懽鞲叻志湫停弘p重否定句。

托福寫作高分句型：雙重否定句

大家一定還記得阿迪達(dá)斯的那句經(jīng)典的廣告詞吧? "impossible is nothing!" 短小精悍的一句話，卻給人帶來無限的正能量!

仔細(xì)研讀這句話，我們不難發(fā)現(xiàn)，廣告運(yùn)用了“impossible”和“nothing”這兩個(gè)否定詞來加強(qiáng)語氣，使得廣告語強(qiáng)勁有力。

同樣，在2004年的美國大選中，民主黨總統(tǒng)候選人約翰·克里在競選演說中使用了一句讓人至今仍津津樂道地話：“I will never fail to get your kids home.”同樣是雙重否定，使得演講的語言強(qiáng)勁有力。在托福寫作中，我們同樣可以使用雙重否定來潤色我們的文章。

雙重否定句的一個(gè)基本用法是主語否定+謂語否定

如“All of us have made mistakes”，使用雙重否定句，我們可以說“None of us has never made mistakes".如此簡單平實(shí)的一句話變成了一個(gè)語氣非常強(qiáng)烈的句子，毫無疑問，考場上能夠這樣的雙重否定句無疑給人一種眼前一亮的感覺。

如果我們想要表達(dá)"It's common for somebody to do something"，我們可以說成"It's not uncommon for somebody to do something."將陳述句轉(zhuǎn)化為雙重否定句，給人一種高大上的感覺。

在表達(dá)”一定...“的時(shí)候，我們完全可以學(xué)習(xí)約翰·克里，使用"never failto"的句型

如我們要表達(dá)”我們一定會(huì)完成這樣工作“，可以說"We will never fail to complete the tough job".另外，在寫作中，我們經(jīng)常會(huì)使用到”越....越好“的句型，這時(shí)候我們也可以使用雙重否定句，即使用"cannot...too..."的句型。

如”面對這件事情，我們越小心越好“可以說 "Confronted with such an issue, we cannot be too careful".將陳述句轉(zhuǎn)換成雙重否定句是獨(dú)立寫作中的一大的分利器哦!雙重否定句也是比較容易的一種句型，同學(xué)們一定要掌握這種”低投入，高產(chǎn)出“的句式哦!

商務(wù)寫作：雙重否定就是肯定?

Have a look at this example:

來看一下這個(gè)例句吧：

WRONG

錯(cuò)誤

This Escrow Account Agreement expires if no money is not credited to the Escrow Account by 30 June.

假如在6月30日之前沒有錢沒被存入第三方托管賬戶，該第三方托管賬戶協(xié)議即告截止。

Although this grammatical construction is correct in many languages, it is not correct in English. It was, however, common usage several centuries ago, and it still exists in colloquial English now. This explains well known examples such as “I can’t get no satisfaction” and “We don’t need no education”. But it is not correct in formal written English.

盡管這種語法結(jié)構(gòu)在很多語言中都是正確的，但在英語中卻是錯(cuò)的。然而，在很多個(gè)世紀(jì)以前，這種用法非常常見，而在今天的英語口語中，也依然存在。這解釋了一些有名的例子，比如“I can’t get no satisfaction 我能得到滿足”以及“We don’t need no education 我們需要教育”。但在正式的書面英語中，這并不是正確的。

The grammatical concept is called “negative concord”. In languages that have negative concord, such as Spanish, Polish and Hungarian, the double negative intensifies the negation. However, in languages that do not have negative concord, such as Standard English and German, a double negative is understood to resolve into a positive.

這種語法概念叫做“否定和諧”。在有否定和諧的語言中，比如西班牙語、波蘭語和匈牙利語，這種雙重否定會(huì)加重否定。然而在那些不具有否定和諧的語言中，比如標(biāo)準(zhǔn)英語和德語，雙重否定會(huì)形成肯定。

So the above example technically means:

所以那句例句實(shí)際上意味著：

This Escrow Account Agreement expires if money is credited to the Escrow Account by 30 June.

如果在6月30日之前有錢被存入第三方托管賬戶，該第三方托管賬戶協(xié)議即告截止。

In reality, of course, it is unlikely anyone would understand it this way, as it wouldn’t make any sense. But the sentence should be corrected as follows:

在現(xiàn)實(shí)中，當(dāng)然，不會(huì)有什么人會(huì)這樣理解它的，因?yàn)檫@樣毫無意義。但是這句話還是應(yīng)該被改成這樣：

RIGHT

正確

This Escrow Account Agreement expires if no money is credited to the Escrow Account by 30 June 2013.

