托福写作tpo范文:TPO33综合写作+独立写作范文汇总

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托福TPO33综合写作范文

The reading passage introduces three theories about the purpose and meaning of craved stone balls found in Scotland. The speaker in the listening, however, believes none of the three theories in the reading is convincing and refutes the claims one by one.

To begin with, the reading passage thinks that carved stone balls were used as weapons for hunting and fighting because there are some holes in them and grooves on the surface, which can be used to throw. However, the speaker indicates that weapons for hunting or fighting may show signs of use or wear. Other weapons back that time showed the signs of wear or damage. The stone balls, on the other hand, were perfectly preserved, and they were neither broken nor cracked. Now that other weapons like arrows were damaged, the stone balls are not likely to be weapons for hunting or fighting purposes.

Additionally, in the reading material, the author argues that carved stone balls may be used for measuring weight for their uniform size. However, the speaker further explains that stone balls were made of different types of stones. The density of each material varies from one to another. Some stone balls might be same in size, but their mass could be different. A handful of one stone balls might be heavier than a handful of another stone balls made of other material. The stone balls were not desirable for measuring weight.

Finally, the reading material suggests that stone balls were used for some social purpose rather than pragmatic use. However, the speaker believes that some stone balls were made intricate while others were so simple that people could hardly find symbolic meaning from the simple ones. Besides, some rich people might be buried with their possessions in tombs or graves after death. Unluckily, no stone balls were found in tombs. In this way, the speakers indicates the stone balls were not for showing social status.

托福TPO33独立写作范文

Many parents and education experts are convinced that children will work more efficiently when they work independently on projects. People holding believe group work will take long hours to reach consensus; some children taking a free ride will make the process more time-consuming. From my perspective, however, students work more efficiently when they must work together on projects than when they are asked to work independently.

First, it is working together that helps students improve their efficiency. When required to do assignments, students often gain more insights in group discussions as brainstorming, assisting individuals view things from different points of view. Last month when I was preparing an international competition, for example, I really hoped that I could finish my speech draft without any error, accurately showing my coherence and logic. Unfortunately, it always was pointed out some mistakes and incoherence, which actually annoyed me a lot. Having realized it was hard for students like me to overcome such mistakes by their own in time, my teacher divided us into four study groups and encouraged us to exchange our drafts. The next day when group members and I checked the same lecture, my classmate James advised us to read one of drafts and marked all incorrection as we found. Another classmate Tom suggested us to arrange individual’ s work, like one exclusively responsible for introduction, one for body paragraphs and so forth. After attending the group discussion, I soon finished revising my draft, satisfied and fulfilled. In this way, students work more efficiently when they work together on academic projects.

Working together is so indispensable when it comes to developing students ‘sense of responsibility. Students today are always advised to do some social activities like civic engagement activities. Working together on these social activities enables them to strengthen their awareness of responsibility and enhance understanding, having wider range of knowledge. When my elder sister Silvia was a third year college student, for example, she was required to do a research about people’ s reactions to waste batteries recycling among different age groups or income levels. At the very beginning, she poured scorn on such an activity, claiming that it was meaningless and not related to her life. After she joined a group, however, things went smoothly, turning into an utterly different picture. Silvia observed that her team members constantly asked strangers concerning their attitudes toward batteries recycling, giving rise to her confusion. Thus, she tried to participate their actions, listening to what people talked, what people cared about, why people gave different answers and how recycling behavior vary from one age group to another. Under her team members’ explanation and help, Silvia gradually realized her responsibility as a citizen, collecting people’ s ideas about waste batteries, to do some meaningful things that she can to better protect our environment.

In conclusion, not only does working with others improve efficiency, but also it is conducive to developing people’s sense of responsibility.

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