如果在2013年6月30日之前沒有錢被存入第三方托管賬戶，該第三方托管賬戶協(xié)議即告截止。

托福寫作：寫作備考策略之獨(dú)立話題

1.常用論點(diǎn)/理由

針對獨(dú)立寫作的常見話題，大致可歸成三類：個(gè)人類(關(guān)于學(xué)習(xí)、工作、休閑、做人的選擇);古今類(題目中有明顯的now… past … 讓考生判斷現(xiàn)在和過去在某一方面的比較);決策類(題目中通常有g(shù)overnment這個(gè)詞出現(xiàn)，討論政府的投資或者政策，有些題目雖然沒有g(shù)overnment這個(gè)詞出現(xiàn)，但如果涉及的是有社會(huì)影響力的話題，也可以劃為政府類，比如 A/D Professional athletes such as the football playerand basketball player deserve high salaries that they are paid.)

1)個(gè)人類常用理由

學(xué)知識(shí)、練技能、拓展視野……..

工作機(jī)會(huì)、賺錢…….

交朋友、陪伴家人……. (合作、溝通) …….

品質(zhì)(自信，獨(dú)立，堅(jiān)持，樂觀 ) / 興趣愛好

身體健康、放松心情…….

省時(shí)間、省錢、省精力………..

2)古今類常用理由

現(xiàn)代社會(huì)的優(yōu)點(diǎn)：

教育: 先進(jìn)全面鼓勵(lì)個(gè)性

工作：種類豐富機(jī)會(huì)多

醫(yī)療：治愈緩解更多疾病

技術(shù)：網(wǎng)絡(luò)電子產(chǎn)品汽車

公共設(shè)施：便利的交通娛樂購物餐飲

法律制度：保障個(gè)人權(quán)利

媒體：揭露真相傳播信息

人與人：互動(dòng)頻繁、方便

經(jīng)濟(jì)進(jìn)步：更充裕的錢和無助

世界和平：更少的戰(zhàn)爭傷亡

現(xiàn)代社會(huì)的缺點(diǎn)：

環(huán)境問題(污染，能源消耗)

生活壓力(學(xué)習(xí)，工作)

欺騙敲詐

3)決策類常用思路

注：除了使用個(gè)人類常用理由，針對決策類這種和政府相關(guān)有社會(huì)影響力的題目，建議多角度討論，一下是常見的討論角度：

1.大眾 individuals

對我們有什么用?(放松健康省錢知識(shí)關(guān)系等等)

是不是我們每個(gè)人都需要的?(大多數(shù)/ 小眾)

2. 相關(guān)群體relativegroups

題目中談?wù)摰降谋热鏰rtists,scientists, athletes 等等

3. 企業(yè)companies

企業(yè)有錢，可以代替政府去投資有利可圖的領(lǐng)域

4. 社會(huì) Society

Economy(tourism), culture, safety, improvement …

2.對比段

通常來說，托福獨(dú)立寫作的論證寫3段，上文介紹了最基本的常用理由，但有時(shí)候，因?yàn)楦鞣N原因只想出2個(gè)理由的時(shí)候，可以寫一段對比段，即把對比論證寫一段。

具體案例參考第三部分的機(jī)經(jīng)詳解

3.讓步段

除了對比段之外，讓步段也可以解決只有2個(gè)理由缺少第三個(gè)段落的問題。

具體案例參考第三部分的機(jī)經(jīng)詳解

4.拆分法/分情況討論

針對一些比較抽象的獨(dú)立寫作話題，我們可以分情況討論，或者對于關(guān)鍵詞進(jìn)行定義和拆分，在更加具體的情況下方便論證。

具體案例參考第三部分的機(jī)經(jīng)詳解

5.檢驗(yàn)論點(diǎn)

沒有標(biāo)準(zhǔn)答案，這是獨(dú)立解題最自由的地方。但這并不意味著什么樣的理由都可以作為論點(diǎn)并且展開段落的。課堂上，一些學(xué)生可以馬上相處三個(gè)理由，但仔細(xì)探究，可能只有一個(gè)理由是可以作為論點(diǎn)的。

這里說一下三個(gè)檢驗(yàn)標(biāo)準(zhǔn)：1.支持觀點(diǎn) 2. 論點(diǎn)相互不重疊 3. 易于展開

6.靈活調(diào)整

根據(jù)ETS的出題，我們知道，題目是千變?nèi)f化的，為了幫助學(xué)生更好的應(yīng)對，老師們會(huì)總結(jié)出一些實(shí)用方法，對學(xué)生來說，比死記硬別、生搬硬套更重要的是，在題目的練習(xí)中，去運(yùn)用這些方法，并且靈活的調(diào)整。

如果覺得一些常用理由不適合支持某一道題，那么就放棄這個(gè)理由;

如果只想出兩個(gè)理由，那么可以加一個(gè)讓步段或者對比段;

如果一道題直接用常用理由去支持很難，可以試著拆分法;

如果完全同意/不同意很難，可以試著兩邊倒;

如果題目中有絕對詞，可以部分同意/不同意。

總結(jié)：

備考的成功取決于兩個(gè)要素：個(gè)人的努力 + 實(shí)用的方法。單純的背誦方法而不去嘗試解題，是不可能熟練掌握的;一味地做題而不調(diào)整改善也是比較低效的。此文為大家提供了一些題目和方法，并演示了方法的具體運(yùn)用。建議讀者自己多加嘗試和練習(xí)。另外，知識(shí)注定是要更新的，所以讀者若有更好的靈感或者在別的學(xué)習(xí)資料中遇到更好的方法，也可以加以運(yùn)用。最后，考試是自己考的，老師和學(xué)習(xí)資料是個(gè)輔助，大家不要忘記相信自己：)

托福寫作思路從積累托福語料做起

First，請各位3分鐘時(shí)間默讀下面的文段(以下范文出自KYLE DeNUCCIO 不同顏色的詞請重點(diǎn)關(guān)注)

①Financial literacy is the ability to use knowledge and skills to make effective and informed money management decisions. Gaining the knowledge and developing the skills to become financially literate is a lifelong process that begins with something as simple as putting a few pennies in a piggy bank, and evolves to more advanced subjects such as risk and asset allocation.

②Because financial literacy is not emphasized in the education system - less than half the states have any financial literacy requirements for grades K-12, and only four states require high school students to take personal finance classes - most kids lack the necessary knowledge and skills to become financially responsible adults. The President's Advisory Council on Financial Literacy wrote in its 2008 Annual Report to the President: "By almost any measure, today's school children are ill-equipped to understand personal finance and make their way in the modern financial world. Their rising debt and debt problems, along with their poor inclination to save, substantiate what the test scores show. Meanwhile, most students still graduate from high school without any formal classroom education in personal finance."

③There is now - especially following the global financial crisis that began in 2008 - a growing interest in requiring more personal finance classes in the K-12 setting. Ben Bernanke, Chairman of the Federal Reserve System has stated that, "One of the key lessons of the recent financial crisis is the importance of personal financial literacy. Besides improving their personal financial decision making, teaching students economic principles will help them as citizens understand and make choices about many of the critical issues confronting our nation."

④Despite this recognition, most things money are still taught at home, where the role of financial educator falls primarily on parents, guardians and other adults in the home. For many adults, however, talking about money is akin to talking about other provocative subjects. Unsure of where to begin and worried about saying the wrong thing, many adults simply avoid conversations about money. This is often made worse by adults' lack of confidence in their own handling of finances. It is important for adults to remember that, even if they are not financial rock stars themselves, they have experience and perspective on their sides, and can draw both from their financial mistakes and successes to share essential knowledge and skills to their children. It starts with a conversation.

⑤In our first guide, Teaching Financial Literacy To Kids, we introduced concepts that are appropriate for the youngest learners, such as the difference between needs and wants.(細(xì)節(jié)!!) / In part two of the series, Teaching Financial Literacy To Tweens, we covered intermediate topics, including income and expenses, saving for long-term goals and entrepreneurship. / In this tutorial, designed especially for teaching teens, we introduce the more advanced topics suitable for teenagers, including budgeting, credit and debt, money management and investing.(細(xì)節(jié)!!)(473words)

讀完了是不是有一種“好高大上啊” 我寫不出來啊，沒關(guān)系哈來下面BOMB老師幫你“庖丁解?！?請動(dòng)筆“記” 光看沒用，快拿筆!

1.Financial literacy ：翻譯成中文的話就類似“理財(cái)?shù)哪芰Α?/p>

e.g.：Financial literacy is the ability to use knowledge and skills to make effective money management decisions, so children are obliged to get informed about.

理財(cái)是一種使用知識(shí)和技能的能力去做出高效的金錢管理決定，所以孩子務(wù)必要去了解。

literate：有文化的，會(huì)讀寫的

illiterate：文盲的

2.informed decisions：明智的決定類似表達(dá)比如 smart move/sound decision

e.g.：School authorities might make an informed decision to put in a vast majority of money to hire famous teachers after researching hundreds of students’s needs.

校方在調(diào)查了百名學(xué)生的需求后做出個(gè)明智的決定，就是去投入大量的資金雇傭教師。

3.lifelong process：一輩子的事兒

e.g.： Marriage is a lifelong process that we have to think twice to make an informed decision.

婚姻是個(gè)一輩子的事兒，我們要認(rèn)真考慮以便做出個(gè)明智的決定。

4.putting a few pennies in a piggy bank：把零錢裝進(jìn)存錢罐

“piggy bank”表示零錢罐，penny 一便士

5.asset allocation ：資產(chǎn)分配

e.g.：Confronting financial crisis, government has to implement a proper asset allocation policy to avoid repeat financial depression.

面臨資產(chǎn)危機(jī)的時(shí)候，政府必須要實(shí)施合適的資產(chǎn)分配政策來防止周而復(fù)始的經(jīng)濟(jì)蕭條。

6.be emphasized in: 被重視

e.g.：The mindset of "problem-solving" and “thinking-critically “ should be emphasized in the construction of teenagers teaching curricular.

“解決問題”和“批判性思考”的思維應(yīng)該在青少年教學(xué)課程建設(shè)中被強(qiáng)強(qiáng)調(diào)。

7.require sb to do：要求某人做某事(一般與學(xué)生搭配在一起使用更佳)

e.g.：School should require students to attend to some extracurricular activities to strengthen their social abilities.

學(xué)校應(yīng)該要求學(xué)生參加一些課外活動(dòng)去加強(qiáng)他們的社交能力。

8.financially responsible adults：經(jīng)濟(jì)上有責(zé)任感的成年人

e.g.：In order to become financially responsible adults, children are supposed to engage in different finance-related activities to acquire more practical skills on issues of money autonomy.

為了成為經(jīng)濟(jì)上獨(dú)立的成年人，孩子應(yīng)該參與不同的與經(jīng)濟(jì)有關(guān)的活動(dòng)去獲得更多的實(shí)用的技能在金錢自理的問題上。

9.be ill-equipped to：表示”做某事沒有準(zhǔn)備好“ ”缺乏某種能力“

e.g.：Parents are ill-equipped to understand their children and put in less faith in them such as restricting their money spent on entertainment; limiting their time spent on watching TV, and even prohibiting their freedom to choose majors.

父母未能很好的理解孩子并且對孩子有很少的信任，比如限制他們花在娛樂上的錢,限制他們花在看電視上的時(shí)間,甚至禁止他們選擇專業(yè)的自由。

10.have poor inclination to ：表示有做不好的事情的不良傾向

e.g.：Children, especially for those rebellious adolescents, tend to have poor inclination to crime, so they should be guided in a right way by their parents.

孩子,特別是那些叛逆的青少年,往往有犯罪的傾向,所以他們應(yīng)該被他們的父母用正確的方法引導(dǎo)。

11.show a growing interest in：表示在某方面展現(xiàn)興趣

e.g.：Talent kids tend to show a growing interest in tackling difficult problems.

有天賦的孩子往往在解決難題上有很多的興趣。

12.fall primarily on：主要屬于某人/主要落在誰身上

e.g.：To address environmental problems, the duties will fall primarily on three aspects : governments ;individuals and small businesses.

為了解決環(huán)境問題,責(zé)任將主要在三個(gè)方面:政府、個(gè)人和小企業(yè)。

13.is akin to: 與某事某物相似

e.g.： Friendship is akin to love.

愛人者，人恒愛之。

14.provocative subjects：刺激的話題/爭議的話題

e.g.：How to achieve a sense of happiness has long been the provocative subjects which are often discussed among scholars.